ANNEXE IV: Espace de réflexion bibliographique sur les problématiques


B1. Sujet : sens, structure, logique, didactique (problématiques 1,2,3)


Abu-Hanna, A.; Jansweijer, W.; Benjamins, R.; Functional models in perspective: their characteristics and integration in multiple model-based diagnosis, Applied Artificial Intelligence, 8, 219-237, 1994.

Archinstein, P., The nature of explanation, Oxford University Press, 1983,

Agar, M.; Nosbers, P., Argumentation theory and the distance to the data, Semiotica, 93(3), 287-301,1993.

Astolfi, J. P., Trois paradigmes pour les recherches en didactique, Revue Francaise de Pedagogie, 103, 5-18, 1993.

Baron, J., Why teach thinking?-An essay, Applied Psychology: An International Review, 42(3), 191-237, 1993. 

Bereiter, C., Implications of postmodernism for science, or science as progressive discourse, Communication & Stategies, 29(1), 3-12, 1994.

Bisantz, A.; Vicente, K, Making the absraction hierarchy concrete, Int. J. Human-Computer Studies, 40, 83-117, 1994.

Borasi, R.; Siegel, M.; Fonzi, J.; Smith, C.,  Using transactional reading strategies to support sense-making and discussion in mathematics classrooms – an exploratory study,   Journal for Research in Mathematics Education, 29(3), 275-305, 1998.

Borchardt, G. C., Understanding causal descriptions of physical systems in Proceedings, tenth national conference AAAI, AAAI Press, 2-8, 1992.

Cardinale, L., Facilitating science learning by embedded explication, Instructional Science, 21, 501-512, 1993.

Caverni, J. P.; George, C.; Politzer, G., Raisonnements: conjoncture et prospectives, Psychologie Francaise, 39( 2),107-113, 1994.

Chandrasekaran, B.; Narayanan, N. H.; Iwasaki, Y., Reasoning with diagrammatic representations in 1993 AAAI, 8,  49-56, 1993.

Chierchia, G., Intensionality and Context Change, Journal of Logic, Language and Information, 3, 141-168, 1994.

Chouraqui, E.; Inghilterra, C., Resolution par analogie de problemes geometriques dans une perspective tutorielle, ITS 1992, Frasson (ed.), 234-243, 1993.

Coleman, E. B., Using explanatory knowledge during collaborative problem solving in science, Journal of the Learning Sciences, 7(3-4), 387-427, 1998.

David-Hillel R ed., Explaining explanation, Routledge, London, 1990.

David-Hillel R ed., Explanation, Oxford University Press, 1993.

Davis, P. M.; Davidson, G. V., Language is like the human body: teaching concepts through analogy, Educational Technology, May-June, 27-31, 1994. 

Deely, J., Reading the signs: some basics of semiotics, Semiotica, 97 (3), 247-266, 1993. 

Degrave, W.; Boshuizen, H.; Schmidt, H., Problem based learning – cognitive and  metacognitive processes during problem analysis,  Instructional Science, 24(5), 321-341, 1996.

DiSessa, A. A., Toward an epistemology of physics, Cognition And Instruction, 10(2), 105-225, 1993.

Droste, F. G.; Fought, J., Arbitrariness, iconicity, and conceptuality, Semiotica, 94(3), 185-199, 1993.

Eco U., A theory of semiotics,Indiana University Press,Bloomington,1979

Fabre, M., De la résolution de problème à la problèmatisation, Les Sciences de l'éducation, 4(5), 71-99, 1993.

Ghiglione, R., La restitution des messages: le message, le recepteur et le media, Psychologie Française, 38 (2), 177-191, 1993.

Greer B., Modelling  reality in mathematics classrooms – the case of word problems, Learning & Instruction, 7(4), 293-307, 1997.

Gosselin, M., Causality, a historical sketch of the major philosophical approaches to the problem, Communication & Cognition, 26(1), 131-170, 1993.

Gutwin, C.; McCalla, G., The use of pedagogic misrepresentation in tutorial dialogue in ITS 1992, 507-513, 1992.  

Hand, M., Demonstrative reference and unintended demonstrata, Communication & Cognition, 261, 37-45, 1993.

Hativa, N.,  Lack of clarity in university teaching – a case study,  Higher Education, 36(3), 353-381, 1998.

Hartman H. J., Metacognition in teaching and learning – an introduction, Instructional Science, 26(1-2),1-3,1998.

Hobbs, J. R.; Stickel, M. E.; Appelt, D. E., Interpretation as abduction, Artificial Intelligence, 63, 69-142, 1993.

Johnson, K.; Roloff, M., Serial arguing and relational quality – determinants and consequences of perceived resolvability,  Communication Research, 25(3), 327-343, 1998.

Kieran, C., Theory of didactical situations in mathematics – Balacheff, N;Cooper, M;Sutherland, R;Warfield, V.,  Journal for Research in Mathematics Education,  29(5), 595-601, 1998.

Korner S. ed., Explanation, Cameelot Press Ltd, Southampton, 1975.

Lawson, A. E., The importance of analogy: a prelude to special issue, Journal Of Research In Science Teaching, 30(10), 1213-1214, 1993.

Levialdi, S., Cognition, models & metaphors in 1990 IEEE, 69-77, 1990.

Linchevski, L. ;Kutscher, B., Tell my with whom you're learning, and I will tell you how much you have learned – mixed ability versus same ability grouping in mathematics, Journal for Research in Mathematics Education, 29(5), 533-554, 1998.

Liu, Z. Y.; Farley, A. M., Structural aggregation in common-sense reasoning in AAAI 1991, 868-873, 1991.

Lussato, B., La théorie de l'empreinte, ESF, editeur, Paris 1991.

Markham, K. M.; Mintzes, J. J.; Jones, M. G., The concept map as a research and evaluation tool: further evidence of validity, Journal Of Research In Science Teaching, 31(1), 91-101 1994.

Marton, F., Our experience of the physical world, Cognition And Instruction, 10(2), 227-237, 1993.

McGuinness, C., Teaching thinking: new sign for theories of cognition, Educational Psychology, 13(3), 305-313, 1993.

Maqsud, M., Effects of metacognitive instruction on mathematics achievement ant attitude towards mathematics of low mathematics achievers,   Educational Research, 40(2), 237-243, 1998.

McKoon, G.; Ward, G.; Ratcliff, R., Morphosyntactic and pragmatic factors affecting the accessibility of discourse entities, Journal Of Memory And Language, 32, 56-75, 1993.

Morin A. et Potvin G.,(directeurs) Pratique éducative et recherche; voies d’intégration.  Essais en éducation., Repères, 16, Faculté des sciences de l’éducation, Université de Montréal, 1994.

Tou Ng, H.; Mooney, R. J., On the role of coherence in abductive explanation in AAAI 1992, 337-342, 1992. 

Nisbet, J., The thinking curriculum, Educational Psychology, 13(3), 281-290, 1993.

Odobleja, S., Introducere in logica rezonantei, Bucuresti 1984.

Ohlsson, S., Abstracts schemas, Educational Psychologist, 28(1), 51-66, 1993.

Olson, D. R., How writing represents speech, Language & Communication, 13 (1), 1-17, 1993.

Orange, C., Repères épistémologiques pour une didactique du probleme, Les Sciences de l'éducation, 4-5, 33-99, 1993.

Piaget J, The essential piaget, Basic Books Inc, NY, 1977

Reeves, L. M.; Weisberg, R. W., On the concrete nature of human thinking: content and context in analogical transfer, Educational Psychology, 13(3), 245-257, 1993. 

Ricco, R. B., Revising the logic of operations as a relevance logic: from hypothesis testing to explanation, Human Development, 36, 125-146, 1993.

Richard, J. F., La resolution de problèmes: bilan et perspectives, Psychologie Française, 39(2), 161-175, 1994.

Roberts, M. J.; Erdos, G., Strategy selection and metacognition, Educational Psychology, 13(3), 259-266, 1993.

Roth, W. M., Comments and criticism, Journal Of Research In Science Teaching, 30 (7), 799-803, 1993.

Seidenberg, M. S., Language and connectionism: the developing interface, Cognition, 50, 385-401, 1994.

Shimony, S. E., Explanation, irrelevance and statistical independence in AAAI 1991, 482-487, 1991. 

Sillince, J. A.., The intention-inference problem in argumentation understanding, Communication & Cognition,  26(3), 321-338, 1993. 

Silver, C., Meanings are only in the head, Communication & Cognition, 26 (3), 339-346, 1993. 

Sizmur , S.; Osborne, J.,  Learning processes and collaborative concept mapping,  International Journal of Science Education.  19(10), 1117-1135, 1997.

Smith, E. L.; Blakeslee, T. D.; Anderson, C. W., Teaching strategies associated with conceptual change learning in science, Journal Of Research In Science Teaching, 30 (2), 111-126, 1993.

Storms, G.; Van Mechelen, I.; De Boeck, P., Structural analysis of the intension and extension of semantic concepts, European Journal of Cognitive Psychology, 6(1), 43-75, 1994. 

Tabossi, P.; Zardon, F., Processing ambiguous words in context, Journal Of Memory And Language, 32, 359-372, 1993.

Vergnaud, G., Le raisonnement en physique et en mathématiques, Psychologie Française, 39 (2), 153-160, 1994. 

Von Wright, G. H., Explanation and Understanding, Cornell University Press, 1971.

Vonminden, A.;. Walls, R..; Nardi, A., Charting the links between mathematics content and pedagogy concepts – cartographies of cognition,   Journal of Experimental Education.  66(4), 339-358, 1998.

Vila, L., A survey on temporal reasoning in artificial intelligenge, AICOM, 7 (1), 4-27, 1994.

Watt, W. C., Signification and its discontents, Semiotica, 97 (3), 427-437, 1993.

Wong, E. D., Understanding the generative capacity of analogies as a tool for explanation, Journal Of Research In Science Teaching, 30 (10),1259-1272 1993.


b2  Cognition: mémoire, apprentissage, raisonnement, perception, savoir  (problématiques. 4, 8)


Aizawa, K., Lloyd's dialectical theory of representation, Mind & Language, 9(1), 1-24, 1994. Anderson, O., A Neurocognitive perspective on current learning theory and science instructional strategies,    Science & Education, 81(1), 67-89, 1997.

Ayres J.; Wilcox AK.; Ayres DM., Receiver apprehension - an explanatory model and accompanying research, Communication Education, , 44(3), 223-235, 1995.

Baddeley, A., La memoire humaine, Presses universitaires de Grenoble, 1993.

Berg, C. A.; Phillips, D. G., An investigation of the relationship between logical thinking structures and the ability to construct  and interpret line graphs, Journal Of Research In Science Teaching, 31( 4), 323-343, 1994. 

Bertamini, M., Memory of position and dynamic representations, Memory & Cognition, 21(4), 449-457, 1993. 

Blasko, D. G.; Connine, C. M., Effects of familiarity and aptness on metaphor processing, Journal of Experimental Psychology, 19 ( 2), 295-306, 1993.

