Submitted by PPG Psicologia (psicologia-pg@pucrs.br) on 2018-01-15T18:40:45Z No. of bitstreams: 1 JANICE_DA_ROSA_PUREZA_TES.pdf: 1966676 bytes, checksum: ada988d004bc86bfcf8180ed94737143 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-01-26T11:59:21Z (GMT) No. of bitstreams: 1 JANICE_DA_ROSA_PUREZA_TES.pdf: 1966676 bytes, checksum: ada988d004bc86bfcf8180ed94737143 (MD5) / Made available in DSpace on 2018-01-26T12:03:49Z (GMT). No. of bitstreams: 1 JANICE_DA_ROSA_PUREZA_TES.pdf: 1966676 bytes, checksum: ada988d004bc86bfcf8180ed94737143 (MD5) Previous issue date: 2017-03-09 / In the context of neuropsychology, the study of executive functions (EF) has been gaining space, especially when it comes to understanding how executive processes develop during childhood. The EF play an important role in initial school processes and are an underlying aspect of learning and achieving good academic performance. Consequently, intervention programs have been developed to stimulate executive skills in the school setting. However, few studies focus on psychoeducation and effective training for teachers to stimulate the EF in school. The objectives of this thesis were to identify EF subcomponents and their development in children from 6 to 12 years of age, and to create and analyze the effects of an early and preventive neuropsychological intervention program. The program focused on training educators to stimulate the EF in 2nd and 3rd grade children. The first study explored which factors, as well as which cognitive, executive, and linguistic components are subjacent to performance scores in executive tasks. It also analyzed how children with ages from 6 to 12 years old develop such executive components. The final sample has 109 children with average age of 10.32 years old (SD=1.79) who were assessed through the following EF tasks: verbal fluency, Hayling Sentence Completion Test for children (HSCT-C), narrative discourse (ND), and Bells cancellation test. The results identified a model with three factors: (1) Factor 1: verbal executive component (language, working memory in the discursive process, verbal initiation, and planning); (2) Factor 2: cognitive flexibility and processing speed; and (3) Factor 3: inhibitory control. Age seemed to influence the development of the verbal executive factor, but not the development of cognitive flexibility, suggesting a gradual evolution for the latter. There was an increment in inhibitory control among younger children in comparison to older ones. These results are important to support the elaboration of effective intervention measures that stimulate the EF during childhood, both in clinical and in school settings. The second study presented the development process and content validity evidences of the CENA ? early and preventive neuropsychological intervention training program for educators focused on EF and attention. The development of this program involved three different stages: research and theoretical assumptions (neuropsychology and education), construction of the program and brainstorming sessions with the authors, and expert referee analysis. The CENA was suitable with respect to its objectives, structure, language, and method, presenting evidences of content validity. The third 10 study examined the effect of the CENA on 2nd and 3rd grade children. The final sample had 19 teachers (EG=10 and CG=9) and 64 children (EG=32 and CG=32) who were assessed before and after the completion of the program. In the post-intervention analysis, there was an increase in performance of tasks involving arithmetic skills favoring children in the experimental group, indicating a transfer effect to the school setting. Some EF tasks were better performed by children in the control group. After the intervention, teachers in the experimental group showed greater appropriation of the contents addressed by the program. They also presented an improved ability to observe the executive and behavioral functioning of the children, especially with respect to concepts worked during the intervention (planning, inhibitory control, and working memory). The results of the three studies, in an integrated way, contribute to the advancement of scientific knowledge at the interface of neuropsychology and education. They provide insight about both the development of EF subcomponents during childhood and the elaboration of an innovative early and preventive intervention program. Such program went through a rigorous validation and construction process and yielded results that suggest effectiveness. For future studies, the authors suggest the analysis of development curves of executive components with larger samples, and with association of verbal and visuospatial tasks. It is also recommended that the CENA be adapted to other school grades, especially in public schools. The CENA should benefit from a longer period and more systematic methods for execution and evaluation, providing an effective contribution of neuropsychology to education. / No atual contexto da neuropsicologia, as fun??es executivas (FE) vem sendo cada vez mais investigadas com o intuito de melhor compreender como se desenvolvem os processos executivos na inf?ncia. As FE possuem um importante papel nos processos escolares iniciais, sendo consideradas fundamentais para a aprendizagem e bom desempenho acad?mico. Em consequ?ncia, programas de interven??o v?m sendo desenvolvidos com o objetivo de estimular as habilidades executivas no contexto educacional. No entanto, ainda s?o escassos os estudos que tenham por meta a psicoeduca??o e a capacita??o efetiva de professores para estimula??o das FE em ?mbito escolar. A presente tese teve como objetivo caracterizar subcomponentes de FE no que tange ao seu desenvolvimento em crian?as de 6 a 12 anos, assim como construir e verificar efeitos de um programa de interven??o neuropsicol?gica precoce-preventiva de capacita??o de educadores para estimula??o das FE em crian?as do 2? e 3? ano do Ensino Fundamental (EF). No primeiro estudo, buscou-se investigar quais fatores e componentes cognitivos, executivos e ling??sticos est?o subjacentes aos escores de desempenho em tarefas executivas e verificar como crian?as de 6 a 12 anos desenvolvem estes componentes executivos. A amostra final foi composta por 109 crian?as com idade m?dia de 10,32 (DP=1,79) que foram avaliadas em tarefas de flu?ncia verbal, teste Hayling-Inf, tarefa de discurso narrativo oral (DNO) e teste de cancelamento dos Sinos.Os resultados identificaram um modelo de tr?s fatores, caracterizado por: (1) Fator 1: componente executivo verbal (linguagem, mem?ria de trabalho no processamento discursivo, inicia??o verbal e planejamento); (2) Fator 2: flexibilidade cognitiva e velocidade de processamento e (3) Fator 3: controle inibit?rio. Observou-se