A aprendizagem musical como elemento de aperfeiçoamento de competências matemáticas

Tomando como ponto de partida a relação entre música e matemática, nesta investigação temos como principal objetivo estudar a influência da aprendizagem musical no desempenho matemático. Pretendeu-se ainda observar o efeito de um conjunto de preditores no referido desempenho, mais concretamente do nível socioeconómico, da inteligência e de variáveis cognitivo-motivacionais (motivação, expectativas de autoeficácia e atribuições causais). Numa primeira parte, delineámos as linhas teóricas desta investigação. Começámos por relatar a relação entre música e matemática no âmbito da musicologia histórica, da teoria e análise musicais, da acústica e das tendências na composição musical, evidenciando os mecanismos de ligação entre elementos e conceitos musicais e tópicos e temas matemáticos. Relatámos os benefícios da exposição musical ao nível do desenvolvimento cognitivo e intelectual, destacando o aumento do raciocínio espacial, do desempenho matemático e da inteligência com a aprendizagem musical. De seguida, descrevemos o impacto das aulas de música no aumento do desempenho académico a várias disciplinas, nomeadamente a Matemática, enfatizando a associação da duração da aprendizagem musical com o aumento das capacidades matemáticas; para além do efeito da aprendizagem musical, procurámos ainda explicação de um desempenho académico melhorado com base em variáveis potenciadoras da performance, tais como o nível socioeconómico e a inteligência. Nesta linha de abordagem, explorámos os efeitos de variáveis influentes do desempenho académico fora do contexto musical, reportando-nos ao nível socioeconómico, à inteligência e às dimensões cognitivo-motivacionais (motivação, expectativas de autoeficácia e atribuições causais), destacando o poder preditivo da inteligência, seguido do nível socioeconómico e da motivação. Por fim, referimo-nos à interação entre música e encéfalo por meio das temáticas da plasticidade neural estrutural e funcional, do efeito da aprendizagem e performance musicais, da cognição musical e domínios não musicais, bem como dos fatores genéticos; sublinhamos a possibilidade de ligações entre a cognição musical e os domínios espacial e matemático. Numa segunda parte, apresentamos a investigação que desenvolvemos em contexto escolar com 112 alunos do 7º ano de escolaridade provenientes de 12 escolas do Ensino Básico. Nove são do Ensino Especializado de Música e três são do Ensino Regular. No total, as escolas enquadram-se nas zonas urbanas de Braga, Coimbra e Lisboa. O estudo possui carácter longitudinal e abrange três anos letivos, do 7º ao 9º anos de escolaridade. Após explanação dos objetivos, das hipóteses de investigação, da caracterização da amostra, da descrição dos instrumentos de avaliação e respetiva validação empírica, relatamos os resultados que encontrámos. Estes permitiram, por um lado, validar a hipótese de que os alunos submetidos ao ensino formal de música apresentam um desempenho matemático superior comparativamente aos alunos que não frequentaram este tipo de ensino (H1) e, por outro, sustentar que o número de anos de aprendizagem musical contribui para o aumento do desempenho matemático (H3). Sublinha-se, ainda, que os alunos de instrumento de teclado revelaram desempenho matemático mais elevado em relação aos seus pares que estudaram outros instrumentos. Já no que se refere ao poder preditivo do tipo de ensino (Ensino Especializado de Música vs. Ensino Regular), apurámos que a formação em música prevê melhores desempenhos a matemática; destaca-se que as variáveis em estudo, tais como o nível socioeconómico, a motivação, as expectativas de autoeficácia e a inteligência adicionam capacidade explicativa do desempenho matemático, sendo que a presença da aprendizagem musical perdeu aptidão preditiva apenas na presença da inteligência. Contudo, após controlo estatístico da inteligência, foi possível concluir que a aprendizagem musical mantém o poder preditivo no desempenho matemático (H2). Os resultados permitiram identificar em que tópicos e temas matemáticos relacionados com os elementos e conceitos musicais os alunos com aprendizagem musical apresentam melhores desempenhos, evidenciando-se os tópicos no âmbito da Geometria (H4). Observámos, também, que é possível prever o desempenho matemático a partir do raciocínio espacial dos alunos (H5). Finalmente, referimos as limitações, refletimos sobre as implicações que estes resultados poderão trazer no âmbito do ensino da música em Portugal e apontamos pistas conducentes ao desenvolvimento de investigações futuras.

