Literatura académica sobre el tema "Apprentissages de représentations dynamiques"
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Artículos de revistas sobre el tema "Apprentissages de représentations dynamiques":
Gauthier, Mathieu. "Perceptions des élèves du secondaire par rapport à la résolution de problèmes en algèbre à l’aide d’un logiciel dynamique et la stratégie Prédire – investiguer – expliquer". Éducation et francophonie 42, n.º 2 (19 de diciembre de 2014): 190–214. http://dx.doi.org/10.7202/1027913ar.
Ancori, Bernard. "Complexité et créativité : émergence, stabilité et dynamiques des collectifs". Nouvelles perspectives en sciences sociales 12, n.º 2 (22 de agosto de 2017): 11–39. http://dx.doi.org/10.7202/1040903ar.
Achouri, Lelia. ""Les représentations des étudiants algériens vis-à-vis la langue française"". Scientific Bulletin of the Politehnica University of Timişoara Transactions on Modern Languages 19 (4 de mayo de 2023): 115–25. http://dx.doi.org/10.59168/wkls1359.
Legardez, Alain. "L’utilisation de l’analyse des représentations sociales dans une perspective didactique". Revue des sciences de l'éducation 30, n.º 3 (18 de enero de 2006): 647–65. http://dx.doi.org/10.7202/012086ar.
Branchard, Laurent y Olivier Moyano. "Les représentations dynamiques du corps". Psychologie clinique et projective 24, n.º 1 (2018): 197. http://dx.doi.org/10.3917/pcp.024.0197.
Thouin, Marcel. "Les représentations de concepts en sciences physiques chez les jeunes". Revue des sciences de l'éducation 11, n.º 2 (30 de noviembre de 2009): 247–58. http://dx.doi.org/10.7202/900493ar.
Broccolichi, Sylvain. "Bien-être et apprentissages scolaires : un faux dilemme". Diversité 161, n.º 1 (2010): 147–50. http://dx.doi.org/10.3406/diver.2010.7560.
Quemener, Nelly. "De l’approche critique des représentations aux dynamiques affectives". Communication & langages N° 212, n.º 2 (11 de julio de 2022): 113–29. http://dx.doi.org/10.3917/comla1.212.0113.
Toullec-Théry, Marie y Gilles Moreau. "Co-enseignement et difficulté scolaire". Revue hybride de l'éducation 4, n.º 3 (11 de junio de 2020): 55–87. http://dx.doi.org/10.1522/rhe.v4i3.1038.
Richard, Gabrielle. "L’éducation « aux orientations sexuelles » : les représentations de la diversité sexuelle dans le curriculum formel de l’école secondaire québécoise". Journal of the Canadian Association for Curriculum Studies 10, n.º 1 (17 de julio de 2012): 28–52. http://dx.doi.org/10.25071/1916-4467.34368.
Tesis sobre el tema "Apprentissages de représentations dynamiques":
Nguyen, Thanh Tuan. "Représentations efficaces des textures dynamiques". Electronic Thesis or Diss., Toulon, 2020. https://bu.univ-tln.fr/files/userfiles/file/intranet/travuniv/theses/sciences/2020/2020_Nguyen_ThanhTuan.pdf.
