No presente trabalho, foram analisadas as expressões verbais da limitação imposta aos portadores de insuficiência cardíaca do Instituto do Coração, do Hospital das Clínicas da Faculdade de Medicina da Universidade de São Paulo (InCor), com o objetivo de buscar uma metodologia capaz de levar dados de língua natural, de entrevistas gravadas, a unidades categorico-quantitativas, de forma a permitir tratamentos estatísticos posteriores que correlacionem esses dados com indicadores clínicos. Para tanto, utilizou-se um corpus linguístico composto por duzentas e sessenta e seis entrevistas baseadas em sete perguntas abertas, feitas com pacientes de insuficiência cardíaca de ambos os sexos, pertencentes a quatro grupos etiológicos cardiovasculares: hipertensão arterial sistêmica, isquemia miocárdica, doenca de chagas e inespecífica. As seleções lexicais feitas pelos pacientes foram agrupadas e classicadas por temas. Para isso, foram criadas oito categorias semântico-lexicais. Tais categorias serviram de base para a análise estatística e testes de associação com os dados clínicos dos pacientes. Também foram geradas análises baseadas na Teoria da Informação, como o cáalculo de entropia semântica condicional. Através delas, ficou demonstrado que os grupos formados por critérios clínicos e linguísticos não coincidem e que, além disso, o grupo linguístico acrescenta mais informações aquelas do grupo clínico do que o inverso. As análises temáticas, por sua vez, apresentaram as qualidades dos gradientes informativos detectados nas análises entrópicas. Assim, com base em diferentes procedimentos, foram obtidos resultados que mostram a associação entre variáveis linguísticas e clínicas. / We analyze verbal expressions of symptoms from interviews with heart failure patients from InCor (Heart Institute of the University of São Paulo Faculty of Medicine), in order to create a method capable of converting natural language data from the interviews into categorical and quantitative units, thus enabling posterior statistical treatment that should correlate those data with clinical indicators. The linguistic corpus is represented by two hundred and sixty-six interviews consisting in seven standardized questions. Patients belong one out of four etiological groups, all related to heart failure: systemic arterial hypertension, ischemic myocardial disease, Chagas disease and unspecic etiology. Lexical choices from patients were organized into groups according and thematically classied. Eight lexical-semantic categories were generated. Those categories were used in statistical analysis and association tests with clinical data. Information Theory-based analysis were also held, such as semantic conditional entropy calculus. Based on these methods, we demonstrate that clinic and linguistic-oriented groups are not the same and, furthermore, the linguistic group adds a fair amount of information to the clinical data, but not the other way round. Thematic analysis, on the other hand, present details on the quality of those information gradients detected by entropic methods. Thus, based on dierent procedures, we can bring on results that prove the association between several linguistic and clinic variables.

No presente trabalho, foram analisadas as expressões verbais da limitação imposta aos portadores de insuficiência cardíaca do Instituto do Coração, do Hospital das Clínicas da Faculdade de Medicina da Universidade de São Paulo (InCor), com o objetivo de buscar uma metodologia capaz de levar dados de língua natural, de entrevistas gravadas, a unidades categorico-quantitativas, de forma a permitir tratamentos estatísticos posteriores que correlacionem esses dados com indicadores clínicos. Para tanto, utilizou-se um corpus linguístico composto por duzentas e sessenta e seis entrevistas baseadas em sete perguntas abertas, feitas com pacientes de insuficiência cardíaca de ambos os sexos, pertencentes a quatro grupos etiológicos cardiovasculares: hipertensão arterial sistêmica, isquemia miocárdica, doenca de chagas e inespecífica. As seleções lexicais feitas pelos pacientes foram agrupadas e classicadas por temas. Para isso, foram criadas oito categorias semântico-lexicais. Tais categorias serviram de base para a análise estatística e testes de associação com os dados clínicos dos pacientes. Também foram geradas análises baseadas na Teoria da Informação, como o cáalculo de entropia semântica condicional. Através delas, ficou demonstrado que os grupos formados por critérios clínicos e linguísticos não coincidem e que, além disso, o grupo linguístico acrescenta mais informações aquelas do grupo clínico do que o inverso. As análises temáticas, por sua vez, apresentaram as qualidades dos gradientes informativos detectados nas análises entrópicas. Assim, com base em diferentes procedimentos, foram obtidos resultados que mostram a associação entre variáveis linguísticas e clínicas. / We analyze verbal expressions of symptoms from interviews with heart failure patients from InCor (Heart Institute of the University of São Paulo Faculty of Medicine), in order to create a method capable of converting natural language data from the interviews into categorical and quantitative units, thus enabling posterior statistical treatment that should correlate those data with clinical indicators. The linguistic corpus is represented by two hundred and sixty-six interviews consisting in seven standardized questions. Patients belong one out of four etiological groups, all related to heart failure: systemic arterial hypertension, ischemic myocardial disease, Chagas disease and unspecic etiology. Lexical choices from patients were organized into groups according and thematically classied. Eight lexical-semantic categories were generated. Those categories were used in statistical analysis and association tests with clinical data. Information Theory-based analysis were also held, such as semantic conditional entropy calculus. Based on these methods, we demonstrate that clinic and linguistic-oriented groups are not the same and, furthermore, the linguistic group adds a fair amount of information to the clinical data, but not the other way round. Thematic analysis, on the other hand, present details on the quality of those information gradients detected by entropic methods. Thus, based on dierent procedures, we can bring on results that prove the association between several linguistic and clinic variables.

