BERGER Jean-Louis & BÜCHEL Fredi P. (dir.). L’autorégulation de l’apprentissage : perspectives théoriques et applications

Cet ouvrage collectif dirigé par Jean-Louis Berger et Fredi Büchel propose une synthèse des nombreux travaux relatifs au champ de l’apprentissage autorégulé. Les variables cognitives, métacognitives, motivationnelles et émotionnelles de l’apprentissage y sont analysées de manière approfondie. Une des forces de cet ouvrage réside dans sa volonté d’offrir une analyse critique et détaillée en conjuguant perspectives théoriques et appliquées. Comme souligné par J.-L. Berger et F. Büchel, ce livre..

Aromatase inhibitor-associated bone and musculoskeletal effects: new evidence defining etiology and strategies for management

Aromatase inhibitors are widely used as adjuvant therapy in postmenopausal women with hormone receptor-positive breast cancer. While the agents are associated with slightly improved survival outcomes when compared to tamoxifen alone, bone and musculoskeletal side effects are substantial and often lead to discontinuation of therapy. Ideally, the symptoms should be prevented or adequately treated. This review will focus on bone and musculoskeletal side effects of aromatase inhibitors, including osteoporosis, fractures, and arthralgias. Recent advances have been made in identifying potential mechanisms underlying these effects. Adequate management of symptoms may enhance patient adherence to therapy, thereby improving breast cancer-related outcomes

Evaluations of cognitive, linguistic and mnemonic competencies of people with Down’s syndrome; An integrative conception of mental retardation

Thesis summar

Participative research in a school system: parents-professionals co-construction of knowledge

peer reviewedFrom November 2007 to 0ctober 2009, we conducted a participative research, the main goals of which were (a) to implement and perpetuate a program of cooperation between parents and professionals for at-risk children at school and (b) to develop, jointly with school teams, a plan to create communities of practice. In the French-speaking part of Belgium, around twenty schools took part in this “Program of parents and professionals cooperation for at-risk children” (PAPPER). We will first present our goals and the method used. Afterwards, we will discuss different things, such as the difficulties inherent to a participative research, the richness in co-constructing knowledge and ability in a community of practice, the empowerment of the various actors (teachers, professionals from the CPMS (guidance service), parents) and the product of this research: the “ Catalogue of useful resources”.PAPPER - Programme d'Accordage Parents-Professionnels auprès d'Elèves à Risque de difficultés scolaire

Métacognition et réussite scolaire : Applications

peer reviewedCe chapitre présente deux exemples d'application de l'approche métacognitive. D'une part en consultation clinique (Atelier d'Apprentissage, CPLU, ULg). D'autre part en projet de recherche action (EDUCA +)

Métacognition et réussite scolaire : Perspectives théoriques

peer reviewedAprès avoir introduit les facteurs qui jouent un rôle dans la réussite scolaire, ce chapitre porte essentiellement sur la définition des composantes métacognitives. Une revue de littérature récente et détaillée permet de justifier nos choix théoriques en matière de connaissances métacognitives, de stratégies métacognitives, d'expériences métacognitives et d'interaction cognition-métacognition.EDUCA

Metacognition part 2 : Understand and improve metacognitive habilities

• Postulats de base • Education cognitive et approche métacognitive • Illustration : l'Atelier d’Apprentissage (CPLU, ULg) • Illustration : l'Education cognitive à l'Universit