Literatura académica sobre el tema "Tests d'apprentissage et de mémoire"
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Artículos de revistas sobre el tema "Tests d'apprentissage et de mémoire"
Angéloz, Aline. "APPRENTISSAGE ET MÉMOIRE : LES INSÉPARABLES DANS LE CERVEAU". Cortica 2, n.º 1 (20 de marzo de 2023): 165–69. http://dx.doi.org/10.26034/cortica.2023.3661.
Texto completoFerrand, P. "EPS, un système d'apprentissage par généralisation et organisation d'une mémoire". Intellectica. Revue de l'Association pour la Recherche Cognitive 2, n.º 1 (1987): 100–113. http://dx.doi.org/10.3406/intel.1987.1803.
Texto completoMansuy, I. "Une approche génétique de la plasticité synaptique et des processus d'apprentissage et de mémoire." médecine/sciences 14, n.º 4 (1998): 458. http://dx.doi.org/10.4267/10608/1063.
Texto completoHutagalung, Doni, Tengku Ratna Soraya y Zulherman Zulherman. "DÉVELOPPEMENT DES MATÉRIAUX D’APPRENTISSAGES DES ADJECTIFS POSSESSIFS EN UTILISANT L’APPLICATION PREZI". HEXAGONE Jurnal Pendidikan, Linguistik, Budaya dan Sastra Perancis 10, n.º 1 (13 de junio de 2021): 901. http://dx.doi.org/10.24114/hxg.v10i1.25645.
Texto completoStewart, John Robert. "Un système cognitif sans neurones : les capacités d'adaptation, d'apprentissage et de mémoire du système immunitaire". Intellectica. Revue de l'Association pour la Recherche Cognitive 18, n.º 1 (1994): 15–43. http://dx.doi.org/10.3406/intel.1994.1450.
Texto completoManullang, Iin Parlina, Jubliana Sitompul Sitompul y Hesti Fibriasari Fibriasari. "DEVELOPPEMNT DE MULTIMEDIA INTERACTIF POUR LE TEXTE DECRIPTIF CHEZ LES ETUDIANTS DU TROISIEME SEMESTRE DE L’UNIMED". HEXAGONE Jurnal Pendidikan, Linguistik, Budaya dan Sastra Perancis 9, n.º 2 (21 de diciembre de 2020): 789. http://dx.doi.org/10.24114/hxg.v9i2.21998.
Texto completoFung, Chorng Yuan, Melissa Lee Yan Abdullah Ng y Shahabuddin Hashim. "Perception and Benefits of Writing Personalized Weekly e-Learning Journals and the Effect on University Students’ Academic Self-efficacy". Alberta Journal of Educational Research 67, n.º 4 (2 de diciembre de 2021): 351–71. http://dx.doi.org/10.55016/ojs/ajer.v67i4.69349.
Texto completoBernard, Emilie. "Mon cerveau au GYB : Un outil numérique au service de l’apprentissage". Cortica 3, n.º 1 (20 de marzo de 2024): 257–313. http://dx.doi.org/10.26034/cortica.2024.4834.
Texto completoLubis, Nuriaty Prasetya, Junita Friska y Zulherman Zulherman. "Développement De La Méthode De Français Basé Sur Google Classroom En Classe XI Au SMA Negeri 21 Medan". HEXAGONE Jurnal Pendidikan, Linguistik, Budaya dan Sastra Perancis 10, n.º 2 (29 de diciembre de 2021): 34. http://dx.doi.org/10.24114/hxg.v10i2.30299.
Texto completoFortin, Alexandra y Nicole Caza. "A Validation Study of Memory and Executive Functions Indexes in French-Speaking Healthy Young and Older Adults". Canadian Journal on Aging / La Revue canadienne du vieillissement 33, n.º 1 (20 de enero de 2014): 60–71. http://dx.doi.org/10.1017/s0714980813000445.
