Pesquisa prática que aborda o fazer teatral como instrumento da capacidade de tomada de decisões no coletivo no Centro Integrado de Educação de Jovens e Adultos. São discutidos aspectos tais como a função da educadora no contexto da escola e no processo de aprendizagem de leitura/escrita e os critérios utilizados para as escolhas teatrais. Na prática teatral percorro os jogos, técnicas de memorização de textos, o trabalho com o texto na mão e uma análise quantitativa dos diários de bordo desenvolvidos pelos educandos. O texto expõe a tessitura do pensamento de Paulo Freire, das escolas democráticas e suas influências no CIEJA-CL. Entre outras reflexões, conclui-se que, um caminho possível à educação é a concepção democrática de Pesquisa-Ação. / This paper deals with a practical research in doing teather as an instrument of decision taking by students at \"Centro Integrado de Jovens e Adultos ( Integrated Center for the Education of Young and Adults People). Aspects such as the role of the educator at school as well as the reading/writing learning process and the criteria used for choises in teather are discussed. Concerning practice at the teather, we deal with teather games, text memorization techniques, the work with the script in hands and the quantitative analyses of the \"daily development\" carried by the students. This paper is based the essence of Paulo Freire\'s thoughts as well as the democratic schools\' bases and its influences in the CIEJA-CL. Besides other reflexions, a good path for education is the democratic conception of Research-Action.

Les émotions jouent un rôle primordial dans les processus cognitifs et plus particulièrement dans les tâches d’apprentissage. D’ailleurs, plusieurs recherches neurologiques ont montré l’interrelation qui existe entre la cognition et les émotions. Elles ont aussi déterminé plusieurs formes d’intelligence humaine autre que l’intelligence rationnelle parmi lesquelles nous distinguons la forme ayant comme dimension émotionnelle, à savoir l’intelligence émotionnelle, vu son impact sur les processus d’apprentissage. L’intelligence émotionnelle est alors un facteur significatif de réussite scolaire et professionnelle. Sous la lumière de ces constatations présentées, les informaticiens à leur tour, vont alors tenter de consentir de plus en plus de place au facteur émotionnel dans les systèmes informatiques et plus particulièrement dans ceux dédiés à l’apprentissage. L’intégration de l’intelligence émotionnelle dans ces systèmes et plus précisément, dans les Systèmes Tutoriels Intelligents (STI), va leur permettre de gérer les émotions de l’apprenant et par la suite améliorer ses performances. Dans ce mémoire, notre objectif principal est d’élaborer une stratégie d’apprentissage visant à favoriser et accentuer la mémorisation chez les enfants. Pour atteindre cet objectif, nous avons développé un cours d’anglais en ligne ainsi qu’un tuteur virtuel utilisant des ressources multimédia tels que le ton de la voix, la musique, les images et les gestes afin de susciter des émotions chez l’apprenant. Nous avons conduit une expérience pour tester l’efficacité de quelques stratégies émotionnelles ainsi qu’évaluer l’impact des émotions suscitées sur la capacité de mémorisation des connaissances à acquérir par l’apprenant. Les résultats de cette étude expérimentale ont prouvé que l’induction implicite des émotions chez ce dernier a une influence significative sur ses performances. Ils ont également montré qu’il n’existe pas une stratégie efficace pour tous les apprenants à la fois, cependant l’efficacité d’une telle stratégie par rapport à une autre dépend essentiellement du profil comportemental de l’apprenant déterminé à partir de son tempérament. / Emotions play a crucial role in cognitive processes, particularly in learning tasks. Furthermore, several studies in neurosciences have shown that emotion is closely related to cognitive processes. They have also determined many different forms of intelligence other than the rational intelligence; one of them is the form having an emotional dimension which influences the learning processes, namely emotional intelligence. Emotional intelligence is a significant factor in academic and professional success. Under the light of these results, the computer scientists will, in their turn, try to focus on the emotional factor in computer systems and more particularly in those dedicated to learning. The integration of emotional intelligence in these systems, specifically in Intelligent Tutoring System (ITS), will enable them to recognise learner’s emotions and improve his/her performances. In this thesis, our main aim is to develop a learning strategy which promotes and enhances memorization by children. To achieve this aim, we developed an English web course and a virtual tutor using multimedia resources such as voice pitch, music, images, and gestures to induce emotion in the learner. We conducted an experiment to test the effectiveness of some emotional strategies and assessed the impact of aroused emotions on the ability of memorizing knowledge to be acquired by the learner. The results of this experimental study have shown that implicit induction of emotions has a significant influence on learner’s performances. Moreover, no effective strategy can be applied to all learners at the same time. However, the efficiency of a strategy depends mainly on the learner’s behavioral profile based on his temperament.

