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Peer Reviewed
See detailMetacognition and school learning: Use of the DELV program in primary school
Nobile, Debora ULg; Frenkel, Stéphanie ULg

Poster (2014, July)

In the framework of self-regulated learning theories, the DELV (“Understanding one’s own learning”) is a 165-page metacognitive intervention program developed by Büchel & Büchel (1995, 1997, 2009, 2010 ... [more ▼]

In the framework of self-regulated learning theories, the DELV (“Understanding one’s own learning”) is a 165-page metacognitive intervention program developed by Büchel & Büchel (1995, 1997, 2009, 2010, 2011). It includes 8 types of decontextualized exercises which notably allow to develop the learner’s metacognitive knowledge and skills (for more details, see Büchel, 2013). They also make it possible to work on cognitive and psycho-affective aspects. Transfer can thus be better developed. This tool is really useful (for more details, see Berger & Büchel, 2013) and, in our opinion, still not sufficiently known. Our main purpose is to present (a) its objectives, (b) the variables worked on (cognitive, metacognitive and psycho-affective), (c) possible uses in a school context within classes (e.g., the “sandwich method”) and (d) the outcome we can expect. References - Berger, J.-L., & Büchel, F.P. (2013), L’autorégulation de l’apprentissage: Perspectives théoriques et applications. Nice, France: Les Editions Ovadia. - - Büchel, F.P. (2013). Le programme DELV – Comprendre son propre apprentissage. Evaluation scientifique auprès d’enfants et d’adolescents sans ou avec difficultés d’apprentissage. In J.-L. Berger & F.P. Büchel (Eds.), L’autorégulation de l’apprentissage: Perspectives théoriques et applications (pp. 293-336). Nice, France: Les Editions Ovadia. - Büchel, F.P. & Büchel, P. (1995). Découvrez vos capacités, rEalisez vos possibilités, pLanifiez votre démarche, soyez créatiFs. Le programme DELF. Russin, Switzerland: Centre d’éducation cognitive. - Büchel, F.P., & Büchel, P. (1997). DELV. Das Eigene Lernen Verstehen. Ein Programm zur Förderung des Lernens und Denkens für Jugendliche und Erwachsene. Aarau, Switzerland: Sauerländer. - Büchel, F.P. & Büchel, P. (2009). DELV. Das Eigene Lernen Verstehen. Ein Programm zur Förderung des Lernens für Jugendliche und Erwachsene (3. vollständig überarbeitete Auflage). Berne, Switzerland: h.e.p. Verlag. - Büchel, F.P. & Büchel, P. (2010). DELV. Das Eigene Lernen Verstehen. Ein Programm zur Förderung des Lernens für Jugendliche und Erwachsene (4. überarbeitete Auflage). Berne, Switzerland: h.e.p. Verlag. - Büchel, F.P. & Büchel, P. (2011). DELV. Comprendre son propre apprentissage. Tegna, Switzerland: Centre d’éducation cognitive. [less ▲]

Detailed reference viewed: 22 (7 ULg)
Peer Reviewed
See detailLa métacognition comme outil pour améliorer le transfert à long terme: Méthodes pour évaluer quantitativement la métacognition: avantages et inconvénients de 3 méthodologies.
Castaigne, Jean-Loup ULg

in Actes du 23e colloque international de l'association internationale de prédagogie universitaire (AIPU) (2006)

Detailed reference viewed: 56 (3 ULg)
Peer Reviewed
See detailMétacognition et apprentissage par le jeu : comment recueillir des indices et fournir des feedback métacognitifs quantitatifs sans perdre la jouabilité ?
Castaigne, Jean-Loup ULg

in Actes du 24e colloque international de l'association internationale de prédagogie universitaire (AIPU) : Vers un changement de culture en enseignement supérieur : Regards sur l'innovation, la collaboration et la valorisation (2007, May)

Detailed reference viewed: 89 (11 ULg)
Peer Reviewed
See detailMétacognition et réussite scolaire : Applications
Frenkel, Stéphanie ULg

in Gireaudeau, Caroline; Chasseigne, Gérard (Eds.) Psychologie, Education et Vie Scolaire (in press)

Ce chapitre présente deux exemples d'application de l'approche métacognitive. D'une part en consultation clinique (Atelier d'Apprentissage, CPLU, ULg). D'autre part en projet de recherche action (EDUCA +).

