Дисертації з теми "Compréhension en situation de lecture"
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Bojacá, Blanca. "Activité discursive explicative et dialogue scolaire : analyse de pratiques de compréhension de lecture en situation de "monitorat"." Paris 5, 2008. http://www.theses.fr/2008PA05H127.
The study characterizes and analyses the explanatory activity on dialogues of classes in kindergarten, primary school and first level of college, in reading lessons. The work is composed of two parts: the first includes theory of dialogue and explanation. The second analyzes the explanatory moments according to different entries: the management of language categories by different types of explanatory connections; the speaker's places in the dialogical exchanges related to the components: explanandum-explanans, and the chains of thematic sequences among the explanatory episodes. The quantitative analyze reveals that there are no significant differences between the classes, associated neither to the school levels nor the type of text. However, the qualitative analyze shows that the presence and effectiveness of the explanatory classes' activity is related to the discursive practices of teachers in initial and retroactive position of the exchanges
Gelpe, Dominique. "Le rôle du contexte dans la compréhension de textes." Bordeaux 2, 1991. http://www.theses.fr/1991BOR21007.
Guinet, Hélène. "Développement des processus inférentiels chez l'enfant de 8 à 11 ans lors d'une activité de compréhension en situation de lecture." Electronic Thesis or Diss., Paris 8, 2023. http://www.theses.fr/2023PA080010.
The main goal of this thesis is to deepen the knowledge on the functioning of the processes involved in inference-making during development. Studies which have been conducted with children show a quantitative and qualitative increase in these skills during development but there is no consensus among researchers. We based our analyses on the RI-Val model (Cook & O'Brien, 2014, 2015; O'Brien & Cook, 2016a, 2016b) and proposed a developmental approach, in order to examine the extent to which the speed of access to information in memory and the position of the coherence threshold, two factors on which the course of the processes depends, can explain the development of inferential performance. Over 2 experiments we investigate the role of these factors and each study includes three types of analysis: longitudinal, cross-sectional and cluster analysis according to the child's language skills. Overall, the results obtained corroborate a three-process inferential functioning in children as described by the RI-Val model. By revealing a significant effect of access speed in fourth graders and children with a good level of vocabulary, the results underline the importance of lexical quality and the relationship between semantic network construction and inferential abilities. However, they question the criteria that define how children move to subsequent text and the way in which the model can account for the development of inferential performance, and open new perspectives concerning pedagogical possibilities
Boganika, Luciane. "Le défi de l'éducation au Brésil et en France : Le processus de lecture des jeunes et des adultes en situation de réinsertion scolaire dans la perspective d'une reprise d'études." Thesis, Université Grenoble Alpes (ComUE), 2018. http://www.theses.fr/2018GREAL023/document.
In terms of school reintegration of young people and adults, Brazil set up the educational program named Education for Young People and Adults [Educação de Jovens e Adultos – EJA], while France set up the educational project called Pass degree for the sake of the Access to University Studies [Diplôme d’Accès aux Études Universitaires - DAEU]. Each of these constitutes a complete educational device that composes The National System of Education in relation to others official programs as well as to specific courses, teaching staff and exams based on the degree acquisition. The graduates of both programs have the right to apply for public service. Moreover, in the Brazilian context they can apply for public and private universities and in the French situation they are able to sign up in the institutions that are open to people with a university degree. However, in Brazil the pedagogical training is oriented towards the job market and aims to promote the professional reintegration and the mobility of people, while the pedagogical training in France has as main point the pursuit of the studies by these individuals.In our thesis, we are interested in the teaching of the reading and we seek, by a contrastive perspective, to evaluate the effects of each of these two educational systems on the learning of the written comprehension; we also discuss the effects of the school model in which the readers have made their first learning, particularly, their first readings.Our research method, set up during several study sessions, invites the readers to answer a reading quiz about informative and journalistic texts that were extracted from the internet. To answer our present problematization, we formulate the following questions:(1) How do these readers read?(2) What are the elements of the text that they mobilize?(3) How are these elements taken up in their answers?(4) What are the strategies implemented during the reading?This method and its theoretical foundations are inspired by the work on reading and written comprehension conducted in the LIDILEM laboratory of the University of Grenoble-Alpes in the sense of the studies initiated by Michel DABENE (DABÈNE, FRIER & VISOZ, 1992) and of the works performed by the Brazilian team of research led by Lúcia CHEREM and Rosa NERY on the matrix of questions and the progress of reading. The intersection of these different indicators (part of the mobilized text, appropriation strategy of the text, identification of the argumentative path, value judgments and enunciative polyphony, formulation of the answer) allows us to reconstruct the coherence of the reading path – from the retrieval of the information to the understanding of the textual complexity through argumentation analysis – and to identify the types of reading concerning both the degrees of development and of reading-comprehension process.Furthermore, we ask whether the concern with the reading work in social thought (FREIRE, 1967) influences on the quality of the reading and written comprehension as well as on the quality of the pedagogical training of readers. We elaborate our answers by referring to researchers who, like Paulo Freire and Pierre Bourdieu, thought about the social question. We think, with them, that when reading is meaningful to the reader, the learning work is more motivated and more coherent.The special attention to the online press article, that we take as a basic document for our research, is motivated by this perspective that establishes the dialogue between the social practices of the written and the teaching-learning of the reading and written comprehension
Szafrajzen, Barbara. "Lecture communicationnelle de deux dispositifs d'apprentissage au sein d'un même département universitaire. Le cas de la Licence en Sciences de l’information et de la communication." Thesis, Montpellier 3, 2010. http://www.theses.fr/2010MON30054.
