Facilitar la teoría de la mente en niños con alteraciones del lenguaje

The ability to recognize mental states in oneself and others, or the theory of mind, has been a widely studied topic in last years. Traditionally, these studies have focused on the understanding of false belief, one of the most important milestones in its development. Studies conducted with children with language difficulties suggest that they have a delay in false belief acquisition. On the other hand, numerous studies have established a relationship between the understanding of false belief and language skills. In particular, it has been suggested that training based in labelling objects with double perspective facilitates the understanding of false belief. The aim of the present study is to test the effect of the structuration level of labelling training in a group of children with difficulties in language development. A total of 14 children, aged between 58 and 107 months, were trained in 3 sessions, and a pre-test and a post-test were administered to evaluate the effects of the training. The results confirm a delay in false belief understanding in children with developmental language difficulties, and suggest that the structured labelling training is effective to improve this understanding

La Relación del lenguaje con la teoría de la mente en edad escolar

In the past years a considerable amount of research has been carried out on the development of theory of mind (ToM) reporting that language and ToM performance are correlated. However it is less clear what aspect of language is related with ToM development. Some studies show a greater influence of semantics aspects, whereas others suggest that sentential complement sentences, a specific aspect of syntax, are crucial for false belief understanding (FB). Yet others argue that pragmatic abilities correlate with FB understanding. The aim of this study is investigate, on the one side, the development of ToM between the ages of 6 and 8 and on the other side, the relationship between some aspects of language and the ToM improvement. Several ToM tasks were administrated to evaluate children’s performance at two different ages (60 participants aged 6 and 8 years) and four tasks to assess language abilities. The results show a significant increase in the understanding of the mind between the ages of 6 and 8. Furthermore, results reveal a significant relationship between syntax and tasks that require FB understanding, while pragmatics is more strongly associated with tasks that involve more complex socio-cognitive understandings

Lenguaje y Teoría de la mente: una aproximación multidimensional

El propósito de este trabajo es realizar una puesta al día sobre las relaciones entre el desarrollo del lenguaje y el desarrollo de la Teoría de la Mente. Entre las hipótesis propuestas para conceptualizar dichas relaciones, realizamos un examen más exhaustivo de aquellos modelos que apoyan una implicación directa entre lenguaje y Teoría de la Mente. En este contexto, en primer lugar subrayamos la necesidad de ampliar dicha noción para incluir habilidades anteriores y posteriores a la comprensión de la falsa creencia. En segundo lugar, examinamos las diferentes hipótesis acerca de los aspectos del lenguaje más vinculados al desarrollo sociocognitivo, y las principales evidencias empíricas que las sustentan. Finalmente, discutimos un modelo de causalidad recíproca donde los vínculos entre lenguaje y Teoría de la Mente variarán según el momento del desarrollo considerado

Habilidades de cognición social en niños y niñas con el síndrome de Down: resultados de un estudio preliminar

The understanding of false belief is one of the most important milestones in the development of social cognition in children. Many studies have been conducted on this kind of cognition in children with a typical development. Despite being a key point for improving their welfare and quality of life, there are few studies in children with Down's syndrome. The aim of the present work is to carry out an in-depth study of social cognition in children with Down's syndrome. For this purpose, we used 6 tasks, with 3 levels of difficulty, in a group of 9 children aged between 4 and 14 years. Six of these children had a genetic diagnosis of Down's syndrome. The results of our research corroborate previous studies suggesting difficulties in the development of social cognition in children with Down's syndrome, and more specifically in tasks involving false beliefs

"Pää"

Kirjallisuusarvostelu

Licensing Model Development for Small Modular Reactors (SMRs) - Focusing on the Finnish Regulatory Framework

