Search

L’objectif de cet article est d’étendre le domaine d’application du concept de redescription représentationnelle aux états affectifs et à leur physiologie. Au sein de la sociologie cognitive de Aaron Cicourel, la redescription représentationnelle décrit le mécanisme par lequel les individus synthétisent les informations à la lumière de systèmes de représentations, pour ensuite agir. Les travaux de neurophysiologie étudiant l’expression corporelle des émotions présentent des résultats que le sociologue cognitiviste peut discuter en s’appuyant avec profit sur le concept de redescription représentationnelle. This article aims at analyzing affective states and their physiology in the light of Cicourel’s concept of representational redescription. This concept describes the cognitive work by which individuals summmarise contextual data in the light of systems of representations in order to act. Neurophysiological studies about emotional body language present results that cognitive sociologists can discuss in the light of the representational redescription concept.

EnglishAbstract: We present and discuss the proposal of Representational Redescription, a cognitive theory developed by psychologist Annette Karmiloff-Smith, which offers an explanatory framework on how the human mind explores and organizes knowledge in order to enable self-enrichment to take place. In this proposal, the development of theories-in-action by the cognitive subject is understood in terms of a reiterative process of re-elaboration of internal representations. This process does not always involve the taking in of new information from the external environment. After a brief overview of the studies on modeling from a cognitive viewpoint, we discuss some possible contributions of the Representational Redescription proposal for understanding the process of model conceptualization in Science Education, particularly in relation to the role assigned by Karmiloff-Smith to implicit knowledge, overgeneralization and cognitive flexibility. portuguesResumo: Apresentamos e discutimos a proposta da Redescricao Representacional, teoria cognitiva desenvolvida pela psicologa Annette Karmiloff-Smith que oferece um quadro explicativo sobre como a mente humana explora e organiza o conhecimento de tal modo a possibilitar um autoenriquecimento. Nessa proposta, o desenvolvimento de teorias-em-acao por parte do sujeito cognitivo e compreendido em termos de um processo reiterativo de reelaboracao de suas representacoes internas, o qual nem sempre envolve a tomada de novas informacoes do ambiente externo. Neste artigo, apos tracar um breve panorama dos estudos sobre a modelizacao do ponto de vista cognitivo, discutimos algumas possiveis contribuicoes da proposta da Redescricao Representacional para a compreensao do processo de conceitualizacao de modelos na Educacao Cientifica, particularmente em relacao ao papel atribuido por Karmiloff-Smith aos conhecimentos implicitos, a sobregeneralizacao e a flexibilidade cognitiva.

Robots are still limited to controlled conditions, that the robot designer knows with enough details to endow the robot with the appropriate models or behaviors. Learning algorithms add some flexibility with the ability to discover the appropriate behavior given either some demonstrations or a reward to guide its exploration with a reinforcement learning algorithm. Reinforcement learning algorithms rely on the definition of state and action spaces that define reachable behaviors. Their adaptation capability critically depends on the representations of these spaces: small and discrete spaces result in fast learning while large and continuous spaces are challenging and either require a long training period or prevent the robot from converging to an appropriate behavior. Beside the operational cycle of policy execution and the learning cycle, which works at a slower time scale to acquire new policies, we introduce the redescription cycle, a third cycle working at an even slower time scale to generate or adapt the required representations to the robot, its environment and the task. We introduce the challenges raised by this cycle and we present DREAM (Deferred Restructuring of Experience in Autonomous Machines), a developmental cognitive architecture to bootstrap this redescription process stage by stage, build new state representations with appropriate motivations, and transfer the acquired knowledge across domains or tasks or even across robots. We describe results obtained so far with this approach and end up with a discussion of the questions it raises in Neuroscience.

Reinforcement learning (RL) aims at building a policy that maximizes a task-related reward within a given domain. When the domain is known, i.e., when its states, actions and reward are defined, Markov Decision Processes (MDPs) provide a convenient theoretical framework to formalize RL. But in an open-ended learning process, an agent or robot must solve an unbounded sequence of tasks that are not known in advance and the corresponding MDPs cannot be built at design time. This defines the main challenges of open-ended learning: how can the agent learn how to behave appropriately when the adequate states, actions and rewards representations are not given? In this paper, we propose a conceptual framework to address this question. We assume an agent endowed with low-level perception and action capabilities. This agent receives an external reward when it faces a task. It must discover the state and action representations that will let it cast the tasks as MDPs in order to solve them by RL. The relevance of the action or state representation is critical for the agent to learn efficiently. Considering that the agent starts with a low level, task-agnostic state and action spaces based on its low-level perception and action capabilities, we describe open-ended learning as the challenge of building the adequate representation of states and actions, i.e., of redescribing available representations. We suggest an iterative approach to this problem based on several successive Representational Redescription processes, and highlight the corresponding challenges in which intrinsic motivations play a key role.