This document suggests understanding better the educational functionings and communicationnels of two devices of learning within the same university department: the case of a License in Sciences of the information and the communication. This comprehensive approach with exploratory aim leaves the postulate that the sense builds itself only in situation and in interaction the device of learning, so adopting a épistémologique position outcome of a " constructivist agreement ". The research wishes to understand how are learners co-build their collective reality through their significant experiences of learning. The emergence of models of reading stemming from the double analytical anchoring (methods of the qualitative systematism and of semiotics situationnelle) also highlights the dynamics and the logic of the systems, the rules of the game and the latent debate between the actors in presence. In addition to this communicationnelle reading, this research with aim heuristics offers a wide answer in methodological term (in particular through the proposition of the gradual dialectical technique). It is in the sense that this document represents a first base so as to base a more empirical reflection, both on the methods of analysis and on the place of information technologies and communication in the current university landscape
Renau, Op't'Hoog Céline. "Influence de la dimension spatiale et des capacités mnésiques des lecteurs sur les processus de suppression et de réactivation d’informations textuelles." Thesis, Lyon 2, 2010. http://www.theses.fr/2010LYO20117/document.
The objective of this research is to study an aspect of comprehension text; the construction of the mental representation and the preservation of coherence, according to working memory capacities of the reader. To understand a text, the reader is brought to elaborate a mental representation of the situation evoked by this one (i.e., the model of situation). To this aim, the reader should put in relation the information in the course of treatment with those handled earlier and delete information became irrelevant to maintain the coherence of the meaning (Kintsch, 1998; Gernsbacher, 1990). Memorial skills are thus essential in the implementation of this coherence. Besides, this research of coherence should be made from several dimensions of the text, namely the spatiality, the temporality, the causality, and the emotion (Zwaan, Langston and Graesser, on 1995).Our first objective was to highlight the existence of the mechanism of suppression of the spatial information during the construction of the mental representation. For that purpose, we presented texts containing two spatial informations, one of this information was developed in a preferential way (the other one becoming irrelevant) and we made vary the quantity of textual data presented according to texts. This protocol allowed us to test the inhibition, and the suppression of this spatial information. To study the link between working memory capacities and the process of suppression, we used a test that evaluates the capacity of the working memory of the participants (i.e. Corsi’s blocks).Our second objective was to test in a more complete way the implementation of inhibition and suppression processes during reading of a text according to the type of presented information (relevant, irrelevant and incoherent with the story of the text).Obtained results allowed us to confirm the existence of a process of inhibition which intervenes for the incoherent information of a text, and a mechanism of suppression occurring for the irrelevant information. The inconsistent information seems to be inhibited at first, before definitively eliminated by the mental representation of the text. These two processes are necessary to the construction of a coherent model of situation of a text
Rouet, Jean-François. "Compréhension de textes didactiques par des lecteurs inexpérimentés : dans des situations d'interaction sujet-ordinateur." Poitiers, 1991. http://www.theses.fr/1991POIT5005.
In the first part of this work, we study different kinds of knowledge involved in text comprehension: general world knowledge, linguistic knowledge, and metacognitive knowledge. We review several studies that show that text comprehension requires complex cognitive strategies. It is concluded that the lack of such strategies is a source of difficulties for inexperienced readers (ir). In the second part, we study the general properties of electronic inforlation systems, as well as several techniques of on-line comprehension help. Then, we present hypertext systems from a cognitive point of view. We propose several hypotheses concerning the functionning of subjects during non-linear text processing. In the thrid part, we present several experiments on the use of simple hypertexts by ir: the results demonstrate the effects fo several content and presentationparameters on subjects'performance. Reading and selection strategies also vary according to training and reading objectives. The results are interpreted within a model of "cognitive target-representations
Fasce, Nicole. "Etude des processus d'inférence dans la compréhension de textes." Aix-Marseille 1, 1989. http://www.theses.fr/1989AIX10069.