Detailed reference viewed: 37 (21 ULg)
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See detailMétacognition et réussite scolaire : Perspectives théoriques
Frenkel, Stéphanie ULg; Deforge, Hélène

in Gireaudeau, Caroline; Chasseigne, Gérard (Eds.) Psychologie, Education et Vie Scolaire (in press)

Après avoir introduit les facteurs qui jouent un rôle dans la réussite scolaire, ce chapitre porte essentiellement sur la définition des composantes métacognitives. Une revue de littérature récente et ... [more ▼]

Après avoir introduit les facteurs qui jouent un rôle dans la réussite scolaire, ce chapitre porte essentiellement sur la définition des composantes métacognitives. Une revue de littérature récente et détaillée permet de justifier nos choix théoriques en matière de connaissances métacognitives, de stratégies métacognitives, d'expériences métacognitives et d'interaction cognition-métacognition. [less ▲]

Detailed reference viewed: 35 (15 ULg)
See detailMetacognition: Cognitive and social dimensions
Yzerbyt, V. Y.; Lories, G.; Dardenne, Benoît ULg

Book published by Sage (1998)

Detailed reference viewed: 21 (7 ULg)
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See detailMetacognitions in proneness towards hallucinations and delusions
Laroi, Frank ULg; Van der Linden, Martial ULg

in Behaviour research and therapy (2005), 43(11), 1425-1441

Detailed reference viewed: 16 (3 ULg)
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See detailMetacognitive beliefs in obsessive-compulsive patients: A comparison with healthy and schizophrenia participants
Moritz, S.; Peters, M. J. V.; Laroi, Frank ULg et al

in Cognitive Neuropsychiatry (2010), 15

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Peer Reviewed
See detailMetacognitive components in learning to learn approaches
Frenkel, Stéphanie ULg

in International Journal of Psychology : A Biopsychosocial Approach (in press)

Background. Numerous students are having school difficulties linked to the way they learn. Some people speak of a “metacognitive deficit”. We refer to a “sleeping potential” instead. Be it psychologists ... [more ▼]

Background. Numerous students are having school difficulties linked to the way they learn. Some people speak of a “metacognitive deficit”. We refer to a “sleeping potential” instead. Be it psychologists, teachers or parents, all wish to develop their skills in order to help these students. This is the case in primary and secondary school. The EDUCA + project is intended to provide possible solutions. Purpose. The aim of this paper is to present a metacognitive and cognitive theory of learning to learn, which will (a) explain why numerous students are having school difficulties, and (b) predict the success of the EDUCA + project. [less ▲]

Detailed reference viewed: 48 (14 ULg)
Peer Reviewed
See detailMetacognitive realism : A cognitive style or a learning strategy ?
Jans, Véronique; Leclercq, Dieudonné ULg

in Educational Psychology (1997), 17(1-2), 101-110

Learning implies the learner's ability to make a series of decisions and, in particular, the capacity to assess the quality and reliability of one's own knowledge incapsulated in the question: 'How far do ... [more ▼]

Learning implies the learner's ability to make a series of decisions and, in particular, the capacity to assess the quality and reliability of one's own knowledge incapsulated in the question: 'How far do I already know the content I am supposed to learnt?' The authors address the following issues: (1) Is realism in metacognition a stable trait in learners?; (2) If not, by what is it influenced?. After a short review of the literature on the topic and the examination of experimental evidence, metacognition is considered as both a style and a strategy. The need for a taxonomy of metacognitive realism is demonstrated in order to clarify the topic and to facilitate applied research. [less ▲]

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Peer Reviewed
See detailMetacognitive Realism: A cognitive Style or a Learning Strategy?
Jans, Véronique; Leclercq, Dieudonné ULg

in British Journal of Educational Technology (1997), 17(1-2),

Identifies metacognitive realism as the accurate assessment by a learner of their knowledge on a subject. Considers whether realism in metacognition is a stable trait, and possible influences. Briefly ... [more ▼]

Identifies metacognitive realism as the accurate assessment by a learner of their knowledge on a subject. Considers whether realism in metacognition is a stable trait, and possible influences. Briefly reviews the literature and experimental evidence and concludes that metacognitive realism is both style and strategy. [less ▲]

Detailed reference viewed: 44 (6 ULg)
See detailMétaethnologie. Lévi-strauss, l'inconscient et les structures
Steinmetz, Rudy ULg

Master's dissertation (1982)

Detailed reference viewed: 21 (4 ULg)
Peer Reviewed
See detailMetafiction in Frame's Literature for Children
Delrez, Marc ULg

Conference (2007, June 08)

Detailed reference viewed: 5 (1 ULg)
Peer Reviewed
See detailMETAFOR : Logiciel Eulérien-lagrangien pour l'analyse de la mise à forme et des grandes déformations de matériaux
Hogge, Michel ULg; Ponthot, Jean-Philippe ULg; Quoirin, D.

in Proceedings of "New Advances in Computational Structural Mechanics (1991)

Detailed reference viewed: 47 (8 ULg)
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See detailMetagenomic analysis as a tool to better characterize the bacterial content of food and food preparations.
Taminiau, Bernard ULg; Delhalle, Laurent ULg; Nezer, Carine et al

Conference (2012, September 04)

