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Cette thèse étudie les différents procès de catégorisation (catégorisation fondée sur un prototype, une finalité ou une analogie) et les mécanismes cognitifs associés (tendance centrale, combinaison conceptuelle et raisonnement analogique) que les publics utilisent dans les marchés quand ils évaluent une entité ambiguë. D’une part, la recherche a montré que les produits ambigus sont dévalorisés parce que les publics deviennent confus par ce que ces produits permettent de faire (ambiguïté cognitive). D’autre part, la recherche a montré que les organisations avec un positionnement de marché ambigu sont également dépréciées car les publics ne savent pas ce qu’elles sont (ambiguïté liée à l’identité de ces dernières), et la manière dont elles peuvent répondre à plusieurs tâches en même temps (ambiguïté liée aux compétences de ces dernières). Cette thèse met en perspective ces résultats en étudiant comment différents procès de catégorisation et mécanismes cognitifs associés ont une influence sur (i) l’évaluation des produits ambigus (ii) l’évaluation de la performance des organisations avec un positionnement de marché ambigu, et (iii) les stratégies de différentiation des entreprises. De manière plus générale, mon travail contribue à la littérature existante en théorie des organisations et en stratégie. Dans le premier cas, mon travail contribue aux travaux en « economic sociology », mais aussi ceux sur les procès de catégorisation ou encore ceux sur les organisations hybrides. Concernant la littérature en stratégie, mon travail contribue sur les sujets liés à « optimal distinctiveness », la manière dont les agents attribuent la valeur d’un point de vue cognitif ou encore les stratégies de différentiation des entreprises.De plus, la littérature sur les catégories en management et théorie des organisations a été à la recherche de corrélation dans des bases de données alors que la théorie sous-jacente se trouve au niveau des procès de catégorisation et des mécanismes cognitifs associés. Bien que cette approche soit valide, elle a ses propres limites car elle ne recherche pas l’identification causale. Ma thèse permet de répondre à ces enjeux puisqu’elle teste de manière expérimentale comment les différents procès de catégorisation et les mécanismes cognitifs associés ont une influence sur la perception de l’atypicalité dans les marchés.Dans ma thèse, j’étudie comment les différents procès de catégorisation et les mécanismes cognitifs associés ont (i) une influence sur l’évaluation des produits atypiques—ceux caractérisés par l’ambiguïté catégorielle (Chapitre 1)—, (ii) les mérites perçus des organisations hybrides (chapitre 2), et (iii) les stratégies de différentiation des entreprises. De manière plus générale, mon travail contribue à la littérature existante en théorie des organisations et stratégie. Dans le premier cas, mon travail contribue aux travaux en « economic sociology », mais aussi ceux sur les procès de catégorisation ou encore les organisations hybrides. Concernant la littérature en stratégie, mon travail contribue sur les sujets liés à « optimal distinctiveness », la manière dont les agents attribuent la valeur d’un point de vue cognitif ou encore les stratégies de différentiation des entreprises. / This dissertation studies the different categorization processes (prototype-based, goalbased and analogical-based categorization) and subsequent cognitive mechanisms (central tendency, conceptual combination and analogical processing, respectively) that audiences use in markets when they evaluate an ambiguous entity. Past research has shown that audiences discount product ambiguity because they are confused about what an ambiguous product offering does (cognitive ambiguity). Similarly, research has shown that audiences discount organizational ambiguity because they don’t know what these organizations with an ambiguous market positioning are (identity ambiguity) and how well they multi-task (competence ambiguity). This dissertation puts these results in perspective and studies how different categorization processes and cognitive mechanisms influence (i) the evaluation of ambiguous product offerings, (ii) the performance evaluation of organizations with an ambiguous market positioning, and (iii) firms’ differentiation strategies. More broadly, this work offers contributions to the literature in both organization theory and strategy. In the former, this work falls within the economic sociology, categorization processes and hybrid organizations topics. In the latter, my contributions are relevant to the topics of optimal distinctiveness, market agents’ cognitive ascription of value, and firms’ differentiation strategies.Furthermore, much of the literature on categorization has sought statistical correlations in large data sets, although the underlying theory is about cognitive mechanisms in the individual mind. While valid, this approach has limitations because it does not seek causal identification. My dissertation work directly addresses this issue by experimentally testing how different categorization processes and the subsequent activated cognitive mechanisms influence the perception of atypicality in markets.In my dissertation, I study how these categorization processes and cognitive mechanisms influence (i) the evaluation of atypical products—those characterized by categorical ambiguity, Chapter 1; (ii) the perceived merits of atypical organizations—here, social enterprises, Chapter 2, and (iii) firms’ differentiation strategies (Chapter 3). More broadly, my work offers contribution to the literature in both organization theory and strategy. In the former, this work falls within the economic sociology, categorization processes and hybrid organizations topics. In the latter, my contributions are relevant to the topics of optimal distinctiveness, market agents’ cognitive ascription of value, and firms’ differentiation strategies.