Texto completoTesis sobre el tema "Tests d'apprentissage et de mémoire"
Dobrigna, Manon. "Étude multi-échelle de modèles murins de déficience intellectuelle associée à PAK3". Electronic Thesis or Diss., université Paris-Saclay, 2024. http://www.theses.fr/2024UPASL106.
Texto completoP21-Activated Kinases (PAKs) are serine/threonine kinases essential for brain development, acting downstream of the small GTPases Rac1 and Cdc42 to regulate cytoskeletal dynamics through cofilin phosphorylation. This regulation is crucial for key neuronal processes, including migration, neurite outgrowth, axon guidance, synapse formation, and plasticity.In this thesis, I reviewed current knowledge on Group I PAKs (PAK1, PAK2, and PAK3) and their roles in neurodevelopmental disorders. Mutations in Group I PAK genes have distinct effects, partly due to differences in their specific functions, regulatory mechanisms, spatio-temporal expression patterns, and chromosomal locations. PAK1 mutations are associated with intellectual disability (ID), autism spectrum disorder (ASD), epilepsy, and macrocephaly, while PAK2 mutations are primarily linked to ASD and Knobloch syndrome type 2. PAK3 pathogenic mutations cause ID, often accompanied by ASD, epilepsy, variations in brain size (microcephaly or macrocephaly), and other psychiatric traits. The broad spectrum of symptoms linked to PAK3 mutations, ranging from mild ID to severe neurological disorders, suggests that multiple pathogenic mechanisms may be involved in these clinical conditions. The wide clinical spectrum and lack of mutation hotspots complicate the full characterization of PAK3-related disorders (Dobrigna et al., 2023). Among Group I PAKs, the PAK3 gene is the only one located on the X chromosome, meaning that its mutations predominantly affect males. Some PAK3 mutations lead to complete protein loss, while missense mutations may alter kinase activity or protein interactions. Notably, nonsense PAK3 mutations are associated with less severe ID compared to mutations resulting in a stable PAK3 protein devoid of kinase activity.To better understand the pathogenicity of PAK3 missense mutations, we focused on two variants: PAK3-R67C, which alters Rac1 and Cdc42 interactions and leads to moderate-to-severe ID, and PAK3-G424R, which causes a loss of kinase activity and is associated with more severe cognitive impairments, ASD, epilepsy, and microcephaly.Our multi-scale analysis of mouse models carrying these mutations revealed significant differences. Pak3-R67C mice showed minor neuroanatomical changes, moderate microcephaly, reduced synaptic transmission, and mild cognitive impairments, closely aligning with clinical observations. In vitro studies suggest defects in PAK3/PIX signaling and indicate Paxillin dysregulation. These changes may contribute to the observed microcephaly in vivo. In contrast, Pak3-G424R mice displayed more profound neurodevelopmental defects, including severe cognitive and behavioral deficits. Interestingly, the results in the Pak3-G424R model did not mirror those found in Pak3-KO mice, which only exhibited aversive memory deficits and late long-term potentiation deficits. Instead, the Pak3-G424R model more closely resembled the Pak1/Pak3-KO. Therefore, we propose that the presence of a kinase-dead PAK3 variant is more detrimental than the complete absence of PAK3, as the PAK3-G424R protein may interfere with signaling, particularly affecting PAK1 activity. These findings underscore the need for further research to clarify genotype-phenotype relationships in PAK3-related ID and to develop targeted therapeutic interventions
Leblanc, Adeline. "Environnement de collaboration et mémoire organisationnelle de formation dans un contexte d'apprentissage". Compiègne, 2009. http://www.theses.fr/2009COMP1816.
Texto completoThe MEMORAe approach aim is to see in how it is possible to put into practice organizational learning in a learning organization. To that end, i focus on two dimensions: facilitate organization of resources and knowledge and competences within the organization and favour the collaborative work (resources sharing, knowledge and competences transfer, communication and coordination in a community). Within the context of my thesis, I chose to : a) model a learning organizational memory in order to organize and capitalize resources, knowledge and competences of the organization, b) structure this memory thanks to domain and application ontologies, c) model several memory in order to favour collaboration within a community, d) use Web2. 0 technologies to facilitate exchange and coordination. In order to validate our modelling, I develop a web platform : E-MEMORAe2. 0
Rodet, Luc. "La représentation des objets en mémoire : role de l'historique d'apprentissage". Grenoble INPG, 1996. http://www.theses.fr/1996INPG0123.
