Un système cognitif polymorphe enculturé. Langues, langages et cognition

Abstract : This research work is about the specific characteristics linked to learning in a multicultural context. It takes place at the crossroads between reflections on the conceptual fields dealing with the teenagers’ mental lexis and the two great existing cognitive orientations, in relation with local culture in vocational schools in Reunion Island. The context of this study lies in observing that learners might preferentially activate a certain kind of logic: whether it be an abstract logic or a natural logic depending on the contexts of integration. There exist two systems of development, which are parallel. One conditions the other according to its localization. Thus, there might be a relation between the linguistic codes used on the island and the learners’ performances at school. Two groups of teenagers attending the same vocational school in the island agreed to submit themselves to a battery of tests. This sample of data stands as numerically sufficient to describe and observe behavior and existing relations inside our population. Concerning of tests, were taken in the assessment-diagnosis implemented by the French Ministry of Education – their levels are: entering the consolidation of knowledge and the end of them. Then some Piaget’s evaluations as well as evaluations Binet-Simon were used. They suggest a loss in performance of around 40% between the level of the second year of primary school and the level at entering the first of secondary school. Less than one pupil out of two succeeds at the evaluations. The Piaget’s evaluations and the evaluation on verbal thinking linked with cognitive age would be that of a 9 year old.
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Catherine Marcellin. Un système cognitif polymorphe enculturé. Langues, langages et cognition. Education. Université de la Réunion, 2012. Français. ⟨NNT : 2012LARE0033⟩. ⟨tel-01133306⟩

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