A trajectória do auto-retrato pintado na história da arte em Portugal : da emergência à afirmação do género, na contemporaneidade, 1470-1975

Tese de doutoramento, História (História da Arte), Universidade de Lisboa, Faculdade de Letras, 2015

[Archives de l'Opéra. Régie. Régie des choeurs. Première série]

Avec indications d'attributions de pensions

Parental beliefs as predictors of children's externalizing behaviors

The relationship between maternal beliefs about children's externalizing behaviors (EB) and the frequency of their children's EB was investigated. The sample of 71 consisted of two groups of mothers of children between 8-12 years of age. The Clinic group consisted of 35 mothers of children referred to a Children's Clinic due to externalizing behavior problems. The School group consisted of 36 mothers of children attending elementary school. Mothers completed questionnaires measuring parental beliefs and the frequency of their children's EB. Results showed that mothers' endorsement of authoritarian parenting was positively related to children's EB scores. A U-shaped relationship was found between mothers' relationship-centered goals and children's EB scores. Parent-centered goals and children's EB scores were positively correlated only in the clinic group. Mothers'-hostile attribution scores were positively related to their children's EB scores in both groups. Mothers with low perceived parenting scores were associated with higher children's EB scores in both groups. Overall, results revealed potential clinical implications. Parenting programs that change parenting goals, attributions, and ii Parental Beliefs sense of parenting control, which in turn influences parenting behavior, may influence the frequency of their children's externalizing behaviors.

A multidimensional measurement approach and analysis of children's motivation for reading, attributional style, and reading achievement

The present study investigates the usefulness of a multi-method approach to the measurement of reading motivation and achievement. A sample of 127 elementary and middle-school children aged 10 to 14 responded to measures of motivation, attributions, and achievement both longitudinally and in a challenging reading context. Novel measures of motivation and attributions were constructed, validated, and utilized to examine the relationship between ~ motivation, attributions, and achievement over a one-year period (Study I). The impact of classroom contexts and instructional practices was also explored through a study of the influence of topic interest and challenge on motivation, attributions, and persistence (Study II), as well as through interviews with children regarding motivation and reading in the classroom (Study III). Creation and validation of novel measures of motivation and attributions supported the use of a self-report measure of motivation in situation-specific contexts, and confirmed a three-factor structure of attributions for reading performance in both hypothetical and situation-specific contexts. A one-year follow up study of children's motivation and reading achievement demonstrated declines in all components of motivation beginning at age 10 through 12, and particularly strong decreases in motivation with the transition to middle school. Past perceived competence for reading predicted current achievement after controlling for past achievement, and showed the strongest relationships with reading-related skills in both elementary and middle school. Motivation and attributions were strongly related, and children with higher motivation Fulmer III displayed more adaptive attributions for reading success and failure. In the context of a developmentally inappropriate challenging reading task, children's motivation for reading, especially in terms of perceived competence, was threatened. However, interest in the story buffered some ofthe negative impacts of challenge, sustaining children's motivation, adaptive attributions, and reading persistence. Finally, children's responses during interviews outlined several emotions, perceptions, and aspects of reading tasks and contexts that influence reading motivation and achievement. Findings revealed that children with comparable motivation and achievement profiles respond in a similar way to particular reading situations, such as excessive challenge, but also that motivation is dynamic and individualistic and can change over time and across contexts. Overall, the present study outlines the importance of motivation and adaptive attributions for reading success, and the necessity of integrating various methodologies to study the dynamic construct of achievement motivation.

