Auswahl der wissenschaftlichen Literatur zum Thema „Psychologie de l'interaction“
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Zeitschriftenartikel zum Thema "Psychologie de l'interaction"
MEHAN, Hugh. „Le contructivisme social en psychologie et en sociologie“. Sociologie et sociétés 14, Nr. 2 (30.09.2002): 77–96. http://dx.doi.org/10.7202/001492ar.
Der volle Inhalt der QuelleBrunel, Marie-Lise. „La place des émotions en psychologie et leur rôle dans les échanges conversationnels“. Santé mentale au Québec 20, Nr. 1 (11.09.2007): 177–205. http://dx.doi.org/10.7202/032338ar.
Der volle Inhalt der QuelleRey, Jean-Pierre. „Vers une socio-cognition des conduites de jeu : étude des effets de la conduite managérale sur les comportements de jeunes joueurs en situation de tir“. STAPS 13, Nr. 28 (1992): 7–26. http://dx.doi.org/10.3406/staps.1992.905.
Der volle Inhalt der QuelleBastien, J. M. C. „Réchauffement climatique : les contributions possibles de la psychologie ergonomique et de l'interaction humain-machine à la réduction de la consommation d'énergie“. Le travail humain 75, Nr. 3 (2012): 329. http://dx.doi.org/10.3917/th.753.0329.
Der volle Inhalt der QuelleCohen-Émérique, Margalit. „L’approche interculturelle dans le processus d’aide“. Santé mentale au Québec 18, Nr. 1 (11.09.2007): 71–91. http://dx.doi.org/10.7202/032248ar.
Der volle Inhalt der QuelleBramel, Dana. „Review of L'Interaction Sociale.“ Contemporary Psychology: A Journal of Reviews 35, Nr. 10 (Oktober 1990): 1004. http://dx.doi.org/10.1037/029157.
Der volle Inhalt der QuelleSéguin, Louise, und Louise Cossette. „La dépression post-natale : les facteurs socio-environnementaux“. Santé mentale au Québec 16, Nr. 1 (11.09.2007): 149–64. http://dx.doi.org/10.7202/032208ar.
Der volle Inhalt der QuellePicard, Dominique. „Transition et ritualité dans l'interaction sociale“. Connexions 76, Nr. 2 (2001): 81. http://dx.doi.org/10.3917/cnx.076.0081.
Der volle Inhalt der QuelleRufino, Alain. „Pédagogie et auto-documentation. Étude de l'interaction cognitive élève-document“. L’Orientation scolaire et professionnelle 14, Nr. 2 (1985): 145–66. http://dx.doi.org/10.3406/binop.1985.3939.
Der volle Inhalt der QuelleBrazelton, Thomas Berry, und Bernard Martino. „Le bébé : partenaire dans l'interaction parents-enfants“. Enfance 43, Nr. 1 (1990): 33–38. http://dx.doi.org/10.3406/enfan.1990.1911.
Der volle Inhalt der QuelleDissertationen zum Thema "Psychologie de l'interaction"
Lopes, Fidalgo Zilda Maria. „L'interaction de guidage mère-enfant dans des dyades issues de différents milieux socioculturels“. Aix-Marseille 1, 2000. http://www.theses.fr/2000AIX10068.
Der volle Inhalt der QuelleCalvet-Inglada, Guillaume. „Étude empirique de l'interaction multimodale mobile en situation naturelle“. Toulouse 2, 2008. http://www.theses.fr/2008TOU20106.
Der volle Inhalt der QuelleUbiquity of mobile interactive devices either in professional, cultural or domestic domain constitutes a new research perspective to both individual and cooperative usage of new communication technologies. Mobile technologies rise, among others, new questioning about mobile usability specific issues, adapted methodologies and field data collection, identification of relevant contextual factors for mobile systems design, superimposition of interaction spaces. We believe that mobility is a new interaction paradigm carrying potential contextual variations, preventing traditional direct manipulation from being the most appropriate interaction style without serious adaptation because it currently requires a high level of visual attention. In this PhD, we first present a review of current knowledge concerning Context Aware Computing (CAC) as well as mobile and multimodal interaction. We then present an empirical study of a mobile multimodal application in the context of a situated collaborative quiz-answering task. Based on quantitative and qualitative results, our research first describes global and individual usage of the available modalities (tactile and vocal). In a second time, we study the influence of some identified internal and external contextual factors on the modalities selection,. For instance, we examinate the impact of factors such as noise context, social context or history of the interaction on the modalities usage. A third part of our results highlights the relation between users choice of a modality depending on the attentional resources required by the mobile interaction. All along the quantitative results, an extensive analysis of qualitative data such as user's verbalisation during self confrontation sessions, or activity chronicles examination, allowed us to argue and explain some modality choices and helped us identify some new factors taken into account by the users. Finally, we use these results to propose some models for mobile multimodal applications, as well as some criteria and recommendations for their design
Alonso, Mathilde. „Conception de l'interaction dans un EIAH pour la modélisation orientée objet“. Le Mans, 2009. http://cyberdoc.univ-lemans.fr/theses/2009/2009LEMA1007.pdf.
