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The purpose of the present study is to determine whether adult supervisors of children's groups who accurately perceive the interpersonal structure of their groups are more able managers of their groups than are those adults who inaccurately judge the group's interpersonal structure.

Nous étudions dans cette thèse la formation et la dynamique des attitudes sociales à l'aide de la simulation multi agent. L'attitude peut se définir comme une évaluation globale d'un objet social sur la base d'informations cognitives ou affectives. Nos travaux s'inscrivent dans le cadre de la simulation sociale qui tente de reproduire informatiquement des phénomènes sociaux complexes à une échelle macroscopique, sur la base de la représentation des individus et de leurs interactions au niveau microscopique. Tandis que les approches existantes dans cette discipline font généralement abstraction des travaux en sciences humaines sur le sujet de l'attitude, nous proposons de suivre une approche psychomimétique en micro-fondant le modèle cognitif de nos agents sur des théories issues de psychologie sociale et des sciences cognitives. Ainsi, nous proposons un modèle de dynamique d'attitude combinant des théories issues de travaux en sciences humaines et sociales de la perception des individus, la communication inter-personnelle et médiatique, la révision de croyances, la réponse émotionnelle ainsi que le sentiment de surprise. Ce modèle a pour objectif de reproduire au niveau microscopique la dynamique des attitudes vis-à-vis d'acteurs qui effectuent des actions observées par la population. Nous avons procédé à une analyse fonctionnelle des différents composants du modèle sur des scénarii abstraits afin d'étudier les capacités de notre modèle, en particulier les phénomènes descriptibles tels que la diffusion de l'information, la résistance à la désinformation ou le processus de conformité. Le modèle a été appliqué dans le contexte des opérations militaires françaises de stabilisation en Afghanistan. L'objectif de cette expérience consiste à reproduire les sondages d'opinions vis-à-vis des Forces en présence, récoltés durant l'intervention, à partir d'un scénario militaire qui a été reconstitué en partenariat avec les officiers en charge des opérations de 2011 à 2012. Les résultats de simulations qui suivent un processus de calibration du modèle affichent une erreur inférieure à 3 points d'écart par rapport aux données réelles. Enfin, nous proposons une analyse microscopique des résultats en appliquant des techniques de classifications automatiques sur les individus afin d'expliquer les différentes tendances d'attitudes au sein de la population. / We study in this thesis the problem of social attitude formation and dynamics using multi agent simulation. The concept of attitude could be defined as a global evaluation of a social object, based on cognitive or affective information. Our works belongs to the field of social simulation which aims to reproduce in a virtual environment complex social phenomenon at a macroscopic level based on microscopic representations of individuals and their interactions. While existing approaches in this field rarely consider the results of studies in human sciences on the topic of attitude, we propose to follow a psychomimtic approach by micro-founding the cognitive model of our agents on human and social sciences' theories on individual's perception, inter-personal and media communication, belief revision, affective responses and the sentiment of unexpectedness. This model aims to reproduce at a microscopic level attitude dynamics toward actors who perpetuate actions witnessed by the individuals. We have proceeded to a functional analysis of the model's various components based on abstracts scenarios in order to study the capabilities of our model, and more precisely the describable phenomenon such as information diffusion, resistance to disinformation or the conformity process. The model has been applied in the context of French military operations of stabilisation in Afghanistan. The goal of this experience consists in reproducing opinion polls results of the locals toward the present Forces, collected during the intervention, based on a military scenario which has been recreated in partnership with officers who were in charge of operations between 2011 and 2012. Simulation results that follow a model calibration process show an error below 3 points of disparity compared to the real data. Finally, we propose a microscopic analysis of the results by applying automatic classification techniques on the simulated individuals in order to explain the multiple attitudes tendencies in the population.