Predictors of shy children's coping with a social conflict : mediators and moderators

Shy children are at risk for later maladjustment due to ineffective coping with social conflicts through reliance on avoidance, rather than approach-focused, coping. The purpose of the present study was to explore whether the relation between shyness and children's coping was mediated by attributions and moderated by personality selftheories and gender. Participants included a classroom-based sample of 175 children (93 boys), aged 9-13 years (M = 10.11 years, SD = 0.92). Children completed self-report measures assessing shyness, attributions, personality self-theories and coping strategies. Results showed that negative attribution biases partially mediated the negative relations between shyness and social support seeking, as well as problem-solving, and the positive association between shyness and externalizing. Moreover, self-theories moderated the relation between shyness and internalizing coping at the trend level, such that the positive relation was exacerbated among entity-oriented children to a greater degree than incrementally-oriented children. In terms of gender differences, shyness was related to lower use of social support and problem-solving among incrementally-oriented boys and entity-oriented girls. Thus, shy children's perceptions of social conflicts as the outcome of an enduring trait (e.g., social incompetence) may partially explain why they do not act assertively and aggress as a means of social coping. Furthermore, entity-oriented beliefs may exacerbate shy children's reliance on internalizing actions, such as crying. Although an incrementally-oriented stance may enhance shy girls' reliance on approach strategies, it does not appear to serve the same protective role for shy boys. Therefore, copingoriented interventions may need to focus on restructuring shy children's social cognitions and implementing gender-specific programming for their personality biases.

Role Differences in the Perception of Injustice

The current dissertation examined role differences in the perception of injustice; specifically, differences in how victims and offenders respond to a situation that they both agree is unfair. Past research has demonstrated that role affects reactions to transgressions and injustice, including recall of transgressions, and attributions of blame and responsibility (e.g., Baumeister, Stillwell, & Wotman, 1990; Mikula, Athenstaedt, Heschgl, & Heimgartner, 1998). However, to date, little work has examined role differences in perceptions of why an event is perceived as unfair (i.e., how an injustice is framed) or how justice should be restored. These were the perceptions I focused on in the present thesis. I also examined potential concerns that may motivate victims' and offenders' justice reactions, as well as the potential interaction between role and relationship quality in predicting justice reactions. In Studies 1 and 2, several of the predicted role differences in concerns were found; however, these did not lead to the expected differences in framing and restoration. In Study 1, using a vignette methodology, I found differences primarily in how victims and offenders believed justice should be restored. Overall, the significant role effects showed an accommodating response pattern (e.g., offenders proposed punishment more than did victims and neutral observers, whereas victims recommended minimal compensation more than did offenders and neutral observers), inconsistent with previous research and my hypotheses. Study 2, which employed a sample of romantic couples, substantiated the accommodating pattern found in Study 1. Study 3, which sampled a broader range of relationships, also showed i \ examples of accommodating reactions. In addition, Study 3 provided some support for the hypothesized interaction between role and relationship quality, such that responses were more accommodating as relationship quality increased. For example, offenders more strongly endorsed methods of restoration such as offender apology and recognition of the relationship with increasing relationship quality. Overall, the results from this dissertation support the general notion that victims and offenders respond to injustice differently, and, in-line with previous research on other justice-related responses (e.g., Mikula et at, 1998), suggest that victims and offenders show an other-serving, accommodating tendency in justice reactions when relationship quality is high.

Analyse de la polémique d'attribution des fresques du cycle franciscain de la basilique supérieure d'Assise

Pour respecter les droits d'auteur, la version électronique de ce mémoire a été dépouillée de ses documents visuels et audio-visuels. La version intégrale du mémoire a été déposée au Service de la gestion des documents et des archives de l'Université de Montréal.

La relation entre les cognitions sociales des parents, les pratiques parentales et les caractéristiques comportementales de l'enfant ayant un TDAH