Block, N., Holism, hyper-analyticity and hyper-compositionality, Mind & Language, 8(1), 1-25, 1993.

Bloom, P., Generativity within language and other cognitive domains, Cognition, 51,177-189, 1994.

Bogdan, R. J., The architectural nonchalance of commonsense psychology, Mind & Language, 8(2), 189-205, 1993. 

Bonatti, L., Why should we abandon the mental logic hypothesis?, Cognition, 50, 17-39, 1994.

Bostrom, R., Memory, cognitive processing, and the process of listening- reply, Human Communication Research. 23(2), 298-305, 1996.

Boynton, D. M., Relativism in Gibson's theory of picture perception, The Journal of Mind and Behavior, 14(1), 51-70, 1993. 

Brandimonte, M. A.; Hitch, G. J.., Influence of short-term memory codes on visual image processing: evidence from image transformation tasks, Journal of Experimental Psychology, 18(1), 157-165, 1992.

Butler, K., Towards a connectionist cognitive architecture, Mind & Language, 6 (3), 252-271, 1991.

Carlson, R. C.; Wenger, J. L.; Sullivan, M. A., Coordinating information from perception and working memory, Journal of Experimental Psychology: Human Perception and Performance, 19 (3), 531-548, 1993.

Clark, A., Microcognition, MITPress, London 1998. 

Clark, A.; Karmiloff-Smith, A., The cognizer's innards: a psychological and philosophical perspective on the development of thought, Mind & Language, 8 (4), 487-515, 1993.

Demetriou, A., In quest of the functional architecture of the developing mind: the aristotelian project, Educational Psychology Review, 5 (3), 275-292, 1993. 

Edwards, D., But what do children really think?: discourse analysis and conceptual content in children's talk, Cognition And Instruction, 11(3), 207-225, 1993. 

Fabricius, W. V.; Hodge, M. H.; Quinan, J. R., Processes of scene recognition memory in young children and adults, Cognitive Development, 8, 343-360,1993. 

Fodor, J.; Lepore, E., Why meaning (probably) isn't conceptual role, Mind & Language, 6(4), 328-343, 1991. 

Gegenfurtner, K. R.; Sperling, G., Information transfer in iconic memory experiments, Journal of Experimental Psychology, 19(4), 845-865, 1993. 

Gibson, J. J., The visual perception of objective motion and subjective movement, Psychological Review, 101(2), 318-327, 1994. 

Gordon, R. M., The simulation theory: objections and misconceptions, Mind & Language,  7(1), 11-34, 1992.

Green, R. A.; Shanks, D. R., On the existence of independent explicit and implicit learning systems: an examination of some evidence, Memory & Cognition, 21(3), 304-317, 1993.  

Greeno, J. G., Gibson's Affordances, Psychological Review, 101(2), 336-342, 1994.

Grimes, T., Audio-video correspondence and its role in attention and memory, ETR&D, 38(3), 15-25 , 

Hodges, J. R.; Patterson, K.; Tyler, L. K., Loss of semantic memory:implications for the modularity of mind, Cognitive Neuropsychology, 11(5), 505-542, 1994. 

Hunt, R. R.; McDaniel, M. A., The enigma of organization and distinctiveness, Journal Of Memory And Language, 32, 421-445, 1993. 

Jolly, J. B.; Kramer, T. A., The hierarchical arrangement of internalizing cognitions, Cognitive Therapy and Research, 18 (1), 1-13, 1994. 

Jones, S. S.; Smith, L. B., The place of perception in children's concepts, Cognitive Development, 8, 113-139, 1993.

Koehler, D. J., Explanation, imagination, and confidence in judgement, Psychological Bulletin, 110(3), 499-519, 1991.

Kounios, J., Process complexity in semantic memory, Journal of Experimental Psychology, 19 (2), 338-351, 1993.

Kounios, J.; Montgomery, E. C.; Smith, R. W., Semantic memory and the granularity of semantic relations: evidence from speed-accuracy decomposition, Memory & Cognition, 22 (6), 729-741, 1994. Lawson, D. I.; Lawson, A. E., Neural principles of memory and a neural theory of analogical insight, Journal Of Research In Science Teaching, 30 (10), 1327-1348, 1993. 

Le Ny, J. F., Science cognitive et comprehenssion du langage, Presses Universitaires de France 1989.

Lindsay, P. H.; Norman, D. A., Human information processing-an introduction to psychology, 2 ed., Academic Press, New York 1980.

Lucas, M. M., Semantic representation of meaning: a defense, Psychological Bulletin, 110(2), 254-263, 1991.

Mackay, D. G.; Wulf, G.; Yin, C.; Abrams, L., Relations between word perception and production: new theory and data on the verbal transformation effect, Journal Of Memory And Language, 32, 624-646 1993.

Margolis, E., A reassessment of the shift from the classical theory of concepts to prototype theory, Cognition, 51, 73-89, 1994.

Mayer RE., Cognitive, metacognitive, and motivational aspects of problem solving, Instructional Science, 26(1-2), 49-63, 1998.

Messick, S., The matter of style: manifestations of personality in cognition, learning, and teaching, Educational Psychologist, 29 (3), 121-136, 1994. 

Murphy, G. L.; Shapiro, A. M., Forgetting of verbatim information in discourse, Memory & Cognition, 22 (1), 85-94, 1994.

Natsoulas, T., An introduction to reflective seeing: part I, The Journal of Mind and Behavior, 14 (3), 235-255, 1993. 

Norman, D. A., Cognition in the head and  in the world: an introduction to the special issue on situated action, Cognitive Science, 17, 1-6, 1993.

Payne, S. J., Memory for mental models of spatial descriptions: an episodic-construction-trace hypothesis, Memory & Cognition, 21(5), 591-603, 1993. 

Perkins D.; Jay, E., New conceptions of thinking: from ontology to education, Educational Psychologist, 28 (1), 67-85, 1993. 

Radvansky, G. A.; Spieler, D. H.; Zacks, R. T., Mental model organization, Journal of Experimental Psychology: Learning, Memory and Cognition, 19(1), 95-114, 1993. 

Rajaram, S., Remembering and knowing: two means of access to the personal past, Memory & Cognition, 21 (1), 89-102 ,1993. 

Remez, R. E.; Rubin, P. E.; Berns, S. M.; Pardo, J. S.; Lang, J. M., On the perceptual organization of speech, Psychological Review, 101 (1), 129-156 ,1994. 

Riding, R. J.; Glass, A.; Douglas, G., Individual differences in thinking: cognitive and neurophysiological perspectives, Educational Psychology, 13 (3), 267-280, 1993. 

Robertson, S. P., TSUNAMI: simultaneous understanding, answering,  and memory interaction for questions, Cognitive Science, 18, 51-85, 1994.

Salthouse, T. A., Speed mediation of adult age differences in cognition, Developmental Psychology, 29 ( 4), 722-737, 1993. 

Scott, D., Visual search in modern human-computer interfaces, Behaviour & information technology, 12 (3), 174-189, 1993. 

Seger, C. A., Implicit learning, Psychological Bulletin, 115 (2), 163-196,1994. 

Sein, M. K.; Olfman, L.; Bostrom, L. P.; Davis, S. A., Visualization ability as a predictor of user learning success, Int. J. Man-Machine Studies, 39, 599-620, 1993.

Stich, S.; Nichols, S., Folk psychology: simulation or tacit theory?, Mind & Language, 7 (1), 35-71, 1992.

Tarr, M. J.; Black, M. J., Dialogue. A computational and evolutionary perspective on role of representation in vision, The Psychological Record, 60 (1), 65-72, 1994. 

Todd, S.; Kramer, A., Attentional misguidance in visual, Perception & Psychophysics, 56(2), 198-210 1994.

Vera, A. H.; Simon, H. A., Situated action: a symbolic interpretation, Cognitive Science, 17, 7-48 1993,

Vignaux, G., Les sciences cognitives- une introduction, La decouverte,1992.

Walsh,V.;O'Mara, S.M.,A selection on attention:special issue on attention, Cognitive Neuropsychology, 11 (2), 97-98, 1994.          

b3  Processus cogntitifs ; comprehension du discours;  sérialité et parallélisme (problématiques 5,6,7)


Altmann, G., Parsing and interpretation: an introduction, Language And Cognitive Processes, 4 (3), 1-19, 1989.

Anderson, O. R.; Demetrius, O. J., A flow-map method of representing cognitive structure based on respondents' narrative using science content, Journal Of Research In Science Teaching, 30 (8), 953-969, 1993.

Anderson, R. A.; Helstrup, T., Visual discovery in mind and on paper, Memory & Cognition, 21 (3), 283-293, 1993.

Antes, J. Effects of capacity demands on picture viewing, Perception & Psychophysics, 54 (6), 808-813 1993.

Bachmann, T.; Prinz, W.; Stoffer, T. H., Even more space for visuospatial selective attention: introductory remarks, Psychological Research, 56, 1-4, 1993. 

Baddeley, A., The magical number seven: still magic after all these years?,Psychological Review, 101  (2),  353-356, 1994.

Boltz, M., Temporal accent structure and the remembering of filmed narratives, Journal of Experimental Psychology, 18 (1), 90-105, 1992.

Boyce, S. J.; Pollatsek, A., Identification of Objects in Scenes: the Role of Scene Background in Object Naming, Journal of Experimental Psychology, 18 (3), 531-543,1992.

Briand, K. A., Selective attention to global and local structure of objects: alternative measures of nontarget processing, Perception & Psychophysics, 55 (5), 562-574 ,1994. 

Cavazza, M., Semantic analysis and in-depth understanding of technical texts, Applied Artificial Intelligence, 8, 425-453, 1994. 

Cohen, M., Throwing, pitching and catching sound: audio windowing models and modes, Int. J. Man-Machine Studies, 39, 269-301, 1993.

Crowder, R. G., Short-term memory: where do we stand?, Memory & Cognition, 21 (2), 142-145, 1993.

Curran, T.; Keele, S. W., Attentional and nonattentional forms of sequence learning, Journal of Experimental Psychology, 19 (1), 189-202, 1993. 

Diehl, V. A., Simultaneous presentation of stories and visual displays which vary in coherence, Contemporary Educational Psychology, 18, 77-90, 1993. 

Dopkins, S.; Klin, C.; Myers, L., Accessibility of information about goals during the processing of narrative text, Journal of Experimental Psychology: Learning, Memory and Cognition, 19 (1), 70-80, 1993.

Duncan, J., Similarity between concurrent visual discriminations: dimensions and objects, Perception & Psychophysics, 54 (4), 425-430, 1993. 

Eriksen, C. W.; Pan, K Attentional distribution in visual space, Psychological Research, 56, 5-13, 1993.

Freeman, T. C. A.; Harris, M. G.; Tyler, P. A., Human sensitivity to temporal proximity: the role of spatial and temporal speed gradients, Perception & Psychophysics, 55 ( 6), 689-699, 1994. 

Frensch, P. A.; Miner, C. S., Effects of presentation rate and individual differences in short-term memory capacity on an indirect measure of serial learning, Memory & Cognition, 22 (1), 95-110, 1994. 

