Made available in DSpace on 2014-06-11T19:32:42Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-07-01Bitstream added on 2014-06-13T19:43:18Z : No. of bitstreams: 1 boccato_vrc_dr_mar.pdf: 2023984 bytes, checksum: 31a69535f32213cfa99e5d321ba0c9cc (MD5) / Ufscar / A linguagem documentária desempenha um papel fundamental na indexação e recuperação da informação. Quando a linguagem documentária não corresponde às necessidades de representação dos conteúdos dos documentos, realizada pelos bibliotecários indexadores e das solicitações de buscas bibliográficas por assunto dos usuários, afeta a atuação desses processos, comprometendo a realização de buscas e serviços. Realizou-se, como proposta, um estudo de avaliação do uso de linguagem documentária alfabética de catálogos coletivos online, com enfoque nas tecnologias de representação e recuperação da informação, na perspectiva das bibliotecas universitárias e no contexto sociocognitivo de bibliotecários indexadores e usuários. Com o objetivo geral de contribuir para o uso adequado de linguagens documentárias alfabéticas nos processos de indexação e recuperação da informação de áreas científicas especializadas em catálogos coletivos de bibliotecas universitárias e, deste modo, colaborar com o processo de mudanças contínuas nos fazeres bibliotecários e, consequentemente, nos de sua comunidade usuária, a pesquisa teve como objetivos específicos: discutir o papel das linguagens documentárias alfabéticas na concepção dos catálogos coletivos pela perspectiva dos catálogos online; apresentar e discutir os estudos de avaliação de linguagens documentárias pelas abordagens quantitativas, qualitativas e qualitativas-cognitivas como métodos de avaliação, subsidiados pelos fundamentos teóricos e metodológicos da área de Organização e Representação do Conhecimento, frente aos paradigmas contemporâneos da área de Ciência da Informação; e investigar a aplicação da metodologia qualitativa de abordagem sociocognitiva mediante Protocolo Verbal para estudo de avaliação do uso de linguagem documentária alfabética de catálogos coletivos... / The indexing language plays a fundamental role in the indexing and information retrieval. When the indexing language does not correspond to the necessities of representation of the contents of the documents, carried out by the indexers and the requests of bibliographical searches through the users’ subject, it affects the performance of those processes, compromising the accomplishment of searches and services. The proposal is to carry through an evaluation study of the alphabetic indexing language use of the online collective catalogs, with a main focus on the technologies of representation and information retrieval, in the perspective of the university libraries and in the socio-cognitive context of indexers and users. With the general objective of to contribute for the adequate use of the alphabetical indexing languages in the indexing and information retrieval processes of specialized scientific areas in collective catalogs of the university libraries and thus, to collaborate with the process of continuous changes in the librarians’ practice and, consequently, of its using community, the research had as specific objectives: arguing the role of the alphabetical indexing languages in the conception of the collective catalogs through the perspective of the online catalogs; presenting and arguing about the indexing languages evaluation studies through the quantitave, qualitative and qualitative-cognitive approaches as evaluation methods, which are supported by the theoretical and methodological fundamentals of the Organization and Knowledge Representation area, coping with the contemporary paradigms of the Information Science area ; and investigating the application of the socio-cognitive approach by Verbal Protocol for an evaluation study of the alphabetical indexing language use of the collective catalogs in specialized scientific areas in the perspective of the university libraries... (Complete abstract click electronic access below)

