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Статті в журналах з теми "Efficience intellectuelle":
Canton, Marie, Oriane Pastore, Alain Trognon, Christine Bocéréan, Fanny Fouyssac, Emmanuel Raffo, Jean Donadieu, and Martine Batt. "Efficience intellectuelle des enfants porteurs du Syndrome de Shwachman-Diamond : revue de littérature et prospectives de recherche." Revue francophone de la déficience intellectuelle 27 (February 21, 2017): 116–26. http://dx.doi.org/10.7202/1043128ar.
Facon, Bruno. "Sur la loi des rendements décroissants. Efficience intellectuelle et facteur général." L'année psychologique 103, no. 1 (2003): 81–102. http://dx.doi.org/10.3406/psy.2003.29624.
Sabourin, Guy, and André Lapointe. "DEUX MODÈLES D’INTERVENTION EN TROUBLE GRAVE DU COMPORTEMENT (TGC) : COMPARAISONS ET AMÉLIORATIONS POSSIBLES." Revue québécoise de psychologie 39, no. 2 (September 10, 2018): 161–90. http://dx.doi.org/10.7202/1051226ar.
Walter, Christian. "Une Histoire du Concept D'Efficience Sur Les Marchés Financiers." Annales. Histoire, Sciences Sociales 51, no. 4 (August 1996): 873–905. http://dx.doi.org/10.3406/ahess.1996.410892.
Binquet, C., C. Lejeune, F. Guillemin, V. Seror, B. Gérard, T. Frebourg, and H. Dolffus. "Faisabilité et efficience du séquençage du génome en première intention pour le diagnostic étiologique des déficiences intellectuelles : l’étude DEFIDIAG." Revue d'Épidémiologie et de Santé Publique 66 (May 2018): S171. http://dx.doi.org/10.1016/j.respe.2018.03.289.
Stoeklé, Henri-Corto, Ninon Forster, Mauro Turrini, Philippe Charlier, Christian Hervé, Jean-François Deleuze, and Guillaume Vogt. "La propriété des données génétiques." médecine/sciences 34, no. 12 (December 2018): 1100–1104. http://dx.doi.org/10.1051/medsci/2018291.
AWO, Dieudonné A. "Stratégies des ONG internationales dans le maintien des élèves à l’école au Bénin: Cas de Bornefonden dans la commune de Bassila de 1996 à 2016." Journal of Quality in Education 11, no. 17 (May 5, 2021): 131–59. http://dx.doi.org/10.37870/joqie.v11i17.254.
Дисертації з теми "Efficience intellectuelle":
Bruderlein, Patrick. "Categorisation et efficience intellectuelle : influence de l'explication des connaissances." Aix-Marseille 1, 2000. http://www.theses.fr/2000AIX10030.
Grubar, Jean-Claude. "Sommeil et efficience mentale : vers une neuropédagogie." Paris 10, 1987. http://www.theses.fr/1987PA100094.
The psychological approcah to mental deficiency constituted the general framework to my study of mentally retarded children’s sleep. Their sleep patterns present significant alterations: a decrease of REM sleep %, an increase of undifferentiated sleep %, an increase of the first REM latency and a reduction of the oculomotor frequencies ratio “R”. This first contribution has been completed with a study of sleep patterns of gifted children: their sleep characteristics were symmetrical to those observed on mental deficient. It is possible to postulate from an explanatory point of view, that mental deficient are doubly handicapped: reduced cerebral plasticity (REM sleep %) and reduced organizational abilities (reduced R). This double handicap constitutes one the cause of mental retardation whatever its precise etiology. Any intervention in order to improve their mental efficiency must therefore consider simultaneously brain plasticity (REM sleep %) and organizational abilities (R): this constitutes my neuropedagogical hypothesis. Consecutively to the study of the effects of Butoctamide Hydrogen Succinate (BAHS) and then of highly organized didactic training programs on nocturnal sleep patterns of Down’s syndrome children, I built an experimental design in order to test the neuropedagogical hypothesis. 20 male mentally retarded children were divided in 4 groups matched for chronological and mental ages, IQ and etiologies, were submitted to the following protocol: group 1: control; 2: pedagogical treatment (operatory Piagetian induction); 3: pharmacological treatment (BAHS); 4: combined pedagogical and pharmacological treatments. Mental efficiency was significantly improved only on group 4 which benefitted with the combined treatment. Cerebral plasticity (REM sleep %) and organizational abilities (R) can be considered as linked determinants of mental efficiency
Burgevin, Melissa. "Évaluation neuropsychologique et médico-sociale des adolescents et adultes porteurs d’un syndrome de Silver-Russell." Thesis, Rennes 2, 2021. http://www.theses.fr/2021REN20049.
