Public access from Apr 27, 2022
Eidgenössisches Hochschulinstitut für Berufsbildung EHB

Emotion information processing as a new component of emotional intelligence : Theoretical framework and empirical evidence

Fiori, Marina ; Udayar, Shagini ; Vesely Maillefer, Ashley

In: European Journal of Personality

The relationship between emotional intelligence (EI) and emotion information processing (EIP) has received surprisingly little attention in the literature. The present research addresses these gaps in the literature by introducing a conceptualization of emotional intelligence as composed of two distinct components: (1) EIK or emotion Knowledge component, captured by current ability emotional...

Université de Fribourg

Do goal cue and motor activity impact preschoolers’ working memory?

Fitamen, Christophe ; Blaye, Agnès ; Camos, Valérie

In: British Journal of Developmental Psychology, 2021, p. 1-16

Preschoolers are well known for their poor working memory (WM) performance. This could result from goal neglect, which would hamper the setting of maintenance strategies. Previous studies have shown that preschoolers’ WM performance can be improved in game-like tasks, because they provide cues to support goal maintenance. However, in these studies, it was unclear what features of the task...

Université de Fribourg

Improvement of allocentric spatial memory resolution in children from 2 to 4 years of age

Ribordy Lambert, Farfalla ; Lavenex, Pierre ; Lavenex, Pamela Banta

In: International Journal of Behavioral Development, 2015, vol. 39, no. 4, p. 318–331

Allocentric spatial memory, the memory for locations coded in relation to objects comprising our environment, is a fundamental component of episodic memory and is dependent on the integrity of the hippocampal formation in adulthood. Previous research from different laboratories reported that basic allocentric spatial memory abilities are reliably observed in children after 2 years of age. Based...

Haute Ecole pédagogique Fribourg

"Effet Mozart"... et autres chimères

Coen, Pierre-François

In: Educateur, 2015, no. 9, p. 5-7

Les croyances concernant l’intelligence ou l’apprentissage guident souvent nos actions et nos discours. Certaines d’entre elles sont cependant dépassées et parfois même erronées… Tour d’horizon de quelques-unes de ces "fausses vraies" idées.

Haute Ecole pédagogique Fribourg

Révision de texte et ordinateur

Coen, Pierre-François

In: Résonances, 2001, no. 5, p. 12-13

Tout scripteur (ou apprenti-scripteur) passe, de facto, une bonne partie de son temps à réviser son texte en opérant des ajustements successifs. Comment gère-t-il le processus de révision à l'aide de l'ordinateur, lui est-il possible de réduire sensiblement le nombre d'erreurs, son texte est-il de meilleure qualité, revient- il plus volontiers sur son texte ? Les questions ne ...

Haute Ecole pédagogique Fribourg

Learning in multiple contexts : are there intra-, cross- and transcontextual effects on the learner’s motivation and help seeking?

Gurtner, Jean-Luc ; Gulfi, Alida ; Genoud, Philippe A. ; Rocha Trindade, Bernardo de ; Schumacher, Jérôme Albert

In: European Journal of Psychology of Education, 2012, vol. 27, no. 2, p. 213-225

In Germany, Austria and Switzerland, the majority of 15–19-year olds follow vocational education programmes within a dual-track system, spending most of their time in a company and going to school only 1 day each week. With their separate aims, content and sociological organisation, the company and the school can be considered as two distinct contexts within which apprentices have to...

Haute Ecole pédagogique Fribourg

Regards croisés entre professeurs et élèves sur l’intégration de l’iPod Touch comme outil d’apprentissage : première expérience et perspectives futures = Viewpoints between teachers and students on the integration of the iPod Touch as a learning tool: first experience and future prospects

Rey, Jeanne ; Coen, Pierre-François

In: Frantice.net, 2011, no. 3, p. 6-18

In this paper, we present the results of an exploratory research conducted around an integration of the iPod Touch in a middle school. Ipod Touch were provided to students of a secondary class (11th grade) for learning purposes. Our study focused on teachers and students who participated to this experiment. It was conducted through questionnaires to students and qualitative interviews of the...

Haute Ecole pédagogique Fribourg

Les technologies : des aides précieuses pour développer la réflexivité des apprenants

Coen, Pierre-François

In: Formation et pratiques d'enseignement en questions : revue des HEP de Suisse romande et du Tessin, 2006, no. 3, p. 149-160

Après avoir clarifié quelques points théoriques liés aux concepts de réflexivité, de métacognition et de prise de conscience, cet article essaie de mettre en évidence le fait que les technologies – particulièrement celles qui permettent une réactualisation ou un traçage de l’action – ont un rôle important à jouer dans l’apprentissage. En effet, elles peuvent contribuer à...