Дисертації з теми "Analyse de l'apprentissage"
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Mazari, Abdelfattah. "Analyse d'erreurs dans l'apprentissage de la L2 : l'exemple arabe-anglais." Paris 10, 2006. http://www.theses.fr/2006PA100032.
The prime objective of this study was to inquire into the syntactic and semantic difficulties encountered by Moroccan learners of English as a foreign language in writing. We first tried to show the relationship between language and culture and the role of the latter in L2 learning process, as well as the different kinds of motivation that students possess in their learning. We analyzed 120 compositions written by Moroccan students in first year of English at the University of Oujda. We recorded syntactic and/or semantic deviated structures and then classified them according to their source of interference, interlingual and/or intralingual. We also tried to establish the link between the data of this study and the general theories of linguistics. By holding account of the structures of the various languages and while drawing the conclusions of the data on learners of various mother tongues, we tried to explain certain categories of deviations compared to universal parameters of the language that learners have in general
Weisser, Marc. "Le rôle de l'implicite dans l'apprentissage." Université Louis Pasteur (Strasbourg) (1971-2008), 1995. http://www.theses.fr/1995STR20062.
Damez-Fontaine, Marc. "De l'apprentissage artificiel pour l'apprentissage humain : de la récolte de traces à la modélisation utilisateur." Phd thesis, Université Pierre et Marie Curie - Paris VI, 2008. http://tel.archives-ouvertes.fr/tel-00598365.
Quevedo, de Villegas Blanca. "Le rôle de l'énumération dans l'apprentissage du dénombrement." Bordeaux 1, 1986. http://www.theses.fr/1986BOR10670.
Millan, Mégane. "L'apprentissage profond pour l'évaluation et le retour d'information lors de l'apprentissage de gestes." Thesis, Sorbonne université, 2020. http://www.theses.fr/2020SORUS057.
Learning a new sport or manual work is complex. Indeed, many gestures have to be assimilated in order to reach a good level of skill. However, learning these gestures cannot be done alone. Indeed, it is necessary to see the gesture execution with an expert eye in order to indicate corrections for improvement. However, experts, whether in sports or in manual works, are not always available to analyze and evaluate a novice’s gesture. In order to help experts in this task of analysis, it is possible to develop virtual coaches. Depending on the field, the virtual coach will have more or less skills, but an evaluation according to precise criteria is always mandatory. Providing feedback on mistakes is also essential for the learning of a novice. In this thesis, different solutions for developing the most effective virtual coaches are proposed. First of all, and as mentioned above, it is necessary to evaluate the gestures. From this point of view, a first part consisted in understanding the stakes of automatic gesture analysis, in order to develop an automatic evaluation algorithm that is as efficient as possible. Subsequently, two algorithms for automatic quality evaluation are proposed. These two algorithms, based on deep learning, were then tested on two different gestures databases in order to evaluate their genericity. Once the evaluation has been carried out, it is necessary to provide relevant feedback to the learner on his errors. In order to maintain continuity in the work carried out, this feedback is also based on neural networks and deep learning. A method has been developed based on neural network explanability methods. It allows to go back to the moments of the gestures when errors were made according to the evaluation model. Finally, coupled with semantic segmentation, this method makes it possible to indicate to learners which part of the gesture was badly performed, and to provide them with statistics and a learning curve
Ghassany, Mohamad. "Contributions à l'apprentissage collaboratif non supervisé." Paris 13, 2013. http://www.theses.fr/2013PA132041.
The research outlined in this thesis concerns the development of collaborative clustering approaches based on topological methods, such as self-organizing maps (SOM), generative topographic mappings (GTM) and variational Bayesian GTM (VBGTM). So far, clustering methods performs on a single data set, but recent applications require data sets distributed among several sites. So, communication between the different data sets is necessary, while respecting the privacy of every site, i. E. Sharing data between sites is not allowed. The fundamental concept of collaborative clustering is that the clustering algorithms operate locally on individual data sets, but collaborate by exchanging information about their findings. The strength of collaboration, or confidence, is precised by a parameter called coefficient of collaboration. This thesis proposes to learn it automatically during the collaboration phase. Two data scenarios are treated in this thesis, referred as vertical and horizontal collaboration. The vertical collaboration occurs when data sets contain different objects and same patterns. The horizontal collaboration occurs when they have same objects and described by different Patterns
Resmerita, Diana. "Compression pour l'apprentissage en profondeur." Thesis, Université Côte d'Azur, 2022. http://www.theses.fr/2022COAZ4043.