Neste trabalho, investigo as potencialidades no emprego dos guias de execução (GEs) propostos por Chaffin et al (2002), buscando entender os processos de resgate da memória de músicos que executam obras sem a utilização da partitura. Trata-se de um estudo de três casos, com pianistas próximos do estágio de profissionalização. Os três escolheram rememorizar e reapresentar obras do compositor Cláudio Santoro (1919-1989), em um período de 20 meses, durante os quais pude acompanhar e verificar a eficácia do uso desses procedimentos bem como o entendimento de cada um dos participantes com relação ao emprego das estratégias propostas. Após a coleta dos dados, analiso, apresento e discuto os resultados da aplicação dos GEs. Os dados coletados, provenientes das anotações das partituras, questionários e relatos nos diários de estudo obtidos após as execuções memorizadas e coletadas em intervalos distintos, formam a base da discussão apresentada neste trabalho. Com base nesses dados, pude traçar um perfil para cada um dos participantes por meio das categorias predominantes nos GEs utilizados bem como na evolução na aplicação desses guias durante o tempo de duração da pesquisa. O exame dos registros dos resgates de memória pelas tentativas de reescrita das partituras também contribuiu significativamente para a identificação dos GEs empregados e assimilados durante a rememorização do repertório escolhido. / This is an investigation of the possibilities afforded by the use of Chaffin‟s performance cues (PCs, 2002) in order to understand retrieval processes of musicians that choose to perform by memory. This study was conducted with three pianists on their way to becoming professional musicians. All three chose to recover and to present previously learned works by Brazilian composer Cláudio Santoro (1919-1989). During a twenty month period, I was able to monitor the efficacy of these procedures and I could also verify not only the application of PCs sets of learning strategies but also the resulting level of understanding with each one of the participants. After each of the memorized presentations data was obtained from score annotations, questionnaires, study journals and attempts at rewriting the score. These activities proceeded at scheduled intervals and the reports provide the basis for the analyses and discussions. Based on the data, it was possible to show how each participant employed diverse categories of PC sets and how each one evolved during the time of this research. An examination of the materials utilized as tools for memory retrieval contributed to reveal each individual profile and the distinct collections of PCs each one of them employed during the relearning and retrieval of the chosen repertoire.

Neste trabalho, investigo as potencialidades no emprego dos guias de execução (GEs) propostos por Chaffin et al (2002), buscando entender os processos de resgate da memória de músicos que executam obras sem a utilização da partitura. Trata-se de um estudo de três casos, com pianistas próximos do estágio de profissionalização. Os três escolheram rememorizar e reapresentar obras do compositor Cláudio Santoro (1919-1989), em um período de 20 meses, durante os quais pude acompanhar e verificar a eficácia do uso desses procedimentos bem como o entendimento de cada um dos participantes com relação ao emprego das estratégias propostas. Após a coleta dos dados, analiso, apresento e discuto os resultados da aplicação dos GEs. Os dados coletados, provenientes das anotações das partituras, questionários e relatos nos diários de estudo obtidos após as execuções memorizadas e coletadas em intervalos distintos, formam a base da discussão apresentada neste trabalho. Com base nesses dados, pude traçar um perfil para cada um dos participantes por meio das categorias predominantes nos GEs utilizados bem como na evolução na aplicação desses guias durante o tempo de duração da pesquisa. O exame dos registros dos resgates de memória pelas tentativas de reescrita das partituras também contribuiu significativamente para a identificação dos GEs empregados e assimilados durante a rememorização do repertório escolhido. / This is an investigation of the possibilities afforded by the use of Chaffin‟s performance cues (PCs, 2002) in order to understand retrieval processes of musicians that choose to perform by memory. This study was conducted with three pianists on their way to becoming professional musicians. All three chose to recover and to present previously learned works by Brazilian composer Cláudio Santoro (1919-1989). During a twenty month period, I was able to monitor the efficacy of these procedures and I could also verify not only the application of PCs sets of learning strategies but also the resulting level of understanding with each one of the participants. After each of the memorized presentations data was obtained from score annotations, questionnaires, study journals and attempts at rewriting the score. These activities proceeded at scheduled intervals and the reports provide the basis for the analyses and discussions. Based on the data, it was possible to show how each participant employed diverse categories of PC sets and how each one evolved during the time of this research. An examination of the materials utilized as tools for memory retrieval contributed to reveal each individual profile and the distinct collections of PCs each one of them employed during the relearning and retrieval of the chosen repertoire.

