Auswahl der wissenschaftlichen Literatur zum Thema „Psychologie de l'apprentissage – Études comparatives“
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Zeitschriftenartikel zum Thema "Psychologie de l'apprentissage – Études comparatives"
Parot, Françoise. „Le behaviorisme, une revolution americaine“. ACTA COMPORTAMENTALIA 3, Nr. 3 (01.09.1995): 8–19. http://dx.doi.org/10.32870/ac.v3i3.18322.
Der volle Inhalt der QuelleTremblay, Marc-Adélard. „L'anthropologie de la santé en tant que représentation“. Articles - Le quotidien 23, Nr. 3 (12.04.2005): 253–73. http://dx.doi.org/10.7202/055985ar.
Der volle Inhalt der QuelleRitzler, Barry. „Personality Factors in Genocide: The Rorschachs of Nazi War Criminals“. Rorschachiana 22, Nr. 1 (Januar 1997): 67–91. http://dx.doi.org/10.1027/1192-5604.22.1.67.
Der volle Inhalt der QuelleBouchard-Lamothe, Diane, Jennifer Rowe, Sylvain Boet und Manon Denis-LeBlanc. „S’outiller pour mieux participer à la rétroaction : Un nouveau modèle cognitivo-comportemental destiné aux apprenants en médecine“. Canadian Medical Education Journal, 31.10.2022. http://dx.doi.org/10.36834/cmej.74419.
Der volle Inhalt der QuelleDissertationen zum Thema "Psychologie de l'apprentissage – Études comparatives"
Noe, Manon. „Par le prisme de la bienveillance, impact des systèmes éducatifs sur les élèves et les enseignants des systèmes scolaires français et américain (Californie)“. Electronic Thesis or Diss., Strasbourg, 2024. http://www.theses.fr/2024STRAG008.
Der volle Inhalt der QuelleThe aim of this exploratory study is to gain a better understanding of this concept in the light of the demand for benevolence made of teachers and schools as a whole. Through this thesis, we are interested in the impact of education systems on pupils and teachers, through the prism of benevolence. Through two field studies (French school system / Californian school system - San Diego), we are attempting to identify elements for understanding what benevolence is in a school context. We note that benevolence is a vague concept, fraught with prejudices and personal translations, which can hinder its deployment. We therefore feel it is necessary to refine its conceptualization and the criteria for its operationalization so that it can be understood and implemented in the classroom. By means of observations, questionnaires and interviews, we are attempting to define what it is, how it is expressed by the various members of the educational community, but also how it is perceived and felt by those who benefit from it (or not) and what impact its implementation may have within classes, within relationships and on individuals. The results show that when benevolence is seen as an obstacle to high standards, teachers only think of applying it in the absence of difficulties, which are of all kinds. Finally, the example of San Diego shows that, thanks to genuine, comprehensive training in benevolence, it can be implemented with a real impact on teachers and pupils
Robert, Bénédicte. „De l'apprentissage au changement : les politiques scolaires de compensation en France et aux États-Unis (1965-2006)“. Paris, Institut d'études politiques, 2007. http://www.theses.fr/2007IEPP0056.
Der volle Inhalt der QuelleThis research work looks at how education systems change, using two compensatory programs in the United States and in France ("Title 1" and the ZEP policy). Can education policies change teaching in heavily institutionalized settings? We argue that implementation is an incremental process, but that certain policy instruments can foster learning of those in charge of implementation. Since 1994 in the United States, and to a lesser degree since 2006 in France, "Title I" and the ZEP policy are no longer governed by fiscal accountability but by educational accountability. This change has occurred less as a result of lesson-drawing from implementation than as a result of outside factors, such as economically-driven standards-based reform, the election of a Republican president in favor of education, and a new budget process (LOLF). Accountability transforms schools, and in some cases drives them towards equality of outcomes. In other cases however, accountability disrupts teaching in a dysfunctional way. At the policy level, there is much left to learn from these discrepancies. This study relies on process-tracing. On top of secondary sources, we looked at historical sources, supplemented by extensive interviews in four urban districts in the United States and in France
Boyer, Maud. „Les mécanismes d'abstraction dans l'apprentissage de séquence: études empiriques et modélisation“. Doctoral thesis, Universite Libre de Bruxelles, 2001. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211519.