Autonomous cars are complex applications that need powerful hardware machines to be able to function properly. Tasks such as staying between the white lines, reading signs, or avoiding obstacles are solved by using convolutional neural networks (CNNs) to classify or detect objects. It is highly important that all the networks work in parallel in order to transmit all the necessary information and take a common decision. Nowadays, as the networks improve, they also have become bigger and more computational expensive. Deploying even one network becomes challenging. Compressing the networks can solve this issue. Therefore, the first objective of this thesis is to find deep compression methods in order to cope with the memory and computational power limitations present on embedded systems. The compression methods need to be adapted to a specific processor, Kalray's MPPA, for short term implementations. Our contributions mainly focus on compressing the network post-training for storage purposes, which means compressing the parameters of the network without retraining or changing the original architecture and the type of the computations. In the context of our work, we decided to focus on quantization. Our first contribution consists in comparing the performances of uniform quantization and non-uniform quantization, in order to identify which of the two has a better rate-distortion trade-off and could be quickly supported in the company. The company's interest is also directed towards finding new innovative methods for future MPPA generations. Therefore, our second contribution focuses on comparing standard floating-point representations (FP32, FP16) to recently proposed alternative arithmetical representations such as BFloat16, msfp8, Posit8. The results of this analysis were in favor for Posit8. This motivated the company Kalray to conceive a decompressor from FP16 to Posit8. Finally, since many compression methods already exist, we decided to move to an adjacent topic which aims to quantify theoretically the effects of quantization error on the network's accuracy. This is the second objective of the thesis. We notice that well-known distortion measures are not adapted to predict accuracy degradation in the case of inference for compressed neural networks. We define a new distortion measure with a closed form which looks like a signal-to-noise ratio. A set of experiments were done using simulated data and small networks, which show the potential of this distortion measure
Henriques, Afonso. "L'enseignement et l'apprentissage des intégrales multiples : Analyse didactique intégrant l'usage du logiciel Maple." Phd thesis, Université Joseph Fourier (Grenoble), 2006. http://tel.archives-ouvertes.fr/tel-00100353.
En nous appuyant sur l'approche instrumentale de l'intégration des outils informatiques à l'enseignement, nous partons de l'hypothèse que la réussite de ce type de tâche mathématique avec Maple nécessite, au-delà de la connaissance des commandes pertinentes et de leur syntaxe, l'apprentissage de techniques instrumentées spécifiques, un apprentissage qui doit être pris en charge par l'institution. Dans la thèse, une technique de représentation dite de crible géométrique occupe de ce point de vue une place centrale, en étant vue comme un moyen de forcer l'interaction entre représentations graphique et analytique.
Le travail comprend une analyse institutionnelle (étude écologique de programmes et de manuels) du point de vue de l'enseignement des intégrales multiples et de celui de l'intégration de l'outil Maple, et deux expérimentations sans et avec Maple.
Drine, Rhouma. "Stratégies d’alliance et orientation clients : analyse par l'apprentissage organisationnel : application au secteur financier." Thesis, Bordeaux 4, 2011. http://www.theses.fr/2011BOR40033.
Based on the perspective of the partnership of the firm we aim to study, alliance strategies in the French financial sector, in terms of the improvement of the level of customer orientation business partners. We are based, firstly, on the approach by the knowledge and especially that of organizational learning, and secondly, on the linkages’ management literature. From a theoretical point of view, in terms of the various approaches dealing with the management of alliances, our research exploits those which designing these strategies as a process of organizational learning. Causal analysis, studies the influence of the modes of coordination of alliance strategies on the level of customer orientation of companies: These are two variables: trust and control. This influence is exerted through a central variable namely the quality of organizational learning. Such explanatory analysis is performed using the methods of structural equation of PLS. Three main results are obtained: when the relationship between the partners is based on trust, quality of the organizational alliance learning is found best ; the exercise of control within the alliance does not affect the quality of learning organizational and The alliance allows organizational learning and improves the level of customer orientation business partners
Guallino, Gabriel. "L'apprentissage organisationnel dans les acquisitions." Phd thesis, Université de la Méditerranée - Aix-Marseille II, 2010. http://tel.archives-ouvertes.fr/tel-00971376.
Jambon, Anne-Claire. "Analyse de l'apprentissage de la chirurgie coelioscopique en gynécologie : application à un simulateur pédagogique." Lille 2, 2002. http://www.theses.fr/2002LIL2MT13.
Klein, Édouard. "Contributions à l'apprentissage par renforcement inverse." Electronic Thesis or Diss., Université de Lorraine, 2013. http://www.theses.fr/2013LORR0185.
This thesis, "Contributions à l'apprentissage par renforcement inverse", brings three major contributions to the community. The first one is a method for estimating the feature expectation, a quantity involved in most of state-of-the-art approaches which were thus extended to a batch off-policy setting. The second major contribution is an Inverse Reinforcement Learning algorithm, structured classification for inverse reinforcement learning (SCIRL), which relaxes a standard constraint in the field, the repeated solving of a Markov Decision Process, by introducing the temporal structure (using the feature expectation) of this process into a structured margin classification algorithm. The afferent theoritical guarantee and the good empirical performance it exhibited allowed it to be presentend in a good international conference: NIPS. Finally, the third contribution is cascaded supervised learning for inverse reinforcement learning (CSI) a method consisting in learning the expert's behavior via a supervised learning approach, and then introducing the temporal structure of the MDP via a regression involving the score function of the classifier. This method presents the same type of theoretical guarantee as SCIRL, but uses standard components for classification and regression, which makes its use simpler. This work will be presented in another good international conference: ECML
Kanbar, Hiam. "Théories et pratiques du texte littéraire dans l'apprentissage du français langue étrangère." Besançon, 2000. http://www.theses.fr/2000BESA1018.
Lagarde, Julien. "Instructions verbales pour l'apprentissage dans une tâche d'anticipation-coi͏̈ncidence." Toulouse 3, 2000. http://www.theses.fr/2000TOU30187.
Elhadji, Ille Gado Nassara. "Méthodes aléatoires pour l’apprentissage de données en grande dimension : application à l'apprentissage partagé." Thesis, Troyes, 2017. http://www.theses.fr/2017TROY0032.
