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A idéia de que memória possa ser segregada em diferentes sistemas e processos possui uma longa história. O desenvolvimento desta concepção esteve associada a casos clínicos envolvendo pacientes amnésicos, estimulando a noção da existência de funções cognitivas específicas relacionadas ao funcionamento de regiões específicas do sistema nervoso. Considerando o contexto histórico no qual se inserem os modelos de memória de longa duração explícita e implícita, a proposta do presente trabalho foi avaliar (1) a extensão da aquisição de conhecimento implícito percepto-motor por meio da imaginação vista aqui como um mecanismo de manipulação de informações na memória operacional, por controle da atenção, e (2) se conhecimento implícito adquirido num dado contexto de treino pode ser utilizado em novos contextos, contrariando conceitos estabelecidos na área, de que esse tipo de conhecimento está firmemente associado ao contexto em que se deu a aquisição. O Experimento 1 mostrou inequivocamente que há aquisição de habilidades motoras por meio de treino imaginativo e, adicionalmente, que essa aquisição segue um curso temporal idêntico àquele observado na aquisição por treino real, sugerindo que ambos os tipos de aquisição exibem propriedades similares, podendo ser equivalentes. O Experimento 2 mostrou que a aquisição de conhecimento implícito envolvendo leitura de texto cujos caracteres foram submetidos a variados tipos de rotação favorece o desempenho na leitura de texto com rotação completamente nova, indicando que o conhecimento implícito adquirido previamente foi flexivelmente empregado no desempenho da nova tarefa. No conjunto, esses resultados mostram que a manipulação de conteúdos na memória operacional permite adquirir conhecimento implícito “de-cima-para-baixo" e que a utilização desse tipo de conhecimento não está restrita ao contexto de sua aquisição, podendo ser empregado flexivelmente em novas situações. Esses resultados indicam para a necessidade de revisão dos conceitos vigentes sobre a interação entre sistemas de memória e sobre as propriedades do sistema de memória implícita / The notion that memory may be dissociated in distinct systems is antique. The development of this assumption seems to be associated with studies involving amnesic patients, which contributed for the notion that specific cognitive functions are underlied for specific brain regions. Taking into account the historic context in which the models for explicit and implicit long-term memory developed, the aims of this study was to evaluate (1) to which extent there is acquisition of perceptual-motor implicit knowledge by way of imagery - seen here as a manner of handling information in working memory by control of attention, and (2) to which extent implicit knowledge acquired in a specific context may be used to solve problems in novel contexts, confronting established assumptions that this type of knowledge is strongly associated to the context of its acquisition. The Experiment 1 showed that there is acquisition of perceptual-motor implicit knowledge by way of imagination; the time-course for this acquisition is similar to that seen when acquisition occurs by actual task performance, suggesting that similar properties underlie both types of acquisition. The Experiment 2 showed that prior implicit knowledge acquisition related to reading rotated texts favors performance for reading texts with completely novel types of rotations, indicating the occurrence of transfer of training and, more importantly, that implicit knowledge was flexibly used for performance of a novel task. Taken together, these results show that handling information in working memory promotes “top-down" acquisition of perceptualmotor implicit knowledge and that this type of knowledge is not strictly associated to the specific context of its acquisition, being used for novel tasks. These results indicate the need for a review of the current assumptions about the interaction of memory systems and about the admitted properties of the implicit memory system.

Ce travail a pour objectif de mettre en évidence les effets de la simulation mentale guidée sur l’apprentissage, sur la performance et sur l’image du mouvement en danse. Dans la revue de littérature, nous présentons les principales théories de l’apprentissage cognitif et socio-cognitif, ainsi que les mises en œuvre des méthodes d’apprentissage issues de ces deux champs théoriques. Puis, à partir des spécificités de la danse « didactisée », des transformations visées en milieu scolaire et universitaire, et de la place des images mentales en danse, nous envisageons la simulation mentale guidée par des consignes rythmiques, motrices et métaphoriques. Nous présentons ensuite une étude préliminaire visant la construction d'outils d'évaluation de la performance en danse, ainsi que deux études expérimentales menées auprès de sujets adultes novices portant sur l'apprentissage lors de tâches de reproduction de forme et d'improvisation-composition. Les résultats dans ce qu'ils ont d'essentiel montrent (1) que la simulation mentale est une méthode d'apprentissage plus efficace que l'observation à partir du moment où elle est guidée, (2) que les consignes rythmiques sont fondamentales dans l'apprentissage en danse parce qu'elles permettent d'organiser et de structurer le mouvement, (3) que les consignes métaphoriques apparaissent particulièrement adaptées à la dimension expressive et artistique de la danse. Dans leur ensemble, ces résultats soulignent l'importance de guider la simulation mentale à l'aide de consignes pour s'assurer de son efficacité dans l'apprentissage. / This study aims to highlight the effects of mental simulation of guided learning, performance and image of the movement in dance. In the literature review, we present the main theories of cognitive and socio-cognitive, and implementations of learning methods from these two theoretical fields. Then, from the specifics of the dance "didactical" transformations referred by schools and universities, and the place of mental images in dance, we consider the mental simulation guided by rhythmic and metaphorical instructions. Afterwards, we present a preliminary study for the tool construction for assessing performance in dance, and two experimental studies conducted with novice adult subjects on learning tasks during reproduction of form and improvisation-composition. The results in their essence show (1) that mental simulation is a more effective method of learning than observation, from the moment it is guided 2) that the rhythmic instructions are fundamental in dance learning because they help to organize and structure the movement, (3) that the metaphorical instructions seem particularly suited to the expressive and artistic dimensions of dancing. Taken together, these findings emphasize the importance of guided mental simulation with instructions to ensure its effectiveness in learning.