Hallucinations are often seen as a serious symptom of mental illness. Nonetheless, recent decades have produced a body of evidence that documented the presence of hallucinations even in non-clinical samples. Therefore, focusing on these samples is critical for improving understanding of processes underlying auditory hallucinations. The present study examines cognitive mechanisms that have been proposed to influence proneness to auditory hallucinations. A battery of experimental measures is implemented to assess some of the mechanisms implicated in the aetiology of hallucinations. Source monitoring, cognitive inhibition, bottom-up processes, working memory and traumatic experiences were measured in a laboratory study of 52 participants. Findings suggest that proneness to hallucinations is associated with impaired top-down processing and early traumatic experiences. No association between other cognitive mechanisms and hallucination proneness, contrary to previous evidence, has been found. This indicates that impaired source memory, working memory and bottom-up processing impairments might distinguish clinical and non-clinical hallucinators. An alternative implication of these findings points at issues with reproducibility in the hallucination research. Keywords: Auditory verbal hallucinations,...

Essa dissertação possui um caráter exploratório, em que o delineamento metodológico é dado pelo estudo de caso que investiga os mecanismos sociocognitivos dos estudantes em interação com o laptop educacional. Os estudantes, com idade de 13 anos, frequentavam o sétimo ano do ensino fundamental, de uma escola pública municipal, que participa da etapa dois do projeto Um computador por aluno (UCA) do Governo Federal. Esse estudo buscou compreender os mecanismos sociocognitivos presentes nas trocas interindividuais dos estudantes nos diferentes contextos de aprendizagem em que faziam uso do laptop educacional na disciplina de história. Para a análise dos mecanismos sociocognitivos dos estudantes, nesse contexto, foi utilizado o referencial piagetiano. Com base na organização dos dados, as categorias de análise foram os contextos de aprendizagem e os mecanismos sociocognitivos. Concluímos que as possibilidades da interface física e digital nos contextos de aprendizagem, considerando a mobilidade do laptop na modalidade 1:1, podem configurar novas relações e desafios no processo de ensino e aprendizagem. Com relação aos mecanismos sociocognitivos, evidenciamos uma tendência de relações de conformismo e de coação nas trocas interindividuais e um falso equilíbrio de cooperação. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-06-06T15:44:35Z No. of bitstreams: 1 Dissertacao Dirce Rigoni.pdf: 1213768 bytes, checksum: 80653838764b7f30f53e7182e920c963 (MD5) / Made available in DSpace on 2014-06-06T15:44:35Z (GMT). No. of bitstreams: 1 Dissertacao Dirce Rigoni.pdf: 1213768 bytes, checksum: 80653838764b7f30f53e7182e920c963 (MD5) / This paper has an exploratory character, which the research design is a study that investigates the socio-cognitive mechanisms of students interaction with educational laptop. Students in the age of 13 years old, in seventh grade of an elementary public school, that participates in second level of the Federal Government project Um computador por aluno (UCA). This study attempted to understand the present sociocognitive mechanisms in the interindividual exchanges of students in different learning contexts that made use of education laptop in the history subject. For the analysis of students' socio-cognitive mechanisms in this context, we used the Piaget theory. Based on data organization, the categories of analysis were the contexts of learning and social cognitive mechanisms. We conclude that the possibilities of physical and digital interface in Learning Contexts, considering the mobility of the laptop in mode 1:1, can set up new relationships and challenges in the teaching and learning. Regarding the socio-cognitive mechanisms, we noted a trend of conformity relations and coercion in exchanges interindividual and a false balance of cooperation.