que a idade pareceu influenciar no desenvolvimento do fator executivo verbal e n?o influenciou no fator flexibilidade cognitiva e velocidade de processamento, sugerindo uma evolu??o mais gradativa deste ?ltimo fator. Observou-se um incremento no controle inibit?rio nas crian?as menores quando comparadas com as crian?as de mais idade, Considera-se a import?ncia destes resultados para subsidiar a elabora??o de medidas de interven??o para estimula??o das FE na inf?ncia em ?mbito cl?nico e escolar. O Estudo 2 apresentou o processo de desenvolvimento e evid?ncia de validade de conte?do do CENA ? Programa de interven??o neuropsicol?gica precoce-preventiva para capacita??o de educadores com ?nfase em FE e aten??o. O desenvolvimento 7 do programa envolveu tr?s etapas distintas: pesquisa a pressupostos te?ricos (neuropsicologia e educa??o); constru??o do programa e brainstorming entre autores e an?lise de ju?zes. O CENA mostrou adequa??o em rela??o aos seus objetivos, estrutura, linguagem e m?todo, apresentando evid?ncia de validade de conte?do. O Estudo 3 teve como objetivo verificar o efeito do CENA em crian?as do 2? e 3? ano do EF. A amostra final foi composta 19 professores (GE=10 e GC=9) e 64 crian?as (GE=32 e GC=32), que foram avaliadas antes e ap?s o t?rmino do programa. Na an?lise p?s interven??o, verificou-se um incremento no desempenho em tarefa que envolve habilidades aritm?ticas favorecendo as crian?as do grupo experimental, indicando um efeito de transfer?ncia para uma situa??o de contexto escolar. Em algumas medidas de FE, foi observado um melhor desempenho das crian?as do grupo controle. Ap?s a interven??o, foi constatada uma maior apropria??o das professoras do grupo experimental sobre os temas trabalhados no programa. Verificou-se que as professoras do grupo experimental demonstraram maior observa??o sobre o funcionamento executivo e comportamental das crian?as, em especial, no que se referiu aos construtos trabalhados na interven??o (planejamento, controle inibit?rio e mem?ria de trabalho). Observa-se que os resultados dos tr?s estudos, de forma integrada, contribuem para o avan?o do conhecimento cient?fico na interface da neuropsicologia e educa??o, propiciando um maior conhecimento acerca do desenvolvimento dos subcomponentes de FE na inf?ncia, bem como, em rela??o ao desenvolvimento de um programa de interven??o precoce-preventiva inovador, caracterizado por um processo de constru??o e valida??o rigoroso, e com alguns resultados sugestivos de efetividade. Sugere-se, para futuros estudos, a an?lise de curvas de desenvolvimento de componentes executivos com amostras maiores e com associa??o de tarefas verbais e visuoespaciais. Recomenda-se, ainda, a adapta??o e implementa??o do CENA para os demais anos escolares, em especial, de escolas p?blicas,com maior per?odo de tempo e m?todos mais sistematizados para sua execu??o e avalia??o, oportunizando uma contribui??o efetiva da neuropsicologia para a ?rea da educa??o.

Submitted by PPG Psicologia (psicologia-pg@pucrs.br) on 2018-01-31T13:45:36Z No. of bitstreams: 1 CRISTIANE_FRIEDRICH_FEIL_DIS.pdf: 1759994 bytes, checksum: d62283d424edad01e0f803bf248b3e9c (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-02-07T11:07:24Z (GMT) No. of bitstreams: 1 CRISTIANE_FRIEDRICH_FEIL_DIS.pdf: 1759994 bytes, checksum: d62283d424edad01e0f803bf248b3e9c (MD5) / Made available in DSpace on 2018-02-07T11:12:10Z (GMT). No. of bitstreams: 1 CRISTIANE_FRIEDRICH_FEIL_DIS.pdf: 1759994 bytes, checksum: d62283d424edad01e0f803bf248b3e9c (MD5) Previous issue date: 2018-01-09 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Draw-a-Person Test (DAP) is an evaluation technique that is very questioned as to its validity due to the lack of empirical studies. However, it is among the most used and studied by Psychologists and Psychology Students. In order to contribute to research on this instrument and its usefulness in the psychological evaluation of children, two studies were conducted. The first one, with the objective of searching for Validity and Reliability Evidence of the Clinical Scale of the Draw-a-Person Test (CS DAP), evaluated 423 children from 6 to 12 years old and compared the DAP data with the performance in the CBCL / 6-18. The results shows that CS DAP wasn?t sensitive to identify total problems of behavior, internalizing problems and to differentiate psychotherapy group from the without psychotherapy group. The second study has as its objective identify the DPT indicators according to the specific symptomatology presented by the child. 273 draws from children aged 6 to 12 years were analyzed and the results were compared in CS DPT with the symptoms identified in the behavior assessment questionnaires (CBCL / 6-18 and SDQ). The results support that CS DAP showed adequate ability to differentiate hyperactivity problems in girls aged 6 to 8 years, behavioral problems, social problems and hyperactivity in boys aged 6 to 8 years. In spite of that, the group of 9 to 12 years wasn?t sensitive to discriminate any symptomatology in neither of the genres. Beyond this, it wasn?t possible to find a pattern related to items punctuated according to children's symptoms. / O Desenho da Figura Humana (DFH) ? uma t?cnica de avalia??o muito questionada quanto a sua validade pela falta de estudos emp?ricos, no entanto, encontra-se entre as mais utilizadas e estudadas por Psic?logos e Estudantes de Psicologia. Buscando contribuir com as pesquisas sobre esse instrumento e a sua utilidade perante a avalia??o psicol?gica de crian?as, foram realizados dois estudos. O primeiro com o objetivo de buscar Evid?ncias de Validade e Fidedignidade da Escala Cl?nica do Desenho da Figura Humana (EC DFH), avaliou 423 crian?as de 6 a 12 anos e comparou os dados do DFH com o desempenho no CBCL/6-18. Os resultados indicam que a EC DFH n?o foi sens?vel para identificar problemas totais do comportamento, problemas internalizantes e diferenciar o grupo de psicoterapia e sem psicoterapia. O segundo estudo, teve como objetivo identificar os indicadores do DFH de acordo com a sintomatologia espec?fica apresentada pela crian?a. Foram analisados desenhos de 273 crian?as de 6 a 12 anos e comparados os resultados na EC DFH com os sintomas identificados nos question?rios de avalia??o do comportamento (CBCL/6-18 e o SDQ). Os resultados apontaram que a EC DFH demonstrou adequada capacidade de diferenciar problemas de hiperatividade nas meninas de 6 a 8 anos, problemas de comportamento, problemas sociais e de hiperatividade nos meninos de 6 a 8 anos. No entanto, no grupo de 9 a 12 anos tanto nas meninas como nos meninos n?o foi sens?vel para discriminar nenhuma sintomatologia. Al?m disso, n?o foi poss?vel encontrar um padr?o em rela??o aos itens pontuados de acordo com os sintomas das crian?as.