Der volle Inhalt der QuelleDamon, Cécilia. „Réduction de dimension et régularisation pour l'apprentissage statistique et la prédiction individuelle en IRMf“. Paris 11, 2010. http://www.theses.fr/2010PA112107.
Der volle Inhalt der QuellePredictive multivariate methods have yet been rarely explored in fMRI at the inter-subject level. An important inter-subjects anatomo-functional variability and the large dimension of fMRI data in comparison to the few number of subjects complicates the identification of the inter-subjects functional variability specific to a phenotype of interest and increases the overfitting phenomenon of classification techniques. Our first objective aims to explore the various approaches available in the field of supervised statistical learning and well-known to control the overfitting problem and more specifically two means: the feature selection and the regularised classification. Our second goal consist in defining a rigorous methodology of the different proposed strategies at several levels: (i) global: comparison of all the strategies based on all the datasets; (ii) local: comparison restricted to a particular subset of strategies based on all the datasets; (iii) individual: comparison of a pair of strategies based on a single dataset. We tested four couples of data (fMRI contrast, phenotypic information) extracted from a large database, including about 200 healthy subjects that have realized the same experimental protocol. We also constructed simulated datasets with a multivariate discriminant signal. The comparative analysis and the function patterns visualisation revealed the strategy combining the multivariate features selection RFE and the SRDA classifier as the most efficient. This strategy identified parcimonious predictive patterns and obtained good predictive performances proved to be relevant only when the contrast-to-noise ratio was strong
Khelifi, Rachid. „Traitement de l'information latérale au cours de l'apprentissage de la lecture : études comparatives chez l'apprenti lecteur“. Thesis, Lille 3, 2013. http://www.theses.fr/2013LIL30034.
Der volle Inhalt der QuelleThis thesis explore in beginning readers processing of lateral information in isolated reading task and eye movement in text reading. In a first serie of experiments, we show that beginning readers are sensitive to the lateral information. This sensitivity depends upon the difficulty of the central word that is under processing, but also upon the nature of the lateral information (linguistic versus non linguistic). Control of the visual attention could be less developped in beginning readers that in expert readers. In a second serie of experiments, our results indicate that increased reading skill goes hand in hand with the ability to extract more information from lateral vision. Differance are also evidenced between beginning readers and expert readers in the way initiation of the lexical processing from lateral information is achieve. In a third serie of experiments, results show that in text reading, beginning readers make shorter saccades, had higher fixation durations and higher refixation probabilities than in older or expert readers. Developmental differences that are evidenced are mainly linked to cognitive processes than oculomotor processes
Hubert, Valérie. „L'apprentissage procédural cognitif : études comportementales et en neuroimagerie fonctionnelle chez des sujets jeunes et âgés“. Caen, 2006. http://www.theses.fr/2006CAEN1452.
Der volle Inhalt der QuelleCho, Heeyean. „Le début de l'apprentissage des nombres : comparaison entre la France et la Corée : observation de dyades parent-enfant dans un contexte de jeu (jeu de la marchande)“. Paris 5, 2007. http://www.theses.fr/2007PA05H067.
Der volle Inhalt der QuelleThe international investigations showing important differences of performance in the field of mathematics, this thesis provides comparative data for two countries, Korea and France, which contrast well from this point of view. The comparison relates to the beginnings of the use of the numbers in contexts of interaction between parent and child at pre-school age are based on the idea that the family contributes to transmit values associated with knowledge; these values are supposed to be determining for the later investment of the children in the school apprenticeships. Ten dyads Korean parent-child were video-taped in a context of game ("merchandising game") suitable for inducing all kinds of numerical activities (enumeration, labelling, notation of the quantities and prices, meeting of collections, etc). The children (boys and girls) are aged from 3 to 6 years-old. Ten comparable French dyads according to parent's and children's gender (boy/girl; father/mother) and to the socio-economic level are used as reference for the comparison. The data are analyzed from the point of view of the activities suggested to the child by the adult and of the knowledge concerning the way in which the adult develops what the child makes. These data provide a sight of the differences related to the mathematical activities at pre-school age in the two countries
Pochon, Régis. „Reconnaissance des expressions faciales émotionnelles chez l'enfant porteur de trisomie 21 : approche développementale et comparative“. Rouen, 2006. http://www.theses.fr/2006ROUEL535.
