The present study sought to contribute to the research on Chinese orthography and borrowing by testing native Chinese readers' understanding of different semantically and phonetically oriented borrowing paradigms in order to investigate the constraints the writing system has placed on the semantics and phonology of the language. Building on other pertinent qualitative studies which have established that Chinese orthography works as a "morphosyllabic" syllabary, this study identified both phonetic and semantic elements present in the writing system. A quantitative study was carried out using seven discrete orthographic borrowing strategies which tested both real and invented loanwords on native Chinese readers. In addition, the study asked native Chinese readers to borrow English words into Chinese orthography through any orthographic means. Analysis of this study revealed that a lack of congruity is present in Chinese borrowing, which in turn hampers understanding. Furthermore, many borrowing strategies are dependent on certain constraints. These constraints are examined in detail via a proposed borrowing continuum. Possible solutions and the direction the writing system may take are further discussed.

The purpose of this thesis has been to prepare a group interpretation script based on the National Aeronautics and Space Administration and its major manned programs. The script is designed to inform high school students and the general public of the space program. Available literature on oral interpretation and readers theatre have been investigated with particular attention given to the value of readers theatre as a means of instruction. Questionnaires were circulated among aerospace professors throughout the country and companies involved in the space industry. In their responses, aerospace company officials indicate strong support of this thesis and indicate a pressing need for such an informative script.

No description available.

The overall goal of the present study was to demonstrate that intolerance of uncertainty (IU) is a key feature in both generalized anxiety disorder (GAD) and obsessive-compulsive disorder (OCD). More specifically, I wanted to test certain portions of the conceptual models proposed for the study suggesting that when participants with GAD or OCD are faced with situations that tap into their idiographic concerns, they experience an increase in IU and subsequently either worry or obsessing/ritualizing. College students who met predetermined cutoff scores on study measures were assigned to analogue GAD, OCD, or control groups. The stimuli consisted of scripts that were generated to induce a sense of uncertainty in participants. It was anticipated that, when faced with material related to their idiographic concerns, the experience of uncertainty would lead them to become intolerant of the uncertain thoughts and feelings, thereby leading to increased worry, obsessing and/or ritualizing, and/or negative affect. Each script was 349 words in length and described one of 20 GAD and OCD themes commonly occurring in the literature. Participants' levels of worry, obsessing and/or ritualizing, negative affect, and IU were assessed before and after the scripts were administered. The study design included three levels of group (GAD, OCD, Control) and two levels of script (matched vs. mismatched). Half the participants in analogue GAD and OCD groups were administered scripts associated with their specific concerns (i.e., matched), and the other half were administered scripts that were mismatched. Half of the Control group was administered scripts that were assigned to the GAD matched group and the other half received scripts assigned to the OCD matched group. The study examined several different hypotheses. IU and negative affect increased from pretest to posttest assessment. However, worry and obsessing and/or ritualizing did not. Posttest IU significantly predicted worry and obsessing and/or ritualizing. However, there were no significant differences between the three groups, nor were there any significant differences as a function of matching vs. mismatching of idiographic concerns. The present study did not find any support for a hypothesized mediational role of IU in the relationship between type of script and worry, obsessing and/or ritualizing, or negative affect. Moreover, there were no significant differences between the GAD, OCD, and Control groups in worry, obsessing and/or ritualizing, negative affect, or IU. These findings did not provide support for the proposed mixed moderation-mediation model. IU was associated with worry, OC, and negative affect, but it may not be the motivational mechanism behind changes in those constructs. / Psychology

La qualité de l'immersion dans un environnement virtuel dépend grandement de la qualité visuelle de l'environnement et de la variété des interactions disponibles à l'utilisateur. Cependant, l'élaboration de tels environnements est influencée par de nombreux facteurs. Dans le cadre de ce mémoire, nous allons nous concentrer sur deux facteurs importants, soient : la performance du module de rendu graphique et le cycle de développement de scénarios. Les travaux présentés dans le cadre de ce mémoire ont contribué au développement d'un module de rendu graphique, ainsi qu'au développement d'un cycle de développement de scénarios à l'intérieur du framework de simulation APIA, cela afin de pouvoir gérer des environnements virtuels visuellement complexes en plus de faciliter le développement de scénarios en automatisant le processus. Les principaux défis de ce projet furent d'intégrer différentes technologies récentes dans le domaine du graphique par ordinateur afin d'embellir la qualité visuelle de l'environnement virtuel, d'optimiser la performance du rendu graphique et d'ajouter du réalisme à la modélisation des environnements virtuels. Avec un module de rendu graphique mieux adapté, le framework de simulation APIA sera en mesure de développer des simulations ciblant des environnements virtuels complexes et de grande envergure. De plus, le nouveau cycle de développement proposé accélérera grandement l'élaboration de nouveaux scénarios.