In France, rare diseases are a major public health issue with more than 3 million people affected by a rare disease. Because of their rare nature, these diseases generally suffer from limited knowledge. Silver-Russell syndrome (SRS), a rare (epi)genetic disease characterized by pre- and post-natal growth retardation, is no exception to this observation. Indeed, although many advances have been made in recent years concerning medical knowledge of SRS, there are still gaps in the cognitive and psychosocial phenotype of individuals with this syndrome. This thesis, which is at the crossroads of medicine and psychology, has a double objective: on the one hand, to study the cognitive, psychological and behavioral characteristics of adolescents and adults with SRS (e.g., intellectual efficiency, executive functions, self-esteem) and, on the other hand, to identify the factors associated with these different characteristics (e.g., age, molecular anomaly). A total of 19 participants with SRS (8 adolescents and 11 adults), and 19 control participants took part in this research. The results of our studies show that participants with SRS have intellectual abilities similar to those of the general population. Cognitive and psychological difficulties were observed in our participants with SRS. However, these difficulties were not expressed in the same way in adolescents and adults with SRS. Links between the phenotype and genotype of the participants were also observed. These results offer a better understanding of SRS and open perspectives on SRS management
Alsalmo, Abdallah. "La sauvegarde du patrimoine culturel immatériel en droit international." Thesis, Bordeaux 4, 2011. http://www.theses.fr/2011BOR40007.
Cultural heritage doesn't only include monuments and the collection of objects. /cultural heritage is about more than monuments or the collection of objects. It, also, includes the traditions or the modern inherited expressions from our ancestors and transmitted to our descendants, what we call the intangible cultural heritage. The importance of this heritage doesn't reside so much in the cultural demonstration itself, but in the richness of knowledge, and the know-hows that are transmitted from one generation to another. This transmission of knowledge has social value, economical, cultural and legal relevance for minority groups, as well as for the main social groups, and is also, important for the world. The choice of the techniques used for international protection is linked directly to the objectives pursued by the UNESCO. Beyond the text of the 2003 convention and other international agreements adopted by the UNESCO, it can perhaps be useful to tackle more widely the legal solutions of the intangible cultural heritage. The aim of our study consists of analysing the normative action concerning the intangible cultural heritage in placing the light on the definition of the intangible cultural heritage as well as the international standards important to its protection and also in tackling the question of effectivity and efficiency of the international protection of this heritage. In conclusion, the results for the normative action and effectivity do not escape our analysis. It is, in the end about the possibility of putting in place a plan for the protection of a better future
Beaulieu, Judith. "Productivité de manuels scolaires adaptés pour élèves ayant deux années de retard en lecture." Thèse, 2013. http://hdl.handle.net/1866/9209.
The complexity of reading French interact with non-cognitive and cognitive characteristics of the person who has intellectual disabilities it up in failure mode. All processes involved in the act of reading interact with these characteristics induce failures and delays of learning to read. Teachers wanting to use a textbook and integrated third grade’s students who don’t know how to read, have tho choices: to provide a first grade’s textbook or to provide a third grade’s textbook. If teachers give a first grade’s textbook to students that has accumulated two years behind in reading, it saw success, but the themes are infantilizing. If teachers give a third grade’s textbook, the themes are not infantilizing, but reading level, instead it consistently in failure. In response to this dilemma, the Groupe DÉFI Accessibilité did adapted textbooks. They are at first identical to the original Signet (third year), same themes, same page numbers, illustrations and even the same answers to the first two questions of each page, but the texts are simplified to allow reading the third grade’s children who has two years behind in this matter. The methodology for this research is the pedagogical analysis of value, a systematic method for development and evaluation of products, processes or services. This research is aimed at the final stage of the pedagogical analysis value. In pedagogical analysis value, as for this research, the testing has two purposes: to compare the prototype created functional specification covering all the functions that should fill the product to meet the needs of potential users and calculate productivity / efficiency. Since this is a first testing, a third is added, is the proposal of possible improvements to the prototype of suitable textbooks. The testing took place over six months. The sample included four teachers of third year, two special classes in regular classrooms and two. The latter teach 32 students users of suitable textbooks: six are dyslexic, four have insufficient knowledge of the language, one has adevelopmental disorder and 21 had mild intellectual disabilities. The four teachers confirmed the response of adapted textbooks to the functional specifications. In addition, the design phase was considered efficient and the using phase was conseidered productive.
Книги з теми "Efficience intellectuelle":
Robert, Haas. Eat smart, think smart: How to use nutrients and supplements to achieve maximum mental and physical performance. New York, N.Y: HarperPaperbacks, 1995.
Robert, Haas. Eat smart, think smart: How to use nutrients and supplements to achieve maximum mental and physical performance. New York, NY: HarperCollins, 1994.
Robert, Haas. Chi chu cong ming: 21 shi ji de xin yin shi ge ming. 8th ed. Taibei Shi: Shi bao wen hua chu ban qi ye gu fen you xian gong si, 1995.
Langer, Ellen J. Mindfulness. Reading, Mass: Addison-Wesley Pub. Co., 1989.
Langer, Ellen J. Mindfulness: Choice and control in everyday life. London: Collins-Harvill, 1991.
Langer, Ellen J. Yong xin fa ze: Gai bian ni yi sheng de guan jian. 8th ed. Taibei Xian Xindian Shi: Mu ma wen hua shi ye gu fen you xian gong si, 2007.
Peters, Thomas J. The circle of innovation: You can't shrink your way to greatness. New York: Knopf, 1997.
Peters, Thomas J. El círculo de la innovación. Buenos Aires, Argentina: Atlántida, 1998.
Peters, Thomas J. The circle of innovation: You can't shrink your way to greatness. London: Hodder & Stoughton, 1997.
Peters, Thomas J. The circle of innovation: You can't shrink your way to greatness. New York: Vintage Books, 1999.