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Perret-Clermont, Anne-Nelly
Nom
Perret-Clermont, Anne-Nelly
Affiliation principale
Fonction
Professeure émérite
Email
anne-nelly.perret-clermont@unine.ch
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Résultat de la recherche
Voici les éléments 1 - 10 sur 33
- PublicationAccès libreArgupolis : a doctoral program on argumentation pratices in different communication contexts(2009)
;van Eemeren, F. H.; ; ; Rigotti, E. - PublicationAccès libre
- PublicationAccès libreInteractions sociales et appropriation de stratégies par l’enfant pour résoudre un problème : quelles méthodes ?(2004)
;Tartas, Valérie; ; Cette recherche s’inscrit dans une série de travaux recourant à une méthodologie alliant l’approche clinique piagétienne, expérimentale dans des situations différentes, et vygotskienne, afin de mettre en évidence les processus par lesquels l’appropriation de stratégies par l’enfant sera possible par l’observation attentive de son histoire d’apprentissage et afin de comprendre un peu mieux les conditions de la mobilisation ultérieure de ces apprentissages. La méthode utilisée consiste à placer les enfants dans trois ou quatre contextes différents, à observer leurs interactions et leurs conduites cognitives, notamment en fonction de leur niveau d’expertise initial par rapport à une tâche donnée : une phase I de prétest permettant d’apprécier le niveau initial de chaque enfant en interaction avec un adulte testeur, les enfants sont alors classés en « novices », « experts spontanés », une phase II de formation (selon des modalités qui varient) avec un adulte pour une partie des enfants novices qui deviendront ainsi des « experts formés », puis une phase III d’interaction entre « novice » et « expert » (soit spontané soit formé) et enfin une dernière phase IV « post-test », identique au pré-test., In line with a set of research which resorts on a methodology combining the clinic piagetian approach, the experimental approach of different settings and the Vygotskian approach, this article presents a study exploring the process by which the appropriation of strategies by the child will be possible by observing carefully his experience of learning. The methodology used consists in examining the peer interactions and the children’s cognitive activity in regard to their initial level of expertise in relation to a given task: a session (I) of pretest which allows to appreciate the initial level of each child in interaction with an adult, the children are then categorised in “novices” and “spontaneous expert”, a session (II) of training (with different modalities) with an adult for a part of novices who become then “trained experts”, then a session (III) of interaction between a novice and a (spontaneous or trained) expert and a last session (IV) or post-test, similar to the pretest. - PublicationAccès libre
- PublicationAccès libreConstruction de l'interaction et dynamiques socio-cognitives(Berne: Peter Lang, 1997)
; ;Liengme Bessire, Marie-Jeanne; ; - PublicationAccès libreActual and perceived expertise : the role of social comparison in the mastery of right and left recognition in novice-expert dyads(1996)
; ; ;Liengme Bessire, Marie-JeanneIn line with the post-Piagetian strand, this article presents a study exploring the role of social comparison with regard to the individual benefits children might gain after a peer interaction session. 52 7-8 year-old children participated in the expenment. The task involved the recognition of right and left on one's own or another's body. The experimental design was a classical pretest-post-test design including an additional session in which the perceptions each child had of hisker own level of expertise and that of the partner were manipulated just before an interaction session between an expert and a novice. The expenmental manipulation consisted of inducing either an unequal (condition 1) or an equal (condition 2) perception of the expertise. Results showed that condition 2 brings about more progress among the novices than condition 1 in the substests which are the most easy to solve. Additional results conceming some characteristics of the interaction session are also reported. - PublicationAccès libreInteraçöes sociais no desenvolvimento cognitivo : novas direçöes de pesquisa(1994-5-16)
; ;Schubauer-Leoni, Maria Luisa - PublicationAccès librePsychosocial perspective on cognitive development : construction of adult-child intersubjectivity in logic tasks(New York: Springer Verlag, 1994)
; ; ;De Graaf, W.Maier, R. - PublicationAccès libreSocial Comparison of Expertise: Interactional Patterns and Dynamics of Instruction(1994)
;Liengme Bessire, Marie-Jeanne; ; The aim of the present study is to examine the effects of social comparison on individual performance after an interaction session and the variation of the interactional dynamics depending upon the reciprocal perception children have of their level of expertise. The experiment is a protest-Interaction-posttest design with two experimental conditions manipulating the reciprocal perception ail expert and a novice have of their level of expertise. Results show thal the novices gain more Individual benefits when they think they have the same level of expertise as the expert during the interaction session than when they believe themselves to have a lower level of expertise. Further results concerning the lnteractional dynamics of the interaction session show that there are more collaborative patterns when the children perceive themselves as equal. The presentation of the latter results will constitute the core of this paper.