Les cinq études détaillées au cours de cette thèse interrogent divers aspects de la théorie de l’esprit, de la conscience de soi ainsi que du lien (multiple ou unique) qui unit ces deux capacités sociocognitives si particulières. Les deux premières études mettent en évidence différentes variables qui peuvent – ou non- influencer l’attribution d’intention et de fausse croyance à autrui. La troisième étude porte plus précisément sur les différents composants de la conscience de soi et sur leur trajectoire développementale. La quatrième étude interroge le lien développemental entre la théorie de l’esprit et la conscience de soi, alors que la dernière étude questionne la présence de ce lien chez les chimpanzés (Pan Troglodytes). Nous démontrerons, tout au long de cette thèse, que la théorie de l’esprit et la conscience de soi sont composées de différents éléments et que leur acquisition est graduelle. / Doctorat en Sciences Psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished

This doctoral study is about Mindful Design as an approach to promoting Mindfulness. The main focus of this study is to transfer the Mindful Design approach and tools for industrial design into a higher education context that can be understood and applied by design students. Mindful Design is a design approach based on the socio-cognitive theory of Mindfulness. The concept of Mindful Design was introduced by Niedderer (2004) to describe how design products can promote and enhance mindful attention by interrupting or enhancing the user’s interaction or increase his awareness during social activities. Niedderer (2004) notes that Mindful Design can be associated with behavioural change and extends the understanding of social cognitive Mindfulness by changing the expected functions of product use. The theoretical framework addresses the differences in Mindfulness streams, their benefits, and their applicability to design context, topics that provide an important foundation for the development of Mindful Design criteria and tools. Based on this research, design criteria were selected to increase user awareness when interacting with mindful products. Furthermore, learning and teaching theories in the context of design education were discussed to support the chosen teaching strategies for the transfer of knowledge of the Mindful Design approach to design students. These themes were crucial in determining the current research question of this doctoral study. The research methodology focused on testing the applicability of the design and teaching tools developed to determine how socio-cognitive Mindfulness theory can be effectively and understandably introduced into the design context for design students in higher education. In Investigation One, a collection of tools and strategies were developed to determine student understanding and demonstrate the importance of the Mindful Design approach. As a result of this research, the Mindful Design Evaluation was developed and evaluated based on the socio-cognitive dimension of Mindfulness. Investigation Two sought to measure what students learned from the Mindful Design approach and whether the design proposals developed by students in the intervention group achieved higher levels of socio-cognitive Mindfulness than the design proposals proposed by the control group. Finally, the results of Investigation Two supported the assumptions made on the basis of the findings of the theoretical framework. The tools and strategies used to teach and apply the Mindful Design approach to design students showed significant results when applied in a higher education context.:CONTENTS 0 PREFACE 1 0.1 ZUSAMMENFASSUNG 1 0.2 ABSTRACT 3 0.3 ACKNOWLEDGeMENTs 5 1 INTRODUCTION 9 1.1 Research Problem 9 1.2 Thesis Framework 14 2 THEORETICAL FRAMEWORK 17 2.1 MINDFULNESS 17 2.1.1 Mindfulness: Two streams 17 2.1.2 Mindfulness for subjective well-being and self-regulation 21 2.1.3 Dimensions of Mindfulness 22 2.1.3.1 Distinction between Mindfulness state and Mindfulness trait 22 2.1.3.2 Differences in the categorization of