Recently, Small Modular Reactors (SMRs) have attracted increased public discussion. While large nuclear power plant new build projects are facing challenges, the focus of attention is turning to small modular reactors. One particular project challenge arises in the area of nuclear licensing, which plays a significant role in new build projects affecting their quality as well as costs and schedules. This dissertation - positioned in the field of nuclear engineering but also with a significant section in the field of systems engineering - examines the nuclear licensing processes and their suitability for the characteristics of SMRs. The study investigates the licensing processes in selected countries, as well as other safety critical industry fields. Viewing the licensing processes and their separate licensing steps in terms of SMRs, the study adopts two different analysis theories for review and comparison. The primary data consists of a literature review, semi-structured interviews, and questionnaire responses concerning licensing processes and practices. The result of the study is a recommendation for a new, optimized licensing process for SMRs. The most important SMR-specific feature, in terms of licensing, is the modularity of the design. Here the modularity indicates multi-module SMR designs, which creates new challenges in the licensing process. As this study focuses on Finland, the main features of the new licensing process are adapted to the current Finnish licensing process, aiming to achieve the main benefits with minimal modifications to the current process. The application of the new licensing process is developed using Systems Engineering, Requirements Management, and Project Management practices and tools. Nuclear licensing includes a large amount of data and documentation which needs to be managed in a suitable manner throughout the new build project and then during the whole life cycle of the nuclear power plant. To enable a smooth licensing process and therefore ensure the success of the new build nuclear power plant project, management processes and practices play a significant role. This study contributes to the theoretical understanding of how licensing processes are structured and how they are put into action in practice. The findings clarify the suitability of different licensing processes and their selected licensing steps for SMR licensing. The results combine the most suitable licensing steps into a new licensing process for SMRs. The results are also extended to the concept of licensing management practices and tools.

Det planlagda och det som visar sig : klasslärarstuderandes syn på undervisning i teknisk slöjd

Sloyd as an activity concretizes man’s ability to, with the help of mind and body, reshape materials into objects and change her conditions for survival. The sloyd actor outside school works when the spirit moves her, while the pupil in school is expected to sloyd regardless of motivation. Subject teachers become experts on sloyd in educational settings, while the qualification requirements may set the class teachers’ voluntariness within parenthesis. All class teachers qualify to teach all core subjects of the national curriculum in Finland from preschool to grade six. The aim of the current thesis is to deepen the knowledge on how the science of sloyd education can support class teacher students’ future teaching in sloyd. In the empirical part of the study, Swedish-speaking Finnish class teacher students’ views on technical sloyd as one of their future subjects for teaching are examined. The class teacher’s qualifying skills in teaching technical sloyd are expected to take shape during only a few ECTS study points. The teacher students’ experience of the subject from the pupil’s perspective is supposed to move into a budding teacher subject. In a research-based teacher education, self-reflection and reflection as a dialogue are extended aided by research results. Intuitive thinking interplays with rational thinking during this time. The teacher student’s approach to make use of the autonomous free space in teaching is, in the current thesis, as considerations where the individual weighs the pros and cons in relation to various phenomena in sloyd and the school overall. The basis for an individual autonomy is shaped and is expected to interplay on the common arena of autonomy. In the exercise of their profession, the class teacher teaching sloyd is expected to oscillate between the sloyd educational practice and theory. The first step in this movement within the teacher education is the coverage of a selection of theories during the studies. The empirical part of the study is carried out at two separate occasions with directed open-ended interviews with fifteen class teacher students in the beginning and end of their first year of study. The data was analysed with a hermeneutic approach and a qualitatively oriented approach to content analysis. The results are mirrored against theory within the science of sloyd education. The results show that class teacher students have a versatile view of educational sloyd. The overall results overthrow parts of the researcher’s pre-understanding. The viewpoint of the students seems to broaden from a merely manual activity to seeing sloyd as an educational activity. In order for the results to gain significance in the teacher education of the future, a line of reasoning is conducted in order to recommend an extended dialogue and thirteen possible themes for enriching discussions are put forth as a result of the present study. The extended dialogue focuses on that teacher education should make conscious ventures to create opportunities for the students to take part in effective discussions on the subject of sloyd, complementing the existing dialogue between the teacher educator and the students. This thesis lends support to reflections on the following aspects of educational sloyd in these dialogues: the reasons for why the sloyd subject exists, the ambitions of the subject, the content and organization of the subject for students as well as for the teacher educators.

Modular Double-Cascade Converter

Medium-voltage motor drives extend the power rating of AC motor drives in industrial applications. Multilevel converters are gaining an ever-stronger foothold in this field. This doctoral dissertation introduces a new topology to the family of modular multilevel converters: the modular double-cascade converter. The modularity of the converter is enabled by the application of multiwinding mediumfrequency isolation transformers. Owing to the innovative transformer link, the converter presents many advantageous properties at a concept level: modularity, high input and output power quality, small footprint, and wide variety of applications, among others. Further, the research demonstrates that the transformer link also plays a key role in the disadvantages of the topology. An extensive simulation study on the new converter is performed. The focus of the simulation study is on the development of control algorithms and the feasibility of the topology. In particular, the circuit and control concepts used in the grid interface, the coupling configurations of the load inverter, and the transformer link operation are thoroughly investigated. Experimental results provide proof-of-concept results on the operation principle of the converter. This work concludes a research collaboration project on multilevel converters between LUT and Vacon Plc. The project was active from 2009 until 2014.

