This research presents a case study at a South African University, involving students who had studied mathematics in a pre-undergraduate Foundation Programme (FP) and who were currently in their first year of study in Information Technology (IT) at the same institution. The study investigated a possible relationship between the teaching approach used in the FP mathematics classroom and the extent of students’ abilities to use important mathematical practices, such as using procedures flexibly; using representation; understanding/explaining concepts; questioning; justifying claims; disagreeing; strategising; and generalising, in an undergraduate IT context. Focus group interviews and task-based interviews were used to answer three related questions: “To what extent are students aware of differences in teaching approaches between FP mathematics and undergraduate study?”; “To what extent do students believe that their experiences of the teaching approaches in the Foundation Programme mathematics class have helped them in undergraduate study in other courses?”; and “In what ways are the mathematical practices taught in the Foundation Programme used in undergraduate study in IT?” A bricolage of learning theories was used as a framework for understanding the possible relationships between teaching approach, development of mathematical practices and learning transfer. The students in the focus groups described the teaching approach used in the FP mathematics classes as studentcentred, whereas many of the undergraduate IT lectures and tutorials were described as teachercentred. The students felt that the approach used in the FP mathematics classroom was beneficial to further study, in that it taught them how to become responsible for their own learning and brought about deep understanding of the mathematical concepts learned in the FP. The task-based interviews showed that all students used mathematical practices to solve IT problems to a greater or lesser extent. The use of these mathematical practices was best understood as being influenced by all past cognitive, social and cultural experiences, and was therefore not a case of “transfer” in the traditional sense of the word. Instead, the use of mathematical practices could be described as an extreme case of “cognitive accommodation” from a cognitive constructivist perspective, or a case of “generality” from a situative perspective. Furthermore, an inter-relationship emerged between student-centred teaching, students’ productive disposition towards mathematics, and the extent of “transfer” of mathematical practices to the IT domain. This interesting relationship warrants further investigation.

The purpose of my study is to determine students’ attitudes to the Natural Science subject. I want to contribute to scientific discourse about different learning styles that can respond to childrens’ requirements in teaching as well as to determine the student’s experience of learning styles. The studies were carried out at an upper secondary school in Stockholm (spring term 2011) for three different classes. I have used qualitative interviews to determine student's experiences and quantitative analysis of student's evaluations of science subjects they have been taught. In my research I concluded that pupils’ attitudes to science are quite common. I also suggest that students with negative attitudes to science have a basis in the student's difficulties with science learning. I also found that the students have different ways of learning. By making the students aware of their best way to learn they can develop individual strategies for attaining new information. The traditional teaching methods that exist in today's education system impart knowledge in the form of finished facts. This can lead to pupils having difficulties in learning. Therefore teachers must adapt their teaching styles and methods to a way that fits all of the students’ different ways of processing information and learning. Schools need to find different approaches to the teaching of its pupils. My conclusion is that if teachers adjust their methods of teaching the Natural science subjects to suit each student learning - styles, this can increase their ability to learn and therefore increase their comprehension of the subjects.

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Perspective taking is typically defined as the ability to reason about others’ mental states (e.g. their beliefs, thoughts, desires, and intentions) and to understand the role of those mental states in everyday situations (I. A. Apperly, 2012). Traditional accounts of perspective taking typically analyze the ability based on three different domains: visual, affective or emotional, and cognitive perspective taking (Flavell, 2004). From a behavioral viewpoint, perspective taking skills are built upon the ability to recognize our own behavior in relation to the context. Relational Frame Theory (RFT) is a contemporary behavioral account of human language and cognition (Hayes et al., 2007). From an RFT viewpoint, perspective-taking skills involve deictic relations between individuals, spaces, and time. Instead of using the three dimensions analyzed in the other fields, RFT studies the development of complex perspective-taking skills through three types of deictic frames: interpersonal (I-YOU-OTHER), spatial (HERE-THERE), and temporal (NOW-THEN-LATER). The purpose of this dissertation was to develop a set of behavioral assessments to measure visual, emotional, and cognitive perspective-taking skills from an RFT viewpoint. This dissertation made methodological and empirical contributions to the field by proposing three behavioral computer-based protocols for evaluating the role of deictic frames on visual, emotional, and cognitive perspective taking tasks. Experiment 1 results revealed significant differences in response latency and correct response levels on interpersonal and spatial deictic frames at simple and reverse levels of complexity on a visual perspective-taking task. These findings suggested that transforming stimulus functions following a mutually entailed relationship between interpersonal and spatial frames is not equivalent to performing conditional discriminations involving both interpersonal and spatial stimuli. Experiment 2 results revealed significant differences in response latency and correct response levels on interpersonal frames with simple, reverse, and double reverse levels of complexity on an emotional perspective-taking task. The finding showed that as the complexity of the deictic relations in emotional perspective taking increased, so did the number of errors and latency to respond. Furthermore, the findings of the study indicate that the valence of emotions has an effect on the levels of deictic relational responding. On a cognitive perspective-taking task, the results of Experiment 3 revealed significant differences in response latency and correct response levels on interpersonal frames with simple and reverse levels of complexity. False beliefs and false desires increased the number of errors and latency to respond to interpersonal deictic frames, according to the findings. Overall, these protocols improved the ecological validity of RFT-based protocols of deictic frames, extended previous research on perspective taking, and opened up new research avenues.