Representation of dynamic textures (DTs), well-known as a sequence of moving textures, is a challenge in video analysis for various computer vision applications. It is partly due to disorientation of motions, the negative impacts of the well-known issues on capturing turbulent features: noise, changes of environment, illumination, similarity transformations, etc. In this work, we introduce significant solutions in order to deal with above problems. Accordingly, three streams of those are proposed for encoding DTs: i) based on dense trajectories extracted from a given video; ii) based on robust responses extracted by moment models; iii) based on filtered outcomes which are computed by variants of Gaussian-filtering kernels. In parallel, we also propose several discriminative descriptors to capture spatio-temporal features for above DT encodings. For DT representation based on dense trajectories, we firstly extract dense trajectories from a given video. Motion points along the paths of dense trajectories are then encoded by our xLVP operator, an important extension of Local Vector Patterns (LVP) in a completed encoding context, in order to capture directional dense-trajectory-based features for DT representation.For DT description based on moment models, motivated by the moment-image model, we propose a novel model of moment volumes based on statistical information of spherical supporting regions centered at a voxel. Two these models are then taken into account video analysis to point out moment-based images/volumes. In order to encode the moment-based images, we address CLSP operator, a variant of completed local binary patterns (CLBP). In the meanwhile, our xLDP, an important extension of Local Derivative Patterns (LDP) in a completed encoding context, is introduced to capture spatio-temporal features of the moment-volume-based outcomes. For DT representation based on the Gaussian-based filterings, we will investigate many kinds of filterings as pre-processing analysis of a video to point out its filtered outcomes. After that, these outputs are encoded by discriminative operators to structure DT descriptors correspondingly. More concretely, we exploit the Gaussian-based kernel and variants of high-order Gaussian gradients for the filtering analysis. Particularly, we introduce a novel filtering kernel (DoDG) in consideration of the difference of Gaussian gradients, which allows to point out robust DoDG-filtered components to construct prominent DoDG-based descriptors in small dimension. In parallel to the Gaussian-based filterings, some novel operators will be introduced to meet different contexts of the local DT encoding: CAIP, an adaptation of CLBP to fix the close-to-zero problem caused by separately bipolar features; LRP, based on a concept of a square cube of local neighbors sampled at a center voxel; CHILOP, a generalized formulation of CLBP to adequately investigate local relationships of hierarchical supporting regions. Experiments for DT recognition have validated that our proposals significantly perform in comparison with state of the art. Some of which have performance being very close to deep-learning approaches, expected as one of appreciated solutions for mobile applications due to their simplicity in computation and their DT descriptors in a small number of bins
Terreau, Enzo. "Apprentissage de représentations d'auteurs et d'autrices à partir de modèles de langue pour l'analyse des dynamiques d'écriture". Electronic Thesis or Diss., Lyon 2, 2024. http://www.theses.fr/2024LYO20001.
The recent and massive democratization of digital tools has empowered individuals to generate and share information on the web through various means such as blogs, social networks, sharing platforms, and more. The exponential growth of available information, mostly textual data, requires the development of Natural Language Processing (NLP) models to mathematically represent it and subsequently classify, sort, or recommend it. This is the essence of representation learning. It aims to construct a low-dimensional space where the distances between projected objects (words, texts) reflect real-world distances, whether semantic, stylistic, and so on.The proliferation of available data, coupled with the rise in computing power and deep learning, has led to the creation of highly effective language models for word and document embeddings. These models incorporate complex semantic and linguistic concepts while remaining accessible to everyone and easily adaptable to specific tasks or corpora. One can use them to create author embeddings. However, it is challenging to determine the aspects on which a model will focus to bring authors closer or move them apart. In a literary context, it is preferable for similarities to primarily relate to writing style, which raises several issues. The definition of literary style is vague, assessing the stylistic difference between two texts and their embeddings is complex. In computational linguistics, approaches aiming to characterize it are mainly statistical, relying on language markers. In light of this, our first contribution is a framework to evaluate the ability of language models to grasp writing style. We will have previously elaborated on text embedding models in machine learning and deep learning, at the word, document, and author levels. We will also have presented the treatment of the notion of literary style in Natural Language Processing, which forms the basis of our method. Transferring knowledge between black-box large language models and these methods derived from linguistics remains a complex task. Our second contribution aims to reconcile these approaches through a representation learning model focusing on style, VADES (Variational Author and Document Embedding with Style). We compare our model to state-of-the-art ones and analyze their limitations in this context.Finally, we delve into dynamic author and document embeddings. Temporal information is crucial, allowing for a more fine-grained representation of writing dynamics. After presenting the state of the art, we elaborate on our last contribution, B²ADE (Brownian Bridge Author and Document Embedding), which models authors as trajectories. We conclude by outlining several leads for improving our methods and highlighting potential research directions for the future
Franceschi, Jean-Yves. "Apprentissage de représentations et modèles génératifs profonds dans les systèmes dynamiques". Electronic Thesis or Diss., Sorbonne université, 2022. http://www.theses.fr/2022SORUS014.
