Par son rôle déterminant dans la réussite scolaire et professionnelle, ainsi que dans l’insertion sociale, l’apprentissage de l’orthographe lexicale représente un défi majeur pour les élèves du primaire. Dans ce contexte, nombreux sont les enseignants, orthophonistes et chercheurs à s’intéresser à la question des outils utiles à son enseignement et à son apprentissage, et à avoir recours notamment à des bases de données lexicales. Bien qu’elles constituent un apport considérable pour le domaine, les ressources existantes souffrent de plusieurs insuffisances. D’une (...) part, elles s’appuient sur des corpus de référence peu représentatifs du lexique scolaire auquel les élèves sont exposés au primaire, et d’autre part, elles ne permettent pas aux utilisateurs de déterminer la façon dont se développe l’acquisition de l’orthographe lexicale. À la lumière de ces constats, nous avons élaboré une ressource lexicale hybride, rendant compte à la fois de la fréquence et des caractéristiques linguistiques du lexique scolaire présent dans les manuels du primaire au Québec et, pour une partie des mots de ce lexique, de la capacité des élèves à les orthographier à chaque niveau du primaire. Dans cet article, nous revenons dans un premier temps sur la méthodologie d’élaboration de cette nouvelle base de données - nommée ÉQOL - dotée d’une Échelle Québécoise d’acquisition de l’Orthographe Lexicale, à l’origine de la création de la base de données. Dans un deuxième temps, nous évaluons l’apport de cet outil. La comparaison de notre base de données (Stanké, Royle, Rezzonico, Moreau, Dumais & Le Mené 2018) à des outils existants (trois bases de données et une échelle d’acquisition lexicale) témoigne de la pertinence de la création d’un outil propre au lexique scolaire adressé aux élèves du primaire et de la nécessité d’utiliser une nouvelle échelle d’acquisition de l’orthographe lexicale, spécifique aux compétences orthographiques des élèves québécois. (shrink)

Emotion development research centrally concerns capacities to produce emotions and to think about them. We distinguish these enterprises and consider a novel account of how they might be related. On one recent account, the capacity to have emotions of various kinds comes by way of the acquisition of emotion concepts. This account relies on a constructionist theory of emotions and an embodied theory of emotion concepts. We explicate these elements, then raise a challenge for the approach. It appears to be (...) incompatible with various familiar ways in which cognitions about one’s own emotions can come apart from episodes of emotion. (shrink)

Probabilistic methods are providing new explanatory approaches to fundamental cognitive science questions of how humans structure, process and acquire language. This review examines probabilistic models defined over traditional symbolic structures. Language comprehension and production involve probabilistic inference in such models; and acquisition involves choosing the best model, given innate constraints and linguistic and other input. Probabilistic models can account for the learning and processing of language, while maintaining the sophistication of symbolic models. A recent burgeoning of theoretical developments and online (...) corpus creation has enabled large models to be tested, revealing probabilistic constraints in processing, undermining acquisition arguments based on a perceived poverty of the stimulus, and suggesting fruitful links with probabilistic theories of categorization and ambiguity resolution in perception. (shrink)

L’objectif de cet article est de présenter deux axes généraux d’analyse des jeux vidéo. Le premier axe précise les différents degrés de différenciation entre le play et le game . Le second axe, la « composition actantielle », permet d’évaluer la relation nouée par le joueur avec la collectivité. La combinaison de ces deux critères révèle une forte polarisation entre deux expositions contemporaines : celle du Grand Palais à Paris , et le festival GamerZ d’Aix-En-Provence. Partant de cette observation, nous (...) ferons l’hypothèse que le jeu vidéo ne suit pas le même rythme d’évolution dans les champs médiatiques et esthétiques.This article describes two overall research directions in analyses of video games. The first specifies degrees of differentiation between play and game . The second, derived from the “actantial model”, is used to assess the relationships forged by a player with the community. Combining the two reveals a high degree of polarisation between two contemporary exhibitions: Game Story at the Grand Palais in Paris and GamerZ in Aix-En-Provence. Based on this observation, we put forward the hypothesis that video games are changing at a different pace in the media and in aesthetics. (shrink)