¡§Time¡¨ is fleeting. People tend to ponder the needs in the present and develop procrastination for the future. Because of these tendencies, researchers in marketing examine topics such as impulsive buying and purchase in advance. For companies, understanding how consumers perceive time differently is beneficial to their promotion strategy development. Previous research has investigated the impacts of temporal distance and time window. Based on these time perspectives, this research incorporates two moderators in influencing consumer behavior: mental simulation and product type. The study uses experimental design to explore the advertising effects and gift coupon redemption. With the manipulation of different time perspectives, two experiments are conducted. Experiment 1 is a 2 (temporal distance: near future vs. distant future) ¡Ñ 2 (mental simulation: process simulation vs. outcome simulation) ¡Ñ 2 (product type: search goods vs. experience goods) factorial design. Experiment 2 is a 2 (time window: short vs. long) ¡Ñ 2 (mental simulation: process simulation vs. outcome simulation) ¡Ñ 2 (product type: search goods vs. experience goods) factorial design. With the eight conditions, the participants¡¦ intention and behavior are assessed. Results indicate that when promoting a search good, outcome simulation presented in the ad is more effective to participants who see the near future than those who see the distant future. However, in the coupon redemption behavior, when redeeming an experience good, there will be interaction effect between time window and mental simulation. When redeeming an experience good under the long time window condition, outcome simulation gets higher redemption rate than process simulation. While under the short time window condition, process simulation enhances higher redemption rate than outcome simulation. The findings provide marketing insights regarding how to frame time and mental simulation differently in the promotions while product type is considered.

L'innovation constitue un facteur de croissance particulièrement critique dans le secteur des hautes technologies. Or, le taux de lancements aboutissant à des échecs commerciaux y est bien plus élevé dans ce secteur que dans d'autres industries. Ce constat a incité des chercheurs à s'intéresser de plus près aux spécificités des innovations technologiques par rapport aux autres innovations.En particulier, Hoeffler (2003) constate que les innovations technologiques se distinguent par le fait qu'elles suscitent deux formes spécifiques d'incertitude : la première est liée à la difficulté de compréhension des nouveaux bénéfices, et la seconde aux coûts d'apprentissage du produit. Castano et alii (2008) montrent que ces deux formes d'incertitude sont plus ou moins saillantes dans les pensées du consommateur, selon l'échéance à laquelle il envisage l'achat d'un produit technologique, appelée « distance temporelle ». La robustesse de ces résultats a été confirmée lors d'une étude préliminaire. Par ailleurs, nous avons eu recours à deux techniques de simulation mentale anticipative pour réduire la double incertitude du consommateur ressentie à l'égard d'innovations semi-continues et discontinues. Nos résultats indiquent que lorsque l'achat est envisagé dans un délai proche, la simulation « orientée vers le processus » réduit l'incertitude liée aux coûts d'apprentissage et l'anxiété du consommateur, et augmente l'intention d'achat et d'utilisation du produit. A plus long terme, c'est la simulation « orientée vers le résultat » qui favorise l'intention d'achat et d'utilisation, en réduisant l'incertitude envers les bénéfices et en augmentant l'optimisme du consommateur. Les mécanismes par lesquels l'interaction entre la distance temporelle et la simulation mentale agit sur les réactions et comportements du consommateur ont été mis au jour dans cette thèse. De plus, nous avons démontré que les effets bénéfiques de cette interaction se produisaient pour les consommateurs experts, mais qu'ils ne se produisaient pas pour les consommateurs non experts. Cette recherche pose donc une limite à l'utilisation de cette interaction comme technique marketing pour favoriser l'adoption d'innovations technologiques. Cinq études ont été réalisées dans le cadre de cette thèse, dont deux en collaboration avec IDEAs Laboratory, une entreprise grenobloise opérant dans le secteur des hautes technologies. / Although innovation is a critical growth factor in the high technology sector, the rate of introductions leading to commercial failure is much higher in this sector than in other industries. This prompted researchers to pay closer attention to the characteristics differentiating technological innovations from innovations in other fields. As part of this recent and fruitful research current, Hoeffler (2003) finds that technological innovations are distinguished by the fact that they raise two specific forms of uncertainty. The first relates to the difficulty of understanding the new benefits; the second, to the fact that these innovations require consumer learning. According to Castano et alii (2008), these two forms of uncertainty are more or less prominent in the minds of consumers according to the time frame during which the individual is considering purchasing a technology product – this