The sex of and genetic relatedness among interacting individuals are known to be biologically fundamental features that characterize the composition of animal groups. Current work continues to illuminate reasons for the variety of animal social patterns, including patterns in group membership. I investigated the composition of dusky dolphin groups relative to sex and relatedness at two locations in New Zealand. In Kaikoura, dusky dolphins are found year-round, foraging nocturnally on verticallymigrating prey and socializing in distinct group types (mating, nursery, and adult) during the day. By contrast, dusky dolphins use Admiralty Bay, where they feed diurnally on small schooling fishes, primarily in the winter. Molecular sexing revealed the sex of 107 dusky dolphins. The Kaikoura data support previous findings that small mating groups consist mostly of males and indicate that small adult groups can consist of either or both sexes. In Admiralty Bay, the percentage of female dolphins present during the study was estimated to be only 7.4%−22.2% (95% confidence interval, n=88). A randomization test further indicates that dusky dolphins in Admiralty Bay grouped preferentially with same-sex individuals. Nuclear and mitochondrial markers were used to investigate patterns of relatedness. Dusky dolphins sampled in Kaikoura (n=17) and Admiralty Bay (n=47) were genotyped at seven microsatellite loci, and genetic relatedness among all genotyped pairs was estimated. A randomization test indicates that dusky dolphins did not group preferentially by relatedness in Admiralty Bay. Grouping history for 13 genotyped samples was also known from a multi-year photographic record of individually distinctive dusky dolphins. No relationship was found between these longer-term grouping patterns and genetic relatedness. The d-loop region of the mitochondrial DNA (mtDNA) was sequenced for 197 dusky dolphins. The pattern of grouping among dolphins with different haplotypes indicates that dusky dolphin groups are not strongly structured by maternal lineages. However, data from eight individual dusky dolphins hint that nursery groups in Kaikoura tend to consist of dolphins that share a maternal ancestor. This investigation raises many questions about the nature of dusky dolphin social organization and suggests promising avenues for finer-grained investigations into the causes and consequences of dusky dolphin group structure.

A presente tese consiste numa investigação teórica-experimental quali-quantitativa de caráter interdisciplinar, que busca compreender de que maneira combinações de perfis de alunos, baseado na sua própria avaliação de comportamento psicológico (perfis de autorrelatos) esperança, autoestima e autoeficácia, são mais adequadas na promoção da aprendizagem colaborativa mais efetiva, assim como no desenvolvimento de um modelo de tecnologia baseado em agentes, denominado Sistema-Multiagente Hermes (SMAHermes), capaz de apoiar a formação otimizada de grupos para a aprendizagem colaborativa. A metodologia de pesquisa contempla três experimentos realizados no AVEA MOODLE/CINTED/UFRGS, a partir dos quais valida-se o modelo SMA-Hermes concebido. A amostra utilizada nos experimentos foi composta de trinta e seis alunos (faixa etária média de dezoito anos), do curso de Engenharia de Computação, da Universidade Estadual do Maranhão (UEMA), referente às disciplinas de Matemática Discreta e Estrutura de Dados Avançados. Considerando os perfis de autorrelatos dos alunos, composições de grupos de forma aleatória (randômica), pelo sistema (a partir da formação desejada pelo professor) e livre (os alunos escolhem seus próprios pares) foram testadas Variáveis como PMOA (Pontuação Máxima Obtida na Atividade), TRA (Tempo de Realização da Atividade) e PCGj (Potencial de Colaboração de Grupo) foram criadas, de modo a expressarem ou predizerem os comportamentos colaborativos dos grupos. Ao final dos experimentos foi aplicado um teste sociométrico com o objetivo de identificar afinidades sociais em função dos perfis de autorrelatos esperança, autoestima e autoeficácia dos alunos. Os resultados se mostram satisfatórios em relação à melhoria dos desempenhos de grupos em contextos de aprendizagem colaborativa quando se considera a tupla (PCGj; PMOA). Constatou-se, também, através dos resultados, que os melhores desempenhos de grupos colaborativos foram alcançados através de formações de grupos de forma aleatória, ressaltando que mesmo o mínimo desempenho de grupo obtido por meio desta formação ainda assim foi positivo. Do teste sociométrico aplicado, pode-se extrair características preponderantes dos pares afins, de forma que estas informações auxiliem no desenvolvimento de um modelo ontológico de colaboração e assim apoiar na definição de Papéis do aluno Vs. Perfis de autorrelatos para contextos de aprendizagem colaborativa. / This thesis consists of a theoretical-experimental quali-quantitative research that seeks to understand how combinations of student profiles, based on their own evaluation of psychological behavior (self-report profiles), hope, self-esteem and self-efficacy, are more suitable in promoting more effective collaborative learning, as well as in the development of an agent-based technology model, called Hermes Multi-Agent System (Hermes-MAS), capable of supporting the optimized groups formation for collaborative learning. The research methodology includes three experiments carried