Previous accounts of cognitive skill acquisition have demonstrated how procedural knowledge can be obtained and transformed over time into skilled task performance. This article focuses on a complementary aspect of skill acquisition, namely the integration and reuse of previously known component skills. The article posits that, in addition to mechanisms that proceduralize knowledge into more efficient forms, skill acquisition requires tight integration of newly acquired knowledge and previously learned knowledge. Skill acquisition also benefits from reuse of existing knowledge across disparate (...) task domains, relying on indexicals to reference and share necessary information across knowledge components. To demonstrate these ideas, the article proposes a computational model of skill acquisition from instructions focused on integration and reuse, and applies this model to account for behavior across seven task domains. (shrink)

Persistence theories of causation – such as transference theory, conserved-quantity theory, and Douglas Ehring's theory – attempt to analyzecausation in terms of some persisting entityconnecting cause and effect. While mostpersistence accounts are intended as empiricaltheories, this article develops a persistenceanalysis of the concept of causation. The basic idea is that the central concept ofdirect causation can be analyzed in terms ofproperty acquisition. The analysis cohereswith our ordinary causal judgments andprovides a straightforward explanation of thedirection of causation. It also explains whybackwards (...) causation is conceptually problematic. (shrink)

This paper presents a new method for producing a dictionary of subcategorization frames from unlabelled text corpora. It is shown that statistical filtering of the results of a finite state parser running on the output of a stochastic tagger produces high quality results, despite the error rates of the tagger and the parser. Further, it is argued that this method can be used to learn all subcategorization frames, whereas previous methods are not extensible to a general solution to the problem.

Theories of skill acquisition have made radically different predictions about the role of general problem‐solving methods in acquiring rules that promote effective transfer to new problems. Under one view, methods that focus on reaching specific goals, such as means‐ends analysis, are assumed to provide the basis for efficient knowledge compilation (Anderson, 1987), whereas under an alternative view such methods are believed to disrupt rule induction (Sweller, 1988). We suggest that the role of general methods in learning varies with both the (...) specificity of the problem solver's goal and the systematicity of the strategies used for testing hypotheses about rules. In the absence of a specific goal people are more likely to use a rule‐induction learning strategy, whereas provision of a specific goal fosters use of difference reduction, which tends to be a non‐rule‐induction strategy. We performed two experiments to investigate the impact of goal specificity and systematicity of rule‐induction strategies in learning and transfer within a complex dynamic system. The results of Experiment 1 indicated that during free exploration of a problem space, greater learning occurred if participants adopted more systematic strategies for rule induction, and that participants come to favor such strategies. Experiment 2 revealed that participants who were provided with a specific goal performed well on the initial problem but were impaired on a transfer test using a similar problem with a different goal. Instruction on a systematic rule‐induction strategy facilitated solution for both the initial and transfer problems, but participants' use of this strategy declined if they had a specific goal. Our results support Sweller's (1988) proposal that general problemsolving methods applied to a specific goal foster acquisition of knowledge about an isolated solution path but do not provide an effective way of learning the overall structure of a problem space. We interpret these results in terms of dualspace theories of search through problem space. (shrink)

Previous research (Palij & Aaronson, 1989) has shown that age of English acquisition (AEA) does not affect recall of English words even though SAT verbal scores systematically decrease with increasing AEA. We report an experiment using a forced-choice recognition task with an intervening verbal task based on the SAT. Correct recognition was unrelated to AEA while performance on the verbal task decreased as a function of AEA. We examine some mechanisms for this dissociation.

Advocates of linguistic pragmatics often appeal to a principle which Paul Grice called Modified Occam's Razor: ‘Senses are not to be multiplied beyond necessity’. Superficially, Grice's principle seems a routine application of the principle of parsimony (‘Entities are not to be multiplied beyond necessity’). But parsimony arguments, though common in science, are notoriously problematic, and their use by Griceans faces numerous objections. This paper argues that Modified Occam's Razor makes considerably more sense in light of certain assumptions about the processes (...) involved in language acquisition, and it describes recent empirical findings that bear these assumptions out. The resulting account solves several difficulties that otherwise confront Grice's principle, and it draws attention to problematic assumptions involved in using parsimony to argue for pragmatic accounts of linguistic phenomena. (shrink)

