Cette recherche porte sur l’impact et la caractérisation des difficultés socio-affectives dans l’anorexie mentale (AM). Les difficultés intéroceptives et introspectives, telles qu’appréhendées par des mesures d’alexithymie, pourraient être liées à la sévérité des tableaux cliniques des AM et impacter non seulement leur état somatique mais également leur fonctionnement interpersonnel. Par ailleurs l’alexithymie et l’évitement social sont des déficits retrouvés dans les troubles du spectre autistique. L’Institut de Psychiatrie de Londres a d’ailleurs proposé un modèle mettant en cause un partage d’endophénotypes entre ces troubles et l’anorexie mentale qui rendrait compte de leur chevauchement phénotypique. Le manque de flexibilité et de cohérence centrale font l’objet d’une littérature grandissante et semblent bien être commun aux deux pathologies. Des difficultés socio-affectives communes sont aussi discutées, mais encore peu étudiées. Un axe de notre travail a été d’étudier les liens entre l’alexithymie, les facteurs cliniques (e.g âge de début, durée d’évolution, nombre de rechutes, évolution de l’état globlal) et l’anxiété sociale en prenant en compte d’éventuels facteurs de confusion mis en cause dans la littérature (état nutritionnel,, affects anxio-dépressifs). Le deuxième axe de notre travail a porté sur la caractérisation du chevauchement existant entre les troubles du spectre autistique et l’anorexie mentale en comparant les profils socio-affectifs d‘anorexiques et de personnes atteintes du syndrome d’Asperger. Pour répondre au premier axe de recherche, nous avons réalisé deux études : une 1ère auprès de 60 patientes ; une 2ème auprès de 213 patients. Les sujets des deux études étaient des patients hospitalisés pour un épisode d’anorexie dans une unité spécialisée dans la prise en charge des troubles des conduites alimentaires. La première étude a porté sur une population homogène d’adolescentes anorexiques, malades depuis moins de 3 ans et toutes hospitalisées dans le même centre parisien. La participation à la deuxième étude a été proposée à tous les patients âgés de 13 à 65 ans hospitalisés pour un épisode d’anorexie au sein de 11 services spécialisés en France. Pour les deux études, nous avons utilisé les scores à des instruments psychométriques mesurant l’alexithymie (TAS-20 ou BVAQ), la symptomatologie alimentaire (EDI, ou EDE-Q et EAT) et les affects anxio-dépressifs (SCL-90 ou HAD). L’état global des patients, l’anxiété et l’évitement social ont été évalués lors d’entretiens semi-structurés (respectivement Morgan et Russell, LSAS). De ces deux études, il ressort que l’alexithymie semble jouer un rôle péjorant, non seulement sur les symptômes alimentaires, mais également sur l’évitement social. L’impact de l’alexithymie existe au-delà de l’effet de l’état nutritionnel et des affects dysphoriques. Le fonctionnement alexithymique semble par ailleurs influencer négativement l’évolution de l’état clinique des personnes ayant nécessité une hospitalisation pour anorexie mentale dans une unité spécialisée. Pour répondre à notre deuxième axe de recherche, nous avons réalisé une étude psychométrique comparative auprès de 15 personnes présentant un Syndrome d’Asperger, 15 anorexiques et deux groupes de témoins appariés à chaque groupe clinique. Nous avons utilisé des entretiens semi-structurés pour confirmer les diagnostics du Syndrome d’Asperger et d’AM (ADOS et MINI). Les participants ont complété des échelles d’alexithymie (BVAQ), de traits autistiques (AQ), d’empathie (IRI, EQ), de dépression (BDI) ainsi que de symptomatologie alimentaire (EAT). Cette étude comparative montre que les anorexiques se rapprochent des personnes souffrant du Syndrome d’Asperger en ce qui concerne l’alexithymie et certains traits autistiques, notamment cognitifs. (...) / This work concerns the impact and the nature of socio-affective difficulties in Anorexia Nervosa (AN). Interoceptive and introspective difficulties, as apprehended by measures of alexithymia, could be linked to the severity of clinical profiles among AN patients, and have an impact not only on their somatic state but also on their interpersonal functioning.Alongside, alexithymia and social avoidance are deficits that are encountered in disorders in the autistic spectrum. The London Institute of Psychiatry has indeed proposed a model involving shared endophenotypes between these disorders and AN, thus concluding to a phenotype overlap. The lack of flexibility and central coherence among these patients are issues that are being increasingly broached in the literature, and these features do indeed appear common to both pathologies. Socio-affective difficulties are also widely discussed in this respect, but as yet there have been few studies. Our first line of research was the study of the links between alexithymia, clinical factors (such as age at onset, duration of illness, number of relapses, evolution of global state), and social anxiety, taking into account any possible confounders highlighted in the literature (nutritional state, anxious-depressive affects). The second line of research was an exploration of the overlap between disorders in the autism spectrum and AN, by way of a comparison of the socio-affective profiles of AN patients and patients with Asperger's syndrome. To address the first line of research two studies were conducted. The first involved 60 female patients, and the second included 213 male and female patients. The patients in both of these studies were hospitalised for an episode of anorexia in units specialised in the care of eating disorders. The first study explored a homogenous population of anorexic adolescent girls with an illness duration of three years or more, all hospitalised in the same facility in Paris. Participation in the second study was proposed to all patents aged between 13 and 65 years hospitalised for an episode of anorexia across 11 specialised units in France. For both studies the scores used were derived from psychometric measures of alexithymia (TAS-20 or BVAQ), eating disorder symptoms (EDI or EDE-Q and EAT), and anxious-depressive affects (SCL-90 or HAD). Global state, anxiety and social avoidance were assessed in the course of semi-structured interviews (GOAS and LSAS respectively). From these studies it emerged that alexithymia appears to have an aggravating role, not only on eating symptoms, but also on social avoidance. The impact of alexithymia extends beyond that of the nutritional state