Aménagement hebdomadaire du temps scolaire et variations périodiques de performances intellectuelles.

摘要

The aim of this research is to study how eleven year old school children's performances vary weekly and daily according to the kind of school time tabled Operations, perceptual tasks (« briques ») and conjugation are proposed. The results and their comparaison with others obtained by previous researches indicated that Monday and Tuesday are the worst days, and Thursday and Friday are the best days when school children are working during the Thursday morning and are at rest during the Saturday morning. Inversely, when school children are at rest during the Thursday morning and are workly during the Saturday morning, the worst days are Monday and Saturday. The influence on daily profiles is slight.