Il existe aujourd’hui un large consensus sur le fait que le système cognitif est capabled’avoir des activités sur lui-même, on parle de métacognition. Si plusieurs travaux se sontintéressés aux mécanismes qui sous-tendent cette métacognition, à notre connaissance,aucun ne l’a fait dans une perspective « sensorimotrice et intégrative » du fonctionne-ment cognitif comme celle que nous proposons. Ainsi, la thèse que nous défendons dansce travail est la suivante : l’information métacognitive, notamment la fluence, possèdestrictement le même statut que l’information cognitive (i.e., sensorielle et motrice). Dansun premier chapitre, nous proposons un modèle de la cognition respectant ce principe.Ensuite, dans les deux chapitres suivants, nous mettons à l’épreuve notre hypothèse parle biais d’expériences et de simulations effectuées à l’aide du modèle mathématique quenous avons élaboré. Ces travaux ont porté plus précisément sur des phénomènes liés à troispossibilités originales prédites par notre hypothèse : la possibilité de méta-métacognition,la possibilité d’intégration entre information sensorielle et information métacognitive, etla possibilité d’abstraction métacognitive. / There is today a broad consensus that the cognitive system is capable of having acti-vities on itself, we are talking about metacognition. Although several studies have focusedon the mechanisms underlying this metacognition, to our knowledge, none has done so ina "sensorimotor and integrative" perspective of cognitive functioning such as the one wepropose. Thus, the thesis we defend in this work is the following : metacognitive infor-mation, especially fluency, has strictly the same status as any cognitive information (i.e.,sensory and motor). In a first chapter, we propose a model of cognition respecting thisprinciple. Then, in the next two chapters, we test our hypothesis through experimentsand simulations using the mathematical model we have developed. This work focusedmore specifically on phenomena related to three original possibilities predicted by ourhypothesis : the possibility of meta-metacognition, the possibility of integration betweensensory information and metacognitive information, and the possibility of metacognitiveabstraction.

Made available in DSpace on 2016-04-27T18:11:46Z (GMT). No. of bitstreams: 1 nos limites da fluencia.pdf: 371976 bytes, checksum: 839d3536b0e16186b8c770eaf762bf4d (MD5) Previous issue date: 2005-08-23 / Objective: To investigate how cases of dysfluency, especially those within the limits between normal and pathological, have been diagnosed and the assessment criteria and therapeutic approaches used by speech therapists. Methods: Using a semi-guided interview, speech therapists talked about their conceptions and procedures with stuttering. The interview was recorded and literally transcribed to analyze data, which were organized in topics for discussion. Results: We could observe that stuttering had different approaches and, therefore, assessment and treatment procedures were equally different. Concerning the limits between normal and pathological dysfluent behavior, we noticed that not all interviewed therapists considered its existence. Conclusion: Considering that there are different types of clinical practice in speech therapy, subjects and complaints may be seen, assessed and treated differently. This clearly applies to speech fluency problems, given that there are professionals that focus on symptoms and not on the subject that presents them. Conversely, there are professionals that take into account the subject as a whole, without disregarding the context. Within such aspect, they value individual singularity, which does not comply with standardization of human behaviors into normal and deviant from normal. It was also concluded that the purpose of speech is to allow interpersonal communication, which takes place in different moments, and interruptions are accepted because speech fluency is not absolute in anyone / Objetivo: Pesquisar como os casos de disfluência, em especial aquelas que se encontram no limite entre o normal e o patológico, têm sido diagnosticado, quais os critérios de avaliação e qual a conduta terapêutica utilizada pelos fonoaudiólogos. Métodos: Através da entrevista semi-dirigida os fonoaudiólogos falaram sobre suas concepções e procedimentos sobre a gagueira. A entrevista, foi gravada e transcrita literalmente para análise dos dados, os quais foram organizados em temas para serem discutidos. Resultados: Pôde-se observar que a gagueira apresenta diferentes vertentes e portanto, procedimentos de avaliação e tratamento também distintos. Em relação a disfluência no limite entre o normal e o patológico, verificou-se que não são todos os entrevistados que consideram sua existência. Conclusões: Os tipos de clínica existentes na fonoaudiologia, permite que o sujeito e sua queixa seja visto, avaliado e tratado de maneiras diferentes. Nos casos da fluência de fala e seus problemas, isso pôde ser notado claramente, pois, há profissionais que focam o olhar no sintoma e não no sujeito que o apresenta. Por outro lado, existem profissionais que consideram o sujeito e sua totalidade, sem desconsiderar o seu contexto. Neste aspecto, valoriza-se a singularidade de cada um, o que não comporta padronizações dos comportamentos humanos, convencionando a normalidade e seus desvios. Conclui-se, ainda que o sentido da fala é permitir a comunicação com o outro, a qual se dá em momentos diversos, onde interrupções podem ocorrer, pois a fluência de fala não é absoluta em ninguém

