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Articles de périodiques
Bell, N., & Perret-Clermont, A. N. (1985). The socio-psychological impact of school selection and failure. International Review of Applied Psychology, 34, 149-160.
   
Perret-Clermont, A. N. (1984). Psychologie sociale de l'apprentissage et migration culturelle. Cahiers de Psychologie et éducation (Université de Neuchâtel) Revue Belge de Psychologie et de Pédagogie, 22 46(188), 123-127.
   
Grossen, M., & Perret-Clermont, A. N. (1984). Some elements of a social psychology of operational development of the child (repris de l'original en portugais paru dans "Analise psicologica" 1982). The Quarterly Newsletter of the Laboratory of comparative human Cognition, 6, 51-57.
   
Bell, N., & Perret-Clermont, A. N. (1984). Répercussions psychosociologiques de l'échec et de la sélection scolaire. Cahiers de Psychologie et éducation (Université de Neuchâtel), 22, 11-23.
   
Perret-Clermont, A. N., & Grossen, M. (1983). Quelques éléments pour une psychologie du développement opératoire de l'enfant (repris de l'original en portugais paru dans "Analise psicologica" 1982). Revue belge de psychologie et de pédagogie, 45, 121-131.
   
Perret-Clermont, A. N., & Grossen, M. (1982). Elementos para una psicologia social do desenvolvimento operatorio da criança. Analise Psicologica, 1/2(III), 117-126.
   
Perret-Clermont, A. N. (1982). Brève introduction à la psychologie. Dossiers de Psychologie (Université de Neuchâtel), 15, 1-151.
   
Perret-Clermont, A. N. (1982). Recension de l'ouvrage de Suzanne Mollo, "Construire Fabrice. L'insertion sociale d'un enfant handicapé", Editions Edilig, Paris 1982. Education et recherche, 3, 332-333.
   
Perret-Clermont, A. N. (1982). Recension de l'ouvrage de Michel Gilly, "Maître-élève. Rôles institutionnels et représentations", Presses Universitaires de France, Paris, 1980. Education et Recherche, 3, 330-330.
   
Perret-Clermont, A. N. (1982). From the study of psychological stages to the understanding of the processes involved in the cognitive Development of child and pupil. The Behavioral and Brain Sciences, 259-351.
   
Perret-Clermont, A. N. (1981). Introduction : Objectivité et subjectivité dans les processus pédagogiques. Cahiers de la section des sciences de l’éducation, 22, 1-4.
   
Perret-Clermont, A. N. (1981). Approche psychosociologique de l'échec scolaire. Cahiers de la section des sciences de l'éducation(22), 1-33.
   
Perret-Clermont, A. N., & Grossen, M. (1981). Regard psychosociologique sur les conditions de développement intellectuel de l'enfant. Médecine et Hygiène, 39(Universités de Genève et Neuchâtel), 3546-3550.
   
Perret-Clermont, A. N. (1981). Objectivité et subjectivité dans les processus pédagogiques. Théories et pratiques. Cahiers de la section des sciences de l'éducation, 22, 5-38.
   
Perret-Clermont, A. N. (1981). Approches psychosociologiques de l'apprentissage en situation collective. Dossiers de Psychologie et éducation (Université de Neuchâtel), 12, 1-1.
   
Perret-Clermont, A. N. (1981). Perspectivas psicosociologicas del aprendizaje en situacion colectiva. Infancia y aprendizaje, 16(Madrid), 30-42.
   
Perret-Clermont, A. N., & Schubauer-Leoni, M. L. (1980). Interactions sociales et représentations symboliques dans le cadre de problèmes additifs. Recherches en Didactique des Mathématiques, I(3), 297-350.
   
Perret-Clermont, A. N. (1980). Jean Piaget, grand pédagogue malgré lui. L'Educateur, 39(1179), 1-1.
   
Perret-Clermont, A. N. (1980). Recherche en psychologie sociale expérimentale et activité éducative. Revue Française de Pédagogie, 53, 30-38.
   
Perret-Clermont, A. N. (1980). Review of the books "Piaget and Knowing. Studies in Genetic Psychology" by Beryl A. Geber, Routledge and Kegan Paul, London, 1979 & "Education et développement social de l'enfant" by Christiane Vandenplas-Holper, Presses Universitaires de France, Paris 1979. European Journal of Social Psychology, 10(4), 433-438.
   