and dysphoric affects. Alexithymic functioning also appears to have a negative impact on the evolution of clinical state among individuals having required hospitalisation in a unit specialised in AN. To explore the second line of research we performed a comparative psychometric study on 15 individuals presenting Asperger's syndrome, 15 anorexic patients, and two control groups matched to the two clinical groups. Semi-structured interviews were used to confirm the diagnoses of Asperger's Syndrome and AN (ADOS and MINI). The participants completed the scales for alexithymia (BVAQ), autistic traits (AQ), empathy (IRI,EQ), depression (BDI) and eating symptoms (EAT). This comparative study showed that AN subjects exhibited similarities with Asperger subjects for alexithymia and certain autistic traits, in particular cognitive. In contrast, important differences were observed for social skills, with anorexics exhibiting more empathy and greater concern for others that the patients with a disorder in the autism spectrum. From a clinical point of view in the field of the care of AN, this research shows the value of developing new approaches centred on the recognition of emotional states and the improvement of social skills. (...)

L’objectif de cette recherche est d’étudier l’influence spécifique et combinée du contexte de violence conjugale sur le développement socio-affectif des enfants âgés de 5 ans et demi à 12 ans, et d’examiner leurs représentations de la violence et de leurs relations familiales. Notre étude s’appuie sur le modèle de la sécurité émotionnelle de Cummings et Davies (1994). Dans cette perspective, notre échantillon se compose de 32 mères et de 46 enfants âgés de 5 ans et demi à 12 ans, vivant en contexte de violence conjugale. Les mères ont renseigné trois questionnaires qui évaluent l’intensité de la violence conjugale à l’aide du « Conflict Tactic Scale II » (Cyr, Fortin & Chénier, 1997), l’adaptation socio-affective de leur enfant par le questionnaire « Children Behavior Checklist » (Achenbach, 1991), ainsi qu’un questionnaire de renseignements généraux. Les enfants ont, quant à eux, renseigné quatre questionnaires qui permettent de saisir leurs perceptions de la violence avec le « Children’s Perception of Interparental Conflict » (Cyr & Fortin, 2001), le processus de parentification grâce au « Parentification Questionnaire Youth » (Fortin, 2005), les conflits de loyauté à l’aide du « questionnaire des conflits de loyauté » (Fortin, 2005) et les symptômes de stress post-traumatique avec le « Trauma Symptom Checklist for Children » (Briere, 1989). Enfin, le « Systemic Analysis of Group Affiliation » (Compagnone, 2009) a été utilisé avec les enfants afin de saisir leurs représentions de la cohésion et du pouvoir au sein de la famille. Les principaux résultats mettent en évidence que la moitié des enfants présentent des problèmes extériorisés et 82,6% des problèmes intériorisés. Le degré de l’exposition à la violence de l’enfant influence ses représentations de la cohésion familiale, son sentiment de menace et de blâme, ses conflits de loyauté et la présence de certains symptômes de stress post-traumatique. Les représentations de l’enfant sur la violence et les relations familiales, telles que la parentification, le sentiment de blâme, les conflits de loyauté et les représentations de la cohésion et du pouvoir dans la famille, sont prédictives de la présence de symptômes de stress post-traumatique et de troubles de l’adaptation socio-affective. L’effet modulateur de la représentation du pouvoir et de la cohésion familiale, ainsi que les représentations de la violence et les conflits de loyauté ont été mis en évidence. Enfin, plus de la moitié des enfants de l’échantillon, en plus d’être exposés à la violence conjugale, ont aussi été directement maltraités, et les conséquences relevées sont d’autant plus majorées. L’ensemble des résultats obtenus nous permet de proposer des perspectives de recherche et des pistes d’intervention. / The aim of this research is to study the influence of specific and combined context of domestic violence on socio-emotional development of children aged between 5 and a half to 12 and to consider their representations of violence and their family relationships. Our study is based on the model of emotional security Cummings and Davies (1994). With this in mind, our sample consists of 32 mothers and 46 children aged 5 and a half to 12, living in a context of domestic violence. The mothers have filled in three questionnaires assessing first, the intensity of domestic violence using the « Conflict Tactic Scale II » (Cyr, Fortin & Chénier, 1997), the socio-emotional adaptation of their children with the questionnaire « Children Behavior Checklist » (Achenbach, 1991) and then, a general information questionnaire. As for the children, they have filled in four questionnaires that allow to understand their perceptions of violence with « Children's Perception of Interparental Conflict » (Cyr & Fortin, 2001), the process of parentification through the « Parentification Questionnaire Youth » (Fortin 2001), loyalty conflicts with the « loyalty conflicts questionnaire » (Fortin, 2005) and post-traumatic stress symptoms with « Trauma Symptom Checklist for Children » (Briere, 1989). Finally, the « Systemic Analysis of Group Affiliation » (Compagnone, 2009) has been used with the children to understand their representations of cohesion and power within their families.The main results show that half of the children have externalizing problems and 82.6% internalizing problems. The degree of exposure to child abuse influences his representations of family cohesion, his feeling of threat and blames, his loyalty conflicts and the presence of certain symptoms of PTSD. The children’s representations of violence and family relationships, such as parentification, the feeling of blame, loyalty conflicts and the representations of cohesion and power in the family, are predictive of symptoms of post-traumatic stress disorders and social-emotional adjustment. The modulating effect of the representation of power and family cohesion, as well as depictions of violence and conflicts of loyalty have been highlighted. Finally, more than half of the children in this sample, have been exposed to domestic violence but also to direct abuse, that’s why the consequences underlined are all the more important. All these results allow us to propose research perspectives and methods of interventions.