The recent rise of deep learning has been motivated by numerous scientific breakthroughs, particularly regarding representation learning and generative modeling. However, most of these achievements have been obtained on image or text data, whose evolution through time remains challenging for existing methods. Given their importance for autonomous systems to adapt in a constantly evolving environment, these challenges have been actively investigated in a growing body of work. In this thesis, we follow this line of work and study several aspects of temporality and dynamical systems in deep unsupervised representation learning and generative modeling. Firstly, we present a general-purpose deep unsupervised representation learning method for time series tackling scalability and adaptivity issues arising in practical applications. We then further study in a second part representation learning for sequences by focusing on structured and stochastic spatiotemporal data: videos and physical phenomena. We show in this context that performant temporal generative prediction models help to uncover meaningful and disentangled representations, and conversely. We highlight to this end the crucial role of differential equations in the modeling and embedding of these natural sequences within sequential generative models. Finally, we more broadly analyze in a third part a popular class of generative models, generative adversarial networks, under the scope of dynamical systems. We study the evolution of the involved neural networks with respect to their training time by describing it with a differential equation, allowing us to gain a novel understanding of this generative model
Kyelem, Mathias. "Le statut de l’erreur dans la dynamique des apprentissages en sciences : proposition d'un dispositif pédagogique pour l'apprentissage de concepts relevant de la physiologie de la respiration et de l'éducation à la santé au Burkina Faso". Thesis, Montpellier 2, 2013. http://www.theses.fr/2013MON20227/document.
The study relates to the implementation and the evaluation of a teaching device associating the training by resolution of problem, the socio-cognitive debate and a didactic treatment of the error understood like only one information interesting to take into account to learn. The objective of this device is to improve the capacities of the pupils to solve complex problems which the everyday life presents by supporting the transfer and the integration of school knowledge. “The relation with the error is articulated and reinforced with values, it induces a report with the knowledge and a report with the other which, together and in a complex way, engages the person in her dimensions cognitive, emotional, social and axiological.” (Favre, 2004). The adopted methodological approach is the qualitative/interpretative approach supplemented by quantitative information coming from the evaluation of copies of the pupils in order to refine the comprehension of the impact of the experimental teaching device on their performances. The study was made in Burkina Faso. The following actions were led: a study of the representations of the error at the teachers and the pupils, and of the representations of breathing in the teachers, an analysis of the curriculum of physiology of the breathing of first option D Form classroom supplemented with that of the inspectors of secondary education. Forty teachers were trained with the teaching device among which, five of Ouagadougou retained for the experimental classes. Five teachers of Bobo-Dioulasso not trained were voluntary for the pilot classes. Observations of class were carried out on the attitudes of the pupils and the teachers and the quality of the interactions between them. The contents of the debates were transcribed and analyzed with the whole of the results of observation. At the conclusion of the courses, a summative evaluation of the trainings of the pupils was led in the ten classes. The copies were made anonymous and corrected by teachers not taking part under investigation. The data underwent a statistical processing.The principal results of the study are the following: • most teachers have a representation where the error is comparable with a fault and little of them have a relation with the error which engages them in the action, • thanks to the formation, the teachers could modify their relation with the error, to decontaminate it concept of fault and to create a teaching environment making safe to accompany the trainings by the pupils, • the representation of the error at the pupils is comparable with that of the teachers but much of them are from the point of view of correction of their errors; this representation is partly due to the strong anticipated apprehension of the failure in the event of evaluation, • the pupils showed themselves very participative with the activities of classes when they were not afraid any more to be mistaken, when to make errors their emotional security did not threaten; the debates showed a process of construction autonomous of knowledge, • the analysis of the programs showed an insufficiency of links between the various physiological processes providing the function of nutrition. The contents are deprived of a historical and epistemological approach of the concepts, • the evaluation in particular in the case of shows that in the experimental classes whose teachers were trained, the pupils better succeeded in solving new problems implying the mobilization of knowledge seen in class and necessary to carry out choices implying health, risk of tuberculosis
Crespelle, Christophe. "Représentations dynamiques de graphes". Phd thesis, Université Montpellier II - Sciences et Techniques du Languedoc, 2007. http://tel.archives-ouvertes.fr/tel-00402838.
