Are implicit learning abilities sensitive to the type of material to be processed? Study on typical readers and children with dyslexia     

Aurélie Simoës Perlant  Pierre Largy 《Journal of Research in Reading》2011,34(3):298-314

This study aims to examine the impact of the linguistic nature of the material to be tracked in a serial reaction time task on the performance of typical readers and children with dyslexia. In doing so, we wished to detect eventual differences in the mobilisation of implicit learning skills between typical readers according to their experience with the written word (8‐ vs 10‐year‐olds) on the one hand, and between typical readers and children with dyslexia, on the other hand. Experiment 1 confirms the efficiency of implicit sequence learning in typical readers regardless of the nature of the item being tracked. Experiment 2 indicates that the sequence learning of children with dyslexia is sensitive to the nature of the target. Children with dyslexia show differences in the evolution of response times according to the nature of the item to be tracked.  相似文献   

Neuromyths Among Teachers and Student Teachers          下载免费PDF全文

Eric Tardif  Pierre‐André Doudin  Nicolas Meylan 《Mind, Brain, and Education》2015,9(1):50-59

Many so‐called brain‐based educational approaches have been strongly criticized for their lack of empirical support and occasionally for their use of pseudoscientific concepts. As a result, several use the term neuromyths to refer to false beliefs or misinterpretations regarding neuroscientific facts. We surveyed both teachers and student teachers concerning their agreement toward hemispheric dominance, modality dominance, and the Brain Gym© method. Results suggest that teachers as well as student teachers believe in the reality of hemispheric and modality dominance but only a few were aware of the Brain Gym© method. Correlation analyses show moderate relationships across different beliefs and/or their perceived benefits in education. Teachers believed more than student teachers in hemispheric dominance and its pedagogical relevance. Together with other studies, the results suggest that teachers and student teachers could benefit from appropriate training in this new field of research.  相似文献   

University students＇ conceptions about the concept of gene： Interest of historical approach     

Agorram Boujemaa  Clement Pierre  Selmaoui Sabah  Khzami Salaheddine  Chafik Jamal  Chiadli Abdellatif 《美中教育评论》2010,(2):9-15

Concepts of genetics are often difficult to teach, specifically the central concept of gene. Even the scientists disagree when defining this concept. This paper investigates university students＇ understanding about the gene and its functions. The results show the dominance of two conceptions of the gene： the Neoclassical model and the Mendelian model. The existence of hybrid conceptions and the lack of the modern model show that students are unable to mobilize the knowledge taught in biology. These results suggest to improve the teaching methods of genetics, for instance, by developing activities that bring students face to face with their conceptions.  相似文献   

The influence of cognitive abilities, age and characteristics of their sexual abuse experience on the statement of the presumed victims     

Dion J  Cyr M  Richard N  McDuff P 《Child abuse & neglect》2006,30(8):945-960

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Enhancement of writings on a damaged medieval manuscript using ultraviolet imaging     

Isabelle Montani  Eric Sapin  Alexandre Pahud  Pierre Margot 《Journal of Cultural Heritage》2012,13(2):226-228

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Learning from animation enabled by collaboration     

Cyril Rebetez  Mireille Bétrancourt  Mirweis Sangin  Pierre Dillenbourg 《Instructional Science》2010,38(5):471-485

Animated graphics are extensively used in multimedia instructions explaining how natural or artificial dynamic systems work. As animation directly depicts spatial changes over time, it is legitimate to believe that animated graphics will improve comprehension over static graphics. However, the research failed to find clear evidence in favour of animation. Animation may also be used to promote interactions in computer-supported collaborative learning. In this setting as well, the empirical studies have not confirmed the benefits that one could intuitively expect from the use of animation. One explanation is that multimedia, including animated graphics, challenges human processing capacities, and in particular imposes a substantial working memory load. We designed an experimental study involving three between-subjects factors: the type of multimedia instruction (with static or animated graphics), the presence of snapshots of critical steps of the system (with or without snapshots) and the learning setting (individual or collaborative). The findings indicate that animation was overall beneficial to retention, while for transfer, only learners studying collaboratively benefited from animated over static graphics. Contrary to our expectations, the snapshots were marginally beneficial to learners studying individually and significantly detrimental to learners studying in dyads. The results are discussed within the multimedia comprehension framework in order to propose the conditions under which animation can benefit to learning.  相似文献   

New Caledonia: Coutume and Culture in education     

Pierre Clanche 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1999,23(4):359-365

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Book reviews     

Sylvain Lourié  Josef Herman  Pierre Duguet  E. Trêves 《Prospects》1972,2(3):370-377

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Can Local Citation Analysis of Master's and Doctoral Theses help Decision-Making about the Management of the Collection of Periodicals? A Case Study in Psychology and Education Sciences     

Pierre Feyereisen  Anne Spoiden 《The Journal of Academic Librarianship》2009,35(6):514-522

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Book reviews     

Rudi Schulz  Pierre Furter 《Prospects》1978,8(3):385-392

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