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Les personnes ayant une aphasie, un trouble acquis du langage causé par une lésion cérébrale, parviennent temporairement à mieux prononcer des mots quand elles les chantent dans des chansons familières ou en chant choral. Dans cette thèse nous examinons comment le chant peut entrainer des bénéfices durables sur le langage et la communication de ces personnes. Deux contextes sont envisagés : (1) une thérapie chantée de l’aphasie, la Melodic intonation therapy en anglais (MIT), et (2) une activité de loisir, une chorale de personnes aphasiques. La première étude de cette thèse (Chapitre 2) est une recension critique de la variété de recherches dont la MIT a fait l’objet. Nous soutenons que plusieurs protocoles de traitement présentés sous le label MIT ne correspondent pas à la …
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This article discusses the impact of cognitive style on the way students manage their learning. On the principle that no person learns all things in quite the same way, it follows that a child may respond in many different ways to the teaching of his or her parents and teachers. Beyond the roles of motivation and intellectual level – which are not negligible – it is interesting to consider a set of cognitive variables common to both “learner” and “teacher”. The definition of cognitive styles by the Russian Alexander Luria is juxtaposed with the ideas of Antoine de La Garanderie on the pedagogical implications of learning styles. The operationalization of this approach by Flessas and Lussier allows us to pinpoint the characteristics specific to the four cognitive styles derived from the work of Luria and de La Garanderie. From this perspective, learning requires both the student and teacher to develop a plan for perceiving, memorizing and understanding each newly presented item of information. To be effective, this plan must take into account the cognitive style favoured by both the learner and teacher. The ease with which they communicate knowledge to each other depends on how similarly they conceive that knowledge. By systematically questioning the children in class on their preferred approach to a specific learning situation, teachers may become expert at varying the presentation of their material. Also, students, by listening to their peers, discover that there are ways other than their own to perceive, memorize and understand; they may therefore be able to diversify their approaches to learning and improve their cognitive efficiency. Group teaching, when understood in this way, should lead to reciprocal enrichment among the students as well as among the students and their teachers.