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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Rodrigues, Christine; Wigham, Ciara R.;

    Dans l'apprentissage d'une L2 (langue étrangère), les problèmes en vocabulaire rencontrés par les apprenants peuvent concerner diverses caractéristiques d'une UL (unité lexicale), que nous désignons comme des PVP (Points de Vocabulaire Problématiques). Notre intérêt se porte particulièrement sur les potentialités des mondes synthétiques, tels que Second Life, pour l'aide à la résolution de ces PVP. Nous présentons notre analyse des apports de cet environnement à partir d'une formation pilote, menée en février 2011 dans une approche Emile (Enseignement d'une Matière par l'Intégration d'une Langue Etrangère), au cours de laquelle des étudiants, encadrés par des tuteurs d'architecture et par des tutrices de langue, ont procédé à la construction collaborative d'objets virtuels en L2 (deux groupes en anglais et deux groupes en Français Langue Étrangère) et à la réflexion sur leur formation. Nous constatons que i) les besoins en vocabulaire concernaient une variété de PVP et ont été exprimés dans Second Life en majorité dans l'audio, ii) les interventions tutorales ont consisté en majorité en reformulations, pour des PVP de signification, iii) ces régulations pédagogiques ont favorisé la résolution immédiate de certains PVP, notamment via le mode audio. When learning a L2 (foreign language), vocabulary difficulties can concern a variety of different characteristics of a lexical unit (LU), which we name PVPs (Problematic Vocabulary Points). Our study focuses on the possibilities a synthetic world (Second Life) may offer in supporting learners with PVPs. We analyse the potentials of this environment during a course which took place in February 2011 and which adopted a CLIL (Content and Language Integrated Learning) approach. During this course, student groups, accompanied by architecture tutors and language tutors, created virtual objects in collaboration using their L2 (two groups using English and two groups using French) and participated in reflective sessions about this process. The analysis presented in this study reveals that i) needs related to vocabulary were varied and were expressed in Second Life in the audio for the greater part, ii) tutors' support consisted mostly of recasts of PVPs concerning meaning iii) these pedagogical regulations helped solve PVPs during the interaction, in particular via the audio mode.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Recherches en didact...arrow_drop_down
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Hyper Article en Ligne
    Other literature type . 2013
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    OpenEdition
    Article . 2017
    Data sources: OpenEdition
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    Recherches en didactique des langues et des cultures
    Article . 2013 . Peer-reviewed
    Data sources: Crossref
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Recherches en didact...arrow_drop_down
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      Hyper Article en Ligne
      Other literature type . 2013
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      OpenEdition
      Article . 2017
      Data sources: OpenEdition
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      Recherches en didactique des langues et des cultures
      Article . 2013 . Peer-reviewed
      Data sources: Crossref
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Taylor, JSH; Davis, Matthew H; Rastle, Kathleen;

    Reading involves transforming arbitrary visual symbols into sounds and meanings. This study interrogated the neural representations in ventral occipitotemporal cortex (vOT) that support this transformation process. Twenty-four adults learned to read 2 sets of 24 novel words that shared phonemes and semantic categories but were written in different artificial orthographies. Following 2 wk of training, participants read the trained words while neural activity was measured with functional MRI. Representational similarity analysis on item pairs from the same orthography revealed that right vOT and posterior regions of left vOT were sensitive to basic visual similarity. Left vOT encoded letter identity and representations became more invariant to position along a posterior-to-anterior hierarchy. Item pairs that shared sounds or meanings, but were written in different orthographies with no letters in common, evoked similar neural patterns in anterior left vOT. These results reveal a hierarchical, posterior-to-anterior gradient in vOT, in which representations of letters become increasingly invariant to position and are transformed to convey spoken language information. Significance Learning to read is the most important milestone in a child’s education. However, controversies remain regarding how readers’ brains transform written words into sounds and meanings. We address these by combining artificial language learning with neuroimaging to reveal how the brain represents written words. Participants learned to read new words written in 2 different alphabets. Following 2 wk of training, we found a hierarchy of brain areas that support reading. Letter position is represented more flexibly from lower to higher visual regions. Furthermore, higher visual regions encode information about word sounds and meanings. These findings advance our understanding of how the brain comprehends language from arbitrary visual symbols.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Europe PubMed Centra...arrow_drop_down
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    Europe PubMed Central
    Article . 2019
    Data sources: PubMed Central
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    Apollo
    Article . 2020
    License: CC BY
    Data sources: Datacite
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    Apollo
    Other literature type . 2019
    License: CC BY
    Data sources: Apollo
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Proceedings of the National Academy of Sciences
    Article . 2019 . Peer-reviewed
    License: CC BY
    Data sources: Crossref
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Europe PubMed Centra...arrow_drop_down
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      Europe PubMed Central
      Article . 2019
      Data sources: PubMed Central
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      Apollo
      Article . 2020
      License: CC BY
      Data sources: Datacite
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      Apollo
      Other literature type . 2019
      License: CC BY
      Data sources: Apollo
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      Proceedings of the National Academy of Sciences
      Article . 2019 . Peer-reviewed
      License: CC BY
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Proeschel, Claude;

