no / This paper presents an overview of existing function-based conceptual design expert (CDE) systems with a view to identifying their scope in the contexts of functional modeling knowledge representation and conceptual design process. A number of heterogeneous function-based CDE systems are identified and listed. A key comprehensive benchmarking framework is developed in this paper that helps in identifying the trend, gaps and scope of current function-based CDE systems. Accordingly, the gaps in the aforementioned contexts are discussed which are to date have not been summarized and highlighted for a well-balanced system development for a product conceptual design.

Les perturbations des activités de vie quotidienne constituent l’un des critères diagnostiques du Trouble de l’Acquisition de la Coordination (TAC). Malgré leur impact sur l’autonomie de l’enfant, les troubles d’utilisation impliqués dans ces activités quotidiennes demeurent peu explorés (e.g., mécanismes sous jacents, profils inter-individuels, recul évolutif). A notre connaissance, la notion d’utilisation d’outil n’a pas fait l’objet d’une modélisation développementale spécifique.Elle se situe aujourd’hui au carrefour des modèles sur le développement perceptivo-moteur et des théories sur l’émergence des capacités cognitives de résolution de problème chez l’enfant. Des modèles récents développés chez l’adulte apraxique suggèrent que l’utilisation d’outil est le fruit d’un processus dialectique entre un raisonnement technique (i.e., analyse abstraite des moyens techniques pertinents pour un but donné) et des habiletés sensori-motrices (i.e., guidées par les représentations sur les transformations mécaniques à opérer). A l’appui de ces modèles, la présente thèse propose d’une part d’analyser le développement typique de l’utilisation d’outil et des processus sous-jacents.Nous explorons d’autre part l’hypothèse d’un développement atypique de l’utilisation d’outil chez des enfants diagnostiqués TAC. Nos résultats apportent des arguments en faveur de la contribution du raisonnement technique au développement typique de l’utilisation d’outil. Sur le plan clinique, l’analyse de l’étendue et des causes sous-jacentes des difficultés d’utilisation d’outil confirme l’importance d’un tel examen pour la validation des critères diagnostiques du TAC. / Deficits in daily living activities are one of the diagnostic criteria of the Developmental Coordination Disorder(DCD). Despite their impact on child’s autonomy, tooluse disorders involved in these daily activities remainunder-assessed (e.g., underlying processes,interpersonal profiles, persistence disease). To ourknowledge, there is no theoretical framework of tool useformulated in a specifically developmental perspective.This concept actually remains at the crossroads between models of the perceptual-motor development and theories about cognitive processes of problem resolution in children. Recent models developed inadults with apraxia suggest that tool use is a dialectical process between a technical reasoning (i.e., abstractanalysis of technical means and ends) and sensory motorskills (i.e., managed by the representations on the mechanical transformations to be operated). According to these models, we first aim to analyze the typical development of tool use and the underlying processes.We then explore the assumption of an atypical development of tool use in children with DCD. Ourfindings provide evidence for the involvement of technical reasoning in typical development of tool use.From a clinical perspective, the analysis of tool use impairment and underlying deficits confirm the relevance of such an assessment for the validation of the diagnostic criteria of the DCD.

<p>Iskustvo u radu sa studentima pokazalo je da studenti nedovoljno ĉesto ostvaruju zadovoljavajuće ishode uĉenja na lingvistiĉkim predmetima na studijama engleskog jezika, &scaron;to je takoĊe opisano i u stranoj literaturi. Kao jedan od razloga navodi se nastava koja upućuje studente na pasivnost, te oni pribegavaju memorisanju i reprodukciji materijala kao najĉe&scaron;ćim ishodima uĉenja. Biggs (1999) razraĊuje koncepte dubinskog i povr&scaron;inskog pristupa uĉenju, koje relevantna literatura smatra kljuĉnim faktorima za kvalitet ishoda uĉenja. Dubinski pristup uĉenju korelira sa kvalitetnim ishodima uĉenja i funkcionalnim znanjem, a karakteri&scaron;u ga motivacija, zadovoljstvo usled uĉenja, studentska aktivnost i to aktivnost visokih kognitivnih funkcija. Visoke kognitivne funkcije (Bloom i dr. 1956, Anderson i dr. 2001) i povezane kognitivne radnje (re&scaron;avanje problema, analitiĉko, kritiĉko i kreativno razmi&scaron;ljanje) jesu najvaţniji ciljevi visokog obrazovanja jer samo one, usled primene transfera uĉenja, govore o steĉenom i primenljivom, tj. funkcionalnom znanju. Obuka i razvoj visokih kognitivnih funkcija omogući će studentima da uĉenju pristupe dubinski &scaron;to je jo&scaron; jedan razlog da budu osnovni nastavni cilj svih predmeta na ustanovama tercijarnog obrazovanja. U skladu sa ovim teorijskim postavkama postavljene su osnovna i pomoćna hipoteza: upotreba posebno konstruisanih veţbi za aktivaciju vi&scaron;ih kognitivnih funkcija u nastavi lingvistiĉkih predmeta dove&scaron;će do sticanja funkcionalnog znanja na teorijskom i praktiĉnom