The first part presents, after a review of some memory and knowledge representation theories, a point of research in artificial intelligence and in psychology of language, about the activity of comprehension - memorization of text. A model, based on this first part, is presented in second part : it consistes of determination of the inferences elaboration role in text comprehension. The model considers a possible control of informations hierarchization process during text representation construction, by inferencial processing. This involves a relation between informations hierarchies and infernces. Also the model supposes schemata intervention. The hypothesis are tested in a series of experiences. The results indicate that inferences elaboration is tied with hierarchical level of information and occurs during text presentation, and, that a priming-text reading influences the type of inferences in a memorization task. The results justify new hypothesis on text comprehension activity developpment
Juanéda-Albarède, Christiane. "L'enfant et l'apprentissage de la lecture en France, au XIXe siècle : lecture et compréhension." Paris 5, 1990. http://www.theses.fr/1990PA05H070.
Hundreds of reading methods were conceived in France in the 19th century| how can we explain this phenomenon? There are political, economical and social factors as well as psychological and human ones which explain this widespread desire to improve the current practices beside ways considered by some as means, some authors suggest more important changes of the methods themselves. M. A. Peigne, for instance, emphasizing the fact that understanding what he reads is fundamental for a child, provokes what prost qualifies as a pedagogical "revolution" but in the 18th century, N. Adam's method of "mots entiers" gave importance to the notion that a child must understand what he reads. Nevertheless, such a method was reserved to private tutoring whereas with Peigne. In 1831, those ideas are applied to all school children. A few years before Peigne, two authors, orgeret and jacotot had used the theory of "mots entiers" a high number of methods throughout the 19th century give to a certain extent , an important place to reading and understanding but only nime of them among the 562 listed begin by "mots entiers" from the very first lessons. On the one hand peigne's method and on the other hand the analytic methods, a double "revolution" in the 19th century occurs in reading practises, one seems to be adapted to the teaching of read. In of that period, the other totally modify the current practises. Though the methoddology of "mots entiers" does not become current practise. The idea makes it way
Dumoulin, Catherine. "Intégration pédagogique des NTIC en compréhension de la lecture." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40545.pdf.
Goumi, Antonine. "L'entraînement à la compréhension en lecture à l'aide de l'outil informatique : rôle de l'autorégulation." Poitiers, 2008. http://www.theses.fr/2008POIT5004.
Purpose of this thesis is to study 6th graders' reading comprehension difficulties and their causes. Computer resources are considered as a mean to enhance comprehension. The theoretical part reviews theories of comprehension, self-regulation and cognitive training. The empirical part contains three parts. In a first part, we present Liralec, a multiple strategies training software, designed to enhance reading comprehension, and used in the rest of this work. In a second part, we consider self-regulated knowledge and skills of adult normal readers and 6th graders poor and good comprehenders. Adults' results are a baseline for 6th graders. Results show that self-regulated skills seem to be implicit and procedural. So, reading comprehension training should carry on those behaviours. Self-regulated skills training should enhance comprehension. In a last part, three trainings of 6th graders' reading comprehension with the Liralec software are considered. Training reading comprehension with the Liralec software enhances 6th graders' comprehension, specifically for poor comprehenders. Reading comprehension seems to be educable under some conditions. Only a combination of regularity and individualisation of the training enhances comprehension. These studies also show that motivation seems important to consider in training
Daudet-Durand, Marie-Claire. "Lecture et compréhension des consignes d'exercices : problèmes linguistiques et psycholinguistiques." Montpellier 3, 2001. http://www.theses.fr/2001MON30032.
Servant, Gérard. ""Savoir lire" : techniité et compréhension : analyse de manuels des cycles 2 et 3 de l’ école élémentaire." Aix-Marseille 1, 2009. http://www.theses.fr/2009AIX10101.
Plassard, Freddie. "Place de la lecture dans le processus de traduction." Paris 3, 2002. http://www.theses.fr/2002PA030056.
Reading has long been assimilated with the understanding phase in the translation process and has only recently aroused interest among translation scientists. A slowly emerging differentiation in the implementation of the process, whether oral or written, accounts for their both theoretical and systematic interest. The description of the translation process as applied to pragmatic texts from German into French purports that reading is a multi-stage, multi-facetted and multi-goal activity all along the translation process. Results and questions pertaining to cognitive models of reading are taken into account to carry out the description. Far from being limited to understanding, reading appears as an intellectual technique, a mental tool allowing the translator to go through the text to be translated and peruse it, to gain and link knowledge necessary to his/her practice and give a critical evaluation of the translated text in the final stage of the process, before handing it out to other readers in the reading chain. .
Mattar, Mirna. "Lecture chez l'enfant libanais avec déficience auditive: compréhension, traitement du mot et rôle de la lecture labiale." Doctoral thesis, Universite Libre de Bruxelles, 2021. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/318788.
Doctorat en Sciences psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
Bombardier, Louise. "Compréhension en lecture auprès d'élèves dysphasiques analyse de pratiques pédagogiques déclarées." Mémoire, Université de Sherbrooke, 2011. http://hdl.handle.net/11143/5584.