    The article by Matthias Busch and Nancy Morys ‘“Mobilising for the Values of the Republic” - France's Education Policy Response to the “Fragmented Society”: A Commented Press Review’ is dedicated to the recent debates on moral education in France. The study by Busch and Morys is based on a review of official texts, including educational policy documents, scientific and journalistic articles, interviews, statements of teachers and experts. This methodological approach considers a variety of arguments in the debate and highlights the key points which relate more broadly to the role of secular schools in the ideology of the French Republic on social integration. Our aim here is to provide a non-exhaustive historical perspective in the aim of better understanding the significance of these very topical issues. JSSE - Journal of Social Science Education, 2-2017: Beyond Description: Civic and Political Education in Europe – Dialogue and Comparison

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Journal of Social Sc...arrow_drop_down
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    Journal of Social Science Education
    Article . 2017
    License: CC BY SA
    Data sources: BieJournals
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    https://doi.org/10.4119/jsse-8...
    Article . 2017
    License: CC BY SA
    Data sources: Datacite
    https://doi.org/10.4119/unibi/...
    Article . 2017
    License: CC BY SA
    Data sources: Datacite
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Nissen, Elke; Tea, Elena;

    International audience; This study explores how second generation tutors within blended learning courses link the face-to-face and online course modalities - in their representations as well as through their pedagogical activities - and which aspects help them to feel involved in the course. The methodology used is a qualitative analysis of interviews with seven tutors of three different blended learning courses. The results show that most tutors indeed had difficulties gaining a deeper insight into the course design: they considered the face-to-face modality to be the central one, just as in a traditional L2 course (whereas course design was centred on the online modality), and therefore rarely played their role as online tutors. Moreover, their understanding of the courses' task-based approach appeared to be limited. Nevertheless, the majority of the tutors managed to feel involved in the course, which shows the importance of additional factors in defining their relationship to the course. We identified eight other factors, which are partly due to the intense use of ICT within the course (as shown by a comparison with two additional interviews with e-learning-tutors), and partly depend specifically on the blended learning mode. This study furthers our understanding of difficulties tutors can have and what support they require within blended language learning settings, although further research will be needed in order to permit greater generalisation.

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    Computer Assisted Language Learning
    Article . 2012 . Peer-reviewed
    Data sources: Crossref
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      Computer Assisted Language Learning
      Article . 2012 . Peer-reviewed
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    Authors: Chanier, Thierry; Pengelly, Michael;

    The results of past studies in Error Analysis in applied linguistics and the experiences of developers of intelligent tutoring systems in learner modelling have influenced our definition of a new structure, called an "applicable rule", that can be used to help diagnose and to represent a learner's performance in second language learning systems. Based on this structure a prototype interface has been designed to acquire the knowledge that it must contain. The results of experiments with this interface, to validate and to fill it, have been instrumental in refining its structure, pointing out the difficulties of transforming it into an automated acquisition device, and in indicating its potential as a teaching device.

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    http://halshs.archives-ouverte...
    Part of book or chapter of book
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    https://doi.org/10.1007/978-3-...
    Part of book or chapter of book . 1992 . Peer-reviewed
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Guichard-Claudic, Yvonne;