Neste trabalho, investigo as potencialidades no emprego dos guias de execução (GEs) propostos por Chaffin et al (2002), buscando entender os processos de resgate da memória de músicos que executam obras sem a utilização da partitura. Trata-se de um estudo de três casos, com pianistas próximos do estágio de profissionalização. Os três escolheram rememorizar e reapresentar obras do compositor Cláudio Santoro (1919-1989), em um período de 20 meses, durante os quais pude acompanhar e verificar a eficácia do uso desses procedimentos bem como o entendimento de cada um dos participantes com relação ao emprego das estratégias propostas. Após a coleta dos dados, analiso, apresento e discuto os resultados da aplicação dos GEs. Os dados coletados, provenientes das anotações das partituras, questionários e relatos nos diários de estudo obtidos após as execuções memorizadas e coletadas em intervalos distintos, formam a base da discussão apresentada neste trabalho. Com base nesses dados, pude traçar um perfil para cada um dos participantes por meio das categorias predominantes nos GEs utilizados bem como na evolução na aplicação desses guias durante o tempo de duração da pesquisa. O exame dos registros dos resgates de memória pelas tentativas de reescrita das partituras também contribuiu significativamente para a identificação dos GEs empregados e assimilados durante a rememorização do repertório escolhido. / This is an investigation of the possibilities afforded by the use of Chaffin‟s performance cues (PCs, 2002) in order to understand retrieval processes of musicians that choose to perform by memory. This study was conducted with three pianists on their way to becoming professional musicians. All three chose to recover and to present previously learned works by Brazilian composer Cláudio Santoro (1919-1989). During a twenty month period, I was able to monitor the efficacy of these procedures and I could also verify not only the application of PCs sets of learning strategies but also the resulting level of understanding with each one of the participants. After each of the memorized presentations data was obtained from score annotations, questionnaires, study journals and attempts at rewriting the score. These activities proceeded at scheduled intervals and the reports provide the basis for the analyses and discussions. Based on the data, it was possible to show how each participant employed diverse categories of PC sets and how each one evolved during the time of this research. An examination of the materials utilized as tools for memory retrieval contributed to reveal each individual profile and the distinct collections of PCs each one of them employed during the relearning and retrieval of the chosen repertoire.

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2014-11-13T20:41:28Z No. of bitstreams: 2 Dissertaçao - Nery André Borges de Oliveira - 2014.pdf: 19554984 bytes, checksum: 67993ab902a0fd34ee3890930ddef57f (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2014-11-14T18:51:51Z (GMT) No. of bitstreams: 2 Dissertaçao - Nery André Borges de Oliveira - 2014.pdf: 19554984 bytes, checksum: 67993ab902a0fd34ee3890930ddef57f (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-11-14T18:51:52Z (GMT). No. of bitstreams: 2 Dissertaçao - Nery André Borges de Oliveira - 2014.pdf: 19554984 bytes, checksum: 67993ab902a0fd34ee3890930ddef57f (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-04-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In this research we deal with the importance of the structured musical memorization process for the memory performances. The research has a semi-experimental character since it does not have a control group, and because the author is a participant subject. The methodology used follows the principles of memorization strategies explored by authors like Roger Chaffin, Aaron Williamon, Gerald Klickstein, Stewart Gordon, Jane Ginsborg, among others. The research lies on connecting these strategies and organize them into a study plan to be accomplished. The memorization plan follows the division established by Klickstein (2009), in four stages: perception, ingraining, maintenance and recall. However, it presents modifications resulting from the dialogue with other authors. The memorization plan was implemented in the Fugue BWV 997 of J. S. Bach. The proposed goal is to verify the viability and efficiency of strategies that help the memorization on the guitar. The detailed monitoring of his memorization was listed on a study memorial that provides the results achieved in each strategy, the number of application sessions and total time of application. / Nessa pesquisa tratamos da importância do processo de memorização musical estruturado para a realização de performances de memória. A pesquisa tem caráter semi-experimental por não possuir um grupo de controle e por ter o autor como sujeito participante. A metodologia utilizada segue os princípios de estratégias de memorização explorados por autores como Roger Chaffm, Aaron Williamon, Gerald Klickstein, Stewart Gordon, Jane Ginsborg, entre outros. A pesquisa consiste em relacionar tais estratégias e organizá-las em um plano de estudos a ser cumprido. O plano de memorização segue a divisão estabelecida por Klickstein (2009), em quatro estágios: percepção, enraizamento, manutenção e recordação. Contudo, este apresenta modificações resultantes do diálogo com outros autores. O plano de memorização foi aplicado na Fuga BWV 997 de J. S. Bach O objetivo proposto é verificar a viabilidade e eficiência de estratégias que auxiliem a memorização ao violão. O acompanhamento detalhado de sua memorização foi registrado em um memorial de estudo que fornece os resultados alcançados em cada estratégia, o número de sessões de aplicação e o tempo total de aplicação.