Les connexions entre les trois types de représentation précités sont exploitées pour la conception d'algorithmes de reconnaissance entièrement dynamiques pour les cographes orientés, les graphes de permutation et les graphes d'intervalles. Pour les cographes orientés, l'algorithme présenté est de complexité optimale, il traite les modifications de sommet en temps O(d), où d est le degré du sommet en question, et les modifications d'arête en temps constant. Les algorithmes pour les graphes de permutation et les graphes d'intervalles ont la même complexité : les modifications d'arête et de sommet sont traitées en temps O(n), où n est le nombre de sommets du graphe. Une des contributions du mémoire est de mettre en lumière des similarités très fortes entre les opérations d'ajout d'un sommet dans un graphe de permutation et dans un graphe d'intervalles.
L'approche mise en oeuvre dans ce mémoire est assez générale pour laisser entrevoir les mêmes possibilités algorithmiques pour d'autres classes de graphes définies géométriquement.
Dzogang, Fabon. "Représentation et apprentissage à partir de textes pour des informations émotionnelles et pour des informations dynamiques". Paris 6, 2013. http://www.theses.fr/2013PA066253.
Automatic knowledge extraction from texts consists in mapping lowlevel information, as carried by the words and phrases extracted fromdocuments, to higher level information. The choice of datarepresentation for describing documents is, thus, essential and thedefinition of a learning algorithm is subject to theirspecifics. This thesis addresses these two issues in the context ofemotional information on the one hand and dynamic information on theother. In the first part, we consider the task of emotion extraction forwhich the semantic gap is wider than it is with more traditionalthematic information. Therefore, we propose to study representationsaimed at modeling the many nuances of natural language used fordescribing emotional, hence subjective, information. Furthermore, wepropose to study the integration of semantic knowledge which provides,from a characterization perspective, support for extracting theemotional content of documents and, from a prediction perspective,assistance to the learning algorithm. In the second part, we study information dynamics: any corpus ofdocuments published over the Internet can be associated to sources inperpetual activity which exchange information in a continuousmovement. We explore three main lines of work: automaticallyidentified sources; the communities they form in a dynamic and verysparse description space; and the noteworthy themes they develop. Foreach we propose original extraction methods which we apply to a corpusof real data we have collected from information streams over the Internet
Meunier, Deborah. "Les représentations linguistiques des étudiants Erasmus et la vision plurilingue européenne: normes, discours, apprentissages". Doctoral thesis, Universite Libre de Bruxelles, 2013. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209392.
Doctorat en Langues et lettres
info:eu-repo/semantics/nonPublished
Michel, Olivier. "Représentations dynamiques de l'espace dans un langage déclaratif de simulation". Phd thesis, Université Paris Sud - Paris XI, 1996. http://tel.archives-ouvertes.fr/tel-00305731.
Nos travaux ont consisté à introduire dans 81/2 deux nouvelles structures de données, les GBF et les amalgames, en proposant une formalisation et en étudiant leur implémentation. Les GBF permettent de représenter des espaces réguliers et homogènes, tandis que les amalgames permettent de construire, par calcul, des espaces hétérogènes et ad-hoc. Ces deux nouvelles notions trouvent directement leur application dans le domaine de la simulation des systèmes hautement dynamiques (comme par exemple les processus de croissance en biologie). Elles trouvent aussi une application directe en informatique classique, en fournissant un nouveau cadre théorique pour 1) la spéciffication, l'analyse et l' implémentation de données récursives (les GBF permettent en particulier de considérer les arbres et les tableaux dans le même cadre théorique) ; 2) la conception et la formalisation des nouveaux mécanismes de programmation incrémentielle qui commencent à apparaître dans des langages tels que Java (les amalgames permettent en particulier de conjuguer à la fois un mécanisme d' instanciation par capture implicite et d'extension des programmes). GBF et amalgames sont d'abord étudiés pour eux-mêmes puis sont introduits et intégrés au langage déclaratif 81/2 pour donner lieu à la déffinition du langage 81/2D .