Potelle, Hervé. "Le role des titres et des cartes de concepts dans la compréhension de textes expositifs : approche fonctionnelle et computationnelle." Poitiers, 2003. http://www.theses.fr/2003POIT5013.
Nadeau, Maxime. "L'expertise en lecture : schématiser les comportements de lecture de professionnels des communications." Mémoire, Université de Sherbrooke, 2014. http://savoirs.usherbrooke.ca/handle/11143/5361.
Lebrun, Monique. "Vers un modèle intégré des critères de compréhension en lecture au collégial." Doctoral thesis, Université Laval, 1987. http://hdl.handle.net/20.500.11794/29245.
Marini, Françoise. "Entraîner la compréhension du texte : effets de la confrontation de représentations dans un dispositif hypermédia." Aix-Marseille 1, 2007. http://www.theses.fr/2007AIX10052.
Taffin, Maïté. "De la validité du modèle de situation en compréhension de textes." Thesis, Montpellier 3, 2010. http://www.theses.fr/2010MON30075.
This thesis is about text comprehension and more precisely about its dynamic feature. It questions the validity of a notion which has reached consensus in the various models of comprehension: The notion of situation model which is the representation of the situation evoked by the text. Founded throughout the reading and allowing the establishment of coherence, this situation model would be the final product obtained at the end of this reading. Through four series of experiments, this thesis puts under scrutiny the repercussion a comprehension task, proposed after the reading of a text, could have on the very comprehension of the text. The first series of experiments examines whether the model situation’s dynamic, meaning its updating, is maintained beyond a straightforward reading of the text. The next series of experiments are centred on the context effect when the comprehension task occurred. Much more precisely, the second series of experiments deals with the discriminability effect within the statements which are going to be judged during the comprehension task after reading; the third and fourth series of experiments manipulate the conceptual fluency and the perceptual fluency. The results tend to point to the fact that the participant’s response is not an act referring to the past and a representation, but an act embedded in the present, which depends on the situational context. Thus, the participant’s response is not held in a pre-stocked schema, that we could call situation model but emerges from the present and from its context
Sfyroera, Maria. "La segmentation et la recontextualisation dans la compréhension de textes narratifs longs : approche intégratrice de l'activité de compréhension." Paris 5, 1997. http://www.theses.fr/1997PA05H026.
Considerable work in recent years has been devoted to the comprehension of narratives and has illuminated in depth the processes involved in the construction of mental representation of a narrative. However, the vast majority of the experiments has focused on short, ad hoc structured narratives and has studied separately the different comprehension processes. The main goal of this thesis is to study the coordination of cognitive processes involved in the comprehension of a long, "natural" and complex structured narrative. 65 students (8-11 year old) have been asked first to write down the summary of the text, second to answer to 10 probe questions about it and then to answer metacognitive questions. Childern's productions are analysed in two ways. First, a comparative analysis with the given narrative examined the quantity and the nature of semantic units of different levels retained by children in their summaries (segmentation). Then, a second analysis identified the relations by means of which students try to integrate the retained units into a coherent whole and located other content elements which ensure the summaries' coherence (restructuration). Factor analysis examined the coordination of the two processes and their effectiveness in different tasks. Results showed that: 1) there is a great number of processing patterns ranging from serial to interactive processing. 2) strictly preconstructed comprehension models cannot take into account this diversity, 3) of the segmentation and recontextualisation schemata several have a complementary or compensatory role, 4) the construction of this schemata does not take place in stages that are clearly delineated and defined, 5) the length of the text influences more recontextualization than segmentation, 6) the content of the text plays a very important role in comprehension analysis, 7) this analysis can contribute to the teaching methods of comprehension
Natoyoum, Souleymane. "Inférence en compréhension de la lecture dans un contexte multiculturel : le cas du Tchad." Grenoble, 2010. http://www.theses.fr/2010GRENH019.
The effect of culture on reading comprehension, in particular on the production of inferences, is the object of this research. In spite of the efforts of the teachers to lead their pupils to a good understanding of texts, important performance differences still exist, at both individual and group levels. Nevertheless, nothing at first discriminates between "good readers" and "bad readers": the socioeconomic conditions turn out to be the same and all pupils benefit from identical educational conditions. This situation motivated our research for other causes than those of socioeconomic order or those of pedagogical order, mostly incriminated. The results of our research confirm the existence of an effect of culture on reading comprehension, particularly through the production of inferences. From this first statement, we widened our field of research to the French territory by comparing the data obtained in N'Djamena in the Chad and in Grenoble in France. The results go to the same direction as those of the first test. Finally, we proceeded to observations of classes which we prolonged by some educational recommendations
Tule, Nathalie Bougeant Jean-Claude. "Le rôle des connaissances du lecteur et des stratégies de compréhension dans l'étude des aspects dynamique et multidimensionnel du modèle de situation." [S.l.] : [s.n.], 2000. http://theses.univ-lyon2.fr/sdx//theses/lyon2/2000/blanc_n.
