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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)

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See detailMétacognition et réussite scolaire : Applications
Frenkel, Stéphanie ULg

in Gireaudeau, Caroline; Chasseigne, Gérard (Eds.) Psychologie, Education et Vie Scolaire (2014)

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 +).

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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 (2014)

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 ▲]

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See detailMetacognition in Early Childhood: Fertile Ground to Understand Memory Development?
Geurten, Marie ULg; Willems, Sylvie ULg

in Child Development Perspectives (2016)

Metacognition is a critical factor that appears to be involved in improving episodic memory during childhood. However, as metacognitive abilities emerge relatively late in development, they have not been ... [more ▼]

Metacognition is a critical factor that appears to be involved in improving episodic memory during childhood. However, as metacognitive abilities emerge relatively late in development, they have not been expected to influence children’s memory performance before age 7. Nevertheless, in recent studies, as early as age 3, children rely on basic metacognitive abilities to evaluate their memory and use the result of this evaluation to regulate their memory performance. In this article, we consider evidence for the early development of metacognitive skills. We then review studies indicating that children can use inference rules based on the results of their introspection (monitoring) to regulate their memory decisions, demonstrating the early use of several metacognitive heuristics. Finally, we discuss preliminary findings indicating that changes in how children use metacognitive heuristics can account for changes in episodic memory throughout childhood. [less ▲]

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See detailLa métacognition, vers plus d'équité?
Scheepers, Caroline ULg; Plancke, Nathalie; Boreux, Virginie et al

Conference (2006, March)

Notre communication porte sur l’utilisation dans le primaire d’un outil favorisant les démarches métacognitives de l’apprenant, à savoir, le journal des apprentissages. Nous envisagerons les fondements ... [more ▼]

Notre communication porte sur l’utilisation dans le primaire d’un outil favorisant les démarches métacognitives de l’apprenant, à savoir, le journal des apprentissages. Nous envisagerons les fondements théoriques et praxéologiques sur lesquels repose cet outil qui vise, entre autres, à réguler l’hétérogénéité des élèves. Le dispositif, implanté dans des classes de primaire, est élaboré et régulé par des instituteurs inscrits en formation initiale : ceux-ci deviennent les tuteurs des enfants. Nous communiquerons des données empiriques quant aux modalités précises du projet et aux effets observables de l’intervention. [less ▲]

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See detailMetacognition: Cognitive and social dimensions
Yzerbyt, V. Y.; Lories, G.; Dardenne, Benoît ULg

Book published by Sage (1998)

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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

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

in International Journal of Psychology : A Biopsychosocial Approach (2014), 14

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 ▲]

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See detail“Metacognitive Mystery Tales at The Ohio State University”
Dechene, Antoine ULg

Scientific conference (2014, October 24)

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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 ▲]

Detailed reference viewed: 47 (5 ULg)
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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: 53 (7 ULg)
See detailMétaethnologie. Lévi-strauss, l'inconscient et les structures
Steinmetz, Rudy ULg

Master's dissertation (1982)

Detailed reference viewed: 29 (4 ULg)
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See detailMetafiction in Frame's Literature for Children
Delrez, Marc ULg

Conference (2007, June 08)

Detailed reference viewed: 8 (1 ULg)
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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: 70 (12 ULg)