Les Agents Conversationnels Animés sont des personnages virtuels dont la fonction principale est d'interagir avec l'utilisateur. Ils sont utilisés dans différents domaines tels que l'assistance personnelle, l'entrainement social ou les jeux vidéo et afin d'améliorer leur potentiel, il est possible de leur donner la capacité d'exprimer des comportements similaires à ceux des humains. Les utilisateurs, conscient d'interagir avec une machine, sont tout de même capable d'analyser et d'identifier des comportements sociaux à travers les signaux émis par les agents. La recherche en ACA s'est longtemps intéressée aux mécanismes de reproduction et de reconnaissance des émotions au sein de ces personnages virtuels et maintenant l'intérêt se porte sur la capacité d'exprimer différentes attitudes sociales. Ces attitudes reflètent un style comportemental et s'expriment à travers différentes modalités du corps comme les expressions faciales, les regards ou les gestes par exemple. Nous avons proposé un modèle permettant à un agent de produire différents comportements non-verbaux traduisant l'expression d'attitudes sociales dans une conversation. L'ensemble des comportements générés par notre modèle permettent à un groupe d'agents animés par celui-ci de simuler une conversation, sans tenir compte du contenu verbal. Deux évaluations du modèle ont été conduites, l'une sur Internet et l'autre dans un environnement de réalité virtuelle, afin de vérifier que les attitudes étaient bien reconnues. / Embodied Conversational Agents are virtual characters which main purpose is to interact with a human user. They are used in various domains such as personal assistance, social training or video games for instance. In order to improve their capabilities, it is possible to give them the ability to produce human-like behaviors. The users, even if they are aware that they interact with a machine, are still capable of analyzing and identifying social behaviors through the signals produced by these virtual characters. The research in Embodied Conversational Agents has focused for a long time on the reproduction and recognition of emotions by virtual characters and now the focus is on the ability to express different social attitudes. These attitudes show a behavioral style and are expressed through different modalities of the body, like the facial expressions, the gestures or the gazes for instance. We proposed a model that allows an agent to produce different nonverbal behaviors expressing different social attitudes in a conversation. The whole set of behaviors produced by our model allows a goup of agents animated by it to simulate a conversation, without any verbal content. Two evaluations of the model were conducted, one on the Internet and one in a Virtual Reality environment, to verify that the attitudes produced are well recognized

Although men are more likely to experience traumatic events, the risk of developing Posttraumatic Stress Disorder is at least twice as high in women than in men after exposure to comparable traumas. These findings are more consistent in response to some types of trauma (e.g., assaultive violence) than others (e.g., natural disaster). There has been very little systematic study of the sources of these gender differences. This study began to explore the contribution of gender-related beliefs about appropriate responses to trauma by investigating the impact of victim sex and trauma type as well as participant sex, sex-role orientation, and personal trauma history on attitudes towards victims. Ninety-three male and 179 female students were administered the Bem Sex Role Inventory, the Trauma History Questionnaire, and a vignette measure of attitudes towards victims. Participants evaluated male victims significantly less favorably than female victims, and females had more positive attitudes towards victims than males. Feminine sex-typed and androgynous women rated victims more favorably than masculine sex-typed men and women. The interaction between sex of victim and trauma type was not significant. A positive relation was observed between personal trauma exposure and attitudes towards male victims among male participants only. These findings contribute towards a theoretical understanding of gender and PTSD, and also have important clinical applications.

Au début des années 2000 un phénomène de transgression des représentations corporelles conventionnelles envahit les scènes chorégraphiques. Autonomie, indiscipline, réflexivité, expérimentation, tendance protéiforme, performativité, intégration sociale et attitude participative, ne sont que quelques dimensions que le corps dansant favorise. D’où provient-il ce phénomène ?Cette thèse, en mettant la question en perspective historique, examine comment les revendications chorégraphiques à orientation politico-artistique du milieu des années 1990, qui visaient à défier les limites propres de la danse, les limites entre les autres arts, mais aussi entre l’artiste, l’œuvre et le spectateur, la danse et les schémas institutionnels du pays, ont trouvé toute leur légitimité et porté leurs fruits dans les années 2000.Dans la lignée de l’analyse critique qui a récemment élargi son champ d’intérêt, interrogeant les frontières traditionnelles de la danse, cette thèse propose d’explorer les transformations du corps, de la pensée, de l’image et du regard, opérées dans le champ chorégraphique, en examinant : la (ré)formation du corps dansant, le processus d’historicisation du domaine, la mutation du visuel due aux démarches transdisciplinaires et transversales, ainsi que le projet de démocratisation de la discipline qui engendre des (ré)formations du corps-public. Trois questions principales traversent l’étude : Quel corps ? Quelle danse ? Qui danse ? A la fois panoramique et monographique, cette thèse développe une méthodologie qui se prête à offrir une sensibilisation à l’analyse pluridimensionnelle du domaine ainsi que des outils adéquats pour une historiographie des œuvres. / In the early 2000s, a phenomenon of transgression in the conventional representations of bodies invades the choreographic scenes. Autonomy, indiscipline, reflexivity, experimentation, protean tendency, performativity, social integration and participative attitude are some of the dimensions favored by the dancing body. Where does this phenomenon come from? Within a historical perspective, this PhD thesis examines how these choreographic claims with a politico-artistic orientation of the middle 1990s, aiming to challenge the proper limits of the dance, the boundaries among the other arts, the frontiers between the artist, his work and the audience, as well as the dance and the French institutional frame, found their legitimacy and started showing results in the years 2000. In line with the critical analysis which recently expanded its field of interest by questioning the traditional borders of the dance, this PhD thesis proposes to explore the transformations of the body, the thinking, the image and the view by examining: the (re)formation of the dancing body, the process of historicisation of the domain, the mutation of visuals stemming from transdisciplinary and transversal approaches, as well as the discipline’s democratisation which generates the (re)formation of the audience. This study deals with three main questions: Which body? Which dance? Who is dancing?Panoramic as well as monographic, this research develops a methodology which intends to raise awareness in favour of the multidimensional analysis of dance, as well as for the most adequate tools for the historiography of related works.