Submitted by PPG Letras (letraspg@pucrs.br) on 2018-02-22T12:55:05Z No. of bitstreams: 1 DISSERTA??O_Graziella.pdf: 3225430 bytes, checksum: 2dddb2cb19affaa83f3cf1b4b53c66e0 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-02-26T19:12:10Z (GMT) No. of bitstreams: 1 DISSERTA??O_Graziella.pdf: 3225430 bytes, checksum: 2dddb2cb19affaa83f3cf1b4b53c66e0 (MD5) / Made available in DSpace on 2018-02-26T19:15:07Z (GMT). No. of bitstreams: 1 DISSERTA??O_Graziella.pdf: 3225430 bytes, checksum: 2dddb2cb19affaa83f3cf1b4b53c66e0 (MD5) Previous issue date: 2017-12-19 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The object of our scrutiny is one humorous-prejudiced sketch broadcast by the television channel Multishow, which can, alternatively, also be viewed via internet and all digital means at our disposal, such as smart phone apps, tablets, etc. We chose as the theme of our research the television show called 220 Volts, which aired 5 seasons, from 2011 to 2016. More specifically, we will work with one sketch (season 2, episode 9) by the character entitled Senhora dos Absurdos (Lady of Absurd, in a free translation). We can see in this character's speech all sorts of prejudice. She speaks against indians, black people, the obese, illiterates, elders and homosexuals, among other minorities. We will focus our attention particularly on the prejudice against women, men, indians and black people. Considering the relation between humor and prejudice found in Senhora dos Absurdos, our research question, therefore, is: how the discourse of a sketch which is considered humorous-prejudiced can create meaning relations towards a possible social critic? Our objective is to observe how discourses as found in the sketch which consists our corpus, besides aiming to be comical, can be used to legitimate social exclusion, even though they seek to promote a potential social critic. As an analytical bias, we will make use of the theory postulated by the Bakhtin Circle, especially with regard to the notions of dialogism, utterance, sociocultural voices, ideological sign, and genres of discourse. The Bakhtnian theory, along with notions coming from connected areas (such as humor, prejudice, intolerance and stereotypes) will provide us with the basis to answer the question above. The present research is in consonance with the methodological propositions presented by Voloch?nov in Marxism and Philosophy of Language ([1929] 2017, p. 220), observing the inevitable relation among utterance, genres of discourse and the discursive communication spheres, as to perceive the complex dialogical construction of meanings in the humorous-prejudiced discourse. As a result, we hope that, with our study, we can contribute to the understanding of humor and prejudice as a social critic, evidencing the various clashes of sociocultural voices that are engendered in the particular discourse chosen as the object of this research. / Consiste em objeto de nosso escrut?nio um esquete humor?stico-preconceituoso veiculado pelo canal de televis?o Multishow, mas que, de forma alternativa, tamb?m pode ser assistido via internet e outros meios digitais que se encontram ? disposi??o do telespectador (aplicativo de celular, tablete etc.). Elegemos para reflex?o nesta pesquisa um esquete do programa televisivo chamado 220 Volts, que foi ao ar em 5 temporadas, de 2011 a 2016. Mais especificamente, trabalharemos com um esquete da personagem intitulada Senhora dos Absurdos (temporada 2, epis?dio 9). Percebe-se na fala dessa personagem preconceito contra, dentre outros, ?ndios, negros, obesos, analfabetos, idosos e homossexuais. Considerando a rela??o entre humor e preconceito em a Senhora dos Absurdos, procuramos desenvolver a seguinte quest?o norteadora: como o discurso de um esquete considerado humor?sticopreconceituoso pode criar rela??es de sentido voltadas para uma poss?vel cr?tica social? Assim, temos como objetivo tratar do preconceito voltado contra a mulher, o homem, o ?ndio e o negro, buscando observar como discursos como o encontrado no esquete em quest?o, al?m de procurarem promover o humor, podem servir como legitima??o para a exclus?o, ainda que busquem apresentar uma poss?vel cr?tica social. Quanto ao referencial te?rico, esta pesquisa respalda-se nos estudos do C?rculo de Bakhtin, principalmente no que tange a no??es como dialogismo, enunciado, vozes socioculturais, signo ideol?gico e g?neros do discurso. Esse aporte te?rico, junto a no??es de ?reas conexas que tratam de humor, preconceito, intoler?ncia e estere?tipos, fornecem embasamento para o desenvolvimento da pesquisa. No que se refere ? metodologia, a presente reflex?o segue as orienta??es de Voloch?nov ([1929] 2017, p. 220), quanto ? observa??o da indissoci?vel rela??o entre enunciado, g?nero do discurso e esfera de comunica??o discursiva, de modo a observar a complexa constru??o dial?gica de sentidos no discurso humor?stico-preconceituoso. Com os resultados da pesquisa, esperamos contribuir para a compreens?o do humor que tematiza o preconceito com vistas ? cr?tica social, tendo em vista os diversos embates de vozes socioculturais que se engendram no discurso focalizado.