Essa dissertação possui um caráter exploratório, em que o delineamento metodológico é dado pelo estudo de caso que investiga os mecanismos sociocognitivos dos estudantes em interação com o laptop educacional. Os estudantes, com idade de 13 anos, frequentavam o sétimo ano do ensino fundamental, de uma escola pública municipal, que participa da etapa dois do projeto Um computador por aluno (UCA) do Governo Federal. Esse estudo buscou compreender os mecanismos sociocognitivos presentes nas trocas interindividuais dos estudantes nos diferentes contextos de aprendizagem em que faziam uso do laptop educacional na disciplina de história. Para a análise dos mecanismos sociocognitivos dos estudantes, nesse contexto, foi utilizado o referencial piagetiano. Com base na organização dos dados, as categorias de análise foram os contextos de aprendizagem e os mecanismos sociocognitivos. Concluímos que as possibilidades da interface física e digital nos contextos de aprendizagem, considerando a mobilidade do laptop na modalidade 1:1, podem configurar novas relações e desafios no processo de ensino e aprendizagem. Com relação aos mecanismos sociocognitivos, evidenciamos uma tendência de relações de conformismo e de coação nas trocas interindividuais e um falso equilíbrio de cooperação. / This paper has an exploratory character, which the research design is a study that investigates the socio-cognitive mechanisms of students interaction with educational laptop. Students in the age of 13 years old, in seventh grade of an elementary public school, that participates in second level of the Federal Government project Um computador por aluno (UCA). This study attempted to understand the present sociocognitive mechanisms in the interindividual exchanges of students in different learning contexts that made use of education laptop in the history subject. For the analysis of students' socio-cognitive mechanisms in this context, we used the Piaget theory. Based on data organization, the categories of analysis were the contexts of learning and social cognitive mechanisms. We conclude that the possibilities of physical and digital interface in Learning Contexts, considering the mobility of the laptop in mode 1:1, can set up new relationships and challenges in the teaching and learning. Regarding the socio-cognitive mechanisms, we noted a trend of conformity relations and coercion in exchanges interindividual and a false balance of cooperation.

This thesis is on Cognitive Science of Religion (CSR) and its relevance for the rationality of religious beliefs. An epistemical model for rationality is developed according to which: a person (or group of persons) is rational to hold a certain belief a) if this belief can be assumed to have been generated by one or more reliable cognitive mechanisms, b) applies whether or not she is aware of what these mechanisms are, but c) only as long as it does not exist or arise some reasons (defeaters) to question the belief; if they occur, she must d) reflect on it and find other reasons or grounds to hold the belief in question.      Two different positions are examined, namely: 1) negative relevance: the findings and theories in CSR undermines the rationality of religious beliefs; 2) positive relevance: religious beliefs need not be irrational in the light of CSR, in fact CSR may actually support the rationality of religious beliefs.      Two lines of argument can be distinguished among those who argue for a negative relevance: a) the natural explanations that are provided by CSR are preferable; and b) religious beliefs are irrational because they are caused by unreliable cognitive mechanisms.      Among those who argue for positive relevance two arguments can be distinguised: a) religious beliefs seem to come naturally to humans and therefore are probably true; and b) CSR confirms empirically that we are equipped with a "divine mechanism" that there are reasons to believe is reliable.      The conclusions are: CSR has negative relevance to beliefs in "finite supernatural agency", but not for the faith of "infinite supernatural agency". First, the first type of beliefs is easier to explain by being generated by unreliable cognitive mechanisms; secondly they are difficult to integrate with what we otherwise know about the world. A category that falls outside the scope of CSR and thus not even potentially can be affected, is beliefs in "supernatural non-agency". / The Impact of Religion – Challenges for Society, Law and Democracy

