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Motivation (Psychology) --- Learning, Psychology of --- Learning. --- Motivation. --- Motivation (Psychologie) --- Apprentissage, Psychologie de l'
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Performance --- Learning, Psychology of --- Psychological aspects --- Psychology --- Learning, Psychology of. --- Experimentele psychologie --- Psychological aspects. --- geheugen en aandacht. --- Aanleren -- Psychologie --- Apprentissage -- Aspects psychologiques --- Apprentissage -- Psychologie --- Apprentissage [Psychologie de l' ] --- Learning -- Psychological aspects --- Learning [Psychology of ] --- Leerpsychologie --- Leren -- Psychologie --- Psychologie de l'apprentissage --- Psychology of learning --- Learning --- Educational psychology --- Comprehension --- Learning ability --- Performance - Psychological aspects.
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Mathematics --- Learning, Psychology of --- Study and teaching --- Mathématiques --- Apprentissage, Psychologie de l' --- Étude et enseignement --- Périodiques. --- Learning --- Psychology of learning --- Psychological aspects --- Learning, Psychology of. --- Study and teaching. --- Educational psychology --- Comprehension --- Learning ability --- Instruction and study --- Education --- Psychologie de l'apprentissage --- Periodicals. --- Math --- Science
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Learning, Psychology of --- Motivation (Psychology) --- Apprentissage, Psychologie de l' --- Motivation (Psychologie) --- Learning, Psychology of. --- Learning. --- Motivation. --- Disincentives --- Incentives --- Disincentive --- Incentive --- Memory Training --- Phenomenography --- Training, Memory --- Action, Psychology of --- Drive (Psychology) --- Psychology of action --- Learning --- Psychology of learning --- Psychological aspects --- Drive --- Memory Consolidation --- Education --- Psychology --- Educational psychology --- Comprehension --- Learning ability --- Expectations --- Expectation --- Motivations
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The Psychology of Learning and Motivation series publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning to complex learning and problem solving. Each chapter thoughtfully integrates the writings of leading contributors, who present and discuss significant bodies of research relevant to their discipline. Volume 51 includes chapters on such varied topics as emotion and memory interference, electrophysiology, mathematical cognition, and reader participation in narrative. * Volume 51
Apprentissage, Psychologie de l’ -- Périodiques. --- Learning, Psychology of -- Periodicals. --- Learning. --- Leren. --- Motivatie. --- Motivation (Psychologie) -- Périodiques. --- Motivation (Psychology) -- Periodicals. --- Motivation. --- Social Sciences --- Psychology --- Motivation (Psychology) --- Learning, Psychology of. --- Learning --- Psychology of learning --- Action, Psychology of --- Drive (Psychology) --- Psychology of action --- Psychological aspects --- Educational psychology --- Comprehension --- Learning ability
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Memory is perhaps the most extraordinary phenomenon in the natural world. Every person's brain holds millions of bits of information in long-term storage. This vast memory store includes our extensive vocabulary and knowledge of language; the tremendous and unique variety of facts we've amassed; all the skills we've learned, from walking and talking to musical and athletic performance; many of the emotions we feel; and the continuous sensations, feelings, and understandings of the world we term consciousness. Without memory there can be no mind as we understand it. Focusing on cutting-edge research in behavioral science and neuroscience, Memory is a primer of our current scientific understanding of the mechanics of memory and learning. Over the past two decades, memory research has accelerated and we have seen an explosion of new knowledge about the brain. For example, there now exists a wide-ranging and successful applied science devoted exclusively to the study of memory that has yielded better procedures for eliciting valid recollections in legal settings and improved the diagnosis and treatment of memory disorders. Everyone fascinated by the scope and power of the human brain will find this book unforgettable.
Apprentissage --- Apprentissage, Psychologie de l'. --- Learning --- Learning, Psychology of. --- Memory. --- Mémoire --- Mémoire. --- Thought and thinking. --- Aspect physiologique. --- Physiological aspects. --- SCIENCE / Physics / Astrophysics. --- Mind --- Thinking --- Thoughts --- Educational psychology --- Philosophy --- Psychology --- Intellect --- Logic --- Perception --- Psycholinguistics --- Self --- Retention (Psychology) --- Thought and thinking --- Comprehension --- Executive functions (Neuropsychology) --- Mnemonics --- Perseveration (Psychology) --- Reproduction (Psychology) --- Psychology of learning --- Learning ability --- Neuropsychology --- Psychological aspects
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Et si la reconnaissance du social comme fondement du psychologique, non contente d’initier une reconfiguration des sciences humaines, ouvrait aussi d’immenses territoires à la réflexion sémiotique comme à la recherche didactique ? Et s’il fallait voir désormais le langage comme médiation conditionnant l’intériorisation individuelle des déterminations sociales – et ainsi le développement des capacités do pensée et de conscience ? Et si la perspective se révélait capable de refonder durablement à la fois la question de la signification et les problématiques d’enseignement/apprentissage ? Telles sont les questions qu’amène au premier plan l’action de Michel Brossard à la tête du laboratoire de Psychologie et de l’équipe de Psychologie de l’Education de l’Université Victor Segalen – Bordeaux 2 où a été fécondée une quantité substantielle de recherches explorant à des niveaux divers ces perspectives. Ceux avec qui il les a ouvertes ou qu’il a incités à le faire ont rassemblé dans cet ouvrage, en signe d’amicale reconnaissance, un panorama articulé de références et de démarches, aujourd’hui indispensables au chercheur comme à l’étudiant ou au formateur.