Der volle Inhalt der QuelleOur research is a part of the project “Interaction and Knowledge in the learning environments for object oriented modeling" conducted in the LIUM laboratory. The aim of our work is to study and organize interaction in a learning environment of modeling in order to design a generic model of interaction applicable to different fields of computer modeling. In the project and our work, we study in particular the case of object oriented modeling. We propose a model of interaction which consists of four elements: (1) A set of tasks and activities that aim to promote learning and engage different skills of modeling, especially on the metacognitive level. (2) Different modes of interaction between the learner and the learning environment based on the integration of the problem text at the interface, a set of graphical tools for modeling and a scenarisation of activities in the environment. (3) metacognitive helps that aim to encourage the learner to monitor and evaluate its activity in the learning environment. (4) feedback given to the learner to encourage him to evaluate his solution. We have implemented our model of interaction in DIAGRAM, a learning environment for object oriented modeling developed within the framework of the project “Interaction and Knowledge in the learning environments for object oriented modeling" and we have conducted several experiments of DIAGRAM to validate our propositions
Van, De Leemput Cécile. „Contribution à la psychologie ergonomique: apport de l'analyse des stratégies individuelles lors de l'étude de l'interaction homme-ordinateur“. Doctoral thesis, Universite Libre de Bruxelles, 1990. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/213103.
Der volle Inhalt der QuelleRothier, Bautzer Éliane. „Comment cadrer l'activité pédagogique dans un cours de soutien? : l'autonomie comme compétence à l'interaction“. Paris 5, 1995. http://www.theses.fr/1995PA05H082.
Der volle Inhalt der QuelleThe thesis studies the pupil's autonomisation within a remedial course. One of its main findings concerns the importance of the framing process of the pedagocical interaction centred on the knowledge acquisition and also on the valuation process. Autonomy in this sens is understood as a contextual learning process where the pupil learns to build a certain distance to his role as a pupil. The fiel work is constituted of seven case studies drawn from the professionnal experience of the author. Being originally a teacher, the researcher was able to show the importance of the background expectancies of both parts, teacher and pupil, on the organization of the pedagogical action. The main argument developed is that the pupil's autonomisation process is closely combined with the self-organization of the pedagogical interaction. That is why the author is particularly concerned with the contextual details revealing the internal structuring process of the pedagogical interaction. The analysis focus on dimensions that are usually not taken into account, such as the role of constraining procedures, objects and routines, the way in which odd elements are brought up - and delt with - by the pupils and the teacher within the pedagogical activity, the importance of the framing process for the development of the interaction, etc
BEN, KHELIFA MYRIAM-LAURE. „Ingenierie des parametres cinetiques de l'interaction antigene-anticorps“. Université Joseph Fourier (Grenoble), 2000. http://www.theses.fr/2000GRE10098.
Der volle Inhalt der QuelleCongard, Anne. „Approche longitudinale de la variabilité interindividuelle et intra-individuelle des affects : vers une meilleure compréhension de l'interaction entre personnalité et évènements de vie“. Aix-Marseille 1, 2007. http://www.theses.fr/2007AIX10071.
Der volle Inhalt der QuelleMancovsky, Viviana. „Les manifestations de l'évaluation informelle dans l'interaction de classe : étude descriptive et compréhensive du discours de l'enseignant“. Paris 10, 2003. http://www.theses.fr/2003PA100005.
Der volle Inhalt der QuelleColombel, Fabienne. „Étude des biais mnésiques associés à la dépression en situation de mémorisation explicite et implicite : une approche de l'interaction entre émotion et cognition“. Nantes, 1998. http://www.theses.fr/1998NANT3021.
Der volle Inhalt der QuelleThis study turns on the depressive mood effects on the emotional information processing. More precisely, its purpose is to determine which factors govern the emergence of a memory bias in depression. True, numerous authors revealed a phenomenon called "mood congruence memory effect" by which congruent information with mood is best memorized than non congruent information. Hence, this phenomenon means that memory efficiency is biased by the congruence of the material to memorize and the emotional state. Four experiments aim at clarifying the conditions in which this memory bias appears and also the processes at stake when it appears. It turns out that the memory bias appears as much in explicit memory than implicit memory. Besides, automatic processes seem to be responsible for its emergence. Although quite new, these results allow to keep the basic principles of the Bower's (1981) and Beck's (1976) models, which support than the memory bias can appear automatically. On the other hand, they run counter to the theory of Williams, Watts, MacLeod, and Mathews (1988), which postulates that the memory bias in depression is due to a best elaboration of the congruent material with depressive mood
Laux, Jennifer Trognon Alain. „L'accomplissement dialogué de la tâche de sélection de Wason étude sur le raisonnement conditionnel dans l'interaction /“. S. l. : Nancy 2, 2007. http://cyberdoc.univ-nancy2.fr/htdocs/docs_ouvert/doc304/2007NAN21019.pdf.
Der volle Inhalt der QuelleBücher zum Thema "Psychologie de l'interaction"
Le travail émotionnel des soignants à l'hôpital: Le corps au coeur de l'interaction soignant-soigné. Paris: Seli Arslan, 2006.
Den vollen Inhalt der Quelle findenERSHTEIN, LEONYD. Théorie générale de l'interaction sociale et psychologique: Valeurs lutte pour l'existence et sélection naturelle dans les processus de fonctionnement individuel et social. Editions Notre Savoir, 2021.
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