Submitted by Patricia Regina de Souza (patricia_regente@hotmail.com) on 2019-03-01T18:50:12Z No. of bitstreams: 1 DISSERTACAO final Paty 01-03.pdf: 3732763 bytes, checksum: f6fb67cd8879ec4694264eb9a690ac21 (MD5) Rejected by Claudia Adriana Spindola null (claudia@fct.unesp.br), reason: Bom dia. Solicitamos que realize correções na submissão seguindo as orientações abaixo: - Acrescentar a seguinte expressão do financiador nos agradecimentos : O presente trabalho foi realizado com apoio da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Brasil (CAPES) - Código de Financiamento 001 Selecionar a CAPES como Financiador também. Agradecemos a compreensão. on 2019-03-01T18:57:59Z (GMT) Submitted by Patricia Regina de Souza (patricia_regente@hotmail.com) on 2019-03-01T19:11:19Z No. of bitstreams: 1 DISSERTACAO final Paty 01-03.pdf: 3733140 bytes, checksum: 3feb12a5b1701c5a75e3065d6b71dea4 (MD5) Rejected by Claudia Adriana Spindola null (claudia@fct.unesp.br), reason: Boa tarde. Solicitamos que realize correções na submissão seguindo as orientações abaixo: - Acrescentar a seguinte expressão do financiador nos agradecimentos : O presente trabalho foi realizado com apoio da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Brasil (CAPES) - Código de Financiamento 001 Agradecemos a compreensão. on 2019-03-01T19:15:12Z (GMT) Submitted by Patricia Regina de Souza (patricia_regente@hotmail.com) on 2019-03-01T19:23:32Z No. of bitstreams: 1 DISSERTACAO final Paty 01-03 (1).pdf: 3735913 bytes, checksum: 6fad67a17f654299fb6805eb884e22e6 (MD5) Approved for entry into archive by Claudia Adriana Spindola null (claudia@fct.unesp.br) on 2019-03-06T17:30:47Z (GMT) No. of bitstreams: 1 souza_pr_me_prud.pdf: 3327452 bytes, checksum: a96793b62e483e71919c4b3e530a919a (MD5) Made available in DSpace on 2019-03-06T17:30:47Z (GMT). No. of bitstreams: 1 souza_pr_me_prud.pdf: 3327452 bytes, checksum: a96793b62e483e71919c4b3e530a919a (MD5) Previous issue date: 2019-01-29 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) O presente estudo foi desenvolvido no Programa de Pós-Graduação em Educação da UNESP - Faculdade de Ciências e Tecnologia (FCT), vinculado à linha de pesquisa “Processos Formativos, Ensino e Aprendizagem”. A escola, em geral, cobra dos alunos uma escrita padrão, mas não tem oportunizado situações de ensino que façam com que eles compreendam as regras ortográficas. Nessa perspectiva, é possível observar que os discentes têm demonstrado dificuldades para utilizar a norma ortográfica e isso tem se refletido em todos os níveis de ensino. A defasagem com relação à ortografia se deve, muitas vezes, às práticas escolares que têm feito com que suas dúvidas não sejam esclarecidas, já que a inserção de tarefas mecânicas no ensino não tem dado margem para que reflitam sobre o sistema ortográfico de modo a internalizarem as regras de forma consciente e explícita. Dessa maneira, para este estudo, estabelecemos as seguintes questões norteadoras: quais são os conhecimentos ortográficos demostrados por alunos do 5º ano do Ensino Fundamental I? Quais são os principais erros ortográficos presentes nos textos produzidos por alunos do quinto ano do Ensino Fundamental I? Qual a relação existente entre o nível de explicitação da ortografia e a qualidade das transgressões intencionais produzidas pelos alunos? Tivemos como objetivo principal investigar os conhecimentos ortográficos de alunos do 5º ano do ensino fundamental I, a partir da análise de seus erros ortográficos e com base na observação da relação existente entre o nível de explicitação de regras e a qualidade das transgressões intencionais. Para tanto, este estudo pautou-se na pesquisa quanti/qualitativa do tipo estudo de caso, a partir da utilização de vários instrumentos de coleta de dados, quais sejam: ditado de palavras reais e inventadas, tarefa de erro intencional, produções de textos e entrevista. De um modo geral, a análise dos dados revelou que o grupo de alunos com bom desempenho ortográfico tende a apresentar desempenhos satisfatórios nas atividades propostas, contudo ainda apresenta dificuldades na explicitação das regras ortográficas; por outro lado, os alunos com desempenhos inferiores em ortografia tendem a ter dificuldades em todas as tarefas que envolvem o conhecimento ortográfico. Sendo assim, destacamos a importância de um ensino sistemático, contextualizado, reflexivo e explícito da ortografia em que sejam levados em consideração os ritmos de aprendizagem dos alunos, a variação linguística e a natureza dos erros ortográficos, pois são fatores que podem interferir na aquisição do sistema ortográfico. Além disso, destacamos a importância de políticas públicas centradas nas necessidades formativas dos docentes, as quais atuem no sentido de suprir lacunas que foram deixadas na formação inicial, pois, sem um conhecimento profundo do sistema ortográfico, o professor não será capaz de ensinar ortografia de maneira reflexiva aos alunos. This study was conducted in the Graduate Program in Education at UNESP’s FCT (School of Sciences and Technology) along the research thread “Educational Processes, Teaching, and Learning.” Despite demanding that students follow normative standards for educated writing, schools do not usually provide learning opportunities that can help them understand spelling rules. As a result, students — at all school levels — show great difficulty in applying spelling rules. This spelling shortcoming is oftentimes due to teaching practices that fail to solve students’ doubts about spelling; the use of tasks of a mechanical nature to teach spelling has not encouraged them to reflect on the spelling system in order to deliberately and explicitly internalize its rules. Hence, this study has elected the following guiding questions: What is the spelling knowledge of Grade 5 elementary school students? What are the major spelling mistakes found in texts produced by Grade 5 elementary school students? What is the relationship between the degree of spelling clarification in the classroom and the quality of students’ intentional transgressions? This study aimed specifically at investigating the spelling knowledge of Grade 5 elementary school students based on the analysis of their spelling mistakes and by observing the relationship between the degree of rule explanation and the quality of intentional transgressions. To this end, this study adopted a qualitative-quantitative case-study design with multiple data collection tools, namely dictation of existing and madeup words, intentional misspelling tasks, text production, and interviews. Overall, the data analysis indicates that despite performing above average in the proposed activities, students with good spelling ability cannot explain spelling rules satisfactorily. On the other hand, below-average performers in relation to spelling tend to underperform in all tasks that require spelling knowledge. Thus, it should be emphasized the importance of a systematic, contextualized, reflective, and explicit mode of teaching of spelling that takes into account the students’ learning pace, linguistic variation, and nature of spelling mistakes as these factors can negatively impact the internalization of the spelling system. Moreover, it should be noted that public policies that encourage teachers to fill existing gaps in their professional education are indispensable since teachers cannot teach spelling to their students in a reflective manner if they themselves do not know the spelling system in depth. 001 2017/04339-3