Gallini, J. K.; Spires, H. A.; Terry, S.; Gleaton, J., The influence of macro and micro-level cognitive strategies training on text learning, Journal of Research and Development in Education, 26 (3), 164-177, 1993.

Gernsbacher MA., Two decades of structure building , Discourse Processes, 23(3), 265-304, 1997.

Golden, R. M.; Rumelhart, D. E., A parallel distributed processing model of story comprehension and recall, Discourse processes, 16, 203-237, 1993. 

Graesser, A., A theory of inference generation during text comprehension, Discourse processes, 16, 145-160,1993.

Green, G.; Stromer, R.;Relational learning in stimulus sequences, The Psychological Record, 43, 599-616, 1993. 

Heinze, H. J.; Luck, S. J.; Munte, T. F.; Gos, A.., Attention to adjacent and separate positions in space: an electrophysiological analysis, Perception & Psychophysics,. 56 (1), 42-52, 1994.

Humphreys, G. W., Attention to within-object and between-object spatial representations: multiple sites for visual selection, Cognitive Neuropsychology, 11 (2), 207-241, 1994.

Humpreys, G.; Price, C , Visual Feature Discrimination in Simultanagnosia: a Study of Two Cases, Cognitive Neuropsychology, 11 (4), 393-434, 1994. 

De Jong, R., Multiple Bottlenecks in Overlapping Task Performance, Journal of Experimental Psychology, 19 (5), 965-978,1993.

Kruley, P.; Sciama, S. C.; Glenberg, A. M., On-line processing of textual illustrations in the visuospatial sketchpad: evidence from dual-task studies, Memory & Cognition, 22 (3), 261-272, 1994.

Lapan, R.; Reynolds, R. E., The selective attention strategy as a time-dependent phenomenon, Contemporary Educational Psychology, 19, 379-398, 1994. 

Marks, L. E., Contextual processing of multidimensional and unidimensional auditory stimuli, Journal of Experimental Psychology, 19 (2), 227-248, 1993.

Marslen-Wilson, W ; Tyler, L., Integrative Processes in Utterance Resolution, Journal Of Memory And Language, 32, 647-666 ,1993.

McClelland, J. L.; John, M. S.; Taraban, R., Sentence comprehension: a parallel distributed processing approach, Language And Cognitive Processes, 4 (3), 287-335,1989. 

Miceli, G.; Capasso, R.; Caramazza, A., The interaction of lexical and sublexical processes  in reading, writing and repetition, Neuropsychologia, 32 (3), 317-333, 1994.

Miller, G. A., The magical number seven, plus or minus two: some limits on our capacity for processing information, Psychological Review, 101 (2), 343-352, 1994.

Mitchell, D. ; Corley, M. ., Effects of context in human sentence parsing: evidence against a discourse-based proposal mechanism, Journal of Experimental Psychology, 18 (1), 69-87, 1992.

Mordkoff, J..; Yantis, S., Dividing attention between color and shape: evidence of coactivation, Perception & Psychophysics, 53 (4), 357-366, 1993.

Kemler Nelson, D. G., Processing integral dimension: the whole view, Journal of Experimental Psychology, 19 (5), 1105-1113, 1993. 

Oakhill, J.; Garnham, A.,The on-line construction of discourse models, Language And Cognitive Processes, 4 (3), 263-286, 1989.

Ohtsuka, K.; Brewer, W. F., Discourse organization in the comprehension of temporal order in narrative texts, Discourse processes, 15, 317-336 1992. 

Ozyurek A., Evaluation during the understanding of anarratives, Discourse Processes, 23(3), 305-335, 1997.

 Perfetti CA., Sentences, individual differences and multiple texts – three issues in text comprehension, Discourse Processes, 23(3), 337-355, 1997.

Proctor, R. W.; Dutta, A.; Kelly, P. L.; Weeks, D. J., Cross-modal compatibility effects with visual-spatial and auditory-verbal stimulus and response sets, Perception & Psychophysics, 55 (1), 42-47, 1994.

Pylyshyn, Z., Some primitive mechanisms of spatial attention, Cognition, 50, 363-384, 1994. 

Reynolds, R. E.; Trathen, W.; Sawyer, M. L.; Shepard, C. R., Causal and apiphenomenal use of the selective attention strategy in prose comprehension, Contemporary Educational Psychology, 18, 258-278, 1993.

Rhodes, G.; Parkin, A. J.; Tremewan, T., Semantic priming and sensitivity in lexical decision, Journal of Experimental Psychology: Human Perception and Performance, 19, 154-165, 1993.

Sanders, T..; Spooren, W..Toward a taxonomy of coherence relations, Discourse processes, 15, 1-35 1992.

Sarkonak, R.; Hodgson, R., Seeing in depth: the practice of billingual writing, Visible Language, 27 (1) 1993.

Smith, E. S.; Swinney, D. A., The role of schemas in reading text: a real-time examination, Discourse processes, 15, 303-316, 1992.

Spiegel, G. F.; Barufaldi, J. P., The effects of a combination of text structure awareness and graphic postorganizers on recall and retention of science knowledge, Journal Of Research In Science Teaching, 31 (9), 913-932, 1994.

Stadler, M., Statistical structure and implicit serial learning, Journal of Experimental Psychology, 18 (2), 318-327, 1992.

Stromer, R.; Mackay, H. A., Human sequential behavior: relations among stimuli class formation, and derived sequences, The Psychological Record, 43, 107-131, 1993.

Suh, S.; Trabasso, T., Inferences during reading: converging evidence from discourse analysis, talk-aloud protocols, and recognition priming, Journal Of Memory And Language, 32, 279-300, 1993.

Sweller, J., Some cognitive processes and their consequences for the organisation and presentation of information, Australian Journal of Psychology, 45(1), 1-8, 1993.

Sweller, J.; Chandler, P., Why some material is difficult to learn, Cognition And Instruction, 12 (3), 185-233, 1994.

Teasdale, J. D.; Proctor, L.; Lloyd, C. A.; Baddeley, A. D., Working memory and stimulus-independent thought: effects of memory load and presentation, European Journal of Cognitive Psychology, 5(4), 417-433, 1993.

Trabasso, T.; Suh, S., Understanding text: achieving explanatory coherence through on-line interfeces and mental operations in working memory, Discourse processes, 16, 3-34, 1993. 

Van Loocke, P. R., The dynamics of concepts - A connectionist model, Springer Verlag, 1993 .

Wilson, S.; Rinck, M.; McNamara, T. P.; Bower, G. H., Mental Models and Narrative Comprehension: Some Qualifications, Journal Of Memory And Language, 32, 141-154, 1993.

b4  Communication: résonance, synchronisation, intéraction et interface (problématiques 11,12)


Adrianson, L.; Hjelmquist, E., Communication and memory of texts in face-to-face and computer-mediated communication, Computers in Human Behavior, 9, 121-135, 1993. 

Agou, S.; Raskin, V.; Salvendy, G., Combining natural language with direct manipulation: the conceptual framework for a hybrid human-computer interface, Behaviour & information technology, 12 (1), 48-53, 1993. 

Beatie, G., Talk - An Analysis of Speech and Non-verbal Behaviour in Conversation, Open University Press.

Bernsen, N.; Dybkjaer, H.; Dybkjaer, L., Cooperativity in human-machine and human-human spoken dialogue,  Discourse Processes. 21(2), 213-236, 1996.

Berlin L, Jeffries R, Consultants and apprentices: observations about learning and collaborative problem solving, Proccedings of CSCW '92.

Blandford, A. E., An agent-theoretic approach to computer participation in dialogue, Int. J. Man-Machine Studies, 39, 965-998, 1993.

Bordegoni, M., An environment for the specification and recognition of dynamic gestures, Journal of Visual Languages and Computing, 5, 205-225 ,1994. 

Borden, G. A., Human communication systems, 2 ed., American Press, Boston, Massachusetts.

Cawsey, A., Explanation and Interaction: The Computer Generation of explanatory dialogues, The MIT Press, Cambridge, Massachusetts, p232, 1992.

Christensen, L.The linear relationship between student reports of teacher immediacy behaviors and perceptions of state motivation, and of cognitive, affective, and behavioral learning, Communication Education, 47(1), 82-90, 1998.

Cissna, K.; Anderson, R., Theorizing about dialogic moments – the Buber – Rogers position and postmodern themes,  Communication Theory. 8(1), 63-104, 1998.

Crowder, E.M., Gestures at work in sense-making science talk, Journal of the Learning Sciences, 5(3), 173-208, 1996.

Dalal, N. P., The design of joint cognitive systems: the effect of cognitive coupling on performance, Int. J. Human-Computer Studies, 40, 677-702, 1994. 

Day, D.L., Shared values and shared intrefaces- the role of culture in the globalisation of human-computer systems; Interacting with Computers, 9(3), 269-274,1998.    

Deleau, M., Semiotic mediation in guiding interactions with young children: the role of context and communication handicap on distanciation in adult discourse, European Journal of Psychology of Education, VIII (4), 473-486, 1993. 

Dewan, P.; Choudhary, R., Flexible user interface coupling in a collaborative system in INTERCHI '91, 41-48, 1991. 

Dixon, P.; Di Lollo, V., Beyond visible persistence: an alternative account of temporal integration and segregation in visual processing, Cognitive Psychology, 26, 33-63, 1994. 

Dutke, S., Error handling: visualisations in the human-computer interface and exploratory learning, Applied Psychology: An International Review, 43 (4), 521-541, 1994. 

Engel, F.; Expectations and feedback in user-system communication, Int. J. Man-Machine Studies, 39, 427-452, 1993.

Freitas , F.; Myers, S.;Avtgis, T., Student perceptions of instructor immediacy in conventional and distributed learning classrooms,  Communication Education, 47(4), 366-372, 1998.

Frohlich, D, The history and future of direct manipulation, Behaviour & information technology, 12, 315-327, 1993 

Gaver, W.; Selen, A.; Heath, C, One is not enough: multiple views in a media space in INTERCHI '93, 335-341. 

Giardina, M., L'interactivité dans un environnement d'apprentissage multimedia, Revue des sciences de l'education, 8 (1), 43-66, 1992.

Goldsmith DJ.; Baxter LA.; Constituting relationships in talk- a taxonomy of speach events in social and personal relationsships; Human Communication Research, 23(1), 87-114, 1996.

Green, A. K., Interacting cognitive subsystems: a framework for considering the relationships between performance and knowledge representations, Interacting with Computers, 6 (1), 61-85. 1994. 

Hall, R., Representation as shared activity-situated cognition and Deweys cartography of experience,   Journal of the Learning Sciences, 5(3), 209-238,  1996.

Harrison, M. D.; Duke, D. J., A review of formalisms for describing interactive behaviour in ICSE '94, 49-75, 1994. 

Hume, G.; Michael, J.; Rovick, A.; Evens, M.,  Hinting as a tactic in one-on-one tutoring,  Journal of the Learning Sciences, 5(1), 23-47,  1996.

Hutchings, G. A.; Hall, W.; Colbourn, C. J., Patterns of students'interactions with a hypermedia system, Interacting with Computers, 5 (3), 295-313, 1993. 

