Implantation d'un modèle d'attention en COGENT

L’attention est une habilité cognitive qui joue un rôle primordial dans le contrôle des actions. L’attention réfère à l’allocation des ressources pour réaliser une action. L’interférence survient quand plusieurs événements réclament de l’attention. L’objet de ce mémoire est de modéliser l’attention, ce qui permettra de modéliser comment l’attention contrôle les actions humaines. En psychologie, Norman et Shallice ont construit un modèle d’organisation et de contrôle de l’attention. Ce modèle est basé sur deux composants responsables du contrôle de l’action, le “Contention Scheduling” et le “Supervisory Attentional System” . Nous présentons dans ce mémoire le modèle au complet mais l’emphase est portée sur le lien entre les deux composants. Des activités de la vie quotidienne sont simulées pour démontrer comment le modèle interagit en cas d’interruption d’une tâche routinière par une nouvelle tâche. Le temps où l’interruption survient est choisi aléatoirement. Le modèle d’attention est alors capable d’ajuster son comportement n’importe quand pendant l’action de la tâche routinière

Cross-examining suggestibility: memory, childhood, expertise

Initially a central topic for psychology, suggestibility has been forgotten, rediscovered, evaded definition, sabotaged experimentation and persistently triggers epistemological short-circuits when interconnecting psychological questions of memory, childhood and scientificity, with concrete legal issues of child witnesses' credibility, the disclosure of sexual abuse and psychological expertise in courts of law. The aim of this study is to trace suggestibility through history, theory, research and practice, and to explore its efficacy at the intersection of psychology and law, by examining and comparing the. concrete case of child witness practice in England and Germany. Taking a transdisciplinary approach the study draws on two interrelated sources of 'data' combining historical, theoretical and research literature with the analysis of empirical data. A genealogy if theory and research is combined with the results of reflexive interviews, conducted in England and Germany with practitioners from all those professions involved in creating, applying or dealing with knowledge about child witnesses and suggestibility: judges, prosecutors, lawyers, police officers, psychologists (researchers, experts) and social workers. Drawing on the work of G. Deleuze and 1. Stengers this study shows how practical tensions around reliable witnesses, evidence and expertise merge pragmatically with theoretical movements employed to adjust the discipline, thereby causing frictions and voids. In this sense suggestibility provides a liminal resource: It transgresses disciplinary boundaries and pervades pragmatic and theoretical, global and personal, historical and actual considerations, creating voids that allow us to reconsider the pragmatics of change and to redefine the issue of critical impact, as well as to reformulate the problem of child witness practice and children's suggestibility. The study hopes to make a concrete contribution to facilitating the just prosecution of sexual abuse by adding transparency to the complex and at times unhelpfully polarised field of child witness practice. By exploring the 'pragmatics of change' the study furthermore hopes to give an unsettling and productive impetus to theoretical debates within critical approaches to psychology

1990-1995 Brock Campus News

A compilation of the administration newspaper, Brock Campus News, for the years 1990 through 1995. It had previously been titled The Blue Badger

The role of experience in common sense and expert problem solving

Issued as Progress reports [nos. 1-5], Reports [nos. 1-6], and Final report, Project no. G-36-617 (includes Projects nos. GIT-ICS-87/26, GIT-ICS-85/19, and GIT-ICS-85/18

INSTRUCTABLE SYSTEMS

Instructable systems - both instructable robots and instructable agents - must acquire skills and knowledge from examples and other instructions easily given by users in factories, laboratories and offices. Both senses of "instruct" are important: command and teach. The human interface must exploit the user's natural instruction abilities and require minimal acquisition of expertise prior to teaching. It is assumed that typical users will not be expert programmers, but will be able to do the tasks they wish to teach and also show them to other humans. Inductive learning techniques are employed to generalize the teacher's examples, in a manner biased by the teacher's other instructions, and thereby form a procedural task description. Instructions can drastically reduce the example and computational complexities of learning problems without compromising learnability. Existing machine learning systems are placed in an instructable framework. Three experimental prototypes are briefly described. Two systems instruct robots: one emphasizing examples and the other emphasizing more explicit instructions. The third is an instructable, office clerk metaphor. Instructability is seen as a small, but significant step toward intelligence.We are currently acquiring citations for the work deposited into this collection. We recognize the distribution rights of this item may have been assigned to another entity, other than the author(s) of the work.If you can provide the citation for this work or you think you own the distribution rights to this work please contact the Institutional Repository Administrator at [email protected]