Made available in DSpace on 2016-04-04T18:28:17Z (GMT). No. of bitstreams: 1 Karina da Silva Oliveira.pdf: 1097759 bytes, checksum: 017029ed7673e04f4616019ea098758f (MD5) Previous issue date: 2014-12-11 / Drawing is a rich source of possibilities, which can be used to understand children's cognitive development, emotional aspects and it can be seen as a form of creative expression skills. This study aimed to contribute to the understanding of the creativity indicators present in the human figure drawing. More specifically, the indicators that are typically perceived as being from emotional origin. Thus, three studies were conducted. The first one involved the construction of an analysis protocol of creative skills possibly present in human figure drawing. The analysis protocol was called Creative Screening Guide, and underwent to the second study, also called precision study. In which the instrument was considered appropriate by the accuracy level of 75% or more. Finally, the third study, which refers to the study of validity evidence was attended by 208 children (M = 93 F = 115) of private schools (n = 60) and public schools (n = 148) from the Campinas metropolitan area in the state of S?o Paulo-Brazil. The children were aged between 9 years to 11 years and 11 months old. The instruments used were the Test of Figural Creativity for Kids and Creative Screening Guide, built in study 1. The total of both instruments were compared using Pearson's correlation and factor analysis. The results suggested that the creative indicators present at the human figure drawing, such as Elaboration, Expression of Emotion and Motion are related to creative characteristics evaluated by means of Test of Figural Creativity for kids. Influences of variables like school type and sex were observed for the items movement, unusual perspective and use of context. Other studies should be conducted to better understand the relationship of the items Fantasy, Unusual Perspective, Internal Perspective and Use of Context with the concept of creativity, as well as with other psychological constructs. Therefore, it is possible to conclude that the human figure drawing as an instrument of psychological evaluation is sensitive to the expression of creative potential. / O desenho ? uma rica fonte de possibilidades de express?o, que favorece a compreens?o do desenvolvimento cognitivo infantil, aspectos emocionais e express?o de habilidades criativas. Este estudo teve como principal objetivo contribuir para a compreens?o dos indicadores de criatividade presentes no desenho da figura humana. Os quais s?o tradicionalmente percebidos como sendo de origem emocional. Assim sendo, foram conduzidos tr?s estudos. O primeiro envolveu a constru??o de um protocolo de an?lise das caracter?sticas criativas possivelmente presentes no desenho da figura humana. O protocolo de an?lise foi chamado de Guia de Triagem Criativa, e foi submetido ao segundo estudo, tamb?m chamado de estudo de precis?o. Neste estudo, o instrumento foi considerado apropriado por meio do ?ndice de precis?o de 75% ou mais. Finalmente, foi realizado o estudo 3, que referiu-se ao estudo de evid?ncias de validade do qual participaram 208 crian?as (F=115; M=93) de escolas particulares (n=60) e p?blicas (n=148) da regi?o metropolitana de Campinas - SP, com idades entre 9 anos e 11 anos e 11 meses. Os instrumentos utilizados foram o Teste de Criatividade Figural Infantil e o Guia de Triagem Criativa, constru?do no estudo 1. Os totais de ambos os instrumentos foram comparados por meio de Correla??o de Pearson e An?lise Fatorial, assim como foram verificadas as influ?ncias das vari?veis idade, sexo e tipo de escola. Os resultados sugeriram que os indicadores criativos presentes no DFH, tais como Elabora??o, Express?o de Emo??o e Movimento est?o relacionados ? caracter?sticas criativas avaliadas pelo instrumento Teste de Criatividade Figural Infantil. Foram observadas influ?ncias das vari?veis tipo de escola e sexo para os itens movimento, perspectiva incomum e uso de contextos. Outros estudos devem ser realizados para compreender melhor a rela??o dos itens Fantasia, Perspectiva Incomum, Perspectiva Interna e Uso de Contexto com o conceito de criatividade, assim como com outros constructos psicol?gicos. Portanto, conclui-se que o desenho da figura humana ? sens?vel a express?o do potencial criativo.