Esta dissertação de mestrado teve por objeto de estudo e pesquisa um fator preponderante da aprendizagem de uma língua estrangeira: a necessidade de comunicação. Nesse sentido, a produção oral entre os interlocutores é fundamental para o êxito da aquisição da performance lingüística no novo idioma. No entanto, alguns aprendizes-adultos mostram-se bloqueados no momento da oralização, o que lhes acarreta um duplo dano: aquele que atinge a dimensão da interação social e um outro, que afeta a sua identidade pessoal e de aprendiz. Ao buscar compreender o silêncio demonstrado por um grupo de alunos universitários, iniciantes completos em língua francesa, constatamos que crenças profundamente cristalizadas sobre o ensino/aprendizagem de língua estrangeira, bem como fatores psico-sócio-afetivos surgem como possíveis indícios da não verbalização. As considerações preliminares, obtidas por meio de uma pesquisa qualitativa junto a esses aprendizes, nos levaram a crer na necessidade imperiosa de uma mudança de comportamento por parte desses aprendizes-adultos, a fim de que pudessem pôr em prática, através de suas características individuais, as estratégias necessárias para suplantar os conflitos psico-sócio-afetivos ou de resistência às mudanças e, assim, desenvolver a expressão oral. A pesquisa prática consistiu na criação de um curso de apoio experimental, ministrado durante dois semestres a esses aprendizes-adultos com dificuldade. As aulas foram anotadas em forma de diários reflexivos e as discussões mantidas com os aprendizes, devidamente registradas por escrito. Com esses instrumentos de pesquisa, pudemos identificar os bloqueios de ordem psico-sócio-afetiva que limitavam a expressão oral, interação e, finalmente, a aprendizagem desses alunos. Mediante essa dinâmica, observamos que, não somente os esforços dos aprendizes com dificuldade são considerados relevantes, mas de todo o grupo8 classe, ressaltando-se a necessidade de um comprometimento do professor com cada aprendiz, bem como com o ensino/aprendizagem, buscando juntos o crescimento e aprimoramento de todos. / This dissertation had as research and study object one prevalent factor in foreign language learning: the need to communicate. In this sense, the oral production between the conversationalists is fundamental to the success of the linguistic performance acquisition in the new idiom. However, some adult learners showed themselves blocked up in the moment of oralizing what causes them a double damage: the one that hits the social interaction and another that affects their personal and as a learner identity. When trying to understand the silence shown by a group of university students, complete beginners in French language, it was verified that deeply crystallized beliefs about the teaching/learning of foreign language, as well as psycho-socio-affective factors appear possibly in a cause-effect relationship to the non-oralizing. The preliminary considerations, obtained by means of a qualitative research with these learners, led us to believe in the imperious need of a behaviour change by these adult learners, in order to be able to accomplish, through their individual characteristics, the necessary strategies to overcome the psycho-socioaffective conflicts or resistance to the changes and in this way develop the oral expression. The research consisted in the creation of an experimental aid course, ministrated during two semesters to these adult learners showing difficulty. The classes where note taken in form of reflexive diaries, and the discussions maintained with the learners, appropriately registered by writing. With these research instruments it was possible to identify the psycho-socio-affective order block up that where limiting the oral expression, interaction and finally the learning by these students. Through that dynamic, it was observed that not only the efforts of these learners with difficulties are considered relevant, but of all the group-class, standing out the need of a commitment of the teacher with each learner, as well as 10 with the teaching/learning, together looking for the growth and the improvement of all.

