Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2017-01-26T17:39:29Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE - JULIANA LIMA (DEPÓSITO FINAL).pdf: 5733487 bytes, checksum: 4e691ae7d7f1d9b9a6f5be7cd1b35c27 (MD5) / Made available in DSpace on 2017-01-26T17:39:29Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE - JULIANA LIMA (DEPÓSITO FINAL).pdf: 5733487 bytes, checksum: 4e691ae7d7f1d9b9a6f5be7cd1b35c27 (MD5) Previous issue date: 2016-06-30 / FACEPE / Esta Tese teve como objetivo geral analisar práticas docentes em turmas do 3º ano do Ensino Fundamental, considerando as ações pedagógicas e didáticas, e as apreciações valorativas dos estudantes sobre o ensino. Dois blocos de objetivos específicos foram contemplados: ações pedagógicas; ações didáticas de ensino de Língua Portuguesa. Cada um foi enfocado tanto em relação à investigação das ações docentes, por meio de observações; quanto em relação às apreciações valorativas das crianças sobre as aulas, por meio de entrevistas. Em cada um buscou-se relacionar as apreciações valorativas dos estudantes com as ações dos docentes. Participaram da pesquisa duas professoras do 3º ano do Ensino Fundamental I, dos municípios de Camaragibe e Jaboatão dos Guararapes, em Pernambuco. Realizamos observações de 14 aulas de cada docente e entrevistas com os estudantes, totalizando 42 de cada turma. Foram realizadas análises qualitativas e quantitativas, dialogando com autores que discutem sobre prática docente de forma mais geral, com foco nos pressupostos pedagógicos, tais como Tardif (2000; 2002), Chartier (1998; 2000; 2008; 2011;), Freire (1998), Ferreira (2007), Zabala (1998), Libâneo (2013), dentre outros, e autores da área de alfabetização e ensino de Língua Portuguesa, como Soares (1998; 2014), Morais (2012), Smolka (2013), Leal e Brandão (2012), Andrade (2015), Marinho (2008), Koch e Elias (2012), Solé (1998), Schneuwly e Dolz (2004), Antunes (2003), dentre outros. Foram elencadas 17 categorias relativas aos aspectos pedagógicos, organizados em dois blocos: Organização do trabalho docente e Mediação e atitudes docentes para o favorecimento da interação em sala de aula. As duas professoras demonstraram ser autônomas no seu fazer docente. O trabalho docente da professora Márcia era ancorado em pressupostos de ensino mais integrador e problematizador, com mediações e atitudes que favoreciam mais a participação das crianças no processo de aprendizagem. A professora Fernanda adotava um ensino mais disciplinar e menos problematizador. Também teve atitudes favoráveis para a interação em sala de aula, embora com pouca polidez no trato com os alunos. Os dados desse bloco indicam que as professoras mobilizaram saberes diversos, em relação à seleção, elaboração das atividades, modos de intervir e de interagir com os alunos, repercutindo na forma como os alunos aprendem. Em relação às análises da dimensão didática do ensino de Língua Portuguesa, foram construídas 8 categorias relativas ao ensino dos eixos de sistema de escrita alfabética, leitura e produção de textos escritos. As análises evidenciaram que houve uma perspectiva de ensino sociointeracionista mais visível na prática da professora Márcia, que favorecia que os alunos aprendessem sobre a língua de forma mais reflexiva, com situações de interação mais aproximadas de práticas não escolares. Na prática da professora Fernanda, o ensino da leitura foi o que mais se aproximou desta concepção. O ensino do sistema de escrita alfabética e da produção de textos era pouco reflexivo. Nas entrevistas com os estudantes foram identificados mais comentários positivos, evidenciando que aprovavam muitas das estratégias adotadas pelas professoras, mas também criticaram alguns aspectos das aulas. Das 17 categorias pedagógicas, doze foram mencionadas pelos alunos da professora Márcia e nove pelos alunos da professora Fernanda. Das 22 categorias envolvendo os três eixos do ensino de Língua Portuguesa, doze foram mencionadas pelos alunos da professora Fernanda e dezessete pelos alunos da professora Márcia. Tal diferença revela que as crianças são sensíveis às diferentes nuances do trabalho pedagógico. As crianças comentaram aspectos importantes do trabalho pedagógico. Os dados também ajudam a salientar a complexidade do trabalho do professor e da multiplicidade de saberes envolvidos no cotidiano da sala de aula. / This thesis aimed to analyze teaching practices in 3rd year classes of elementary school, considering the pedagogical and didactic actions, and the value appreciation of students of teaching. Two specific objectives blocks were considered: pedagogical actions; didactic action of teaching Portuguese. Each was focused both in relation to the investigation of teachers 'actions, through observations; and in relation to the value appreciation of children on the lessons, through interviews. In each sought to link the value appreciation of the students with the actions of teachers. The participants were two teachers of the 3rd year of elementary school, the cities of Camaragibe and Jaboatão dos Guararapes, in Pernambuco. We conducted observations of 14 lessons each teacher and interviews with students, totaling 42 for each class. Qualitative and quantitative analyzes were carried out, dialoguing with authors who discuss teaching practice more generally, focusing on