The massive volumes and the huge variety of large knowledge bases make information exploration and analysis difficult. An important activity is data filtering and selection, in which both querying and visualization play important roles. Interfaces for data exploration environments normally include both, integrating them as tightly as possible. But many features of information exploration environments, such as visual representation of queries, visualization of query results, interactive data selection from visualizations, have only been studied separately. The intrinsic connections between them have not been described formally. The lack of formal descriptions inhibits the development of techniques that produce new representations for queries, and natural integration of visual query specification with query result visualization. This thesis describes a formalism that describes the basic components of information exploration and and their relationships in information exploration environments. The key aspect of the formalism is that it unifies querying and visualization within a single framework, which provides a foundation for designing and analysing visual query interfaces. Various innovative designs of visual query representations can be derived from the formalism. Simply comparing them with existing ones is not enough, it is more important to discover why one visual representation is better or worse than another. To do this it is necessary to understand users’ cognitive activities, and to know how these cognitive activities are enhanced or inhibited by different presentations of a query so that novel interfaces can be created and improved based on user testing. This thesis presents a new experimental methodology for evaluating query representations, which uses stimulus onset asynchrony to separate different aspects of query comprehension. This methodology was used to evaluate a new visual query representation based on Karnaugh maps, and showing that there are two qualitatively different approaches to comprehension: deductive and inductive. The Karnaugh map representation scales extremely well with query complexity, and the experiment shows that its good scaling properties occur because it strongly facilitates inductive comprehension.

The massive volumes and the huge variety of large knowledge bases make information exploration and analysis difficult. An important activity is data filtering and selection, in which both querying and visualization play important roles. Interfaces for data exploration environments normally include both, integrating them as tightly as possible. But many features of information exploration environments, such as visual representation of queries, visualization of query results, interactive data selection from visualizations, have only been studied separately. The intrinsic connections between them have not been described formally. The lack of formal descriptions inhibits the development of techniques that produce new representations for queries, and natural integration of visual query specification with query result visualization. This thesis describes a formalism that describes the basic components of information exploration and and their relationships in information exploration environments. The key aspect of the formalism is that it unifies querying and visualization within a single framework, which provides a foundation for designing and analysing visual query interfaces. Various innovative designs of visual query representations can be derived from the formalism. Simply comparing them with existing ones is not enough, it is more important to discover why one visual representation is better or worse than another. To do this it is necessary to understand users’ cognitive activities, and to know how these cognitive activities are enhanced or inhibited by different presentations of a query so that novel interfaces can be created and improved based on user testing. This thesis presents a new experimental methodology for evaluating query representations, which uses stimulus onset asynchrony to separate different aspects of query comprehension. This methodology was used to evaluate a new visual query representation based on Karnaugh maps, and showing that there are two qualitatively different approaches to comprehension: deductive and inductive. The Karnaugh map representation scales extremely well with query complexity, and the experiment shows that its good scaling properties occur because it strongly facilitates inductive comprehension.

Primarily via constructivist teaching experiment methodology, units coordination (Steffe, 1992) has emerged as a useful construct for modeling students' psychological constructions pertaining to several mathematical domains, including counting sequences, whole number multiplicative conceptions, and fractions schemes. I describe how consideration of units coordination as a Piagetian (1970b) structure is useful for modeling units coordination across contexts. In this study, I extend teaching experiment methodology (Steffe and Thompson, 2000) to model the dynamics of students' units coordinating activity across contexts within a teaching experiment, using the construct of propensity to coordinate units. Two video-recorded teaching experiments involving pairs of sixth-grade students were analyzed to form a model of the dynamics of students' units coordinating activity. The modeling involved separation of transcriptions into chunks that were coded dichotomously for the units coordinating activity of a single student in each dyad. The two teaching experiments were used to form 5 conjectures about the output of the model that were then tested with a third teaching experiment. The results suggest that modeling units coordination activity via the construct of propensity to coordinate units was useful for describing patterns in the students' perturbations during the teaching sessions. The model was moderately useful for identifying sequences of interactions that support growth in units coordination. Extensions, modifications, and implications of the modeling approach are discussed. / Ph. D.