Depuis quelques années, les parents développent un intérêt grandissant et précoce pour la scolarité de leur enfant dès son jeune âge. Dans une perspective exploratoire, les objectifs de la présente étude consistent à repérer certains processus liés à l’éducation familiale qui favorisent l’adaptation socio-affective et l’intégration scolaire du jeune enfant. Le recueil de données s’est déroulé en trois phases pendant l’année scolaire 2007-2008. Les participants et les outils d’investigation varient en fonction des étapes. Pour l’étape 1, les parents (N=215) ont rempli un questionnaire sur l’accompagnement éducatif. Lors de l’étape 2, les parents et les enseignants ont complété le questionnaire PSA (version parent en cours de validation et version enseignant de Dumas, Lafreniere, Capuano, & Durning, 1997) pour établir le niveau d’adaptation socio-affective des enfants (N=59, 28 garçons et 31 filles). Pour l’étape 3, le Boehm-R (Boehm-R, 1989), une épreuve sur les compétences de base à acquérir en grande section, a permis d’évaluer les compétences scolaires des enfants en fin d’année scolaire (N=53, 24 garçons et 29 filles). La consultation de leur livret d’évaluation a permis d’obtenir des renseignements sur les acquisitions de chaque enfant/élève au cours de l’année scolaire. Les résultats démontrent une tendance d’homogénéisation de l’accompagnement éducatif paternel et maternel, même si des différences paternelles et maternelles sont constatées en fonction du niveau d’études du parent, du sexe et du rang de l’enfant, ainsi que du nombre d’enfants dans la fratrie. Par ailleurs, le sexe de l’enfant n’affecte ni son adaptation socio-affective ni ses compétences scolaires. Des liens entre l’affectivité du jeune enfant avec le score au Boehm-R sont constatés, alors que certaines dimensions de l’accompagnement éducatif du père et de la mère ont un impact sur l’adaptation socio-affective ou les compétences scolaires de l’enfant. Même si nous préconisons une certaine vigilance quant à l’interprétation des résultats de cette étude, cette dernière démontre, d’une part, la combinaison complexe des facteurs individuels et socio-économiques sur les composantes de l’accompagnement éducatif parental et, d’autre part, de l’accompagnement éducatif parental sur le développement socio-affectif et scolaire du jeune enfant. / Parents have developed an increasing interest for their child’s schooling during these past few years. The present study tries to understand family education processes which promote the socio-emotional adaptation and school skills of young children.Data has been collected during the school year 2007-2008. Participants and investigative tools vary according to the stages of the research. For the first part, parents (N=215) complete a questionnaire about their educational support towards their child. During the second part, parents and teachers complete the PSA questionnaire (parent’s version is still in validation and teacher’s version developed by Dumas, Lafreniere, Capuano, and Durning, 1997). The socio-emotional adaptation of the child (N=59, 28 boys and 31 girls) was established. For the third part, the children perform the Boehm-R test (Boehm-R, 1989) which evaluates the basic skills that a child must acquired at the end of the kindergarten (N = 53, 24 boys and 29 girls). The consultation of the booklet assessment of each child/young student yielded information on their acquisitions during the school year.The results show a trend of homogenization of paternal and maternal educational support, although paternal and maternal differences are observed depending on the level of education of the parent, the sex and birth order of the child, as well as on the sibling.However, the sex of the child does not affect his socio-emotional adjustment or academic skills. Links between the emotions of the young child with the Boehm-R score are established, while some aspects of educational support of the father and mother have an impact on the socio-emotional adjustment and academic skills of the child.Though vigilance is recommended while interpreting the results of this study, it demonstrates, on one hand, the complex combination of individual and socio-economic components of the parental educational support and, on the other hand, the educational support of parent in socio-emotional development and academics skills of young children.

L'objectif de cette étude est d'analyser comment l'enfant de 6 à 13 ans s'approprie la recomposition familiale (Malrieu & Malrieu, 1973 ; Malrieu, 1976) et quels rôles jouent les relations dans la fratrie germaine dans cette appropriation. Notre analyse se fonde sur une approche bioécosystémique (Bronfenbrenner, 1996). Les relations fraternelles sont examinées à partir d'un entretien semi-directif. L'appropriation de la famille recomposée est appréhendée grâce au dessin de la famille, au Kidcope (Spirito, Stark & Williams, 1988), au Child Behavior Checklist (CBCL, Achenbach, 1991) et à l'Autoquestionnaire Qualité de vie-enfant-imagé (AUQEI, Magnificat & Dazord, 1997). Les principaux résultats révèlent que les enfants font des choix électifs des membres de leur famille sur la base des liens biologiques, des personnes significatives dans leur vie et de la qualité des rapports avec leur entourage. Le facteur de stress le plus souvent évoqué par les enfants est le beau-parent et son approche éducative. La stratégie la plus mobilisée et jugée efficace par les enfants réfère au soutien social. Dans l'ensemble les enfants présentent une adaptation socio-affective et une qualité de vie satisfaisante. Au niveau des relations dans la fratrie germaine, il ressort qu'elles sont perçues par la majorité des enfants comme une ressource dans la recomposition familiale, étant à la fois continue et soutenante. Les analyses bivariées indiquent une influence significative des facteurs personnels (âge, sexe), du contexte familial (caractéristiques de la fratrie, mode de garde) et du temps (durée de la recomposition, temps écoulé depuis la séparation) sur l'appropriation de la famille.