nivou; steĉeno znanje kroz ovakvu eksperimentalnu nastavu i upotreba tog znanja odraţavaće kognitivne funkcije ne samo niţeg nego i vi&scaron;eg reda: primeniti, analizirati, proceniti, stvoriti, kao i kritiĉko i kreativno razmi&scaron;ljanje i re&scaron;avanje problema. Kako bi se proverile hipoteze, sproveden je eksperiment sa studentima prve godine engleskog jezika (N=34) na Fakultetu za pravne i poslovne studije dr Lazar Vrkatić u Novom Sadu. U istraţivanju sa paralelnim grupama, eksperimentalna grupa je imala veţbe sa aktivnostima koje razvijaju vi&scaron;e kognitivne funkcije na predmetu uvod u op&scaron;tu lingvistiku tokom zimskog semestra &scaron;kolske 2012/2013. godine. UporeĊeni su kvantitativni rezultati kolokvijuma eksperimentalne i kontrolne grupe na kraju semestra, a potom je sproveden intervju sa po pet studenata iz svake grupe radi utvrĊivanja kvalitativnih razlika u kognitivnim procesima kod ove dve grupe. Obe grupe su ostvarile podjednak uspeh na kolokvijumu, te je osnovna hipoteza odbaĉena. Kodirani podaci iz intervjua pokazali su da obe grupe podjednako koriste kognitivne funkcije po broju i distribuciji, te je i pomoćna hipoteza odbaĉena. Kao obja&scaron;njenje za odsustvo većeg uspeha EG navedena su metodolo&scaron;ka ograniĉenja istraţivanja: duţina eksperimentalne nastave, problem dokazivosti transfera i problem kodiranja intervjua. Drugi faktori koji mogu objasniti neuspeh su: prethodno steĉene navike u uĉenju, neshvatanje svrhe izuĉavanja predmeta i dr. UporeĊeni su rezultati boljih i slabijih studenata, te je utvrĊeno da bolji studenti pokazuju veći stepen samostalnosti, da upotrebljavaju vi&scaron;e kognitivne funkcije kao i duţe nizove kognitivnih radnji. Posmatrajući kvalitativne podatke, bolji studenti eksperimentalne grupe pokazali su promenu gledanja na svet usled izuĉavanja lingvistike i izrazili su zadovoljstvo zbog uĉenja ovog predmeta. Oni pokazuju i upotrebu najduţih nizova vezanih kognitivnih radnji. Iz ovoga se moţe zakljuĉiti da su oni pristupili uĉenju dubinski i zbog toga ostvarili kvalitetnije ishode uĉenja. U cilju dono&scaron;enja ĉvrstih zakljuĉaka neophodno je sprovesti dugotrajniji i obuhvatniji multidiciplinarni istraţivaĉki projekat, s obzirom da bi pozitivni rezultati bili od velikog znaĉaja za pobolj&scaron;anje ishoda uĉenja na tercijarnom nivou obrazovanja. Ključne reči: uĉenje i nastava na tercijarnom nivou, taksonomija obrazovnih ciljeva, pristupi uĉenju, vi&scaron;e kognitivne funkcije, transfer uĉenja, funckionalno znanje.</p> / <p>The experience of working with university students has shown that the learning outcomes of linguistic courses are infrequently satisfactory, which is also described in literature worldwide. Teaching philosophy in which students are forced into passives roles is one of the causes since such teaching results in low motivation with memorizing and reproduction of learned materials as the most frequent outcomes of learning. Biggs (1999) develops the concepts of deep and superficial learning approaches which have been declared in the relevant literature as key factors for the quality of learning outcomes. Deep approach to learning correlates with high quality learning outcomes, and is characterized by high motivation, satisfaction with learning and student activity of appropriately high cognitive levels. Higher cognitive functions (Bloom et. al. 1956, Anderson at al. 2001) and related cognitive activities (problem solving, analytical, critical and creative thinking) are the most important goals of higher education since these thinking skills are transferable and therefore represent applicable and functional knowledge. The training and development of the higher cognitive skills enables students to use deep approaches to learning, which is an additional reason to consider them as fundamental teaching goals in all courses in tertiary education. Based on this theoretical framework the main hypothesis and sub-hypothesis were formulated as follows: the use of specially designed practices which activate higher cognitive functions (HCF) will result in acquiring functional knowledge at both theoretical and practical levels; the knowledge gained through such teaching will reflect the use of higher cognitive functions: apply, analyze, evaluate, create, as well as show problem solving skills and critical and creative thinking. To test the hypotheses an experiment was conducted with the first year English language students (N=34) at the Faculty of Legal and Business Studies dr Lazar Vrkatić in Novi Sad. In the parallel groups design, the experimental group (EG) was involved with activities which develop HCFs in the course of Introduction to General Linguistics during the winter semester of the 2012/2013. Quantitative data were collected at the end of the semester (the final test) and compared between the two groups to determine whether the EG scored better results than the control group (CG). This was followed by interviews with five respondents from each group to qualitatively compare the cognitive processes. No statistically significant difference between test results in the two groups was found and so the main hypothesis was rejected. The coded data from the interviews showed an equal number of identified CFs with both groups with similar distribution