Дисертації з теми "Perception spatiale – Enfants"
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Magnan, Annie. "Contribution à l'étude de la représentation de l'espace : l'apprentissage de la représentation de la perspective chez l'enfant de 6-7 ans." Université de Nice. UFR des lettres, arts et sciences humaines, 1986. http://www.theses.fr/1986NICE2033.
The aim of this work is to show that if concrete processes are mobilized in children (6-7 years) in a actual space, the perspective representation (spatial rotation), recognized as very difficult, becomes possible during a learning. In the process of learning utilized the building of new knowledge relies on the observations the subject can make about his actions and their effects. The results show that the subjects, by a rather systematic modification of their strategies, have acquired a rule of perspective transformation. This rule is not transferred to another object. The subjects have constructed a concrete operating rule. A model of learning (language prolog ii) simulates the construction of this rule
Barnier, Gérard. "L'effet-tuteur dans une tâche spatiale chez des enfants d'âge scolaire." Aix-Marseille 1, 1994. http://www.theses.fr/1994AIX10065.
According to the classical paradigm (pre-test, training task, post-test), this research in educational psychology investigates the personal cognitive benefit derived by a primary school tutor (ce1-ce2) from the help he provides to a first grade primary school pupil who has to achieve a visual spatial task inspired by "the three mountains task" (piaget & inhelder, 1947) and "the village task" (doise & mugny, 1981). The five experimentations were made in order to understand how and under through what conditions tutoring interactions can increase the visuo-spatial cognitive competence of a school aged tutor. Moreover, in a more general theoretical prospect, there is another question : what do we learn through this study concerning the psychosocial processes at work in cognitive constructions. The results confirm the existence of a tutoring effect linked with the social cognitive requirements of metacognitive processes which favor abstract thinking, reflection about action, allowing better organization of solving procedures. It's necessary ofr the tutor to know both how to do the task and to explain to the tutee how to handle it. That's the formative aspect for the tutor which is carried out through the construction of intersubjectivity thanks to modelisation, verbalisation and clarifications
Masson, Michelle. "Représentations spatiales et savoirs sur la montagne des enfants et préadolescents scolarisés." Grenoble 1, 1990. http://www.theses.fr/1990GRE19009.
This study about moutain representations and knowledges for children and teenagers at school, is composed of three parts: - the first presents the research framework doing choices between different authors, to define representation concept, built georgraphical knowledge about mountain and, in pedagogical pyramid, the pedagogical or didactical triangle with finality as to discuss hypotheses and to define a methodology. - the second is concerning pupil's representations and knowledges on "wild" moutain environment and on the place of the mankind in it, known by their answers through the discourse matters and the vocabulaty terms used by them. After the teacher had done a class about this topic, an assessment had been done on the evolutions and or constancies as well as on the resetting of new acquisitions and old knowledges. - the third is an analysis of theses representations and knowledges sources. The initial picture of mountain is more depending on medias, practices, social and geographical environment, than on school. Teachers have to take into account theses odds sources in order to make progress the representations and knowledges about mountain towards more built knowledge, as prouved by the analysis of the knowne
Leconte, Pascale. "Evaluation de la préférence manuelle chez des enfants tout-venant et des enfants déficients intellectuels : études des variations inter- et intra-individuelles." Paris 5, 2005. http://www.theses.fr/2005PA05H063.
In this research, we were interested in handedness variability in children. The aim of this work was to study factors likely to influence hand choice. In the first study, we examined the variations of preferred-hand use according to the charcteristics of the action. In the second study we examined the combined effect of task constraints (spatial demand and task complexity) and motor dominance on preferred-hand use. In thse two studies, typically developing children of different age were observed. Overall our results revealed that the general tendency to use one's preferred hand varied significantly with task complexity, but also with object location. Furthermore the subject's degree of handedness also influenced hand choice, as strongly lateralized children exhibited a greater tendency to use their preferred hand than less lateralized ones for actions in the contralateral hemispace. In the third study, we focused on variations of hand choice between typically developing children (TD) and children with intellectual disability (ID). First, our results revealed that children with ID were lessless lateralized than TD ones. Secondly, midline crossing was found to be less pronounced in children with ID, in that the latter selected their non-preferred hand with more frequency than the TD children when the object was located in contralateral hemispace. In conclusion our study indicates that hand selection is a dynamic process in which intrinsic factors, such as motor dominance or mental disorders, interact with task demand
Bouda, Florence. "Ecarts de performance dans des tâches spatiales de verticale et d'horizontale : Approche développementale." Montpellier 3, 1997. http://www.theses.fr/1997MON30007.