Student Number : 0316775W - MSc research report - Faculty of Science / This qualitative research project investigated the ideas of a small group of learners in the first year physics course at the University of the Witwatersrand in the area of atmospheric (air) pressure. These ideas constitute the prior knowledge with which these learners enter physics education at tertiary level. Clinical interviews were conducted with an initial sample of three (3) respondents, and the main study consisted of seven (7) first-year physics students. Data obtained during the course of the interviews was audio-taped and transcribed, and from an analysis of the transcripts a picture was obtained of the content of the knowledge held, and of the epistemological and ontological views that respondents entertained. What renders this work important is the argument that teachers are unable to assist the learning process without engaging actively with what their learners already know and believe. The first step in setting up learning experiences which can assist learners to become fluent in the construction of sound scientific explanations for phenomena and to become competent at weighing evidence is to determine the state of learners’ prior knowledge. The findings of this limited case study may be summed up as follows: There is very little indication, in the sample investigated in this study, that any meaningful learning has occurred in the areas of pressure, atmospheric pressure and the kinetic theory. These concepts have little or no explanatory power for learners in attempting to account for natural phenomena and technological applications in which atmospheric pressure is at work.

In his keynote address to the National Council of Teachers of Mathematics research pre-session, Sloane (2006b) challenged mathematics education researchers to ‘quantify qualitative insights’. This quasi-experimental study used blended methods to investigate the development of two-digit addition and subtraction strategies. Concurrent classroom teaching experiments were conducted in two intact first grade classrooms (n = 41) in a mid-Atlantic American public school. From a pragmatic emergent perspective, design research (Gravemeijer & Cobb, 2006) was used to develop local instructional theory. An amplified theoretical framework for early base-ten strategies is explicated. Multilevel modelling for repeated measures was used to evaluate the differences in strategy usage between classes across occasions and the association of particular pedagogical practices with the emergence of incrementing and decrementing by ten (N10) or decomposition (1010) strategies (Beishuizen, Felix, & Beishuizen, 1990).The two matched classes were not different in terms of gender, poverty, race, pre-assessment performance, and special education services. After the first unit of instruction with differentiated pedagogical tools, the collection class was significantly (p = .001) more likely to use 1010 than the linear class. No difference was demonstrated during the post-assessment. Students in both classes were more likely to use N10 during the last structured interview than in the first (p < .0001). Furthermore, there was no difference between the two classes in using any advanced strategy; however, students in both classes were more likely to use an advanced strategy at the conclusion of the study than they were initially (p = .033). The order of emergence of 1010 and N10 was not associated with the ability to develop both strategies, but there was an association (p < .001) between use of an advanced strategy and success on a district-mandated written assessment of two-digit addition and subtraction.Two original instructional sequences of contextually-based investigations are presented. Protocols transcribed from videotaped lessons and dynamic assessment interviews are presented to illuminate specific constructs detected and to illustrate the pedagogical techniques. An amplified framework for early place value constructs is proposed. Recommendations for future studies, curricular changes, and the need of early intervention are discussed.

In his keynote address to the National Council of Teachers of Mathematics research pre-session, Sloane (2006b) challenged mathematics education researchers to ‘quantify qualitative insights’. This quasi-experimental study used blended methods to investigate the development of two-digit addition and subtraction strategies. Concurrent classroom teaching experiments were conducted in two intact first grade classrooms (n = 41) in a mid-Atlantic American public school. From a pragmatic emergent perspective, design research (Gravemeijer & Cobb, 2006) was used to develop local instructional theory. An amplified theoretical framework for early base-ten strategies is explicated. Multilevel modelling for repeated measures was used to evaluate the differences in strategy usage between classes across occasions and the association of particular pedagogical practices with the emergence of incrementing and decrementing by ten (N10) or decomposition (1010) strategies (Beishuizen, Felix, & Beishuizen, 1990).The two matched classes were not different in terms of gender, poverty, race, pre-assessment performance, and special education services. After the first unit of instruction with differentiated pedagogical tools, the collection class was significantly (p = .001) more likely to use 1010 than the linear class. No difference was demonstrated during the post-assessment. Students in both classes were more likely to use N10 during the last structured interview than in the first (p < .0001). Furthermore, there was no difference between the two classes in using any advanced strategy; however, students in both classes were more likely to use an advanced strategy at the conclusion of the study than they were initially (p = .033). The order of emergence of 1010 and N10 was not associated with the ability to develop both strategies, but there was an association (p < .001) between use of an advanced strategy and success on a district-mandated written assessment of two-digit addition and subtraction.Two original instructional sequences of contextually-based investigations are presented. Protocols transcribed from videotaped lessons and dynamic assessment interviews are presented to illuminate specific constructs detected and to illustrate the pedagogical techniques. An amplified framework for early place value constructs is proposed. Recommendations for future studies, curricular changes, and the need of early intervention are discussed.

