The social transmission of knowledge at the University: Teaching style and epistemic dependence     

Gabriel Mugny  Armand Chatard  Alain Quiamzade 《European Journal of Psychology of Education - EJPE》2006,21(4):413-427

It is argued that an epistemic authority would induce greater influence in transmitting knowledge to students when there is a correspondence between the (authoritarian vs. democratic) style of the authority and students’ perceptions of their relation to the authority (high vs. low epistemic dependence). In two studies it was predicted, and found, that students who perceived themselves in a state of low epistemic dependence towards their teachers were more influenced by a democratic than by an authoritarian teaching style. This difference in appropriation was not found for students who perceived themselves in a state of epistemic dependence towards the epistemic authority.  相似文献   

BOOK REVIEW     

Alain Chaptal 《Educational Media International》2013,50(1):87-99

The title of this paper has been borrowed to two major players in our field Larry Cuban and Linda Roberts, it develops a high level view of the major changes of the last period. Importantly, despite greater access to technology and the gathering of a critical mass of equipment, usage in schools remains limited. It examines, through the use of dialogue between the French and the US educational systems, the constructivism issue and concludes that we are facing an unprecedented situation. L'investissement en vaut-il la peine? Le titre de cet article a été emprunté À deux acteurs importants du domaine, Larry Cuban et Linda Roberts. Il développe une approche générale des principaux changements intervenus dans les dernières périodes. Il insiste notamment sur un fait marquant : malgré un accès facilité À la technologie et le déploiement d'une masse critique d'équipement, l'usage demeure limité dans les établissements scolaires. Instaurant un dialogue entre les situations franÇaise et américaine, il examine ensuite la question du constructivisme et conclue sur le caractère inédit de la situation actuelle. Lohnt sich die Investition wirklich? Der Titel dieses Beitrags wurde von zwei Experten unseres Arbeitsbereiches 'geborgt': Larry Cuban und Linda Roberts. Versucht wird eine übersicht über die wichtigsten Entwicklungen der letzten Jahre: Trotz besserem Zugang zur Technologie und ausreichender Ausstattung bleibt die Nutzung der neuen Technologien in den Schulen begrenzt. Vermittels eines Dialogs zwischen dem französischen und dem Amerikanischen Bildungssystem wird ein konstruktivistischer Ansatz geprüft. Der Betrag schließt mit der Feststellung, dass wir mit einer beispiellosen Situation konfrontiert sind.  相似文献   

Approche des statistiques en classe de sixième: Analyse de résultats sportifs     

Claude Comiti  Marie-Rose Guillermard  Alain Solano 《Educational Studies in Mathematics》1976,7(4):497-521

Sans résumé  相似文献   

Editorial     

Alain Michel  Anne Sliwka 《European Journal of Education》2014,49(2):159-164

  相似文献   

Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency     

Karin Landerl  H. Harald Freudenthaler  Moritz Heene  Peter F. De Jong  Alain Desrochers  George Manolitsis 《Scientific Studies of Reading》2013,17(3):220-234

ABSTRACT

Although phonological awareness (PA) and rapid automatized naming (RAN) are confirmed as early predictors of reading in a large number of orthographies, it is as yet unclear whether the predictive patterns are universal or language specific. This was examined in a longitudinal study across Grades 1 and 2 with 1,120 children acquiring one of five alphabetic orthographies with different degrees of orthographic complexity (English, French, German, Dutch, and Greek). Path analyses revealed that a universal model could not be confirmed. When we specified the best-fitting model separately for each language, RAN was a consistent predictor of reading fluency in all orthographies, whereas the association between PA and reading was complex and mostly interactive. We conclude that RAN taps into a language-universal cognitive mechanism that is involved in reading alphabetic orthographies (independent of complexity), whereas the PA–reading relationship depends on many factors like task characteristics, developmental status, and orthographic complexity.  相似文献   

Discriminant analysis of anthropometric and biomotor variables among elite adolescent female athletes in four sports     

Mario Leone  Georges Lariviere  Alain S. Comtois 《Journal of sports sciences》2013,31(6):443-449

The aim of this study was to identify anthropometric and biomotor variables that discriminated among groups of elite adolescent female athletes aged 14.3 ± 1.3 years (mean ± s) from four different sports (tennis, n = 15; swimming, n = 23; figure skating, n = 46; volleyball, n = 16). The anthropometric variables included body mass, height, bi-epicondylar breadth of the distal extremity of the humerus and femur, maximal girth of the calf and biceps and the sum of five adipose skinfolds. The biomotor variables were maximal aerobic power, muscular endurance and flexibility of the trunk. Discriminant analysis revealed three significant functions (P ? 0.05). The first discriminant function primarily represented differences between figure skaters and all other groups of athletes. The other two underlined anthropometric and biomotor differences between swimmers and volleyball players and between tennis players and swimmers, respectively. After validation, the analysis showed that 88% of the athletes were correctly classified in their respective sports. Our model confirms that elite adolescent female athletes show physical and biomotor differences that clearly distinguish them according to their particular sport.  相似文献   

“Too complex for me!” Why do performance-approach and performance-avoidance goals predict exam performance?     

Céline Darnon  Fabrizio Butera  Gabriel Mugny  Alain Quiamzade  Chris S. Hulleman 《European Journal of Psychology of Education - EJPE》2009,24(4):423-434

Classroom research on achievement goals has revealed that performance-approach goals (goals to outperform others) positively predict exam performance whereas performance-avoidance goals (goals not to perform more poorly than others) negatively predict it. Because prior classroom research has primarily utilized multiple-choice exam performance, the first aim of the present study was to extend these findings to a different measure of exam performance (oral examination). The second aim of this research was to test the mediating role of perceived difficulty. Participants were 49 4th year psychology students of the University of Geneva. Participants answered a questionnaire assessing their level of performance-approach and performance-avoidance goal endorsement in one of their classes as well as the perceived difficulty of this class for themselves. Results indicated that performance-approach goals significantly and positively predicted exam grades. Performance-avoidance goals significantly and negatively predicted grades. Both of these relationships were mediated by the perceived difficulty of the class for oneself. Thus, the links previously observed between performance goals and exam performance were replicated on an oral exam. Perceived difficulty is discussed as a key dimension responsible for these findings.  相似文献   

Epistemic constraint and teaching style     

Alain Quiamzade  Gabriel Mugny  Juan Manuel Falomir-Pichastor 《European Journal of Psychology of Education - EJPE》2009,24(2):181-190

An experimental study investigated the influence of informational dependence on information appropriation as a function of epistemic authority’s styles. In a 2×2 design, university students were informed that acknowledging epistemic dependence was related either to academic success or to academic failure, and were exposed to controversial information from an epistemic authority that used either an authoritarian or a democratic style. The main dependent variable was the extent to which participants appropriated the controversial information. Firstly the results showed that students were more inclined to admit that their own academic competence depended on the information delivered by the teachers when epistemic dependence was related to success rather than to failure. Secondly, the admittance of dependence had a different impact on information appropriation according to the authority’s style. Admittance increased appropriation under a democratic style whereas it decreased appropriation under an authoritarian style.  相似文献   

Mirror,mirror on the wall,tell me I'm right!          下载免费PDF全文

Alain Michel  Xavier Pons 《European Journal of Education》2017,52(2):119-123

  相似文献   

Editorial     

Alain Michel  Alejandro Tiana 《European Journal of Education》2011,46(3):285-288

  相似文献