Jacob, R. J. K.; Leggett, J. J.; Myers, B. A.; Pausch, R., Interaction styles and input/output devices, Behaviour & information technology, 12 ( 2), 69-79, 1993. 

Jameson, A., The feeling of another person's knowing, Journal Of Memory And Language, 32, 320-335 1993.

Jih, H. J.; Reeves, T. C., Mental models: a research focus for interactive learning systems, ETR&D, 40( 3), 39-53.  

Kenny, D. A.; Albright, L.; Malloy, T. E.; Kashy, D. A., Consensus in interpersonal perception: acquaintance and the big five, Psychological Bulletin, 116 ( 2), 245-258, 1994.

Kluger, A. N., Person-versus computer-mediated feedback, Computers in Human Behavior, 9, 1-16, 1993,

Knapp, M. ed., Handbook of intrepersonal communication, second edition, SAGE Publications,1993.

Latane B.; Liu JH.,The iutersubjective geometry of social space, Journal of Communication, 46(4), 26-34, 1996.

Lerman, S. , Intersubjectivity in mathematics learning – a challenge to the radical constructivist paradigm, Journal for Research in Mathematics Education. 27(2), 133-150, 1996.

McCarthy, J. C.; Miles, V. C.; Monk, A. F., An experimental study of common ground in text-based communication in 1991 ACM, 209-215, 1991. 

Mckendree, J.; Stenning, K;. Mayes, T.; Lee, J.; Cox,  R., Why observing a dialogue may benefit learning,  Journal of Computer Assisted Learning,  14(2),110-119, 1998.

Mucchielli, Alex., Théorie systémique des communications. Principes et application, Paris, Armand Colin, 1999.

Neilson, I.; Lee, J., Conversations with graphics: implications for the design of natural language/graphics interfaces, Int. J. Human-Computer Studies, 40, 509-541, 1994. 

O'Donnell, A. M.; O'Kelly, J., Learning from peers: beyond the rhetoric of positive results, Educational Psychology Review, 6 (4), 321-345, 1994.

Petrilli, S., Dialogism and interpretation in the study of signs, Semiotica, 103-116, 1993.

Raver, C. C.; Leadbeater, B. J., The problem of the other in research on theory of mind and social development, Human Development, 36, 350-362, 1993. 

Resnick, L. B.; Salmon, M., Reasoning in conversation, Cognition And Instruction, 11(3), 347-364, 1993. 

Rodriguez , J.; Plax, T.; Kearney, P., Claryfing the relationship between teacher nonverbal immediacy and student cognitive learning-affective learning as the central causal mediator, Communication Education, 45(4), 293-305, 1996.

Rosca I, Morin A, Peut-on redécouvrir le dialogue entre l'enseignant et l'aprenant dans le processus de l'instruction informatisé, Actes du 10ième colloque du CIPTE, ed. Sauvé.L, Télé-université, Québec 1996

Roschelle J., Special isssue- collaborative learning –making scientific and mathematical meaning with gesture and talk –guest editor introduction, Journal of the Learning Sciences,5(3), 169-171, 1996.

Ruberg, L.; Moore, D.; Taylor, C.  Student participation, interaction and regulation in a computer-mediated communication environment – a qualitative study, Journal of Educational Computing Research. 14(3), 243-268, 1996.

Schubauer-Leoni, M. L.; Grossen, M., Negotiating the meaning of questions in didactic and experimental contracts, European Journal of Psychology of Education, VIII (4), 451-467, 1993.

Scott, D., Status conspicuity, peripheral vision, and text editing, Behaviour & information technology, 12 (1), 23-31, 1993. 

Sieckenius S., The semiotic engineering of user interface languages, Int. J. Man-Machine Studies,  39, 753-773, 1993. 

Smith, R. B., What You See Is What I Think You See, Sigcue Outlook, 21  (3), 18-23, 1992. 

Stewart.J, Language as articulate contact – toward a post-semiotic philosophy of communication , State University of New York Press, 1995.

Suthers, D.; Woolf, B., Steps from explanation planning to model construction dialogues in AAAI 1992, 24-30, 1992. 

Tang, J., Videowhiteboard: video shadows to support remote collaboration in ACM '91, 315-321, 1991. 

Taylor, J.;Carletta, J;Mellish, C., Requirements for Belief Models in Cooperative Dialogue, User modeling and user-adapted interaction, 6, 23-68, 1996 .

Trognon, A., How does the process of interaction work when two interlocutors try to resolve a logical problem?, Cognition And Instruction, 11 (3), 325-345, 1993. 

Walther, J.,Computer-mediated communication- impersonal, interpersonal, and perpersonal interaction,. Communication Research, 23(1), 3-43, 1996.

Wanzer, M.; Mccroskey , J.,  Teacher socio-communicative style as a correlate of student affect toward teacher and course material,   Communication Education, 47(1), 43-52, 1998.

Webster, J.; Trevino, L.; Ryan, L., The dimensionality and correlated of flow in human-computer interactions, Computers in Human Behavior, 9, 411-426, 1993. 

Westmyer, S.;Dicioccio, R.; Rubin, R., Appropriateness and effectiveness of communication in competent interpersonal communication,   Journal of Communication, 48(3), 27-48, 1998.

Wilmot, W. W., Dyadic communication, Addison-Wesley publishing coompany ,  second edition

Zhang, J.; Norman, D. A., Representations in distributed cognitive tasks, Cognitive Science, 18, 87-122, 1994.

b5  La coopération et la négociation des décisions (problématiques 13, 14)


Alonso D.; Norman K., Forms of control and interaction as determinants of lecture effectiveness in the electronic classroom, Computers & Education, 27(3-4), 205-214, 1996.

Azevedo, R.; Bernard,R. ,  A meta-analysis of the effects of feedback in computer-based instruction, Journal of Educational Computing Research, 13(2), 111-127, 1995.

Batson, T., Finding value in CSCL, Sigcue Outlook, 21 (3), 26-29, 1992. 

Benford, S.; Smith, H.; Shepherd, A.; Bullock, A.; Howidy, H., Information sharing approach to CSCW: the Grace project, Computer Communications, 15 (8), 502-508 ,1992. 

Benford S Bowers J,  Networked virtual reality and coopeartive Work, Presence, 4 (4), 364-386, 1995.

Berlage, T.; Genau, A., A framework for shared applications with a replicated architecture in ACM '93, Proceedings of UIST '93, 249-257, 1993. 

Bentley, R.; Rodden, T.; Sawyer, P.; Sommerville, I., An architecture for tailoring cooperative multi-user displays in CSCW '92, 187, 1992. 

Berlin, L. M.; Jeffries, R.; O'Day, V. L.; Paepcke, A.; Wharton, C., Where did you put it? Issues in the design and use of a group memory in 1993 ACM, 23-30, 1993.

Bowers, J.; Rodden, T., Exploding the interface: experiences of a CSCW Network in INTERCHI '93, 255-262, 1993.

Bray, A. D.; Alty, J. L., Multiple worlds: an approach to multimedia resource management using truth maintenance, Interacting with Computers, 6 (2), 135-150, 1994. 

Brna, P.; Burton, M., Modelling students collaborating while learning about energy,  Journal of Computer Assisted Learning,  13(3),  194-205, 1997.

Cameron, J. ;Pierce, W., The debate about rewards and intrinsic motivation – protests and accusations do not alter the results,  Review of Educational Research. 66(1), 39-51, 1996.

Carver, N.; Lesser, V., Evolution of blackboard control architectures, Expert Systems With Applications, 7, 1-30, 1994. 

Chevallier, R., STUDIA: un système tutoriel intelligent coopératif fondé sur la negociation et sur un modèle dynamique de dialoque in ITS 1992, Frasson (ed.), 58-65, 1992. 

De Miguel, T. P.; Pavon, S.; Salvachua, J., ISABEL Experimental Distributed Cooperative Work Application over Broadband Network in IWACA '94, 353-362, 1994. 

Dommel, H. P.; Garcia-Luna-Aceves, J. J., Floor control for multimedia conferencing  and collaboration, MultiMedia, 5 (1), 23-38, 1997.

Dourish, P.; Bellotti, V., Awareness and coordination in shared workspaces in CSCW '92, 107-114, 1992. 

Dupont C, La négociation. Conduite, théorie, applications. ed. Dalloz, 1986.

Fechter, J.; Grunert, T.., User-centered development of medical vizualization applications:flexible interaction through communicating application objects, International Journal of Human-Computer Studies, 20 (6), 763-774, 1997. 

Gale, S., Desktop video conferencing: technical advances and evaluation essues, Computer Communications, 15 (8), 517-525, 1992. 

Ginsberg, A.; Ahuja, S., Automating Envisionment of Virtual Meeting Room.Histories in Multimedia '95, ACM, San Francisco, 65-73 ,1995.

Hatcher, M., A tool kit for multimedia supported group/organizational decision systems (MSGDS), Decision Support Systems, 15, 211-217, 1995.

Hoc, J. M.; Amalberti, R., Diagnostic et prise de decision dans les situations dynamiques, Psychologie Francaise, 39 (2), 177-192, 1994. 

Hughes, P. T.; Morris, M. E.; Plant, T. A., Understanding and incovering design issues in synchronous shared-window conferencing, Interacting with Computers, 5 (1), 115-130, 1993. 

Ishii, H.; Kobayashi, M.; Grudin, J., Integration of Inter-Personal Space and Shared Workspace: ClearBoard Design and Experiments in CSCW '92, 33-42, 1992.

Jeffay, K.; Lin, J. K.; Menges, J.; Smith, F. D.; Smith, J. B., Architecture of the artifact-based collaboration system matrix in CSCW '92, 195-202, 1992. 

Jones, S. R.; Thomas, P. J., Information technology support for shared task performance within an office environment, Interacting with Computers, 8 (3), 241-252, 1996. 

Kaplan, S. M.; Carroll, A. M., Supporting collaborative processes with conversation builder, Computer Communications, 15 (8), 489-500, 1992. 

Karmouch, A., Multimedia distributed cooperative, Computer Communications, 16 (9), 568-580, 1993. 

Koshizuka, N.; Sakamura, K., Window real-objects: a distributed shared memory for distributed implementation of GUI applications in ACM '93, UIST '93, 237-247, 1993. 

Koschmann, T., Computer support for collaborative learning: design, theory, and research issues, Sigcue Outlook, 21 (3), 1-3, 1992. 

Koschmann, T..; Feltovich, P., Implications of CSCL for problem-based learning, Sigcue Outlook, 21 (3), 32-35 1992. 

Kuutti K, Arvonen T, Identifying potential CSCW applications by means of activity theory concepts : a case example, Proceeedings of CSCW 1992.

Latane B.; Bourgeois MJ., Experimental evidence for dynamic social impact –the emergence of subcultures in electronic groups, Journal of Communication, 46(4), 35-47, 1996.   

Luff, P.; Heath, C.; Greatbatch, D., Task-in-interaction: paper and screen based documentation in collaborative activity in CSCW '92 Proceedings, 163-170, 1992. 