Apprentissage, Psychologie de l' --- Psychopédagogie --- Education --- apprentissage --- développement --- signification --- langage --- psychologie --- pensée --- didactique --- contexte --- interactions --- Vygotski --- genre de discours --- outils et signes --- entrée dans l’écrit --- médiation sémiotique --- activité langagière --- posture --- conceptualisation --- Psychologie du développement --- Sémiotique et éducation --- Acquisition du langage --- Language acquisition --- Developmental psychology --- Recherche --- Recherche. --- Research. --- Language acquisition. --- Developmental psychology.
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Instructional Science promotes a deeper understanding of the nature, theory, and practice of the instructional process and resultant learning. Papers represent a variety of perspectives from the learning sciences and cover learning by people of all ages, in all areas of the curriculum, and in informal and formal learning contexts. The journal stands out by providing space for full and detailed reporting of major studies that address learning processes, learning technology, learner characteristics, and learning outcomes. With an emphasis on original empirical research, all of its contents make a contribution to the science of instruction by drawing out the instructional implications of new research on learning.
Teaching --- Learning, Psychology of --- Education --- Enseignement --- Apprentissage, Psychologie de l' --- Éducation --- Education. --- Learning, Psychology of. --- Teaching. --- Leren. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Learning --- Psychology of learning --- Children --- Education of children --- Education, Primitive --- Human resource development --- Schooling --- Students --- Youth --- Psychological aspects --- Instructional systems --- Pedagogical content knowledge --- Training --- Educational psychology --- Comprehension --- Learning ability --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Learning. --- Psychologie de l'apprentissage --- Éducation
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Savoir faire ne veut pas dire pouvoir transmettre : informels, non codifiés, les savoir-faire ne se dérobent-ils pas sans cesse à toute transmission organisée, à toute politique d’apprentissage ? N’en vient-on pas parfois à douter de la possibilité même de leur transmission ? Si l’inventaire des installations, des sites et des techniques, la description fine des chaînes opératoires, l’identification des détenteurs de savoir-faire sont les démarches préalables à toute analyse des faits techniques, il faut aussi préserver le potentiel adaptatif et créatif de ces savoirs et techniques car ils sont utiles au maintien d’un patrimoine culturel et au développement économique local. Protéger, dans ce cas, c’est avant tout transmettre; il convient donc de prendre en compte les modalités psychologiques, sociales et culturelles de cette transmission. Comprendre de tels processus imposait de croiser des méthodes, confronter des résultats de recherches. Psychologues, ergonomes, cogniticiens, anthropologues, sociologues se sont penchés ensemble, une fois n’est pas coutume, sur ces savoirs professionnels et de métiers si difficiles à décrire et à transmettre, mais pourtant, ô combien efficaces.
Labour --- Ethnology. Cultural anthropology --- Occupational training --- Technical education --- Learning --- Industrial arts --- Ethnology --- Study and teaching --- France --- Knowledge, Theory of --- Learning and scholarship --- Théorie de la connaissance --- Savoir et érudition --- Social aspects --- Aspect social --- Social aspects. --- Diffusion de la culture --- Occupational training - France --- Industrial arts - Study and teaching --- Industrial arts - Study and teaching - France --- Ethnology - France --- Sociology & Anthropology --- apprentissage --- savoir-faire --- diffusion --- culture --- psychologie --- connaissance --- Apprentissage, psychologie de l' --- Ethnologie
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Learning, Psychology of --- Individual differences --- Educational psychology --- Apprentissage, Psychologie de l' --- Caractéristiques individuelles --- Psychopédagogie --- 81.51 learning process --- 77.53 developmental psychology --- Educational psychology. --- Individual differences. --- Learning, Psychology of. --- Learning --- Psychology of learning --- Differences, Individual --- Education --- Psychology, Educational --- Psychological aspects --- Psychology --- 81.51 learning process. --- 77.53 developmental psychology. --- Educational Psychology. --- Learning. --- Pädagogik --- Lernen --- Individuum --- Zeitschrift --- Bildungswesen --- Interdisziplinäre Forschung --- Comprehension --- Learning ability --- Difference (Psychology) --- Child psychology --- Fächerübergreifende Forschung --- Forschung --- Interdisziplinarität --- Transdisziplinarität --- Erziehungswesen --- Bildungssystem --- Periodikum --- Zeitschriften --- Presse --- Fortlaufendes Sammelwerk --- Einzelmensch --- Individuen --- Individualität --- Person --- Subjektiver Geist --- Lernprozess --- Lernvorgang --- Lehren --- Lerntechnik --- Erziehungswissenschaft --- Pädagogischer Prozess --- Erziehungswissenschaften --- Bildungstheorie --- Erziehung --- Pädagoge --- Pädagogin --- Individualität --- Fächerübergreifende Forschung --- Interdisziplinarität --- Transdisziplinarität --- Psychologie de l'apprentissage
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