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.
11 Jun 2013-
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.
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272 citations
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
Journal Article•
149 citations
79 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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TL;DR: Positive priming was demonstrated with categorically related objects, which suggests that ignored objects achieve categorical levels of representation, and that the inhibition may be at this level.
Abstract: A priming paradigm was employed to investigate the processing of an ignored object during selection of an attended object. Two issues were investigated: the level of internal representation achieved for the ignored object, and the subsequent fate of this representation. In Experiment 1 a prime display containing two superimposed objects was briefly presented. One second later a probe display was presented containing an object to be named. If the ignored object in the prime display was the same as the subsequent probe, naming latencies were impaired. This effect is termed negative priming. It suggests that internal representations of the ignored object may become associated with inhibition during selection. Thus, selection of a subsequent probe object requiring these inhibited representations is delayed. Experiment 2 replicated the negative priming effect with a shorter inter-stimulus interval. Experiment 3 examined the priming effects of both the ignored and the selected objects. The effect of both identi...
1,453 citations
TL;DR: In this article, a detailed analysis of the ways in which scientists and science students respond to anomalous data is presented, giving special attention to the factors that make theory change more likely.
Abstract: Understanding how science students respond to anomalous data is essential to understanding knowledge acquisition in science classrooms. This article presents a detailed analysis of the ways in which scientists and science students respond to such data. We postulate that there are seven distinct forms of response to anomalous data, only one of which is to accept the data and change theories. The other six responses involve discounting the data in various ways in order to protect the preinstructional theory. We analyze the factors that influence which of these seven forms of response a scientist or student will choose, giving special attention to the factors that make theory change more likely. Finally, we discuss the implications of our framework for science instruction.
1,434 citations
1,414 citations
Book•
01 Jan 1976
TL;DR: In this article, the authors present a problem and a conjecture, and a proof of the problem and the conjecture, as well as a proof against the conjecture by lemma-incorp oration.
Abstract: Introduction § 1. A Problem and a Conjecture. §2. A Proof. § 3. Criticism of the Proof by Counterexamples which are Local but not Global. § 4. Criticism of the Conjecture by Global Counterexamples. (a) Rejection of the conjecture. The method of surrender. (b) Rejection of the counterexample. The method of monsterbarring. (c) Improving the conjecture by exception-barring methods. Piecemeal exclusions. Strategic withdrawal. (d) The method of monster-adjustment. (e) Improving the conjecture by the method of lemma-incorp oration. Proof-generated theorem versus naive conjecture.
1,395 citations
Additional excerpts
...…Qu’il s’agisse de leurs prédispositions au sujet traité, de leurs connaissances préalables, de leur état de fatigue ou de motivation, nombreux sont les paramètres qui feront varier leur attention, ainsi que leur volonté ou …...
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TL;DR: In this paper, a theoretical framework is proposed to explain the nature of conceptual change that takes place in the learning of physical science, and it is argued that a naive framework theory of physics is established early on in infancy and forms the basis of individuals' ontology and epistemology.
1,382 citations
Additional excerpts
...…de l’analyse critique des fondements culturels et sociaux de l’éducation (Lobrot, 1972) à des propositions de changement radical de la société (Illich, 1970). Constituant une sorte de courant idéologique, dont les fondements sont plus politiques que scientifiques, elles …...
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...…de percevoir, de penser, d’apprécier et de faire – tombe dans un « état de crise » en échouant à apporter des solutions ou des explications pour traiter des problèmes significatifs identifiés par la communauté scientifique (Harmon, 1970). Un paradigme …...
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