out in MOODLE / CINTED / UFRGS VLE, from which the conceived Hermes-MAS model is validated. The sample used in the experiments was composed of thirty-six students (18 years of average age range), from the State University of Maranhão (UEMA), all of which were attending the same Discrete Mathematics and Advanced Data Structure classes. Considering the students self-report profiles, group compositions in a random system (based on the teacher's desired formation) and free (where students chose their own peers) were tested Variables such as MSOA (Maximal Score Obtained in the Activity), ART (Activity Realization Time) and GCPj (Group Collaboration Potential) were established in order to express or predict the group’s collaborative behaviors. At the end of the experiments, a sociometric test was applied with the objective of identifying social affinities according to the self-report profiles hope, self-esteem and self-efficacy of the students. The results are satisfactory in relation to the improvement of group performances in collaborative learning contexts when considering the tuple (GCPj; MSOA). It was also verified through the results that the best performances of collaborative groups were achieved through group formations in a random manner, emphasizing that even the minimal group performance obtained through this training was still positive. From the applied sociometric test, one can extract preponderant characteristics of the related pairs, so that this information helps in the development of an ontological model of collaboration and thus supports the definition of Student roles Vs. Self-report profiles for collaborative learning contexts.

The purpose of this dissertation was to, from the point of view of interaction, study how the factors group size, group composition, group norm and problem type influenced group problem solving. Three classroom studies were performed in grades four and five of the Swedish nine-year compulsory school. In addition to the participants in various pilot studies, the experiment included 1146 pupils. The performance was measured both regarding group results and the individual short-term and long-term retention of knowledge. A fifth factor, group productivity, was formed on the basis of these two measurement values.Group size 1, 2, 3 and 6 were studied. The group composition was defined on the basis of, on one hand, the ability levels high, middle and low and, on the other, on the basis of sex. The group norms were included through instructions about cooperation and competition. A third group norm, so-called free norms, was also introduced. Two problem types were used. One of them was designed so that the other group members would easily be able to judge if a response from one of the group members was correct or not (high accessibility). The other problem type was defined in terms of low accessibility. The first study included the factors group size and group composition (ability), the second study included group composition (sex), group norm, problem type and group productivity, and the third study included all five factors. The factor group size turned out to be of great importance and interacted with each of the other factors. Only high ability pupils could make use of group size in interaction with e. g. the factor group composition. Group composition was also interesting regarding sex. Co-operation favoured girls and competition favoured boys. The results also indicate that girls remember what they learn better than boys. Interactions between the factor group norm and the factors group size, problem type and group productivity showed that, in no case, did co-operation produce poorer results than competition and free norms. Various interactions with the factor problem type and other factors showed that larger group sizes are more favourable to the solving of problems with a high accessibility than to the solving of problems with a low accessibility. However, the individual group members had a better recollection of the solutions to problems with a low accessibility than to problems with a high accessibility. The factor group productivity was included in interactions with each of the other factors and in the three-way and four-way interactions. These interactions indicate that the factor group productivity, in terms of both group results and individual results, is an important factor in group research and in other classroom research.By way of conclusion, the results are discussed regarding educational implications and continued research. / digitalisering@umu

A presente tese consiste numa investigação teórica-experimental quali-quantitativa de caráter interdisciplinar, que busca compreender de que maneira combinações de perfis de alunos, baseado na sua própria avaliação de comportamento psicológico (perfis de autorrelatos) esperança, autoestima e autoeficácia, são mais adequadas na promoção da aprendizagem colaborativa mais efetiva, assim como no desenvolvimento de um modelo de tecnologia baseado em agentes, denominado Sistema-Multiagente Hermes (SMAHermes), capaz de apoiar a formação otimizada de grupos para a aprendizagem colaborativa. A metodologia de pesquisa contempla três experimentos realizados no AVEA MOODLE/CINTED/UFRGS, a partir dos quais valida-se o modelo SMA-Hermes concebido. A amostra utilizada nos experimentos foi composta de trinta e seis alunos (faixa etária média de dezoito anos), do curso de Engenharia de Computação, da