Gola-Asmussen, Céline. "La compréhension des phrases chez le lecteur débutant." Aix-Marseille 1, 2000. http://www.theses.fr/2000AIX10096.
Petitjean, André. "Le récit en situation scolaire." Besançon, 1987. http://www.theses.fr/1987BESA1011.
Perrin, Jean-Luc. "Evaluer la lecture électronique : une approche multidimensionnelle." Thesis, Paris 8, 2015. http://www.theses.fr/2015PA080024/document.
The aim of this thesis is to offer methods of evaluating performance during digital reading, in order to be able to compare different display devices. Tests were developed allowing repeated measurements for classic measures of digital reading: visibility (psychometric characterization), readability (letter identification, lexical decision, reading speed on automatically generated sentences) and comprehension (memorization and inference measurement while reading automatically generated texts). Beyond these classic dimensions, we also conducted two studies in order to examine the link between digital reading and the posture adopted by the device users. The first revealed that a tablet-use-related posture (lateral head tilt) does not affect reading performance. The second postural study demonstrated the effect of text difficulty on eye-screen distance during the use of an e-reader. Subjects approached the screen as their attentional level increased. The constructed tests and a postural measure were aggregated into a battery of tests permitting the evaluation of reading performance associated with a device. The resulting indicator is called the “Digital Reading Quotient”. This indicator has been computed for a computer screen, a projector and a tablet. The experimental results show that these tests can be used in order to compare different devices, especially in terms of visibility and readability
Aguilar, Louche Nathalie. "La production automatique et délibérée des inférences de la conséquence des événements et des actions : expérimentations et simulations." Université de Provence. Faculté des lettres et sciences humaines (1969-2011), 1999. http://www.theses.fr/1999AIX10047.
Strahm, Maeva Satya. "Schémas non analogiques conceptuels, quels apports pour la compréhension de textes espositifs ? : stratégies visuelles de l'expertise." Nice, 2009. http://www.theses.fr/2009NICE2023.
The main aim of this thesis is to determine the contribution of conceptual non analogical schemata to the expositive text understanding processes, according to the reader's level of expertise in a given field of knowledge. The result interpretations being based on the Kintsch Construction-Integration model (1988, 1998), as well as on Long-term working memory by Ericsson and Kintsch (1995). Our experimental corpus has many goals. First of all, we want to highlight differentiated reading strategies by means of the occulometric technique (Rayner, 1998 ; Baccino, 2004 ; Colombi, Closson, Strahm & Baccino, 2006 ; Strahm, Kicka, & Baccino, 2008) when it comes to understanding schematized expositive texts and that, according to various factors: the reader's expertise in a given field of knowledge, the presence or absence of the schema (experiments 1 and 2b, Strahm & Baccino, 2006), the cognitive level solicited by the task (experiments 2a, 2b, 3a and 3b), the redundancy or the complementarity of the schema to the text, as well as the simultaneousness or sequential displaying of the modalities (experiments 3a and 3b). Furthermore, we study the reader's capacities to produce a conceptual schema depending on these different factors (experiment 4). Then, through post testing, we determine the impact of the manipulation of some factors in these six experiments on the long term memorization. Lastly, we present two extensions of the Kintsch model (1998) relative to the understanding of an expositive text with one redundant conceptual non analogical schema according to the displaying type of the modalities, simultaneous versus sequential
Massé, Joane. "Développement et impact d'activités d'enseignement explicite de stratégies de compréhension en lecture sur l'attitude et la compréhension d'élèves en difficulté d'apprentissage." Thèse, Université du Québec à Trois-Rivières, 1995. http://depot-e.uqtr.ca/4912/1/000623156.pdf.
Guéraud, Sabine Tapiero Isabelle. "Mise à jour d'un modèle de situation lors de la lecture de textes narratifs processus stratégique ou automatique ? Apports et limites du modèle de résonance /." Lyon : Université Lumière Lyon 2, 2003. http://demeter.univ-lyon2.fr:8080/sdx//theses/lyon2/2003/gueraud_s.
Moreau, Stéphanie. "La compréhension des énoncés de problèmes arithmétiques : rôle du modèle de situation." Poitiers, 2001. http://www.theses.fr/2001POIT5002.
Nocus, Isabelle. "Conscience métasyntaxique & apprentissage de la lecture." Dijon, 1997. http://www.theses.fr/1997DIJO2024.
