Effets des buts d'apprentissage sur l'acquisition du vocabulaire chez les enfants à l'école élémentaire -RESUME L'objectif de cette étude est de comparer l'effet des buts de maîtrise et des buts de performance-approche sur l'apprentissage lexical à l'école primaire. Les élèves ont été répartis en trois sous-groupes : deux groupes entraînés via les deux buts d'apprentissage et un groupe contrôle sans entraînement. Les 57 participant•e•s ont réalisé deux productions d'écrits permettant de mesurer l'évolution de leurs compétences lexicales avant et après chaque type d'entraînement ou sans entraînement. Les résultats montrent que l'entraînement dans un but de maîtrise optimise les performances des élèves par rapport à l'entraînement dans un but de performance à l'école élémentaire.
Mots clés : apprentissagevocabulairebuts d'apprentissageenfantsécole primaire
SUMMARYThe objective of the present study is to compare the impact of a mastery goal and of a performance goal on lexical learning in elementary-school children. The 97 pupils were divided into three groups: two trained groups and a third group without training. The participants were involved in two writing tasks to compare their performances before and after training or without training. Results show that a mastery goal is more effective than a performance goal for elementary-school children.
As pedagogues and childhood professionals, teachers must be aware of both implicit and explicit learning processes. They must also bear in mind that learners’ performances may be influenced by the many emotions triggered by different situations at school (e.g., fear of failing, happiness upon succeeding, anger at leaving work unfinished). The objective of the present study was thus to analyze the efficiency of implicit learning among 8- to 11-year-old children and the impact of emotions on this type of learning. In order to analyze implicit learning, 65 elementary-school children performed a serial reaction time task in a laboratory context. Emotions were induced by asking the children to read six short emotional sentences and listen to classical music. Results showed a significant impact of the task condition (semi-random or fixed sequence) on reaction times. Moreover, the induction of happiness resulted in slightly longer reaction times compared with neutral induction. These results need to be deepened to better understand the interactions between emotions and implicit learning in children.
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