Le Traitement Automatique de la Parole (TAP) s’intéresse de plus en plus et progresse techniquement en matière d’étendue de vocabulaire, de gestion de complexité morphosyntaxique, de style et d’esthétique de la parole humaine. L’Affective Computing tend également à intégrer une dimension « émotionnelle » dans un objectif commun au TAP visant à désambiguïser le langage naturel et augmenter la naturalité de l’interaction personne-machine. Dans le cadre de la robotique sociale, cette interaction est modélisée dans des systèmes d’interaction, de dialogue, qui tendent à engendrer une dimension d’attachement dont les effets doivent être éthiquement et collectivement contrôlés. Or la dynamique du langage humain situé met à mal l’efficacité des systèmes automatiques. L’hypothèse de cette thèse propose dans la dynamique des interactions, il existerait une « glu socio-affective » qui ferait entrer en phases synchroniques deux individus dotés chacun d’un rôle social impliqué dans une situation/contexte d’interaction. Cette thèse s'intéresse à des dynamiques interactionnelles impliquant spécifiquement des processus altruistes, orthogonale à la dimension de dominance. Cette glu permettrait ainsi de véhiculer les événements langagiers entre les interlocuteurs, en modifiant constamment leur relation et leur rôle, qui eux même viennent à modifier cette glu, afin d’assurer la continuité de la communication. La seconde hypothèse propose que la glu socio-affective se construise à partir d’une « prosodie socio-affective pure » que l’on peut retrouver dans certaines formes de micro-expressions vocales. L’effet de ces événements langagiers serait alors graduel en fonction du degré de contrôle d’intentionnalité communicative qui s’observerait successivement par des primitives langagières : 1) des bruits de bouche (non phonétiques, non phonologiques), 2) des sons prélexicaux, 3) des interjections/onomatopées, 4) des imitations à contenu lexical contrôlé. Une méthodologie living-lab est ainsi développée au sein de la plateforme Domus, sur des boucles agiles et itératives co-construites avec les partenaires industriels et sociétaux. Un Magicien d’Oz – EmOz – est utilisé afin de contrôler les primitives vocales comme unique support langagier d’un robot majordome d’un habitat intelligent interagissant avec des personnes âgées en isolement relationnel. Un large corpus, EmOz Elderly Expressions –EEE– est ainsi recueilli. Cet isolement relationnel permet méthodologiquement d’appréhender les dimensions de la glu socio-affective, en introduisant une situation contrastive dégradée de la glu. Les effets des primitives permettraient alors d’observer les comportements de l’humain à travers des indices multimodaux. Les enjeux sociétaux abordés par la gérontechnologie montrent que l’isolement est un facteur de fragilisation où la qualité de la communication délite le maillage relationnel des personnes âgées alors que ces liens sont bénéfiques à sa santé et son bien-être. L’émergence de la robotique d’assistance en est une illustration. Le système automatisé qui découlera des données et des analyses de cette étude permettrait alors d’entraîner les personnes à solliciter pleinement leurs mécanismes de construction relationnelle, afin de redonner l’envie de communiquer avec leur entourage humain. Les analyses du corpus EEE recueilli montrent une évolution de la relation à travers différents indices interactionnels, temporellement organisés. Ces paramètres visent à être intégrés dans une perspective de système de dialogue incrémental – SASI. Les prémisses de ce système sont proposées dans un prototype de reconnaissance de la parole dont la robustesse ne dépendra pas de l’exactitude du contenu langagier reconnu, mais sur la reconnaissance du degré de glu, soit de l’état relationnel entre les locuteurs. Ainsi, les erreurs de reconnaissance tendraient à être compensées par l’intelligence socio-affective adaptative de ce système dont pourrait être doté le robot. / The Natural Language Processing (NLP) has technically improved regarding human speech vocabulary extension, morphosyntax scope, style and aesthetic. Affective Computing also tends to integrate an “emotional” dimension with a common goal shared with NLP which is to disambiguate the natural language and increase the human-machine interaction naturalness. Within social robotics, the interaction is modelled in dialogue systems trying to reach out an attachment dimension which effects need to an ethical and collective control. However, the situated natural language dynamics is undermining the automated system’s efficiency, which is trying to respond with useful and suitable feedbacks. This thesis hypothesis supposes the existence of a “socio-affective glue” in every interaction, set up in between two individuals, each with a social role depending on a communication context. This glue is so the consequence of dynamics generated by a process which mechanisms rely on an altruistic dimension, but independent of dominance dimension as seen in emotions studies. This glue would allow the exchange of the language events between interlocutors, by regularly modifying their relation and their role, which is changing themselves this glue, to ensure the communication continuity. The second hypothesis proposes the glue as built by “socio-affective pure prosody” forms that enable this relational construction. These cues are supposed to be carried by hearable and visible micro-expressions. The interaction events effect would also be gradual following the degree of the communication’s intentionality control. The graduation will be continuous through language primitives as 1) mouth noises (neither phonetics nor phonological sounds), 2) pre-lexicalised sounds, 3) interjections and onomatopoeias, 4) controlled command-based imitations with the same socio-affective prosody supposed to create and modify the glue. Within the Domus platform, we developed an almost living-lab methodology. It functions on agile and iterative loops co-constructed with industrial and societal partners. A wizard of oz approach – EmOz – is used to control the vocal primitives proposed as the only language tools of a Smart Home butler robot interacting with relationally isolated elderly. The relational isolation allows the dimensions the socio-affective glue in a contrastive situation where it is damaged. We could thus observe the primitives’ effects through multimodal language cues. One of the gerontechnology social motivation showed the isolation to be a phenomenon amplifying the frailty so can attest the emergence of assistive robotics. A vicious circle leads by the elderly communicational characteristics convey them to some difficulties to maintain their relational tissue while their bonds are beneficial for their health and well-being. If the proposed primitives could have a real effect on the glue, the automated system will be able to train the persons to regain some unfit mechanisms underlying their relational construction, and so possibly increase their desire to communicate with their human social surroundings. The results from the collected EEE corpus show the relation changes through various interactional cues, temporally organised. These denoted parameters tend to build an incremental dialogue system in perspectives – SASI. The first steps moving towards this system reside on a speech recognition prototype which robustness is not based on the accuracy of the recognised language content but on the possibility to identify the glue degree (i.e. the relational state) between the interlocutors. Thus, the recognition errors avoid the system to be rejected by the user, by tempting to be balanced by this system’s adaptive socio-affective intelligence.