It has been proposed that cultural evolution was made possible by a cognitive transition brought about by onset of the capacity for self-triggered recall and rehearsal. Here we develop a novel idea that models of collectively autocatalytic networks, developed for understanding the origin and organization of life, may also help explain the origin of the kind of cognitive structure that makes cultural evolution possible. In our setting, mental representations (for example, memories, concepts, ideas) play the role of 'molecules', and 'reactions' involve the evoking of one representation by another through remindings, associations, and stimuli. In the 'episodic mind', representations are so coarse-grained (encode too few properties) that such reactions are catalyzed only by external stimuli. As cranial capacity increased, representations became more fine-grained (encoded more features), allowing them to act as catalysts, leading to streams of thought. At this point, the mind could combine representations and adapt them to specific needs and situations, and thereby contribute to cultural evolution. In this paper, we propose and study a simple and explicit cognitive model that gives rise naturally to autocatylatic networks, and thereby provides a possible mechanism for the transition from a pre-cultural episodic mind to a mimetic mind., Comment: 28 pages, 2 figures

Human infants have an extraordinary capa- bility to discover new ways of representing and manipulating knowledge, and a key dimension of development is the progressive transformation of sensorimotor and cognitive representations. Such adaptation of represen- tations provides high flexibility and creativity to humans, and for this reason researchers have also tried to study how analogous mech- anisms could be implemented in developing robots. However, how these mechanisms are working in humans, and what are the possible approaches to implement them in machines, are still largely open questions.