This thesis deals with the study of random methods for learning large-scale data. Firstly, we propose an unsupervised approach consisting in the estimation of the principal components, when the sample size and the observation dimension tend towards infinity. This approach is based on random matrices and uses consistent estimators of eigenvalues and eigenvectors of the covariance matrix. Then, in the case of supervised learning, we propose an approach which consists in reducing the dimension by an approximation of the original data matrix and then realizing LDA in the reduced space. Dimension reduction is based on low–rank approximation matrices by the use of random matrices. A fast approximation algorithm of the SVD and a modified version as fast approximation by spectral gap are developed. Experiments are done with real images and text data. Compared to other methods, the proposed approaches provide an error rate that is often optimal, with a small computation time. Finally, our contribution in transfer learning consists in the use of the subspace alignment and the low-rank approximation of matrices by random projections. The proposed method is applied to data derived from benchmark database; it has the advantage of being efficient and adapted to large-scale data
Holgado, Otilia. "Analyse didactique de l'activité en formation professionnelle : le cas de l'apprentissage des Systèmes d'Information Géographique." Phd thesis, Université de Bourgogne, 2011. http://tel.archives-ouvertes.fr/tel-00732890.
Candas, Peggy. "Analyse de pratiques d'étudiants dans un centre de ressources de langues : indicateurs d'autonomie dans l'apprentissage." Phd thesis, Université de Strasbourg, 2009. http://tel.archives-ouvertes.fr/tel-00943151.
Vion, Martine. "Analyse de l'apprentissage médié "sur le tas" : le cas du travail de guichet à l'hôpital." Paris 13, 1993. http://www.theses.fr/1993PA131002.
Theoritical framework. Coached on the job learning was analyzed as an activity where a novice operator progressively develops his competences with the help of his expert colleagues. Building upon the research of the course of action (pinsky and theureau, 1987), learning was defined as a continous process of diachronic transformations of the novice's course of action. Methoos. Observations of the novice's actions and recordings of verbal communications were continously collected all along along his apprenticeship. Models. On the basis of the notion of the traidic sign, were elaborateld one model of the course of action development process and one model of the origins of the interpretants (elements of generaltity resulting form past cognition) common to both the novice and the expert, and onde model of the diachronic transformations of the novice's course of action. Data analysis. The analysis of the course of action development process and the comparative analysis of different courses of action of action have given new insight into operators observing, doing and learning know-how competences. Ergonomic principles. Exclusively on the job learning must be eliminated and replaced by better conditions of aprrenticeship, the training of the novices alternatively ind and out of the work context, the training of experts in the tutorial activity
Suss, Peggy. "Analyse de pratiques d'étudiants dans un centre de ressources de langues : Indicateurs d'autonomie dans l'apprentissage." Strasbourg, 2009. https://tel.archives-ouvertes.fr/tel-00943151.
This research set out to study the processes involved in the expression and development of learner autonomy when learning a foreign language in a language resource centre. Eight university students participated. A qualitative analysis of observation sessions and subsequent interviews was carried out according to four indicators, with the following results. Learners explored resources available but not extensively, and their practice confirmed the influence of the context and circumstances on learner trajectory. They piloted their learning process with rather vague objectives in mind and readjusted decisions as they progressed. Effective learning routines appeared to be dynamic, contrary to fixed defensive ones. The students managed advice given by teachers and institutional constraints in their own personal way. Furthermore, our data seems to show that expliciting actions could, in itself, induce learner reflection on his/her learning processes
Klein, Édouard. "Contributions à l'apprentissage par renforcement inverse." Thesis, Université de Lorraine, 2013. http://www.theses.fr/2013LORR0185/document.
This thesis, "Contributions à l'apprentissage par renforcement inverse", brings three major contributions to the community. The first one is a method for estimating the feature expectation, a quantity involved in most of state-of-the-art approaches which were thus extended to a batch off-policy setting. The second major contribution is an Inverse Reinforcement Learning algorithm, structured classification for inverse reinforcement learning (SCIRL), which relaxes a standard constraint in the field, the repeated solving of a Markov Decision Process, by introducing the temporal structure (using the feature expectation) of this process into a structured margin classification algorithm. The afferent theoritical guarantee and the good empirical performance it exhibited allowed it to be presentend in a good international conference: NIPS. Finally, the third contribution is cascaded supervised learning for inverse reinforcement learning (CSI) a method consisting in learning the expert's behavior via a supervised learning approach, and then introducing the temporal structure of the MDP via a regression involving the score function of the classifier. This method presents the same type of theoretical guarantee as SCIRL, but uses standard components for classification and regression, which makes its use simpler. This work will be presented in another good international conference: ECML
Caillou, Nicolas. "Effet des instructions sur l'apprentissage d'une habileté de coordination bimanuelle." Montpellier 1, 2003. http://www.theses.fr/2003MON14001.
RAFFALLI-SEBILLE, MARIE-JOSEPH. "Analyse des effets de deux ligands des recepteurs centraux des benzodiazepines sur l'apprentissage chez la souris." Paris 6, 1994. http://www.theses.fr/1994PA066236.
BAKCHINE, HUBER ELISABETH. "Etude de l'apprentissage olfactif chez l'abeille domestique (apis mellifera l. ) par une analyse automatique des deplacements." Paris 11, 1994. http://www.theses.fr/1994PA112075.
Sauque, André. "Contribution à une analyse des effets de l'apprentissage anticipé de la conduite automobile et propositions d'actions." Lyon 2, 2004. http://theses.univ-lyon2.fr/documents/lyon2/2004/sauque_a.