L’objectif de cette recherche est d’étudier, dans une perspective écosystémique inspirée du modèle de Bronfenbrenner (1986), l’influence spécifique et combinée du contexte de violence conjugale et de stress maternel sur le développement socio-affectif du jeune enfant âgé de 5 à 6 ans. Ainsi, notre étude prend appui sur les questions suivantes : comment l’enfant d’âge préscolaire se développe sur le plan socio-affectif lorsqu’il grandit dans un contexte de violence conjugale ? Quels sont les facteurs environnementaux qui vont avoir des répercussions sur la relation mère-enfant ? Plus précisément, est-ce que le fait pour une mère d’avoir été victime de violence conjugale va engendrer chez elle plus de stress? L’attachement de la mère et le soutien social qu’elle perçoit vont-ils constituer des ressources qui vont venir atténuer le stress maternel et par voie de conséquences contribuer au bon développement de l’enfant ? Existe-t-il des différences entre les mères et les enfants qui ont quitté leur foyer comparativement à ceux qui vivent encore au domicile ? Enfin, quel est le rôle de la culture dans ces différents systèmes ? L’échantillon se compose de 38 enfants, 10 garçons et 28 filles, âgés de 5 à 6 ans et de leur mère, toutes originaires de pays d’Afrique. Parmi ces dyades mère-enfants, 19 ont été exposées à la violence conjugale et sont hébergées en CHRS, 19 sont toujours en situation de violence. Les mères ont renseigné une série de questionnaires évaluant leur attachement, le stress maternel, les violences subies et le soutien social perçu. En ce qui concerne le développement socio-affectif du jeune enfant, trois dimensions ont été considérées : deux émanant de son propre point de vue ; la représentation de l’attachement, appréhendée à l’aide du protocole des « Histoires à compléter » (Bretherton & al., 1990) et la perception des sentiments et des comportements parentaux avec le test de dépistage de la violence parentale (Palacio-Quintin, 1999), ainsi que l’adaptation socio-affective, étudiée par l’intermédiaire du questionnaire « Profil Socio-Affectif » (Dumas & al., 1998) complété par l’animateur du centre de loisirs. Les principaux résultats indiquent que seulement 36,8% des enfants présentent une représentation d’attachement sécurisée. Les représentations d’attachement des enfants toujours en situation de violence apparaissent plus insécurisées que celles des enfants sortis de la violence. Nos résultats montrent que le contexte de violence conjugale affecte également l’adaptation socio-affective de l’enfant. D’autre part, 73,3% des mères de notre échantillon possèdent des représentations d’attachement de type évitant. Nous avons relevé, par ailleurs, que les représentations du soutien social et du soutien relatif aux enfants perçus par les mères quel que soit leur groupe d’appartenance sont relativement peu élevées. Enfin, les mères toujours en situation de violence conjugale sont moins stressées que les mères ayant quitté le domicile. / The objective of this research is to study, in an ecosystemic manner inspired by the Bronfenbrenner model (1986), the specific and combined influence of the context of marital violence and maternal stress on the socio-emotional development of the young child from 5 to 6 years of age. Thus, our study aims to answer the following questions: What about socio-emotional pre-school child development when the child grows up in a context of marital violence? Which environmental factors will affect the mother-child relationship? More precisely, will the fact of a mother having been a victim of marital violence generate more stress for her? Will mother-child attachment and perceived social support constitute resources which will reduce maternal stress and consequently contribute to the positive development of the child? Are there any differences when the mother and child have left their home compared to those who are still living home? Finally, what is the role of the culture in this different system? The sample is composed of 38 children, 10 boys and 28 girls, aged from 5 to 6 years and their mother, all originating from an African country. Among these mother-child dyads, 19 were exposed to marital violence and were living in CHRS, 19 remained in a situation of violence. The mothers filled out a series of questionnaires in order to evaluate their attachment, maternal stress, violence suffered and their perceived social support. Concerning the socio-emotional development of the young child, three indicators were considered: two emanating from the child’s point of view; attachment representation, by means of the protocol of “Stories to be supplemented” (Bretherton & Al, 1990), the perception of parental feelings and behaviors by means of tracking parental violence (Palacio-Quintin, 1999), and socio-emotional adaptation, studied via “Socio-Emotional Profile” (Dumas & Al, 1998) supplemented by an activity leader. Principal results indicate that only 36.8% of children of the sample present a manifestation of secure attachment. The manifestions of attachment of children still living in a situation of violence appear more insecure than those of the children who were removed from violence. Our results show that the context of marital violence also affects the socio-emotional adaptation of the child. In addition, 73.3% of mothers in our sample manifest attachment avoidance. We have raised the issue, elsewhere, that expressions of social support and support relating to children as perceived by mothers, whatever their situation are relatively low. Lastly, mothers remaining in a situation of marital violence are less stressed than mothers who have left home.