    [Résumé] Le propos de cet article est d’abord méthodologique. Il pose un regard réflexif sur les rapports qu’entretient le sociologue avec les partenaires institutionnels qui sollicitent son expertise à l’occasion d’un contrat de recherche. Il se fonde sur une enquête menée en 2009-2010 pour le Conseil Général du Finistère sur la place des services publics dans les ressources mobilisées par les parents en cas de difficultés éducatives (386 questionnaires parents, 30 entretiens avec des parents, 18 entretiens avec des professionnels). Il s’agissait d’appréhender l’expérience de parents afin d’améliorer leur accompagnement en cas de difficultés. Mots-clés : combinaison de méthodologies, relations sociologuecommanditaires, soutien parental [Resumen] El enfoque del artículo es principalmente metodológico. Pone una mirada reflexiva sobre las relaciones del sociólogo con los socios institucionales que solicitan su peritaje con motivo de un contrato de investigación. Se funda sobre una investigación llevada en 2009-2010 para el Consejo general de Finistère sobre la importancia de los servicios públicos en los recursos movilizados por los padres en caso de dificultades educativas (386 cuestionarios a allegados, 30 entrevistas con madres y padres, 18 entrevistas con profesionales). Se trataba de recoger su experiencia, su punto de vista con el fin de mejorar su acompañamiento en caso de dificultades. Summary The purpose of this paper is primarily methodological. It is a reflective look on the sociologist's relations with institutional partners who seek his expertise on the occasion of a research contract. It is based on a survey conducted in 2009-2010 to the General Council of Finistère on the role of public services in the resources mobilized by the parents in case of educational difficulties (386 questionnaires parents, 86 and 30 interviews with parents, 18 interviews with professionals). This was to understand the experience of parents to improve their support in case of difficulties.

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    Revista Latina de Sociología
    Article . 2011 . Peer-reviewed
    License: CC BY SA
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    Revista Latina de Sociología
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      Revista Latina de Sociología
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    Authors: Demazière, Didier; Horn, François; Zune, Marc;

    Actividad colectiva basada en el compromiso voluntario y benévolo, la producción de programas informáticos libres no resulta del ajuste espontáneo de participaciones dispersas. Ella ofrece un terreno fértil para el análisis de las relaciones distantes mediatizadas por la red Internet. En efecto, esta actividad está sometida a una doble dificultad : atraer numerosos participantes, sin selección previa, y canalizar las contribuciones con el fin de poner a punto un producto consistente y coherente. A partir de la etnografía profunda de un colectivo de desarrollo de programa informático libre, este artículo analiza la manera en que las heterogeneidades individuales se arreglan, es decir, se movilizan y controlan. El programa define procesos de socialización que articulan una tolerancia máxima respecto a los compromisos subjetivos individuales y un reconocimiento diferencial de las contribuciones a la obra común y de sus autores. Esta socialización es específica, en el sentido que ella controla menos las identidades personales de los participantes que la identidad colectiva del proyecto, incluyendo el producto y al grupo de producción. Activité collective fondée sur l’engagement volontaire et bénévole, la production de logiciels libres ne résulte pas de l’ajustement spontané de participations dispersées. Elle offre un terrain fertile pour l’analyse des relations distantes médiatisées par le réseau Internet. En effet, cette activité est soumise à une double contrainte : attirer des participants nombreux, sans sélection préalable, et canaliser les contributions afin de mettre au point un produit consistant et cohérent. Partant de l’ethnographie approfondie d’un collectif de développement de logiciel libre, cet article analyse la manière dont les hétérogénéités individuelles sont agencées, c’est-à-dire mobilisées et contrôlées. Il identifie des processus de socialisation qui articulent une tolérance maximale à l’égard des engagements subjectifs individuels et une reconnaissance différentielle des contributions à l’oeuvre commune et de leurs auteurs. Cette socialisation est spécifique, dans le sens où elle régule moins les identités personnelles des participants que l’identité collective du projet, incluant le produit et le groupe de production. A collective activity based on voluntary, benevolent commitment, the production of free software does not result from the spontaneous adjustment of dispersed participation. It offers fertile terrain for the analysis of non-local relationships mediated by the internet. Indeed, this activity is subject to a double constraint: that of attracting numerous participants without any previous selection as well as that of channeling contributions to put together a consistent and coherent product. Based on the detailed ethnography of a group involved in the development of free software, this article analyses how individual differences are organized, that is, mobilised and controlled. It identifies processes of socialisation that deploy a maximum tolerance towards individual subjective commitment and a differential recognition of contribution to the common work and of the authors. This is a specific kind of socialisation in that it regulates less the personal identity of participants than the collective identity of hte project, including both the product and the production group.

