In this dissertation, I criticize current approaches to moral cognition research and develop an embodied account of moral cognizing. Contemporary research into moral cognizing is strongly influenced by an orthodox cognitive mindset. Modern approaches to cognitive science, especially situated, i.e., embodied-enacted, approaches emphasize the role of affectivity, emotions, bodily experiences, sociality, culture, interpersonal relationship, and dynamic interactions in human cognizing. However, these non-orthodox approaches have only occasionally been applied to the study of the moral mind. The embodied account defended analyzes moral actions in terms of an agent's engagement with the world. Agents acquire a repertoire of possible interactions with the world rooted in their sensorimotor expertise. This embodied view of moral action focuses on the role culture, sociality, and interpersonal relations play in contextualizing actions and constituting an agent's identity. Enactive theory provides a broader cognitive framework to understand embodied action and moral identity, overcoming the dominant logic of doing and being done to, opening up moral agency to a sphere of joint action.

In order to investigate ways pre-service student teachers (PSTs) might learn to teach with high-level tasks and effectively incorporate student thinking into their lessons a teaching experiment was designed and carried out by the cooperating teacher/researcher (CT). The intervention was for the CT to interject into the lessons of the PSTs during moments of opportunity. By interjecting a small question or comment during the lesson the CT hoped to support the learning of both the students of mathematics in the class and the PSTs. This in-the-moment interjecting was meant to enhance and underscore the situated learning of the PSTs within the context of actual practice. Essentially the PSTs learned how to manage and improve the discourse of the classroom in the moment of the discourse. This study utilized both an ongoing analysis of the data during collection in order to inform the instruction provided by the CT and a retrospective analysis of the data in order to develop an understanding of the developmental sequence through which PSTs progressed. The results suggest the interjections provided to the PSTs served multiple roles within the domains of mathematical development for the students of mathematics and pedagogical development for the PSTs. A classification of the interjections that occurred and the stages of development through which PSTs passed will be discussed. Implications from this work include increased attention to the groundwork leading up to the student teaching experience as well as an adjustment to the role of cooperating teacher to be more that of a teacher educator.

One of the principles regarding our knowledge about life on earth is that no organism can be fully understood without taking into account its surrounding environment. This study examines the extent to which ecosystem-focused field studies may be associated with students' academic performance and potential to contribute to the advancement of science and conservation. Pilot studies conducted in Panama and California established methods used in this project from 1993-2003. Two hundred and sixty-seven students conducted field studies in either Kenya or Costa Rica. Students worked in cognitive apprenticeships, in which research staff trained each student to conduct field research. At the conclusion of their fieldwork, the research staff assessed the students written field reports. The students' reports were then sorted according to the extent to which their studies were ecosystem-focused. Data analysis through nonparametric, Kruskal-Wallis statistical tests revealed no significant difference in academic performance on field study reports, in regards to whether the studies were narrow in scope (species-specific) or broad (ecosystem-focused). Marginal significance was revealed between ecosystem-focused studies and the potential for students' fieldwork to contribute to the advancement of science and conservation. Also addressed in the data were injuries, disease, and potential hazards, which were influenced by prudent and decisive leadership. Successful field studies require consideration of the content, context, and design of the intended field projects. Many of the solutions to environmental problems on the planet will come from the working hands of teachers and students that conduct explorations in the field. / Life Sciences in Education / D. Phil. (Mathematics, Science and Technology Education)