Texto completoEhrlich, Marie-France. "Mémoire et compréhension : étude du traitement cognitif des phrases et des textes". Paris 8, 1989. http://www.theses.fr/1989PA080417.
Texto completoThis thesis aims to study the relationships between memory and comprehension. Ten experiments guided by a cognitive and semantic perspective were carried out with young adult subjects. Part one deals with sentence memory. In chapter one, some elements of linguistic analysis and propositional models of meaning representation are presented. In chapter two, four experiments are reported and a model of cognitive processes in sentence memorization is proposed. Part two deals with text memory and comprehension. In chapter three, the linguistic approach to textual structures is described as well as models of the cognitive representation of text content (propositional and mental models). Text comprehension requires the construction of a coherent mental representation. In each of the chapters four, five and six, two experiments are reported. The processes responsible for the elaboration of cognitive representations are investigated, taking both local and global levels of text organizations into account. Memory performances were found to be dependent on the cognitive representations. In the conclusion, some suggestions for future research on text comprehension are put forward
Montanez, Patricia. "Mémoire sémantique et maladie d'Alzheimer". Paris, EHESS, 2002. http://www.theses.fr/2002EHES0110.
Texto completoThe aim of this study was to establish the level of semantic processing in 39 patients with Alzheimer’s disease (AD) in a protocol of semantic tasks, including a semantic association task, a naming task using black and white drawings, testing the “living” – “non-living” category and the visual complexity of the pictures, a naming task using color pictures and controlling category and word frequency, a word to picture association task and a semantic classification task, at the subordinate and at the attribute level, with pictures and with words of both categories. The heterogeneity of AD was taken into account and sub-groups of patients with comparative levels of impairment were identified according to their profiles of deficits in verbal and visuo-constructional tasks. In these sub-groups, the effect of the variables evaluated in the semantic memory protocol was established. This study demonstrated the effects of variables which are controversial in the literature, such as category, frequency, visual complexity, modality and level of semantic processing. The results obtained have contributed to the descriptions of semantic deficits in AD and to the analysis of hypothesis derived from models of cognitive neuropsychology. A longitudinal study of 20 patients with AD also allowed the study of the profile of evolution of the semantic disorders and the evaluation of models proposed to explain the functional architecture of semantic memory
Vergnal-Meunier, Martine. "Le cortex cingulaire : connexions neuroanatomiques et implication dans le processus d'apprentissage et de mémoire chez la Souris". Bordeaux 1, 1988. http://www.theses.fr/1988BOR10578.
Texto completoRémon, Danaé. "Stratégies d'apprentissage et mémoire à long terme d'associations mot-objet chez le jeune enfant et le chien". Thesis, Toulouse 3, 2019. http://www.theses.fr/2019TOU30208.
Texto completoAll of us occasionally remember information or personal events that occurred a long time ago. But what about young children and distantly related animal species? Do young children and animals also form memories that can last in time? And if so, does memory formation rely on the same principles than those established in human adults? This thesis intended to examine these questions in the context of an associative learning concept involving complex bimodal stimuli: the word-object concept; both in young children and domestic dogs. For these two models, we explored some parameters susceptible to facilitate the encoding and storage of this type of information in memory. In particular, we attempted to determine if the number of presentations of novel word-object associations during learning influenced the retention of the name of these objects after a delay. We also aimed to establish the minimal number of presentations of the pairs required to induce a memory trace. Finally, we examined the efficacy of two learning strategies on the ability to remember the names of novel objects and demonstrated that the efficacy of the strategies implemented in humans evolves during development and seems not to apply to dogs. In brief, our results enlightened some principles underlying the formation of sensory memories in an early-developing brain system as well as in a non-primate species, and allow us to make assumptions about the underlying brain mechanisms
Cara, Michel. "Stratégies d'apprentissage de la lecture musicale à court-terme : mémoire de travail et oculométrie cognitive". Thesis, Dijon, 2013. http://www.theses.fr/2013DIJOL013.