pedagogical assumptions such as Tardif (2000; 2002), Chartier (1998; 2000; 2008; 2011;), Freire (1998 ), Ferreira (2007), Zabala (1998), Libâneo (2013), among others, and authors of literacy area and teaching Portuguese as Soares (1998, 2014), Morais (2012), Smolka (2013) Leal and Brandão (2012), Andrade (2015), Marinho (2008), Koch and Elias (2012), Solé (1998), Schneuwly and Dolz (2004), Antunes (2003), among others. They were listed 17 categories covering pedagogical aspects, arranged in two blocks: organization of the teaching work and Mediation and faculty attitudes for favoring the interaction in the classroom. The two teachers proved to be autonomous in its teaching do. The teaching work of professor Marcia was anchored in more integrative educational assumptions and problematical, with mediations and attitudes that most favored the participation of children in the learning process. Professor Fernanda adopted a more disciplinary teaching and less problematical. Also had favorable attitudes for interaction in the classroom, although with little politeness in dealing with students. The data in this block indicates that the teachers mobilized diverse knowledge in relation to the selection, design activities, ways to intervene and interact with the students, reflecting on the way students learn. Regarding the analysis of the didactic dimension teaching Portuguese, were built 8 categories relating to the teaching of the alphabetic writing system of axes, reading and production of written texts. The analysis showed that there was a sociointeractionist teaching perspective more visible in the practice of professor Marcia who favored that students learn about the language more reflective way, with more approximate interaction situations of non - school practices. In practice of professor Fernand, the teaching of reading was the one closest to this concept. The teaching of the alphabetic writing system and the production of texts was little reflective. In interviews with students were identified more positive comments, showing that approved many of the strategies adopted by the teachers, but also criticized some aspects of the classes. Of the 17 educational categories, twelve were mentioned by students of professor Marcia and nine students by professor Fernand. Of the 22 categories involving the three axes of the Portuguese language teaching, twelve were mentioned by students of teacher Fernanda and seventeen by students of professor Marcia. This difference reveals that children are sensitive to the different nuances of the pedagogical work. Children commented important aspects of pedagogical work. The data also help to highlight the complexity of the teacher's work and the multiplicity of knowledge involved in the classroom everyday.

Fine-motor skills in any domain (e.g., sports, surgery, music) are subject to performance decrements under pressure. A large majority of studies that have examined “choking under pressure” used golf putting as a paradigm to test participants. Golf putting is a fine-motor skill that is highly susceptible to deviations in performance, yet a skill that appears to be deceptively simple without a steep learning curve. The following thesis contained three studies that examined the influence of social evaluative threat on the objective outcome performance (holed or not holed, distance to the hole), as well as the kinematic variables associated with the putting stroke itself. Performance was measured using a high-speed infrared camera called the TOMI® which collected real-time 3D data about a number of different kinematic parameters for each putt that was struck. While it was expected that a learning effect would characterize the longitudinal trajectory of performance, it was also expected that state anxiety would moderate this trajectory. In Study 1, 35 amateur golfers, completed a self-report measure of state anxiety and performed golf putting tasks under a neutral condition followed by a social-evaluative condition. Somatic anxiety was related to differential performance trajectories, while cognitive anxiety was associated with variability in the backstroke. In Study 2, 27 beginner participants participated in an improved design based on Study 1. Somatic anxiety temporarily moderated performance under pressure for the novices. In Study 3, 55 beginner participants were recruited and randomized to either a stress-free learning task (n = 29), or a social-evaluative learning task (n = 26), to address research limitations from the first two studies. Furthermore, methodological concerns present in both Study 1 and 2 were addressed, with the aim of contributing to the debate surrounding theoretical mechanisms of how performance decrements occur, specifically under social-evaluative threat. High levels of somatic anxiety moderated the objective performance trajectory of the experimental group, and surprisingly decreased the amount of time taken to prepare for each putt in the social-evaluative task. In all three studies, somatic anxiety significantly moderated both objective and indirect performance (as indicated by kinematics and routine time). Taken together, these studies suggest that one’s interpretation of physiological symptoms while under social evaluative threat can temporarily impair performance trajectories of a fine-motor skill.

Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Comparative advertising is widely used in the U.S and much remains to be learnt about when comparative advertising is used with the two forms of verbal claim; factual and evaluative claim. An experimental design with the 2 forms of verbal content (factual vs evaluative) and the two forms of comparative advertisements (direct vs indirect) were examined to identify the form of verbal content and comparison that would be most persuasive. In measuring the persuasiveness, attitude towards the brand and purchase intention were included as dependable variables. Results show that there was no significant difference between the two types of verbal content and the two types of comparisons which indicate that any forms of verbal content under any form of comparative advertisements is equally persuasive.

L’autoritarisme de droite (Right Wing Authoritarianism ; RWA) est une co-variation du conservatisme social, du traditionalisme et de l’autoritarisme. Une des caractéristiques du RWA est une moindre malléabilité des attitudes dans le temps. Cependant, ce lien entre RWA et rigidité des attitudes a été très majoritairement observé dans le cadre de l’étude des relations inter-groupes. Ces études se concentrent sur le lien entre le RWA et le changement d’attitude envers des groupes réels. Si l’intérêt de ces travaux est indéniable, il n’est pas possible d’y examiner la formation et le changement d’attitude de manière contrôlée. En effet, l’étude des groupes sociaux réels implique des effets de contexte ou des préconceptions sociales dans la formation et le changement d’attitude. Dans cette thèse, nous nous intéressons à la compréhension du RWA dans le changement d’attitude au sein d’un cadre standardisé et contrôlé : le conditionnement-contre-conditionnement évaluatif. À travers 11 expériences, nous avons testé si le RWA prédisait un plus faible changement d’attitude envers des stimuli nouveaux et artificiels. Nous avons alors pu observer que le RWA est négativement associé à la sensibilité au contre-conditionnement. Cet effet, présent dans la grande majorité de nos expériences, a été modulé en fonction des caractéristiques du conditionnement-contre-conditionnement. Plus précisément, la quantité d’informations contre-attitudinales disponibles, la présence d’instructions ou encore la diminution des ressources attentionnelles modulent le lien entre RWA et changement d’attitude. Dans l’ensemble, ces résultats corroborent l’hypothèse d’un plus faible changement d’attitude lié au RWA pour des stimuli nouveaux et artificiels. / Right wing authoritarianism (RWA) is a co-variation of social conserva- tism, traditionalism, and authoritarianism. One of the characteristics of RWA is a less malleability of attitudes over time. However, the linkbetween RWA and rigidity of attitudes has mainly been observed in inter- group relation contexts. Such studies focus on the relationship between RWA and attitude change towards real groups. While the value of this work is unde- niable, it is not possible to examine attitude formation and attitude change in a controlled manner. Indeed, studying real social groups implies context effects or social preconceptions on the attitude formation and on attitude change. In this thesis, we are interested in the understanding of RWA in attitude change within a standardized and controlled framework, the evaluative conditioning- counter-conditioning paradigm. Across 11 experiments, we tested whether RWA predicts a lower change of attitude towards new artificial stimuli. We observed that RWA was negatively associated with sensitivity to counter- conditioning. This effect, present in the great majority of our experiments, has been modulated by the characteristics of conditioning-counter-conditioning. More specifically, the amount of counter-attitudinal information available, the presence of instructions, and the decrease in attentional resources were shown to modulate the link between RWA and attitude change. Overall, these results support the hypothesis that a smaller change in attitude is related to RWA even with novel artificial stimuli.

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The purpose of this dissertation was to analyze the susceptibility of capital budgeting decisions to bias. Based on the political nature of many of these decisions, attribute framing effects were analyzed in a capital budgeting decision context. Specifically, two independent variables were analyzed: accounting data and attribute frames. This research proposed that attribute framing effects would be conditional on the nature of the accounting data being considered. When the accounting data elicited a positive or negative evaluative reaction, attribute frames were expected to be unobtrusive to capital budgeting decisions. However, when the accounting data was neutral, eliciting an ambiguous evaluative reaction, attribute frames were predicted to bias these decisions. An experiment was conducted that considered the issue across two types of capital budgeting decisions: accept/reject decisions (dichotomous decision) and strategic alliance judgments (monetary allocations). Experimental findings strongly support the predicted relationships. These results suggest that persuasive descriptions are not effective in capital budgeting contexts when accounting data provides a clear picture as to the investment's future success; however, these tactics may be vitally important when accounting information is unclear about the investment's future success. / Ph. D.