Abstract The purpose of this study was to focus on the cause and effect of what has been referred to as intrinsic and extrinsic motivation when it comes to second language learning through literature, where the novel To kill a Mockingbird by Harper Lee served as an example. The study started off by presenting a definition of the so called intrinsic and extrinsic motivation respectively, as well as the three perspectives psychodynamic, cognitive and socio-cultural by which it was discussed, in order to cement the framework of it and problematize its boundaries accordingly. It later focused on where and how intrinsic and extrinsic motivation respectively came into play, and what possible outcome the two different types might result in when discussing language learning. The applied method was to do a qualitative hermeneutic study by presenting earlier research and having it as a basis when hypothesizing in order to solve the research questions. This study was limited to discussing intrinsic and extrinsic motivation respectively in order to ascertain how both phenomena manifest themselves and ultimately how they affect learning, and by presenting numerous examples in the analysis it was concluded that: a) extrinsic and intrinsic motivation tend to inescapably intertwine during the process of learning and thereby end up being in need of each other, and b) that the order to how one musters extrinsic motivation, when undertaking in the educational enterprise of reading a novel, was opposite from that of the intrinsic motivation as extrinsic motivation is based on an external source of reward and therefore merely in need of an external source rather than an intrinsic curiosity. Keywords Intrinsic motivation, Extrinsic motivation, Cognitive perspective, Psychodynamic perspective, Sociocultural perspective, Zone of proximal development, Efferent reading, Aesthetic reading.

This dissertation focuses on strategy formation of firms as it unfolds over time and in context. The research questions are defined to take into account the complexity of this phenomenon, in that the themes emanating address the involved structures, processes and managerial agency as the roles and influences of managers.A "semi-deductive" methodology is introduced in order to make use of the richness of theories that pertain to the research questions. The logic behind this conduct is to first construct an interdisciplinary interpretation system based on a thematic bridging of theoretical texts. In a second stage of creating knowledge, the themes are not only retained but also extended by virtue of empirical texts. A case study covers both the organizational and sectorial level of analysis during a period of six years; thus including all the competing firms within an industry, as well as the broader context in which these companies operated. The individual level is represented by the top management groups of all firms. On both theoretical and empirical grounds, a socio-cognitive perspective emerges in which an emphasis is placed on the reciprocity between individuals as acting subjects and their social contexts. The interaction is seen as the linkage that binds actors, structures and processes. Strategy formation of the firm is uncovered as a process of structuration encapsulating distinguishable structures, interaction processes and actors. The managerial role of coupling interactions is featured. The influence of managers is discussed in terms of a freedom of interpretation and a freedom of physical action. This study carries empirical as well as theoretical implications for several research fields such as industrial evolution, the management of strategic change and the theory of the firm in general. Here, the socio-cognitive framework generated may serve as a basis for uniting individual and social aspects. The "semi-deductive" methodology may also find a broad field of application. / <p>Diss. Stockholm : Handelshögskolan, 1993</p>

Perspective taking (PT) is the ability to imagine perspectives that differ from our own. Understanding what others believe (cognitive PT) and feel (affective PT) allows us to better navigate social situations, and understanding what others see (spatial PT) allows us to better navigate spatial environments. Deficits in spatial, cognitive, and affective PT are apparent in several DSM–5 categorized clinical populations including autism spectrum disorder (ASD) and major depressive disorder (MDD). Further, differences in the severity of PT impairments may be related to general mechanisms that support this ability rather than diagnostic categories. However, the general cognitive mechanisms that support PT and whether spatial, cognitive, and affective PT share behavioral co-variance and rely on common neural mechanisms is not yet understood. There are at least two theoretical accounts regarding the association of spatial, cognitive, and affective PT. Common mechanisms accounts propose that the three types of PT are associated because all rely on manipulation of frame-of-reference representations coordinated by dorsal and ventral attentional networks. Alternative proposals suggest that attentional mechanisms support spatial PT, but cognitive and affective PT are supported by a distinct module for mental state reasoning. In this dissertation, I begin by summarizing prior evidence from studies which examined the developmental emergence of PT abilities, behavioral co-variance of PT in neurotypical and clinically diagnosed adults, and neuroimaging studies of PT. Review of the literature indicates mixed findings with support for both common and distinct mechanisms accounts. Thus, the present work probes the association of spatial, cognitive, and affective PT across two experiments. In Experiment 1, a systematic activation likelihood estimation meta-analysis of spatial, cognitive, and affective PT and attention switching was conducted. Results indicated no single neural region that was commonly associated with all three types of PT, but several overlapping regions among cognitive and affective PT, and separately among spatial PT and attention switching. In Experiment 2, two behavioral tasks and one self-report measure each of spatial, cognitive, and affective PT, a behavioral measure of attention and general reasoning ability were administered to large sample of young adults. Performance on spatial PT tasks did not significantly covary with cognitive PT, attention, nor two of the three affective PT measures in neurotypical adults. In sum, neural and behavioral experiments provided substantial support for distinct mechanisms accounts and only limited support for common mechanisms accounts of PT in neurotypical adults. / Psychology