time frame is referred to as “temporal distance” in the literature. The robustness of these results was confirmed in a preliminary study. Moreover, we employed two anticipatory mental simulation techniques to reduce the consumer's double uncertainty when considering the purchase of semi-continuous and discontinuous innovations. Our results show that when the purchase is planned within the near future, the “process-oriented” simulation reduces learning cost uncertainty and anxiety, and increases intent to use and intent to purchase. Over the long term, “result-oriented simulation” decreases uncertainty about benefits and raises optimism, intent to use and intent to purchase. This research identifies the mechanisms through which the interaction between temporal distance and mental simulation act on consumer's behavior. Moreover, we have shown that the beneficial effects stemming from this interaction are only true for the expert consumers and not for those who are not. Therefore, this research raises a limit to the use of this interaction to promote the adoption of technological innovations. Five studies were conducted, including two that were made in collaboration with IDEAs Laboratory, a company from Grenoble operating in the sector of high technology.

A idéia de que memória possa ser segregada em diferentes sistemas e processos possui uma longa história. O desenvolvimento desta concepção esteve associada a casos clínicos envolvendo pacientes amnésicos, estimulando a noção da existência de funções cognitivas específicas relacionadas ao funcionamento de regiões específicas do sistema nervoso. Considerando o contexto histórico no qual se inserem os modelos de memória de longa duração explícita e implícita, a proposta do presente trabalho foi avaliar (1) a extensão da aquisição de conhecimento implícito percepto-motor por meio da imaginação vista aqui como um mecanismo de manipulação de informações na memória operacional, por controle da atenção, e (2) se conhecimento implícito adquirido num dado contexto de treino pode ser utilizado em novos contextos, contrariando conceitos estabelecidos na área, de que esse tipo de conhecimento está firmemente associado ao contexto em que se deu a aquisição. O Experimento 1 mostrou inequivocamente que há aquisição de habilidades motoras por meio de treino imaginativo e, adicionalmente, que essa aquisição segue um curso temporal idêntico àquele observado na aquisição por treino real, sugerindo que ambos os tipos de aquisição exibem propriedades similares, podendo ser equivalentes. O Experimento 2 mostrou que a aquisição de conhecimento implícito envolvendo leitura de texto cujos caracteres foram submetidos a variados tipos de rotação favorece o desempenho na leitura de texto com rotação completamente nova, indicando que o conhecimento implícito adquirido previamente foi flexivelmente empregado no desempenho da nova tarefa. No conjunto, esses resultados mostram que a manipulação de conteúdos na memória operacional permite adquirir conhecimento implícito “de-cima-para-baixo” e que a utilização desse tipo de conhecimento não está restrita ao contexto de sua aquisição, podendo ser empregado flexivelmente em novas situações. Esses resultados indicam para a necessidade de revisão dos conceitos vigentes sobre a interação entre sistemas de memória e sobre as propriedades do sistema de memória implícita / The notion that memory may be dissociated in distinct systems is antique. The development of this assumption seems to be associated with studies involving amnesic patients, which contributed for the notion that specific cognitive functions are underlied for specific brain regions. Taking into account the historic context in which the models for explicit and implicit long-term memory developed, the aims of this study was to evaluate (1) to which extent there is acquisition of perceptual-motor implicit knowledge by way of imagery - seen here as a manner of handling information in working memory by control of attention, and (2) to which extent implicit knowledge acquired in a specific context may be used to solve problems in novel contexts, confronting established assumptions that this type of knowledge is strongly associated to the context of its acquisition. The Experiment 1 showed that there is acquisition of perceptual-motor implicit knowledge by way of imagination; the time-course for this acquisition is similar to that seen when acquisition occurs by actual task performance, suggesting that similar properties underlie both types of acquisition. The Experiment 2 showed that prior implicit knowledge acquisition related to reading rotated texts favors performance for reading texts with completely novel types of rotations, indicating the occurrence of transfer of training and, more importantly, that implicit knowledge was flexibly used for performance of a novel task. Taken together, these results show that handling information in working memory promotes “top-down” acquisition of perceptualmotor implicit knowledge and that this type of knowledge is not strictly associated to the specific context of its acquisition, being used for novel tasks. These results indicate the need for a review of the current assumptions about the interaction of memory systems and about the admitted properties of the implicit memory system.