Influência da embalagem na aceitação de diferentes marcas comerciais de cerveja tipo Pilsen

Foram estudadas nove marcas de cervejas comerciais brasileiras tipo Pilsen, com o objetivo de avaliar a influência da embalagem na aceitação das mesmas. As amostras foram separadas em três grupos e baseadas na pesquisa Top of Mind/2005. As marcas 1, 2, 3 e 4 (grupo a) foram as mais citadas pelos consumidores nacionais; as 5 e 6 (grupo b) tiveram citação intermediária; e as 7, 8 e 9 (grupo c) são consideradas regionais. O trabalho foi dividido em 3 etapas: teste cego, teste com embalagem e teste com informação. Os testes foram aplicados a 54 julgadores, em condições laboratoriais, usando escala hedônica de 9 categorias. Os resultados foram analisados por ANOVA e teste de Tukey (p < 0,05). No teste cego, a marca 1 diferiu significativamente das marcas 4, 7 e 8, sendo a menos aceita. No teste com embalagem, a situação se inverteu, sendo a marca 1 a mais aceita, juntamente com as marcas 3, 4 e 9, e a marca 7 foi a menos aceita. Já no teste com informação, as cervejas do grupo a e a marca 8 (regional) foram as mais aceitas. Os resultados indicam que muitas vezes a embalagem influencia e pode modificar a aceitação de algumas cervejas.

Henri Bergson e a simbiose cognitivo-psíquica na relação subjetividade & trabalho

The main purpose of this paper is to amplify the current theoretical scenario of "Mental Health and Work" area, according to the Henri Bergson's philosophy and his concepts of perception, cognition, duration, psychic life, time and subjectivity. This theoretical-philosophical article aims to shed new light on the relations between philosophy of mind and present-day efforts toward a scientific theory of cognition, with its complex structure of theories, hypotheses and disciplines. There is in this paper a new approach to understand the contemporary cognitive sciences in a kind of phenomenological investigation initiated by Husserl's phenomenology. The methods employed were the systematic review and adaptation of Bergson's concepts, and its naturalization in the actual context of epistemological and ontological principles of cognitive sciences, to phenomenological analysis of "work-mental health" links. The current contributions of the Husserl's Phenomenology were used to understand the relations between mental health and work. There are also references to philosophy applied in contemporary cognitive sciences based on Bergson's theoretic-philosophical proposal.

Animal Experience in Kant’s Philosophy

The role of animals in the philosophy of mind is primarily to help understand the human mind by serving as practical examples of cognition that differs from ours either in kind or in degree. Kant regarded animals as beings that only have the faculty of sensibility. By examining what Kant writes about animal experience we gain knowledge concerning the role of sensibility in experience, free from the influence of understanding and reason. I look at Kant’s view of animals in the historical context of alternative views presented by Descartes’ and Hume’s views. Kant’s view can be seen as a counterargument against Descartes’ doctrine of animal machines according to which animals do not have minds and they do not think. I suggest that while it can be argued that some kind of elementary experience could be possible in the physiological level, this only makes sense when it is possible to become conscious of the unconscious sensation, and this requires a mind. A further option is to claim that there is only a difference in degree between human and animal cognitive capacities. This is Hume’s view. I argue that even though Kant’s and Hume’s view on the cognitive capacities of animals seems to depart from each other to a considerable extent, the differences between them diminish when the focus is on the experience these capacities enable. I also briefly discuss the relation of the metaphysics of animal minds to animal ethics.

