Infants’ Preference for Social Interactions Increases from 7 to 13 Months of Age     

Maleen Thiele  Robert Hepach  Christine Michel  Daniel Haun 《Child development》2021,92(6):2577-2594

This study examined 7-to-13.5-month-old middle-class Western infants’ visual orienting to third-party interactions in parallel with their social attention behavior during own social interactions (Leipzig, Germany). In Experiment 1, 9.5- to-11-month-olds (n = 20) looked longer than 7- to-8.5-month-olds (n = 20) at videos showing two adults interacting with one another when simultaneously presented with a scene showing two adults acting individually. Moreover, older infants showed higher social engagement (including joint attention) during parent–infant free play. Experiment 2 replicated this age-related increase in both measures and showed that it follows continuous trajectories from 7 to 13.5 months (n = 50). This suggests that infants’ attentional orienting to others’ interactions coincides with parallel developments in their social attention behavior during own social interactions.  相似文献   

Favouring reflexivity in technology-enhanced learning systems: towards smart uses of traces     

Sébastien George  Christine Michel  Magali Ollagnier-Beldame 《Interactive Learning Environments》2016,24(7):1389-1407

During learning activities, reflexive processes allow learners to realise what they have done, understand why, decide on new actions and gain motivation. They help learners to regulate their actions by themselves, that is, to develop metacognitive regulation skills. Computer environments can support reflexive processes to support human learning, for example by analysing traces of learner activity and providing synthetic views by the way of indicators. Nevertheless, traces are underused in technology-enhanced learning (TEL) systems. In this article, we draw up the potential and limits of TEL systems based on traces for reflexive purposes. We then highlight the characteristics which TEL systems should have to use traces to foster reflexivity. We finally discuss how systems could enrich the self-confrontation process with traces.  相似文献   

Judgement and production of drawings by 3- to 10-year-olds: Comparison of declarative and procedural drawing knowledge     

Michel Fayol  Pierre Barrouillet  Chantal Chevrot 《European Journal of Psychology of Education - EJPE》1995,10(3):303-313

In this experiment, 80 children between the ages of three and ten produced and judged drawings of a person and a house. Two alternative hypotheses were tested. Under the first hypothesis, young children have internal models of persons and objects which are comparable to those of adults, but they have problems implementing their knowledge and planning and managing the graphic activity. If this hypothesis is true, we should obtain an interaction between age and type of task (production vs. judgement). Under the second hypothesis, children’s drawings are a direct reflection of their internal models of the items drawn. This hypothesis predicted a significant positive correlation between performance on production and judgement. In the judgement task, the subjects were presented with pairs of drawings and asked to indicate the more elaborate drawing. For the house and the man drawing, children by the age of three were able to correctly determine the most elaborated of the two presented drawings. A strong interaction was obtained between age and type of task (production or judgement), due to the fact that the difference between production performance and judgement performance decreases with age. The discussion suggests a limited cognitive capacity hypothesis to account for the results, and proposes some possibilities for future studies.  相似文献   

Evandro Agazzi on scientific objectivity     

Ghins  Michel 《Metascience》2016,25(1):151-157

  相似文献   

S’orienter dans un monde en mouvement     

Ricard  Michel 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(4):659-661

International Review of Education -  相似文献   

Characterizing the mechanical parameters of forward and backward falls as experienced in snowboarding     

Kai-Uwe Schmitt  Diana Wider  Frank I. Michel  Othmar Brügger  Hans Gerber  Jachen Denoth 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):57-72

Wrist injuries are frequently observed after falls in snowboarding. In this study, laboratory experiments mimicking forward and backward falls were analysed. In six different falling scenarios, participants self-initiated falls from a static initial position. Eighteen volunteers conducted a total of 741 trials. Measurements were taken for basic parameters describing the kinematics as well as the biomechanical loading during impact, such as impact force, impact acceleration, and velocity. The effective mass affecting the wrist in a fall also was determined. The elbow angle at impact showed a more extended arm in backward falls compared to forward falls, whereas the wrist angle at impact remained similar in forward and backward falls. The study results suggest a new performance standard for wrist guards, indicating the following parameters to characterize an impact: an effective mass acting on one wrist of 3–5 kg, an impact angle of 75° of the forearm relative to the ground, and an impact velocity of 3 m/s.  相似文献   