Durant ces dernières années, le phénomène de l’implication du Conseil d’Administration (CA) dans le processus stratégique occupe une place importante dans les recherches académiques et dans l’actualité économique. L’objectif de ce travail est de comprendre ce phénomène dans le contexte des entreprises françaises. Pour ce faire, nous l’appréhendons comme un processus intermédiaire entre ses facteurs déterminants (le système de gouvernance de l’entreprise et les caractéristiques du CA) et ses facteurs d’évaluation (la performance de l’entreprise). Nous mobilisons ainsi une démarche méthodologique mixte qui combine une étude qualitative exploratoire et une étude par questionnaire de recherche adressé aux dirigeants et administrateurs des entreprises du SBF 250. Ce travail montre que la diversité de nationalité, les compétences générales et relationnelles des administrateurs ainsi que la présence d’un comité stratégique favorisent l’implication du CA dans le processus stratégique. En étudiant l’effet de cette dernière sur la performance de l’entreprise, les résultats montrent que l’implication du CA dans le processus d’établissement des choix stratégiques représente une source de création de valeur. Par ailleurs, une forte implication des administrateurs dans le processus de mise en œuvre stratégique et de contrôle influence négativement la performance de l’entreprise. Appuyés par une typologie des modes d’implication du CA (ou des « profils-types » des CA), ces résultats mettent en évidence l’importance du style d’intervention des administrateurs dans le processus stratégique afin d’expliquer son influence sur la performance de l’entreprise. / Over the past few years, research in corporate governance has devoted an increasing amount of attention to boards of directors’ involvement in the strategic decision making process. This doctoral study aims to understand this phenomenon in the French context. We apprehend it as an intermediate process between its determinant factors (corporate governance system and board characteristics) and its evaluation factors (corporate performance).Therefore, we mobilize a mixed methodological research approach that combines an exploratory qualitative study and a questionnaire survey addressed to managers and directors of the SBF 250 companies.This work shows positive and significant effect of the nationality diversity, the general and interpersonal skills of directors and the strategic committee on board members’ involvement in the strategic process. Moreover, empirical results highlight that board involvement in the process of establishing strategic choices makes an efficient contribution to the firm’s value creation. However, strong board involvement in the implementation and control process has a negative influence on corporate performance. Supported by a typology of board involvement’s forms (or "Boards’ Typical-Profiles"), these results emphasize the importance of directors’ forms of participation in different steps of the strategic process to explain its influence on corporate performance.

The aim of the research was to investigate how South Africa Further Education and Training learners acquire, recall, process and present information in a digitally enabled environment. To determine how a changing society and technology have influenced the way learners interact with information in an educational environment, recent changes in society and their influences on young people were examined as well as the traits of the generations with respect to character, family life, the future, peers and technology. This revealed that learners today need · material in visual format; · to find or create their own learning content; · fast access to learning material; and · learning material with long-term career value. It was also apparent that they are motivated by technology used in information transfer, are active learners and regard learning as a social activity. The methodology of case study action research was used. Note was taken of measures to ensure reliability and validity and applied to this research to ensure that the findings are valid and reliable as well as generalisable in South Africa beyond the confines of Pinelands High School (PHS). Two case studies observing the learners at PHS were undertaken:- creating web sites for the ThinkQuest web design competition and a building a web-based CV. The learners were heterogeneous and displayed a range of skills, ages, academic abilities and prior experiences. Many different management formats were employed, such as learning at a distance, in a contact environment, with examples and specific or open-ended instructions as well as different forms of motivation, time for the work in hand, etc. The major findings of the research were the influence of peers and importance of external motivation in the form of grades on the learners’ cognitive, affective and physical learning activities in the computer laboratory. Secondary findings indicated the importance of content, examples, instructions, time, mental state, classroom ecology, contact environment and software in the way learners acquired, recalled, processed and presented information. The research concluded with a set of actions that should be taken to ensure successful interaction with information in a digitally enabled environment. / Dissertation (PhD (Computer Assisted Education))--University of Pretoria, 2004. / Curriculum Studies / unrestricted