Expression non verbale de l'interrelation des mots clefs d'un texte et apprentissage

摘要

A study was conducted which compared two modalities of non verbal expression with respect to the interrelation of key words in a text (schema-summary R1 giving only the expression of the interrelation between key words and schema-summary R2 giving the expression of specific concepts that key words help to define, besides giving the expression of the interrelation between key words) in children from twelve to fourteen years of age. Main results showed that in a situation of verbal learning and recall, R2 yields a better verbal account of not only specific sentences, but also key sentences. The interpretation of the findings reveals that R2 results in a more verbal representation, in a sequential processing, whereas R1, considered in its general form, results in a more imagery processes. The both schema-summary appear as contexts which structure the sentences of the text and enable the subject to direct his activity to organizers.