Increase both students motivation and learning outcomes in Collaborative Learning (CL) activities is a challenge that the Computer-Supported Collaborative Learning (CSCL) community has been addressing in the past last years. The use of CSCL scripts to structure and orchestrate the CL process has been shown to be effective to support meaningful interactions and better learning, but the scripted collaboration often does not motivate students to participate in the CL process, which makes more difficult the use of scripts over time in CL activities. To deal with the motivational problems, the researchers, educators and practitioners are now looking at gamification as a solution to motivate and engage students. However, the gamification is a complex task, requiring from instructional designers and practitioners, knowledge about game elements (such as leaderboards and point systems), game design (e.g. how to combine game elements) and their impact on motivation, engagement and learning. Moreover, the gamification is too context-dependent, requiring personalization for each participant and situation. Thus, to address these issues, an ontological engineering approach to gamify CL sessions has been proposed and conducted in this dissertation. In this approach, an ontology has been formalized to enable the systematic representation of knowledge extracted from theories and best practices related to gamification. In this ontology, the concepts, extracted from practices and theories related to gamification, and identified as relevant to deal with the motivational problems in scripted collaborative learning, have been formalized as ontological structures to be used by computer-based mechanisms and procedures in intelligent-theory aware systems. These mechanisms and procedures with ontological structures aim to provide support to give advices and recommendations that will help instructional designers and practitioners to gamify CL sessions. To validate this approach, and to demonstrate its effectiveness and efficiency into deal with the motivational problems in scripted collaborative learning, four empirical studies were conducted in real situations at the University of São Paulo with undergraduate Computer Science and Computer Engineering students. The results of the empirical studies demonstrated that, for CL activities where the CSCL scripts are used as a method to orchestrate and structure the CL process, the ontological engineering approach to gamify CL scenarios is an effective and efficient solution to deal with the motivational problems because the CL sessions obtained by this approach affected in a proper way the participants motivation and learning outcomes. / Aumentar a motivação e os resultados de aprendizagem dos estudantes nas atividades de aprendizagem colaborativa é um desafio que a comunidade de Aprendizagem Colaborativa com Suporte Computacional tem abordado nos últimos anos. O uso de scripts para estruturar e orquestrar o processo de aprendizagem colaborativa demonstrou ser eficaz para dar suporte as interações significativas e um melhor aprendizado, mas a colaboração com scripts muitas vezes não motiva os alunos a participar do processo de aprendizagem colaborativa, o que dificulta o uso de scripts ao longo do tempo em atividades de aprendizgem colaborativas. Para lidar com problemas de motivação, os pesquisadores, educadores e profissionais estão agora olhando a gamificação como uma solução para motivar e envolver os alunos. No entanto, a gamificação é uma tarefa complexa, exigindo de projetistas instrucionais e profissionais, conhecimento sobre elementos do jogo (e.g. leaderboards e sistemas de pontos), design de jogos (e.g. como combinar elementos do jogo) e seu impacto na motivação, engajamento e aprendizado. Além disso, a gamificação é muito dependente do contexto, exigindo personalização para cada participante e situação. Assim, para abordar esses problemas, uma abordagem de engenharia ontologias para gamificar sessões de aprendizagem colaborativa foi proposto e desenvolvida nesta dissertação. Nessa abordagem, uma ontologia foi formalizada para possibilitar a representação sistemática de conhecimentos extraídos de teorias e melhores práticas relacionadas à gamificação. Na ontologia, os conceitos, extraídos de práticas e teorias relacionadas à gamificação, e identificados como relevantes para lidar com problemas motivacionais na aprendizagem colaborativa com scripts, foram formalizados como estruturas ontológicas a serem utilizadas por mecanismos e procedimentos informatizados em sistemas inteligentes cientes de teorias. Esses mecanismos e procedimentos com estruturas ontológicas visam fornecer suporte para dar conselhos e recomendações que ajudarão os projetistas instrucionais e profissionais a gamificar as sessões de aprendizagem colaborativa. Para validar a abordagem e demonstrar sua eficácia e eficiência em lidar com problemas motivacionais na aprendizagem colaborativa com scripts, quatro estudos empíricos foram conduzidos em situações reais na Universidade de São Paulo com estudantes de graduação em Ciência da Computação e Engenharia da Computação. Os resultados dos estudos empíricos demonstraram que, para as atividades de aprendizagem colaborativa no que os scripts são usados como um método para orquestrar e estruturar o processo da aprendizagem colaborativa, a abordagem de engenharia ontológica para gamificar cenários de aprendizagem colaborativa é um eficaz e eficiente solução para lidar com problemas motivacionais porque as sessões de aprendizagem colaborativa obtidas por essa abordagem afetaram de maneira adequada a motivação e os resultados de aprendizagem dos participantes.

