L'objectif de la thèse est de contribuer à l'explicitation du lien au terroir, dans le cas de vins d'Appellation d'Origine Contrôlée. À ce lien au terroir correspond une typicité, qui correspond à des propriétés remarquables et partagées pour un groupe humain de référence. Le lien causal entre typicité et terroir a été étudié en prenant comme élément d'étude le chantier de vendange et les vinifications associées. La composition phénolique des vendanges, et leur aptitude à être extraits lors de la vinification ont permis de mieux interpréter le lien causal étudié. La représentation conceptuelle de la typicité, qui engendre des choix techniques, a été mise en évidence, du point de vue des critères sensoriels d'appartenance et des critères sensoriels de distinction. Cette représentation conceptuelle est en générale consensuelle, et les principaux facteurs du terroir, explicatifs du lien, correspondent au milieu physique. La représentation perceptuelle a été étudiée, permettant de mettre en évidence des descripteurs d'appartenance et de distinction, et de les hiérarchiser vis à vis de la perception globale de la typicité. Cette représentation est moins consensuelle. Les principaux facteurs du terroir, explicatifs du lien, correspondent aux actes techniques, en particulier la date de vendanges et la durée de cuvaison.Une évolution de la composition de la vendange en fonction du niveau de maturité a été mise en évidence d'un point de vue histologique, mais son interprétation est incomplète. L'aptitude des proanthocyanidines à être extraits, en fonction du niveau de maturité des baies est fortement corrélé à la perception globale de la typicité. Dans le cas de vins revendiquant un lien au terroir, certaines représentations de la typicité sont partagées, et engendrent des choix techniques (date de vendange, durée de cuvaison). L'importance de ces choix peut être démontré par l'étude de la composition de la vendange en composés phénoliques. Cependant, il existe un écart entre la typicité en tant que concept et la typicité telle qu'elle est sensoriellement perçue. / The aim of this work is to contribute to highlight the terroir effect, in the case of wines from delimited origin. The typicality is the result of the terroir effect and corresponds, to remarkable and shared properties for a human group of reference. The causal link between typicality and terroir was studied by taking into account the harvest date and the associated wine makings. The phenolic composition of the grape at harvest, and their extractability during the wine making made it possible to better interpret the studied causal link. The conceptual representation of the typicality, which generates technical choices, was highlighted, from the point of view of the sensory criteria of similarity and of distinction. This conceptual representation is in general consensual, and the main factors of the terroir, which explain the causal link, correspond to the soil and climate. The perceptual representation was studied, descriptors of similarity and distinction were highlighted, and theses descriptors were organized with respect to the global perception of the typicality. This representation is less consensual than conceptual one. The main factors of the terroir, which explain the causal link, correspond to the technical acts, particularly the harvest date and the vatting duration.Composition of the harvest, according to the level of maturity was highlighted from a histological point of view, but its interpretation was unfinished. The aptitude of the proanthocyanidins for being extracted, according to the level of maturity is strongly correlated for the global perception of the typicality. For wines related to terroir, some typicality representations are shared, and lead to technical choices (harvest date, duration of vatting). These choices are explained by the harvest composition. However, there is a difference between the typicality as a concept and the typicality as sensory perception.

Quelle est la nature des représentations que se font les gens des catégories apprises? Il est généralement accepté que le type de tâche d’apprentissage a une influence sur la réponse à cette question. Ceci étant dit, la majorité des théories portant sur les processus de catégorisation élaborées durant les dernières décennies a porté presqu’exclusivement sur des tâches de classifications d’exemplaires. Le mémoire présenté ici avait quatre objectifs principaux. Le premier était de vérifier si une tâche d’apprentissage de catégories implicites par classifications mène davantage à l’intégration de dimensions diagnostiques qu’un apprentissage par inférences. Le deuxième était de vérifier si une tâche d’apprentissage de catégories implicites par inférences entraine davantage l’intégration de dimensions typiques qu’un apprentissage par classifications. Le troisième était d’évaluer si un effet de rehaussement du prototype (« prototype enhancement effect ») pouvait être observé dans le cadre d’un apprentissage par inférences. Le quatrième était de clarifier quelle est la mesure de tendance centrale qui présente réellement un effet de rehaussement du prototype : le mode, la médiane ou la moyenne. Suite aux résultats obtenus, les implications pour trois théories portant sur les processus de catégorisation sont discutées. Les trois théories sont celles des prototypes, des exemplaires et des frontières décisionnelles. / What is the nature of the representations people form of the categories they learn? It is generally accepted that the type of learning task has an influence on the answer to that question. That being said, most of the categorization theories elaborated during the last decades have focused almost exclusively on classification-learning tasks. The master thesis presented here had four objectives. First, to verify if a classification-learning task leads to the integration of more diagnostic dimensions than an inference-learning task in the context of implicit categories. Second, to verify if an inference-learning task leads to the integration of more typical dimensions than a classification-learning task, once again in the context of implicit categories. Third, to evaluate if a prototype enhancement effect can be observed in an inference-learning task. Fourth, to clarify which central tendency measure really presents a prototype enhancement effect: the mode, the median or the mean. Given the results obtained, implications for three categorization theories are discussed. The three theories are prototype theory, exemplar theory and decision-bound theory.

