Options
Zittoun, Tania
Nom
Zittoun, Tania
Affiliation principale
Fonction
Professeure ordinaire
Email
tania.zittoun@unine.ch
Identifiants
Résultat de la recherche
8 Résultats
Voici les éléments 1 - 8 sur 8
- PublicationAccès libreThematic engagements: Affects and learning in older age(2024)
; In this paper, we propose a sociocultural perspective to consider affects in older age. The psychology of learning throughout the whole life course, including in the life of older adults, suggest that affects play an important role. However, developmental psychology has paid little attention to affects in learning and development, and even less to these aspects in older age. We believe that it is important to examine affects in older age because of their centrality in the lifecourse; but how to account for them? We propose the notion of thematic engagement to highlight the role of affects in older persons' learning and development, and to designate transversal and pluri-thematic interests across activities and domains of knowledge, which enable us to show that some topics, domains or interests become more important than others for a given person across time. We base our claims on a longitudinal study of older people engaging in different activities at home, in their neighbourhood, as well as in a daycare centre for older people, and provide three dialogical exemplars. We finally highlight some theoretical and empirical implications of our proposition. - PublicationAccès libreImagination as Expansion of Experience(2013)
; Cerchia, FrédéricThis paper proposes a developmental view on imagination: from this perspective, imagination can be seen as triggered by some disrupting event, which generates a disjunction from the person’s unfolding experience of the “real” world, and as unfolding as a loop, which eventually comes back to the actual experience. Examining recent and classical theorization of imagination in psychology, the paper opposes a deficitary view of imagination to an expansive notion of imagination. The paper explores Piaget, Vygotsky, Harris and Pelaprat & Cole consider: 1) What does provoke a “rupture” or disjunction? 2) What are the psychological processes involved in the imaginary loop? 3) What nourishes such processes? 4) What are the consequences of such imaginary loop, or what does it enable doing? The paper proposes to adopt an expansive view of imagination, as Vygotsky proposed—a perspective that has been under-explored empirically since his seminal work. To stimulate such sociocultural psychology of imagination, two empirical examples are provided, one showing how children make sense of metaphor in an experimental setting, the other showing a young person using a novel met at school as symbolic resource. - PublicationAccès libreFragmentation or differentiation: Questioning the crisis in psychology(2009-5-2)
; - PublicationAccès libreFour social psychological lenses for developmental psychologyComment intégrer les progrès de la psychologie et de la psychologie du développement? Cet article théorique propose d’examiner quatre modèles utilisés dans la tradition post-piagétienne pour étudier le développement et l’apprentissage dans leur situation sociale: le triangle psychosocial, le cadre, l’idée de transfert ou de transition, et les modèles intégrant l’idée d’outil culturel. Nous montrons les dynamiques que les travaux utilisant ces modèles ont pu mettre en évidence. Nous discutons finalement les notions même de développement et de personne qui se dégagent de ces approches., How can the advances of social and developmental psychology be integrated? This conceptual paper proposes to examine four basic theoretical models of social situations through which learning and development have been observed in the post-piagetian tradition: the psychosocial triangle, the frame, models of transfer and transitions, and models integrating the notion of cultural instrument. We show different dynamics highlighted by series of studies using these models. We finally discuss the notions of development and of the person emerging through such social developmental approaches.
- PublicationAccès libreLearning through transitions: The role of institutions(2008)Cet article présente deux modèles pour analyser les transitions éducatives. Premièrement, des transitions sont des processus de changement qui suivent des ruptures perçues par les personnes. Ils comprennent des processus d’apprentissage, de changement identitaire et de construction de signification. Deuxièmement, ces processus peuvent être observés au travers d’un prisme sémiotique, qui articule la personne, autrui, l’objet et le sens de l’objet pour la personne, situés dans un cadre social spécifique. Les transitions sont comprises comme des reconfigurations de ce prisme. Le rôle des institutions en tant que cadres sociaux qui peuvent faciliter ou contraindre ces reconfigurations est mis en évidence. Trois études de cas de transitions – vers la formation professionnelle, hors d’une école religieuse, et vers le travail en temps de guerre – soutiennent cette proposition., In this paper two models are proposed for analysing transitions in education. Firstly, transitions are the processes that follow ruptures perceived by people. They include learning, identity change, and meaning making processes. Secondly, processes of change are observed through a semiotic prism, articulating self-other-object-sense of the object for self, and located in a specific social frame. Transitions are thus analysed as reconfigurations of such semiotic prism. The paper proposes to highlight the role of institutions as social frames likely to facilitate, or constrain, such reconfigurations. The role of institutions in transitions is discussed through three case studies: the transition to vocational training, the transition out of a religious school, and the transition to work at war-time.
- PublicationAccès libreEditorial introduction: Transitions in the process of education(2008)
- PublicationAccès libreQuand la culture entre dans les recherches en psychologie du développement(2006)
;