Cette recherche a pour objectif d’examiner l’influence de la présence, dans des annonces presse, d’un personnage, d’un visage ou de la direction d’un regard sur l’attention portée à cette annonce ainsi que sur la mémorisation et les évaluations de cette annonce. Afin d’éprouver nos hypothèses quatre expérimentations ont été menées. Dans l’une d’entre elles un système eye-tracking a été utilisé permettant de mieux cerner les processus attentionnels. Pour nous rapprocher des conditions d’exposition habituelles à la publicité, les annonces presse ont été dissimulées dans un magazine fictif. Les résultats obtenus montrent que la présence du personnage ou du visage (versus leur absence), ainsi que le regard dirigé vers le produit (versus le regard dirigé vers l’observateur), exercent une influence sur l’attention portée à l’annonce, la mémorisation de son contenu et son évaluation. / This research aims to examine the influence of the presence in a print advertisement of a character, a face or a gaze direction (gaze directed toward the product versus gaze directed toward the observer) on attention toward the advertisement, the memorization and the evaluation of the advertisement content. To test our hypotheses, four experiments were conducted. In one of these experiments an eye-tracker has been used to better measure attentional processes. In order to approach the ordinary conditions of exposure to advertising, print advertisements were inserted in a fictive magazine (folder test procedure). The results show that the presence of the character or the face (versus their absence) and the gaze directed toward the product (versus gaze directed toward the observer) improve the attention toward the advertisement, the memorization and the assessment of advertisement content.

Kunskap om lösenord och deras säkerhet är idag något som förbises av den gemene datoranvändaren. Lösenordshanterare kan både hjälpa och skydda vid hanteringen av lösenord. De flesta webbläsare idag har inbyggda funktioner för lösenordshantering. Utifrån existerande litteratur kunde det identifieras att det behövs data kring vilka faktorer som påverkar webbläsares användare att använda respektive inte använda dessa inbyggda lösenordshanterare. Syftet med rapporten är att presentera en analys av faktorer som påverkar varför privatpersoner väljer att använda respektive inte använda webbläsares inbyggda lösenordshanterare. Resultatet presenteras med hjälp av kvalitativa semi-strukturerade intervjuer där 33 respondenter deltagit och besvarat frågor kring deras hantering av lösenord och användning av webbläsares inbyggda lösenordshanterare. Resultat från intervjuer visade att faktorer som var av betydande roll för ickeanvändande respondenter var starkt kopplade till datorvana och hur ofta respondenter använde datorn. De faktorer som spelade störst roll för användare av verktyget var enkelhet och tidseffektivitet. Icke-användare tenderade att ha en behovsbrist gällande verktyget, mestadels på grund av deras avsaknad av datoranvändning. Faktorer som påverkar användare och icke-användare visade sig stämma överens med tidigare forskning. Dessutom sammanfattades att antalet respondenter som var användare av lösenordshanterare var betydligt högre än vad som tidigare hävdats i litteratur. Majoriteten av respondenterna (79%) var användare av lösenordshanterare, vilket motsäger tidigare studier som utförts där endast 23% använder sig av lösenordshanterare. / Knowledge of passwords and their security is today something that is overlooked by the everyday computer user. Password managers can both help and protect when managing passwords. Most web browsers today have built-in password management features. Based on existing literature, it could be identified that there is a need for knowledge concerning which factors influence web browser users to use or not use their built-in password managers. The purpose of the report is to present an analysis of factors that affect why private individuals choose to use or not use browsers built-in password managers. The results are presented with the help of qualitative semi-structured interviews in which 33 respondents participated and answered questions about their handling of passwords and the use of web browsers built-in password managers. Results from the interviews showed that factors that were significant for non-user respondents were strongly linked to computer skills and how often respondents used the computer. The factors that played the biggest role for users of the tool were simplicity and time efficiency. Non-users tended to have a lack of need for the tool, mostly because of their lack of computer usage. Factors affecting users and non-users were found to be consistent with previous research. In addition, it was concluded that the number of respondents who were users of password managers was significantly higher than previously claimed in the literature. The majority of respondents (79%) were users of password managers, which contradicts previous studies conducted where only 23% use password managers.

No description available.

Although there are units larger than the word in language, linguists have not been able to agree on a definition of these units. This study examines a variety of notions, relevant in the study of ”fixed” or ”frozen” expressions in contemporary French. Criteria such as memorization, unique context, non-compositionality, marked syntax, lexical blocking and grammatical blocking are analyzed in detail. A closer look at them reveals that in fact only one of them, lexical blocking, is both necessary and sufficient in the description of a fixed expression. The other criteria are, however, also important to the notion of ”fixedness”. It may well be that the criteria that have often been proposed in linguistic literature would benefit from being organized in a family resemblance rather than being used as necessary and sufficient conditions.