Texto completoThroughout this thesis, evaluation of music performance is viewed as a latent object of study in order to provide tools for learning to read music. We have defined some variables from eye movements and music performance accounting for expert performance and interactions between skill groups when learning a new piece of music. In more details, we have observed the use of different strategies for music information intake, processes and information retrieval depending on musicians’ expertise and we have stressed the importance of learning through interaction. In the process of skill acquisition, when self-confidence is gained strategies are simultaneously adjusted (Bandura, 1997; McPherson and McCormick, 2006). In reference to the current debate about the nature of music reading, we have compared musical and verbal processing during comprehensive reading of texts and scores. On the whole, considering the model of Baddeley (1990), musicians’ cognitive resources during music reading would be mobilized depending on the expertise and the music style
Moi͏̈se, Anne-Marie. "Sclérose en plaques et troubles de mémoire". Bordeaux 2, 1997. http://www.theses.fr/1997BOR2M125.
Texto completoVandenberghe, Muriel. "Les processus d'apprentissage préservés dans l'amnésie: étude neuropsychologique et cognitive". Doctoral thesis, Universite Libre de Bruxelles, 2007. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210585.
Texto completoLibros sobre el tema "Tests d'apprentissage et de mémoire"
Amigues, René. Les pratiques scolaires d'apprentissage et d'évaluation. Paris: Dunod, 1996.
Buscar texto completoThomas-Antérion, C. La mémoire collective, mémoire des événements publics et des célébrités: Les batteries EVE 30 et TOP 30. Marseille: Solal, 2006.
Buscar texto completoBenoît, Lavoie, Imbert Dominique, Quintard Natacha y Matteau Hélène 1958-, eds. Avez-vous une bonne mémoire?: Tests, conseils et exercices pour s'améliorer. [Montréal]: Flammarion Québec, 2004.
Buscar texto completoOntario. Ministère de l'éducation et de la formation. Le programme d'études commun: Politiques et résultats d'apprentissage de la 1re année à la 9e année, 1995. Toronto, Ont: Ministère de l'éducation et de la formation, 1995.
Buscar texto completo1962-, Moser Joan, ed. La méthode CAFÉ: Engager les élèves dans un processus d'évaluation quotidien pour un enseignement efficace. Montréal: Modulo, 2011.
Buscar texto completoEinon, Dorothy. Testez le développement de votre enfant de 0 à 5 ans: Des tests élaborés par des professionnels à faire chez soi pour mieux comprendre son enfant, l'aider à grandir et réussir sa vie d'adulte. [Montréal]: Caractère, 2007.
Buscar texto completo1949-, Lyon G. Reid, ed. Frames of reference for the assessment of learning disabilities: New views on measurement issues. Baltimore: Paul H. Brookes Pub. Co., 1994.
Buscar texto completoMorissette, Rosée. Accompagner la construction des savoirs. Montréal, Qué: Éditions de la Chenelière, 2002.
Buscar texto completoBretagne, Université de Haute, ed. De la mémoire épisodique à la construction des connissances scolaires: Mise en relation des conditions d'accessibilité des souvenirs et de quelques styles d'apprentissage. 1995.
Buscar texto completoCapítulos de libros sobre el tema "Tests d'apprentissage et de mémoire"
Cédile, Geneviève. "10. Les tests psychométriques". En L'Aide-mémoire de l'expertise civile psychiatrique et psychologique, 71–78. Dunod, 2013. http://dx.doi.org/10.3917/dunod.labad.2013.01.0071.
Texto completoCédile, Geneviève. "9. Les tests de personnalité". En L'Aide-mémoire de l'expertise civile psychiatrique et psychologique, 61–70. Dunod, 2013. http://dx.doi.org/10.3917/dunod.labad.2013.01.0061.
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