A tension has been identified between the acquisition and participation metaphors for learning, and it is generally agreed that this tension has still not been adequately resolved. In this paper, we offer an alternative to the acquisition and participation metaphors for learning: the metaphor of mastering. Our claim is that the mastering metaphor, as grounded in inferentialism, allows one to treat both the acquisition and participation dimensions of learning as complementary and mutually constitutive. Inferentialism is a semantic theory which explains (...) concept formation in terms of the inferences individuals make in the context of an intersubjective practice of acknowledging, attributing, and challenging one another's commitments. We first introduce the key concepts of inferentialism and consider the perspective on learning that inferentialism inspires. Then, we condense the lessons of the inferentialist concepts into a single mastering metaphor for learning and argue that learning consists in the process by which learners come to master concepts and practices. We conclude by discussing how the mastering metaphor could be put to work in a theoretical reconciliation of the cognitive and sociocultural dimensions of learning. (shrink)

Advocates of linguistic pragmatics often appeal to a principle which Paul Grice called Modified Occam's Razor: 'Senses are not to be multiplied beyond necessity'. Superficially, Grice's principle seems a routine application of the principle of parsimony ('Entities are not to be multiplied beyond necessity'). But parsimony arguments, though common in science, are notoriously problematic, and their use by Griceans faces numerous objections. This paper argues that Modified Occam's Razor makes considerably more sense in light of certain assumptions about the processes (...) involved in language acquisition, and it describes recent empirical findings that bear these assumptions out. The resulting account solves several difficulties that otherwise confront Grice's principle, and it draws attention to problematic assumptions involved in using parsimony to argue for pragmatic accounts of linguistic phenomena. (shrink)

En portant l’attention sur la ville de Troyes, petite cité manufacturière et commerçante du département de l’Aube, entre 1820 et 1850, cet article examine l’offre publique d’enseignement mathématique à l’échelle de la ville afin de mettre en lumière d’éventuelles circulations mathématiques entre les divers types d’institutions post-élémentaires – primaire, secondaire, technique – qui la composent. Il montre ainsi l’existence d’interrelations entre ces filières d’enseignement dont les modalités et les normes d’enseignement sont a priori distinctes, compte tenu de la spécificité (...) de leurs publics et de leurs finalités différenciées, et dont il est généralement admis qu’elles n’ont guère de rapports entre elles du fait des cloisonnements institutionnels qui prévalent à cette époque. Les circulations mathématiques observées sont d’abord des circulations d’enseignants d’une institution à l’autre, liées à la pluriactivité enseignante de nombre d’entre eux. Avec les individus, ce sont aussi des savoirs, des pratiques, des habitudes de travail qui franchissent les frontières institutionnelles et se confrontent éventuellement à d’autres systèmes de normes. (shrink)

The paper discusses how abduction relates tochildren's early acquisition of words, and has three sections: (a) a brief description of Peirce's notion of abduction; (b) a developmentof a hypothesis for the content-related symbolic functioning of words; and (c)arguments that children's knowledge of such functioning involves two kinds of abduction. In (b), children's knowledge of the content-related symbolic functioning of words is argued to consist in practical knowledge ofhow to use words to direct attention to kindsof things. To acquire such knowledge, (...) a childmust form a practical causal hypothesis aboutthe kind of thing to which a word directs attention. I argue that forming such ahypothesis involves abduction. On the basis of empirical work of several developmentalists, I also argue that children use abduction notmerely in forming practical hypotheses for the functioning of their earliest words, but also in forming theoretical hypotheses about core(as contrasted perceptual and functional)features of natural and artificial kinds. (shrink)

Since Descartes, epistemology has been based on first person knowledge. We must begin, according to the usual story, with what is most certain: knowledge of our own sensations and thoughts. In one way or another we then progress, if we can, to knowledge of an objective external world. There is then the final, tenuous, step to knowledge of other minds. I shall argue for a total revision of this picture. All propositional thought, whether positive or skeptical, whether of the inner (...) or of the outer, requires possession of the concept of objective truth, and this concept is accessible only to those creatures that are in communication with others. Knowledge of other minds is thus basic to all thought. But such knowledge requires and assumes knowledge of a shared world of objects in a common time and space. Thus the acquisition of knowledge is not based on a progression from the subjective to the objective; it emerges holistically, and is interpersonalfrom the start. (shrink)