Mindfulness 23 2.1.3.3 Description of the existing Mindfulness self-report 26 2.1.4 Discussion 30 2.2 MINDFUL DESIGN 32 2.2.1 Mindful Design: Meditation, focus, and empathy 33 2.2.2 Mindful Design: Social interaction, engagement, and behaviour change 34 2.2.3 Mindful Design: Mindfulness for Mindlessness 36 2.2.4 Examples of Mindful Design 37 2.2.5 Goals of Mindful Design 40 2.2.6 Discussion 41 2.3 LEARNING THEORY AND DESIGN CLASSES 45 2.3.1 Learning and teaching theories in design higher education 45 2.3.1.1 Constructivism 47 2.3.1.2 Problem-based learning 47 2.3.1.3 Experiential Learning Theory 49 2.3.2 Differences and similarities between disciplines of product design and industrial design engineering 53 2.3.2.1 Industrial design engineering process 55 2.3.3 Tools for mindful product design 56 2.3.3.1 User-centred design tools 57 2.3.3.2 MinD Personas 60 2.3.3.3 Figurative Scenes for Mindful Design 61 2.3.3.4 MinD visual cards 62 2.3.3.5 Discussion 63 2.4 CONCLUSION AND DISCUSSION OF THE THEORETICAL BACKGROUND CHAPTER 64 3 MINDFUL DESIGN EVALUATION 69 3.1.1 Development of the Mindful Design Evaluation Tool 70 3.1.1.1 Phase 1 – Selection of Statements 70 3.1.1.2 Phase 2A: Reliability, comprehensibility, and applicability 75 3.1.1.3 Phase 2B: Statements: Review 76 3.1.1.4 Limitation and adjustment 77 3.1.1.5 Measurability and evaluation 77 3.1.1.6 Phase C: Reliability assessment 78 3.1.2 Interpretation of results and discussion of the Mindful Design evaluation 79 4 EMPIRICAL INVESTIGATIONS 83 4.1 INVESTIGATION ONE – TEACHING AND LEARNING STRATEGIES FOR COMMUNICATING KNOWLEDGE ABOUT THE MINDFUL DESIGN APPROACH 85 4.1.1 Structure of the Investigation 86 4.1.2 Sample 88 4.1.3 Materials for conducting the Investigation 88 4.1.3.1 Presentation 88 4.1.3.2 Design tools: Visual Cards, Figurative Scenes, and Personas 89 4.1.4 Materials for the evaluation of the Investigation 91 4.1.4.1 Evaluation by students 91 4.1.5 Results of Investigation One 92 4.1.5.1 Evaluation by students 92 4.1.5.2 Design Proposal 94 4.1.6 Interpretation and discussion of the results 96 4.2 INVESTIGATION Two – UNDERSTANDING AND DESIGNING BASED ON THE MINDFUL DESIGN APPROACH 101 4.2.1 Ethical approval for the Investigation 103 4.2.2 Structure of the Investigation 104 4.2.3 Sample 105 4.2.4 Materials for conducting the Investigation 106 4.2.4.1 Presentation 106 4.2.4.2 Mindful Design Visual Cards 106 4.2.4.3 Personas and Figurative Scenes 109 4.2.5 Materials for evaluation of the Investigation 111 4.2.5.1 Student Evaluation 111 4.2.5.2 Knowledge Test 112 4.2.5.3 Design proposal 113 4.2.6 Results of Investigation Two 114 4.2.6.1 Evaluation by students 115 4.2.6.2 Knowledge Tests 125 4.2.6.3 Design Proposal 134 4.3 Interpretation and Discussion of the Results 141 4.3.1.1 Student Evaluation 141 4.3.1.2 Knowledge Test 143 4.3.1.3 Design proposals 145 5 CONCLUSION AND OUTLOOK 149 6 DIRECTORIES 157 6.1 References 157 6.2 List of Figures 176 6.3 List of Tables 178 6.4 List of abbreviations and symbols 180 7 APPENDIX 181

Die Thematik der Strategieberatung in kleinen und mittleren Unternehmen (KMU) hat in der Managementforschung bisher wenig Beachtung gefunden und dies obwohl jenem Forschungsfeld hohe Relevanz attestiert wird. Die vorliegende Arbeit adressiert genau dieses Forschungsdesiderat. Im Rahmen einer explorativen, qualitativ-empirischen Studie wird beleuchtet, inwieweit KMU-Geschäftsführer (KMU-GF) Unternehmensberatung zur strategischen Unternehmensführung in Anspruch nehmen, ob diesbezüglich unterschiedliche Typen existieren und wodurch sich die entsprechenden Verhaltensweisen der KMU-GF begründen. Für die Analyse, weshalb KMU-GF Strategieberatung nutzen bzw. nicht nutzen, wird eine sozio-kognitive Perspektive eingenommen, die kognitive Strukturen sowie kognitive Prozesse als Auslöser von Verhalten untersucht und dabei auch die Rolle von Kontextfaktoren berücksichtigt. Ergänzend werden Einblicke in die Denk- und Verhaltensweisen von KMU-GF hinsichtlich der Themen Unternehmensberatung allgemein und strategische Unternehmensführung geboten.