The objectif of this thesis is to analyse, with an essentially qualitative research, knowledge of a processus of learning. The safety of road is a very vast domain of research. We must to differentiate, in education of the safety of road, integration of the legal norm, integration of the social norm and construction of a own norm. On grounds, the problemacy of this thesis is to examine the appropriate conditions to a knowledge of experiences, in a protected background, is helping young people involved in "Apprentissage Anticipé de la Conduite automobile" (early apprenticeship of driving) to acquere the notion of risk and to adopt a quiet driving. The hoped result is a citizen qualification in words of safety on driving and to emphatyze an upper attention to oneself and to the others than with a traditionnal formation. The advanced hypothesis, through cognitif and socio-emotionnal areas of analisies, can precise the characteristic of accompanied driving, other definite manner, to get a citizen approach of driving. The paradigm of this thesis subscribes to "recherche-action" principles, consequently several principles for action, articulated in regulating principles, have been put forward
Sauque, André Develay Michel. "Contribution à une analyse des effets de l'apprentissage anticipé de la conduite automobile et propositions d'actions." Lyon : Université Lumière Lyon 2, 2004. http://demeter.univ-lyon2.fr:8080/sdx/theses/lyon2/2004/sauque_a.
Pitel, Anne-Lise. "Les troubles cognitifs dans l'alcoolisme chronique avec et sans syndrome de Korsakoff : analyse neuropsychologique et remédiation cognitive." Caen, 2007. http://www.theses.fr/2007CAEN1494.
Peyrache, Adrien. "Influence du sommeil dans le réseau hippocampo-préfrontal : implication dans la consolidation mnésique et l'apprentissage." Paris 6, 2009. http://www.theses.fr/2009PA066292.
Basly, Sami. "L'INTERNATIONALISATION DE LA PME FAMILIALE : UNE ANALYSE FONDEE SUR L'APPRENTISSAGE ORGANISATIONNEL ET LE DEVELOPPEMENT DE LA CONNAISSANCE." Phd thesis, Université Montesquieu - Bordeaux IV, 2005. http://tel.archives-ouvertes.fr/tel-00116352.
1- Tout d'abord, elle cherche à décrire le processus d'internationalisation de la PME familiale et dégager ses particularités.
2- Ensuite, elle cherche à étudier l'influence des caractéristiques spécifiques de l'entreprise familiale (conservatisme, orientation indépendance et réseautage) sur son degré d'internationalisation. Cette influence s'exerce par le biais d'une variable centrale à savoir la connaissance d'internationalisation.
Basly, Sami. "L'internationalisation de la PME familiale : une analyse fondée sur l'apprentissage organisationnel et le développement de la connaissance." Bordeaux 4, 2005. http://www.theses.fr/2005BOR40037.
Trouvilliez, Benoît. "Similarités de données textuelles pour l'apprentissage de textes courts d'opinions et la recherche de produits." Thesis, Artois, 2013. http://www.theses.fr/2013ARTO0403/document.
This Ph.D. thesis is about the establishment of textual data similarities in the client relation domain. Two subjects are mainly considered : - the automatic analysis of short messages in response of satisfaction surveys ; - the search of products given same criteria expressed in natural language by a human through a conversation with a program. The first subject concerns the statistical informations from the surveys answers. The ideas recognized in the answers are identified, organized according to a taxonomy and quantified. The second subject concerns the transcription of some criteria over products into queries to be interpreted by a database management system. The number of criteria under consideration is wide, from simplest criteria like material or brand, until most complex criteria like color or price. The two subjects meet on the problem of establishing textual data similarities thanks to NLP techniques. The main difficulties come from the fact that the texts to be processed, written in natural language, are short ones and with lots of spell checking errors and negations. Establishment of semantic similarities between words (synonymy, antonymy, ...) and syntactic relations between syntagms (conjunction, opposition, ...) are other issues considered in our work. We also study in this Ph. D. thesis automatic clustering and classification methods in order to analyse answers to satisfaction surveys
Nicolaev, Viorica. "L'apprentissage du FLE dans un dispositif vidéographique synchrone : étude des séquences métalinguistiques." Phd thesis, Ecole normale supérieure de lyon - ENS LYON, 2012. http://tel.archives-ouvertes.fr/tel-00793185.
Stanczak, Arnaud. "La méthode de la "classe puzzle" est-elle efficace pour améliorer l'apprentissage ?" Thesis, Université Clermont Auvergne (2017-2020), 2020. http://www.theses.fr/2020CLFAL013.