Perret-Clermont, A. N. (1979). Interakcje spoleczne a procesy poznawcze (version polonaise du texte "Interactions sociales et processus cognitifs"). Przeglad Psychologiczny (Revue polonaise de psychologie), XXII(1), 59-71.
   
Perret-Clermont, A. N. (1979). Procesos psicosociológicos y fracaso escolar. Infancia y Aprendizaje, 6, 3-13.
   
Mugny, G., Perret-Clermont, A. N., & Doise, W. (1979). Coordinaciones interpersonales y diferencias sociologicas en la construccion del intelecto (version en espagnol d'un chapitre paru in ,G.M. Stephenson & J.H. David "Progress in applied social psychology, New York, Wiley). Clinica y anàlisis grupal, IV(19), 699-725.
   
Perret, J. F., & Perret-Clermont, A. N. (1978). Contributions psycho-socio-pédagogiques. Cahiers de la Section des Sciences de l'Education. Pratiques et Théories (Université de Genève - Faculté de Psychologie et des Sciences de l'Education), 6, 1-50.
   
Perret-Clermont, A. N. (1978). Psychologie sociale expérimentale, recherche pédagogique et pratique éducative. In J.-F. Perret & A.-N. Perret-Clermont (Eds.), "Contributions psycho-socio-pédagogiques". Cahiers de la section des sciences de l'éducation, 6, 21-48.
   
Perret-Clermont, A. N. (1978). Processos psicosociológicos e insucesso escolar. Analise Psicológica, II, 60-81.
   
Mugny, G., Perret-Clermont, A. N., & Salo, N. (1978). Psicosociologia y escuela : hacia una psicologia genetica. Infancia y aprendizaje, 2, 23-36.
   
Baker, N., Leoni, M., & Perret-Clermont, A. N. (1978). Fondements psychologiques du travail de groupe en situation pédagogique. Techniques d'Instruction, 2, 8-11.
   
Perret-Clermont, A. N., Mugny, G., & Doise, W. (1976). Une approche psychosociologique du développement cognitif. Archives de Psychologie, 171, 135-144.
   
Perret-Clermont, A. N. (1976). Vers une approche des relations entre l'enfant, l'école et la vie sociale à travers l'étude de la communication. Cahiers de la section des sciences de l'éducation, 2, 3-14.
   
Mugny, G., Doise, W., & Perret-Clermont, A. N. (1976). Conflit de centrations et progrès cognitif. Bulletin de Psychologie, 321(29), 199-204.
   
Doise, W., Mugny, G., & Perret-Clermont, A. N. (1976). Social interaction and cognitive development : further evidence. European Journal of Social Psychology, 6(2), 245-247.
   
Doise, W., Meyer, G., & Perret-Clermont, A. N. (1976). Etude psycho-sociologique des représentations d'élèves en fin de scolarité obligatoire. Cahiers de la section des sciences de l'éducation, 2, 15-27.
   
Doise, W., Mugny, G., & Perret-Clermont, A. N. (1975). Ricerche preliminari sulla sociogenesi delle strutture cognitive. Lavoro Educativo, 1(1), 35-50.
   
Doise, W., Mugny, G., & Perret-Clermont, A. N. (1975). Social interaction and the development of cognitive operations. European Journal of Social Psychology, 5(3), 367-383.
   
Doise, W., Mugny, G., & Perret-Clermont, A. N. (1973). Recherches préliminaires sur la sociogenèse des structures cognitives. (Document polycopiéEcole de Psychologie et des Sciences de l'Education, Université de Genève).
   
Recensions
Perret-Clermont, A. N. (2018). Review of the book "Dialogue, argumentation and education: History, theory and practice", by Baruch B.Schwarz & Michael J.Baker. Journal of Argumentation in Context, 7(1), 101-107.
   
Actes de congrès
Perret-Clermont, A. N., & Perret, J. F. (2016, 27 June). Влияние идей Л.С. Выготского и Ж. Пиаже на современные исследования по проблеме развития. Paper presented at Научная школа Л.С. Выготского: Традиции и инновации, Москва.
   
Perret-Clermont, A. N., & Perret, J. F. (2016, 27 June). The influence of the ideas of L.S. Vygotsky and J. Piaget on modern research of development problem. Paper presented at International Symposium "Scientific School of L.S. Vygotsky: Traditions & Innovations", Moscow.
   