Nous avons montré, par de nombreux exemples signifficatifs, la pertinence des choix effectués. Ceux- ci mettent en évidence le gain en expressivité apporté par l'enrichissement de la notion d'espace, et des primitives permettant la déffinition d'objets sur ces espaces. Les notions de GBF et d'amalgame permettent la déffinition, de façon extrêmement concise, de structures de données régulières et irrégulière, dans un cadre déclaratif, et ouvrent de nouvelles voies pour la paramétrisation et la construction incrémentielle de programmes.
Magnan, Jean-Christophe. "Représentations graphiques de fonctions et processus décisionnels Markoviens factorisés". Thesis, Paris 6, 2016. http://www.theses.fr/2016PA066042/document.
In decision theoretic planning, the factored framework (Factored Markovian Decision Process, FMDP) has produced several efficient algorithms in order to resolve large sequential decision making under uncertainty problems. The efficiency of this algorithms relies on data structures such as decision trees or algebraïc decision diagrams (ADDs). These planification technics are exploited in Reinforcement Learning by the architecture SDyna in order to resolve large and unknown problems. However, state-of-the-art learning and planning algorithms used in SDyna require the problem to be specified uniquely using binary variables and/or to use improvable data structure in term of compactness. In this book, we present our research works that seek to elaborate and to use a new data structure more efficient and less restrictive, and to integrate it in a new instance of the SDyna architecture. In a first part, we present the state-of-the-art modeling tools used in the algorithms that tackle large sequential decision making under uncertainty problems. We detail the modeling using decision trees and ADDs. Then we introduce the Ordered and Reduced Graphical Representation of Function, a new data structure that we propose in this thesis to deal with the various problems concerning the ADDs. We demonstrate that ORGRFs improve on ADDs to model large problems. In a second part, we go over the resolution of large sequential decision under uncertainty problems using Dynamic Programming. After the introduction of the main algorithms, we see in details the factored alternative. We indicate the improvable points of these factored versions. We describe our new algorithm that improve on these points and exploit the ORGRFs previously introduced. In a last part, we speak about the use of FMDPs in Reinforcement Learning. Then we introduce a new algorithm to learn the new datastrcture we propose. Thanks to this new algorithm, a new instance of the SDyna architecture is proposed, based on the ORGRFs : the SPIMDDI instance. We test its efficiency on several standard problems from the litterature. Finally, we present some works around this new instance. We detail a new algorithm for efficient exploration-exploitation compromise management, aiming to simplify F-RMax. Then we speak about an application of SPIMDDI to the managements of units in a strategic real time video game
Auburtin, Éric. "Dynamiques et représentations transfrontalières de la Lorraine : analyse géopolitique régionale appliquée". Paris 8, 2002. http://www.theses.fr/2002PA082192.
The frontier, within the European Union and more precisely in Lorraine, is not made up of a boundary between two or several states anylonger. On the contrary, it now includes a territory wich widely reaches beyond the sole border cantons and wich is stretching out to the very inside of the region as far as the town of Metz. The permanent influx of workers and the inhabitants' mobility are changing what the elected and public opinion might have thought about this territory. Economic areas of activity such as Luxemburg and Saarland, located out of Lorraine, seem to take advantage of these dissymetrical dynamics, proving that the cross-border area appears as a place where competitions have increased. The study of the political, economic and cultural players' representations and strategies whose aim is to build a cross-border region underscores the stakes of European integration
Libros sobre el tema "Apprentissages de représentations dynamiques":
Médéric, Gasquet-Cyrus y Petitjean Cécile, eds. Le poids des langues: Dynamiques, représentations, contacts, conflits. Paris: Harmattan, 2009.
Médéric, Gasquet-Cyrus y Petitjean Cécile, eds. Le poids des langues: Dynamiques, représentations, contacts, conflits. Paris: Harmattan, 2009.