Universidade Estadual do Maranhão (UEMA), referente às disciplinas de Matemática Discreta e Estrutura de Dados Avançados. Considerando os perfis de autorrelatos dos alunos, composições de grupos de forma aleatória (randômica), pelo sistema (a partir da formação desejada pelo professor) e livre (os alunos escolhem seus próprios pares) foram testadas Variáveis como PMOA (Pontuação Máxima Obtida na Atividade), TRA (Tempo de Realização da Atividade) e PCGj (Potencial de Colaboração de Grupo) foram criadas, de modo a expressarem ou predizerem os comportamentos colaborativos dos grupos. Ao final dos experimentos foi aplicado um teste sociométrico com o objetivo de identificar afinidades sociais em função dos perfis de autorrelatos esperança, autoestima e autoeficácia dos alunos. Os resultados se mostram satisfatórios em relação à melhoria dos desempenhos de grupos em contextos de aprendizagem colaborativa quando se considera a tupla (PCGj; PMOA). Constatou-se, também, através dos resultados, que os melhores desempenhos de grupos colaborativos foram alcançados através de formações de grupos de forma aleatória, ressaltando que mesmo o mínimo desempenho de grupo obtido por meio desta formação ainda assim foi positivo. Do teste sociométrico aplicado, pode-se extrair características preponderantes dos pares afins, de forma que estas informações auxiliem no desenvolvimento de um modelo ontológico de colaboração e assim apoiar na definição de Papéis do aluno Vs. Perfis de autorrelatos para contextos de aprendizagem colaborativa. / This thesis consists of a theoretical-experimental quali-quantitative research that seeks to understand how combinations of student profiles, based on their own evaluation of psychological behavior (self-report profiles), hope, self-esteem and self-efficacy, are more suitable in promoting more effective collaborative learning, as well as in the development of an agent-based technology model, called Hermes Multi-Agent System (Hermes-MAS), capable of supporting the optimized groups formation for collaborative learning. The research methodology includes three experiments carried out in MOODLE / CINTED / UFRGS VLE, from which the conceived Hermes-MAS model is validated. The sample used in the experiments was composed of thirty-six students (18 years of average age range), from the State University of Maranhão (UEMA), all of which were attending the same Discrete Mathematics and Advanced Data Structure classes. Considering the students self-report profiles, group compositions in a random system (based on the teacher's desired formation) and free (where students chose their own peers) were tested Variables such as MSOA (Maximal Score Obtained in the Activity), ART (Activity Realization Time) and GCPj (Group Collaboration Potential) were established in order to express or predict the group’s collaborative behaviors. At the end of the experiments, a sociometric test was applied with the objective of identifying social affinities according to the self-report profiles hope, self-esteem and self-efficacy of the students. The results are satisfactory in relation to the improvement of group performances in collaborative learning contexts when considering the tuple (GCPj; MSOA). It was also verified through the results that the best performances of collaborative groups were achieved through group formations in a random manner, emphasizing that even the minimal group performance obtained through this training was still positive. From the applied sociometric test, one can extract preponderant characteristics of the related pairs, so that this information helps in the development of an ontological model of collaboration and thus supports the definition of Student roles Vs. Self-report profiles for collaborative learning contexts.

A presente tese consiste numa investigação teórica-experimental quali-quantitativa de caráter interdisciplinar, que busca compreender de que maneira combinações de perfis de alunos, baseado na sua própria avaliação de comportamento psicológico (perfis de autorrelatos) esperança, autoestima e autoeficácia, são mais adequadas na promoção da aprendizagem colaborativa mais efetiva, assim como no desenvolvimento de um modelo de tecnologia baseado em agentes, denominado Sistema-Multiagente Hermes (SMAHermes), capaz de apoiar a formação otimizada de grupos para a aprendizagem colaborativa. A metodologia de pesquisa contempla três experimentos realizados no AVEA MOODLE/CINTED/UFRGS, a partir dos quais valida-se o modelo SMA-Hermes concebido. A amostra utilizada nos experimentos foi composta de trinta e seis alunos (faixa etária média de dezoito anos), do curso de Engenharia de Computação, da Universidade Estadual do Maranhão (UEMA), referente às disciplinas de Matemática Discreta e Estrutura de Dados Avançados. Considerando os perfis de autorrelatos dos alunos, composições de grupos de forma aleatória (randômica), pelo sistema (a partir da formação desejada pelo professor) e livre (os alunos escolhem seus próprios pares) foram testadas Variáveis como PMOA (Pontuação Máxima Obtida na Atividade), TRA (Tempo de Realização da Atividade) e PCGj (Potencial de Colaboração de Grupo) foram criadas, de modo a expressarem ou predizerem os comportamentos colaborativos dos grupos. Ao final dos experimentos foi aplicado um teste sociométrico com o objetivo de identificar afinidades sociais em função dos perfis de autorrelatos esperança, autoestima e autoeficácia