Metagenomic analysis is a new culture-independent approach for assigning a taxonomic, genic or functional identity to bacterial DNA fragments of unknown origin. Its power and utility is increasingly ... [more ▼]

Metagenomic analysis is a new culture-independent approach for assigning a taxonomic, genic or functional identity to bacterial DNA fragments of unknown origin. Its power and utility is increasingly rising thanks to the next generation sequencing techniques. It is now mature and cheap enough to be transposed to more applied fields like the food microbiology. We demonstrated in several studies the extraordinary potential of the targeted metagenomic analysis to different problematics related to food products. First, this approach is highly useful for the validation of the shelf life of food products. We analyzed standardized pork minced meat and meat product samples packaged either under modified atmosphere (MAP - 30% CO2, 70% O2) or under permeable atmosphere packaging, stored at different temperature (4°C, 4-8°C and 12°C) until the end of shelf-life. The metagenomic analysis allowed to identify species of all the sub-dominant bacterial populations. This approach showed why MAP can improve meat quality by favoring certain species rather than others. As a second example, we sought to identify the potential spoiling bacteria in several food products like raw fish, rind cheese or vacuum packed beef meats in order to illustrate the usefulness of metagenomics for the quality control of food preparations. Samples from various food matrices were screened to identify the bacterial contaminants. We combined the bioinformatics analysis with a classical approach to generate effective quantitative data for the various bacterial populations detected. This analysis characterizes the samples both on the identity of the potential spoiling bacteria present and on the quantification level of the contaminants. Finally, the metagenomic analysis reveals the presence of numerous uncultured and uncharacterized bacteria. The use of a carefully designed analysis pipeline has been used to ensure to label the bacterial population with a precise taxonomic identity and to determine whether the targeted population corresponds to a known species or not. This way, even if the nearest known homologous sequence is an environmental sample, its relatedness to known species can be deduced. This represents a new tool to trace yet uncharacterized food spoiling bacteria. [less ▲]

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See detailMetagenomic analysis targeted on the 16S ribosomal DNA to study the quality of meat : a example with raw minced beef meat
Delhalle, Laurent ULg; Taminiau, Bernard ULg; Nezer, Carine et al

Poster (2013, July 01)

Introduction: Steak tartare is a popular meat dish in Belgium and some other European countries. This meat preparations due to their raw nature, is highly sensitive to bacterial spoilage. A better ... [more ▼]

Introduction: Steak tartare is a popular meat dish in Belgium and some other European countries. This meat preparations due to their raw nature, is highly sensitive to bacterial spoilage. A better understanding of the bacterial content of this product will thus be insightful to control the risk of spoilage. Metagenomics targeted on the 16S ribosomal DNA has appeared as a powerful tool to study bacterial composition of food samples. The aim of this study is to identify the bacterial population sof steak tartare from different origin along their shelf life. Material and methods: A total of 59 samples were analysed from seven butcheries, six restaurants, six sandwich bars, 8 supermarkets without intern butcheries and 8 supermarkets with intern butcheries. Samples where directly analysed the day of receipt (day 0) and at the end their shelf life after storage at 4°C (day 2), except for six restaurants and sandwich bars who were analysed only at day 0. Classical microbiological analyses were performed in order to determine psychotrophic aerobic colony counts using modified ISO 4833 method. Metagenomic analysis targeting the 16S rDNA was performed using the Roche GS junior. Raw sequences were treated by bioinformatics in order to obtain identification and proportion of bacteria in food sample. Results: Remarkable differences appear between the origins of steaks tartare. The bacterial concentration is between 3 and 7 log CFU/g depending of the origin and the day of analysis. The samples from the butcheries are mainly composed of Lactobacillus populations and to a lesser extend of environmental contaminants like Xanthomonas campestris. On the opposite, the samples from some of the restaurants are contaminated with an estimated level of 6 to 7 log CFU/g of Brochotrix thersmosphacta, Leuconostocaceae like Leuconostoc carnosum or an uncultured Weissella sp., or, with a lesser extend, with some contaminants like Pseudomonas sp. or Psychrobacter sp. These last samples were characterized with some spoilage characteristics (slime, off odor) that can thus be put in relation with the identified bacterial populations. The samples from sandwich bars were characterized by a lower level of bacterial population (3-4 log CFU/g), but with a greater diversity in the microflora along with a higher number of environmental contaminants that are not usually found in meat products. The products at the end of the shelf life have a higher bacterial concentration but with a lower diversity with spoiled bacteria as Brochotrix thermosphacta. Significance: Compared to culture based methods on selective media and previous independent culture techniques, metagenomic analysis combined with the enumeration of psychrotrophic flora gives more valuable information, and its use should be considered as a technique for quality control or for accurately determining the shelf life and the quality of the meat. [less ▲]

Detailed reference viewed: 2 (0 ULg)