The objective of this thesis is to test the effect of the Jigsaw classroom on learning. The Jigsaw classroom is a cooperative technique created by Aronson and his colleagues in the 1970s to promote the inclusion of ethnic minorities (e.g., Mexican and African-American) in desegregated schools. Although this method is presented by its developers as an effective tool for improving student learning, empirical evidence is lacking. According to the social interdependence theory, the structure of interactions between individuals determine the effects of cooperative learning (Deutsch, 1949; Johnson & Johnson, 1989). In Jigsaw, this structure comes from the distribution of complementary resources: each individual owns a “jigsaw piece”, namely a piece of information which requires the coordination of efforts among members to answer a problematic. With the help of other group members, promotive interactions (e.g., helping behaviors, explanations and questioning) should emerge which results in a better learning for the members. In this thesis, Jigsaw's effectiveness will be evaluated through a review of the scientific literature, as well as a meta-analysis of recent research and a set of experimental studies conducted among french sixth graders. To our knowledge, the experimental study of Jigsaw’s effects on learning in student populations is almost non-existent in the scientific literature and even though some research testing these effects is compiled in meta-analyses (Kyndt et al., 2013), there are no meta-analyses to date that specifficaly adress the question of Jigsaw's effects on learning. Hence, the research presented in this manuscript will attempt to evaluate the effectiveness of the Jigsaw method on learning. In Chapter 1, we present “social interdependence theory” (Johnson & Johnson, 1989, 2002, 2005), several definitions and ways of structuring cooperation between students, as well as a review of their effects on learning. Chapter 2 examines one of these cooperative technique in detail: Jigsaw (Aronson et al., 1978; Aronson & Patnoe, 2011). We describe the evolution of empirical studies conducted from its conception to the present day. Chapter 3 points out some of the limitations of this literature, particularly in terms of statistical power, and the impacts it may have on the estimation of Jigsaw's effectiveness on learning. We also develop our main hypothesis, its operationalization and the statistical tools and procedures we use in the empirical chapters: equivalence tests (Lakens, 2017), smallest effect size of interest (Hattie, 2009) and meta-analyses (Borenstein et al., 2010; Goh et al., 2016). Chapter 4 presents the results of a meta-analysis of Jigsaw's effects on learning, which synthesized empirical articles published between 2000 and 2020. We test several moderators (e.g., grade level, discipline, type of Jigsaw, location of research) in order to quantify the dispersion of Jigsaw effects and to assess heterogeneity between studies. Chapter 5 compiles five studies conducted among french sixth graders in which we test the effectiveness of Jigsaw on learning, compared to an “individual” (studies 1 and 2) or a “teaching as usual’ condition (studies 3A, 3B and 3C). The results of this chapter are interpreted with regard to the meta-analysis and the debates related to the structure of Jigsaw. In the last chapter of this manuscript, we summarize the main results developed trough the theoretical and empirical chapters. The contributions and limitations of our research are developed, as well as theoretical and practical perspectives to overcome them in view of future research
Bui, Thi Thuy Hang. "Le sentiment d'autonomie de l'enfant par rapport à l'école : analyse comparée en France et au Vietnam." Paris 10, 2007. http://www.theses.fr/2007PA100092.
In the world of radical transformation we live in, a great majority of learning takes place outside school. The learner’s capacity of self-regulation thus becomes increasingly important. Autonomy can be viewed as a specific value of Western culture. According to self-determination theory [Deci & Ryan, 1985, 2000], autonomy refers to self-government and self-regulation. It thus corresponds to a basic, universal psychological need. This thesis has the aim to analyse the feeling of self-determination of French and Vietnamese children with respect to school and the relation between this feeling, teacher autonomy-support and child’s satisfaction. This quantitative research was conducted on 307 Vietnamese and 214 French children. Our results confirm the self-determination theory according to which autonomy is a basic need which pushes the individual to want to be at “the origin” of his/her actions. In the two cultural groups, children declared themselves autonomous within school. The more they perceived their teachers as understanding their feelings and supporting their prospects, the more they showed a strong feeling of autonomy compared with school and the more satisfied they were in their life in general. The central assumption of this work was validated, inciting us thus to pursue it. By drawing our attention to an explanatory model of the feeling of autonomy, this thesis leads us towards an analysis of the effects of environmental factors on the development of the feeling of self-determination and well-being. This direction will respond to a major social requirement in the 21st century: learner’s autonomy and well-being
Jarray, Ali. "L'impact de l'exploitation du modeleur volumique sur l'apprentissage de la construction mécanique : cas des élèves de la section sciences techniques en Tunisie." Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM3086.
The purpose of this thesis is to present some characteristic elements of a study conducted in Tunisia. The study was conducted to better understand the acquisition process of competencies in the design and representations of technological solutions in mechanical engineering. The teaching of mechanical engineering to fourth graders, technical branches in Tunisia, takes place in technological laboratories with about 10 computer workstations. The 3D modelling software could thus play a special role with a change of status from that of a tool used by the teacher to organize his teaching activities to an instrument used by the learner to solve a situation problem. The use of 3D modelling software to represent 3D objects gives learners the ability to conceive a range of new solutions. The learner can assess himself without resorting to his teacher, who seems to be so far, the only person who is able to evaluate his work and lead him to the expected solution. In fact, the teacher hinders his investigation and creativity. Creativity and the number of solutions to a problem in mechanical engineering depend heavily on the exploitation of a 3D modelling software that changes the use of a simple tool into an instrument that makes the learner autonomous and able to evaluate his own production. The results obtained in the study are encouraging not only for research but also for the development of mechanical engineering. It will be necessary, however, to check the degree of commitment of the teachers who are in favour of this new teaching-learning tool. It will also be wise to analyse the competencies required by the companies in the field and by the labour market in general
Farkamekh, Leila. "Les influences de l'apprentissage de la première langue étrangère (anglais) sur l'apprentissage de la deuxième langue étrangère (français) chez les apprenants persanophones." Phd thesis, Bordeaux 3, 2006. http://www.theses.fr/2006BOR30049.
In the Iranian educational system, the English language is taught as the first foreign language, and the study of French usually takes place after the study of English. We study the influences of the previous knowledge of English on the learning of the French language by Persian speakers. We made the hypothesis, based both on our experience as a student and as a teacher, that the students will refer to their previous knowledge of English (L2) for learning French in the position of the third language, because these two languages are typologically close, which is not the case of Persian and French. Focussing on gender, number and on some aspects of word order, we identified. The errors in a corpus that was collected in two Iranian universities, and we interpreted them in the light of contrastive analysis of the three languages, Persian (L1), English (L2) and French (L3). Six parts of speech (article, possessive adjective, demonstrative adjective, qualificative adjective, direct/indirect object pronoun, past participle) are considered, as well as interrogative and négative forms. This morpho-syntactic study provided us with results which reveal the predominance of certain types of errors. The concepts of bridging language and empty notions are summoned to account for the presence of cross-linguistic influences
Ndolly, Grégoire. "L'apprentissage à l'enseignement de la géométrie : analyse des pratiques de futurs enseignants en stage à l'école primaire au Gabon." Thesis, Université Laval, 2012. http://www.theses.ulaval.ca/2012/28839/28839.pdf.