Greco, S., Mehmeti, T., & Perret-Clermont, A. N. (2016). Getting involved in an argumentation in class as a pragmatic move: social conditions and affordances. Paper presented at D. Mohammed and M.Lewinski (Eds.,) Argumentation and Reasoned Action: Proceedings of the First European Conference on Argumentation. Volume II (pp.463-478). London: College Publications.
   
Lambolez, S., & Perret-Clermont, A. N. (2011, 6 June). Regard sur un dispositif de médiation scolaire par les pairs. Paper presented at Actes du Colloque Outils pour la Formation, l'Education et la Prévention : Contributions de la psychologie et des sciences de l'éducation, Nantes.
   
Miserez-Caperos, C., Perret-Clermont, A. N., Arcidiacono, F., & Sinclaire-Harding, L. (2010, 13 February). A dialogical view of argumentation: the Piagetian interview as collaborative thinking. Paper presented at Sixth International Conference on the Dialogical Self, Athens.
   
Bugnon, A., Arcidiacono, F., & Perret-Clermont, A. N. (2010). Transfer of learning in a boundary crossing training: the case of speech therapists. Paper presented at Procedia - Social and Behavioral Sciences, 2(2).
   
Giglio, M., & Perret-Clermont, A. N. (2010). A teaching sequence granting space to the students' collaborative creation in the music classroom: some observations. Paper presented at Proceeding of the 23rd International Seminar on Research in Music Education, Changchun: North East Normal University.
   
Perret-Clermont, A. N., & Arcidiacono, F. (2009). Argumentation in the Piagetian interview as collaborative thinking. Paper presented at .
   
Perret-Clermont, A. N., & Arcidiacono, F. (2009). What is that develops, according to Piaget? A revisitation in search of alternatives. Paper presented at .
   
Bugnon, A., Arcidiacono, F., & Perret-Clermont, A. N. (2009). De la salle de cours à la pratique professionnelle, pourquoi les stagiaires transfèrent-ils si difficilement des savoirs?. Paper presented at L'expérience. Actes du 1er Colloque international francophone de l'Association Recherches et Pratiques en Didactique Professionnelle, Dijon: Agrosup.
   
Perret-Clermont, A. N., Arcidiacono, F., Marro, P., & Bugnon, A. (2007). Boundary-crossing in the training of speech therapists in psychology. Paper presented at Developing potentials for learning, Budapest.
   
Muller Mirza, N., Perret-Clermont, A. N., Tartas, V., Darbellay, K., Ghodbane, I., de Pietro, J. F., & et al., . (2004, 27 September). Exchanging Ideas to Jointly Construct Knowledge with the DUNES Environment. Paper presented at Congrès ICNEE, Neuchâtel.
   
Perret-Clermont, A. N., & Lambolez, S. (2003). Pratiques professionnelles et apprentissages, auto-développement individuel et collectif. Paper presented at Actes de l'école d'été du FRERF.
   
Lambolez, S., & Perret-Clermont, A. N. (2003). Un exemple de coopération interprofessionnelle: SUMUME, "projet d'enseignement avec supports multimédias". Paper presented at Actes du 12e Congrès de Psychologie du Travail et des Organisations (A.I.P.T.L.F.), Louvain-la-Neuve.
   
Schwarz, B., Perret-Clermont, A. N., Trognon, A., & Marro, P. (2002, 18 June). The Interlocutory Analysis as a Methodology for Studying Learning in Argumentative Activities. In search of "learning". Paper presented at New methodologies for Studying Learning in Successive International Society for Cultural Research and Activity (ISCRAT) Theory "Dealing with Diversity", Amsterdam.
   
Perret-Clermont, A. N., & Zittoun, T. (2001, 16 August). Contribution à une psychologie de la transition. Paper presented at Congrès International de la Société Suisse pour la Recherche en Education (SSRE) et de la Société Suisse pour la Formation des Enseignant(e)s., Aarau.
   
Muller Mirza, N., Perret-Clermont, A. N., & Marro, P. (2000). What are we meant to learn and how does it suit us?. Paper presented at III Conference for sociocultural research, Campinas (Brazil).
   
Perret-Clermont, A. N. (1999). Changements technologiques, décisions politiques et identités professionnelles des apprentis. Paper presented at Expertise et décisions dans les politiques de l'enseignement. Actes du colloque de Penthes, Genève: S.R.E.D. (Service de la Recherche en Education).
   