In this paper, we have analyzed repair data found in the spontaneous writing of children in their early literacy so that relations could be established with Phonology. Repairs made by children in their early writings, mainly the ones regarding the spelling of post-vocalic nasals and non-conventional segmentations, were used as support for the analysis of restructuring processes of children’s phonological knowledge. The theoretical basis for data analysis was Karmiloff-Smith’s Representational Redescription Model (RRM) (1986, 1994). Results of our analysis enable us to state that the contact with alphabetic writing favors the restructuring of phonological representations: in the case of nasals, from a monophonemic structure to a biphonemic one and, in the case of the notion of word, from a conception in which the clitic is perceived as a pretonic syllable to one that encompasses both the ideas of phonological word and clitic group. Neste artigo, exploramos dados de reparo encontrados na escrita espontânea de crianças em início de escolarização, a fim de estabelecermos relações com a fonologia. Os reparos realizados pelas crianças em suas escritas iniciais, especificamente aqueles referentes à grafia de nasais pós-vocálicas e de segmentações não convencionais, servem de base para a análise de processos de reestruturação do conhecimento fonológico infantil. A sustentação teórica para o tratamento dos dados ancora-se no Modelo de Redescrição Representacional (MRR), proposto por Karmiloff-Smith (1986, 1994). Os indícios analisados permitem-nos argumentar que o contato com a escrita alfabética favorece a reestruturação das representações fonológicas: no caso das nasais, de uma estrutura monofonêmica para bifonêmica e, no caso da noção de palavra, de uma concepção em que o clítico é percebido como sílaba pretônica para outra que comporta a idéia de palavra fonológica e também a de grupo clítico.

El propósito de este estudio fue explorar el impacto de un programa de desarrollo de las habilidades en escritura en un estudiante sordo universitario. Los fundamentos teóricos del programa se basaron en el concepto de escritura como proceso. La investigación se desarrolló en tres fases: (1) caracterización inicial de la escritura del estudiante, (2) diseño y ejecución de un programa para afianzar las habilidades de escritura según lo observado en la primera fase y (3) valoración del texto final con los parámetros de la primera fase. A partir de la comparación entre texto inicial y final, se determinó el progreso que tuvo el estudiante. Dentro de los resultados se evidenció un mejoramiento de las habilidades de escritura en varios aspectos. En cuanto al nivel de conocimiento lingüístico sobre las categorías gramaticales del español que el estudiante empleó, se pudo observar que la manipulación y reflexión sobre estas no resultaron claras ni explícitas, es decir, que el estudiante llegó con dificultad a un nivel de redescripción. Este nivel se caracteriza por un dominio procedimental de dichas categorías y por la identificación de los usos irregulares de estas, sin poder llegar a explicar las razones de dichas irregularidades. The objective of this study was to explore the impact of a program aimed at developing writing skills in deaf university students. The theoretical foundation of the program was the concept of writing as a process. Research work was carried out in three stages: (1) initial characterization of the students' writing, (2) design and execution of a program aimed at strengthening writing skills on the basis of the first stage observations, and (3) assessment of the final text in relation to the parameters of the first stage. Student progress was determined on the basis of a comparison between the initial and final texts. Results showed improvement in several aspects of writing skills. Regarding the level of linguistic knowledge of the grammatical categories of Spanish used by the students, it was possible to observe that neither reflection on nor manipulation of the latter was clear or explicit, and that the students had found it difficult to reach the redescription level. This level is characterized by a procedural command of these categories and by the identification of their irregular uses, despite being unable to explain the reasons for those irregularities.