À ce jour, plusieurs études se sont penchées sur l’influence des comportements problématiques des enfants présentant un trouble déficitaire de l'attention avec ou sans hyperactivité (TDAH) sur les pratiques parentales (Chronis-Tuscano et al., 2008), mais peu de recherches se sont intéressées à la relation entre ce que pensent les parents et la façon dont ils se comportent avec leur enfant (Rudy & Grusec, 2006). L’objectif principal de cette thèse est d’étudier la relation entre les cognitions sociales des parents, les pratiques parentales et les caractéristiques comportementales de l’enfant présentant un TDAH. Une première étude examine la relation entre les cognitions sociales des parents (attributions causales, sentiment d’auto-efficacité parental (SAEP)), les caractéristiques comportementales de l’enfant (sous-type TDAH, symptômes concomitants) en lien avec les pratiques parentales utilisées. Cent dix familles dont l’enfant a un TDAH ont participé à l’étude. Les résultats indiquent que plus les parents ont un SAEP élevé, plus ils rapportent employer une discipline appropriée, une discipline verbale positive, des félicitations/récompenses et moins ils rapportent utiliser une discipline sévère/inconstante ou la punition physique. Les résultats montrent également que l’attribution des comportements de désobéissance de l’enfant soit à l’effort important du parent, soit au manque d’effort de l’enfant joue un rôle prédicteur en regard respectivement de l’utilisation d’une discipline verbale positive ou de l’utilisation d’une discipline sévère et inconstante par le parent. Par ailleurs, le fait de percevoir des symptômes d’opposition chez l’enfant TDAH prédit l’utilisation d’une discipline appropriée et d’une discipline verbale positive. Enfin, la présence de symptômes concomitants au TDAH prédit l’utilisation d’une discipline sévère et inconstante. L’objectif de la seconde étude est d’examiner le rôle des cognitions sociales des parents d’enfant ayant un TDAH en lien avec les pratiques parentales utilisées après leur participation à deux types d’intervention (programme d’entraînement aux habiletés parentales (PEHP) ou soutien téléphonique (ST)) comparativement à un groupe contrôle (GC). Les résultats suggèrent que dans certains cas, le SAEP ou les attributions causales prédisent différemment les pratiques parentales selon que les parents ont ou non participé à une intervention, mais il est prématuré de conclure que les cognitions sociales des parents d’enfant TDAH sont des modérateurs du changement des pratiques parentales. Les implications méthodologiques, conceptuelles et cliniques de ces deux études sont discutées.

«Et ferez justice» : le métier d’intendant au Canada et dans les généralités de Bretagne et de Tours au 18e siècle (1700-1750)

Cette thèse consiste en une étude comparative du métier d’intendant au Canada et dans les généralités de Bretagne et de Tours dans la première moitié du 18e siècle (1700-1750). Elle s’appuie sur l’intendant pour s’interroger sur l’existence de spécificités dans l’exercice du pouvoir en contexte colonial par rapport au contexte métropolitain. Considéré par la plupart des historiens de la France d’Ancien Régime comme le personnage clé de l’évolution politique qui aurait fait passer la monarchie de sa phase judiciaire jusqu’à sa phase dite « administrative », l’intendant de justice, police et finance ou commissaire départi est au coeur des débats sur l’absolutisme et son rôle de première ligne dans l’oeuvre de centralisation monarchique en fait le sujet idéal pour observer la portée réelle de ce régime sur le terrain. L’examen du fonctionnement de l’intendance est un préalable obligé pour qui veut comprendre les rapports entre administrateurs et administrés et mieux cerner la capacité de régulation de l’État. Dans le cadre des attributions définies par sa commission, quelles sont les tâches qui l’occupent concrètement ? Cette thèse s’intéresse à l’intendant du point de vue de sa pratique, en s’appuyant sur la description interne des sources produites par l’intendant pour décortiquer ses mécanismes d’intervention. Deux types de documents sont analysés successivement, soit la correspondance, incluant les pièces jointes et les documents de travail, et les actes de portée réglementaire, incluant les ordonnances et les arrêts du Conseil d’État. Chemin faisant, nous avons fait la rencontre des individus et groupes qui sollicitent l’intervention de l’intendant, levant le voile sur les rapports de pouvoir et les interactions qui le lient à ses supérieurs, aux justiciables et aux institutions locales. L’exercice permet de poser en des termes nouveaux l’action de ce personnage dont on connaissait les attributions et principales décisions, mais beaucoup moins leur logique sous-jacente.

An Analysis of Laypeople’s Beliefs Regarding the Origins of Their Worst Nightmare

Essai présenté à la Faculté des Arts et des Sciences en vue de l’obtention du grade de Doctorat en Psychologie Clinique (D. Psy.)

Partner behavioral responses to pain mediate the relationship between partner pain cognitions and pain outcomes in women with provoked vestibulodynia.