Perret-Clermont, A. N., & Perret, J. F. (1998, 19 March). Apprendre un métier technique aujourd'hui. Paper presented at La formation professionnelle en Suisse est-elle efficace ? Actes des 3èmes journées suisses de la formation professionnelle.
   
Perret, J. F., Perret-Clermont, A. N., & Schürch, D. (1998). Bildung und Arbeit. Paper presented at SGBF-Kongress, Zürich.
   
Perret-Clermont, A. N., Marro, P., Grossen Peretti, M., & Trognon, A. (1997). The peer as teacher or interlocutor: an experimental and interlocutory analysis. Paper presented at European Conference on Developmental Psychology, Rennes.
   
Marro, P., Trognon, A., Perret-Clermont, A. N., & Clément, F. (1996, 11 September). L'acquisition de la conservation lors d'une interaction entre enfants régulés par un adulte. Paper presented at Conférence Piaget-Vygotsky. IIeme Conference pour la recherche socio-culturelle, Genève.
   
Marro, P., Trognon, A., Perret-Clermont, A. N., & Clément, F. (1996). Acquisition of conservation during an interaction between children regulated by an adult. Paper presented at Conférence Piaget-Vygotsky, Genève.
   
Marro, P., Trognon, A., & Perret-Clermont, A. N. (1996). Comment imputer des connaissances à un interactant. Paper presented at Méthodes et techniques d'analyse des corpus interactifs, Aix-en-Provence.
   
Perret, J. F., Prélaz, A. C., & Perret-Clermont, A. N. (1994). Socio cognitive interactions between deaf children. Paper presented at International Conference on Group and Interactive Learning, Glasgow.
   
Perret-Clermont, A. N., & Schubauer-Leoni, M. L. (1989, 16 May). The social construction of meaning in math class interactions. Paper presented at "Mathematics, Education and Society" Sixth International Congress on Mathematical Education, Budapest.
   
Perret-Clermont, A. N., & Schubauer-Leoni, M. L. (1988, 27 July). The social construction of meaning in math class interactions. Paper presented at "Mathematics, Education and Society" Sixth International Congress on Mathematical Education, Budapest.
   
Grossen, M., Nicolet, M., Perret-Clermont, A. N., & Rijsman, J. (1986, 24 April). L'apprentissage comme restructuration accélérée du savoir social. Paper presented at Actes du Congrès de la Société Française de Psychologie, Changements psychologiques : Modèles d'apprentissages et de transformation, Montpellier.
   
Perret-Clermont, A. N. (1983). Des conditions psychosociales d'émergence des connaissances scientifiques du chercheur adulte à l'élève. Paper presented at Actes des 5e Journées d'Education Scientifique, Paris.
   
Perret-Clermont, A. N. (1976). Introducing a sociological variable to the analysis of two experiments in social psychology. Paper presented at European summer school, Oxford: Roneotyped.
   
Présentations
Rocci, A., Greco, S., Schär, R., Convertini, J., Perret-Clermont, A. N., & Iannaccone, A. (2018). The significance of the adversative connectives aber, mais, ma (‘but’) as indicators in young children’s argumentation. Presented at ARGAGE, 2nd International Conference on Argumentation & Language, Lugano, Switzerland.
   
Convertini, J., Perret-Clermont, A. N., & Iannaccone, A. (2017). Children’s minds at work in argumentative activity. Presented at 17th Biennal EARLI Conference for Research on Learning and Instruction “Education in the crossroads of economy and politics – Role of research in the advancement of public good”, Tampere, Finland.
   
Convertini, J., Gfeller, F., Iannaccone, A., & Perret-Clermont, A. N. (2017). Construire sa place dans une activité collective entre enfants. Presented at Annual Congress of SSRE, Fribourg, Switzerland.
   
Mehmeti, T., Convertini, J., Iannaccone, A., & Perret-Clermont, A. N. (2017). Use of objects in children’s reasoning in cognitive tasks. Presented at Rodriguez, C., Cerchiaro, E., & Palacios, P. (Chairs), Communication, Culture and Cognition Through the Material World. Symposium conducted at 47th Annual Meeting of the Jean Piaget Society, Technologies & Human Development, San Francisco.
   