The study aimed to analyze the peer sociocognitive interaction and its relationship with individual cognitive progress, in both symmetrical and asymmetrical situations of epistemic competence. Participants were 72 students of fifth and sixth grade (age, M = 11 years, 3 months, SD = 7 months), who solved logical items (pre / post test individual, intermediate dyadic condition). The results indicated: a) the distribution of arguments in the dyad is the main variable of the interactive process related to differences between symmetrical conditions and b) the volume and distribution of the arguments in dyads are significantly associated with individual cognitive advancement, independently of symmetrical/asymmetrical condition. The results are discussed from a socioconstructivist perspective. / El objetivo del estudio fue analizar la interacción sociocognitiva entre pares y su relación con el avance cognitivo individual, en situaciones de simetría y asimetría de competencia epistémica. Participaron 72 estudiantes de quinto y sexto grado (edad, M = 11 años, 3 meses; SD=7 meses), quienes resolvieron ítems lógicos (pre/post prueba individual, condición diádica intermedia). Los resultados indicaron: a) la distribución del aporte argumental en la díada es el principal diferenciador procesual entre las condiciones simétricas analizadas; b) el volumen y distribución de los argumentos de la díada se asocian significativamente con el avance cognitivo individual, independientemente de la condición de simetría/asimetría de competencia epistémica. Los resultados se discuten a la luz de los fundamentos socioconstructivistas del estudio. / L’objectif de l’étude était d’analyser l’interaction sociocognitive entre pairs et leur relation avec le progrès cognitif individuel, dans des situations de symétrie et d’asymétrie de la compétence épistémique. 72 élèves de cinquième et sixième année ont participé (M = 11 ans, 3 mois, DE = 7 mois), qui ont résolu des items logiques (test pré / post individuel, condition dyadique intermédiaire). Les résultats ont indiqué: a) la distribution de la contribution dans l’argumentation dans le couple est le principal différentiateur procédural entre les conditions symétriques analysées; b) le volume et la distribution des arguments de le couple sont significativement associés à l’avance cognitive individuelle, indépendamment de la condition de symétrie / asymétrie de la compétence épistémique. Les résultats sont discutés sous l’angle des fondements socioconstructivistes de l’étude. / O objetivo do estudo foi analisar a interação sociocognitiva entre pares e sua relação com o progresso cognitivo individual, em situações de simetria e assimetria de competência epistê- mica. Participaram 72 alunos do quinto e sexto ano (idade, M = 11 anos, 3 meses, DE = 7 meses), que resolveram itens lógicos (pré / pós-teste individual, condição diadêmica intermediária). Os resultados indicaram: a) a distribuição da argumentação na díade é o principal diferencial processual entre as condições simétricas analisadas; b) o volume e a distribuição dos argumentos da díade estão significativamente associados ao avanço cognitivo individual, independentemente da condição de simetria / assimetria de competência epistêmica. Os resultados são discutidos à luz dos fundamentos socioconstrutivistas do estudo.

Cette recherche a été menée auprès d'étudiants de Classes Préparatoires aux Grandes Ecoles Scientifiques. Un de ses objectifs est d'analyser l'influence des variables motivationnelles sur la performance académique. L’auto-efficacité académique, l’orientation des buts et la motivation autodéterminée sont souvent citées pour leur rôle majeur dans la réussite universitaire. Ces variables sont issues de cadres théoriques distincts et nous souhaitons étudier comment elles s'influencent mutuellement. Des outils psychométriques, dont une échelle d’auto-efficacité académique, ont été créés et validés. Des analyses en pistes causales ont été effectuées afin de proposer un modèle traduisant les influences qui existent entre variables motivationnelles et performances académiques.Nos résultats montrent que :- l’auto-efficacité est la seule variable motivationnelle à avoir une influence directe sur les performances académiques ;- le but d’approche de la maîtrise est sous influence de l’auto-efficacité et une orientation vers ce type de but influence positivement la motivation intrinsèque et négativement l’amotivation ;- le but d’approche de la performance a une influence positive sur les différentes formes de motivation extrinsèque et, parmi ces dernières, la motivation extrinsèque à régulation identifiée influence positivement l’auto-efficacité tandis que la motivation extrinsèque à régulation externe l’influence négativement ;- l’amotivation influence négativement l’auto-efficacité académique ;- l’impact de l’amotivation sur les performances académiques est totalement médiatisée par l’auto-efficacité.Des prolongements de cette étude et certaines applications sont proposés. / This research has been carried out among French science students enrolled in CPGE (Classes Préparatoires aux Grandes Ecoles). One of its objectives is to study how motivational variables influence academic achievement. Academic self-efficacy, achievement goals or self-determined motivation are reported to play an important part in academic achievement. By relating self-efficacy, goal orientations and motivation, as conceptualized in self-determination theory, to both preceding and subsequent academic achievement, it is possible to further investigate the structural relation between these variables. Therefore, we aim at analysing the mutual influences which exist among them.Psychometric tools, among which an academic self-efficacy scale, were created and validated. Path analysis were performed in order to produce a multivariate model including motivational variables, previous academic performance and subsequent academic achievement. Our results showed that:- self-efficacy is the only motivational variable that directly influences academic achievement; - mastery approach goal, which is influenced by self-efficacy, enhances intrinsic motivation but is negatively related to amotivation;- performance approach goal enhances extrinsic motivation and identified regulated extrinsic motivation is positively related to self-efficacy while externally regulated extrinsic motivation is negatively related to it;- amotivation is negatively related to self-efficacy;- Self-efficacy beliefs are mediators between amotivation and subsequent academic achievement.Future research could build on these findings. Suggestions of applications are provided.