Submitted by MARILIA FRASSETTO DE ARAUJO null (marilia_frassetto@hotmail.com) on 2016-05-02T00:22:38Z No. of bitstreams: 1 Dissertação_Marilia_Frassetto_final.pdf: 1853790 bytes, checksum: e3daa1104e1de8719d0eb928761395f4 (MD5) / Rejected by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br), reason: Solicitamos que realize uma nova submissão seguindo as orientações abaixo: O arquivo submetido está sem a ficha catalográfica. A versão submetida por você é considerada a versão final da dissertação/tese, portanto não poderá ocorrer qualquer alteração em seu conteúdo após a aprovação. Corrija esta informação e realize uma nova submissão contendo o arquivo correto. Agradecemos a compreensão. on 2016-05-04T13:43:24Z (GMT) / Submitted by MARILIA FRASSETTO DE ARAUJO null (marilia_frassetto@hotmail.com) on 2016-05-09T13:38:13Z No. of bitstreams: 1 Dissertação_Marilia_Frassetto_final_09_05.pdf: 1777830 bytes, checksum: d13786b3931e8279f3c26e2628089819 (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-05-10T12:46:14Z (GMT) No. of bitstreams: 1 araujo_mf_me_arafcl.pdf: 1777830 bytes, checksum: d13786b3931e8279f3c26e2628089819 (MD5) / Made available in DSpace on 2016-05-10T12:46:14Z (GMT). No. of bitstreams: 1 araujo_mf_me_arafcl.pdf: 1777830 bytes, checksum: d13786b3931e8279f3c26e2628089819 (MD5) Previous issue date: 2016-02-29 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Essa pesquisa buscou compreender como é construído o projeto de futuro na dimensão sócio afetiva por alunos/as do ensino secundário em Portugal e do ensino médio no Brasil. A pesquisa foi desenvolvida em três turmas de três escolas públicas de Coimbra, Portugal e em duas turmas de ensino médio de uma mesma escola pública de Piracicaba, São Paulo, Brasil. A base teórica dessa pesquisa se enveredou através do conceito de cultura e da adolescência como uma construção cultural. Adotou-se a definição do projeto de futuro na referida dimensão, caracterizado, pela definição dos afetos, das paixões, pela potência da ação humana como possibilidade do vir a ser, enquanto capacidade de ser afetado pelo outro, num processo de possibilidades infinitas de criações e entrelaçamentos. Através de questionários e grupos focais com os/as adolescentes de ambas as nacionalidades, foi possível analisar suas narrativas sobre o projeto de futuro na dimensão sócio afetiva; conhecer os entendimentos deles/as sobre assuntos relacionados a sexualidade e gênero; e investigar as narrativas deles/as sobre os relacionamentos, relações de gêneros, e homossexualidades, problematizando e refletindo a importância de discutir e dialogar com essas temáticas no contexto escolar. A pesquisa verificou que a maioria dos/as adolescentes tinham projetos de futuro e consideravam o casamento como o principal plano de futuro na dimensão sócio afetiva. Além disso, apontou as diferenças que permeiam diversos comportamentos dos garotos e das garotas. Concluiu-se que é essencial a problematização desses assuntos a partir de questões éticas e sociais que permitam que os/as adolescentes reflitam sobre seus relacionamentos entre pares, com a família, na comunidade, com responsabilidade, respeito e criticidade. E a educação escolar é parte central neste processo. / This research aimed to understand how the "future project" regarding the socio-affective dimension is built by high school students in Portugal and in Brazil. The research was developed in three classes of three public schools in Coimbra, Portugal and also in two high school classes of a same style public school in Piracicaba, Brazil. The project was based on the concept of culture and adolescence as a cultural construction. The definition of future project was adopted in the above mentioned dimension characterized by defining affections, passions, as well as by the power of a human action as a possibility of becoming, being able to be affected by the other in a process of endless possibilities of creation and interlacing. Through questionnaires and focus groups with adolescents of both nationalities, it was possible to analyze their narratives about the future project on the socio-affective dimension; to get to know the speeches produced by them on issues regarding sexuality and gender; and to investigate their stories about relationships, gender relations and homosexuality questioning and reflecting the importance of discussing these subjects in the school context. The survey found out that most adolescents had projects for their future and considered marriage as the main future plan regarding the socio-affective dimension. Moreover, it pointed out the differences that permeate several boys’ and girls’ behaviors. It was concluded that the questioning of these issues from social and ethical questions that allow teenagers to reflect on their relationships among peers, in the community, with family, responsibility, respect, and criticality is essential. And education is central to this process. / FAPESP: 2014/02224-6

Esta dissertação de mestrado teve por objeto de estudo e pesquisa um fator preponderante da aprendizagem de uma língua estrangeira: a necessidade de comunicação. Nesse sentido, a produção oral entre os interlocutores é fundamental para o êxito da aquisição da performance lingüística no novo idioma. No entanto, alguns aprendizes-adultos mostram-se bloqueados no momento da oralização, o que lhes acarreta um duplo dano: aquele que atinge a dimensão da interação social e um outro, que afeta a sua identidade pessoal e de aprendiz. Ao buscar compreender o silêncio demonstrado por um grupo de alunos universitários, iniciantes completos em língua francesa, constatamos que crenças profundamente cristalizadas sobre o ensino/aprendizagem de língua estrangeira, bem como fatores psico-sócio-afetivos surgem como possíveis indícios da não verbalização. As considerações preliminares, obtidas por meio de uma pesquisa qualitativa junto a esses aprendizes, nos levaram a crer na necessidade