Être reconnue dans sa catégorie de produits et se distinguer de la concurrence sont deux critères importants de la gestion d’une marque. La recherche académique considère que la typicalité et la distinctivité induisent un avantage compétitif qui favorise les réactions des consommateurs en faveur de la marque. En conséquence, les marques s’appliquent à renforcer leur typicalité et/ou leur distinctivité au moyen des campagnes de communication, des produits et des points de vente qui constituent des repères d’identification de la marque au sein de la catégorie de produits. Toutefois, bien que la recherche se soit attachée aux bénéfices liés aux deux concepts, aucune étude n’a, à notre connaissance, comparé l’impact de la distinctivité et de la typicalité perçue sur les relations aux marques et les comportements des consommateurs, ni identifié les processus impliqués dans ces dynamiques. Dans ce but, cette recherche vise à comparer les influences de la distinctivité et de la typicalité de la marque sur les intentions des consommateurs. Plus précisément, le modèle proposé intègre les influences positives indirectes de la distinctivité via l’attachement à la marque (route affective), et de la typicalité via l’attitude vis-à-vis de la marque (route cognitive) sur les intentions comportementales. Deux études apportent un support empirique à nos hypothèses. Elles indiquent que l’influence de la route affective est plus forte que celle de la route cognitive dans le cas où les comportements sont difficiles à réaliser. A l’inverse, les routes affective et cognitive ont une influence comparable dans le cas de comportements qui requièrent moins d’effort de la part du consommateur / In a an increasingly competitive environment, brands try hard to differentiate themselves from their competitors and to establish themselves as a reference within their product category. Academic research shows that brand distinctiveness and brand typicality favor consumer reactions. Nevertheless, although academic research has investigated benefits related to brand distinctiveness and brand typicality, to date, no study has compared their respective impact on consumer brand relationships and behavior, nor identify the processes implied in such dynamics. As such, two empirical studies focus on the influence of brand distinctiveness and brand typicality on consumer behavioral intentions. The conceptual model posits that brand distinctiveness exerts an indirect positive effect on intents via brand attachment (affective route), while brand typicality exerts an indirect positive effect on intents via brand attitude (cognitive route). Main results confirm these hypotheses and reveal that the affective route exerts stronger influence on intents than the cognitive route, when behaviors are difficult to perform, whereas it exerts as much influence as cognitive route when behaviors are easy to perform

Esse trabalho tem o objetivo de analisar e discutir a concepção de Georg Lukács sobre realismo artístico exposta numa seleção de textos estético-literários produzidos durante a década de 1930. Seguimos o percurso de aquisição da teoria do realismo durante o decênio, enfocando o processo de apropriação da ação como elemento literário central, em sua orgânica relação com o típico. Uma vez que o caminho em direção à perspectiva artística do realismo tem início com a sua guinada marxista, de cunho ontológico, em fim dos anos vinte, buscamos apreender as relações entre esse caminho e o processo de sua aproximação a Marx, isto é, às determinações fundantes do ser social descobertas pelo grande revolucionário alemão. O trabalho aborda o significado da guinada marxista e os primeiros desenvolvimentos estéticos de sua concepção madura. Assim, adentra a questão da objetividade do reflexo artístico, a objetividade da forma, o partidarismo, a centralidade da ação e da tipicidade, a defesa da herança literária da burguesia em ascensão, da figuração e da narração. Estende-se também, no contexto das discussões positivas sobre a teoria do realismo, à crítica dos romances de reportagem, da arte de tendência e do naturalismo, bem como à explicitação da decadência ideológica da burguesia e as condições do triunfo do realismo. / This research aims to analyze and discuss Georg Lukács account on artistic realism as presented in selected aesthetical-literary writings from the thirties. It pursues the course of his acquisition of theory of realism during the decade focusing on the process of appropriation of action as a chief literary element, in its organic relation to the typical. Once the course toward the artistic perspective of realism starts in the end of the twenties with his turn to Marxism, ontologically marked, this work seeks to disclose the connections between this course and the process of his apprehension of Marxian thought, that is, the founding determinations of social being brought out by the great German revolutionary. This study concerns the meaning of Lukács Marxist turn and the first aesthetical developments of his mature writings. Therefore, it examines the objectivity of artistic reflection, the objectivity of form, partisanship, the centrality of action and typicality, the defense of ascendant bourgeoisie literary heritage, portrayal and narration. In the context of positive debate on the theory of realism, this research also approaches the critique of reportage novels, tendency art and naturalism, as well as aspects of ideological decay of bourgeoisie and the triumph of realism.

