Université de Neuchâtel

Experimental micro-histories, private speech and a study of children’s learning and cognitive development = Microhistorias experimentales, habla privada y un estudio del aprendizaje y el desarrollo cognitivo en los niños

Tartas, Valérie ; Perret-Clermont, Anne-Nelly ; Baucal, Aleksandar

In: Journal for the Study of Education and Development / Infancia y Aprendizaje, 2016, vol. 39, no. 4, p. 772-811

In this paper, we present the recent development of a methodological approach originally devised by Perret-Clermont and Schubauer-Leoni called ‘experimental micro-histories’. This approach allows us to investigate processes of change that often seem to be underestimated in the typical experiments used in developmental psychology that focus on the average impact of certain factors. Two dyads...

Université de Neuchâtel

Can you think with me ? : The social and cognitive conditions and the fruits of learning

Tartas, Valérie ; Baucal, Aleksandar ; Perret-Clermont, Anne-Nelly

In: Educational Dialogues. Understanding and Promoting Productive interaction, 2010, vol. 4, p. 64-82

Université de Neuchâtel

Using graphical tools in a phased activity for enhancing dialogical skills: An example with Digalo

Muller Mirza, Nathalie ; Tartas, Valérie ; Perret-Clermont, Anne-Nelly ; de Pietro, Jean-François

In: International Journal of Computer-Supported Collaborative Learning, 2007, vol. 2, no. 2-3, p. 247-272

ICT tools have been developed to facilitate web-based learning through and learning about argumentation. In this paper we will present an example of a learning activity mediated by Digalo-software for knowledge sharing through visually supported discussion-developed in a university setting. Our aim is to examine, in particular, socio-cognitive construction of knowledge and argumentation by...

Université de Neuchâtel

Socio-cognitive dynamics in dyadic interaction: How do you work together to solve Kohs cubes?

Tartas, Valérie ; Perret-Clermont, Anne-Nelly

In: European Journal of Developmental Psychology, 2008, vol. 5, no. 5, p. 561-584

This study presents a detailed analysis of collaborative interaction modes employed by 9- to 10-year-old children in a spatial problem solving a task called the Kohs cubes. All the children were videotaped during non-interactive pre-test and post-test sessions (stages 1 and 4) and two types of interactive sessions: (1) novice children training with adults (stage 2); and (2) competent instruction...

Université de Neuchâtel

Interactions sociales et appropriation de stratégies par l’enfant pour résoudre un problème : quelles méthodes ?

Tartas, Valérie ; Perret-Clermont, Anne-Nelly ; Marro, Pascale ; Grossen, Michèle

In: Bulletin de psychologie - Développement, fonctionnement : perspective historico-culturelle, 2004, vol. 57 (1), no. 469, p. 111-115

Cette recherche s’inscrit dans une série de travaux recourant à une méthodologie alliant l’approche clinique piagétienne, expérimentale dans des situations différentes, et vygotskienne, afin de mettre en évidence les processus par lesquels l’appropriation de stratégies par l’enfant sera possible par l’observation attentive de son histoire d’apprentissage et afin de comprendre...