EDP Sciences logo
Subscriber Authentication Point
Rechercher
Menu
Accueil Tous les numéros Volume 14 / Numéro 3 (août 2013) Pédagogie Médicale, 14 3 (2013) 151-155 References
Free Access
Editorial
Issue
Pédagogie Médicale
Volume 14, Number 3, août 2013
Page(s) 151 - 155
Section Éditorial
DOI https://doi.org/10.1051/pmed/2013053
Published online 2 octobre 2013
  1. Cosnefroy L. L’apprentissage autorégulé, entre cognition et motivation. Grenoble : Presses Universitaires de Grenoble, 2011. [Google Scholar]
  2. Tardif J. Qu’est-ce qu’un paradigme ? Virage express 2001;3(6):4. [Google Scholar]
  3. Chevrier J, Fortin G, Leblanc R, Théberge M. Le style d'apprentissage: une perspective historique. Education et Francophonie 2000;18:20-46. [On-line] Disponible sur : http://www.acelf.ca/c/revue/sommaire.php [Google Scholar]
  4. Jung CG. Psychological Types. Princeton (NJ) : Princeton University Press, 1971 (Édition originale : 1921). [Google Scholar]
  5. Messick S. The nature of cognitive styles: problems and promise in educational practice. Educational Psychologist 1984;19:59-74. [CrossRef] [Google Scholar]
  6. Olry-Louis I, Huteau M. Quelques questions soulevées par les styles d’apprentissage. Education et Francophonie 2000;18:148-57. [On-line] Disponible sur : http://www.acelf.ca/c/revue/sommaire.php [Google Scholar]
  7. De La Garanderie A. Les profils pédagogiques: discerner les aptitudes scolaires. Paris : Centurion, 1980. [Google Scholar]
  8. Lieury A. Mémoire et apprentissage scolaire. In : Lieury A (Sous la direction de). Manuel de psychologie de l’éducation et de la formation. Paris : Dunod, 1996:25-47. [Google Scholar]
  9. Kolb DA. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs (NJ): Prentice-Hall, 1984. [Google Scholar]
  10. Biggs JB. What do inventories of students learning processes really measure? A theoretical review and clarification. Br J Educ Psychol 1993;63:1-17. [CrossRef] [Google Scholar]
  11. Curry L. Individual differences in cognitive style, learning style and instructional preference in medical education. In: G Norman, CPM van der Vleuten, DI Newble (Eds). International Handbook of Research in Medical Education. Dordrecht, The Netherlands: Kluwer Academic Publishers, 2002;303-36. [Google Scholar]
  12. El Ghardallou M, Ajmi T, Bougmiza I, Zedini C, Mellouli M, Mtiraoui A. Les styles d’apprentissage des étudiants de la faculté de médecine de Sousse (Tunisie). Pédagogie Médicale 2013;14:203-215. [CrossRef] [EDP Sciences] [Google Scholar]
  13. Coffield F, Moseley D, Hall E, Ecclestone K. Learning Styles and Pedagogy in Post-16 Learning. A Systematic and Critical Review. London: Learning and Skills Research Centre. 2004 [On-line] Disponible sur : http://www.lsda.org.uk/files/PDF/1543.pdf [Google Scholar]
  14. Cook DA, Thompson WG, Thomas KG, Thomas MR. Lack of interaction between sensing–intuitive learning styles and problem-first versus information-first instruction: a randomized crossover trial. Adv Health Sci Educ Theory Pract 2009;14:79-90. [CrossRef] [PubMed] [Google Scholar]
  15. Norman G. When will learning style go out of style? Adv Health Sci Educ Theory Pract 2009;14:1-4 [CrossRef] [PubMed] [Google Scholar]
  16. Rohrer D, Pashler H. Learning styles: Where's the evidence? Med Educ 2012;46:630-5. [CrossRef] [PubMed] [Google Scholar]

Current usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.

Data correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.

Initial download of the metrics may take a while.