A ampliação da Educação a Distância requer das Instituições de Ensino Superior o desenvolvimento de estratégias e ações que assegurem a qualidade dos cursos ofertados. Qualidade que perpassa pelo desenvolvimento de fluência tecnológica digital dos professores e relaciona-se ao conhecimento das habilidades contemporâneas, conceitos fundamentais e capacidades intelectuais do professor nas etapas de planejamento e implementação de atividades de ensino a distância. Considerando que a fluência tecnológica digital é essencial para implementação da prática docente em ambientes informatizados, objetivou-se identificar os reflexos da fluência tecnológica digital dos professores na organização das atividades de ensino no Moodle. Fundamentada nos princípios da Psicologia sócio-histórica, especificamente a Teoria da Atividade, a pesquisa constituiu-se em um estudo de caso com abordagem qualitativa e quantitativa. Os dados foram coletados por meio de entrevistas, análise dos documentos oficiais dos cursos e observação de ambientes virtuais de sete cursos de graduação a distância oferecido pela Universidade Federal de Santa Maria (UFSM) no âmbito do programa Universidade Aberta do Brasil (UAB). A análise dos dados qualitativos envolveu a metodologia de Análise de Conteúdo e os dados quantitativos, o teste não-paramétrico de Kruskall-Wallis. Os resultados indicaram que a fluência tecnológica digital dos professores não se refletiu na organização das atividades de ensino nos cursos investigados. Nesse sentido, faz-se necessário a problematização da implementação de AE diversificadas, que requerem novas concepções do fazer pedagógico diante das inovações possibilitadas pelo desenvolvimento tecnológico. Inovação que requer constante desenvolvimento da FTD em relação a seleção e implementação de AE e sua aplicabilidade em diferentes situações didáticas. / The spread of Distance Education requires higher education institutions to develop strategies and actions which ensure quality in the courses offered. Quality intertwines the development of professors’ digital fluency as well as the knowledge of professors’ contemporary skills, primary concepts, and intellectual abilities in the process of planning and implementing distance education activities. Considering the fact that digital fluency is of paramount importance to the implementation of teaching practices on learning management systems/learning platforms/virtual learning environments, this research aims at identifying how professors’ digital fluency affects the organization of teaching activities on Moodle. Grounded on the principles of Cultural-Historical Psychology, especially Activity Theory, this research encompasses a case study which involved both qualitative and quantitative approaches. Data were collected by means of interviews, official course document analysis, and observations of the learning management systems/learning platforms/virtual learning environments of seven different online undergraduate programs offered at the Federal University of Santa Maria (UFSM) in the scope of the Open University of Brazil (UAB) program. Qualitative data analysis comprised Content Analysis and quantitative data analysis comprised the non-parametric Kruskal-Wallis test. The results indicate professors’ digital fluency is not reflected in the organization of teaching activities in the courses examined. Therefore, it is necessary to problematize the implementation of diverse teaching activities, which require new ‘pedagogical work’ as innovations have been brought about by technological development. Such innovation requires constant development of digital fluency, especially in relation to selecting and implementing teaching activities in different pedagogical situations.

The purpose of this study was to investigate the effectiveness of a theoretically-grounded reading intervention in children with reading difficulties. Participants were between the ages of 8 to 10 years from a community-based program for children with learning disabilities and a single-case research (SCR) design was employed. An adapted version of the RAVE-O intervention was delivered which focused on instruction in phonology, orthography, semantics, syntax, and morphology in building children’s word-level fluency skills. Norm-referenced word-level reading, decoding, and reading comprehension measures were collected at pre- and post-test, and progress monitoring data via curriculum-based measures were also collected. Overall results based on percentage of non-overlapping data (PND) analyses indicated moderate effects for decoding fluency and reading comprehension and small effects for decoding accuracy and reading fluency. Implications for educators and professionals working with elementary school students identified with reading difficulties are discussed. / Graduate

Secondary students, especially those with learning disabilities, often lack an understanding of computations involving fractions. Much of the secondary math core, especially algebra, requires an understanding of fractions to be able to successfully complete core classes. Instruction on fraction concepts in not part of the secondary core standards. These students are expected to already have this knowledge. There is a need for students with learning disabilities who struggle with fraction computations to receive instruction on fraction concepts in addition to their core instruction. This study used direct instruction and fluency practice as an intervention to teach basic fraction skills to two secondary students with learning disabilities. A multiple probe multiple baseline design was used. Results suggest that fluency training has a positive impact on secondary students' acquisition and retention of basic fraction skills. The implications of this study suggest that this intervention is a viable option to help students acquire fraction skills in a minimal amount of time.