Lounici, Assia y Nabila Bestandji. Dynamiques sociolangagières de l'espace algérois: Discours et représentations. Paris: Harmattan, 2012.
Schehr, Sébastien y Myriam Klinger. Les dynamiques sociales et leurs conflits: Mobilisations, régulations, représentations. Chambéry: Université de Savoie, 2014.
MICHEL, COUPREMANNE. LES DYNAMIQUES DES APPRENTISSAGES. DE BOECK, 2017.
de Diesbach-Dolder, Stéphanie. Apprentissage scolaire : lorsque les émotions s’invitent en classe… Une analyse socioculturelle des pratiques d’enseignement en éducation interculturelle. Éditions Alphil-Presses universitaires suisses, 2022. http://dx.doi.org/10.33055/alphil.03189.
Capítulos de libros sobre el tema "Apprentissages de représentations dynamiques":
MESCHINET DE RICHEMOND, Nancy y Yvette VEYRET. "Crises et territoires : héritages, inerties et dynamiques". En Gestion des crises territoriales, 139–72. ISTE Group, 2023. http://dx.doi.org/10.51926/iste.9080.ch6.
Faulx, Daniel y Cédric Danse. "Chapitre V. Analyser et concevoir des dynamiques temporelles : les six paramètres de la temporalité en formation". En Les temps heureux des apprentissages, 117–42. Champ social, 2018. http://dx.doi.org/10.3917/chaso.mauba.2018.01.0117.
Fabbiano, Giulia. "Chapitre 1. « Ces familles-là ne savent pas ce que c’est que les vacances », discours et représentations du tourisme social". En Apprentissages en situation touristique, 33–54. Presses universitaires du Septentrion, 2014. http://dx.doi.org/10.4000/books.septentrion.15212.
BOURNEL-BOSSON, Chae-Yeon y Isabelle CROS. "Former les futurs enseignants de langue au numérique par l’approche réflexive (collaborative)". En Numérique et didactique des langues et cultures, 131–54. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.5758.
Bachmann, Karin y Michèle Grossen. "Chapitre 6. Contextes et dynamiques des interactions entre apprenants dans une situation de mentorat". En Régulation des apprentissages en situation scolaire et en formation, 129. De Boeck Supérieur, 2007. http://dx.doi.org/10.3917/dbu.motti.2007.01.0129.
Lame, Danielle de. "Dynamiques de scènes : présentation et représentations du marché de l’art nairobien". En Le Kenya en marche, 2000-2020, 405–30. Africae, 2020. http://dx.doi.org/10.4000/books.africae.2124.
Coudel, Émilie, Éric Sabourin, Jean-Philippe Tonneau y Marcio Caniello. "Chapitre 16 - Dynamiques et apprentissages d'une première expérience de construction d'une université paysanne au Brésil". En Concevoir et construire la décision, 313–32. Éditions Quæ, 2009. http://dx.doi.org/10.3917/quae.turkh.2009.01.0025.
Muller Mirza, Nathalie y Anne-Nelly Perret-Clermont. "Dynamiques interactives, apprentissages et médiations : analyses de constructions de sens autour d'un outil pour argumenter". En Processus interactionnels et situations éducatives, 233. De Boeck Supérieur, 2008. http://dx.doi.org/10.3917/dbu.filli.2008.01.0233.
ABAKA, Kouassi Gérard. "Des représentations du nouchi et des attitudes envers son usage en milieu familial". En L’expansion de la norme endogène du français en francophonie, 107–22. Editions des archives contemporaines, 2023. http://dx.doi.org/10.17184/eac.7122.
Chardenet, Patrick. "Les seuils, construction et circulation de la notion et problématique épistémologique en didactique des langues étrangères". En D'un seuil à l'autre, 117–27. Editions des archives contemporaines, 2017. http://dx.doi.org/10.17184/eac.765.
Actas de conferencias sobre el tema "Apprentissages de représentations dynamiques":
Hurter, Christophe. "Taxinomie de représentations graphiques dynamiques". En the 19th International Conference of the Association Francophone d'Interaction Homme-Machine. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1541436.1541481.