Notre recherche se situe en lexicographie computationnelle, et concerne non seulement le support informatique aux ressources lexicales utiles pour la TA (traduction automatique) et la THAM (traduction humaine aidée par la machine), mais aussi l'architecture linguistique des bases lexicales supportant ces ressources, dans un contexte opérationnel (thèse CIFRE avec L&M).Nous commençons par une étude de l'évolution des idées, depuis l'informatisation des dictionnaires classiques jusqu'aux plates-formes de construction de vraies "bases lexicales" comme JIBIKI-1 [Mangeot, M. et al., 2003 ; Sérasset, G., 2004] et JIBIKI-2 [Zhang, Y. et al., 2014]. Le point de départ a été le système PIVAX-1 [Nguyen, H.-T. et al., 2007 ; Nguyen, H. T. & Boitet, C., 2009] de bases lexicales pour systèmes de TA hétérogènes à pivot lexical supportant plusieurs volumes par "espace lexical" naturel ou artificiel (UNL). En prenant en compte le contexte industriel, nous avons centré notre recherche sur certains problèmes, informatiques et lexicographiques.Pour passer à l'échelle, et pour profiter des nouvelles fonctionnalités permises par JIBIKI-2, dont les "liens riches", nous avons transformé PIVAX-1 en PIVAX-2, et réactivé le projet GBDLEX-UW++ commencé lors du projet ANR TRAOUIERO, en réimportant toutes les données (multilingues) supportées par PIVAX-1, et en les rendant disponibles sur un serveur ouvert.Partant d'un besoin de L&M concernant les acronymes, nous avons étendu la "macrostructure" de PIVAX en y intégrant des volumes de "prolexèmes", comme dans PROLEXBASE [Tran, M. & Maurel, D., 2006]. Nous montrons aussi comment l'étendre pour répondre à de nouveaux besoins, comme ceux du projet INNOVALANGUES. Enfin, nous avons créé un "intergiciel de lemmatisation", LEXTOH, qui permet d'appeler plusieurs analyseurs morphologiques ou lemmatiseurs, puis de fusionner et filtrer leurs résultats. Combiné à un nouvel outil de création de dictionnaires, CREATDICO, LEXTOH permet de construire à la volée un "mini-dictionnaire" correspondant à une phrase ou à un paragraphe d'un texte en cours de "post-édition" en ligne sous IMAG/SECTRA, ce qui réalise la fonctionnalité d'aide lexicale proactive prévue dans [Huynh, C.-P., 2010]. On pourra aussi l'utiliser pour créer des corpus parallèles "factorisés" pour construire des systèmes de TA en MOSES. / Our research is in computational lexicography, and concerns not only the computer support to lexical resources useful for MT (machine translation) and MAHT (Machine Aided Human Translation), but also the linguistic architecture of lexical databases supporting these resources in an operational context (CIFRE thesis with L&M).We begin with a study of the evolution of ideas in this area, since the computerization of classical dictionaries to platforms for building up true "lexical databases" such as JIBIKI-1 [Mangeot, M. et al., 2003 ; Sérasset, G., 2004] and JIBIKI-2 [Zhang, Y. et al., 2014]. The starting point was the PIVAX-1 system [Nguyen, H.-T. et al., 2007 ; Nguyen, H. T. & Boitet, C., 2009] designed for lexical bases for heterogeneous MT systems with a lexical pivot, able to support multiple volumes in each "lexical space", be it natural or artificial (as UNL). Considering the industrial context, we focused our research on some issues, in informatics and lexicography.To scale up, and to add some new features enabled by JIBIKI-2, such as the "rich links", we have transformed PIVAX-1 into PIVAX-2, and reactivated the GBDLEX-UW++ project that started during the ANR TRAOUIERO project, by re-importing all (multilingual) data supported by PIVAX-1, and making them available on an open server.Hence a need for L&M for acronyms, we expanded the "macrostructure" of PIVAX incorporating volumes of "prolexemes" as in PROLEXBASE [Tran, M. & Maurel, D., 2006]. We also show how to extend it to meet new needs such as those of the INNOVALANGUES project. Finally, we have created a "lemmatisation middleware", LEXTOH, which allows calling several morphological analyzers or lemmatizers and then to merge and filter their results. Combined with a new dictionary creation tool, CREATDICO, LEXTOH allows to build on the fly a "mini-dictionary" corresponding to a sentence or a paragraph of a text being "post-edited" online under IMAG/SECTRA, which performs the lexical proactive support functionality foreseen in [Huynh, C.-P., 2010]. It could also be used to create parallel corpora with the aim to build MOSES-based "factored MT systems".