Challenging the feminisation of the workforce: rethinking the mind–body dualism in Early Childhood Education and Care     

Katrien Van Laere  Michel Vandenbroeck  Griet Roets  Jan Peeters 《Gender and education》2014,26(3):232-245

Despite the political and academic debate on the demands for more male workers in Early Childhood Education and Care (ECEC), no European country has reached the benchmark set for 2006 to have 20% male early childhood workers. This has predominantly been countered by challenging the idea that care for the youngest implies an activity ‘that women naturally do’ and by consequently arguing for a higher status and better working conditions for caring jobs. In this article, we analyse the recent ‘schoolification’ of ECEC, and in so doing, we argue that the traditional explanations of the feminisation of the early years workforce do not suffice. In addition, we dwell upon contemporary feminism to challenge the mind–body dualism in discourses and practices of care and explore the concepts of embodied subjectivity and corporeality to further explore pathways to a more equally gendered workforce in early childhood provision.  相似文献   

Impact des formulations sur la résolution de problèmes additifs chez l’enfant de 6 a 10 ans     

Michel Fayol  Hervé Abdi 《European Journal of Psychology of Education - EJPE》1986,1(1):41-58

An experiment was carried out concerning arithmetical problem solving in children. Three between sujects variables were manipulated. All problems followed the same underlying pattern with an initial state (Ei), two additive transformations (T1 and T2), and a final state (Ef); yet the unknown state concerned either Ef (S1 problems) or Ei (S2 problems). The order of introducing the transformations was counterbalanced: either state first (O1 order) or transformations first (O2). Finally, the question was located either at the end of the problem (Q1) or at its beginning (Q2). One hundred and ninety two subjects (64 six, eight, and ten year-olds) were submitted to 8 different problems of the same type. The difficulties of the numerical series were tentatively controlled on an atempt to render the computations roughly «proportional» to ages. Quantitative and qualitative analysis were conducted. Results show that: a) Problems with final state unknown (S1) are solved more easily and early, whereas problems with initial state unknown (S2) are better solved as the children grow older. b) Introducing the transformations first (O2) and placing the question at the beginning of the problem-text (Q2) yields better performances c) The procedures used to solve the problems are clearly dependant on the wording of the problems. An interpretation is proposed which takes in account both the knowledge available in L.T.M. and the limitations of working memory.  相似文献   

High School Dropout in Proximal Context: The Triggering Role of Stressful Life Events          下载免费PDF全文

Véronique Dupéré  Eric Dion  Tama Leventhal  Isabelle Archambault  Robert Crosnoe  Michel Janosz 《Child development》2018,89(2):e107-e122

Adolescents who drop out of high school experience enduring negative consequences across many domains. Yet, the circumstances triggering their departure are poorly understood. This study examined the precipitating role of recent psychosocial stressors by comparing three groups of Canadian high school students (52% boys; M_age = 16.3 years; N = 545): recent dropouts, matched at‐risk students who remain in school, and average students. Results indicate that in comparison with the two other groups, dropouts were over three times more likely to have experienced recent acute stressors rated as severe by independent coders. These stressors occurred across a variety of domains. Considering the circumstances in which youth decide to drop out has implications for future research and for policy and practice.  相似文献   

L'enseignement d'une langue (non-maternelle ou maternelle) aux apprenants en difficulté et aux enfants issus de milieux socialement défavorisés     