Partner behavioral responses to pain can have a significant impact on patient pain and depression, but little is known about why partners respond in specific ways. Using a cognitive-behavioral model, the present study examined whether partner cognitions were associated with partner behavioral responses, which prior work has found to predict patient pain and depressive symptoms. Participants were 354 women with provoked vestibulodynia and their partners. Partner pain-related cognitions were assessed using the partner versions of the Pain Catastrophizing Scale and Extended Attributional Style Questionnaire, whereas their behavioral responses to pain were assessed with the Multidimensional Pain Inventory. Patient pain was measured using a numeric rating scale, and depressive symptoms were assessed using the Beck Depression Inventory–II. Path analysis was used to examine the proposed model. Partner catastrophizing and negative attributions were associated with negative partner responses, which were associated with higher patient pain. It was also found that partner pain catastrophizing was associated with solicitous partner responses, which in turn were associated with higher patient pain and depressive symptoms. The effect of partner cognitions on patient outcomes was partially mediated by partner behavioral responses. Findings highlight the importance of assessing partner cognitions, both in research and as a target for intervention. Perspective The present study presents a cognitive-behavioral model to partially explain how significant others' thoughts about pain have an effect on patient pain and depressive symptoms. Findings may inform cognitive-behavioral therapy for couples coping with PVD.

Elterliche Geschlechtsstereotype und deren Einfluss auf das mathematische Selbstkonzept von Grundschulkindern

Ausgangspunkt dieser Dissertation ist die Überlegung, warum Mädchen und Frauen in mathematisch-naturwissenschaftlichen Fächern und Berufen unterrepräsentiert sind. Irrtümlicherweise werden als Erklärung hierfür häufig Geschlechterdifferenzen in der Mathematikleistung herangezogen. Diese bieten jedoch aufgrund nicht einheitlicher Forschungsbefunde keinen zufriedenstellenden Erklärungsansatz. Naheliegender ist es, das mangelnde Selbstvertrauen von Mädchen in Mathematik (als mathematisches Selbstkonzept bezeichnet) als Ursache heranzuziehen, denn verschiedene Studien kamen zu dem Ergebnis, dass Mädchen, auch bei vergleichbarer Leistung, ein geringeres mathematisches Selbstkonzept aufweisen als Jungen (Dickhäuser & Stiensmeier-Pelster, 2003; Frome & Eccles, 1998; Rustemeyer & Jubel, 1996; Skaalvik & Skaalvik, 2004). Die Rolle der Eltern als primäre Sozialisationsinstanz wird als bedeutsamer Einflussfaktor auf das mathematische Selbstkonzept von Kindern beschrieben. Besonders für den Bereich Mathematik besteht die Gefahr, dass Eltern durch geschlechtsstereotype Einstellungen und Erwartungen ihre Tochter ungünstig beeinflussen (Jacobs, 1991; Tiedemann, 2000). In dieser Arbeit wird untersucht, inwiefern Eltern Geschlechtsstereotype zuungunsten der Mädchen in Mathematik äußern und inwiefern sich diese – schon zur Grundschulzeit – in den elterlichen Einschätzungen (elterliche Leistungs- und Fähigkeitseinschätzungen sowie elterliche Ursachenerklärungen) des eigenen Kindes widerspiegeln. Es wird angenommen, dass Mädchen entsprechend dem klassischen Geschlechtsstereotyp weniger talentiert und weniger leistungsstark in Mathematik eingeschätzt werden als Jungen. Für die Einschätzungen des eigenen Kindes wird erwartet, dass diese geschlechtsspezifische Verzerrungen zuungunsten der Mädchen aufweisen. Anhand von Pfadmodellen wird in dieser Arbeit der Einfluss elterlicher Geschlechtsstereotype und Einschätzungen, unter Kontrolle der vorangegangenen Mathematikleistung und des vorangegangenen mathematischen Selbstkonzeptes des Kindes, auf das aktuelle mathematische Selbstkonzept des Kindes am Ende des dritten Schuljahres analysiert. Als Grundlage dienen Daten von circa 900 Schülern und 400 Eltern aus dem Projekt Persönlichkeits- und Lernentwicklung von Grundschulkindern (PERLE). Die Befunde der vorliegenden Arbeit können bisherige Forschungsbefunde aus dem Sekundarbereich für den Grundschulbereich replizieren und weitere erstmalige Befunde ergänzen. Zusammenfassend kann festgehalten werden, dass knapp zwei Drittel der Eltern Geschlechtsstereotype zuungunsten der Mädchen in Mathematik äußern. Die Pfadanalysen ergeben, dass nicht das Geschlecht des Kindes, sondern Wechselwirkungen zwischen Geschlecht und elterlichen Geschlechtsstereotypen die elterlichen Einschätzungen des eigenen Kindes beeinflussen. Wenn Eltern Geschlechtsstereotype vertreten, schätzen sie eine Tochter ungünstiger ein als einen Sohn (unabhängig von der tatsächlichen Mathematikleistung des Kindes). Die elterlichen Einschätzungen haben wiederum einen signifikanten Einfluss auf das mathematische Selbstkonzept des Kindes. Die Ergebnisse dieser Arbeit werden abschließend diskutiert und Ansätze für Interventionen aufgezeigt.