dos alunos. Os resultados se mostram satisfatórios em relação à melhoria dos desempenhos de grupos em contextos de aprendizagem colaborativa quando se considera a tupla (PCGj; PMOA). Constatou-se, também, através dos resultados, que os melhores desempenhos de grupos colaborativos foram alcançados através de formações de grupos de forma aleatória, ressaltando que mesmo o mínimo desempenho de grupo obtido por meio desta formação ainda assim foi positivo. Do teste sociométrico aplicado, pode-se extrair características preponderantes dos pares afins, de forma que estas informações auxiliem no desenvolvimento de um modelo ontológico de colaboração e assim apoiar na definição de Papéis do aluno Vs. Perfis de autorrelatos para contextos de aprendizagem colaborativa. / This thesis consists of a theoretical-experimental quali-quantitative research that seeks to understand how combinations of student profiles, based on their own evaluation of psychological behavior (self-report profiles), hope, self-esteem and self-efficacy, are more suitable in promoting more effective collaborative learning, as well as in the development of an agent-based technology model, called Hermes Multi-Agent System (Hermes-MAS), capable of supporting the optimized groups formation for collaborative learning. The research methodology includes three experiments carried out in MOODLE / CINTED / UFRGS VLE, from which the conceived Hermes-MAS model is validated. The sample used in the experiments was composed of thirty-six students (18 years of average age range), from the State University of Maranhão (UEMA), all of which were attending the same Discrete Mathematics and Advanced Data Structure classes. Considering the students self-report profiles, group compositions in a random system (based on the teacher's desired formation) and free (where students chose their own peers) were tested Variables such as MSOA (Maximal Score Obtained in the Activity), ART (Activity Realization Time) and GCPj (Group Collaboration Potential) were established in order to express or predict the group’s collaborative behaviors. At the end of the experiments, a sociometric test was applied with the objective of identifying social affinities according to the self-report profiles hope, self-esteem and self-efficacy of the students. The results are satisfactory in relation to the improvement of group performances in collaborative learning contexts when considering the tuple (GCPj; MSOA). It was also verified through the results that the best performances of collaborative groups were achieved through group formations in a random manner, emphasizing that even the minimal group performance obtained through this training was still positive. From the applied sociometric test, one can extract preponderant characteristics of the related pairs, so that this information helps in the development of an ontological model of collaboration and thus supports the definition of Student roles Vs. Self-report profiles for collaborative learning contexts.

Though research has shown that social context influences behavior, research on product placement is yet to incorporate such effects. This is a very significant research gap since product placements are often consumed as part of a shared viewing experience. To address this gap, this dissertation examines social contextual influences on consumer behavior associated with the coviewing of product placements. Two aspects of social context were examined in a 2 (group composition: friends versus strangers) x 2 (coviewing context: interactive versus passive) experimental design. Data were collected during a laboratory experiment in which participants in dyads first viewed a 22-minute Seinfeld sitcom episode and then completed an online survey, designed to collect data on the variables in this study. Since the data were hierarchical in nature, i.e., individuals nested in groups, multilevel modeling was used to analyze the data. Results showed that friends recalled significantly more placed brands than did strangers. Friends also held significantly stronger, more positive attitudes toward the audiovisual, very prominently placed brand, Gore-Tex. However, there was no significant difference between interactive and passive coviewers on recall of and attitudes toward placed brands. Results suggest that the impact of individual-level variables on brand recall and on attitude toward placed brands did not significantly depend on social context. The exceptions were for the effects of: (1) brand familiarity on attitude toward Gore-Tex, which was stronger for strangers than friends, and (2) parasocial attachment on attitude toward the visual only, very subtly placed brand, Coca-Cola, which was stronger for interactive than passive coviewers. The results hold implications for marketing theory, methodology, and practice. Results suggest that to the extent marketers can create, encourage, and maintain social contexts that favor friendship effects, they stand to benefit with desired outcomes. Results also suggest that interaction during coviewing may not cause a significant enhancement in or decrement to recall of and attitude toward placed brands. This study is the stepping stone for research on social contextual influences in product placement research. There is still much to be done on research in this area, particularly since social contextual influences are expected to play a major role in the future of marketing.