Cette thèse propose deux approches pour améliorer la qualité des réponses d'un système de raisonnement à partir de cas (RàPC) utilisant des connaissances produites par une communauté en ligne. La première approche concerne la mise en œuvre d'un modèle permettant de gérer la fiabilité des connaissances produites par la communauté sous la forme d'un score. Ce score de fiabilité est utilisé d'une part pour filtrer les connaissances non fiables afin qu'elles ne soient pas utilisées par le système de RàPC et d'autre part pour classer les réponses retournées par le système. La deuxième approche concerne la représentation de la typicalité entre sous-classes et classes dans une organisation hiérarchique. La typicalité est alors utilisée pour réorganiser les connaissances hiérarchiques utilisées par le système de RàPC. L'apport de ces deux approches a été évalué dans le cadre de eTaaable, un système de RàPC qui adapte des recettes de cuisine en utilisant des connaissances produites par une communauté en ligne. L'évaluation montre que la gestion de la fiabilité des connaissances produites par la communauté améliore la qualité des réponses retournées par eTaaable. De même, l'évaluation montre que l'utilisation par eTaaable des hiérarchies des connaissances réorganisées en exploitant la typicalité améliore également la qualité des réponses / This research work presents two approaches to improve the quality of the results returned by a case-based reasoning system (CBR) exploiting knowledge produced by an e-community. The first approach relies on a new model to manage the trustworthiness of the knowledge produced by the e community. In this model, the trustworthiness is represented through a score which is used to filter untrustworthy knowledge so that the CBR system will not use it anymore. Moreover, the trustworthiness score is also used to rank the CBR results. The second approach addresses the issue of representing the typicality between subclasses and classes in a hierarchy. The typicality is used to change the hierarchical organization used by the CBR system. Both approaches have been evaluated in the framework of eTaaable, a CBR system which adapts cooking recipes using knowledge coming from an e-community. The evaluations show that managing the trustworthiness of the knowledge produced by an e-community improves the quality of the results returned by eTaaable. The evaluations also shows that eTaaable returns also better results when using knowledge reorganized according to typicality.

Gender presentation, appearing in a way that fits social expectations of one’s gender role, represents one of the most obvious ways in which one’s gender identity becomes salient to others. This quality is especially relevant to note given the continued controversy surrounding children’s gender role development when raised by non-heterosexual parents. The current study is an examination of how gender presentation develops in adopted children with lesbian, gay, and heterosexual parents across two time points (Wave 1: N = 106, Mage = 36.07 months; Wave 2: N = 90, Mage = 8.34). Children’s gender presentation was analyzed using a novel coding scheme, consisting of several variables meant to target the presence of gender typed clothing. These elements of appearance were compared with several measures of child outcomes. It was found that children generally adhere to presentation elements of their assigned gender and there were limited differences by parental sexual orientation in any of the gender presentation variables. Additionally, there was no association found between conformity in gender presentation and children’s self-perception or parent or child gender-typical attitudes. The results of this initial study may prove to be useful in ongoing research surrounding children’s gender typicality.