Mahling, D. E.; Sandvik, O. A.; Croft, W. B., Visual interaction between end users and goal based systems in 1990 IEEE, 182-186, 1990. 

Malone, T. W.; Lai, K. Y.; Fry, C., Experiments with Oval: a Radically Tailorable Tool for Cooperative Work in CSCW '92 Proceedings, 1992. 

Mauthe, A.; Hutchison, D.; Coulson, G.; Namuye, S., From requirements to services: group communication support for distributed multimedia systems in IWACA '94, 266-277, 1994. 

McKinlay, A.; Procter, R.; Masting, O.; Woodburn, R.; Arnott, J., Studies of turn-taking in computer-mediated communications, Interacting with Computers, 6 (2), 151-171, 1994. 

Min, Z.; Rada, R., A model for computer supported collaborative work and document re-use, Intelligent Tutoring Media, 4 (1), 3-13, 1993. 

Minneman, S. L.; Bly, S. A., Managing a trois: a study of a multi-user drawing tool in distributed design work in CHI '91, 217-223, 1991. 

Nyerges, T.; Moore, T.; Montejano, R.; Compton ,  M.,  Developing and using interaction coding systems for studying groupware use,  Human-Computer Interaction. 13(2), 127-165,  1998.

Palme, J.; Tholerus, T., SuperKOM - design considerations for a distributed, highly structured computer conferencing system, Computer Communications, 15 (8), 509-516, 1992. 

Pedersen, E. R.; McCall, K.; Moran, T. P.; Halasz, F. G., Tivoli: an electronic whiteboard for informal workgroup meetings in INTERCHI '93, pp391-398 1993, 

Plowman, L., Tracing the evolution of a co-authored text, Language & Communication, 13 No. 3, pp149-161 1993, 

Ponta, D.; Scapolla, A.., Tematics for Education: the Design of a Distributed Computer-BasedCollaborative Learning System,  in Educational Telecommunications '96, P. Carlson (eds), AACE, Boston, 252-257 1996, 

Prakash, A.; Knister, M.., Undoing actions in collaborative work , CSCW '92 Proceedings, pp273-280 1992,

Salomon, G., What does the design of effective CSCL require and how do we study its effects?, Sigcue Outlook, 21 (3), 62-68 ,1992. 

Ramsay, J.; Barabesi, A.; Preece, J., Informal communication is about sharing objects in media, Interacting with Computers, 8 (3), 277-283, 1996. 

Riexinger, D.; Fehr, C., Applications sharing based on bitmap exchange in IEEE '95, 76-85, 1995. 

Rodden, T.; Blair, G. S., Distributed systems support for computer supported cooperative work, Computer Communications, 15 (8), 527-537, 1992. 

Underwood, G.; Underwood, J.; Turner, M., Children's thinking during collaborative computer-based problem solving, Educational Psychology, 13 (3), 345-357, 1993. 

Shen H., Dewan P, Acess Control for Collaborative Environments. Proceedings of CSCW '92, 1992.

Tani M, Horita M, Courtyard: integrating shared overview on a large screen and per-user detail on individual screens, Proceedings of CHI'94, 44-49, 1994.

Wagner, C., Facilitating space-time differences, group heterogeneity and multi-sensory task work through a multimedia supported group decision system, Decision Support Systems, 15, 197-210, 1995. 

Waern, Y., Collective Learning and Collective Memory for Coping with Dynamic Comlpexity, SIGCHI Bulletin, 28 (3), 34-41, 1996. 

Whittaker, S.; Brennan, S. E.; Clark, H. H., Co-ordinating activity: an analysis of interaction in computer-supported co-operative work in CHI '91, 361-367, 1991.

Whittaker, S.; Geelhoed, E., Shared workspaces: how do they work and when are they useful?, Int. J. Man-Machine Studies, 39, 813-842, 1993. 

Wolf, K. H.; Froitzheim, K.; Schulthess, P., Multimedia applications sharing in a heterogeneous environment in ACM Multimedia '95, 57-63, 1995. 

Zimmer, B.; Alexander, G. ,  The rogerian interface-for open, warm empathy in computer-mediated collaborative learning,  Innovations in Education & Training International. 33(1), 13-21, 1996.

b6  Action et pratique; exploration et assistance (problématiques 9, 17)


Aamodt, A.; Plaza, E., Case-based reasoning: foundational issues, methodological variations, and system approaches, AICOM, 7 (1), 39-55, 1994. 

Ambach, J.; Perrone, C.; Repenning, A., Remote exploratoriums: combining network media and design environments, Computers Education, 24 (3), 163-176, 1995. 

Barron B;. Schwartz D.;. Vye N., Doing with understaanding - lessons from research on problem –and project based learning, Journal of the Learning Sciences, 7(3-4), 271-311, 1998.

Bergeron, A.; Paquette, G., Discovery Environments and Intelligent Learning Tools in Intelligent Tutoring Systems: at the Crossroad of Artificial Intelligence and Education, C. Frasson and G. Gauthier (eds), Ablex Publishing Corporation, 1990.

Burnett, K.; Mckinley, E., Modelling information seeking,  Interacting with Computers. 10(3), 285-302, 1998.

Dan, A.; Sitaram, D.; Song, J , Browsing and retrieval architecture for hierarchical multimedia annotation,   Multimedia Tools & Applications. 7(1-2), 83-101, 1998.

Davies, S. P., Knowledge restructuring and the acquisition of programming expertise, Int. J. Human-Computer Studies, 40,703-726, 1994.

De Jong, T.; De Hoog, R.; De Vries, F., Coping with complex environments: the effects of providing overviews and a transparent interface on learning with a computer simulation, Int. J. Man-Machine Studies, 39, 621-639.

Dreher, M. J., Reading to locate information: societal and educational perspectives, Contemporary Educational Psychology, 18, 129-138,1993. 

Etzioni O., Moving up the information food chain – deploying softbots on the World Wide Web, AI Magazine,  18(2), 11-18, 1997.

Fach P, From conflict to dialogue, on atack and defense in on-line assistance, VCCHI'93 proceedings, 102-113, 1993.

Fazey, D.; Linford , J., Tutoring for autonomous learning – principles and practice,  Innovations in Education & Training International. 33(3), 185-196, 1996 .

Ferrara, F. M., The KIM query system. An iconic interface for the unified access to distributed multimedia databases, SIGCHI Bulletin, 26 (3), 30-39, 1994. 

Forbus, K. D.; Falkenhainer, B., Self-Explanatory simulations: an integration of qualitative and quantitative knowledge in AAAI 1992, 380-387, 1992.

Guthrie, J. T.; Weber, S.; Kimmerly, N., Searching documents: cognitive processes and deficits in understanding graphs, tables, and illustrations, Contemporary Educational Psychology, 18, 186-221, 1993.

Hallam, S., Introducing the Internet: a case study in Online Information '93,  443-452, 1993. 

Hardman, L.; Bulterman, D.., The Amsterdam Hypermedia model, Communications of the ACM, 37 ( 2), 50, 1994. 

Harvey CF.; Smith P.; Lund P., Providing a networked future for interpersonal information retrieval- INFOVINE and user modelling, Interacting with computers,10(2),195-212,1998.

Hill, W., A wizard of oz study of advice giving and following, Human-Computer Interaction, 8, 57-81, 1993.

H. S.; Kelso, J. A. S.; Schoner, G., Bistability and hysteresis in the organisation of apparent motion patterns, Journal of Experimental Psychology: Human Perception and Performance, 19(1), 63-80, 1993. 

Horney, M., A measure of hypertext linearity, Journal of Educational Multimedia and Hypermedia, 2 (1), 67-82, 1993.

Hughes, M.A., Online documentation in reference-based instruction – a practical model for integrating help systems into product training, Technical Communication, 44(1), 58-64, 1997.

Johnson C.; Dunlop MD., Subjectivity and notions of time and value in interactive information retrieval, Interacting with computers, 10(2), 155, 1998.

Kappe, F.; Maurer, H., From hypertext to active communication/information systems, Journal of Microcomputer Applications, 17, 333-344, 1994.

Keim, D. A.; Kriegel, H. P., VisDB: database exploration using multidimensional visualization in IEEE Computer Graphics and Applications, 40-49, 1994.

Lamontagne, C.; Bourdeau, J., Towards an epistemology for guided discovery tutoring: the popperian connection, AI 92 proceeedings, 92-101, 1992.

Leggett, J. J.; Schnase, J. L., Dexter with open eyes, Communications of the ACM, 37 (2), 77, 1994. 

Liben, L. S.; Downs, R. M., Understanding person-space-map relations: cartographic and developmental perspectives, Developmental Psychology, 29 (4), 739-751, 1993.

Lord, R. G.; Levy, P. E., Moving from cognition to action: a control theory perspective, Applied Psychology: An International Review, 43 (3), 335-363, 1994. 

Koumi, J.; Daniels, J., Case Study: Audio-guided Learning, with Computer Graphics, ETTI , 31(2), 143-156,

Mackinlay, J.; Robertson, G, The perspective wall: detail and context smoothly integrated in 1991 ACM, 173-179, 1991.

Markee K, Searching for such and such ... the key is instruction, 14th National Online Meeting, 301- 305, 1993.

Maurer, H.; Philpott, A.; Scherbakov, N., Hypermedia systems without links, Journal of Microcomputer Applications, 17, 321-332, 1994.

Maybury, M. T., Knowledge-based multimedia: the future of expert systems and multimedia, Expert Systems With Applications, 7 (3), 387-396, 1994. 

Mcdonald S.; Stevenson RJ., Navigation in hyperspace- an evaluation of the effects of navigational tools and subject matter expertise on browsing and information retrieval in hypertext, Interacting with computers,10(2),129-142,1998.

Mellendorf, S. A., Automating access to Internet resources at the reference desk, Online, 18 (5), 69-73, 1994. 

Miyahara,  K. ; Okamoto,  T.,  Collaborative information filtering in cooperative communities,  Journal of Computer Assisted Learning, 14(2 ), 100-109, 1998

Myrdal, S., Teacher education on-line: what gets lost in electronic communication?, EMI , 31 (1), 46-51.  

Nelson, W. A., Analyzing User Interactions with Hypermedia Systems, Computer & Graphics, 28(1), 43-46, 1994. 

Njoo, M.; Jong, T., Exploratory learning with a computer simulation for control theory: learning processes and instructional support, Journal Of Research In Science Teaching, 30 ( 8), 821-844, 1993. 

O'Day, V. L.; Jeffries, R., Orienteering in a information landscape: how information seekers get from here to there in 1993 INTERCHI' 93 proceedings, ACM, 438-445, 1993. 

O'Donnell, A. M., Learning from knowledge maps: the effects of map orientation, Contemporary Educational Psychology, 19, 33-44, 1994. 

Ottosson, T., Visual effects as an aid in learning hierarchically organized information, Computers in Human Behavior, 9, 295-308, 1993.

Parker, S. T., Imitation and circular reactions as evolved mechanisms for cognitive construction, Human Development, 36, 309-323, 1993. 