Made available in DSpace on 2016-04-04T18:29:30Z (GMT). No. of bitstreams: 1 Tatiana de Cassia Nakano 1.pdf: 1285486 bytes, checksum: d89c050bc1e18f551a7f6870f68a2207 (MD5) Previous issue date: 2006-06-28 / Creativity has been a much valorized characteristic and to find ways to measure it has been a challenge to many searchers. This study aimed to gather data to standardize the Brazilian Test of Figural Creativity. 1,426 students (672F/754M), from 1st to 8th grade of Elementary School, from public and private schools of southeast (n=476, 232F/244M), northeast (n=496, 219F/277M) and center-west regions (n=454, 220F/234M) are comprised on this study. The instrument is composed by three activities that must be answered with drawings from the proposed stimuli, and it was collectively applied in classrooms. It allows to evaluate 13 emotional and cognitive indicators of creativity: Fluency, Flexibility, Elaboration, Originality, Emotion Expression, Fantasy, Movement, Uncommon Perspective, Internal Perspective, Context Use, Combinations, Limits Stretching and Expressive Titles, besides Figural Creative Index I (sum of the four first characteristics considered as cognitive ones) and Figural Creative Index II (sum of all characteristics, cognitive and emotional ones). When comparing the results through a Variance Analysis we found significant effects of the series variables (F=6.93, p?0.000) in all creative characteristics except Combinations, region (F=7.09, p?0.000) in nine of fifteen characteristics and sex (F= 7.08, p?0.000) in five characteristics. Such data confirmed the need of presenting standards of specific interpretation, allowing the obtained results to be properly interpreted through representative standards by sex, grade and domicile region. / A criatividade tem sido uma caracter?stica muito valorizada e encontrar formas de medi-la tem sido desafio para muitos pesquisadores. Este estudo visou a coleta de dados para normatiza??o do Teste Brasileiro de Criatividade Figural. Participaram 1426 estudantes (672F/754M), de 1? a 8? s?rie do Ensino Fundamental, provenientes de escolas p?blicas e particulares das regi?es Sudeste (n=476, 232F/244M), Nordeste (n=496, 219F/277M) e Centro-Oeste (n=454, 220F/234M). O instrumento ? composto por tr?s atividades que devem ser respondidas sob a forma de desenhos a partir dos est?mulos propostos, tendo sido aplicado de forma coletiva em sala de aula. Permite avaliar 13 indicadores cognitivos e emocionais da criatividade: Flu?ncia, Flexibilidade, Elabora??o, Originalidade, Express?o de Emo??o, Fantasia, Movimento, Perspectiva Incomum, Perspectiva Interna, Uso de Contexto, Combina??es, Extens?o de Limites e T?tulos Expressivos, al?m dos ?ndices Criativos Figurais I (soma das quatro primeiras caracter?sticas consideradas cognitivas) e ?ndice Criativo Figural II (soma de todas as caracter?sticas, cognitivas e emocionais). Ao se comparar os resultados por meio da An?lise da Vari?ncia encontrou-se efeitos significativos das vari?veis s?rie (F=6,93, p?0,000) em todas as caracter?sticas criativas com exce??o de Combina??es, regi?o (F=7,09, p?0,000) em nove das quinze caracter?sticas e sexo (F= 7,08, p?0,000) em cinco caracter?sticas. Tais dados confirmaram a necessidade de serem apresentadas normas de interpreta??o espec?ficas, permitindo que os resultados obtidos sejam adequadamente interpretados atrav?s de normas representativas por sexo, s?rie e regi?o de moradia.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-09-28T12:04:15Z No. of bitstreams: 1 475275 - Texto Completo.pdf: 1472800 bytes, checksum: fe0676cb911e95563a60b4837d542763 (MD5) / Made available in DSpace on 2015-09-28T12:04:15Z (GMT). No. of bitstreams: 1 475275 - Texto Completo.pdf: 1472800 bytes, checksum: fe0676cb911e95563a60b4837d542763 (MD5) Previous issue date: 2015-08-21 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Low-intensity pulsed ultrasound (LIPUS) has been proposed as a high potential therapeutic technique for the treatment of metabolic bone diseases and fractures with delayed healing. However, recent investigations have shown controversial results, suggesting the need for more studies on the understanding of biological responses and the standardization of methods and parameters. For this reason, the present study aimed to evaluate the effect of ultrasound on the proliferation and mineralization of osteoblasts using in vitro bioassays. Pre-osteoblastic MC3T3-E1 cells were used and treated with therapeutic pulsed ultrasound, 20%, frequency of 1MHz and 0,2W/cm2 of intensity. In the study of cellular proliferation, intracellular calcium, TGF-?1, magnesium and osteopontin and osteocalcin mRNA levels, NF-?B1 and p38? were evaluated. In addition, nifedipine and rapamycin were used to investigate the proliferation pathways. Initially, the results showed an increase in proliferation of MC3T3-E1 and a decrease in calcium and magnesium content in supernatant with LIPUS exposure. In addition, LIPUS increased calcium deposition, activated NF-?B1 and mTOR complex via p38? and promoted a decrease in TGF-?1 synthesis, which is an inhibitor of cell growth. On cell mineralization assays, we evaluated mineral nodules deposition and expression of osteocalcin mRNA, collagen concentrations on culture supernatant, phosphate, calcium, TGF- ?1 and ALP on cell lysates. The results showed that US stimulates the mineralization of preosteoblasts 192h after treatment by stimulating osteocalcin mRNA expression, calcium and phosphate uptake amd consequent formation of HA. Later, in different experimental conditions, the results showed that LIPUS had the ability to stimulate pre-osteoblastic mineralization with decreased concentration of collagen, calcium and phosphate in the cell supernatant 192 hours after treatment. It also changed the alkaline phosphatase concentration, as well as the osteocalcin gene expression. / O ultrassom pulsado de baixa intensidade surge como recurso terap?utico de alto potencial para o tratamento de doen?as osteometabolicas e fraturas com atraso de consolida??o ?ssea. Entretanto, investiga??es recentes demonstram resultados controversos, sugerindo a necessidade de mais estudos acerca do entendimento das respostas biol?gicas e na padroniza??o dos par?metros das modalidades de tratamento. Sendo assim, o presente estudo teve o objetivo de avaliar o efeito do ultrassom na prolifera??o e mineraliza??o de pre-?steoblastos a partir de bioensaios in vitro. Foram utilizados pr?