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DissertationDOI

Processus d'apprentissage, savoirs complexes et traitement de l'information : un modèle théorique à l'usage des praticiens, entre sciences cognitives, didactique et philosophie des sciences.

TL;DR: Cherchant et al. as mentioned in this paper propose a modele allosterique, which is an interface between the sciences of education, the sciences cognitives, and the philosophy des sciences.
Abstract: Cherchant a etablir un pont theorique et pratique entre les sciences de l'education, les sciences cognitives et la philosophie des sciences, la these developpe un modele didactique a l'interface entre ces disciplines : le modele allosterique de l'apprendre initie et developpe par Giordan (1988) et al. (1992), qui s'inscrit dans le paradigme des theories du changement conceptuel. Nourri par les travaux recents des psychologues cognitifs sur les processus d'apprentissage tels que les theories du recyclage neuronal (Dehaene, 2007) ou de l'inhibition cerebrale (Houde & Tzourio-Mazoyer, 2003), ainsi que sur diverses theories relatives a l'elaboration de la pensee telles que l'economie comportementale (Tversky & Kahnernan, 1982) ou le modele-cadre SRK (Rasmussen, 1990), ce modele developpe et precise le concept d’allosterie a travers la description et la formalisation des processus de deconstruction-reconstruction des conceptions, qui ont lieu lors des apprentissages complexes. De la phase de theorisation du modele, effectuee par un recours aux formalismes de la reactivite chimique en accord avec la metaphore initiale de l'allosterie, il est possible de deduire divers environnements didactiques operatoires et feconds pour le praticien de l'enseignement et de la mediation scientifiques. Ces previsions theoriques sont alors mises a l'epreuve de l'experimentation didactique a travers une recherche de terrain centree sur la notion d'experience contre-intuitive (Eastes & Pellaud, 2004) menee aupres de differents types de publics.
Citations
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01 Jan 2000
TL;DR: In this article, the authors examined the implications of individual differences in performance for each of the four explanations of the normative/descriptive gap, including performance errors, computational limitations, wrong norm being applied by the experimenter, and a different construal of the task by the subject.
Abstract: Much research in the last two decades has demonstrated that human responses deviate from the performance deemed normative according to various models of decision making and rational judgment (e.g., the basic axioms of utility theory). This gap between the normative and the descriptive can be interpreted as indicating systematic irrationalities in human cognition. However, four alternative interpretations preserve the assumption that human behavior and cognition is largely rational. These posit that the gap is due to (1) performance errors, (2) computational limitations, (3) the wrong norm being applied by the experimenter, and (4) a different construal of the task by the subject. In the debates about the viability of these alternative explanations, attention has been focused too narrowly on the model response. In a series of experiments involving most of the classic tasks in the heuristics and biases literature, we have examined the implications of individual differences in performance for each of the four explanations of the normative/descriptive gap. Performance errors are a minor factor in the gap; computational limitations underlie non-normative responding on several tasks, particularly those that involve some type of cognitive decontextualization. Unexpected patterns of covariance can suggest when the wrong norm is being applied to a task or when an alternative construal of the task should be considered appropriate.

231 citations

01 Dec 1997
TL;DR: In this article, positron emission tomography (PET) was used to examine the neural substrates of topographical memory retrieval in licensed London taxi drivers of many years experience while they recalled complex routes around the city.
Abstract: Functional imaging to date has examined the neural basis of knowledge of spatial layouts of large-scale environments typically in the context of episodic memory with specific spatiotemporal references. Much human behavior, however, takes place in very familiar environments in which knowledge of spatial layouts has entered the domain of general facts often referred to as semantic memory. In this study, positron emission tomography (PET) was used to examine the neural substrates of topographical memory retrieval in licensed London taxi drivers of many years experience while they recalled complex routes around the city. Compared with baseline and other nontopographical memory tasks, this resulted in activation of a network of brain regions, including the right hippocampus. Recall of famous landmarks for which subjects had no knowledge of their location within a spatial framework activated similar regions, except for the right hippocampus. This suggests that the hippocampus is involved in the processing of spatial layouts established over long time courses. The involvement of similar brain areas in routes and landmarks memory indicates that the topographical memory system may be primed to respond to any relevant topographical stimulation; however, the right hippocampus is recruited specifically for navigation in large-scale spatial environments. In contrast, nontopographical semantic memory retrieval involved the left inferior frontal gyrus, with no change in activity in medial temporal regions.