Die Thematik der Strategieberatung in kleinen und mittleren Unternehmen (KMU) hat in der Managementforschung bisher wenig Beachtung gefunden und dies obwohl jenem Forschungsfeld hohe Relevanz attestiert wird. Die vorliegende Arbeit adressiert genau dieses Forschungsdesiderat. Im Rahmen einer explorativen, qualitativ-empirischen Studie wird beleuchtet, inwieweit KMU-Geschäftsführer (KMU-GF) Unternehmensberatung zur strategischen Unternehmensführung in Anspruch nehmen, ob diesbezüglich unterschiedliche Typen existieren und wodurch sich die entsprechenden Verhaltensweisen der KMU-GF begründen. Für die Analyse, weshalb KMU-GF Strategieberatung nutzen bzw. nicht nutzen, wird eine sozio-kognitive Perspektive eingenommen, die kognitive Strukturen sowie kognitive Prozesse als Auslöser von Verhalten untersucht und dabei auch die Rolle von Kontextfaktoren berücksichtigt. Ergänzend werden Einblicke in die Denk- und Verhaltensweisen von KMU-GF hinsichtlich der Themen Unternehmensberatung allgemein und strategische Unternehmensführung geboten.

La presente tesi teorica propone il MOPC index per misurare quanto i manager abbiano generato una comunità multinazionale di gestione aperta di un generico processo considerando congiuntamente l’affiliazione, la connettività interna, la forza e la multinazionalità. A tal fine ho impiegato il SAOM-Behavior valutando la collaborazione internazionale di processo ed annessa propensione come variabili multiple i cui valori e co-evoluzione dipendono dalla co-influenza tra le collaborazioni internazionali fasiche, tra le medesime e le rispettive propensioni fasiche e tra queste ultime. L’intensità relazionale dipende dal modello mentale condiviso, generatosi a livello di team internazionale, su una certa fase del processo mentre la propensione è funzione dell’orientamento e dell’attitudine alla collaborazione internazionale fasica. Il MOPC index è stato applicato alla comunità multinazionale di innovazione aperta e di gestione aperta introducendo due indici teorici: MOIC index e MOMC index. Infine ho teorizzato la catena del valore del manager (MVC) impiegando il processo innovativo e gestionale; considerando le collaborazioni internazionali sui due processi con annesse propensioni, si ho analizzato la collaborazione internazionale sulla MVC, la relativa propensione e la loro co-evoluzione. Cosi facendo, ho introdotto il MMC index per misurare la comunità multinazionale manageriale e, mediante questo, la multinazionalizzazione d’impresa da una prospettiva relazionale manageriale. / This thesis presents the theoretical MOPC index to measure how much the managers generate a multinational open process community by considering the affiliation, the internal connectivity, the strenghtness and the multinationality. I employed the SAOM-Behavior by evaluating the international process collaboration and the respective propensity as multiple variables whose value and co-evolution depend on the co-influence between the international collaborations phasic, between the same and the respective propensities phasic and between them. The intensity of these relationships depends on the International phasic team mental model sharing (TMMS) while the propensity’s one depends on the orientation and the attitude. Then the MOPC index has been applied to measure the multinational open innovation community and the multinational open management community by introducing the MOIC index and the MOMC index. Finally, I introduced the managerial value chain (MVC) as composed of the innovative and the management process. By integrating the international collaborations related to the two processes and their propensities It’s possible to measure the international MVC collaboration, the correlated propensity and their co-evolution. In doing so, I introduced the MMC index to determine the multinational managerial community’s degree and use it to evaluate the firm’s multinationalization by a managerial relational perspective.