Kohler, A., Chabloz, B., & Perret-Clermont, A. N. (2017). Teacher Education Master thesis: An opportunity to bridge practice and research?. Presented at EAPRIL Conference : Where Practice and Research on Learning and Development Meet, Bienne, Switzerland.
   
Kohler, A., & Perret-Clermont, A. N. (2016). Triangulation of perspectives in physics classes. Presented at Joint SIG 20 and SIG 26 Meeting “Inquiry and Argumentation: Education for Thinking”, European Association for Research on Learning and Instruction (EARLI), University of Ghent, Ghent, Belgium.
   
Iannaccone, A., Convertini, J., Perret-Clermont, A. N., & Rocci, A. (2016). Loss of meaning in trying to make the issue meaningful. Presented at S. Greco & A.-N. Perret-Clermont (chair), Intersubjectivity around the issue in children's discussions. Symposium conducted at the Inquiry and Argumentation: Education for Thinking, organized by the Special Interest Groups SIG 20 and 26 of the European Association for Research on Learning and Instruction (EARLI), Ghent, Belgium.
   
Iannaccone, A., Convertini, J., & Perret-Clermont, A. N. (2016). "Je te raconte une histoire pour t'aider à comprendre". Pluralité de perspectives conversationnelles et actualisation des pratiques argumentatives chez l’enfant. Presented at S. Breux (Chair), Mais de quoi parle-t-on? Analyses des interactions dans des situations d'apprentissage. Symposium conducted at the Annual Congress of SSRE, Lausanne, Switzerland.
   
Mehmeti, T., Perret-Clermont, A. N., & Iannaccone, A. (2016). Multiplicity of cognitive demands in a PISA item. Presented at J. Radisic & A. Baucal (Chairs), Large Scale Assessments as Tools for Reflection on the Teaching and the Learning Process. Symposium conducted at EARLI SIG 10, 21 and 25 joint conference. Reflective minds and communities, University of Tartu.
   
Greco, S., Mehmeti, T., & Perret-Clermont, A. N. (2015). Getting involved in an argumentation in class as a pragmatic move: Social conditions and affordances. Presented at 1st European Conference on Argumentation (ECA), Lisbon, Portugal.
   
Lamas-Breux, S., Mehmeti, T., Iannaccone, A., & Perret-Clermont, A. N. (2014). The role of accessories in the "staging" of Piagetian interviews. Presented at International Workshop "Material Culture and Human Development", Lausanne, Switzerland.
   
Mehmeti, T., & Perret-Clermont, A. N. (2014). Seeking success of migrant pupils through designed tasks: A case study with Albanian pupils in Switzerland. Presented at A.-N. Perret-Clermont & T. Mehmeti (Chairs), Social, cultural and psychological affordances of pedagogical scenarios for minority students. Symposium conducted at the Joint Sig 10, Sig 21 & Sig 25 meeting 2014: Open Spaces for Interaction and Learning Diversities, University of Padova, Italy.
   
Perret-Clermont, A. N. (2014). Discussant in the Symposium "Argumentation theories and the Learning Sciences – Part 1: Pragma-dialectics" (Chair: B. Schwarz). Presented at 15th Biennal EARLI Conference for Research on Learning and Instruction “Responsible Teaching and Sustainable Learning”, Munich, Germany.
   
Lamas-Breux, S., Giglio, M., & Perret-Clermont, A. N. (2013). “Predicting, testing and observing”: a research method to advance teacher education and the understanding of teaching-learning process. Presented at Poster presented at the 32nd International Human Science Research Conference “Creativity in Human Science Research, Methodology and Theory”, Aalborg, Denmark.
   
Perret-Clermont, A. N. (2013). Discussant in E. Hertz, A. Aebi et E. Guaschino (Chair), "L'attaque du cynips jaune, ou la lutte biologique dans une perspective socio-anthropologique. Presentation of a research program in biology-ethnology". Presented at Scientific Meetings of the MAPS, Neuchâtel, Switzerland.
   
Perret-Clermont, A. N. (2013). Penser? C'est toute une histoire!. Presented at PsyKo, 10th National Congress for students in psychology, Sumiswald, Switzerland.
   
Perret-Clermont, A. N. (2013). Il sé tra regole e contesti. L’eccezione e la regola. Presented at Convegno Internationale, L’eccezione e la regola, « Aspetti psicologici e giuridici della cultura della regolamentazione», Firenze, Italia.
   