-osteoblastos da linhagem MC3T3-E1, sendo estas tratadas com ultrassom terap?utico no modo pulsado a 20%, com uma frequ?ncia de 1MHz e intensidade de 0,2 W/cm2. No estudo de prolifera??o celular, avaliamos c?lcio intracelular, o TGF-?1, magn?sio e os n?veis de mRNA de osteopontina e osteocalcina, NF-?B1 e p38?. Al?m disso, utilizamos nifedipina e a rapamicina para investigar rotas de prolifera??o. Inicialmente, os resultados mostraram que o ultrassom aumenta prolifera??o de MC3T3-E1, diminuindo o teor de c?lcio e magn?sio no sobrenadante. Al?m disso, aumenta a concentra??o de c?lcio intracelular, ativa NF-?B1 e o complexo mTOR via p38? e promove uma diminui??o na s?ntese de TGF-?1, que ? um inibidor do crescimento celular. Nos ensaios de mineraliza??o celular avaliamos inicialmente a deposi??o n?dulos de minerais na placa de cultura e a express?o g?nica da osteocalcina por PCR convencional, e, posterirormente a concentra??o no sobrenadante celular de col?geno, fosfato, c?lcio, TGF-? al?m de fosfatase alcalina no lizado de c?lulas. Os resultados mostraram que o ultrassom tem a capacidade de estimular a mineraliza??o pr?-osteoblastica em 192 horas ap?s o tratamento a partir do aumento da express?o osteocalcina, capta??o de c?lcio e fosfato e consequente forma??o de hidroxiapatita.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-09-29T12:24:40Z No. of bitstreams: 1 475306 Texto Parcial.pdf: 838322 bytes, checksum: eff1e4be8410f0b48231927c597012f3 (MD5) / Made available in DSpace on 2015-09-29T12:24:40Z (GMT). No. of bitstreams: 1 475306 Texto Parcial.pdf: 838322 bytes, checksum: eff1e4be8410f0b48231927c597012f3 (MD5) Previous issue date: 2015-08-25 / This dissertation deals the use of Motivational Interviewing with undergraduate students in the senior year from different healthcare courses. Initially, it is presented a general contextualization of the current research from both a theoretical and a practical point of view. Therefore, three different studies were performed. The first paper aimed to, through an unsystematic review of literature, know the MI trainings offered to health professionals. The second used a crosssectional design in a sample of 120 undergraduate students in the senior year from Medicine, Physiotherapy, Dentistry, Psychology, Nursing, and Nutrition School in order to evaluate the knowledge level of the Motivational Interviewing basic skills. The Confidence and Importance level of using these basic skills in participants' daily practice was also verified. The third using a pre and post-test quasi-experimental design, sought to examine the effectiveness of the eight hour Motivational Interviewing basic skills training with 60 undergraduate students in the senior year from different healthcare courses. Taken together, our results have important implications for the dissemination of the relevant to offer Motivational Interviewing training for undergraduate students from different healthcare courses. / Esta tese aborda o uso da Entrevista Motivacional com estudantes do ?ltimo ano de gradua??o de diferentes cursos da ?rea da sa?de. Inicialmente apresenta uma contextualiza??o geral, contemplando o contexto da pesquisa do ponto de vista te?rico e do ponto de vista pr?tico. Para tanto, foram realizados tr?s estudos distintos. O primeiro artigo buscou, atrav?s de uma revis?o assistem?tica de literatura, conhecer os treinamentos em Entrevista Motivacional oferecidos para profissionais da ?rea da sa?de. O segundo, utilizou um delineamento transversal em uma amostra de 120 estudantes dos cursos de Medicina, Fisioterapia, Odontologia, Psicologia, Enfermagem e Nutri??o com o objetivo de avaliar o n?vel de conhecimento das habilidades fundamentais da Entrevista Motivacional. Al?m disso, foi verificado o grau de confian?a e da import?ncia em utilizar essas habilidades na pr?tica di?ria dos participantes da amostra. O terceiro, atrav?s de um delineamento pr? e p?s-teste quase-experimental, procurou examinar a efetividade de um treinamento de oito horas das habilidades b?sicas da Entrevista Motivacional com 60 estudantes do ?ltimo ano de diferentes cursos na ?rea da sa?de. Nossos resultados, tomados em conjunto, t?m implica??es importantes para a divulga??o da relev?ncia de oferecer forma??o em Entrevista Motivacional para para estudantes de gradua??o de diferentes cursos de sa?de.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-02-19T18:39:19Z No. of bitstreams: 1 TES_LUCIANO_HAUSSEN_PINTO_PARCIAL.pdf: 1524342 bytes, checksum: 3c10e587e2a7e667eb76e8f1c566fa9b (MD5) / Made available in DSpace on 2016-02-19T18:39:19Z (GMT). No. of bitstreams: 1 TES_LUCIANO_HAUSSEN_PINTO_PARCIAL.pdf: 1524342 bytes, checksum: 3c10e587e2a7e667eb76e8f1c566fa9b (MD5) Previous issue date: 2016-01-19 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Witnesses play a key role in police and legal areas. However, nearly four decades of research on the Eyewitness Memory shows that because of the fallibility of human memory, a testimony can not be fully reliable. The best way to obtain reliable reports is gathering information properly as soon as after the crime. A few years ago was developed in the UK, the Self-Administered Interview (SAI), a written investigative interview protocol, to be used as soon as the police arrives at the scene of the crime. This method, inspired