La ambigüedad, las creencias y los estereotipos que rodean a lo que hoy en día se conoce como terrorismo: Una revisión de literatura

El terrorismo en la actualidad es considerado como uno de los conceptos más controversiales en los campos social, académico y político. El término se empieza a utilizar después de la Revolución Francesa, pero recientemente, a raíz de los atentados del 11 de septiembre de 2001, ha tomado suma relevancia y ha motivado numerosas investigaciones para tratar de entender qué es terrorismo. Aunque a la fecha existen varias revisiones sistemáticas, este trabajo tiene como propósito revisar, agrupar y concretar diferentes teorías y conceptos formulados por los autores que han trabajado sobre el concepto de “terrorismo” con el fin de entender las implicaciones de su utilización en el discurso, y cómo esto afecta la dinámica interna de las sociedades en relación con la violencia, las creencias, los estereotipos entre otros elementos. Para lograrlo, se revisaron 56 artículos, publicados entre los años 1985 y 2013; 10 fuentes secundarias entre noticias y artículos de periódicos correspondientes a los años 1995-2013 y 10 estudios estadísticos cuyos resultados nos aportan a la comprensión del tema en cuestión. La búsqueda se limitó al desarrollo histórico del terrorismo, sus diferentes dimensiones y el concepto social de la realidad de terrorismo. Los hallazgos demuestran que la palabra “terrorismo” constituye un concepto que como tal es un vehículo lingüístico que puede ser utilizado con fines, estratégicos movilizando al público conforme a través del discurso e intereses políticos, destacando la necesidad de estudiar las implicaciones psicológicas y sociales de su uso.

Atribuciones sobre la pareja: Su papel como variable mediadora entre el apego y la satisfacción marital en parejas heterosexuales

Esta investigación se propuso evaluar el papel mediador de atribuciones sobre eventos negativos en la relación entre dimensiones del apego y satisfacción marital, en parejas heterosexuales en cohabitación o legalmente casadas (n = 183 parejas). Se pusieron a prueba dos modelos en los cuales las atribuciones de causalidad y responsabilidad reportadas por hombres y mujeres mediaban el efecto de las dimensiones del apego sobre su satisfacción. los modelos tomaron como unidad de análisis a la díada (pareja). Se realizaron análisis de vías, empleando ecuaciones estructurales, para estimar los efectos de variables del individuo y de su pareja sobre la satisfacción de cada miembro de la pareja con la relación. Se encontró que la relación entre dimensiones del apego y satisfacción se encuentra mediada, al menos parcialmente, por atribuciones tanto de causalidad como de responsabilidad. los resultados indicaron diferentes patrones de asociación entre variables para hombres y mujeres. Así mismo, se evidenciaron relaciones de mediación entre dimensiones del apego y atribuciones de un individuo y la satisfacción del otro miembro de la pareja. los resultados se discuten con base en la literatura sobre apego, cogniciones y satisfacción marital, y se sugieren preguntas para futuras investigaciones.