Perret-Clermont, A. N. (2013). A socio-cultural perspective on logical reasoning, technical reasoning and argumentation. Presented at European Doctoral Network in Sociocultural Psychology, Neuchâtel, Switzerland.
   
Perret-Clermont, A. N. (2013). Apprendre avec l’Autre. Presented at Workshop "Interactions sociales en classe et approches didactiques", Biel, Switzerland.
   
Perret-Clermont, A. N. (2013). Des espaces de pensée au service de l'apprentissage. Presented at Annual Congress of the Swiss Society for Research in Education « Intégration de l’apprentissage formel et informel », Lugano.
   
Perret-Clermont, A. N. (2013). Social interactions, thinking space and psychological development. Presented at 16th European Conference on Developmental Psychology, Lausanne.
   
Perret-Clermont, A. N. (2013). Practice and knowledge on the move: a methodology to expand professional expertise. Presented at EAPRIL Conference, Biel/Bienne.
   
Lamas-Breux, S., Miserez-Caperos, C., & Perret-Clermont, A. N. (2013). The dynamics of children’s thinking: heteronomy and autonomy at the same time. An example from a Piagetian interview. Presented at 43rd Annual Meeting of the Jean Piaget Society “Social Development: Current Trends & Perspectives”, Chicago, United States of America.
   
Lamas-Breux, S., Giglio, M., & Perret-Clermont, A. N. (2013). “Predicting, testing and observing”: a research method to advance teacher education and the understanding of teaching-learning process. Presented at 32nd International Human Science Research Conference “Creativity in Human Science Research, Methodology and Theory”, Aalborg, Denmark.
   
Lamas-Breux, S., & Perret-Clermont, A. N. (2013). Self and other in Piagetian interviews. Presented at B. Ligorio (Chair), Interactions supporting interplays between dialogical learning and dialogical self. Symposium conducted at the 15th Biennal EARLI Conference for Research on Learning and Instruction “Responsible Teaching and Sustainable Learning”, Münich, Germany.
   
Miserez-Caperos, C., Lamas-Breux, S., & Perret-Clermont, A. N. (2013). Children’s cognitive argumentations: the construction of argumentative sub-discussions. Presented at 16th European Conference on Developmental Psychology, Lausanne, Switzerland.
   
Lamas-Breux, S., Miserez-Caperos, C., & Perret-Clermont, A. N. (2012). Can I make my point?. Presented at A.-N. Perret-Clermont (Chair), Acting and thinking spaces. Symposium conducted at the Patchwork. Learning diversities, organized by the Special Interest Groups SIG 10 and 21 of the European Association for Research on Learning and Instruction (EARLI), Belgrade, Serbia.
   
Perret-Clermont, A. N., & Iannaccone, A. (2012). In search of the conditions (and in particular the contextual conditions) of the move from proto-argumentations to argumentations in children. Presented at Inauguration of Argupolis II, Lugano, Switzerland.
   
Perret-Clermont, A. N. (2012). L'espace de pensée dans l'interaction. Approche psychosociale d'études de cas. Presented at Laboratory of social psychology in Faculty of Social and Political Sciences, Lausanne, Switzerland.
   
Perret-Clermont, A. N. (2012). What can psychologists learn by studying argumentation?. Presented at Doctoral program Argupolis, «The study of reasoning in socio-cultural context », Neuchâtel, Switzerland.
   
Perret-Clermont, A. N. (2012). Le sujet épistémique de Piaget dans son contexte social et historique. Presented at Colloque « L'épistémologie génétique a-t-elle encore une actualité?», Maison des sciences de l'Homme, Lorraine, France.
   
Perret-Clermont, A. N., & Tartas, V. (2012). Diversities in learning trajectories and learning diversity through social interactions. Presented at symposium « Studying social interactions in different contexts » conducted by A. Baucal, N.Budevac and F. Arcidiacono at the Congress «Patchwork. Learning diversities», European Association for Research on Learning and Instruction (EARLI), Belgrade, Serbia.
   
Perret-Clermont, A. N. (2012). Dopo Jean Piaget: lo stato della ricerca in psicologia dello sviluppo e dell’educazione. Presented at International Workshops of the italian association of school directors: «Démarche comparative», Neuchâtel, Switzerland.
   
 
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