This thesis introduces a novel situated interactive composition system called the SMuSe (for Situated Music Server) that is grounded on principles of modern cognitive science, provides perceptual control of sound synthesis and includes emotional feedback. It illustrates both a new music composition paradigm and a synthetic psychology approach to the study of music perception, emotion and cognition. The SMuSe is composed of cognitively plausible modules implemented as a hierarchy of musical agents and relies on distributed control, parallelism, emergence and embodiment. By interacting with its environment, which provides feedback via multiple sensors, the system generates complex adaptive affective musical structures. Focusing on the micro-level of sound generation, we present two complementary techniques that give high-level perceptual control over low-level sound synthesis parameters. In a first implicit approach, a support vector machine algorithm learns to automatically map perceptual features such as loudness, pitch and brightness onto additive synthesis parameters. In a second approach, a physically-inspired synthesis model provides explicit access to perceptual and physical parameters such as pitch, loudness, brightness, attack time, inharmonicity and damping. Moving from the study of music generation and control towards the study of the musical experience itself, we then evaluate how the music generated by the SMuSe influences the listeners' emotional responses. A first psychoacoustics experiment shows the significant influence of structural (scale, register, harmony), expressive (velocity, tempo, articulation) and timbre (brightness, attack time, spectral flux) parameters on the emotional scales of valence, arousal and dominance. An additional large scale experiment involving dementia patients (an illness known to induce cognitive and affective deficits) shows that specific sound features (e.g. low loudness, low brightness) provoke specific emotional responses within the patients (e.g. low stress). Moreover, the patients' emotional responses differ from the age-matched control group, and the analysis shows an increased emotional sensitivity to sounds as the severity of the disease increases. These results suggest that sound-based therapy and diagnosis for dementia are possible. Finally, the maturity and flexibility of the SMuSe music system are demonstrated by a series of real-world applications including the sonification of a mixed-reality space, a study on physiologically-based musical interaction, a neurofeedback musical interface, a closed loop system based on reinforcement learning of emotional feedback, and a large scale multimedia performance using brain-computer interfaces. A situated, perceptive, emotive and cognitive approach to the design of musical systems paves the way for new applications for therapy but also for interactive gaming and novel physiologically-based instruments. Our approach provides a well-grounded paradigm to develop advanced synthetic aesthetics system that can inform our understanding of the psychological processes on which they rely. / Esta tesis introduce un nuevo sistema de composición situada e interactiva llamado SMuSe (por Situated Music Server). Dicho sistema está basado en principios extraídos de la ciencia cognitiva moderna, proporciona control perceptual sobre la síntesis sonora e incluye feedback emocional. Por lo tanto, ilustra tanto un paradigma nuevo para la composición musical, como un sintético enfoque psicológico al estudio de la percepción musical, las emociones y la cognición. SMuSe consta de diversos modulos, plausibles desde un punto de vista cognitivo, implementados como una jerarquía de agentes. El funcionamiento de SMuSe explota los principios de control distribuido, paralelismo, emergencia y embodiment. En función del feedback obtenido por la interacción con el entorno, el sistema genera complejas estructuras musicales afectivas. En concreto, a nivel de generación de sonido, presentamos dos técnicas complementarias que proporcionan un control perceptivo de alto nivel sobre parámetros concretos de síntesis sonora. En un primer método implícito, un algoritmo de support vector machine aprende a traducir automáticamente características perceptuales, como volumen, tono y brillo en parámetros de síntesis aditiva. En el segundo método, un modelo físico de síntesis proporciona explícitamente acceso a parámetros perceptivos y físicos, tales como tono, volumen, brillo, tiempo de ataque, inarmonía y factor de amortiguamiento. En lo que respecta al estudio de la experiencia musical en sí misma, evaluamos la influencia de la música generada por SMuSe en las respuestas emocionales del sujeto. Un primer experimento psicoacústico muestra la influencia significativa que tienen parámetros estructurales (escala,registro, armonía), expresivos (velocidad, tempo, articulación) y de timbre (brillo, ataque, flujo espectral) en la escalas emocionales de valencia, activacíon y dominancia. Adicionalmente, un experimento de gran escala realizado con pacientes de demencia, una patología que asociada a déficits afectivos y cognitivos, demuestra que los pacientes responden emocionalmente a rasgos específicos del sonido (e.g. bajo volumen y brillo inducen poca tensión). Además, la respuesta emocional de los pacientes difiere si se compara con la mostrada por un grupo de control con la misma edad media. De tal manera, una mayor respuesta emocional aparece asociada a un mayor grado de demencia. Estos resultados sugieren que sería posible desarrollar técnicas basadas en el uso de música tanto para el tratamiento de la demencia como para su diagnóstico. Para concluir, la madurez y flexibilidad de SMuSe se demuestra con una serie de aplicaciones que incluyen la sonificación de un espacio de realidad mixta, un estudio acerca de la interacción musical mediante datos fisiológicos, un interfaz musical basado en feedback neurológico, un sistema basado en aprendizaje por refuerzo del feedback emocional, y una performance multimedia de gran escala controlada mediante interfaces cerebro-máquina. Este enfoque situado, perceptivo, emocional y cognitivo al diseño de sistemas musicales abre la posibilidad de desarrollar aplicaciones no sólo terapéuticas sino también para los juegos interactivos y nuevos interfaces que empleen fisiología. Nuestra propuesta proporciona un sólido paradigma para el desarrollo de sistemas de síntesis de estéticas avanzadas, que puedan servir para entender los procesos psicológicos subyacentes

New advances in computer programming and more powerful technology have opened up new opportunities for learning though immersive virtual reality simulations. This research highlighted the importance of the role of a lecturer in fostering learning in a technology rich learning environment. Undergraduate business studies students worked collectively to try resolve a problem depicted through an immersive simulation involving a burning factory. The simulation provided a rich personal experience that enabled students with lecturer support to generate effective strategies to address the problem.