We have analysed the influence of perceptive, representative and moteur factors in the evaluation of performances in horizontal and vertical spacial tasks (organising and monitoring). The coordination between these factors depends on the type of experimental device and on the children's age. This coordination may originate differences in performance. It is known that the fact of changing a number of characteristics in a task, such as the instructions given to the children or the materials tends to alter the results (performances) of the children. Based on the previous studies of piaget and inhelder (1947) on the horizontal and vertical tasks, we have carried out experiences with two types of devices : a "concrete" device, with real bowls and a mountain model : and a graphic one (drawing representing the real bowls and the mountain model). By changing the conditions in which these exercices took place (with and without a blinfold), we have analysed the part played by some factors in the children's performance. In our analysis, we concentrated on the representation of the task (in the determination of the performance). Results show that both the type of device and the conditions in which these exercises took place have an effect on the representation of the representation of the task and entail difference in performance. The performances from the concrete experience are globally better than those of drawing one. Differences in performance are more significant with children aged 7 to 8. An analysis of the properties of these differences allows to distinguish differences due to the characteristics of the structure - children manage to forget about these effects - and "real" differences - children cannot avoid these effects. These results show the significance of visual datas for the monotoring of the results. Without visual datas, ie. With a blindfold, the children's performances improve. As a conclusion, the results are discussed considering the different conditions and factors (perceptive, representative and motor) which influence the execution of the tasks. Key words : differences in performance, perception, representation, space, development
Cardoso, de Mello Patricia. "L'exploration de l'espace dans les temps de séparation et de retrouvailles en crèche : de ce que l'observation directe peut nous apprendre sur la construction psychique." Paris 7, 2003. http://www.theses.fr/2003PA070066.
This study addresses the development of the notion of space in children. In three stages, separated by 3-month intervals, we filmed moments of separation and re-meeting between children 7 and 11 months old and their parents. The filmed sequences were edited and, described, and then their microscopic elements were analysed. From watching these sequences, three categories of space exploration were derived: the depth, the verticality and the mediating space. This exploration might have a defence purpose regarding the separations and re-meetings, or might collaborate to its elaboration, what is informative about in which moment of the process of differentiation of the mother is the child. We described exploratory modalities unique for each child, and completely linked to the relationship established with the mother, implying that the interactive style of the dyad includes a spatial aspect
André-Minvielle, Pauline. "Exploration de l'espace chez l'enfant et aventure autour de "trois montagnes" d'après une expérience de Piaget." Paris 10, 1985. http://www.theses.fr/1985PA100248.
Tsoukala, Kyriaki. "Perception de l'espace scolaire et pratique pédagogique : étude comparative entre pédagogie formelle et pédagogie Freinet dans les types architecturaux fermé et ouvert." Bordeaux 2, 1990. http://www.theses.fr/1990BOR21007.
Ben, Fadhel Nahed. "Pratiques de l'espace et déterminations sociales : de l'espace vécu à l'espace rêvé des enfants dans la ville de Tunis." Paris 7, 1994. http://www.theses.fr/1994PA070090.
A differential analysis of, the one hand, the daily practice of the space, and, on the other hand, its dreamlike representation as it is imagined by children belonging to two contrasting neighborhoods of tunis (a traditional and a quite "european" one) helped us in noticing that the space in a city is both historically and socially predetermined. As each society reproduces its own space, the social practices of the space tend to vary: they hold a mirror up to the social division of labor and the social stratification. Indeed, the different uses of the space (or what was called the "real-life space") revealed quantitative and qualitative disparities between the neighbordhoods. While the children of the medina are left to themselves after the classes, thos e of the "european" city obey an implacable order. This reflects an explicit division between two antagonistic spaces coexisting but never mixed. Thus, being the reflection of all the oppositions making two neighborhoods gouverned by a series of coded phenomena, the dream is not the slightest. Directly drawn from reality of the consciousness, the element s of the daydream, on the one hand, a rural world directly transplanted into the city, one the other hand, a practical w orld copied out as it is actually; and each of them expresses the opposition of a socialpolitical reality of which the child, even in his dreams, is a witness, as he symbolizes the ideology of the social configuration he belongs to
Daubet, Michel. "L'Organisation de l'espace proche en section des grands de l'école maternelle, enfants de cinq à six ans, à partir du pilotage des déplacements d'un robot en langage LOGO /." Talence : Institut de recherche sur l'enseignement des mathématiques, 1987. http://catalogue.bnf.fr/ark:/12148/cb34995581r.