In his keynote address to the National Council of Teachers of Mathematics research pre-session, Sloane (2006b) challenged mathematics education researchers to ‘quantify qualitative insights’. This quasi-experimental study used blended methods to investigate the development of two-digit addition and subtraction strategies. Concurrent classroom teaching experiments were conducted in two intact first grade classrooms (n = 41) in a mid-Atlantic American public school. From a pragmatic emergent perspective, design research (Gravemeijer & Cobb, 2006) was used to develop local instructional theory. An amplified theoretical framework for early base-ten strategies is explicated. Multilevel modelling for repeated measures was used to evaluate the differences in strategy usage between classes across occasions and the association of particular pedagogical practices with the emergence of incrementing and decrementing by ten (N10) or decomposition (1010) strategies (Beishuizen, Felix, & Beishuizen, 1990).The two matched classes were not different in terms of gender, poverty, race, pre-assessment performance, and special education services. After the first unit of instruction with differentiated pedagogical tools, the collection class was significantly (p = .001) more likely to use 1010 than the linear class. No difference was demonstrated during the post-assessment. Students in both classes were more likely to use N10 during the last structured interview than in the first (p < .0001). Furthermore, there was no difference between the two classes in using any advanced strategy; however, students in both classes were more likely to use an advanced strategy at the conclusion of the study than they were initially (p = .033). The order of emergence of 1010 and N10 was not associated with the ability to develop both strategies, but there was an association (p < .001) between use of an advanced strategy and success on a district-mandated written assessment of two-digit addition and subtraction.Two original instructional sequences of contextually-based investigations are presented. Protocols transcribed from videotaped lessons and dynamic assessment interviews are presented to illuminate specific constructs detected and to illustrate the pedagogical techniques. An amplified framework for early place value constructs is proposed. Recommendations for future studies, curricular changes, and the need of early intervention are discussed.

La recherche explore la pratique des premiers entretiens dans deux contextes culturels, à travers la façon dont l’analyste témoigne de son cheminement intérieur. Les données émanent de l’analyse qualitative thématique de contenu de 15 entretiens de recherche, réalisés auprès de psychothérapeutes psychanalytiques et de psychanalystes, de 3 à 37 ans d’expérience clinique, en France et au Québec. Au vu des résultats, le cheminement intérieur de l’analyste s’organiserait selon une trame d’écoute préétablie, dont le niveau d’explicitation varierait avec l’expérience clinique. L’élaboration, à la fois secondarisée et intuitive, s’appuierait sur le matériel clinique présent et absent, la théorie et l’expérience clinique, réalisant toujours une forme d’évaluation prédictive. De façon similaire, les analystes tiendraient compte dans leur décision de l’évaluation de la demande, du fonctionnement psychique, et des potentialités de rencontre dans un « lieu transférentiel ». Des hypothèses psychodynamiques seraient à l’œuvre dès les premiers entretiens, intervenant dans les aménagements du cadre à proposer au patient. Les dispositions contre-transférentielles projetées sur l’évaluation influenceraient la nature des prédictions quant à l’issue du travail analytique. Le « désir de l’analyste » pèserait manifestement sur l’évaluation des possibilités de travail analytique, avantageant les évaluations favorables ou de potentialités d’évolution, au détriment d’éléments défavorables. Le contexte culturel n’influencerait pas le processus d’élaboration de la décision, mais modulerait la demande et les possibilités de l’analyste d’y répondre, résultat ouvrant des pistes de recherches futures. / This research explores clinical practice of first interviews in two cultural contexts, through the way the analyst accounts for his/her internal psychic development of thought. The data comes from the qualitative analysis of the thematic content of 15 research interviews, performed with psychoanalytic psychotherapists and psychoanalysts with 3 to 37 years of clinical experience, both in France and Quebec. According to the results, the analyst’s internal psychic development of thought would follow a pre-established organic listening structure, of which the level of explicitation would vary with clinical experience. The analyst’s elaboration, both secondary and intuitive, would be based on present and absent clinical material, theory, and clinical experience, always carrying out a form of predictive assessment. Similarly, the analysts would take into account in their decision the assessment of the demand, psychic functioning, and possible meeting within a “transference context”. Psychodynamic hypotheses would be at work as soon as the first interviews, involved in the adjustments of the framework proposed to the patient. The counter-transferential dispositions –projected onto the assessment– would influence the nature of predictions about the outcome of psychoanalytic work. The "desire of the analyst" would clearly influence the evaluation of analytical work opportunities, advantaging favourable assessments or potential evolution, to the detriment of hindering elements. The cultural context would not influence the decision making process, but would modulate the demands and the analyst’s possibilities to answer, opening the door to future line of research.