by the Cognitive Interview (Fisher & Geiselman, 1992) has shown consistent results to obtain accounts with high amount and accuracy of information, while protecting memory against suggestions effects. This thesis did the translation, adaptation and testing of the SAI Brazilian version. Our aim was also to propose the spoken modality of the SAI and investigate the effects of reviewing the own account, provided by SAI, before answering a questionnaire about a crime. To achieve these goals, the thesis consisted of one theoretical study and three empirical studies. The Theoretical Study review and discusses the theoretical assumptions of one of the most effective techniques of SAI: mental reinstatement of context. The Empirical Study 1 focused on the process of translation, adaptation and the first test of the SAI Brazilian version. As a whole, it was concluded that the process of translation and adaptation was successful, since it was found that the Brazilians have provided quantitatively and qualitatively information quite similar to those who used the original SAI (in English). The Empirical Study 2 aimed to compare two formats of providing an initial account via SAI: written vs. spoken. Due to the inherent SAI limitation for require reading and writing, it was investigated whether the spoken format of the protocol would cause differences in terms of quantity and accuracy of recalled information. The results showed that, in general, both SAI modalities obtained roughly equivalent performance, suggesting that in cases where the witness is unable or has any difficulties with writing, the spoken SAI can be applied without losses on the amount and on the accuracy of information collected. Finally, the third empirical study aimed to investigate the effects of reviewing a statement (written on the day of crime through SAI) before responding to a questionnaire about the crime. The results indicated that the opportunity to review the own statement did not generate superior performance in the questionnaire responses compared to those who did not review their statements. However, regardless of the variable 'review', the study confirmed SAI beneficial effects, since participants who completed it obtained better performance, a week later, than the control-group. Together, these studies bring new contributions to the Eyewitness Memory and Investigative Interviewing areas, especially in the Brazilian context. Given the necessity to put in place effective and viable techniques that enhance investigations and reduce damages, the SAI emerges as a possible alternative to move in this direction. / Testemunhas possuem papel fundamental no ?mbito policial e jur?dico. Entretanto, cerca de quatro d?cadas de pesquisas sobre a Psicologia do Testemunho demonstram que devido ? falibilidade da mem?ria, um testemunho pode n?o ser plenamente confi?vel. Um consenso ? de que a melhor maneira de se obter relatos fidedignos ? colhendo, adequadamente, as informa??es t?o logo decorrido o crime. H? poucos anos foi desenvolvida no Reino Unido a Self-Administered Interview (SAI), um protocolo de entrevista investigativa por escrito, auto-aplic?vel, para ser utilizado assim que a pol?cia chega ao local do crime. Este m?todo, inspirado na Entrevista Cognitiva (Fisher & Geiselman, 1992), tem revelado resultados consistentes na obten??o de relatos (em termos de quantidade e acur?cia de informa??es), al?m de proteger a mem?ria contra efeitos de sugestionamentos. O presente trabalho buscou realizar a tradu??o, adapta??o e testagem da vers?o brasileira da SAI. Foi objetivo tamb?m propor a modalidade oral de aplica??o da SAI e investigar os efeitos de revisar o pr?prio relato, fornecido atrav?s da SAI, antes de responder a um question?rio sobre um crime. Para atingir os objetivos, a tese foi composta por quatro estudos, um te?rico e tr?s emp?ricos. O Estudo Te?rico revisou e discutiu os pressupostos te?ricos de uma das t?cnicas mais efetivas da SAI: a recria??o do contexto. O Estudo Emp?rico 1 realizou o processo de tradu??o, adapta??o e o primeiro teste da vers?o brasileira da SAI. Em linhas gerais, concluiu-se que a tradu??o e adapta??o do protocolo para a l?ngua portuguesa foi exitosa, visto que se verificou que os brasileiros forneceram informa??es quantitativa e qualitativamente bastante semelhantes aos estrangeiros que utilizaram a SAI original. O Estudo Emp?rico 2 objetivou comparar duas modalidades de aplica??o da SAI: escrita vs oral. Devido ? limita??o inerente da t?cnica original exigir leitura e escrita da testemunha, investigou-se se a aplica??o oral do protocolo ocasionaria diferen?as em termos de quantidade e qualidade das informa??es recordadas. Os resultados apontaram que as duas modalidades de aplica??o da SAI obtiveram desempenhos praticamente equivalentes, sugerindo que em casos nos quais a testemunha n?o tenha condi??es ou tenha muita dificuldade de utilizar o protocolo escrito, poderia ser aplicada a vers?o oral, sem haver perdas quanto ? quantidade e ? qualidade das informa??es recordadas. Por fim, o Estudo Emp?rico 3 teve o intuito de investigar os efeitos em revisar o pr?prio depoimento (coletado no dia do crime atrav?s da SAI) antes de responder a um question?rio inquisitivo sobre o crime. Os resultados indicaram que ter a chance de revisar o pr?prio relato n?o gerou superioridade de desempenho nas respostas do question?rio comparado ?queles que n?o revisaram. No entanto, excetuando-se a vari?vel ?revis?o?, o estudo refor?ou os efeitos ben?ficos da SAI, j? que todos que a completaram no dia do crime obtiveram, uma semana depois, desempenho superior aos que n?o a completaram. Em conjunto, os estudos desta tese trazem contribui??es in?ditas ? ?rea da Psicologia do Testemunho, especialmente, no contexto brasileiro. Diante da necessidade de adotar t?cnicas efetivas e vi?veis, capazes de potencializar as investiga??es e reduzir danos, a SAI demonstra ser uma alternativa poss?vel de avan?o.