Daubet, Michel. "L'organisation de l'espace proche en section des Grands de l'école maternelle (enfants de cinq à six ans) à partir du pilotage des déplacements d'un robot en langage LOGO." Bordeaux 1, 1986. http://www.theses.fr/1999BOR12153.
Favrat, Jean-François. "Une expérience sur l'enseignement des surfaces a l'école élémentaire." Paris 7, 1986. http://www.theses.fr/1986PA077072.
Raibaud, Julia. "Décrire un dessin : approche développementale." Montpellier 3, 2005. http://www.theses.fr/2005MON30039.
The objective of this work is to study the communication of drawing's spatial properties when verbally described by children from different age groups. The originality of this piece of work, in the wider international literature context, is the finalisation of the description : the child actually describes the drawing to the facilitator so that she can draw it herself. In order to communicate this space-related information, children accompany their speech with specific gestures. Our set of results prove that the simplification of the drawing leads to a diminution, and sometimes cancellation of gestures. Moreover, the vocabulary employed to describe the shape of the drawing tends to evolve according to the age. The youngest children name the different elements that pertain to the drawing without locating them in the space. One would think that these children haven't developed special concepts or the vocabulary attached to them yet. In contrast, from the age of 9 year old, children verbally express the actual spatial location of these elements. Whilst the way they phrase this location is still relatively incomplete, they are able to improve their performance when listening to correct phrasing. 7 years seems to be an intermediary age as some children perform as well as some of 5 years-old whilst others' performance is similar to those of 9-year old children
Neisch, Paulina. "La perception des environnements quotidiens par les enfants japonais : la (re)définition du concept de la « child-friendliness » environnementale." Thesis, Paris 10, 2013. http://www.theses.fr/2013PA100069.
Children see the architectural and urban environments in which they live from their own unique perspectives. It is interesting and important to know their point of view, with respect to how it differs from the perspectives of the adults. A child and its environment is rarely focused upon within the theories influencing the concept of the environmental “child-friendliness”, which was developed by M. Kyttä (Kyttä, 2002, 2003, 2004), and in line with the theory of affordances (Gibson, 1966, 1979/1986). However, it is only from this position that can be made possible the scientifically and empirically approved proposition testing this concept. In our studies, we focused on the lives and lifestyles found within agricultural, Japanese areas. Basing upon existing theories, we predefined it as a “child-friendly” environment and we analyzed the lives of the young inhabitants and how this was reflected in their environmental experiences. To this end, we investigated 115 children in the age between 7 and 12 years in the Ishigure elementary school. Using a form of drawing, which was followed by a detailed questionnaire, we described their journey from home to school, their way of living, and their experiences with extracurricular activities, as well as home and school buildings. Using perception (ours, in the phase of studying existing areas, as well as the one of children) and representation, through the interpretation and analyzes of drawings (approximately 700 drawings collected), we defined the relation of students to the areas we studied and we redefined the concept of the environmental “child-friendliness”. Our results highlight the relationship between the environmental “child-friendliness” and the perception of everyday life environments. This thesis also applies itself to areas of knowledge in the field of children’s construction of spatial representation within the Japanese agricultural areas, and which explores environmental experience of children living there, while redefining the factorial framework of the environmental “child-friendliness” concept
Zabalia, Marc. "Rotation d'images mentales étude comparative d'enfants IMC et d'enfants valides scolarisés." Rouen, 1996. http://www.theses.fr/1996ROUEL253.