The current study examined gender-based harassment in early adolescence and the characteristics of individuals who perpetrate such harassment (specifically, experiences with witnessing gender-based harassment and gender identity). Students in seventh and eighth grade (n = 483; 247 girls, 236 boys) completed surveys containing measures of gender identity (perceived same and other-gender typicality, felt pressure to conform to gender norms, and gender contentedness), and questions about witnessing and perpetrating teasing, bullying, and rejection because of a peer’s gender typicality or atypicality. Results revealed that the more GBH an individual had previously witnessed in their classroom, the more likely they were to report perpetrating GBH themselves. Additionally, boys high in other-gender typicality reported perpetrating more GBH than boys low in other-gender typicality. For girls, same-gender typicality interacted with felt pressure to conform to gender norms to predict GBH perpetration. For girls low in felt pressure, same-gender typicality negatively predicted GBH perpetration. For girls high in felt pressure, same-gender typicality positively predicted GBH perpetration.

Being excluded should motivate pro-social behaviors. Yet, exclusion can incite aggressive and anti-social responses. Two studies were conducted to examine how frequent experiences of exclusion impact self-esteem, perceptions that exclusion is typical of social experiences, and anti-social behaviors. In Study 1, participants completed pre and post-measures of exclusion typicality and self-esteem and reported, over eight weeks, feelings of exclusion and state self-esteem. Results supported the hypotheses in that experiences feeling excluded have direct and indirect effects on state and trait self-esteem as well as on exclusion typicality. In Study 2, participants were exposed to an exclusion manipulation and subsequent aggressive and anti-social behaviors were assessed. Results were inconsistent with hypotheses that exclusion typicality and self-esteem would moderate responses to exclusion. Discussion focuses on the implications for a model of exclusion elicited anti-social behaviors.

The current study examined whether adolescents’ gender-based victimization experiences (i.e., teasing, bullying, and rejection) mediated the association between gender typicality and psychological well-being. The current study also investigated whether daily experiences with the three types of gender-based victimization negatively impacted adolescents’ immediate emotional reactions. Participants were 570 seventh and eighth grade students (49.5% boys, 50.5% girls). During four visits over the course of two weeks, participants completed surveys about their own gender typicality, their psychological well-being (i.e., depression, anxiety, self-esteem, and body image), their experiences with gender-based teasing, bullying, and rejection, and their emotional responses to experiencing this victimization. Results indicated that experiences with gender-based teasing, bullying, and rejection mediated the association between gender typicality and psychological well-being. In addition, adolescents with worse initial psychological well-being and who experienced more rejection reported experiencing more negative emotional responses after victimization. The implications of these findings are discussed.

Quelle est la nature des représentations que se font les gens des catégories apprises? Il est généralement accepté que le type de tâche d’apprentissage a une influence sur la réponse à cette question. Ceci étant dit, la majorité des théories portant sur les processus de catégorisation élaborées durant les dernières décennies a porté presqu’exclusivement sur des tâches de classifications d’exemplaires. Le mémoire présenté ici avait quatre objectifs principaux. Le premier était de vérifier si une tâche d’apprentissage de catégories implicites par classifications mène davantage à l’intégration de dimensions diagnostiques qu’un apprentissage par inférences. Le deuxième était de vérifier si une tâche d’apprentissage de catégories implicites par inférences entraine davantage l’intégration de dimensions typiques qu’un apprentissage par classifications. Le troisième était d’évaluer si un effet de rehaussement du prototype (« prototype enhancement effect ») pouvait être observé dans le cadre d’un apprentissage par inférences. Le quatrième était de clarifier quelle est la mesure de tendance centrale qui présente réellement un effet de rehaussement du prototype : le mode, la médiane ou la moyenne. Suite aux résultats obtenus, les implications pour trois théories portant sur les processus de catégorisation sont discutées. Les trois théories sont celles des prototypes, des exemplaires et des frontières décisionnelles. / What is the nature of the representations people form of the categories they learn? It is generally accepted that the type of learning task has an influence on the answer to that question. That being said, most of the categorization theories elaborated during the last decades have focused almost exclusively on classification-learning tasks. The master thesis presented here had four objectives. First, to verify if a classification-learning task leads to the integration of more diagnostic dimensions than an inference-learning task in the context of implicit categories. Second, to verify if an inference-learning task leads to the integration of more typical dimensions than a classification-learning task, once again in the context of implicit categories. Third, to evaluate if a prototype enhancement effect can be observed in an inference-learning task. Fourth, to clarify which central tendency measure really presents a prototype enhancement effect: the mode, the median or the mean. Given the results obtained, implications for three categorization theories are discussed. The three theories are prototype theory, exemplar theory and decision-bound theory.