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-04-13T16:54:07Z No. of bitstreams: 1 DIS_DANIEL_RODRIGUES_ECHEVARRIA_COMPLETO.pdf: 1606650 bytes, checksum: 8009c6b07677a34660cbd3f1efe95a71 (MD5) / Made available in DSpace on 2016-04-13T16:54:07Z (GMT). No. of bitstreams: 1 DIS_DANIEL_RODRIGUES_ECHEVARRIA_COMPLETO.pdf: 1606650 bytes, checksum: 8009c6b07677a34660cbd3f1efe95a71 (MD5) Previous issue date: 2016-01-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / In this thesis a review of the self-awareness theories and instruments is used to reflect on the role of various forms of access to the phenomenon and how different levels of evidence may help build an articulated understanding of self-awareness. An attempt is made to contribute to the toolset available for investigation in the field through the adaptation of a selfawareness self-report scale. Article 1 consists of a thematic study of the self-awareness literature, from classical and analytical philosophers and early authors in psychology, to the historic disinterest in the field following the ascension of behaviorism, and the renewed interest in experimental manipulation and measurement of self-awareness in the 1970s and on, to the reappearance of multi-level models of self-awareness in the last 15 years. Article 2 consists of the translation and adaptation of the Situational Self Awareness-Scale for Brazilian adults, examining evidences of validity through exploratory factor analysis, concurrent validity comparisons with self-consciousness scales and test-retest reliability. Further exploratory and pilot studies are reported in the form of notes from the field. / Nessa disserta??o uma revis?o dos instrumentos e teorias de autoconsci?ncia s?o utilizados para refletir sobre o papel de diversas formas de acesso ao fen?meno e como diferentes n?veis de evid?ncia podem auxiliar numa compreens?o articulada da autoconsci?ncia. Uma tentativa foi feita de contribuir para as ferramentas dispon?veis para a investiga??o nesse campo atrav?s da adapta??o de uma escala de autorrelato de autoconsci?ncia situacional. O Artigo 1 consiste em um estudo tem?tico da literatura de autoconsci?ncia, desde fil?sofos cl?ssicos e anal?ticos e autores do in?cio da ci?ncia psicol?gica, ao desinteresse hist?rico pelo campo em decorr?ncia da ascens?o do comportamentalismo, e o renovado interesse na mensura??o e manipula??o experimental da autoconsci?ncia nos anos 1970 e em diante, ao reaparecimento de modelos de autoconsci?ncia de m?ltiplos n?veis nos ?ltimos 15 anos. O Artigo 2 consiste na tradu??o e adapta??o da Situational Self-Awareness Scale para adultos brasileiros, examinando as evid?ncias de validade atrav?s de an?lise fatorial explorat?ria, exame de validade concorrente com escalas de autoconsci?ncia disposicionais e fidedignidade teste-reteste. Maiores estudos explorat?rios e piloto s?o relatados como notas de campo.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-04-18T11:41:31Z No. of bitstreams: 1 DIS_JOAO_PAULO_DE_SOUZA_AIRES_COMPLETO.pdf: 962726 bytes, checksum: 42f46ef4c73e4f45496827e72b7fbf27 (MD5) / Made available in DSpace on 2016-04-18T11:41:31Z (GMT). No. of bitstreams: 1 DIS_JOAO_PAULO_DE_SOUZA_AIRES_COMPLETO.pdf: 962726 bytes, checksum: 42f46ef4c73e4f45496827e72b7fbf27 (MD5) Previous issue date: 2015-08-07 / Contracts formally represent agreements between parties and often involve the exchange of goods and services. In contracts, norms define the expected behaviors of the parties using deontic statements, such as obligations, permissions, and prohibitions. However, norms may conflict invalidating themselves and producing a contract inconsistency. A conflict arises when two or more norms are applied to the same context but have different deontic statements, such as permissions x obligations and prohibitions x obligations. The identification of such conflicts is often made by humans, which makes the task time consuming and error-prone. In order to automate such identification, in this work we propose an approach to identify potential conflicts between norms in contracts written in natural language. We build a two-phase approach that extracts norms and norm elements from contracts, creating a norm representation that we use to compare norms and identify potential conflicts. We evaluated the approach using a corpus of contracts with norm conflicts inserted, and we measured the accuracy for different cases of conflict, which resulted on values higher than 70%. / Contratos s?o utilizados para formalizar acordos envolvendo troca de bens e servi?os entre duas ou mais partes. Eles definem a??es esperadas durante o per?odo de vig?ncia do contrato atrav?s de normas. Tais normas seguem conceitos baseados em l?gica de?ntica, definindo permiss?es, proibi??es e obriga??es. No entanto, conflitos podem ser gerados quando duas normas s?o aplicadas a um mesmo contexto tendo sentidos de?nticos diferentes, como a proibi??o e a obriga??o da realiza??o de uma mesma a??o. Estes conflitos invalidam as normas e criam uma inconsist?ncia para o contrato. Para evit?-los ? necess?rio que um revisor leia as normas e encontre quais apresentam elementos conflitantes. Uma vez que contratos podem ser longos e complexos, esta tarefa consome tempo e ? pass?vel de erro humano. Para automatizar o processo de identifica??o de conflitos, neste trabalho criamos uma abordagem que busca identificar potenciais conflitos entre normas atrav?s da compara??o de suas estruturas. Nossa abordagem ? dividida em duas fases: na primeira, identificamos as normas e seus elementos dentro de um contrato; na segunda, utilizamos os elementos extra?dos para comparar diferentes normas e identificar quais apresentam caracter?sticas de um conflito normativo. N?s avaliamos a abordagem aplicando-a em contratos contendo conflitos e obtivemos resultados com acur?cia superior a 70%.