Increase both students motivation and learning outcomes in Collaborative Learning (CL) activities is a challenge that the Computer-Supported Collaborative Learning (CSCL) community has been addressing in the past last years. The use of CSCL scripts to structure and orchestrate the CL process has been shown to be effective to support meaningful interactions and better learning, but the scripted collaboration often does not motivate students to participate in the CL process, which makes more difficult the use of scripts over time in CL activities. To deal with the motivational problems, the researchers, educators and practitioners are now looking at gamification as a solution to motivate and engage students. However, the gamification is a complex task, requiring from instructional designers and practitioners, knowledge about game elements (such as leaderboards and point systems), game design (e.g. how to combine game elements) and their impact on motivation, engagement and learning. Moreover, the gamification is too context-dependent, requiring personalization for each participant and situation. Thus, to address these issues, an ontological engineering approach to gamify CL sessions has been proposed and conducted in this dissertation. In this approach, an ontology has been formalized to enable the systematic representation of knowledge extracted from theories and best practices related to gamification. In this ontology, the concepts, extracted from practices and theories related to gamification, and identified as relevant to deal with the motivational problems in scripted collaborative learning, have been formalized as ontological structures to be used by computer-based mechanisms and procedures in intelligent-theory aware systems. These mechanisms and procedures with ontological structures aim to provide support to give advices and recommendations that will help instructional designers and practitioners to gamify CL sessions. To validate this approach, and to demonstrate its effectiveness and efficiency into deal with the motivational problems in scripted collaborative learning, four empirical studies were conducted in real situations at the University of São Paulo with undergraduate Computer Science and Computer Engineering students. The results of the empirical studies demonstrated that, for CL activities where the CSCL scripts are used as a method to orchestrate and structure the CL process, the ontological engineering approach to gamify CL scenarios is an effective and efficient solution to deal with the motivational problems because the CL sessions obtained by this approach affected in a proper way the participants motivation and learning outcomes. / Aumentar a motivação e os resultados de aprendizagem dos estudantes nas atividades de aprendizagem colaborativa é um desafio que a comunidade de Aprendizagem Colaborativa com Suporte Computacional tem abordado nos últimos anos. O uso de scripts para estruturar e orquestrar o processo de aprendizagem colaborativa demonstrou ser eficaz para dar suporte as interações significativas e um melhor aprendizado, mas a colaboração com scripts muitas vezes não motiva os alunos a participar do processo de aprendizagem colaborativa, o que dificulta o uso de scripts ao longo do tempo em atividades de aprendizgem colaborativas. Para lidar com problemas de motivação, os pesquisadores, educadores e profissionais estão agora olhando a gamificação como uma solução para motivar e envolver os alunos. No entanto, a gamificação é uma tarefa complexa, exigindo de projetistas instrucionais e profissionais, conhecimento sobre elementos do jogo (e.g. leaderboards e sistemas de pontos), design de jogos (e.g. como combinar elementos do jogo) e seu impacto na motivação, engajamento e aprendizado. Além disso, a gamificação é muito dependente do contexto, exigindo personalização para cada participante e situação. Assim, para abordar esses problemas, uma abordagem de engenharia ontologias para gamificar sessões de aprendizagem colaborativa foi proposto e desenvolvida nesta dissertação. Nessa abordagem, uma ontologia foi formalizada para possibilitar a representação sistemática de conhecimentos extraídos de teorias e melhores práticas relacionadas à gamificação. Na ontologia, os conceitos, extraídos de práticas e teorias relacionadas à gamificação, e identificados como relevantes para lidar com problemas motivacionais na aprendizagem colaborativa com scripts, foram formalizados como estruturas ontológicas a serem utilizadas por mecanismos e procedimentos informatizados em sistemas inteligentes cientes de teorias. Esses mecanismos e procedimentos com estruturas