Pratt, D. B.; Farrington, P. A.; Basnet, C. B, The separation of physical, information, and control elements for facilitating reusability in simulation modeling, International Journal in Computer Simulation, 4, 327-341, 1994. 

Rivlin, E.; Botafogo, R.; Shneiderman, B., Navigating in hyperspace: designing a strcture-based toolbox, Communications of the ACM, 37 (2), 87, 1994.

Robertson, G. G.; Mackinlay, J. D.; Card, S. K., Cone trees: animated 3D visualizations of hierarchical information in 1991 ACM, 189-194, 1991. 

Rose DE.; Bornstein JJ., Information rendezvous, Interacting with computers,10(2),213,1998.

Scott, J. F., Training the trainers - an introduction to teaching other people about the Internet in Online Information '94 Proceedings, 304-310, 1994. 

Simpson, A., Lost in hyperspace: how can designers help?, Intelligent Tutoring Media, 1 (1), 31-40, 1990.

Spink, A., Search term selection during mediated online seraching, 14-th National Online meetings, 387-397, 1993.

Stanton, N. A.; Taylor, R. G.; Tweedie, L. A., Maps as navigational aids in hypertext environments: an empirical evaluation, Journal of Educational Multimedia and Hypermedia, 1 (4), 431-444,1992.

Talin, Real interactivity in interactive entertainment, Computer & Graphics, 28 (2), 97-157, 1994. 

Tattersall, C., A new architecture for intelligent help systems in 1992 ITS, Frasson (ed.), 302-315, 

Tiffeneau, D., La sémantique de l'action, Editions du Centre National de la Recherche Scientifique, Paris, p136, 1977.

Twidale, M.; Nichols, D., Designing interfaces to support collaboration in information retrieval, Interacting with computers,10(2),177-193,1998.

Vanjoolingen, W.; Dejong, T. , An extended dual search space model  of scientific discovery learning, Instructional Science, 25(5), 307-346, 1997.

Waern, Y., Varieties of learning to use computer tools, Computers in Human Behavior, 9, 323-339, 1993.

Wellman MP.; Durfee EH.; Birmingham WP.,  The digital library as a comunity of information agents, IEEE Intelligent Systems & Their Applications,11(3), 10-11, Jun 1996.

Williams S.; Hmelo C.,. Special issue – leraning through problem solving – guest editors introduction, Journal of the Learning Sciences, 7(3-4), 265-270,1998.       

Wiederhold G.; Genesereth M, The conceptual basis for mediation services, IEEE Intelligent Systems & Their Applications, 12(5), 38-47,1997.

Winn, W., An account of how readers search for information in diagrams, Contemporary Educational Psychology, 18, 162-185, 1993. 

Yussen, S. R.; Stright, A. D.; Payne, B., Where is it? Searching for information in a college textbook, Contemporary Educational Psychology, 18, 240-257, 1993.

b7  Instruments explicatifs;  modalités et média ; environnements (problématique 15,16)


Ambron, S.; Hooper, K., Learning with interactive multimedia, Microsoft Press 1990.

Bauer, M..; Johnson-Laird, P., How diagrams can improve reasoning?, Psychological science, 46, 372-377, 1993. 

Bos, E.; Huls, C.; Claassen, W., EDWARD: full integration of language and action in a multimodal user interface, Int. J. Human-Computer Studies, 40, 473-495, 1994.

Brockenbrough, A. S., Multiplicity of media, Educational Technology, vol. (april), 33-34, 1994. 

Catarci, T.; Massari, A.; Santucci, G., Iconic and diagrammatic interfaces: an integrated approach in 1991 IEEE Workshop on visual languages, 199-204, 1991. 

Chi, M. T. H.; De Leeuw, N.; Chiu, M. H.; Lavancher, C., Eliciting self-explanations improves understanding, Cognitive Science, 439, 439-477, 1918. 

Cohen, M., Throwing, pitching and catching sound: audio windowing models and modes, Int. J. Man-Machine Studies, 39, 269-301,1993.

Collis, B.; Smith, C.,  Desktop multimedia environments to support collaborative distance learning, Instructional Science,  25(6), 433-462, 1997 .

Danhiere, G.; Legros, D.; Tapiero, I., Representation in memory and acquisition of knowledge from text and picture:theoretical, methodological, and practical outcomes, CVGIP: Image Understanding, 5 (3), 311-325, 1993.

De Jong, T.; De Hoog, R.; De Vries, F., Coping with complex environments: the effects of providing overviews and a transparent interface on learning with a computer simulation, Int. J. Man-Machine Studies, 39, 621-639, 1993. 

Ferguson, E., Properties of cognitive maps constructed from texts, Memory & Cognition, 22 (4), 455-470, 1994.

Frasson, C.; Kaltenbach, M.; Gecsei, J.; Djamen, J. Y., An iconic intention-driven ITS environment in 1992 ITS, Frasson (ed.),  66-75 ,  1992.

Fujii, H.; Korfhage, R., Features and a model for icon morphological transformation in 1991 IEEE Workshop on visual languages, 240-245, 1991. 

Gaver, W. W., Synthesizing auditory icons in 1993 ACM, 228-235, 1993. 

Giardina, M., Intéractivité , vidéodisque et intelligence artifficielle, Les actes du sixième colloque du CIPTE, ed..Lescop J, 313-328, 1988.

Giardina M, Meunier C, Explor'art : une espace virtuel interactif multimédia, Les actes du VIIIe colloque du CIPTE, ed..Sauvé L, 159-168, 1992.

Gloor, P; Makedon, F.; Van Ligten, O., Obstacles in Web Multimedia Publisching: Bringing Conference Proceedings On-line in Educational Telecommunications '96, P. Carlson and F. Makedon (eds), AACE, Boston, 121-126, 1996.

Gibbs, S.; Breiteneder, C.; De Mey, V.; Papathomas, M., Video Widgets and Video Actors in UIST '93, 179-185, 1993.

Grimes, T., Audio-video correspondence and its role in attention and memory, ETR&D, 38 (3), 15-25. 

Hartman, H.; Sternberg, R. J., A broad BACEIS for improving thinking, Instructional Science, 21, 401-425, 1993.

Hegarty, M.; Just, M. A., Constructing mental models of machines from text and diagrams, Journal Of Memory And Language, 32, 717-741,1993.

Henry, T. R.; Hudson, S. E., Interactive graph layout in User Interface St. 1991, 55-64, 1991.

Hodges, M.; Sasnet, R., Multimedia Computing- cases studies from MIT project ATHENA, Addison Wesley 1993.

Jaspers, F., Speech and voice in instructional programmes, EMI, 31 (2), 114-121 

Johnson, W.; Jellinek, H.; Klotz, L.; Rao, R.; Card, S., Bridging the paper and electronic worlds: the paper user interface in INTERCHI '93, 1993.

Jonassen D, Hypertext/Hypermedia, Englewood Cliffs, NJ, 1989

Kapur S. Stillman G., Teaching and learning using the world wide web- a case study, Innovations in Education & Training International, 34(4), 316-322, 1997.

Korfhage, R. R.; Olsen, K. A., Information display: control of visual representations in 1991 IEEE Workshop on visual languages, 56-61, 1991. 

Kulhavy, R.; Stock, W.; , How geographic maps increase recall of instructional text, ETR&D, 41 (4), 47-61.

Kumar, D. D., Hypermedia: a Tool for Alternative Assessment?, ETTI, 31 (1), 59-65. 

Lamming, M.; Brown, P.; Carter, K.; Eldridge, M.; Flynn, M.; Louie, G.; Robinson, P.; Sellen, A., The design of a human memory prosthesis, Computer Journal, 37 ( 3), 153-162, 1994. 

Lambiotte, J. G.; Skaggs, L. P.; Dansereau, F., Learning from lectures: effects of knowledge maps and cooperative review strategies, Applied Cognitive Psychology, 7, 483-497, 1993. 

Laurillard, D., Multimedia and the changing experience of the learner, British Journal of Educational Technology, 26(3), 179-189, 1995.

Lennon, J.; Maurer, H., Lecturing technology: a future with hypermedia, Educational Technology, april, 5-13, 1994. 

Leventhal, L. M.; Teasley, B. M.; Instone, K.; Rohlman, D. S.; Farhat, J., Sleuthing in HyperHolmes: an evaluation of using hypertext vs. a book to answer questions, Behaviour & information technology, 12 (3), 149-164, 1993. 

Levy P, L'idéographie dynamique, Le Concept Moderne /Editions. Genève, 1991.

Lindstrom, B.; Marton, F.; Ottosson, T., Computer simulation as a tool for developing intuitive and conceptual understanding in mechanics, Computers in Human Behavior, 9, 263-281, 1993.

Liter, J. C.; Braunstein, M. L.; Hoffman, D. D., Inferring structure from motion in two-view and multiview displays, Perception,. 22 (12), 1441-1465, 1993. 

Mann,  B.,  Shifting attention in multimedia-stochastic roles, design principles and the SSF model,

Innovations in Education & Training International, 34(3), 174-187, 1997.

Marton P, Apprentissage intéractif par vidéodisque couplé à l'ordinateur:bilan de sept prototypes, Les actes du VII-e colloque du CIPTE, ed..Sauvé L, 267-275, 1991.

Milheim, W., Learner interaction in a computer-based instructional lesson, Journal of Educational Computing Research, 13(2), 163-172, 1995.

Mitta, D.; Gunning, D., Simplifying graphics-based data: applying the fisheye lens viewing strategy, Behaviour & information technology, 12 (1), 1-16, 1993. 

Mizon J,  Murphy P, Raymond J, L'enseignement magistral assisté par ordinateur : un logiciel d'édition des cours et des applications, Les actes du VIIe colloque du CIPTE, ed..Sauvé L, 283-288, 1991.

Montazemi, A.;. Wang, F.,  An empirical investigatoin of CBI in support of mastery learning,  Journal of Educational Computing Research, 13(2), 185-205, 1995.

Nelson, W. A.; Palumbo, D. B., Learning, instruction, and hypermedia, Journal of Educational Multimedia and Hypermedial, 1, 287-299, 1992. 

Nicolson, R. I.; Syder, D.; Freeman, M., Construction of a visual (video-supported active learning) resource, Computers Education, 22 (1), 91-97, 1994. 

Nigay, L.; Coutaz, J., A design space for multimodal systems: concurrent processing and data fusion in 1993 ACM, 172-178, 1993. 

O'Donnell, A. M., Learning from knowledge maps: the effects of map orientation, Contemporary Educational Psychology, 19, 33-44, 1994. 

Okchoon, P., Dynamic visual displays in media-based instruction, Educational Technology, vol. (april), 21-25, 1994. 

Palmiter, S.; Elkerton, J., Animated demonstrations for learning procedural computer-based tasks, Human-Computer Interaction, 8, 193-216, 1993. 

Park, O. Instructional conditions for using dynamic visual displays: a review, Instructional Science,  21,427-449, 1993. 

Plowman L., Narrative, linearity and interactivity- malting sense of interactive multimedia, British Journal of Educational Technology, 27(2), 92-105, 1996.