imperiosa de uma mudança de comportamento por parte desses aprendizes-adultos, a fim de que pudessem pôr em prática, através de suas características individuais, as estratégias necessárias para suplantar os conflitos psico-sócio-afetivos ou de resistência às mudanças e, assim, desenvolver a expressão oral. A pesquisa prática consistiu na criação de um curso de apoio experimental, ministrado durante dois semestres a esses aprendizes-adultos com dificuldade. As aulas foram anotadas em forma de diários reflexivos e as discussões mantidas com os aprendizes, devidamente registradas por escrito. Com esses instrumentos de pesquisa, pudemos identificar os bloqueios de ordem psico-sócio-afetiva que limitavam a expressão oral, interação e, finalmente, a aprendizagem desses alunos. Mediante essa dinâmica, observamos que, não somente os esforços dos aprendizes com dificuldade são considerados relevantes, mas de todo o grupo8 classe, ressaltando-se a necessidade de um comprometimento do professor com cada aprendiz, bem como com o ensino/aprendizagem, buscando juntos o crescimento e aprimoramento de todos. / This dissertation had as research and study object one prevalent factor in foreign language learning: the need to communicate. In this sense, the oral production between the conversationalists is fundamental to the success of the linguistic performance acquisition in the new idiom. However, some adult learners showed themselves blocked up in the moment of oralizing what causes them a double damage: the one that hits the social interaction and another that affects their personal and as a learner identity. When trying to understand the silence shown by a group of university students, complete beginners in French language, it was verified that deeply crystallized beliefs about the teaching/learning of foreign language, as well as psycho-socio-affective factors appear possibly in a cause-effect relationship to the non-oralizing. The preliminary considerations, obtained by means of a qualitative research with these learners, led us to believe in the imperious need of a behaviour change by these adult learners, in order to be able to accomplish, through their individual characteristics, the necessary strategies to overcome the psycho-socioaffective conflicts or resistance to the changes and in this way develop the oral expression. The research consisted in the creation of an experimental aid course, ministrated during two semesters to these adult learners showing difficulty. The classes where note taken in form of reflexive diaries, and the discussions maintained with the learners, appropriately registered by writing. With these research instruments it was possible to identify the psycho-socio-affective order block up that where limiting the oral expression, interaction and finally the learning by these students. Through that dynamic, it was observed that not only the efforts of these learners with difficulties are considered relevant, but of all the group-class, standing out the need of a commitment of the teacher with each learner, as well as 10 with the teaching/learning, together looking for the growth and the improvement of all.

Made available in DSpace on 2016-08-17T14:52:56Z (GMT). No. of bitstreams: 1 Cicero Costa Quarto.pdf: 2285670 bytes, checksum: 94c0ecee3b4b6e4b82daa5b758aa57b2 (MD5) Previous issue date: 2006-05-25 / Nowadays, socio-affective factors, as cooperation, motivation, socio-cognitive affinity, proactivity, interaction and others, have been well explored in collaborative learning environments. The reason for that is because these factors would play an important role in group collaboration, as well as they would act in the construction of the human being relationships in a socio-cultural perspective. According to the vision of some educational researchers, psico-pedagogues and psychologists, in collaborative learning activities, socio-affective individual abilities should be conjugated in order to produce a collective and effective work in the construction of knowledge. Although some pedagogues and other educational researchers point out the importance of considering those factors in collaborative learning activities, few works are appreciating them. This way, the proposal of this work is to define some socio-affective factors to be inferred in collaborative learning systems in order to promote collaboration in these environments. The work will also show the importance of these socio-factors for those virtual environments. It will be also presented mechanisms for the inference of the considered socio-affective factors. / Atualmente, fatores sócio-afetivos, como cooperação, motivação, afinidades sócio-cognitivas, proatividade, interação, entre outros, tendem ser bastante explorados na relação professor-aprendiz e entre aprendizes, de forma que os resultados da construção do conhecimento sejam alcançados de forma colaborativa. A razão disto é que estes fatores desempenhariam um papel de fomento à colaboração, bem como atuariam na construção das relações do ser humano dentro de uma perspectiva sócio-cultural. Segundo a visão de alguns pesquisadores da educação, psicopedagogos e de psicólogos, em atividades colaborativas de aprendizagem, habilidades individuais sócio-afetivas de um indivíduo precisam ser conjugadas com as de outras pessoas de forma a produzirem um trabalho coletivo. Embora os padagogos e outros pesquisadores da educação apontem a importância de considerar esses fatores em atividades colaborativas de aprendizagem, poucos ambientes educacionais colaborativos assim estão fazendo. Desta maneira, a proposta deste trabalho é definir fatores sócio-afetivos a serem considerados em ambientes colaborativos de aprendizagem a fim de promover a colaboração nestes ambientes. O trabalho também mostrará a importância dos fatores sócio-afetivos para àqueles ambientes virtuais. Serão, também, propostos mecanismos para a inferência dos fatores sócio-afetivos considerados.