Ndjimba, Mouele Aubierge. "Analyse comparée des modalités d'apprentissage en lecture : pour une individualisation de l'apprentissage en CP1 (première année primaire) au Gabon." Lille 3, 2009. http://www.theses.fr/2009LIL30073.
The phenomenon of "school redoubling" considered as an endemic evil from which the elementary in the Preparatory classes schools in Gabon (First Primary Year) have suffered from several years ago, is the result partly of the application of the training methods of the reading which prove to be ineffective insofar as they are based only on the principle of group-class (in collective situation of training) ; that to say only on the collective trainings for important groups. While being fixed for objective, to reduce to a significant degree the rate of school redoubling within an official framework while bringing back is to a level almost no one, the originality of this work is to set up a Differentiated Pedagogy through which each pupil is looking after individually while taking into account his aptitudes and his difficulties in order to develop his competences in reading
Lhéritier, Alix. "Méthodes non-paramétriques pour l'apprentissage et la détection de dissimilarité statistique multivariée." Thesis, Nice, 2015. http://www.theses.fr/2015NICE4072/document.
In this thesis, we study problems related to learning and detecting multivariate statistical dissimilarity, which are of paramount importance for many statistical learning methods nowadays used in an increasingly number of fields. This thesis makes three contributions related to these problems. The first contribution introduces a notion of multivariate nonparametric effect size shedding light on the nature of the dissimilarity detected between two datasets. Our two step method first decomposes a dissimilarity measure (Jensen-Shannon divergence) aiming at localizing the dissimilarity in the data embedding space, and then proceeds by aggregating points of high discrepancy and in spatial proximity into clusters. The second contribution presents the first sequential nonparametric two-sample test. That is, instead of being given two sets of observations of fixed size, observations can be treated one at a time and, when strongly enough evidence has been found, the test can be stopped, yielding a more flexible procedure while keeping guaranteed type I error control. Additionally, under certain conditions, when the number of observations tends to infinity, the test has a vanishing probability of type II error. The third contribution consists in a sequential change detection test based on two sliding windows on which a two-sample test is performed, with type I error guarantees. Our test has controlled memory footprint and, as opposed to state-of-the-art methods that also provide type I error control, has constant time complexity per observation, which makes our test suitable for streaming data
Jarry, Gabriel. "Analyse et détection des trajectoires d'approches atypiques des aéronefs à l'aide de l'analyse de données fonctionnelles et de l'apprentissage automatique." Thesis, Toulouse 3, 2020. http://www.theses.fr/2020TOU30284.
Improving aviation safety generally involves identifying, detecting and managing undesirable events that can lead to final events with fatalities. Previous studies conducted by the French National Supervisory Authority have led to the identification of non-compliant approaches presenting deviation from standard procedures as undesirable events. This thesis aims to explore functional data analysis and machine learning techniques in order to provide algorithms for the detection and analysis of atypical trajectories in approach from ground side. Four research directions are being investigated. The first axis aims to develop a post-op analysis algorithm based on functional data analysis techniques and unsupervised learning for the detection of atypical behaviours in approach. The model is confronted with the analysis of airline flight safety offices, and is applied in the particular context of the COVID-19 crisis to illustrate its potential use while the global ATM system is facing a standstill. The second axis of research addresses the generation and extraction of information from radar data using new techniques such as Machine Learning. These methodologies allow to \mbox{improve} the understanding and the analysis of trajectories, for example in the case of the estimation of on-board parameters from radar parameters. The third axis proposes novel data manipulation and generation techniques using the functional data analysis framework. Finally, the fourth axis focuses on extending the post-operational algorithm into real time with the use of optimal control techniques, giving directions to new situation awareness alerting systems
Cintra, Rosa Virgínia Vieira. "Interactions prosodiques dans l'apprentissage du français langue étrangère par des apprenants brésiliens." Paris 7, 2009. http://www.theses.fr/2009PA070072.
The principle aim of this study is to examine some aspects of the prosody of French as a foreign language spoken by students of TLE' who are native Brazilian-Portuguese speakers living in the region of Fortaleza (North-West of Brazil). Moreover, it is claimed that prosody alone, can allow the recognition of non-native French speakers, in other words, is highlighted what I. Fonagy called 'the intonation accent'. This experimental study starts by highlighting the perceptual aspect of this phenomenon: Brazilian'students divided into three groups according to their recognized level of French, are evaluated by a jury of French-speaking and Portuguese-speaking listeners (ail professors of French) in auditory tests based on manipulation allowing eliminating segmental information. Native French, native Brazilian and 'French-Brazilian' utterances (interlingua) were analyzed at the acoustic level, which helped making obvious the prosodic cues allowing the recognition of the 'non- native'. The results allow to confirm the influence of the intonation of the mother tongue (Brazilian) on French sentences uttered by Brazilian students. The comparison was held referring to the analysis of utterances of the same type (same modality and comparable syntactic structures in the two languages) pronounced by both native French and Brazilian speakers, as well as to the prosodic model of the French language given by Philippe Martin ('slope contrast'), model extended to the other Romance languages including Brazilian Portuguese. The prosodic re-synthesis confirmed the results of the acoustic analysis. On the teaching level, this study would help in proposing a new method to improve the realization of prosody by visualization of the intonation curves
Agostini, Marie. "L'apprentissage du philosopher à l'école primaire : analyse d'une expérience d'un atelier de CM2 sous l'éclairage de la pensée de Montaigne." Phd thesis, Université de Provence - Aix-Marseille I, 2010. http://tel.archives-ouvertes.fr/tel-00561515.
