The team-training literature provides favorable support for the after-action review (AAR)?s ability to improve cognitive, skill, and attitudinal outcomes in co-located and distributed environments. However, the comparative effectiveness of co-located and distributed AARs is unknown. Thus, the objective of the present study was to investigate the comparative effectiveness of co-located and distributed AARs. The present study examined the AAR?s effect on performance, declarative knowledge, team-efficacy, team voice, team cohesion, and team-level reactions. Data were obtained from 492 undergraduate students (47.66% female) assigned to 123 4-person teams who participated in a team training protocol using a 3 (type of AAR review: non-AAR versus subjective AAR versus objective AAR) x 2 (geographic dispersion: co-located and distributed training environments) x 3 (sessions) repeated measures design. The results indicate that AAR teams had significantly higher performance scores than the non-AAR teams. In addition, the AAR teams had higher perceptions of team-efficacy and higher levels of team cohesion than the non-AAR teams. With the exception of team-level reactions, there were no other significant differences between the distributed AAR and co-located AAR conditions. Similarly, there were no significant differences across any of the outcome variables between the objective and subjective AAR conditions, indicating that the type of AAR did not impact the results of the training. The findings of the present study highlight several practical and scientific implications that should be considered regarding AAR training. Primarily, regardless of the training environment or type of AAR, AAR training remains an effective intervention at increasing performance and attitudinal-based outcomes. In addition, the results suggest that the use of distributed AARs does not engender the proposed process losses that were hypothesized. Thus, the use of this training to reduce administrative costs may be a viable option for geographically dispersed organizations. Finally, practitioners should evaluate the extent to which increasing the amount of technology to allow for a more objective performance review, is providing the intended benefit to the trainees. The empirical research has consistently demonstrated that the use of objective review systems provides little to no benefit to the trainees. Future research is needed to determine the generalizability of these findings to other tasks, domains, team types, and levels of expertise.

Doctor of Philosophy / This study defines Theory-of-Mind as the ability to experience one’s own mind and understand the minds of others to the extent necessary to make sense of human behaviour and the world. Since the concept of Theory-of-Mind was first applied to people with ASD (Baron-Cohen, Leslie & Frith, 1985), lack of Theory-of-Mind has been used to explain their cognitive difficulties (National Research Council, 2003), along with social, communicative and imaginative impairments (Frith, Happé & Siddons, 1994). Previous studies have tended to think of Theory-of-Mind in terms of a simple binary of deficit or credit; to exclude the voices of people with ASD; to emphasise the cognitive aspects of Theory-of-Mind over its affective aspects; and to emphasise understanding the minds of others over experiencing one’s own mind. This study aims to address these issues by investigating Theory-of-Mind as subjectively experienced by students with ASD and objectively understood by their teachers. It is the first attempt in the study of Theory-of-Mind to include the voices of individuals with ASD along with the professional views of their teachers. This study takes an interdisciplinary approach, supported by philosophy of mind and special education. A grounded theory approach and a mixed methods research design combine to build and strengthen a theory of Theory-of-Mind. For Theory-of-Mind as subjectively experienced, 20 senior secondary and post secondary school students with ASD from Republic of Korea were interviewed and student-produced documents were reviewed to draw out their inner experiences. The Korean Wechsler Adult Intelligence Scale and the Korean Vineland Social Maturity Scale were employed to assess IQ and social competence. For Theory-of-Mind as objectively understood, their teachers’ beliefs regarding their students with ASD were sought through in-depth interviews, a review of teacher-produced documents and administration of a newly developed Teacher Questionnaire. This study reports differences between Theory-of-Mind as subjectively experienced and objectively observed, and variations within the components of Theory-of-Mind. The role of imagination in Theory-of-Mind and the relationships between Theory-of-Mind components, IQ and social competence are discussed. As a result, a Theory-of-Mind continuum model and Theory-of-Mind Typology is proposed.

Doctor of Philosophy / This study defines Theory-of-Mind as the ability to experience one’s own mind and understand the minds of others to the extent necessary to make sense of human behaviour and the world. Since the concept of Theory-of-Mind was first applied to people with ASD (Baron-Cohen, Leslie & Frith, 1985), lack of Theory-of-Mind has been used to explain their cognitive difficulties (National Research Council, 2003), along with social, communicative and imaginative impairments (Frith, Happé & Siddons, 1994). Previous studies have tended to think of Theory-of-Mind in terms of a simple binary of deficit or credit; to exclude the voices of people with ASD; to emphasise the cognitive aspects of Theory-of-Mind over its affective aspects; and to emphasise understanding the minds of others over experiencing one’s own mind. This study aims to address these issues by investigating Theory-of-Mind as subjectively experienced by students with ASD and objectively understood by their teachers. It is the first attempt in the study of Theory-of-Mind to include the voices of individuals with ASD along with the professional views of their teachers. This study takes an interdisciplinary approach, supported by philosophy of mind and special education. A grounded theory approach and a mixed methods research design combine to build and strengthen a theory of Theory-of-Mind. For Theory-of-Mind as subjectively experienced, 20 senior secondary and post secondary school students with ASD from Republic of Korea were interviewed and student-produced documents were reviewed to draw out their inner experiences. The Korean Wechsler Adult Intelligence Scale and the Korean Vineland Social Maturity Scale were employed to assess IQ and social competence. For Theory-of-Mind as objectively understood, their teachers’ beliefs regarding their students with ASD were sought through in-depth interviews, a review of teacher-produced documents and administration of a newly developed Teacher Questionnaire. This study reports differences between Theory-of-Mind as subjectively experienced and objectively observed, and variations within the components of Theory-of-Mind. The role of imagination in Theory-of-Mind and the relationships between Theory-of-Mind components, IQ and social competence are discussed. As a result, a Theory-of-Mind continuum model and Theory-of-Mind Typology is proposed.

Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 248-263).

Thesis (M.A.)--University of Canterbury, 2008. / Typescript (photocopy). Includes bibliographical references (leaves 86-93). Also available via the World Wide Web.

Thesis (M. Phil.)--University of Hong Kong, 2009. / Includes bibliographical references (p. 92-96) Also available in print.

Thesis (M.A.)--University of Canterbury, 2006. / Typescript (photocopy). Includes bibliographical references (leaves 107-112). Also available via the World Wide Web.

A partir du constat que les discours scientifiques se prononcent souvent en faveur de l'intégration du numérique à l’école, allant dans le sens des instructions officielles, nous nous demandons alors pourquoi les différents rapports et enquêtes sur le sujet montrent que les enseignants en ont un usage limité. Nous analysons le décalage observé à partir de deux corpus. Le premier, constitué d'écrits de recherche, nous amène à questionner l'objectivité de ces dernier et à mieux cerner les fondements des périmètres de la recherche en sciences humaines sur le thème du numérique à l'école. Le deuxième corpus s'appuie sur des entretiens effectués avec des enseignants de collège. Loin de résister volontairement à l'usage des TIC en classe, ils expriment d'autres façons de comprendre, percevoir et s'approprier ces supports. Le dispositif ainsi forme autour des TIC révèle une situation plus complexe qu une simple opposition entre une institution coercitive et des enseignants résistants. / Based on the observation that scientific discourses are often in favour of digital technologies at school, following the line of official instructions, we wonder why different reports and inquiries show that teachers have limited uses. We analyse this discrepancy from two bodies of discourses. The first one, made of scientific writings, drives us to examine their objectivity and also to identify the theoretical bases and background in human sciences research about digital technologies at school. The second one relies on interviews made with teachers. Far from resisting on purpose to the uses of ICT, they express other ways to understand, perceive and appropriate these technologies. The so-formed dispositif reveals a much more complex situation than a mere opposition in-between a coercive institution and resistant teachers.

This thesis examines the core concepts of early minimalism and the ways that they were influenced by recording as a medium of musical creation. The first chapter considers early minimalism’s historical lineage as the narrative has been passed down by music scholars, noting over-arching trends and problems of exclusion and misunderstanding inherent within it. Having established the myriad of concepts at the core of the early minimalist movement, the second chapter examines the recording medium’s effect on art music performance, noting trends in repetition, objectivity, and process that are represented within minimalism itself. With these ideas in mind, the idea of “post-minimalism” is interrogated, proposing that a music for the concert hall is not the natural development of the early minimalists’ expansive mission. In the third chapter, analysis of one iconic late-twentieth century musical style, techno music, demonstrates that it is fundamentally of the same artistic spirit as the early minimalists and an alternate manifestation of Minimal art. Ultimately, early minimalism and techno are “alternate minimalisms” of the age of the recording, referencing and embodying the musical consciousness of the twentieth century.

O conceito de objetividade é central na epistemologia de Gaston Bachelard (1884-1962). O problema que a pesquisa busca solucionar é a definição de objetividade na filosofia bachelardiana, o que implica na necessidade de explicitar a relação entre a objetividade e a matemática. A partir da leitura e da análise da obra epistemológica de Bachelard que trata da questão da objetividade, é demonstrado que o filósofo utiliza dois diferentes conceitos de objetividade: o primeiro é o de objetividade como reconhecimento e afastamento dos obstáculos epistemológicos que se apresentam como imagens subjetivas na prática científica; o segundo conceito é o de objetividade como o processo de retificação do conhecimento científico. Apresenta-se um exemplo de objetivação: o conceito de substância, no sentido realista ingênuo, desaparece nas ciências físicas do século XX, e surge o conceito complexo de um átomo não substancial, mas matemático. A partir desse exemplo, é demonstrado que, para Bachelard, o processo de objetivação do conhecimento é sincrônico ao processo de matematização do objeto. e a razão para essa relação entre a matematização e a objetivação é explicada. / The concept of objectivity is central in the epistemology of Gaston Bachelard (1884-1962). The problem that the research intends to solve is the definition of objectivity in the Bachelardian philosophy, what implies that it must be showed the relation between objectivity and mathematics. From the reading and analysis of the Bachelard`s epistemological works that approaches the objectivity issue, it`s demonstrated that the philosopher uses two different concepts of objectivity. The first is the objectivity as recognizing and removing the epistemological obstacles presented as subjective images into the scientific practice. The second concept is the objectivity as process of rectification of scientific knowledge. An example of objectification is presented: the concept of substance, in the naïve realist sense, disappears in the physical sciences of 20th century, and emerges the complex concept of the non substantial, mathematic atom. From this example, it`s shown that, for Bachelard, the process of knowledge objectification is synchronic to the process of object mathematization, and the reason for this relation between mathematization and objectification is explained.