Der volle Inhalt der QuelleWe proposed a matching task consisting of pairing an emotional sound and a human face and, after that a noise with an animal. A second task required children to choose an emotional facial expression on the basis of its verbal label. Down syndrome children do not differ with other children in emotional recognition abilities of human faces pictures. Results are compared with those of children with mental retardation and typical children matched on developmental age (K ABC, non-verbal scale). Results do not validate Kasari’s presumption concerning with emotional recognition deficit in Down children of 4 years of developmental age mental. However, they show difficulties for choosing the appropriate facial expression on the basis of a verbal label. The label superiority effect, described by Russel and Widen (2002), and found in our developmental data, is not present in mentally retarded children. Theses findings emphasize the importance of the verbal categories in emotional understanding
Jelisavac, Bevanda Jovanka. „Éducation préscolaire et besoins fondamentaux de l'enfant : quelques expériences européennes comparées à la configuration française“. Saint-Etienne, 2009. http://www.theses.fr/2009STET2134.
Der volle Inhalt der QuelleValerio, Stéphane. „Evolution et interaction des composantes représentationnelles et associatives de l'apprentissage et de la mémoire chez la souris : études comportementales et neurobiologiques“. Bordeaux 1, 2007. http://www.theses.fr/2007BOR13414.
Der volle Inhalt der QuelleBücher zum Thema "Psychologie de l'apprentissage – Études comparatives"
C, Forman Robert K., Hrsg. The innate capacity: Mysticism, psychology, and philosophy. New York: Oxford University Press, 1998.
Den vollen Inhalt der Quelle findenEggen, Paul D. Educational psychology: Windows on classrooms. 7. Aufl. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2007.
Den vollen Inhalt der Quelle findenEggen, Paul D. Educational psychology: Windows on classrooms. 3. Aufl. Upper Saddle River, N.J: Merrill, 1997.
Den vollen Inhalt der Quelle findenP, Kesner Raymond, und Olton David S, Hrsg. Neurobiology of comparative cognition. Hillsdale, N.J: L. Erlbaum Associates, 1990.
Den vollen Inhalt der Quelle findenForman, Robert K. C. Innate Capacity: Mysticism, Psychology, and Philosophy. Oxford University Press, 1997.
Den vollen Inhalt der Quelle findenInnate Capacity: Mysticism, Psychology, and Philosophy. Oxford University Press, Incorporated, 1997.
Den vollen Inhalt der Quelle findenEggen, Paul, Paul D. Eggen und Donald P. Kauchak. Educational Psychology: Windows on Classrooms (4th Edition). 4. Aufl. Prentice Hall College Div, 1998.
Den vollen Inhalt der Quelle findenEggen, Paul D., und Donald P. Kauchak. Educational Psychology: Windows on Classrooms, Sixth Edition. Prentice Hall, 2003.
Den vollen Inhalt der Quelle findenEggen, Paul D., und Donald P. Kauchak. Educational Psychology: Windows on Classrooms with Teacher Prep Access Code Pkg. (7th Edition). Prentice Hall, 2006.
Den vollen Inhalt der Quelle findenEggen, Paul D., und Donald P. Kauchak. Educational Psychology: Windows on Classrooms (7th Edition). Prentice Hall, 2006.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Psychologie de l'apprentissage – Études comparatives"
Romdhane, Mohamed Nouri, Jean Emile Gombert und Michèle Belajouza. „Psychologie cognitive de l’apprentissage de la lecture : perspectives comparatives“. In L'apprentissage de la lecture, 7–15. Presses universitaires de Rennes, 2003. http://dx.doi.org/10.4000/books.pur.48411.
Der volle Inhalt der QuelleLEMOINE-BRESSON, Véronique, Stéphanie LERAT, Virginie TRÉMION und Marie-josé GREMMO. „Quelles représentations de l’interculturalité chez des étudiants futurs enseignants?“ In "L'interculturel" dans l’enseignement supérieur, 211–26. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.5005.
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