Michel Wambach 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(2):175-190

Résumé Les statistiques officielles révèlent des taux importants d'échec scolaire à l'école fondamentale belge notamment chez les enfants issus de milieux socialement défavorisés francophones ou étrangers. D'autre part, le pourcentage d'analphabètes adultes est en hausse. Ces situations relèvent d'une cause commune: la méthodologie de la langue maternelle à l'école et l'approche de l'écrit en particulier. Après avoir défini l'objectif psychologique d'un cours de langue, l'étude présentée propose une méthodologie, synthèse des courants psycho-pédagogiques, linguistiques et (neuro) biologiques actuels. Les données de ces recherches ont permis de vérifier les hypothèses de travail élaborées et corrigées pendant les vingt dernières années. Une place importante dans la méthodologie préconisée est occupée par la libération de la parole. Cette étape initiale accroît et renforce les dispositions créatives chez l'enfant et préparent les activités langagières proprement dites. Celles-ci amènent l'enfant à une facilité de communication et un apprentissage fonctionnel de la langue. La méthodologie de la lecture tient compte des recherches sur le fonctionnement de la mémoire et sur l'activité sélective du cerveau. Une première évaluation de la méthodologie a vérifié les hypothèses de départ. De plus, les élèves des classes expérimentales ont obtenu des scores nettement supérieurs dans les épreuves de compréhension à la lecture, l'élaboration d'un texte et dans celles qui demandent de l'imagination et de la créativité.

---

Official statistics reveal a high percentage of school failure at primary-school level in Belgium, notably among children from socially disadvantaged backgrounds, be they francophone or foreign. Furthermore, the percentage of adult illiteracy is rising. These situations share a common root: the methodology of the mother tongue at school and the approach to the written language in particular. After defining the psychological objective of a language course the present study proposes a methodology, a synthesis of up-to-date psycho-pedagogical, linguistic and (neuro) biological trends. The data from this research make it possible to verify the working hypotheses which have been elaborated and revised over the last twenty years. Within the recommended methodology, thelibération de la parole (liberation of speech) occupies an important place. This initial stage increases and reinforces the creative dispositions in the child and prepares for real language activities. These help the child to communicate and enable a functional learning of the language. The methodology of reading takes into account research conducted on the operation of the memory and the selective activity of the brain. A first evaluation of the methodology has verified the working hypotheses. Moreover, the pupils in the experimental classes obtained markedly higher grades in tests such as reading comprehension, elaborating texts and in those tests calling for imagination and creativity.

---

Zusammenfassung Die offiziellen Statistiken weisen prozentual erhebliche schulische Fehlleistungen in der belgischen Grundschule besonders bei den Kindern auf, die aus sozial benachteiligten Schichten kommen, unabhängig davon, ob sie französisch-oder fremdsprachig sind. Hinzu kommt, daß der Prozentsatz der erwachsenen Analphabeten steigt. Diese Situationen haben eine gemeinsame Ursache: die Methodik der Muttersprache im allgemeinen und der der Schriftsprache im besonderen. Im Anschluß an die Definition des psychologischen Ziels eines Sprachkurses wird in der vorliegenden Studie eine Methodik vorgeschlagen, die eine Synthese der aktuellen psycho-pädagogischen, linguistischen und (neuro) biologischen Strömungen darstellt. Die Daten dieser Untersuchungen ermöglichen es, die Arbeitshypothesen zu verifizieren, die während der letzten zwanzig Jahren sorgfältig ausgearbeitet und verbessert wurden. In der vorgeschlagenen Methodik nimmt die sogenanntelibération de la parole (Befreiung des Sprechens) eine wichtige Stellung ein. Die damit in dieser Anfangsphase verknüpften Aktivitäten erweitern und verstärken die kreativen Anlagen des Kindes und bereiten den Weg für authentische sprachliche Aktivitäten. Diese verhelfen dem Kind zur Kommunikationsfähigkeit und zu einem funktionalen Erlernen der Sprache. Die Methodik des Lesens stützt sich auf Untersuchungen der Funktionsweise des Gedächtnisses und der selektiven Tätigkeit des Gehirns. Eine erste Auswertung der Methodik hat die Arbeitshypothese verifiziert. Darüberhinaus erzielten die Schüler der Versuchsklassen im Lesen, der Ausarbeitung von Texten und in Tests, die Phantasie und Kreativität voraussetzen, deutlich bessere Resultate.

  相似文献