This purpose of this thesis is to explore the relationship between idiomatic knowledge and second language proficiency. As the amount of research directly related to this topic is sparse, an in-depth discussion of relevant research and definitions comprises the first part of this paper. Two studies are then presented here that test the relationship between idiomatic knowledge and second language proficiency. A new definition for idioms proposes that all non-compositional phrases, popularized by usage, that is stored, retrieved, and employed as a single lexical unit. The results from more than 400 participants across two studies indicate that the two constructs are strongly correlated, but that the observable relationship between them is only modest. Additional results from the two studies also indicate that idiomatic knowledge is more strongly correlated with speaking skill than with writing or reading skills. The impacts of this study on existing research are discussed and directions for new research is suggested.

The ACTFL Proficiency Guidelines identify memorized words and phrases as a hallmark of novice-level speech. For this reason, research by Cox (2017) found rehearsed content to be a major hindrance to interviewees being rated at higher sublevels on the Oral Proficiency Interview-computer (OPIc). To further investigate, an analysis of these memorized segments to determine patterns of lexico-grammatical and discursive features was conducted. In this study, researchers utilized a Praat analysis to compare prosodic features (specifically, mean length of utterance, number of silent pauses, and articulation rate) of speech segments marked as memorized and those which were not. A qualitative analysis was also conducted by identifying via a grounded theory approach any notable patterns both within single interviews as well as between speakers. Articulation rates differed significantly between the spontaneous and rehearsed segments; however, the strongest evidence of memorization lay in the transcriptions and the patterns that emerged within and across interviews.

The use of positive reinforcement in acquisition programming is a hallmark of Applied Behavior Analysis; however, the Precision Teaching literature reveals a lack of reporting on the use of reinforcement. The present study utilized a groups design and single case analyses to investigate the effect of programming systematic tangible reinforcement on acquisition performance, retention and endurance of academic skills with 10 typically developing students ranging from 5-7 years of age. Results indicate that for both control and experimental participants, an increase in accuracy on both See/Say sight words and math problems occurred; however, the experimental group performed better on See/Say sight words and both groups performed the same with See/Say math problems.

All too often, the “I can’t draw” sentiment is believed by both the frustrated adolescent and adult alike. This is especially evident within the school environment. This paper aims to discuss how visual art --specifically drawing-- is structured, formed and expressed as a type of language, similar to a verbal, written, or physical one. This may give hope to even the most reluctant drawer that they can learn how to draw, opening another means of communication. An individual attains fluency when they are adept at drawing through the use of expression, technical, and observational skills, through practice and motivation, and through instruction. Also in this paper, I will discuss my findings from classroom action research demonstrating how adolescents and adults became more fluent.

The purpose of this study was to clarify and extend previous research on the comparibility of curriculum-based measurement oral reading fluency results using reading materials from outside of the students’ curriculum for repeated measurement over time. Specifically, this study evaluated the use of generic measurement materials for monitoring student reading growth and expected gains in words read correctly per minute over time at different grade levels. Sixty-four first through third grade students were assessed twice weekly using both AimsWeb and Open Court reading probes. The dependent variables in this study were the level, which is defined as the mean of the data points for each type of probe, and the slopes derived from the number of words read correctly across all of the data collection days. A 3 (grade) x 2 (probe type) repeated measures ANOVA using the three grade levels as a between group variable and the two probe types as a within group variable was conducted with slopes as the dependent measure as well as with level as the dependent measure. Analysis of levels revealed a significant (p<.05) main effect for probe type with significantly higher levels found in AimsWeb probes when compared to Open Court probes. There was also a significant (p<.05) main effect for grade with WRCPM increasing with increasing grade level. However post hoc analysis revealed that the level difference was significant between first and third grade only. The slope analysis revealed a significant main effect for grade with students in first and second grades making more progress than students in third grade. The slopes were higher for first and third graders in AimsWeb, but higher for second graders in Open Court probes. Slopes were not significantly different based on the type of probe was used to monitor progress. Both AimsWeb Open Court probes displayed sensitivity in the measurement of reading growth over time. This study provided support for the use of measurement materials from outside the curriculum for CBM progress monitoring. Specifically, generic, noncurriculum-based probes were equally as sensitive to growth over time as curriculum specific materials.