ontológicas visam fornecer suporte para dar conselhos e recomendações que ajudarão os projetistas instrucionais e profissionais a gamificar as sessões de aprendizagem colaborativa. Para validar a abordagem e demonstrar sua eficácia e eficiência em lidar com problemas motivacionais na aprendizagem colaborativa com scripts, quatro estudos empíricos foram conduzidos em situações reais na Universidade de São Paulo com estudantes de graduação em Ciência da Computação e Engenharia da Computação. Os resultados dos estudos empíricos demonstraram que, para as atividades de aprendizagem colaborativa no que os scripts são usados como um método para orquestrar e estruturar o processo da aprendizagem colaborativa, a abordagem de engenharia ontológica para gamificar cenários de aprendizagem colaborativa é um eficaz e eficiente solução para lidar com problemas motivacionais porque as sessões de aprendizagem colaborativa obtidas por essa abordagem afetaram de maneira adequada a motivação e os resultados de aprendizagem dos participantes.

The main aim of this contribution is to introduce the potential that modern information technologies open to authors converting a teaching material from a printed to an electronic version. The authors come out of their own experience and propose options that are suitable especially for creation of study materials in mathematics education. Among others the contribution presents the use of flash animations, java scripts and Computer Algebra Systems.

Malgré les avancées considérables dans l’analyse des preuves matérielles, et le développement ces dernières années de la police scientifique, les témoignages oculaires occupent encore aujourd’hui un rôle primordial dans les décisions de justice. Et pourtant, ces témoignages sont faillibles. En effet, de nombreux facteurs se trouvant au croisement de processus mnésiques et/ou cognitifs et de processus sociaux et/ou sociocognitifs, peuvent les impacter de façon irréversible. C’est dans ce contexte, et dans le but de mieux comprendre certaines variables à l’origine de leur fragilité, que nous avons réalisé les sept expérimentations présentées dans cette thèse.De façon plus précise, les trois premières études s’intéressaient à une technique d’audition efficace, appelée l’entretien cognitif. Notre objectif était alors de développer et d’évaluer, en laboratoire et sur le terrain, un protocole modifié d’entretien cognitif fondé sur le principe de multiplication des rappels libres. Toutefois, dans cette thèse, nous souhaitions adopter une approche plus dynamique et situationnelle de l’entretien cognitif que celle rencontrée jusqu’à présent dans la littérature. C’est pourquoi, dans une seconde partie, nous avons examiné l’efficacité de ce protocole en lien avec trois variables évaluatrices indissociables des situations d’auditions, et pouvant dans les faits impacter fortement et négativement la qualité des témoignages oculaires. Ces trois variables sont: (a) les scripts que partagent les individus à propos des évènements criminels, (b) les discussions entre témoins, et, (c) les stéréotypes associés aux témoins par le biais de leursappartenances groupales.Plusieurs résultats ont alors été montrés. Tout d’abord, nous avons confirmé l’efficacité d’une version modifiée d’entretien cognitif (ECM). Plus précisément, un protocole composé de deux rappels libres, incluant les consignes d’exhaustivité et de remise en contexte ainsi qu’une nouvelle technique destinée à favoriser le souvenir, la focalisation périphérique guidée, a permis d’améliorer, dans toutes nos études, la richesse du rappel des participants sans nuire à son exactitude. Son efficacité a d’ailleurs été montrée aussi bien en laboratoire que sur le terrain. De plus, ce protocole intègre les consignes cognitives les plus efficaces et omet les moins effectives. Parallèlement, nous avons confirmé l’impact néfaste des scripts et des discussions entre témoins sur les témoignages oculaires. Certains effets des stéréotypes liés à l’appartenance groupale du témoin ont aussi été suggérés. Enfin, concernant l’efficacité de l’entretien cognitif, et plus précisément de la versionmodifiée, certains effets délétères de ce protocole et des consignes qui le composent ont été observés en lien avec les trois variables évaluatrices considérées. Toutefois, plusieurs bénéfices intéressants ont également été révélés dans ce cadre.Ces résultats seront discutés au regard des données disponibles dans la littérature à ce jour. Des recommandations appliquées seront également émises. / Despite many advances in analyzing physical evidence, and the development these past years of the forensic police, eyewitnesses’ testimonies remains decisive in the decisions of justice. Nevertheless, these testimonies are fallible. Numerous factors, at the crossroad of memory and/or cognitive processes and of social and/or sociocognitive processes, can impact them in an irreversible manner. In this context, we realized the seven experimentations presented in this dissertation. The aim was to understand better some variables responsible for the fragility of eyewitnesses’ accounts.More precisely, the first three studies presented in the first part of this work were dealing with an effective technique for interviewing eyewitnesses, called the Cognitive Interview. Our purpose was to develop and evaluate, in the lab and in the field, a modified version of Cognitive Interview, based on the principle of multiplication of the free recalls. However, in this dissertation, we chose to adopt a more dynamic and situational approach that the one encountered in the literature until now. Therefore, in a second part, we examined the efficacy of this protocol in interaction with three estimator variables, inseparable from the context of hearing witnesses, and which can in the real life strongly and negatively impact the quality of their accounts. These variables are: (a) the scripts shared by individuals about criminal events, (b) the talk between witnesses, and, (c) the stereotypes associated with witnesses through the social groups they belong to.Several results were shown. First, we confirmed the efficacy of a modified version of the Cognitive Interview (MCI). More precisely, a protocol composed of two free recallattempts, composed of the report all and the context reinstatement instructions, as well as a new technique designed to enhance memories, the guided peripheral focus, increased in all the studies the richness of participants’ recalls without impairing their accuracy. Its efficacy was shown in the lab and in the field. Moreover, this protocol includes the most effective cognitive instructions and omits the less beneficial. Then, in the second part, we confirmed that the scripts and the talk among witnesses have a detrimental impact on eyewitnesses’ testimonies. Some effects of the stereotypes linked to the group membership of the witness were also suggested. Finally, concerning the efficacy of the Cognitive Interview, and more precisely the modified protocol, some negative effects were observed in interaction with the three estimator variables considered. However, some interesting benefits of this protocol and of the cognitive instructions it includes were also shown.These results will be discussed in regards with the literature available today. Some applied recommendations will also be emitted.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-01-11T15:45:44Z No. of bitstreams: 1 Lucila Lerro Rupp.pdf: 2480728 bytes, checksum: 3f4db3906ccf5192e942f8a5d2dd513d (MD5) / Made available in DSpace on 2017-01-11T15:45:44Z (GMT). No. of bitstreams: 1 Lucila Lerro Rupp.pdf: 2480728 bytes, checksum: 3f4db3906ccf5192e942f8a5d2dd513d (MD5) Previous issue date: 2016-12-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The main aim of this Masters dissertation is to understand how educational videos can be attached to the curriculum and what elements it should contain. The work also tries to find some of these elements in audio-visual scripts. The dissertation has a qualitative approach and uses the following techniques: documental research, script analysis and four experiments conducted in public schools located in the city of São Paulo. The research shows that students acknowledge the videos as curriculum mediators; are able to identify specific characteristics of the media; and that these productions, when properly used by the teacher, are well received by pupils, enriching the reflection on the curriculum content / O objetivo geral deste trabalho é compreender como o vídeo educacional pode se integrar ao currículo e quais devem ser os elementos desse recurso. O objetivo específico é descobrir se é possível delinear algumas dessas características no roteiro do audiovisual. O estudo se orienta pelos princípios da abordagem qualitativa, e sua metodologia envolve pesquisa documental, análise de roteiros de vídeos educacionais e experiências em quatro escolas públicas municipais de São Paulo. A pesquisa mostra que os alunos reconhecem no vídeo um mediador curricular; identificam características específicas do meio audiovisual; e que as produções, quando apropriadas e contextualizadas pelo professor, são bem-vindas na sala de aula, enriquecendo as possibilidades de reflexão e de entendimento dos conteúdos curriculares