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Psychological inferences making in reading comprehension in children, skilled or less skilled comprehenders
No full textL’objectif général de cette thèse était d’explorer la production d’inférences psychologiques et non psychologiques lors de la compréhension de récits écrits chez les enfants normo-lecteurs âgés de 7 à 9 ans présentant ou non des difficultés de compréhension. Alors que les inférences non psychologiques requièrent la récupération de connaissances générales, les inférences psychologiques relèvent d’un savoir plus contextualisé relatif aux états mentaux des personnages. En adoptant une approche transversale, notre premier objectif (Etude 1) était de déterminer si les difficultés de production d’inférences dépendent de la nature des informations à récupérer (inférences psychologiques vs. non psychologiques) chez les enfants bons et faibles compreneurs. Avec une approche longitudinale, notre deuxième objectif (Etude 2) était d’apporter un éclairage sur les trajectoires développementales de l’habileté à produire ces inférences psychologiques et non psychologiques de ces deux groupes d’enfants. Enfin, notre troisième objectif (Etude 3) était d’examiner la contribution relative de la mémoire de travail à court terme et de la mémoire de travail à long terme à la production d’inférences psychologiques chez les enfants bons et faibles compreneurs. Nos résultats ont mis en évidence que tous les enfants, bons et faibles compreneurs, avaient plus de difficultés à répondre aux questions requérant les inférences psychologiques comparativement à celles requérant des inférences non psychologiques, et que les faibles compreneurs avaient plus de difficultés que leurs pairs à produire des inférences qu’elles soient psychologiques ou non. Ils ont aussi montré que l’écart entre les deux groupes ne se creusait pas au fil du temps mais que les difficultés des faibles compreneurs persistaient. Enfin, les résultats ont permis de montrer que la mémoire de travail à long terme était un facteur déterminant de la production d’inférences psychologiques chez les enfants de 8-9 ans, et ceci indépendamment du groupe d’appartenance, contrairement aux ressources de mémoire de travail à court terme. Ce travail de thèse offre des résultats pionniers concernant le profil et l’évolution des enfant en difficultés de compréhension et les déterminants de la production d’inférences psychologiques chez les jeunes lecteurs.The general aim of this doctoral dissertation was to explore psychological and non-psychological inferences making in reading comprehension in children, skilled and less skilled comprehenders. Whereas nonpsychological inferences require the retrieval of general background knowledge, psychological inferences rely on more contextualized knowledge relating to mental states. Using a cross-sectional design, our first goal (Study 1) was to determine whether inference making difficulties depend on the nature of the knowledge that has to be retrieved (psychological vs. nonpsychological), in children, skilled and less skilled comprehenders. Using a longitudinal design, our second goal (Study 2) was to highlight the developmental pathway of both psychological and nonpsychological inference making in these same children. We resolved to better understand the evolution with age of their inferences making ability. Finally, we were interested to the effect of working memory on psychological inferences making in children (Study 3). Our goal was to determine whether psychological inferences making depended on their long-term working memory.Our results revealed that (1) nonpsychological inferences were easier to generate than psychological inferences for both skilled and less skilled comprehenders, and (2) that less skilled comprehenders had greater difficulty than skilled comprehenders generating both psychological and nonpsychological inferences. Moreover, (3) initial level of comprehension, type of inference, and age each influenced children’s improvement, and (4) the gap between skilled and less skilled comprehenders did not significantly increase with age, but less skilled comprehenders’ difficulties persisted. Finally, we found that long-term working memory was a determining factor for psychological inferences making in children, independently of the comprehender’s group, and that short-term working memory resources did not explain psychological inferences making. This work offers pioneer results on both profile and evolution of children with poor reading comprehension, and the determining of psychological inferences making in young readers
Processus et représentations dans la compréhension des métaphores verbales (perspective générale et développementale)
No full textPARIS13-BU Droit-Lettres (930792101) / SudocPARIS-EPHE 4 (751052333) / SudocSudocFranceF
L'enfant et la métaphore
No full textSummary : Metaphor comprehension in children
Our aim in this paper is to review the experimental research on metaphor comprehension in children. We present data based on the type of task in which children are engaged, including explanation of metaphors, multiple-choice questionnaires (choosing a paraphrase or a word congruent with the metaphor), acting out stories and memory tasks. Choice of task depends to a great extent on the author's theoretical position ; three main conceptions can be distinguished in this research area. According to the first of these, based on piagetian theory, the development of the comprehension of metaphors may be ascribed to a change in cognitive structures, such as class inclusion. A second position holds that the difficulties children have in understanding metaphor are due to lack of knowledge. Finally, a third viewpoint emphasizes the process of projection between concepts that is hypothesized to occur in metaphor comprehension. Both factors, methodological and theoretical, partly determine the heterogeneity of the experimental data : children are sometimes said to understand metaphors as early as the age of four, whereas other observers claim that understanding is not achieved before the age of seven, due to the development of metalinguistic abilities. However, it is only fully mastered after the age of ten, once the child has a sufficient grasp of language to understand metaphor in all its manifestations.
Key words : comprehension of metaphors, cognitive development, metalinguistic abilities.Résumé
Cet article a pour objectif de présenter un panorama des études expérimentales sur la compréhension des métaphores chez l'enfant. L'exposé s'articule autour des procédures expérimentales utilisées, largement dépendantes de l'inscription théorique des auteurs. Ces deux facteurs, méthodologique et théorique, déterminent pour partie l'hétérogénéité des données empiriques : pour certains, la compréhension des métaphores apparaît dès 4 ans et pour d'autres à partir de 10-11 ans seulement. En fait, il ressort de notre examen critique qu'une telle activité émerge à 7 ans grâce au développement d'habiletés métalinguistiques. Mais elle n'est vraiment installée qu'après 10 ans, âge auquel l'enfant peut appréhender les métaphores dans la variété de leur réalisation.
Mots-clés : compréhension des métaphores, développement cognitif, habiletés métalinguistiques.Franquart-Declercq Christelle, Gineste M.-D. L'enfant et la métaphore. In: L'année psychologique. 2001 vol. 101, n°4. pp. 723-752
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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