Professeurs, parents, éducateurs, psychologues, vous trouverez dans ce livre les grands
jalons et repères de l'histoire de l'éducation et de la psychologie de l'enfant. Vous y …

A central challenge in developing conceptual understanding in science is overcoming naive
ideas that contradict the content of science curricula. Neuroimaging studies reveal that high …

This brief review summarizes findings about syntactic markers, ie, graphemic elements that
indicate syntactic relations, such as inflection morphemes. Current spelling models subsume …

Executive functions (EFs; working memory [WM], inhibition, and shifting) are widely known to
play a critical role in school achievement. Among these EFs, WM appears to be implicated in …

Solving arithmetic word problems such as “Mary has 25 marbles. She has 5 more marbles
than John. How many marbles does John have?”, in which the relational term (more than) …

Previous research has shown that bilingual children outperform their monolingual peers on
a wide variety of tasks measuring executive functions (EF). However, recent failures to …

Functional neuroimaging studies have revealed that, compared with novices, science
experts show increased activation in dorsolateral and ventrolateral prefrontal brain areas …

For children, adolescents and educated adults, comparing fractions with common
numerators (eg, 4/5 vs. 4/9) is more challenging than comparing fractions with common …

Intuitive conceptions represent common obstacles to conceptual learning in science. A
growing number of studies demonstrate that when learning occurs, these intuitive …

The natural number bias (NNB) in arithmetic operations refers to the application of natural
number properties to reasoning about rational numbers. Previous studies found the NNB …