Zeitschrift Fur Psychologie-journal of Psychology, Oct 1, 2016
. Dyslexia is a phenomenon for which the brain correlates have been studied since the beginning o... more . Dyslexia is a phenomenon for which the brain correlates have been studied since the beginning of the 20th century. Simultaneously, the field of education has also been studying dyslexia and its remediation, mainly through behavioral data. The last two decades have seen a growing interest in integrating neuroscience and education. This article provides a quick overview of pertinent scientific literature involving neurophysiological data on functional brain differences in dyslexia and discusses their very limited influence on the development of reading remediation for dyslexic individuals. Nevertheless, it appears that if certain conditions are met – related to the key elements of educational neuroscience and to the nature of the research questions – conceivable benefits can be expected from the integration of neurophysiological data with educational research. When neurophysiological data can be employed to overcome the limits of using behavioral data alone, researchers can both unravel phenomenon otherwise impossible to document and raise new questions.
. Novel data collection methods and analysis algorithms developed in the field of neuroergonomics... more . Novel data collection methods and analysis algorithms developed in the field of neuroergonomics have opened new possibilities for research in education. Psychophysiological data can characterize the cognitive and emotional dimensions of engagement. This paper aims to describe the application of this research methodology to synchronously measure emotional and cognitive engagement during learning tasks.
Software Product Lines (SPLs) are families of related software systems which are distinguished by... more Software Product Lines (SPLs) are families of related software systems which are distinguished by the set of features each system provides. Feature Models are the de facto standard for modelling the variability of SPLs because they describe the features, their relations, and all the combinations of features that constitute a SPL. Because of their key role, feature models are at the core of many tasks in SPL engineering. Our work presents an empirical study on the comprehension of featuremodels for the task of checking the validity of configurations. Our study explored the relation between the number of features and the number of cross-tree constraints with the accuracy of participants’ answers to validity checking questions, and used eye fixations for analyzing the difficulty in interpreting fixated information and the amount of cognitive processing of the different parts of the feature model stimuli. We found that answer accuracy does not relate individually to the number of featur...
Le present texte fait etat d'une recherchevisant a decrire l'autoregulation de l'appr... more Le present texte fait etat d'une recherchevisant a decrire l'autoregulation de l'apprentissage chezdes enseignantsen considerant les caracteristiques de la formation realisee dans leur milieu de travail. Les resultats indiquent que ces enseignants en formation continue procedent a une regulationactive dans l'action, le plus souvent induite par la formation. Les buts et les strategies d'apprentissage sont rarement planifies et les strategies mises en oeuvre se revelent variees. Ils considerent que leurs apprentissages sont le plus souvent reussis et les reactions affectivesrapportees sont positives,rendant peu necessaires des strategies de modification des demarches d'apprentissage. Bien que les formations analysees presentent toutes des caracteristiques reconnues comme efficaces, elles se distinguent dans leur degre de structuration a l'avantage de celles etant les plus structurees.
The benefits of collaborative learning are based on the capacity of co-learners to perform better... more The benefits of collaborative learning are based on the capacity of co-learners to perform better and to learn more despite the increased complexity of this setting over individual learning. These benefits are not always present, and may depend on co-learners’ collaboration skills. Collaboration skills are complex, as they target the dynamic alignment between the individual and joint actions, as well as cognitive and affective states of co-learners with the requirements of a learning task. This chapter emphasizes the pivotal role of co-learners’ monitoring and regulation in attaining and maintaining a coordination of efforts that is conducive to learning. This perspective highlights the hypothesis that the scarcity of the information that the co-learners have access to during natural interaction leads to suboptimal learning interactions that may not always outweigh the increased complexity of collaborative learning. Methodologies from neuroscience can provide pertinent information during or after a learning interaction to empower co-learners.
Zeitschrift Fur Psychologie-journal of Psychology, Oct 1, 2016
. Dyslexia is a phenomenon for which the brain correlates have been studied since the beginning o... more . Dyslexia is a phenomenon for which the brain correlates have been studied since the beginning of the 20th century. Simultaneously, the field of education has also been studying dyslexia and its remediation, mainly through behavioral data. The last two decades have seen a growing interest in integrating neuroscience and education. This article provides a quick overview of pertinent scientific literature involving neurophysiological data on functional brain differences in dyslexia and discusses their very limited influence on the development of reading remediation for dyslexic individuals. Nevertheless, it appears that if certain conditions are met – related to the key elements of educational neuroscience and to the nature of the research questions – conceivable benefits can be expected from the integration of neurophysiological data with educational research. When neurophysiological data can be employed to overcome the limits of using behavioral data alone, researchers can both unravel phenomenon otherwise impossible to document and raise new questions.
. Novel data collection methods and analysis algorithms developed in the field of neuroergonomics... more . Novel data collection methods and analysis algorithms developed in the field of neuroergonomics have opened new possibilities for research in education. Psychophysiological data can characterize the cognitive and emotional dimensions of engagement. This paper aims to describe the application of this research methodology to synchronously measure emotional and cognitive engagement during learning tasks.
Software Product Lines (SPLs) are families of related software systems which are distinguished by... more Software Product Lines (SPLs) are families of related software systems which are distinguished by the set of features each system provides. Feature Models are the de facto standard for modelling the variability of SPLs because they describe the features, their relations, and all the combinations of features that constitute a SPL. Because of their key role, feature models are at the core of many tasks in SPL engineering. Our work presents an empirical study on the comprehension of featuremodels for the task of checking the validity of configurations. Our study explored the relation between the number of features and the number of cross-tree constraints with the accuracy of participants’ answers to validity checking questions, and used eye fixations for analyzing the difficulty in interpreting fixated information and the amount of cognitive processing of the different parts of the feature model stimuli. We found that answer accuracy does not relate individually to the number of featur...
Le present texte fait etat d'une recherchevisant a decrire l'autoregulation de l'appr... more Le present texte fait etat d'une recherchevisant a decrire l'autoregulation de l'apprentissage chezdes enseignantsen considerant les caracteristiques de la formation realisee dans leur milieu de travail. Les resultats indiquent que ces enseignants en formation continue procedent a une regulationactive dans l'action, le plus souvent induite par la formation. Les buts et les strategies d'apprentissage sont rarement planifies et les strategies mises en oeuvre se revelent variees. Ils considerent que leurs apprentissages sont le plus souvent reussis et les reactions affectivesrapportees sont positives,rendant peu necessaires des strategies de modification des demarches d'apprentissage. Bien que les formations analysees presentent toutes des caracteristiques reconnues comme efficaces, elles se distinguent dans leur degre de structuration a l'avantage de celles etant les plus structurees.
The benefits of collaborative learning are based on the capacity of co-learners to perform better... more The benefits of collaborative learning are based on the capacity of co-learners to perform better and to learn more despite the increased complexity of this setting over individual learning. These benefits are not always present, and may depend on co-learners’ collaboration skills. Collaboration skills are complex, as they target the dynamic alignment between the individual and joint actions, as well as cognitive and affective states of co-learners with the requirements of a learning task. This chapter emphasizes the pivotal role of co-learners’ monitoring and regulation in attaining and maintaining a coordination of efforts that is conducive to learning. This perspective highlights the hypothesis that the scarcity of the information that the co-learners have access to during natural interaction leads to suboptimal learning interactions that may not always outweigh the increased complexity of collaborative learning. Methodologies from neuroscience can provide pertinent information during or after a learning interaction to empower co-learners.
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