Corporations follow different strategies to leverage their existing brands. One of these is brand extension, which is the extension of an existing brand to a new product category. In this strategy, corporations have two alternatives, one of which is the family brand extension. Here, the new product is introduced under the corporate name along with the extension’s category name (e.g. Sony mobile, Nestlé mineral water, and Gillette shampoo). The second alternative is the brand endorsement. In this alternative, the extension is given a new name. Moreover, the corporation’s name is presented as the endorser in the extension brand structure and communications (e.g. Scandic by Hiliton, Courtyard by Marriott). However, the focus will be on the extension brand name, rather than the corporate name. The endorser’s main role is to provide credibility and substance to the endorsed brand, while maintaining the endorsed brand’s freedom to establish its unique associations and personality. It is well-known that, in the family brand extension, the perceived fit between the parent brand and the extension product category moderates consumers’ judgement of the extension (i.e. the new product which is introduced under the parent name). However, widely-diversified corporations (e.g. Nestlé, Unilever) often endorse their products to leverage their corporate credibility. The proliferation of using a corporate name to endorse products in the case of corporations with diversified product portfolios puts the importance of the fit on the corporate endorser, and the endorsed product brand under scrutiny. Specifically, it raises the following questions: to what extent is the perceived fit between the corporate brand endorser and the endorsed brand really important in an endorsement context? What is the relative importance of fit and endorser credibility in an endorsement context, and why? In the current research, it is proposed that both corporate credibility and fit affect consumers’ judgement in an endorsement context. However, the endorser credibility is more important. It is also proposed that corporate credibility is more important than fit because it is more diagnostic, which makes the endorser credibility more recallable for the consumer. The current research results have shown that, when consumers can easily recall information related to the endorser credibility and the fit between the endorser and the endorsed brand, both endorser credibility and fit has an effect on the endorsed brand. However, endorser credibility has a stronger effect on the endorsed brand judgement than fit. Moreover, the results have shown that fit moderates the effect of corporate credibility only when the endorser credibility is high. When consumers have difficulty recalling information, fit does not moderate the effect of the endorser credibility on the endorsed brand. The current research findings have been obtained by conducting two experiments. In Experiment One, corporate credibility and perceived fit were manipulated in an endorsement context. Consumer judgement of the endorsed brand was measured by the perceived quality and purchase intention. Experiment Two was conducted to study the impact of the information accessibility on the effect of the endorser credibility and fit on the endorsed brand judgement. Endorser credibility, fit and information accessibility were manipulated in an endorsement context. Perceived quality and purchase intention of the endorsed brand were also used to measure the consumers’ judgement of the endorsed brand.

Les zéolithes sont largement utilisées en catalyse. Un enjeu majeur est d'obtenir des cristaux nanométriques qui offrent des perspectives prometteuses dans la conception de catalyseurs acides plus actifs et plus sélectifs, notamment pour les procédés de conversion des coupes lourdes pétrolières. L'obtention de ces nano-cristaux peut résulter de l'utilisation d'inhibiteurs de croissance. Cette thèse s'est attachée à identifier deux familles de composés organiques limitant la croissance des cristaux. Pour la première, l'inhibition est envisagée par adsorption de composés organiques (polycations, acides aminés...) sur la surface des cristaux en formation. Cette étude a été réalisée en suivant une méthodologie d'expérimentation à haut-débit et a conduit à des cristaux de zéolithe Y (FAU) de 300 nm par l'ajout de L-lysine. La seconde famille est dérivée de l’approche de l’équipe de Ryoo et consiste en l’utilisation de composés bifonctionnels comportant une fonction structurante et une fonction inhibitrice de croissance. Cette étude a démarré par la synthèse de zéolithe MFI. La modélisation moléculaire a permis d'identifier un mono-ammonium alkylé favorisant la formation de nanofeuillets de zéolithe ZSM-5 d'épaisseur voisine de 2 nm. L'étude cinétique a révélé par ailleurs que cette zéolithe est synthétisée à partir d’un polysilicate lamellaire formé in situ. Cette stratégie d'identification, couplée à une méthodologie d'expérimentation à haut débit, a alors été appliquée à la synthèse des zéolithes EMC-1 (FAU) et EMC-2 (EMT), et a conduit à l'élaboration de nouveaux agents structurants et composés bi-fonctionnels. / Zeolites are widely used in catalysis. One of today’s major challenges is to obtain nanometer-sized crystals, offering promising prospects for the design of more active and more selective acid catalysts, in particular for heavy oil conversion processes. Zeolite nanocrystals can be obtained by using growth inhibitors. This thesis focused on the identification of two families of organic compounds limiting the crystals growth. For the first one, the growth inhibition is favored by the adsorption of organic compounds (polycations, amino acids…) on the surface of growing crystals. This study was conducted using a high-throughput experiment methodology and led to zeolite Y (FAU) crystals of 300 nm by the addition of L-lysine. The second family is derived from Ryoo’s team approach and consists of the use of bifunctional compounds including one structure-directing function and one growth-inhibiting function. This study started with the synthesis of MFI zeolite. The molecular modelling allowed identifying an alkyl mono-ammonium directing the formation of 2 nm-thick nanosheets of zeolite ZSM-5. The kinetic study revealed that this zeolite is synthesized from a lamellar polysilicate formed in situ. This identification strategy, coupled to a high-troughput experiment methodology, was applied to the synthesis of zeolites EMC-1 (FAU) and EMC-2 (EMT) and conducted to the elaboration of new structure-directing agents and their bifunctional counterparts.