This study aimed to investigate how the syntax is involved in beginning reading acquisition. It contributes to an efficient calculation of sentence meaning which is responsible of the establishment of a relationship between written words recognition and comprehension of written sentences, when parsing is not available. Firstly, a longitudinal study was done with 47 children from beginning of kindergarten to beginning of second grade. This study show the link between metalinguistic skills and reading acquisition. Secondly, other experiments aimed to explain how syntactic awareness is involved in beginning reading. In comparison to expert reading, beginning reading is caracterised by a slower recognition of written words. This slowness is likely to hinder automatic syntactic parsing and thus comprehension. We assume that beginning readers, who exhibit slow lexical access and perturbated parsing, would explicitely use their syntactic knowledge in order to monitor sentence comprehension. In order to validate this hypothesis, expert readers and non expert readers were submitted a situation which simulated the caracteristic of beginning reading. In fact, the word recognition was hindered in order to perturbate the parsing process. The results suggests that when lexical access is not quickly processed, automatic parsing is replaced by an attentional processing of syntactic forms
Goldsztein-Pouilloux, Sylvie. "La difficulté de comprendre : lecture sociopsychanalytique d'une difficulté scolaire." Paris 8, 2003. http://www.theses.fr/2003PA082204.
In the adolescent, problems in learning and understanding manifest themselves in the form of semi-conscious inhibitions, prompted by ambiguity towards the dominant cultural discourse emanating from either teachers or family. The difficulties experienced translate latent interpretative conflict when confronted with any cognitive element, a conflict tied to the more complex dynamics of the psyche, resulting from the polysemic nature of pedagogical information and also from the unspoken limitations which alter the way in which messages are represented and interpreted. Difficulty in learning therefore is a form of compromise which is expressed as a doubly significant act : failure to execute learning tasks on the one hand, and on the other, the subject's capacity to avoid dissociation of the self in the face of contradictory values. This research, based on clinical evaluation of five pupils as well as class observations, is situated at the crossroads between the fields of sociology and psychoanalysis
André, Christian. "Apprentissage de la lecture et médiation parentale : vers une compréhension de la relation parent-enfant lors de l'apprentissage de la lecture." Lyon 2, 2000. http://theses.univ-lyon2.fr/documents/lyon2/2000/candre.
Gyselinck, Valérie. "Les modèles mentaux dans la compréhension de textes : le rôle des illustrations." Paris 5, 1995. http://www.theses.fr/1995PA05H005.
In order to specify the characteristics of the mental representations built during text comprehension, the role of text illustrations on the construction of these representations are examined. Text comprehension leads to the construction of both a linguistic representation of the text, and of a mental model, which is a representation that goes beyond what is explicity said in the text. Illustrations are analogical representations which can be viewed as external expressions of some aspects of the mental model and can thus facilitate the building of the mental model. A series of experiments have been conducted to test this hypothesis. The linguistic representation of expository texts and the mental model have been evaluated by responses to questions that involve respectively paraphrases and elaborative inferences. Performances were measured both during reading and after reading. Results show that comprehension is improved by the presentation of illustrations. The type of information depicted was manipulated. It appears that the representation built with illustrations depicting the entities described in the text and the relations between these entities is richer than the representation built with illustrations only depicting entities. Moreover, the beneficial effect of illustrations lasts : it is still observed after a day and the memory of the content of the texts depends on the richness of the representation constructed during reading. The role of illustrations presented in isolation has also been studied. Altogether, these experiments lead to the conclusion that texts and illustrations are two complementary means of conveying information that contribute in a different way to the construction of an integrated non-linguistic representation
Petiot-Poirson, Karen. "Compétences graphophonologique et phonographique chez des adultes en situation d'illettrisme : absence ou inefficience ?" Lyon 2, 2006. http://theses.univ-lyon2.fr/documents/lyon2/2006/petiot_k.
This research measures the acces of phonographical principle by illiterate adults –the tasks are also administred to a control group. It shows that illiterate adults are enable to use the phonographical principle when they are reading or writing, but their productions are incomplete and inefficient. There are many and differents dysfunctions in illiterate situation. In the point of view of the illiterate group, each one of the cognitive operations of the graphophonological process (in reading) and phonographical process (in writing) can be inefficient. In the point of view of the illiterate individual, the dysfunctions interfere with some cognitive operations, sometimes just with one of them, or with all of them. For some individuals, the hypothesis of visuographical process is considered. The metaphonemic skill is also measured. The individuals can make the phoneme to phonogram analysis when they are writing pseudowords, but they can't make a phonemic analysis about oral words. At the end of the research, we propose a reflection on the system of word identification and writing production. We suggest that the relationships and connections between word identification and writing production are not reversible
Ben, Ghezala Mohamed Walid. "Compréhension dynamique du contexte pour l'aide à l'opérateur en robotique." Thesis, Evry, Institut national des télécommunications, 2015. http://www.theses.fr/2015TELE0006/document.