Rada, R., Hypertext- from text to expertext, Mc Graw- Hill 1991. 

Rakotonirainy, A.; Berry, A.; Crawley, S.; Milosevic, Z., Describing open distributed systems – a foundation ,  Computer Journal, 40(8), 479-488, 1997.

Rittschof, K. A.; Stock, W. A.; Kulhavy, R. W.; Verdi, M. P.; Doran, J. M., Thematic maps improve memory for facts and inferences: a test of the stimulus order hypothesis, Contemporary Educational Psychology, 19, 129-142, 1994. 

Roth, W..; Roychoudhury, A., The development of science process skills in authentic contexts, Journal Of Research In Science Teaching, 30 (2), 127-152, 1993. 

Roth, W.; Woszczyna, C.; Smith, G.,  Affordances and constraints of computers in science education,     Journal of Research in Science Teaching, 33(9), 995-1017, 1996.

Schwartz, D. L., The construction and analogical transfer of symbolic vizualizations, Journal Of Research In Science Teaching, 30 (10), 1309-1325, 1993. 

Sime, J. A.; Leitch, R., A learning environment based on multiple qualitative models in Intelligent tutoring systems, C. Frasson (ed.), Springer-Verlag, 116-122 , 1992

Simpson, M. S., Neurophysiological considerations related to interactive multimedia, ETR&D,  42 (1), 75-81, 1994. 

Stasko, J.; Badre, A.; Lewis, C., Do algorithm animations assist learning? An empirical study and analysis in INTERCHI '93 Proceedings, ACM, 61-66, 1993. 

Stone, C. M.; Fishkin, K.; Bier, E. A., The movable filter as a user interface tool in CHI '94, 306-312, 1994. 

Stock, O., Natural language in multimodal human-computer interfaces, IEEE Expert, 40-44, 1994. 

Sweeters, W., Multimedia electronic tools for learning, Educational Technology, vol. (may/june), 47-53, 1994.

Van Der Meij, H.; Lazonder, A. W., Assessment of the minimalist approach to computer user documentation, Interacting with Computers, 5 (4), 355-369, 1993. 

Zhao, R., Incremental recognition in gesture-based and syntax-directed diagram editors in INTERCHI '93, 95-100,1993 


b8  Conception de l'explication: phénomènes, tactiques et techniques (problématiques 10, 18)


Artzt AF.; Armourthomas E., Mathematics teaching as problem solving- a framework for studying teacher metacognition underlying instructional practice in mathematics, Instructional Science, 26(1-2), 5-25,1998.

Baecker, R. M.; Nastos, D.; Posner, I. R.; Mawby, K. L., The user-centred iterative design of collaborative writing software in ITS 1993, 399-405, 1993.

Barfield, L.; Burgsteden, W.; Lanfermeijer, R.; Mulder, B.; Ossewold, J.; Rijken, D.; Wegner, P., Interaction design at the Utrecht School of the Art, SIGCHI Bulletin, 26 (3), 49-86, 1994. 

Bell B.; Redfield C., Special issue- authoring tools for interactive learning environnments – guest editors introduction, Journal of the Learning Sciences, 7(1), 1-4, 1998.

Bertolet, R., Demonstratives and intentions, ten years later, Communication & Cognition, 26 (1), 3-15, 1993. 

Bezuidenhout, A., Demonstrative modes of presentation, Communication & Cognition, 26 (1), 17-36, 1993.

Besner, M., La Rocque, G., Comment retrouver par l'imaginaire le plaisir perdu: enseigner, Les actes du VIIIe colloque du CIPTE, ed..Sauvé L, 37-50, 1994

Blair, G.; Dark, P.; Davies, N.; Mariani, J.; Snape, C., Integrated support for complex objects in a distributed multimedia design environment, JOOP, january, 30-37 , 1994.

Charnock, E.; Rada, R.; Stichler, S.; Weygant, P., Task-based method for creating usable hypertext, Interacting with Computers, 6 (3), 275-287, 1994. 

Cochran, K. F.; DeRuiter, J. A.; King, R. A., Pedagogical content knowing: an integrative model for teacher preparation, Journal of Teacher Education, 44 (4), 263-272, 1993. 

Dorner, J., Virtual writing: an author at play in a computer-simulated world, Intelligent Tutoring Media, 3 (2), 99-103, 1992. 

Depover C, Giardina M, Marton P, Les envioronnements d'apprentissage multimédia. Analyse et conception, L'Harmattan, 1998.

Giardina M, Meunier C, Design du système d'apprentissage interactif intelligent multimédias Glucomédia, Les actes du IXe colloque du CIPTE, ed..Sauvé L, 105-116, 1994.

Graesser AC.; Swamer SS.; Hu XG., Quantitative discourse psychology, Discourse Processes, 23(3), 229-263, 1997. 

Gronbaek, K.; Hem, J. , Systems: a dexter-based architecture, Communications of the ACM, 37 (2), 65-74, 1994. 

Goodson IF., Representing teachers, Teaching & Teacher Education, 13(1), 111-117, 1997.

Hawkey, K.,  Mentor pedagogy and student teacher professional development – a study of two mentoring relationships,  Teaching & Teacher Education, 14(6), 657-670, 1998.

Johnson,  G. Reframing teacher education  and teaching – from personalism to post-personalism,    Teaching & Teacher Education, 13(8), 815-829,  1997 .

Chittaro, L.; Tasso, C.; Toppano, E., Putting functional knowledge on firmer ground, Applied Artificial Intelligence, 8, 239-258, 1994.

Knowlton ,S.; Berger, C., Message planning, communication failure, and cognitive load – further explorations of the hierarchy principle,  Human Communication Research, 24(1), 4-30, 1997.

Lind, M., Modeling goals and functions of complex industrial plants, Applied Artificial Intelligence, 8, 259-283, 1994. 

Marano, N.,  The teaching learning dialectic -  two clases of teachers in graduate school,  Teaching & Teacher Education, 14(4), 429-443, 1998.

Martin, G.A.; Double, J.M., Developing higher education teaching skills through peer observation and collaborative reflection, Innovations in Education & Training International, 35(2), 161-170, 1998.

Maybury, M. T., Planning multimedia explanations using communicative acts in AAAI 1991, 61-66,1991.

Mcewan H.,The functions of narrative and research on teaching, Teaching & Teacher Education, 13(1), 85-92, 1997.

McKeown, K; Feiner, S.; Robin J,  Generating cross-references for multimedia explanation in 1992 AAAI, 9-16, 1992. 

Medway,  P. ,  Virtual and material buildings – construction and constructivism in architecture and writing , Written Communication, 13(4), 473-514, 1996.

Meira, S. R. L.; Moura, A. E. L., A scripting language for multimedia presentations in ICMCS '94, 484-489,1994. 

Messina, L. A., A teachware concept for education in CAD in ICCAL '89, 1989. 

Muenier C, Giardina M, La problématique de l'évaluation des systèmes mutimédias interactifs, Les actes du IXe colloque du CIPTE, ed..Sauvé L, 125-129, 1994.

Moje. E.; Wade, S.,  What case discussions reveal about teacher thinking, Teaching & Teacher Education. 13(7), 691-712, 1997.

Muhlhauser, M., Hypermedia and navigation as a basis for authoring/learning environments, Journal of Educational Multimedia and Hypermedia, 1, 51-64, 1992. 

Murray T., Authoring instructional expertise in knowledge based tutors, Instructional Science, 26(3-4), 263-280, 1998.

Peterson, J. L., Net Theory and the Modeling of Systems, Prentice-Hall, Inc., Englewood Cliffs, N.J., p241, 1981.

Plowman, L., Tracing the evolution of a co-authored text, Language & Communication, 13 (3), 149-161, 1993. 

O'Brian Holt, P., User-centred design and writing tools: designing with wrriters, not for writers, Intelligent Tutoring Media, 3 (2), 53-63, 1992. 

Park, I.; Hannafin, M. J., Empirically-based guidelines for the design of interactive multimedia, ETR&D, 41 (3), 63-85

Orey, M.; Nelson, W. A., Development principles for intelligent tutoring systems: intrgrating cognitive theory into the development of computer-based instruction, ETR&D, 42 (1), 59-72.

Riding, R. J.; Powell, S. D., Thinking and Education, Educational Psychology, 13(3), 217-226, 1993.

Rosmorduc, J., L'histoire des sciences et leurs didactiques, Les Sciences de l'education, (4-5), 153-171, 1993. 

Rosebery, A.; Puttick, G.,  Teacher professional development as situated sense-making – a case study in science education,   Science & Education, 82(6), 649-677, 1998.

Roseman, M.; Greenberg, S., Building Real-Time Groupware with GroupKit, A Groupware Toolkit, ACM Transactions on Computer-Human Interaction, 3 (1), 66-106,1996.

Rowan, K.E., A new pedagogy for explanatory public speaking - why arrangement should not substitute for invention, Communication Education, 44(3), 236-250, 1995.

Rumbaugh, J., Virtual worlds. Modeling at different levels of abstraction, JOOP, january,  16-19 ,  1994.

Russell, D. M.; Burton, R. R.; Jordan, D. S.; Jensen, A. M.; Rogers, R. A.;, Creating instruction with IDE: tools for instructional designers, Intelligent Tutoring Media, 1 (1), 3-15, 1990. 

Samaras , A.; Gismondi, S., Scaffolds in the field – Vygotskian interpretation in a teacher education program,  Teaching & Teacher Education, 14(7), 715-733, 1998.

Sloman, S. A., When explanations compete: the role of explanatory coherence on judgements of likelihood, Cognition, 52, 1-21, 1994.

Strauss, S.; Ravid, D.; Magen ,N.; Berliner, D., Relations between teachers subject matter knowledge, teaching experience and their mental models of childrens mind and learning , Teaching & Teacher Education, 14(6), 579-595,  1998.

Sternberg RJ., Metacognition, abilities,and developing expertise  - what makes an expert student, Instructional Science, 26(1-2), 127-140, 1998.

Takeuchi, A.; Nagao, K., Communicative facial displays as a new conversational modality,proceedings of INTERCHI 93,  in ACM, 187-193, 1993. 

Terlouw, C.; Woudstra, E., The design of an illustrated instructional text; a functional approach, Communication & Cognition, 3 (4), 381-392, 1993.

Tonfoni, G.; Richardson, J. E., Imagining textual machines, Intelligent Tutoring Media, 4 (2), 47-57 1993.

Tonomura, Y.; Akutsu, A.; Otsuji, K.; Sadakata, T., VideoMAP and videospacelcon: tools for anatomizing video content in 1993 ACM, 131-, 1993. 

Wallace, M. D.; Anderson, T. J., Approaches to interface design, Interacting with Computers, 5 (3), 259-278,1993.

Waterworth, J. A.; Chignell, M. H.; Zhai, S. M., From icons to interface models: designing hypermedia from the bottom up, Int. J. Man-Machine Studies, 39, 453-472, 1993. 

