<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>32</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jean-François Hérold</style></author></authors><tertiary-authors><author><style face="normal" font="default" size="100%">Bastien, Claude</style></author></tertiary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Fonctionnalisation des connaissances et EIAO : Conception et validation d'un logiciel d'aide à l'apprentissage des mathématiques au collège</style></title><secondary-title><style face="normal" font="default" size="100%">UFR Psychologie et sciences de l'éducation</style></secondary-title><translated-title><style face="normal" font="default" size="100%">Making knowledges functional and interactive learning environment : a learning software of mathematics at junior high school</style></translated-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Acquisition des connaissances</style></keyword><keyword><style  face="normal" font="default" size="100%">Analogie</style></keyword><keyword><style  face="normal" font="default" size="100%">Enseignement assisté par ordinateur</style></keyword><keyword><style  face="normal" font="default" size="100%">Logiciels</style></keyword><keyword><style  face="normal" font="default" size="100%">Mathématiques</style></keyword><keyword><style  face="normal" font="default" size="100%">Systèmes experts</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2006</style></year></dates><publisher><style face="normal" font="default" size="100%">Université de Provence</style></publisher><pub-location><style face="normal" font="default" size="100%">Aix-en-Provence</style></pub-location><volume><style face="normal" font="default" size="100%">Doctorat</style></volume><pages><style face="normal" font="default" size="100%">209</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Un système informatisé d'aide à l'apprentissage a pour objectif de favoriser l'acquisition de connaissances. Cela ne sera possible qu'en fournissant une aide à l'apprentissage réellement adaptée à l'apprenant. Pour une réalisation d'un tel système, plusieurs composantes sont à prendre en compte comme la connaissance à faire acquérir, l'apprenant, la situation d'apprentissage...L'outil que nous proposons permet l'apprentissage d'une connaissance fonctionnelle en prenant appui sur le &quot;précurseur&quot; adéquat. Les contraintes de charge cognitive ont également été prises en compte et l'analogie privilégiée. La nécessité d'une caractérisation précise de la situation d'apprentissage a été mise en évidence. C'est apprendre à l'école qui nous a servi de champ d'application, plus particulièrement, l'apprentissage des mathématiques dans les classes de Collège</style></abstract><accession-num><style face="normal" font="default" size="100%">2006AIX10091</style></accession-num><remote-database-provider><style face="normal" font="default" size="100%">Atelier National de Reproduction des Thèses</style></remote-database-provider><label><style face="normal" font="default" size="100%">THE</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>32</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jean-François Hérold</style></author><author><style face="normal" font="default" size="100%">Making knowledges, functional</style></author><author><style face="normal" font="default" size="100%">interactive learning environment : a learning software of mathematics at junior high school, W. Atelier National de Reproduction des Thèses</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Fonctionnalisation des connaissances et EIAO : Conception et validation d'un logiciel d'aide à l'apprentissage des mathématiques au collège</style></title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Acquisition des connaissances</style></keyword><keyword><style  face="normal" font="default" size="100%">Analogie</style></keyword><keyword><style  face="normal" font="default" size="100%">Enseignement assisté par ordinateur</style></keyword><keyword><style  face="normal" font="default" size="100%">Logiciels</style></keyword><keyword><style  face="normal" font="default" size="100%">Mathématiques</style></keyword><keyword><style  face="normal" font="default" size="100%">Systèmes experts</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2006</style></year></dates><publisher><style face="normal" font="default" size="100%">Université de Provence</style></publisher><pub-location><style face="normal" font="default" size="100%">Aix-en-Provence</style></pub-location><pages><style face="normal" font="default" size="100%">209</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Un système informatisé d'aide à l'apprentissage a pour objectif de favoriser l'acquisition de connaissances. Cela ne sera possible qu'en fournissant une aide à l'apprentissage réellement adaptée à l'apprenant. Pour une réalisation d'un tel système, plusieurs composantes sont à prendre en compte comme la connaissance à faire acquérir, l'apprenant, la situation d'apprentissage...L'outil que nous proposons permet l'apprentissage d'une connaissance fonctionnelle en prenant appui sur le &quot;précurseur&quot; adéquat. Les contraintes de charge cognitive ont également été prises en compte et l'analogie privilégiée. La nécessité d'une caractérisation précise de la situation d'apprentissage a été mise en évidence. C'est apprendre à l'école qui nous a servi de champ d'application, plus particulièrement, l'apprentissage des mathématiques dans les classes de Collège</style></abstract><notes><style face="normal" font="default" size="100%">UFR Psychologie et sciences de l'éducation&lt;br/&gt;Doctorat&lt;br/&gt;Bastien, Claude %! 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Barbier</style></author><author><style face="normal" font="default" size="100%">J.Y Roussey</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Fluency and cognitive effort during first- and second-language note-taking and writing by undergraduate students</style></title><secondary-title><style face="normal" font="default" size="100%">European Psychologist</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2008</style></year></dates><number><style face="normal" font="default" size="100%">2</style></number><volume><style face="normal" font="default" size="100%">13</style></volume><pages><style face="normal" font="default" size="100%">114-125</style></pages><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vernay, Frédérique</style></author><author><style face="normal" font="default" size="100%">Marrone, Thierry</style></author><author><style face="normal" font="default" size="100%">J.Y Roussey</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Favoriser la production orale chez des enfants non-verbaux avec autisme</style></title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Langage</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2014</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">26</style></volume><pages><style face="normal" font="default" size="100%">169-177</style></pages><isbn><style face="normal" font="default" size="100%">0999-792X</style></isbn><language><style face="normal" font="default" size="100%">Français</style></language><abstract><style face="normal" font="default" size="100%">Cet article présente une étude sur les effets de différents types de médiations visuelles (photographies, mots écrits, mots écrits présentés de manière segmentée selon un découpage syllabique) présentées sous format numérique susceptibles de favoriser l'émergence d'une production orale chez des enfants non-verbaux avec autisme. 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With this introduction, the school opened at a large part of the human activity: design, engineering and product technical objects. This paper raises some questions in connection with the study of a specific field of knowledge, that of the TE, taken in a particular context, that of the process of teaching-learning.&lt;br/&gt;Examining the process of teaching-learning in TE supposes to affirm two strong preliminary: there is something to study in TE and there would be multiple conditions of study, even different. These two points allow the distinction between the matter to be taught and the manner of teaching; that need to bring meaningful to the interactions between these two poles. The definition of learning in school situations cannot be thought without thinking the organisations of the modes of transmission of knowledge and the logic of learning of the pupils. 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