Computer technology and robotics are in perpetual evolution. Based on this technological evolution, the operator support systems remain a topical domain of research. The main challenge for the next generation of systems is to be "intelligent", aware of the context in a complex and unpredictable environment. This thesis is into this framework and addresses the dynamic understanding of the context by a robot evolving in such an environment. In particular, the work is interested in the question: How to make a robot able to react to blocked situations unplanned in its initial action plan to achieve the goal set by the operator?In the literature, this issue was raised and resolved in part by programming in robotic system, some of the features making a robot more autonomous. However, the integration of these functions in one framework is missing and more research in this direction is underway. In our work we propose a system supporting a complete and generic approach that ensures a robot the ability to be aware of the blocking situation in which it is found, to understand and deal with deadlock situations encountered. Our approach, called Robot Situation Awareness (RSAW) is inspired by the notion of Situation Awareness (SA), which has been proven in many areas especially in aviation. Our main contributions in RSAW involve the design of a semantic framework integrating the understanding capacity, based on a generic representation of knowledge and giving the possibility to apply reasoning techniques borrowed from cognitive science. Integrating RSAW in a robotic system has also been studied, designed and implemented in a layer system. This experimental system is the robot SAM (Smart Autonomous Majordomo) with the AVISO system developed by CEA-LIST. The conducted experiments allowed testing of the deductive reasoning in resolving a blocked situation and confirmed the need to resort to analogical reasoning. Another wave of experimentation has taken place to prove the effectiveness of our choices. The results of experiments developed as part of the work in this thesis are successful and promising
Haro, Carol. "Traitement des classes lexicales lors de la lecture et de la compréhension de textes." Poitiers, 2006. http://www.theses.fr/2006POIT5001.
The framework of this study relates to the processing of lexical classes during reading and comprehension, where the starting point lies in the processing of the following lexical items : Open and Closed Classes (OC and CC). Four hypotheses of the missing-letter effect were proposed in order to explain the more important omissions of the target letters pertaining to the CC. However, a more detailed analysis of the literature shows an abusive use of one of the CC categories, notably, the articles. A reason for this fact is explained by the articles not being representatives of this lexical class. The purpose of this study was to verify if the results from the literature could be replicated in French language, and to examine in detail the items of CC. The results of five experiments using tasks of stopping letters show that the classic "missing-letter effect" takes place when the items used are mostly articles. However, when items of the CC are varied more, particularly with the uses of pronouns, such effect disappears. The results also show a non homogeneity of the CC (for example, processing is different between the articles and the pronouns, but equivalent between different pronouns). This last point is also supported by an on-line experiment suggesting that participants treat correctly the pronouns and store them in memory for further processing. Consequently, although the detection of the letter is influenced by lexical class and frequency of the items containing target letter, it would be better explained by syntactic and grammatical aspects. Thus, we propose our own grammatical hypothesis that puts forward a grammatical role of the item in the sentence and its relation with the verbal group : the words which are assigned or receive an Abstract Case are less affected by omissions than the words that are not involved in the casual relation (that do not assign and receive a Case)
Genin, Christine. "L'expérience du lecteur dans les romans de Claude Simon, du "Vent a l'Acacia" : lecture studieuse et lecture poignante." Paris 10, 1995. http://www.theses.fr/1995PA100134.
This study analyses the modalities of the cognitive experience which is an essential part of the reading process of Claude Simon’s novels: writers, in working on the language and the thematic and formal characteristics that constitute his style, comprehends and restores his own cognitive experience of reality, an experience which we share in the reading process. Reading is, however, an ambivalent pleasure, with two aspects: one intellectual and active, a studious reading, the other emotional and passive, a poignant reading. They must be in constant equilibrium for the reader to have a complete cognitive experience. Each section of this study describes one of three main modalities of the cognitive experience in the reading process of Simon’s works, and attempts to determine the extent of the studious reading and of the poignant reading. Thus are considered: first, the restoration and exploration of perception, principally under its visual and subjective aspects; then, the reconstitution of memory, both personal and collective, and in its dynamic and associative aspects; and lastly, perception and memory are structured through the construction of the text, which reproduces in a coherent network the mental construction of knowledge and emotions. This description of the cognitive experience in the reading process of Simon’s works reveals the importance of the poignant reading, which his critics too often overlook, and, above all, the indissociable nature of the two types of reading, which his critics too often overlook, and, above all, the indissociable nature of the two types of reading processes. In our critical relationship to the text, we must therefore emphasize emotion, without, however, denying the studious part of the critic's subject. We should also rehabilitate the notion of critical consciousness by expanding the notion of consciousness to include all the neurobiological and cognitive content it has acquired today
Boutin, Nancy. "Les habiletés relatives au décodage et celles inhérentes à la compréhension lors du dépistage précoce des difficultés en lecture." Mémoire, Université de Sherbrooke, 2013. http://hdl.handle.net/11143/6404.
Jorro, Anne. "Construire du sens en lecture ? : opérations dans l'apprentissage d'une stratégie de compréhension de texte, par des élèves du cycle 3 de l'école primaire." Aix-Marseille 1, 1994. http://www.theses.fr/1994AIX10079.