Functional Theory, the prevailing perspective on the function of counterfactual thinking, posits that the primary purpose of this form of mental simulation is to prepare individuals for the future. However, recent findings have presented challenges to this dominant view. The debate on this topic has recently centered around the possibility that these contradictory results may have arisen from the use of tasks that are inadequate to observe the preparatory function of counterfactuals. Moreover, it has been stressed the importance of considering also more spontaneous (or, at least, more intrinsically motivated) instances of counterfactual thinking when reflecting over its function. In this thesis, Experiments 1 to 3 investigated questions related to the content of counterfactual modifications and their beneficial effects on future performance, utilizing a novel task designed specifically to address previous limitations advanced by the proponents of the Functional Theory. Nonetheless, most of our results did not align with what would have been expected if counterfactual thoughts were produced mainly in a preparatory fashion. Experiments 4 to 6, instead, explored individuals’ inclination to look for non-instrumental counterfactual information, which pertains to information about the outcome of forgone options that does not contribute to improving future outcomes. This type of information seeking, involving the comparison between an actual and a forgone outcome, can represent a proxy of an underlying, genuine process of counterfactual analysis, and thus provides valuable insights for the debate on the function of counterfactual thinking. Indeed, results indicated that individuals readily look for counterfactual information even when it cannot serve any preparatory goal, challenging the notion that the consideration of alternatives to past events is strictly tied to the presence of such goals. These findings, along with prior research, raise questions about the extent to which counterfactual thoughts are produced to prepare for the future, prompting a reevaluation of its underlying functions.

Les gens produisent des mouvements spontanés pendant des tâches de raisonnement spatial. Ces mouvements aident-ils à la performance de la tâche? Nous avons étudié le rôle des mouvements spontanés dans l'orientation spatiale en utilisant des tâches de prise de perspective spatiale (PPS) dans lesquelles les participants devaient imaginer un point de vue différent de leur point de vue actuel. Nous nous sommes concentrés sur des perspectives exigeant des rotations mentales de soi - particulièrement difficiles, elles sont grandement facilitées par un mouvement actif, même en l'absence de vision. La contribution motrice à la performance de la tâche pourrait résulter d'un mécanisme prédictif, qui anticipe les conséquences d'une action avant son exécution, comme un modèle d'anticipation interne (Wolpert & Flanagan, 2001), inhibant par la suite l’exécution du mouvement si nécessaire. Les mouvements observés peuvent être des traces visibles de ce processus. En utilisant un système de capture de mouvements, nous avons montré que les rotations de la tête sont géométriquement liées à la PPS : leur direction et amplitude étaient liées à la direction et à l'angle entre les perspectives réelles et imaginée (Exp. 1). Chez les contrôleurs aériens, qualifiés ou apprentis, seule la direction de la rotation de la tête était liée à la PPS, reflétant probablement l'expertise spatiale ainsi que le rôle crucial de la direction dans la rotation mentale (Exp. 2). Dans un environnement virtuel, les rotations de tête spontanées étaient liées à une performance accrue. Cependant, les rotations volontaires, qui imitent celles qui sont produites spontanément, ne facilitent pas la performance de navigation (Exp. 3), mais l'empêchent lorsqu’elles sont contraires à la direction de la rotation virtuelle. Nos résultats suggèrent une contribution motrice spécifique à l'orientation spatiale, compatible avec la prédiction motrice. / People produce spontaneous movements during spatial reasoning tasks. Do they relate to task performance? We investigated the role of spontaneous movements in spatial orientation using spatial perspective-taking (SPT) tasks where participants adopted imaginary perspectives. We focused on imaginary perspectives requiring mental rotations of the self as they are particularly difficult and greatly facilitated by active movement in the absence of vision. Motor contribution to task performance could result from a predictive mechanism, which anticipates the consequences of an action before its execution, such as an internal forward model (Wolpert & Flanagan, 2001), further inhibiting full rotations of the head. Observed movements may be visible traces of this process. Using motion capture, we showed that head movements are geometrically related to SPT: both the direction and amplitude of head rotations were related to the direction and angle between the actual and imagined perspectives (Exp. 1). In air traffic controllers and apprentices, only the direction of head rotation was related to SPT, probably reflecting spatial expertise and its crucial role in mental rotation (Exp. 2). In a virtual environment, spontaneous head rotations were related to increased performance. However voluntary rotations, emulating the spontaneously produced ones, did not facilitate navigation performance (Exp. 3), but hindered it when inconsistent with the direction of virtual rotation. Overall, our findings suggest a specific motor contribution to spatial orientation consistent with motor prediction.