Made available in DSpace on 2016-03-15T19:39:50Z (GMT). No. of bitstreams: 1 Fernanda Cilene Moreira de Meira.pdf: 661775 bytes, checksum: 5416067306d0b7fd19514465c8e75424 (MD5) Previous issue date: 2012-02-14 / Fundo Mackenzie de Pesquisa / The Inclusive Education policy comes up to ensure education for all, that is, regardless of their cultural, economic and physical differences all people have the right to be register and stay in regular school. Thus, students with disabilities and students without disabilities participate together in the educational process. For that teacher education is seen as a key point of attention in this study because their understanding of inclusion and the environment will determine the conditions of learning that population depending on its favorable or unfavorable attitude to inclusion(RANGEL, 1997; OMOTE et al., 2005; PLETSCH, 2009). Thus the concepts of social psychology underlie the analysis of explicit and implicit attitude of students of undergraduate and Education in relation to the inclusion of deaf students, found in the moments before and after passing through a compulsory LSB1 discipline. The research was taken by 38 students graduating in Education, Literature, Mathematics, Physics, Philosophy and Sciences who were enrolled in and frequent in LBS classes. They answered a questionnaire to identify the Likert Scale of Social Attitudes in relation to the inclusion (ELASI ) and the Implicit Association Test (IAT). We carried out the analysis comparing the values of ELASI and TAI in moments before and after the the students take the discipline and confronting explicit measures (them) and implicit (IAT). The comparison between the two stages of ELASI and TAI revealed a significant variation in the explicitly and implicitly attitude of the students when compared the moments before and after they took the LBS discipline. It was revealed a decreased preference for students without disabilities, and most favorably to the inclusion of deaf students. So, based on the finding of significant variation between the measures of the instruments in the moments before and after the passage of discipline, tending to decrease the preference for nondisabled students, it is concluded that the related disciplines including the social attitude has a positive effect on teachers' formation process and presents itself as a public policy effective in minimizing the barriers to inclusion. / A política da Educação Inclusiva surge visando garantir a educação de todos, ou seja, independentemente de suas peculiaridades culturais, econômicas e físicas, todas as pessoas terão o direito de matrícula e permanência na escola regular. Assim, alunos com deficiência e alunos sem deficiência participarão conjuntamente do processo educativo. Para tanto, a formação do professor é tida como ponto fundamental de atenção neste estudo, pois a sua compreensão e a sua atitude favorável ou desfavorável sobre a inclusão determinará o ambiente e as condições de aprendizado dessa população (RANGEL, 1997; OMOTE et al., 2005; PLETSCH, 2009). Assim, os conceitos da Psicologia Social fundamentaram a análise da atitude explícita e implícita dos discentes dos cursos de licenciatura e Pedagogia em relação à inclusão de alunos surdos, verificadas nos momentos pré e pós-passagem pela disciplina obrigatória de Libras. Participaram do estudo 38 discentes dos cursos de graduação em Pedagogia, Letras, Matemática, Física, Filosofia e Ciências Biológicas regularmente matriculados e frequentes na disciplina de Libras, que responderam a um questionário de identificação, a Escala Likert de Atitudes Sociais, em relação à inclusão (ELASI) e ao Teste de Associação Implícita (TAI). Procedeu-se à análise comparando-se os valores da ELASI e do TAI nos momentos pré e pós-passagem pela disciplina e confrontando as medidas explícitas (ELASI) e implícitas (TAI). A comparação entre as duas etapas da ELASI e do TAI revelou que houve variação significativa na atitude explícita e implícita dos discentes se comparada nos momentos pré e pós-passagem pela disciplina de Libras, indicando diminuição da preferência por alunos sem deficiência e maior favorabilidade em relação à inclusão de alunos surdos. Assim, com base na constatação de variação significativa entre as medidas dos instrumentos nos momentos pré e pós-passagem pela disciplina, tendendo para a diminuição da preferência por alunos sem deficiência, conclui-se que disciplinas relacionadas à inclusão afetam positivamente a atitude social dos professores em processo de formação e apresentam-se como política pública eficiente na minimização das barreiras em relação à inclusão.

As Yancey (2003) has pointed out, the intentional character of racially integrated churches tends to lessen the social distance between Whites and minorities. The purpose of this study is to examine how racially hierarchy-attenuating and hierarchy-enhancing environments affect classism and sexism attitudes among congregations. The finding shows that multiracial churches promote H-A environment for class and race diversity, but not for gender equality. The class and race diversity is affected by organizational structure; on the other hand, gender equality is influenced by theologies. This study finds the answers to this discrepancy from the effect of biblical teachings on classist and sexist attitudes and the cumulative effect of structured domination of women.