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Beslut angående finansiella investeringar sker för den enskilde individen likaväl som i företag. Besluten följer den finansiella världens utveckling och blir därmed alltmer komplexa. Placeringar av monetära tillgångar med förväntan att generera inkomst eller värdestegring innebär en risk. Risknivån på investeringen beror på investeringsbeteendet hos beslutsfattaren som kan ge konsekvenser på den finansiella marknaden och kan så småningom leda till finanskriser om ett överdrivet behov av risk uppstår hos beslutsfattare. Genom att studera vad som påverkar risktolerans öppnas dörrar för att kunna förstå vad som ligger bakom vilken risk som väljs vid en finansiell investering. När förändring i risktolerans studeras tas hänsyn till vilka sorters beslutsfattare som finns på den finansiella marknaden. I uppsatsen studeras risktolerans hos beslutsfattare i form av enskilda individer och grupper med syftet att testa hur risktoleransen förändras om en individ tar ett beslut enskilt eller i samråd med andra. I syftet ingår också att studera om kompositionen av en grupp med hjälp av variation i gruppstorlek och könsfördelning kan påverka gruppens risktolerans. Tidigare forskning indikerar att grupper har högre risktolerans än individer dock finns studier med omvänd syn. Studien i uppsatsen har skett genom kvantitativa experiment där respondenter enskilt och i sammansatta grupper svarat på olika frågeformulär. Av studien finnes resultat att män är mer risktoleranta än kvinnor. Emellertid visades inget signifikant resultat att en högre andel män i en grupp ökar risktoleransen i gruppen. Vid en storleksjämförelse visades ingen signifikant påverkan i risktoleransen av gruppens storlek. Sammanfattningsvis påvisades i ett av studiens test att grupper har högre risktolerans än individer medan två andra inte resulterade i en signifikant skillnad mellan dem. Uppsatsens primära begränsningar är mängden grupper som deltog i experimentet som vid ett högre antal hade kunnat ge mer precisa resultat samt att utbildningsnivån bland respondenterna var konstant vilket enligt tidigare forskning kan ge en försvagning av könseffekten vid mätning av risktolerans. Tidigare forskning om risktolerans har mestadels skett om individer och forskning om grupper är begränsad. På grund av det ger vår studie ett bidrag i form av en återuppväckande syn på risktolerans med ett nytt perspektiv om gruppstorlek som förändringsfaktor samt förslag till vidare forskning inom risktolerans. / Individuals as well as corporations make financial decisions regarding investments. Financial decisions advances along with the development of the financial world and thereby continuously increase in their complexity. A monetary investment regarding expectations of generating income involves risk. The level of risk depends on the decision maker’s financial behavior which could cause impacts in the financial market and may eventually be a reason for financial crises to arise, in case the decision maker has an excessive need to take risk. Studying which factors that affect risk tolerance contributes to an understanding of why a certain risk level is chosen when making a financial investment. When studying risk tolerance it has to be taking into account who is the decision maker. This dissertation studies risk tolerance of individuals and groups as two different decision makers, with the purpose of testing how the risk tolerance shifts if the decision is made either alone or in consultation with others. The purpose also includes studies on different compositions of a group regarding to gender and the size of the group and how this might affect the risk tolerance within the group. Previous research indicates that groups have a higher risk tolerance in comparison to individuals, there are however studies with opposite findings. The quantitative study in this dissertation was done by two experiments where respondents were handed questionnaires to be answered first individually and then together after being divided into groups. The results showed that men have a higher risk tolerance than women. However, there was no significant result that a higher proportion of males in a group increase the risk tolerance. When comparing small and large groups no difference was found in the level of risk tolerance. In conclusion, one of the tests in the study showed that groups have a higher risk tolerance than individuals however two tests showed a non-significant result in the difference between them. The limitations of the dissertation are the low participation in the group experiment where a higher number of groups would have been able to provide more accurate results and that respondents had a constant level of education which may have caused a lower effect of gender. Previous research has mostly focused on individuals and according to this our dissertation provides a contribution through how group size can influence risk tolerance and we propose further research areas within groups and risk tolerance.

The Centers for Disease Control and Prevention recommend children engage in moderate-to-vigorous physical activity (MVPA) for 60 minutes every day, however, most children in the United States do not meet this recommendation. Previous research has demonstrated MVPA is functionally related to activity contexts. Moreover, the presence of peers may influence MVPA, however this has not been experimentally demonstrated. The purpose of the current study was to experimentally manipulate group composition and assess its influence on children’s MVPA. A second purpose was to assess the influence of activity contexts on MVPA. Results indicated no differences between group and solitary conditions. However, responding did vary within activity contexts. Additionally, MVPA was highest during the fixed-equipment phase.