Quintin, Jean-Jacques. "Accompagnement tutoral d'une formation collective via Internet - Analyse des effets de cinq modalités d'intervention tutorale sur l'apprentissage en groupes restreints." Phd thesis, Grenoble 3, 2008. http://tel.archives-ouvertes.fr/tel-00349013.
La recherche permet d'obtenir des résultats convergents, qui, tantôt sont statistiquement significatifs, tantôt, sans l'être, indiquent des tendances. Le principal résultat pourrait être résumé de la manière suivante : la modalité proactive ciblée sur la composante d'intervention socio-affective a eu des effets bénéfiques d'après plusieurs des critères d'analyse ; elle semble aider les étudiants à s'engager dans les tâches et à apprendre. Une analyse des interventions tutorales ayant montré que la modalité socio-affective se caractérise essentiellement par un apport plus important d'interventions liées au renforcement du sentiment d'appartenance au groupe et à la valorisation des actions du groupe, nous avons émis l'hypothèse qu'une plus grande cohésion, voire un climat relationnel de meilleure qualité, a eu un effet bénéfique sur les résultats de ces étudiants.
Pucci, Francisco. "L'apprentissage organisationnel de la gestion du risque : une analyse comparée du réseau d'assainissement de Lyon et d'un hôpital de Montevideo." Lyon 2, 2002. http://theses.univ-lyon2.fr/documents/lyon2/2002/pucci_f.
Pucci, Francisco Hoss Dietrich. "L'apprentissage organisationnel de la gestion du risque une analyse comparée du réseau d'assainissement de Lyon et d'un hôpital de Montevideo /." Lyon : Université Lumière Lyon 2, 2002. http://demeter.univ-lyon2.fr:8080/sdx/theses/lyon2/2002/pucci_f.
Chauvet, Vincent. "Les déterminants de la performance des PME technologiques : une analyse basée sur l'apprentissage organisationnel et le réseau social du dirigeant." Aix-Marseille 3, 2004. http://www.theses.fr/2004AIX32039.
The goal of this research is to identify the determinants of the performance of Small and Medium-sized technological Enterprises (SME). This thesis explores their performance through two experiences : a quantitative study on organizational learning and a qualitative one concerning the contributions of managers' social network. This research follows the resource-based view (RBV) of the firm in highlighting knowledge (Spender and Grant, 1996) and relational resources (Dyer and Singh, 1998), which were identified as " mother " resources. Relational rents through a complex social meshing are based on SME managers' social network. This system feeds technological SME relational learning that promotes innovation and allows to better control the environment through uncertainty reduction
Al-Obaidi, Jinan Mohammed Watheq Ismael. "Les représentations interculturelles dans l'apprentissage du français chez les boursiers irakiens en situation de mobilité académique en France." Thesis, Bourgogne Franche-Comté, 2017. http://www.theses.fr/2017UBFCC011.
This study examines the intercultural performances for Iraqi scholarship students in situation of mobility in France. To analyze the impact of these representations on the process of learning French language. We first studied the cultural context in Iraq to update landmarks on which are built these representations. We presented then the various theories of representation, sciences of language and intercultural which served as milestones or foundations in the process of analysis. These reports have analyzed data collected from Iraqi students in mobility in France by two surveys. One is quantitative and the other is qualitative.The linguistic analyses of discourse which we have made, update differentre presentations and evaluation of their French level. The results obtained by crossing data compiled an inventory of the various factors influencing learning French language. These have informed the nature of the motivation of Iraqi scholarship students. We compared these results with our assumptions to see if they are validated. We finally propose recommendations to improve learning of French language by Iraqi scholarship students
Pierucci, Federico. "Optimisation non-lisse pour l'apprentissage statistique avec régularisation matricielle structurée." Thesis, Université Grenoble Alpes (ComUE), 2017. http://www.theses.fr/2017GREAM024/document.