One of the principles regarding our knowledge about life on earth is that no organism can be fully understood without taking into account its surrounding environment. This study examines the extent to which ecosystem-focused field studies may be associated with students' academic performance and potential to contribute to the advancement of science and conservation. Pilot studies conducted in Panama and California established methods used in this project from 1993-2003. Two hundred and sixty-seven students conducted field studies in either Kenya or Costa Rica. Students worked in cognitive apprenticeships, in which research staff trained each student to conduct field research. At the conclusion of their fieldwork, the research staff assessed the students written field reports. The students' reports were then sorted according to the extent to which their studies were ecosystem-focused. Data analysis through nonparametric, Kruskal-Wallis statistical tests revealed no significant difference in academic performance on field study reports, in regards to whether the studies were narrow in scope (species-specific) or broad (ecosystem-focused). Marginal significance was revealed between ecosystem-focused studies and the potential for students' fieldwork to contribute to the advancement of science and conservation. Also addressed in the data were injuries, disease, and potential hazards, which were influenced by prudent and decisive leadership. Successful field studies require consideration of the content, context, and design of the intended field projects. Many of the solutions to environmental problems on the planet will come from the working hands of teachers and students that conduct explorations in the field. / Life Sciences in Education / D. Phil. (Mathematics, Science and Technology Education)

Persons with intellectual disability have been found to perform more poorly on tasks, demanding the use of executive functions like planning, than their peers. This study investigated difficulties with planning, and how problems with planning ability can be supported by using cognitive artifacts to help performance on activities in everyday life, for adolescents with intellectual disability. The approach taken is one of situated cognition, where the natural environment plays a big role, to see if the same difficulties arise as results from traditional research has shown. The traditional view focuses a lot on executive functions, and experimental studies in controlled settings and often suggests interventions and practice of certain functions to get better abilities. Another way is to focus on the use of cognitive artifact, to support problematic abilities, and to get a well-rounded understanding of how the problems actually appear in everyday life, the alternative view of situated cognition is a way to go. The data was gathered through interviews and surveys with the individual’s parents and analyzed through categorization and a repeated measures ANOVA, with a bonferroni corrected post hoc test. Results show several problematic areas, and that there is a difference in how problematic these areas are estimated to be when it comes to planning in everyday situations. It is discussed how the natural contexts helps knowing what planning really means for the group, as well as how it can help finding properties in cognitive artifacts that can help raise the level of independence in planning related tasks.

Persons with intellectual disability have been found to perform more poorly on tasks, demanding the use of executive functions like planning, than their peers. This study investigated difficulties with planning, and how problems with planning ability can be supported by using cognitive artifacts to help performance on activities in everyday life, for adolescents with intellectual disability. The approach taken is one of situated cognition, where the natural environment plays a big role, to see if the same difficulties arise as results from traditional research has shown. The traditional view focuses a lot on executive functions, and experimental studies in controlled settings and often suggests interventions and practice of certain functions to get better abilities. Another way is to focus on the use of cognitive artifact, to support problematic abilities, and to get a well-rounded understanding of how the problems actually appear in everyday life, the alternative view of situated cognition is a way to go. The data was gathered through interviews and surveys with the individual’s parents and analyzed through categorization and a repeated measures ANOVA, with a bonferroni corrected post hoc test. Results show several problematic areas, and that there is a difference in how problematic these areas are estimated to be when it comes to planning in everyday situations. It is discussed how the natural contexts helps knowing what planning really means for the group, as well as how it can help finding properties in cognitive artifacts that can help raise the level of independence in planning related tasks.

This study explores the concept of feedback from various perspectives in psychology and cognitive science. Specifically, the theories of ecological psychology, situated and Distributed Cognition, Cognitive Systems Engineering and Embodied cognition are investigated and compared. Cognitive Systems Engineering provides a model of feedback and related constructs, to understand human behavior in complex working environments. Earlier theories such as ecological psychology, considered feedback as direct perception. Situated cognition clearly inherits ideas from ecological psychology, whereas distributed cognition provides a deeper understanding of feedback through artifact use. Cognitive Systems Engineering provides a systematic view of feedback and control. This framework is a suitable perspective to understanding feedback in human-machine settings.