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Made available in DSpace on 2014-12-17T15:06:59Z (GMT). No. of bitstreams: 1 GieziAO_DISSERT.pdf: 2252017 bytes, checksum: 76aa5476f5e78950297cd8aaf5a5ee48 (MD5) Previous issue date: 2012-11-30 / This paper investigates the cognitive processes that operate in understanding narratives in this case, the novel Macuna?ma, by M?rio de Andrade. Our work belongs to the field of Embodied-based Cognitive Linguistics and, due to its interdisciplinary nature, it dialogues with theoretical and methodological frameworks of Psycholinguistics, Cognitive Psychology and Neurosciences. Therefore, we adopt an exploratory research design, recall and cloze tests, adapted, with postgraduation students, all native speakers of Brazilian Portuguese. The choice of Macuna?ma as the novel and initial motivation for this proposal is due to the fact it is a fantastic narrative, which consists of events, circumstances and characters that are clearly distant types from what is experienced in everyday life. Thus, the novel provides adequate data to investigate the configuration of meaning, within an understanding-based model. We, therefore, seek, to answer questions that are still, generally, scarcely explored in the field of Cognitive Linguistics, such as to what extent is the activation of mental models (schemas and frames) related to the process of understanding narratives? How are we able to build sense even when words or phrases are not part of our linguistic repertoire? Why do we get emotionally involved when reading a text, even though it is fiction? To answer them, we assume the theoretical stance that meaning is not in the text, it is constructed through language, conceived as a result of the integration between the biological (which results in creating abstract imagery schemes) and the sociocultural (resulting in creating frames) apparatus. In this sense, perception, cognitive processing, reception and transmission of the information described are directly related to how language comprehension occurs. We believe that the results found in our study may contribute to the cognitive studies of language and to the development of language learning and teaching methodologies / Este trabalho investiga os processos cognitivos que operam na compreens?o de narrativas, a partir do romance Macuna?ma, de M?rio de Andrade. Insere-se no campo da Lingu?stica Cognitiva de base Corporificada e, devido ? sua natureza interdisciplinar, dialoga com alguns referenciais te?ricos e metodol?gicos da Psicolingu?stica, da Psicologia Cognitiva e das Neuroci?ncias. Nesse sentido, adotamos a pesquisa do tipo explorat?ria, realizando testes do tipo recall e cloze, adaptados, com estudantes de n?vel superior, todos falantes nativos. A escolha do romance Macuna?ma como motiva??o inicial da proposta deu-se por se tratar de uma narrativa fant?stica, cuja principal caracter?stica est? no fato de o romance apresentar eventos, circunst?ncias e personagens que, de forma n?tida, se distanciam dos tipos experienciados no cotidiano, o que constitui dados adequados a uma an?lise que pretende investigar a configura??o do sentido, num modelo baseado-em-compreens?o. Buscamos, assim, responder a quest?es que ainda s?o, de maneira geral, pouco exploradas no campo da Lingu?stica Cognitiva, tais como: em que medida o acionamento de modelos mentais (Esquemas e Frames) est? relacionado ao processo de compreens?o de narrativas? Como constru?mos o sentido, mesmo diante de termos ou express?es que n?o integram o nosso repert?rio lingu?stico? Por que nos envolvemos emocionalmente durante a leitura de um determinado texto, mesmo sabendo que se trata de obra de fic??o? Para respond?-las, partimos do pressuposto te?rico de que o significado n?o est? no texto, ele ? constru?do por meio da linguagem, concebida como resultado da integra??o entre o aparato biol?gico (que resulta na cria??o de Esquemas Imag?ticos abstratos) e sociocultural (resultando na cria??o de frames). Nesse sentido, a percep??o, o processamento cognitivo, a recep??o e a retransmiss?o das informa??es descritas est?o diretamente relacionadas ao modo como ocorre a compreens?o da linguagem. Acreditamos que os resultados encontrados em nossa pesquisa possam contribuir para os estudos cognitivos da linguagem e para o desenvolvimento de metodologia de ensino-aprendizagem de l?nguas