Made available in DSpace on 2014-08-20T13:48:21Z (GMT). No. of bitstreams: 1 Taicara_Farias_Canez_Duarte_Dissertacao.pdf: 2766548 bytes, checksum: cee2d1cd5f8bec04e3cb9eb789417146 (MD5) Previous issue date: 2010-04-15 This research, which is connected to studies of the comprehension of the writing acquisition processes, aims at mapping students representations regarding the orthography and the morphology of Brazilian Portuguese, as well as analyzing the effects of orthography teaching tasks that address the morphology aspects of the orthographic performance and of the representational changes that may happen. The research was carried out in two steps with elementary school students in a public school in Pelotas, RS. By using three tools for data collection and an interview, the fist step evaluated the knowledge students have about certain morphemes of the language and analyzed whether there is a relation between their knowledge about the morphemes and their orthographic performance. The second step consisted of developing a practice to teach orthographic rules with a morphological-grammatical basis and observing the effect of this practice on the student s orthographic performance; modifications may be interpreted as representational changes regarding this knowledge under investigation. In general, results show that students manipulate the morphemes in the language, although the control they have over these processes is related to the type of morpheme, since some are more accessible than others. During the first step of the study, in which the suffix that forms occupations, the negative prefix in-, and verbal flexion were worked on, the students, in general, used the selected suffixes to form agentives and verbally explained their knowledge about the prefix easily. However, they could not verbalize their knowledge about the verbal flexion, even though they had used the verb endings according to verbal paradigms. Regarding the effect of the didactic interventions, there is evidence that work on the explicitation of the relation between morphemes and orthography can make the student re-elaborate his/her representations; however, this result will also be influenced by the type of morpheme under study. On one hand, data collected during the second step show that students have improved regarding the comprehension and the spelling of the morpheme esa. On the other hand, the same evolution was not observed in relation to the knowledge about verbal flexion. In general, the results of the research show the need to carry out studies to investigate the relation between the morphemes of the language and the learning of these units so that verbal explicitation can be achieved. Esta pesquisa, vinculada a uma linha de estudos voltada à compreensão dos processos de aquisição da escrita, tem como objetivo geral mapear as representações de alunos acerca da ortografia e da morfologia da língua portuguesa e analisar o efeito de atividades de ensino da ortografia, concernentes a aspectos da morfologia, sobre o desempenho ortográfico e sobre as mudanças representacionais que possam vir a ocorrer. A pesquisa foi desenvolvida em duas etapas, ambas realizadas com alunos do Ensino Fundamental de uma escola da Rede Pública Municipal de Pelotas. Por meio de três instrumentos de coleta de dados e de uma entrevista clínica, a primeira etapa da pesquisa avaliou o conhecimento dos alunos sobre determinados morfemas da língua e analisou uma possível relação entre o conhecimento sobre os morfemas e o desempenho ortográfico dos alunos. A segunda etapa consistiu em desenvolver uma prática de ensino de regras ortográficas de base morfológico-gramatical e observar o efeito dessa prática sobre possíveis modificações no desempenho ortográfico do aluno, o que pode ser interpretado como mudanças representacionais referentes ao conhecimento enfocado. Os resultados, de modo geral, evidenciam que os alunos manipulam os morfemas da língua, embora o controle que possuam sobre esses processos esteja correlacionado ao tipo de morfema envolvido, sendo alguns mais acessíveis do que outros. Na primeira etapa do estudo, em que se trabalhou com o sufixo formador de profissões, o prefixo de negação in- e a flexão verbal, os alunos, de modo geral, utilizaram os sufixos selecionados pela língua para a formação de agentivos e apresentaram facilidade para explicitar verbalmente seus conhecimentos acerca do prefixo, porém não conseguiram verbalizar seus conhecimentos em relação à flexão verbal, mesmo tendo utilizado as desinências em acordo com os paradigmas verbais. No que diz respeito ao efeito das intervenções didáticas, há indícios de que o trabalho de explicitação da relação entre morfemas e ortografia pode levar o aluno a uma reelaboração de suas representações, entretanto, esse resultado será influenciado também pelo tipo de morfema envolvido. Os dados dessa segunda etapa apontam para um avanço dos alunos no que diz respeito à compreensão e à grafia do morfema esa. Não notamos, porém, a mesma evolução no que tange ao conhecimento acerca das flexões verbais. Os resultados da pesquisa apontam, de modo geral, para a necessidade de que sejam realizados estudos que investiguem a relação entre os morfemas da língua e a aprendizagem dessas unidades em nível de explicitação verbal.