The study deals with the possibility of improving functional features of spatial processing abilities among cerebral palsied children by means of exercices that encourage perceptual processing of spatial situations which imply mental rotations. Secondly, if there are two processing systems, analogical and propositional, in mental imagery, the research examines the possibility to evocate the processing modes and the conditions of their appearance according to specific situations. Finally, the study focuses on relations between the mental rotations abilities of cerebral palsied children and attentional processes. The investigations of mental rotation processes show that cerebral palsied children used an analogical processing mode. It appears that there are many signs of an attentional dysfunction which expresses itself by a cognitive and motor inhibition deficit. It can be responsible for difficulties to bring about propositional processing. Findings are interpreted as the expression of a cognitive "local" functioning which account for originalities observed in spatial processing by cerebral palsied children. The cognitive "local" functioning emerges in difficulties to generate representation in a "computable" space. The hypothesis of the existence or co-existence of two representational modes is discussed as a synthesis of piagetian structuralism data and theories of information processing perspectives
Rogalski-Muret, Janine. "Acquisition de la bidimensionalité (combinatoire, espace, mesure) chez les élèves d’âge scolaire et préscolaire." Paris 7, 1985. http://www.theses.fr/1985PA077079.
Boyer, Marie-Monique. "L'Organisation spatiale des formes dans l'oeuvre plastique de l'enfant au Japon et en France." Lille 3 : ANRT, 1989. http://catalogue.bnf.fr/ark:/12148/cb37603408z.
Nys, Marion. "Développement des représentations spatiales d'itinéraires virtuels : composantes cognitives et langagières." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015PA05H104/document.
Although many studies have investigated spatial representation in young adults, little is still known about the processes underlying how they construct spatial models, the nature of these models, and how they develop in children. The originality of this thesis is two-fold: it studies both cognitive and linguistic processes involved in how children (5 to 11 years) and adults construct representation of virtual routes; it also examines individual differences in these processes. The first part of this thesis begins with a chapter that presents the main concepts underlying spatial cognition, as well as some experimental evidence concerning adults' spatial knowledge and the development of this knowledge during childhood. A second chapter then focuses on the role of language and a third one on the role of working memory in the construction of spatial representations. In order to understand how children construct spatial representation during development, a second part of the thesis presents three experiments investigating the development of landmark and route knowledge. The first two studies show developments in the quality and quantity of knowledge concerning both landmarks (i.e. specific entities encountered along the route) and the route (i.e. the sequential order of actions and landmarks). They also provide evidence supporting the specific role of landmarks associated with changes of direction ("decisional" landmarks) in children and adults. Developmental changes in spatial knowledge were assessed by both verbal and non-verbal measures, suggesting the existence of a unique representation or of two representations that are strongly related. The relation between verbal and non-verbal information in participants' representations is evidenced by their bias toward choosing a related landmark of the same semantic category, regardless of its visual characteristics. Nevertheless, analyses show that visuo-spatial abilities such as the perception of directions, but not verbal abilities, play a main role in accounting for individual differences. The third study, investigates verbal and visuo-spatial components of working memory, using a dual task paradigm in which participants performed a verbal or spatial interference task while memorizing routes. The results support the idea that representing itineraries mostly involves a spatial mode of encoding in children and a more verbal or mixed encoding in adults. To conclude, this thesis shows a development in children's capacity to build spatial representations of virtual routes. Although their representation seems to integrate both verbal and non-verbal components, non-verbal abilities appear to be most essential for children. The last part of the thesis discusses the implications of our results for our understanding of the development of spatial cognition in children, as well as future perspectives and conclusions
Balançon, Caroline. "Etude d'un outil informatique de rééducation chez des enfants présentant des déficits visuo-spatiaux d'origine neurologique." Nancy : Université Henri-Poincaré, 2009. http://www.scd.uhp-nancy.fr/docnum/SCDMED_MORT_2009_BALANCON_CAROLINE.pdf.
Tsoukala, Kyriaki. "Ville, enfant et représentation de l'espace." Paris, EHESS, 1999. http://www.theses.fr/1999EHES0094.
Boyer, Marie-Monique. "L'organisation spatiale des formes dans l'oeuvre plastique de l'enfant au Japon et en France." Paris, EHESS, 1987. http://www.theses.fr/1987EHES0045.