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    Sociologie et sociétés; Érudit
    Other literature type . Article . 2009 . Peer-reviewed
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    Authors: Lemaître, Denis;

    La préoccupation de former les élèves-ingénieurs sur le plan humain est de plus en plus visible. Pour autant, « cette formation humaine » des ingénieurs, conçue différemment en fonction des écoles, ne va pas de soi. Elle constitue une sorte de nébuleuse disciplinaire parmi les activités non scientifiques et techniques. Le problème est de savoir si l'on peut en définir la matrice disciplinaire. L'étude présentée ici s'appuie sur une analyse de l'existant : ce aue les écoles disent de leurs enseignements en formation humaine dans leurs documents de présentation (plaquettes promotionnelles). Les intitulés de cours et les commentaires sont analysés en fonction d'un modèle qui rend compte des différents types d'activités demandées aux ingénieurs. Il ressort de l'étude que ces enseignements obéissent essentiellement à une visée pragmatique et consistent surtout en la transmission d'outils permettant aux élèves de s'insérer dans les interactions sociales, ou tout au plus de comprendre leur environnement. En considérant l'image de l'homme qu'elle peut véhiculer, il reste peut-être à donner à cette forme d'enseignement d'autres ambitions. The concern with training student engineers in the human field is getting more and more obvious. Nevertheless, this "human training" of engineers is conceived differently according to the different schools and it is not self-evident. It constitutes a loose conglomeration of subjects among the non-scientific and non-technical activities. The problem is to know whether one can define its main field. This study is based on an analysis of the existing data : what engineering schools say about their human training teaching in their documents of presentation (promotional leaflets). The titles of courses and the comments are analysed according to a model which accounts for the different types of activités the engineers are assigned. This study shows that this teaching essentially complies with pragmatic aims and mainly consists in the transmission of tools allowing the students to integrate into the social interactions or at the very most to understand their environment. While taking into account the image of man it can convey, there probably remains to give this form of teaching higher ambitions. Lemaître Denis. Rôle, place et signification des enseignements désignés sous l'appellation de « formation humaine » dans les écoles d'ingénieurs. In: Recherche & Formation, N°29, 1998. Les sciences humaines et sociales dans la formation des ingénieurs, sous la direction de Odette Bardel-Denonain et Marie-Laure Chaix. pp. 41-50.

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    Recherche & formation
    Article . 1998 . Peer-reviewed
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    Authors: Bonjour, J.L.;

    National audience

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    BSGF - Earth Sciences Bulletin
    Article . 1989 . Peer-reviewed
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    Hyper Article en Ligne; Hal-Diderot
    Other literature type . Article . 1989
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      BSGF - Earth Sciences Bulletin
      Article . 1989 . Peer-reviewed
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      Other literature type . Article . 1989
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    Authors: Lebreton, F.; Routier, G.; Pardo, R.;

    Reconquering urban and suburban spaces is part of the contemporary evolution of sports. This situation entails, among other things, the emergence of sport practices that we describe as “informal” (e.g. urban speleology, parkour, street-golf and BASE jump). Similarly, these physical practices also extend the range of urban cultures. In this light, we propose a sensitive reading of societal innovative games. Indeed, the recovery of urban areas requires an adaptation of techniques and equipment from the usual sports to the places practiced: streets, gardens, undergrounds, and buildings. This contributes heavily to a fun and legitimacy bonding among participants in self-organized community practice. The identification and the “right to the city” analyzed here can distinguish between two types of logic of action: urban games performed on sites “not to be seen” (invisible); and a second concerning the places where the games are “to be seen” (visible). La reconquista de los lugares urbanos y suburbanos es parte de la evolución contemporánea del deporte. Esta situación marca, entre otras cosas, la aparición de prácticas deportivas "informales" (por ejemplo, espeleología urbana, parkour, golf urbano y salto BASE), unas prácticas innovadoras que amplían la gama de culturas urbanas, mostrando una nueva manera más lúdica de entender la ciudad. Al mismo tiempo, la recuperación de los espacios urbanos requiere de una adaptación de los equipos técnicos y de los deportes habituales a los lugares en donde se practican: calles, parques, jardines, plazas, subterráneos y edificios. Esta reapropiación contribuye en gran medida a desarrollar una legitimidad lúdica de esos espacios. La identificación y el "derecho a la ciudad" aquí analizados muestran dos lógicas de acción: prácticas urbanas lúdico-deportivas realizadas en sitios "no visibles", y una segunda desarrollada en espacios "para ser vistos". Grupo de Investigación Antropología y Filosofía (SEJ-126). Universidad de Granada

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    Gazeta de Antropología
    Article . 2012 . Peer-reviewed
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    Authors: Rodrigues, Christine; Wigham, Ciara R.;