The aim of this work is to try out a reader conception and a learning conception on text comprehension after didactic analysis ab0ut reading in primary school, theorical models (phenomenology, psychology, evaluation-regulation) are used in order to test hypothesis 1) intentionnality in text comprehension process 2) learning as triadic process connected with evaluation-regulation processes data let note the interest and relevance for concepts as intentionnality, evaluation-regulation
Petiot-Poirson, Karen Besse Jean-Marie. "Compétences graphophonologique et phonographique chez des adultes en situation d'illettrisme absence ou inefficience ? /." Lyon : Université Lumière Lyon 2, 2006. http://theses.univ-lyon2.fr/sdx/theses/lyon2/2006/petiot_k.
Beudaert, Anthony. "Vers une meilleure compréhension du vécu du consommateur en situation de handicap sensoriel." Thesis, Lille 2, 2018. http://www.theses.fr/2018LIL2D005/document.
This paper-based dissertation addresses the following general question: How are consumers’ experiences shaped by sensory disability? First, a state-of-the-art review brings together the disability studies research and the marketing literature on consumers with disabilities. Then we analyze both the self-transformation process that accompanies the onset of a sensory disability and the contribution of consumption to this process. Finally, we both focus on the way people with hidden disabilities experience exclusion in servicescapes and unfold the coping strategies they set up to deal with this exclusion. On the one hand, our findings deepen the overall understanding of consumers with disabilities. They help us decipher disability-related dynamics and exclusion. They also highlight the role of the body in the experience of disability. On the other hand, we question several core components of the experiential paradigm. More specifically, we both reveal the extent to which individuals’ lived experiences are shaped by sensory overload and challenge the somewhat immutable properties of consumption experiences. Furthermore, several managerial implications are raised and aim to improve these consumers’ experiences within the marketplace
Guha, Amal. "Compréhension de textes et représentation des relations causales." Phd thesis, Université Paris Sud - Paris XI, 2003. http://tel.archives-ouvertes.fr/tel-00161089.
Mendlevitch, Jenny. "L'émotion : vecteur de compréhension à travers l'incorporation des "signes" de l'œuvre littéraire chez le jeune lecteur." Montpellier 3, 2008. http://www.theses.fr/2008MON30073.
In France, the primary school is threatened by the illiteracy which touches more and more provided education for pupils. Vis-a-vis this problem of access to the direction, which remains to the college, the study of the comprehension of texts becomes essential. Our step, being based on the theoretical principles of embodiment (Glenberg, 1997, 2002 and Barsalou, 1999) or of the énaction (Varela, 1989), is to highlight the dominating role of the sensoriality, constitutive of the emotional character of literary work, in order to show that it seems the vector of comprehension. The emotion, as a corollary of the body has a central place in the genesis of the thought (Wallon, 1949). The results show that the reading of a literary text, which seeks to be said, makes emerge at the young reader of the emotions resulting in the felt body ones. This “to make sign”, which without referring explicitly to a particular emotion, the literary text, from its literary value can evoke it, resounds at the reader and allows him to create the direction of the text. This process allows a better comprehension thus because the young reader processes the data with his own emotional experiments (Zwaan, 1994), unlike the texts of textbooks which do not enable him to be read through the text. It is then possible to say that the significance of a text is determined by the type of body which we have (Barsalou, 1999) and more particularly by the way in which the mother, as a facilitating environment (Winnicott, 1971) presented the object at her child
Bellissens, Cédrick Marc. "Compréhension de texte et mémoire de travail à long terme : expérimentations et simulations." Aix-Marseille 1, 2002. http://www.theses.fr/2002AIX10075.
Schmid-Thiry, Sabine. "Représentation organisationnelle et compréhension : rôle de la mise en forme matérielle dans la lecture : thèse." Nice, 2001. http://www.theses.fr/2002NICE2004.
Benali, Abdelkader. "Les enjeux linguistiques et cognitifs de la lecture et de la compréhension du texte explicatif." Paris 10, 2011. http://www.theses.fr/2011PA100015.
Our thesis revolves around the didactics of the explanatory text which has to move from a regular education category (where the learner is always facing the explanatory discourse in all disciplines) to the status of learning. Our research is devoted to linguistic and cognitive stakes of the explanatory text at different levels of organization, signification, and the difficulties generated for reading and understanding such writings. Indeed, we have focused our attention initially on two aspects: the category of texts specifying the characterization of the explanatory text and that of reading this type of text which requires considerable potential and strong skills. Then, we observed and described teaching situations centered on the study of the explanatory text through experiments that have been elaborated to evaluate the initial state of students understanding and phenomena evoked in the texts. Finally, we made didactic recommendations, based on all findings and results recorded to situate the framework teaching of the explanatory text
Deslauriers, Renée. "Compréhension en lecture et imagerie mentale chez des élèves en difficulté grave d'apprentissage au primaire." Thèse, Université du Québec à Trois-Rivières, 1998. http://depot-e.uqtr.ca/4858/1/000640737.pdf.