The study of spatial organisation of the forms in the painting of the child in japan and in France has fo sed mainly on how Japanese and French children perceive space and represent it. The comparative analysis of the paintings has aimed to disclose how "Japanese space" confronted to "French space", differ from each other or ressemble one another. In doing so, the comparative study has considered the psycho-physiolo gical factors and the cultural codes which intervent in the acquiring of the concept of space. The systematic analysis of the iconographic content has allowed to disclose the spatial relationship entertained by forms in the paintings, henceforth to establish types of spatial organisation which are specific to the Japanese paintings and specific to French paintings
ALLAMANDO, DESMIDT ANGELIQUE. "Evaluation des capacites de discrimination spatiale chez l'enfant de la naissance a quatre mois a l'aide de la technique photo-oculographique." Lille 2, 1996. http://www.theses.fr/1996LIL2P255.
Riviere, James. "Cognition spatiale et déficience locomotrice chez le jeune enfant : une approche comparative (nomal versus pathologie)." Paris 5, 2002. http://www.theses.fr/2002PA05H044.
The aim of the present work was to compare locomotor impaired and healthy young children with respect to their spatial search skills in different memory-for-locations tasks. Indeed, various studies have shown a correlation between self-produced locomotion in infancy and spatial development, especially in the realm of manual search for hidden objects. In theoretical part, we present models that predict or not delay in spatial cognition for motor-impaired children, namely Piagetian, dynamical, nativist and perceptual models. We present a broad spectrum of clinical and neurobiological data that support these theories. In experimental part, we present five different studies that assess spatial skills in 30-month-old children with type-2 spinal muscular atrophy (SMA) and suffering total deprivation of locomotor experience. Results suggest that locomotor impairment is not a key risk factor for a dramatic slowing down or deviation in the development of spatial skills
Bonneton, Nathalie. "Le développement des actes moteurs du jeune enfant : analyse comparée des gestes d'atteinte et de trace." Rouen, 2002. http://www.theses.fr/2002ROUEL420.
This study looks at the motor organization of pointing and drawing movements in the third year of age. Thirty seven children between the ages of 26 and 38 months performed a pointing and a drawing task on the horizontal plane. In both tasks, the child had to join two separate points. The location of the target was defined by its distance from the child (13 or 20 cm) and its direction with respect to the child's mid-body line (5 positions, ranging from 90° to the right and 90° to the left). A kinetic analysis can account for the organization of pointing and drawing movements during thie third year of life. First, these two tasks lead to conclude that similar mechanisms exist to integrate spatial information in a motor task : mean speed and amplitude of peak velocity are increased when the distance to cover is longer (isochrony). Second, our results show a differentiation between drawing and pointing concerning the planning of the trajectories. A third experience enables us to conclude that this differentiation is not attributable to the pen trace
Perchet, Caroline. "Étude des fonctions attentionnelles et exécutives chez l'enfant par les potentiels évoqués endogènes : application aux syndromes d'hyperactivité avec déficit de l'attention." Lyon 1, 2001. http://www.theses.fr/2001LYO1T037.
Berthelot, René, and Marie-Hélène Salin. "L'enseignement de l'espace et de la géométrie dans la scolarité obligatoire." Bordeaux 1, 1992. http://www.theses.fr/1992BOR10663.
Rondeau, Émélie. "Étude de l'attention spatiale en condition d'interférence émotionnelle chez les enfants avec un trouble autistique." Thèse, 2011. http://hdl.handle.net/1866/8626.
Autism is characterized by a social deficit, including difficulties in using and responding to facial expressions and gaze. Previous studies showed that fearful faces elicit a rapid involuntary orienting of spatial attention towards their location in typically developing (TD) individuals. In addition, target faces with direct gaze are detected faster and more efficiently than those with averted gaze in TD individuals. The aim of the current study is to explore the effect of fear and gaze direction (direct vs averted) on spatial attention in children with autistic disorder (AD). Six children with AD performed a covert spatial orienting task. Each trial consisted of a pair of faces (fearful/neutral with direct/averted gaze) briefly presented followed by a target presented at the location of one of the faces. Participants had to judge the location of the target (right or left visual field). The target unpredictably appeared on the side of the emotional face (fear, direct) (valid condition) or on the opposite side (neutral, averted) (invalid condition). Our results show that fearful faces have an interferent effect on the performance of AD children and divert attention from their location.