    Dans l'apprentissage d'une L2 (langue étrangère), les problèmes en vocabulaire rencontrés par les apprenants peuvent concerner diverses caractéristiques d'une UL (unité lexicale), que nous désignons comme des PVP (Points de Vocabulaire Problématiques). Notre intérêt se porte particulièrement sur les potentialités des mondes synthétiques, tels que Second Life, pour l'aide à la résolution de ces PVP. Nous présentons notre analyse des apports de cet environnement à partir d'une formation pilote, menée en février 2011 dans une approche Emile (Enseignement d'une Matière par l'Intégration d'une Langue Etrangère), au cours de laquelle des étudiants, encadrés par des tuteurs d'architecture et par des tutrices de langue, ont procédé à la construction collaborative d'objets virtuels en L2 (deux groupes en anglais et deux groupes en Français Langue Étrangère) et à la réflexion sur leur formation. Nous constatons que i) les besoins en vocabulaire concernaient une variété de PVP et ont été exprimés dans Second Life en majorité dans l'audio, ii) les interventions tutorales ont consisté en majorité en reformulations, pour des PVP de signification, iii) ces régulations pédagogiques ont favorisé la résolution immédiate de certains PVP, notamment via le mode audio. When learning a L2 (foreign language), vocabulary difficulties can concern a variety of different characteristics of a lexical unit (LU), which we name PVPs (Problematic Vocabulary Points). Our study focuses on the possibilities a synthetic world (Second Life) may offer in supporting learners with PVPs. We analyse the potentials of this environment during a course which took place in February 2011 and which adopted a CLIL (Content and Language Integrated Learning) approach. During this course, student groups, accompanied by architecture tutors and language tutors, created virtual objects in collaboration using their L2 (two groups using English and two groups using French) and participated in reflective sessions about this process. The analysis presented in this study reveals that i) needs related to vocabulary were varied and were expressed in Second Life in the audio for the greater part, ii) tutors' support consisted mostly of recasts of PVPs concerning meaning iii) these pedagogical regulations helped solve PVPs during the interaction, in particular via the audio mode.

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    Other literature type . 2013
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    Article . 2017
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    Recherches en didactique des langues et des cultures
    Article . 2013 . Peer-reviewed
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      Hyper Article en Ligne
      Other literature type . 2013
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      OpenEdition
      Article . 2017
      Data sources: OpenEdition
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      Recherches en didactique des langues et des cultures
      Article . 2013 . Peer-reviewed
      Data sources: Crossref
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Taylor, JSH; Davis, Matthew H; Rastle, Kathleen;

    Reading involves transforming arbitrary visual symbols into sounds and meanings. This study interrogated the neural representations in ventral occipitotemporal cortex (vOT) that support this transformation process. Twenty-four adults learned to read 2 sets of 24 novel words that shared phonemes and semantic categories but were written in different artificial orthographies. Following 2 wk of training, participants read the trained words while neural activity was measured with functional MRI. Representational similarity analysis on item pairs from the same orthography revealed that right vOT and posterior regions of left vOT were sensitive to basic visual similarity. Left vOT encoded letter identity and representations became more invariant to position along a posterior-to-anterior hierarchy. Item pairs that shared sounds or meanings, but were written in different orthographies with no letters in common, evoked similar neural patterns in anterior left vOT. These results reveal a hierarchical, posterior-to-anterior gradient in vOT, in which representations of letters become increasingly invariant to position and are transformed to convey spoken language information. Significance Learning to read is the most important milestone in a child’s education. However, controversies remain regarding how readers’ brains transform written words into sounds and meanings. We address these by combining artificial language learning with neuroimaging to reveal how the brain represents written words. Participants learned to read new words written in 2 different alphabets. Following 2 wk of training, we found a hierarchy of brain areas that support reading. Letter position is represented more flexibly from lower to higher visual regions. Furthermore, higher visual regions encode information about word sounds and meanings. These findings advance our understanding of how the brain comprehends language from arbitrary visual symbols.

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    Europe PubMed Central
    Article . 2019
    Data sources: PubMed Central
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    Apollo
    Article . 2020
    License: CC BY
    Data sources: Datacite
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    Apollo
    Other literature type . 2019
    License: CC BY
    Data sources: Apollo
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    Proceedings of the National Academy of Sciences
    Article . 2019 . Peer-reviewed
    License: CC BY
    Data sources: Crossref
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