patterns, thus the sub-hypothesis was also rejected. The absence of better scores of the EG can be explained by some methodological limitations of the experiment, such as the length of the experimental activities, the problem of proof of transfer and the coding of the interview data. Other factors include the existing learning habits of students, the inability to grasp the purpose of studying linguistics, etc. The results of better students were compared to those of the weaker ones, which showed that better students are more autonomous, use a greater number of HCFs and string more CFs into a complex response. Qualitative data also showed that better students of the experimental group expressed a change in how they see the world around them and express satisfaction because of studying linguistics. They also string the longest chains of cognitive activities. These findings lead to a conclusion that better students of the EG used deep approaches to learning which resulted in higher quality learning outcomes. In order to achieve conclusive results, a comprehensive long-term multidisciplinary research project should be carried out, since its results would have a significant impact on the quality of learning outcomes in tertiary education.</p>

<p>The present work is concerned with projective prepositions, which express the relation between two objects by referring to a direction in three-dimensional space. The projective prepositions have been regarded as expressing simple schematic relations of a geometric nature. A theory of the apprehension of projective relations can account for their meanings when they express strictly geometric relations. However, many studies have shown that the appropriateness of the prepositions also depends on the functional relation between the objects and that a number of functional factors influence the comprehension of English prepositions. This experimental study investigates if the acceptability of the Swedish prepositions över, under, ovanför and nedanför are influenced by functional factors as well, and whether acceptability judgments about över and under are more sensitive to functional influences than judgments about ovanför and nedanför, as has been shown for the corresponding English prepositions over and under, and above and below, respectively. It also investigates how the shapes and the parts of the related objects influence their functional interaction, and how the acceptability of the prepositions is in consequence influenced by the shapes of the objects. It was found that the theory of apprehension can indeed account for the acceptability of the prepositions when the relation between the objects is strictly geometric. It was further found that acceptability judgments about them are influenced by functional factors in a similar manner to the corresponding English prepositions when the objects are functionally related, although judgments about under and nedanför are not differentially influenced by these factors. Furthermore, the shapes and the parts of both of the related objects influence acceptability judgments about the prepositions in predictable manners. An extension of the theory of apprehension is suggested which can account for the functional influences indicated in the present study.</p>

The present work is concerned with projective prepositions, which express the relation between two objects by referring to a direction in three-dimensional space. The projective prepositions have been regarded as expressing simple schematic relations of a geometric nature. A theory of the apprehension of projective relations can account for their meanings when they express strictly geometric relations. However, many studies have shown that the appropriateness of the prepositions also depends on the functional relation between the objects and that a number of functional factors influence the comprehension of English prepositions. This experimental study investigates if the acceptability of the Swedish prepositions över, under, ovanför and nedanför are influenced by functional factors as well, and whether acceptability judgments about över and under are more sensitive to functional influences than judgments about ovanför and nedanför, as has been shown for the corresponding English prepositions over and under, and above and below, respectively. It also investigates how the shapes and the parts of the related objects influence their functional interaction, and how the acceptability of the prepositions is in consequence influenced by the shapes of the objects. It was found that the theory of apprehension can indeed account for the acceptability of the prepositions when the relation between the objects is strictly geometric. It was further found that acceptability judgments about them are influenced by functional factors in a similar manner to the corresponding English prepositions when the objects are functionally related, although judgments about under and nedanför are not differentially influenced by these factors. Furthermore, the shapes and the parts of both of the related objects influence acceptability judgments about the prepositions in predictable manners. An extension of the theory of apprehension is suggested which can account for the functional influences indicated in the present study.