44 citations

References
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01 Feb 2011
TL;DR: The most popular form for the latter is blogs (short for web-logs) as discussed by the authors, which was originally used for online diaries but has rapidly evolved into a versatile publication and conversation tool.
Abstract: As the Internet emerged as an efficient channel for sending information and fostering collaborations on a global scale, this unanticipated phenomenon paved the way for a new era of science, namely e-science or digital scholarship [Borgman, 2007]. Massive data repositories moved online, academic publications (preprints and articles alike) became searchable across disciplinary boundaries, collaborations grew larger. But the Internet is now developing into so-called web 2.0, where active participation is replacing passive broadcasting: every user can become their own media maker and share videos, images or text. To date, the most popular form for the latter are blogs (short for web-logs). The blog format was originally used for online diaries but has rapidly evolved into a versatile publication and conversation tool. This shift is also being embraced by scientists, on a limited, albeit growing scale. First isolated, then grouped in communities, science bloggers (I use the term to include professional scientists as well as students, journalists, science amateurs, science museums, concerned groups…) have already demonstrated the potential to influence how research is done, results are communicated and the public is reached. Among the many topics that blogs discuss, I will focus here on science and the academic life, thus defining a type of " science blogging " that is effectively turning digital scholarship into conversational scholarship [Gregg, 2006]. But in concrete terms, how is that different? And where might this evolution be leading us? I try to shed some light on the matter in the following pages.

25 citations


Additional excerpts

  • ...…1996a ; Deferne, 1996 ; Le Marec, 1998) aux bars des sciences (Gaaloul, 2007), des blogs scientifiques  (Blanchard, 2011) au théâtre de science (Bunico 1989 ; Jacques & Raichvarg 1991 ; Raichvarg, 1993 ;  Collet, …...

    [...]

01 Jan 1978

25 citations


Additional excerpts

  • ...…1897  &  1947 ;  Freinet,  1956…),  introduction  de  la  « démarche  expérimentale »  dans  les  cours  de  sciences  (Host & Martinand, 1975 ; Giordan, 1978 ; Charpak, Lena & Quéré, 2005),  recours à  l’histoire  des …...

    [...]

  • ...…connaissances  préalables  d’un  individu  constituent  alors  le  facteur  déterminant  de  l’apprendre.  Le  courant  constructiviste a ainsi eu le mérite de montrer qu’apprendre n’est pas le résultat d’empreintes que des …...

    [...]

  • ...…le « Guide aux côtés de » dans l’approche constructiviste.    Notons que la théorie du changement conceptuel est également applicable à d’autres domaines que les …...

    [...]

  • ...…à rendre compte des observations et à produire des outils pertinents pour la pratique.    3.2.4.1. Ontologie et scientificité  La principale inquiétude qu’il est possible de formuler à l’égard de cette approche est son inspiration …...

    [...]

Journal ArticleDOI

21 citations


Additional excerpts

  • ...…la  base  de  ses  seules  connaissances,  sans  disposer  de  règles  sur  lesquelles  s'appuyer. Les décisions adoptées peuvent être plusieurs fois remises en cause. On parle alors de  raisonnement  basé  sur  les  connaissances  (K, Knowledge‐based  behaviour).  Contrairement  aux …...

    [...]

DOI
01 Jun 2008
TL;DR: La mise en place systemique des enseignements dans 5 dimensions (cognitive, affective, perceptive, infra- et meta-cognitive) permet au patient d'apprendre, mais surtout de relier cet apprentissage a the miseen en place de changements.
Abstract: L'education therapeutique ne peut se pratiquer que dans le cadre d'une relation privilegiee entre patients et soignants, beneficiant du developpement des competences des soignants dans leur capacite a accroitre la qualite de cette relation. Ce second article decrit succinctement des modeles psycho-sociaux qui sont autant de grilles de lecture d'une situation clinique suggerant des pistes concretes d'interaction. Il s'agit de partir des ressources des patients pour les developper, d'autant mieux que cela prend un sens pour eux. Le travail a partir des conceptions du patient est ainsi primordial. La mise en place systemique des enseignements dans 5 dimensions (cognitive, affective, perceptive, infra- et meta-cognitive) permet au patient d'apprendre, mais surtout de relier cet apprentissage a la mise en place de changements.

20 citations

Journal ArticleDOI
01 Jan 1909-The Auk

19 citations