Training machine learning methods boils down to solving optimization problems whose objective functions often decomposes into two parts: a) the empirical risk, built upon the loss function, whose shape is determined by the performance metric and the noise assumptions; b) the regularization penalty, built upon a norm, or a gauge function, whose structure is determined by the prior information available for the problem at hand.Common loss functions, such as the hinge loss for binary classification, or more advanced loss functions, such as the one arising in classification with reject option, are non-smooth. Sparse regularization penalties such as the (vector) l1- penalty, or the (matrix) nuclear-norm penalty, are also non-smooth. However, basic non-smooth optimization algorithms, such as subgradient optimization or bundle-type methods, do not leverage the composite structure of the objective. The goal of this thesis is to study doubly non-smooth learning problems (with non-smooth loss functions and non-smooth regularization penalties) and first- order optimization algorithms that leverage composite structure of non-smooth objectives.In the first chapter, we introduce new regularization penalties, called the group Schatten norms, to generalize the standard Schatten norms to block- structured matrices. We establish the main properties of the group Schatten norms using tools from convex analysis and linear algebra; we retrieve in particular some convex envelope properties. We discuss several potential applications of the group nuclear-norm, in collaborative filtering, database compression, multi-label image tagging.In the second chapter, we present a survey of smoothing techniques that allow us to use first-order optimization algorithms designed for composite objectives decomposing into a smooth part and a non-smooth part. We also show how smoothing can be used on the loss function corresponding to the top-k accuracy, used for ranking and multi-class classification problems. We outline some first-order algorithms that can be used in combination with the smoothing technique: i) conditional gradient algorithms; ii) proximal gradient algorithms; iii) incremental gradient algorithms.In the third chapter, we study further conditional gradient algorithms for solving doubly non-smooth optimization problems. We show that an adaptive smoothing combined with the standard conditional gradient algorithm gives birth to new conditional gradient algorithms having the expected theoretical convergence guarantees. We present promising experimental results in collaborative filtering for movie recommendation and image categorization
Henri-Panabière, Gaële. "Collégiens en difficultés scolaires issus de parents fortement diplômés : analyse des composantes du capital culturel et des conditions de sa transmission." Lyon 2, 2007. http://theses.univ-lyon2.fr/documents/lyon2/2007/henri-panabiere_g.
Our research discusses the components of the cultural capital and the conditions of its transmission. It focuses particularly on the case of “collégiens” facing school difficulties where parents are highly qualified. This study is based both on a questionnaire completed by 677 families from 4 collèges located in the urban area of Lyon in March 1999 as well as interviews with 36 families. The analysis of the relationship between variables related to the school situation of the children and their family’s background allows us to specify what 'produces capital' in the school "market" from the point of view of their parents? university diplomas and family reading practices. As well, we are able to consider what can interfere in the cultural transmission, by focusing on the low professional income of their parents diplomas; on the children's inscription in a lineage with low qualifications; and a parental difficult school experience. This empirical research enabled the re-localization of the "collégiens" in their singular family configurations. The enounced characteristics are embodied by adults with dispositions more or less similar to those required at school (ascetic and planning dispositions; school illusio; inclination to self-control; written culture). This dispositions are on the base of the socialization of the children. Once the components of the cultural heritage are presented, the conditions of its transmission will be reconstituted (synchronization of the family timetable; ways of domestic regulation; relationships of identification between parents and children) as well as what disturbs them (work-related demands, divorce, etc. )
Ruiz, Esquivel Yordanka Riley Philip. "La négociation dans l'enseignement et l'apprentissage de l'espagnol oral Du processus compétitif au processus coopératif en première année du D.E.U.G. d'Espagnol /." Nancy : Université Nancy 2, 2004. http://cyberdoc.univ-nancy2.fr/htdocs/docs_ouvert/doc209/2004NAN21027_1.pdf.
Maignant, Elodie. "Plongements barycentriques pour l'apprentissage géométrique de variétés : application aux formes et graphes." Electronic Thesis or Diss., Université Côte d'Azur, 2023. http://www.theses.fr/2023COAZ4096.
An MRI image has over 60,000 pixels. The largest known human protein consists of around 30,000 amino acids. We call such data high-dimensional. In practice, most high-dimensional data is high-dimensional only artificially. For example, of all the images that could be randomly generated by coloring 256 x 256 pixels, only a very small subset would resemble an MRI image of a human brain. This is known as the intrinsic dimension of such data. Therefore, learning high-dimensional data is often synonymous with dimensionality reduction. There are numerous methods for reducing the dimension of a dataset, the most recent of which can be classified according to two approaches.A first approach known as manifold learning or non-linear dimensionality reduction is based on the observation that some of the physical laws behind the data we observe are non-linear. In this case, trying to explain the intrinsic dimension of a dataset with a linear model is sometimes unrealistic. Instead, manifold learning methods assume a locally linear model.Moreover, with the emergence of statistical shape analysis, there has been a growing awareness that many types of data are naturally invariant to certain symmetries (rotations, reparametrizations, permutations...). Such properties are directly mirrored in the intrinsic dimension of such data. These invariances cannot be faithfully transcribed by Euclidean geometry. There is therefore a growing interest in modeling such data using finer structures such as Riemannian manifolds. A second recent approach to dimension reduction consists then in generalizing existing methods to non-Euclidean data. This is known as geometric learning.In order to combine both geometric learning and manifold learning, we investigated the method called locally linear embedding, which has the specificity of being based on the notion of barycenter, a notion a priori defined in Euclidean spaces but which generalizes to Riemannian manifolds. In fact, the method called barycentric subspace analysis, which is one of those generalizing principal component analysis to Riemannian manifolds, is based on this notion as well. Here we rephrase both methods under the new notion of barycentric embeddings. Essentially, barycentric embeddings inherit the structure of most linear and non-linear dimension reduction methods, but rely on a (locally) barycentric -- affine -- model rather than a linear one.The core of our work lies in the analysis of these methods, both on a theoretical and practical level. In particular, we address the application of barycentric embeddings to two important examples in geometric learning: shapes and graphs. In addition to practical implementation issues, each of these examples raises its own theoretical questions, mostly related to the geometry of quotient spaces. In particular, we highlight that compared to standard dimension reduction methods in graph analysis, barycentric embeddings stand out for their better interpretability. In parallel with these examples, we characterize the geometry of locally barycentric embeddings, which generalize the projection computed by locally linear embedding. Finally, algorithms for geometric manifold learning, novel in their approach, complete this work