Ce texte traite de piratage en ligne à travers la pratique du peer-to-peer au Québec, c’est-à-dire une forme d’échange non autorisé de produits culturels sur Internet (pratique appelée « piratage culturel »). Une approche strictement juridique de la pratique y voit un simple détournement de copyright, tandis que d’autres approches (mouvement Copyleft, Parti pirate, etc.) postulent qu’un gain social est généré par une telle circulation de l’information à grande échelle. Peu de recherches empiriques ont documenté toutefois les contenus circulant (...) réellement dans ces réseaux de piratage culturel. Une première étude canadienne utilisant l’observation directe amène donc un éclairage nouveau. L’étude montre que le peer-to-peer est régulièrement utilisé au Québec pour transmettre des œuvres du patrimoine national (musique, films, livres, émissions de télévision, etc.), dont plusieurs sont non disponibles autrement. Cela suggère que le piratage culturel ne se limite pas à l’acquisition gratuite ou au « vol » de produits culturels (plusieurs produits n’existent pas en magasin), ni ne dessert en soi la diversité culturelle (des produits québécois y sont largement échangés). La réflexion éthique sur le phénomène se situe dès lors sur deux plans : au plan individuel (avec l’ethos des « pirates ») et au plan collectif (avec le rôle du piratage culturel dans la circulation du patrimoine québécois). Enfin, la pratique pourrait contribuer à la constitution et à la circulation d’archives nationales accessibles sur Internet, dans le contexte d’une migration généralisée des produits culturels du format physique au format numérique. (shrink)

Clark and Chalmers (1998) defend the hypothesis of an ‘Extended Mind’, maintaining that beliefs and other paradigmatic mental states can be implemented outside the central nervous system or body. Aspects of the problem of ‘language acquisition’ are considered in the light of the extended mind hypothesis. Rather than ‘language’ as typically understood, the object of study is something called ‘utterance-activity’, a term of art intended to refer to the full range of kinetic and prosodic features of the on-line behaviour of (...) interacting humans. It is argued that utterance activity is plausibly regarded as jointly controlled by the embodied activity of interacting people, and that it contributes to the control of their behaviour. By means of specific examples it is suggested that this complex joint control facilitates easier learning of at least some features of language. This in turn suggests a striking form of the extended mind, in which infants’ cognitive powers are augmented by those of the people with whom they interact. (shrink)

En portant l’attention sur la ville de Troyes, petite cité manufacturière et commerçante du département de l’Aube, entre 1820 et 1850, cet article examine l’offre publique d’enseignement mathématique à l’échelle de la ville afin de mettre en lumière d’éventuelles circulations mathématiques entre les divers types d’institutions post-élémentaires – primaire, secondaire, technique – qui la composent. Il montre ainsi l’existence d’interrelations entre ces filières d’enseignement dont les modalités et les normes d’enseignement sont a priori distinctes, compte tenu de la spécificité (...) de leurs publics et de leurs finalités différenciées, et dont il est généralement admis qu’elles n’ont guère de rapports entre elles du fait des cloisonnements institutionnels qui prévalent à cette époque. Les circulations mathématiques observées sont d’abord des circulations d’enseignants d’une institution à l’autre, liées à la pluriactivité enseignante de nombre d’entre eux. Avec les individus, ce sont aussi des savoirs, des pratiques, des habitudes de travail qui franchissent les frontières institutionnelles et se confrontent éventuellement à d’autres systèmes de normes. (shrink)

If the world were wholly just, the following inductive definition would exhaustively cover the subject of justice in holdings.1. A person who acquires a holding in accordance with the principle of justice in acquisition is entitled to that holding.2. A person who acquires a holding in accordance with the principle of justice in transfer, from someone else entitled to the holding, is entitled to the holding.3. No one is entitled to a holding except by applications of i and 2.The complete (...) principle of distributive justice would say simply that a distribution is just if everyone is entitled to the holdings they possess under the distribution. (shrink)

This book presents a new theory of how children acquire language and discusses its implications for a wide range of topics. It explores the roles of innateness and experience in language acquisition, provides further evidence for the theory of Universal Grammar, and shows how linguistic development in children is a driving force behind language shifts and changes.Charles Yang surveys a wide range of errors in children's language and identifies overlooked patterns. He combines these with work in biological evolution in order (...) to develop a model of language acquisition by which to understand the interaction between children's internal linguistic knowledge and their external linguistic experience. He then presents evidence from his own and others' research in the acquisition of syntax and morphology and data from historical language change to test its validity. The model is the first to make quantitative and cross-linguistic predictions about child language. It may also be deployed as a predictive model of language change which, when the evidence is available, could explain why grammars change in a particular direction at a particular time.Knowledge and Learning in Natural Language is a pioneering work at the centre of current concerns in linguistics and cognitive science. It will interest all those concerned to understand and explain language acquisition, Universal Grammar, and language change. (shrink)