Esta tesis describe la variación conceptual en terminología. Entendemos por variación conceptual el proceso cognitivo que conduce a cambios graduales en un concepto y se manifiesta lingüística y semánticamente en grados diferentes de equivalencia entre los sentidos de una unidad léxica o entre los sentidos de sus variantes léxico-semánticas. Este estudio se basa en los fundamentos de la Teoría Comunicativa de la Terminología (TCT) (Cabré, 1999), en la teoría del término (Averboukh, 2005) y en la teoría de variación léxico-semántica (Karcevski, 1926 en Zviagintsev (ed.), 1965; Kury³owicz, 1955; Vinogradov, 1944; Smirnitsky, 1954; Ajmanova, 1957/2004; Nikitin 1974; Shmelev 1973/2008; Ufimtseva: 1986/2002; Solntsev, 1984, 1998, entre otros). Es un trabajo teórico, descriptivo y cualitativo que combina los postulados de la lingüística estructural y cognitiva y dos perspectivas del análisis del léxico: la semasiológica y la onomasiológica. La parte empírica de este estudio se basa en el método de estudio de casos e incluye el análisis de tres tipos de casos. En el caso A se comprueba que la situación prototípica de una acción nombrada por una unidad léxica nominal deverbal se proyecta en otros tipos de situaciones, conservando el Esquema nuclear o concepto básico. En el caso B se constata que una unidad léxica potencialmente polisémica actualiza diferentes significados y sentidos en el discurso especializado con dos tipos de relación entre ellos: intersección (polisemia irregular interdominio o intradominio) e inclusión (polisemia regular intradominio o interdominio). Se demuestra también que el comportamiento sintáctico y semántico del término en el discurso puede revelar pistas de la variación conceptual del mismo. Y en el caso C se demuestra que los expertos conceptualizan y categorizan sus objetos de estudio de maneras diversas, usando diversas estrategias cognitivas en los discursos que construyen. / This thesis describes conceptual variation in Terminology. By conceptual variation we understand the cognitive process leading up to gradual changes in a concept and which can be observed in different degrees of equivalence among senses of a lexical unit or among senses of the related lexical-semantic variants in discourse.This study is based on the Communicative Theory of Terminology (Cabré, 1999), the Theory of the Term (Averboukh, 2005), and the Theory of Lexical-Semantic Variation (Karcevski, 1926 in Zviagintsev (ed.), 1965; Kury³owicz, 1955; Vinogradov, 1944; Smirnitsky, 1954; Ajmanova, 1957/2004; Nikitin 1974; Shmelev 1973/2008; Ufimtseva: 1986/2002; Solntsev, 1984, 1998, etc.). It is a theoretical, descriptive, and qualitative study, which combines principles of Structural and Cognitive Linguistics and the semasiological and onomasiological perspectives of lexical analysis. The empirical part of the research consists of three cases following the case study methodology.In Case A, we see that the prototypical situation of an action named by a deverbal noun is mapped onto different kinds of situations preserving the Nuclear Scheme or basic concept. In Case B, it is proven that a potentially polysemic lexical unit activates various meanings and senses in specialized discourse, thus establishing two types of relations between them: intersection (inter- and intradomain irregular polysemy) and inclusion (inter- and intradomain regular polysemy). It is also demonstrated that the syntactic and semantic behaviour of terminological units in discourse can provide clues about conceptual variation. In Case C, it is confirmed that experts conceptualize and categorize their objects of study in different ways and construe their discourse using different cognitive strategies.