Verbal language is a dynamic mental process. Ideas emerge by means of the selection of words from subjective and individual characteristics throughout the oral discourse. The * Corresponding author. 333 Int. J. Mod. Phys. C 2010.21:333-347. Downloaded from www.worldscientific.com by GEORGE WASHINGTON UNIVERSITY on 02/06/15. For personal use only. 334 G. M. Teixeira et al.goal of this work is to characterize the complex network of word associations that emerge from an oral discourse from a discourse topic. Because of that, concepts of associative incidence and fidelity have been elaborated and represented the probability of occurrence of pairs of words in the same sentence in the whole oral discourse. Semantic network of words associations were constructed, where the words are represented as nodes and the edges are created when the incidence-fidelity index between pairs of words exceeds a numerical limit (0.001). Twelve oral discourses were studied. The networks generated from these oral discourses present a typical behavior of complex networks and their indices were calculated and their topologies characterized. The indices of these networks obtained from each incidence-fidelity limit exhibit a critical value in which the semantic network has maximum conceptual information and minimum residual associations. Semantic networks generated by this incidence-fidelity limit depict a pattern of hierarchical classes that represent the different contexts used in the oral discourse.
Embora a Psicologia organizacional e do trabalho seja a segunda área de escolha de exercício profissional, os cursos de Psicologia, na sua maioria, ainda não a contemplam em toda a sua complexidade e dinâmica de transformação. Com isso, fortalecem-se esquemas cognitivos que representam esse campo de atuação profissional de forma limitada. O objetivo deste estudo foi o de caracterizar a imagem da Psicologia organizacional entre os estudantes de Psicologia e avaliar o impacto de uma experiência acadêmica sobre a mesma. A amostra consistiu de 150 alunos da única disciplina obrigatória do currículo relacionada à área, que responderam a um questionário aberto na primeira e na última semana do curso, no qual se pedia que escrevessem, espontaneamente, os conceitos e idéias que a área lhes evocava. Os resultados revelam alterações significativas na imagem, no início e no final do curso. Além de uma visão ampliada, os conteúdos evocados se tornaram mais positivos ao final do curso. Esses resultados apontam mudanças nos esquemas cognitivos dos estudantes, congruentes com as características e a filosofia que estruturavam a disciplina.
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