Cohesion Metrics for Improving Software Quality

Abstract Software product metrics aim at measuring the quality of software. Modu- larity is an essential factor in software quality. In this work, metrics related to modularity and especially cohesion of the modules, are considered. The existing metrics are evaluated, and several new alternatives are proposed. The idea of cohesion of modules is that a module or a class should consist of related parts. The closely related principle of coupling says that the relationships between modules should be minimized. First, internal cohesion metrics are considered. The relations that are internal to classes are shown to be useless for quality measurement. Second, we consider external relationships for cohesion. A detailed analysis using design patterns and refactorings confirms that external cohesion is a better quality indicator than internal. Third, motivated by the successes (and problems) of external cohesion metrics, another kind of metric is proposed that represents the quality of modularity of software. This metric can be applied to refactorings related to classes, resulting in a refactoring suggestion system. To describe the metrics formally, a notation for programs is developed. Because of the recursive nature of programming languages, the properties of programs are most compactly represented using grammars and formal lan- guages. Also the tools that were used for metrics calculation are described.

Why do some adults change their minds about what is important in the visual arts? : a case study

This-~-case study used ethnographic-methodo-logy. --The research project was an introductory study of one adult's present and past experiences with the visual arts, exploring, in particular, the causes and processes that were related to the individual's changes of mind in order to develop an understanding of why that individual had changed her mind about what was significant in the visual arts. The individual who provided the data was a solid supporter of art galleries: female, middle-aged, graduate of university and college, married with two children, and living in an urban community. The data were collected from two informal conversational interviews and from a written description of one change experience selected by the participant. The individual had positive experiences with art during early childhood, in elementary and secondary school, during university, in avocational drawing and painting studio courses, and in aesthetic experiences. All of these experiences have had individual effects and, together, they have had a cumulative effect on the development of the participant's opinions and ideas about the visual arts. The experiences which had the most effect on the development of the individual's perspectives on the visual arts were handson studio, educational, and aesthetic experiences. Further research is suggested to investigate why some adults change their minds about the visual arts.

Children's Lie-Telling and Self-Awareness as an Honesty Promoting Technique

The present study investigated how social-cognitive development relates to children’s lie-telling and the effectiveness of a novel honesty promoting technique (i.e., self-awareness). Sixty-four children were asked not to peek at a toy in the experimenter’s absence and were later asked about whether they had peeked as a measure of their honesty. Half of the children were questioned in the self-awareness condition and half in the control condition. Additionally, children completed a battery of cognitive and social-cognitive tests to assess executive functioning and theory-of-mind understanding. While first-order theory-of-mind understanding, inhibitory control, and visuospatial working memory did not significantly relate to children’s lie-telling, measures of inhibitory control in conjunction with working memory and complex working memory were significantly related to children’s lie-telling. Finally, the novel honesty promoting technique was effective: children in the self-aware condition lied significantly less often than children in the control condition.

Teaching Adolescents to Think and Act Responsibly Through Narrative Film-making: A Qualitative Study

The current qualitative study examined an adapted version of the psychoeducational program, Teaching Adolescents to Think and Act Responsibly: The EQUIP Approach (DiBiase, Gibbs, Potter, & Blount, 2012). The adapted version, referred to as the EQUIP – Narrative Filmmaking Program, was implemented as a means of character education. The purpose of this study was three-fold: 1) to examine how the EQUIP – Narrative Film-making Program influenced student’s thoughts, feelings, and behaviours; 2) to explore the students’ and the teacher’s perception of their experience with the program; and 3) to assess whether or not the integrated EQUIP – Narrative Film-making Program addressed the goals of Ontario’s character education initiative. Purposive sampling was used to select one typical Grade 9 Exploring Technologies class, consisting of 15 boys from a Catholic board of education in the southern Ontario region. The EQUIP – Narrative Film-making Program required students to create moral narrative films that first portrayed a set of self-centered cognitive distortions, with follow-up portrayals of behavioural modifications. Before, during, and after intervention questionnaires were administered to the students and teacher. The student questionnaires invited responses to a set of cognitive distortion vignettes. In addition, data was collected through student and teacher interviews, and researcher observation protocol reports. Initially the data was coded according to an a priori set of themes that were further analyzed according to emotion and values coding methods. The results indicated that while each student was unique in his thoughts, feelings, and behavioural responses to the cognitive distortion vignettes after completing the EQUIP program, the overall trends showed students had a more positive attitude, with a decreased proclivity for antisocial behaviour and self-serving cognitive distortion portrayed in the vignettes. Overall, the teacher and students’ learning experiences were mainly positive and the program met the learning expectations of Ontario’s character education initiative. Based on these results of the present study, it is recommended that the EQUIP – Narrative Film-making Program be further evaluated through quantitative research and longitudinal study.