.:1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 Fairness norms can explain the emergence of specific cooperation norms in the Battle of the Prisoners Dilemma . . . . . . . . . . . . . . . . . . . . . . 6 2.1 Solving the cooperation problem in repeated interactions . . . . . . . . . 8 2.2 Solving the “coordinate to cooperate” problem in repeated interaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 2.2 .1 The coordination problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 2.2 .2 Feasible norms in the Battle of the Prisoners Dilemma . . . . . . 12 2.3 Hypothesis on the emergence of cooperation norms . . . . . . . . . . . . . . 13 2.4 Fairness norms as a predictor for the emergence of different cooperation norms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 2.5 Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 2.5 .1 Experimental design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 2.5 .2 Phase 1: Social dilemma game . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 2.5 .3 Phase 2: Social value orientation . . . . . . . . . . . . . . . . . . . . . . . . . . 19 2.6 Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 2.6 .1 Patterns of cooperation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 2.6 .2 Which cooperation norms emerge in the PD and in the BOPD? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 2.6 .3 Which cooperation norms emerge under the shadow of the future? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 2.6 .4 Which cooperation norms emerge under asymmetric pay-offs? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 2.6 .5 Fairness norms can explain the emerging cooperation norms 27 2.7 Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 3 A sociological perspective on measuring social norms by means of strategy method experiments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 3.1 Towards methodological integration of economics and sociology . . 34 3.2 Measuring conditionality, intensity and consensus of social norms 35 3.3 An introduction to the strategy method . . . . . . . . . . . . . . . . . . . . . . . . . 37 3.4 Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 3.4 .1 Operationalization of conditionality, intensity, and consensus with the ultimatum game . . . . . . . . . . . . . . . . . . . . . . . 39 3.4 .2 Design of the strategy game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 3.4 .3 Design of the response game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 3.4 .4 Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 3.4 .5 Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 3.5 Empirical demonstration of measuring conditionality, intensity and consensus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 3.6 The differences between measuring normative principles and their intensity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 3.6 .1 Derivation of hypotheses about differences between strategy and response game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 3.6 .2 Analysis of offers in strategy and response game . . . . . . . . . . . 48 3.6 .3 Analysis of acceptance decisions in strategy and response game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 3.7 Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 4 How norms can generate conflict: An experiment on the failure of cooperative micro-motives on the macro-level . . . . . . . . . . . . . . . . . . . . . . 54 4.1 A perspective of normative conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 4.2 Bargaining norms as an exemplification of normative conflict . . . . . 58 4.2 .1 Conditional and unconditional bargaining norms . . . . . . . . . . 58 4.2 .2 Normative conflict over commitments . . . . . . . . . . . . . . . . . . . . . 59 4.2 .3 Normative conflict over contents . . . . . . . . . . . . . . . . . . . . . . . . . . 60 4.3 Derivation of hypotheses on normative conflict . . . . . . . . . . . . . . . . . . 61 4.3 .1 A general model of normative behavior and its application to the ultimatum game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 4.3 .2 Application of the model to study normative conflict . . . . . . . 65 4.3 .3 Hypotheses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 4.4 Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 4.4 .1 The ultimatum game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 4.4 .2 The real effort task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 4.4 .3 The strategy vector method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 4.4 .4 Discussion of the strategy vector method . . . . . . . . . . . . . . . . . . 70 4.4 .5 Procedure and participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 4.5 Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 4.6 Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 4.6 .1 Macro-level conditions for normative conflict . . . . . . . . . . . . . . 73 4.6 .2 The micro-level roots of normative conflict . . . . . . . . . . . . . . . . . 78 4.6 .3 Aggregation of norm adherence on the micro-level to normative conflict on the macro-level . . . . . . . . . . . . . . . . . . . . . . 80 4.7 Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 5 The emergence of norms from conflicts over just distributions . . . . . . 86 5.1 A conflict theory of norm emergence . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 5.2 Application on distributive justice and definition of fairness norms 91 5.3 Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 5.3 .1 Procedure and participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 5.3 .2 Experimental design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 5.3 .3 The real effort task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 5.3 .4 The bargaining game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 5.3 .5 Treatments and measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 5.4 Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 5.4 .1 The bargaining process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 5.4 .2 Consequences of normative conflict: Costly delays . . . . . . . . . . 98 5.4 .3 Macro emergence of norms (mixture model) . . . . . . . . . . . . . . . 98 5.5 Discussion and open questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 6 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 A Proofs and instructions for chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 1.1 Proof of lemma 2.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 1.2 Proof of lemma 2.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 1.3 Instructions chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 B Complete strategy profiles and instructions for chapter 3 . . . . . . . . . . . . 121 2.1 Instructions chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 2.1 .1 Instructions for the strategy method game . . . . . . . . . . . . . . . . . 121 2.1 .2 Instructions for the response method game, proposer . . . . . . . 125 2.1 .3 Instructions for the response method game, responder . . . . . . 126 C Classification algorithm for fairness types in chapter 4 . . . . . . . . . . . . . . 129 3.1 Proof of proposition 4.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 3.2 Proof of proposition 4.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 3.3 Classification algorithm for fairness types . . . . . . . . . . . . . . . . . . . . . . . 131 D Instructions chapter 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139