Wideen, M.; Mayersmith, J.; Moon, B.,  A critical analysis of the research on learning to teach-making the case for an ecological perspective on inquiry, Review of Educational Research, 68(2),130-178, 1998. 

Windsor, P.; Storrs, G., Practical user interface design notation, Interacting with Computers, 5(4), 423-438, 1993.

Winkels, R.; Breuker, J., Modelling expertise for educational purposes in ITS 1992, 633-641, 1992. 

Wood, C., a study of the graphical mediating representations used by collaborating authors, Intelligent Tutoring Media, 3 (2), 75-83, 1992. 

b9  Variation, adaptation, intelligence, évolution (problèmatiques 21,22,23)


Agamanolis, S.; Bove, V.,  Multilevel scripting for responsive ,  IEEE Multimedia,  4(4), 40-50, 1997.

Akpinar, Y.; Hartley, J.,  Designing interactive learning environments,  Journal of Computer Assisted Learning, 12(1), 33-46, 1996.

Arsac, J., L'intelligence artificielle et l'EAO face au probleme du sens in ITS '88, 1-4 ,1988. 

Ashir, A.; Ono, R.; Lee, E. S., Communication of Multimedia Information among Adaptive Agents in Distributed Environment in 1990 IEEE Workshop in Visual Languages, 107-112, 1995.

Barbuceanu, M; Fox, M., COOL: a language for describing coordination in multi-agent systems , ICMAS'95 proceedings, AAAI Press, 17-24, 1995

Beaumont, I. H., User modelling in the interactive anatomy tutoring system ANATOM-TUTOR, User Modeling and User-Adapted Interaction, 4, 21-45, 1994.

Benyon, Adaptive systems: a solution to usability problems, User Modeling and User-Adapted Interaction, 4,66-87,1994

Boyle,  C.; Encarnacion, A. O., Metadoc: An Adaptive Hypertext Reading System, User Modeling and User-Adapted Interaction, 4, 1-19, 1994.

Brna P., Flexible education and the new technologies, British Journal of Educational Technology, 29(1), 3-4, 1998

Brusilovsky P , Methods and techniques of adaptive hypermedia, User Modeling & User-Adapted Interaction, 6(2-3), 87-129, 1996.

Calvi, L.; Debra, P., A flexible hypertext courseware on the web based on a dynamic link structure,      Interacting with Computers, 10(2),143-154, 1998.

Cawsey, A., Generating interactive explanations in AAAI 1991, 86-91, 1991. 

Cawsey, A., User modelling in interactive explanations, User Modeling and User-Adapted Interaction,3, 221-247, 1993.

Chen, Z., From participatory design to participating problem solving: enhancing system adaptability through user modelling, AI & Soc, 7, 238-247, 1993. 

Chou-Carroll, J.; Carberry, S., Communication for Conflict resolution in Multi-agent Collborative planning, ICMAS'95 proceedings, AAAI Press, 49-56, 1995.

Dahl, V., What the study of language can contribute to AI?, AICOM, 6 (2), 92-105, 1993.

Del Soldato, T., Detecting and reacting to the learner's motivational state in ITS 1992, 567-574, 1992. 

Désilets, M., L'ordinateur –mirroir et l'intelligence non artifficielle de l'enseignant, Les actes du colloque du CIPTE, ed.. Jaques Viens, 111-116, 1994.

Diessel, T.; Lehmann, A.; Vassileva, J., Individualized course generation: a marriage between cal and ical, Computers Education, 22 (1), 57-64, 1994.

Elofson, G. S.; Konsynski, B. R., A blackboard architecture for learning, Expert Systems With Applications, 7, 67-83, 1994. 

Fayol, M., Developpement et instruction, Psychological Research, 39 (1), 57-62, 1994. 

Feiner, S. K.; McKeown, K. R., Generating coordinated multimedia explanations in 1990 IEEE, 290-295, 1990. 

Frick, T.,  Artificial tutoring systems – what computers can and can know,  Journal of Educational Computing Research, 16(2),107-124, 1997.

Gaiti, D., Introducing intelligence in distributed systems management, Computer Communications, 17 (10), 729-737, 1994. 

Greenwood, P. M.; Parasuraman, R.; Haxby, J. V., Changes in visuospatial attention over the adult lifespan, Neuropsychologia, 31 (5), 471-485, 1993. 

Grosz,  B. , Collaborative systems,   AI Magazine, 17(2), 67-85, 1996.

Gugerty,L., Non-diagnostic intelligent tutoring systems – teaching without student models,  Instructional Science, 25(6), 409-432, 1997.

Hayes-Roth B, Multiagent Collaboration in Directed improvisation, ICMAS'95 proceedings, AAAI Press, 148-153.

Hayes-Roth, B., Intelligent control, Artificial Intelligence, 59, 213-220, 1993. 

Hirashima, T.; Kashihara, A.;  Providing problem explanation for ITS,  ITS'92 Proceedings, ed Frasson,C., 76-83, 1992

Horacek, H. ,  A model for adapting explanations to the users likely inferences, User Modeling & User-Adapted Interaction,  7(1), 1-55, 1997.

Hook K.; Karlgren J.; Waern A., A glass box approach to adaptive hypermedia, User Modeling & User-Adapted Interaction, 6(2-3), 157-184, 1996. 

Hovy, E., Automated discourse generation using discourse structure relations, Artificial Intelligence, 63, 341-385, 1993. 

Hunter, L. A. C., AI and representation: a study of a rhetorical context for legitimacy, AI & Soc, 7, 185-207, 1993.

Kaplan, C.; Fenwick, J.; Chen, J., Adaptive hypertext navigation based on user goals and context, User Modeling and User-Adapted Interaction, 3, 193-220 ,1993. 

Kobsa, A.; Pohl, W., Workshop on adaptivity and user modeling in interactive software systems, User Modeling and User-Adapted Interaction, 3, 359-367, 1994. 

Kong, H. P., An Intelligent, Multimedia-Supported Instructional System, Expert Systems With Applications, 7 (3), 451-465, 1994.

Levy, F., Raisonnement et intelligence artificielle, Psychologie Française, 39 (2), 213-222, 1994. 

Lewis M., Designing for human-agent interaction, AI Magazine, 19(2), 67-78, 1998.

Liu, M.; Reed, W. M., The relationship between the learning strategies and learning styles in a hypermedia environment, Computers in Human Behavior, 10 (4), 419-434 ,1994. 

MacNeil, R., Generating multimedia presentations automatically using TYRO, the constraint, case-based designer's apprentice in 1991 IEEE Workshop on visual languages, 74-79, 1991. 

Merrill, M.D., ID EXPERT(TM) - A second generation instructional development system, Instructional Science, 26(3-4), 243-262, 1998. 

Moore, J.; Lemaire, B.; Rosenblum, J., Discourse generation for instructional applications – identifying and exploiting relevant prior explanations,  Journal of the Learning Sciences, 5(1), 49-94,  1996.

Mor ,Y.; Rosenschein, J., Time and the prisoner's Dilemma, ICMAS'95 Proceedings, 276-281, 1995.

Niem, L.; Fugere, J.; Rondeau, P.; Trembley, R., Defining the semantics of extended genetic graphs, User Modeling and User-Adapted Interaction, 3, 107-153, 1993.

Nikolova I.; Flexible learning and design of instruction, British Journal of Educational Technology, 29(1), 59-72, 1998.

Or-Bach, R.; Bar-On, E., Why should an ITS bother with students' explanations? 1992 ITS, 373-381, 1992.

Paquette, G.; Pachet, F.; Giroux, S.; Girard, J., EpiTalk:Generating Advisor Agents for Existing Information Systems, Journal of Artificial Intelligence in education, 7 (3/4), 349-379, 1996.

Paas, G. W.; Van Merrienboer, J. G., Instructional Control of cognitive load in the training of complex cognitive tasks, Educational Psychology Review, 6 (4), 351-371, 1994.

Peter, G.; Rosner, D., User-Model-Driven generation of instructions, User Modeling and User-Adapted Interaction, 3, 289-319, 1994. 

Petrie, C. J., Agent-based enineering, the web, and intelligence, IEEE Intelligent Systems & Their Applications,  11(6), 24-29, 1996.

Quilici, A., Forming user models by understanding user feedback, User Modeling and User-Adapted Interaction, 3, 321-358, 1994. 

Rucker, J.; Polanco, M. J., Personalized navigation for the Web, Communications of the ACM, 40(3), 73-76,1997.

Sadlersmith, E., Learning styles and instructional design, Innovations in Education & Training International, 33(4), 285-293, 1996.

Selfridge, O. G., The gardens of learning, AI Magazine, vol. (summer), 36-47, 1993.      

Scott, J.; Weckert, J., Helping the user to understand dynamic explanations,   AI Applications, 11(3), 19-29, 1997.

Sichman, J.; Demazeau, Y., Exploiting Social Reasoning to Deal with Agency Level Inconsistency, ICMAS'95 Proceedings, 325- 359, 1995.

Sullivan, J. W.; Tyler, S. W., Intelligent User Interfaces, ACM Press 1991. 

Sycara, K.P., Multiagent systems (Review), AI Magazine, 19(2), 11,1998.

Terveen, L.; Hill, W.; Amento, B.; McDonald, D., A system for sharing recommendations, Communications of the ACM, 40 (3), 59-62,1997.

Vargas, J. E.; Kee, C. J., Improving the scope of intelligent tutoring by adapting a case-based methodology through a distributed architecture, Applied Artificial Intelligence, 8, 413-424, 1992. 

Von Glasersfeld, E., Learning and adaptation in the theory of constructivism, Communication & Cognition, 26 (3), 393-402, 1993. 

Wahlster, W.; Andre, E.; Finkler, W.; Profitlich, H. J.; Rist, T., Plan-based integration of natural language and graphics generation, Artificial Intelligence, 63, 387-427, 1993. 

Watson, R.; O'Neill, P., A flexible gesture interface in Graphics Interface '95, 231-238, 1995.

Wenger E Artificial intelligence and tutoring systems : computational and cognitive approaches to the communication of knowledge, Morgan Kaufmann Publishers , Los Altos, 1987


b10 Ingénierie: évaluation, optimisation, reproduction, planification, gestion (problématiques 24,25,26,27,28)


Aldrich F.;Rogers Y.; Scaife M., Getting to grips with interactivity – helping teachers assess the educatiinal value of CD-ROMS, British Journal of Educational Technology, 29(4), 321-332,1998.

Bengio, S.; Frasson, C.; Gecsei, J., Utilisation de systemes d'EAO dans des systemes d'EIAO in SCSIT 1985, 134-137, 1985.  

Berry, D., Involving users in expert system development, Expert Systems, 11 (1), 23-28, 1994.

Brown, A., Processes to support the use of information technology to enhance learning, Computers Education, 22 (1), 145-153, 1994.

Clark, R. E., Media will never influence learning, ETR&D, 42 (2), 21-29, 1994. 

Clark, R. E., Media and method, ETR&D, 42 (3), 7-10, 1994. 

Cuomo, D. L.; Bowen, C. D., Understanding usability issues addressed by three user-system interface evaluation techniques, Interacting with Computers, 6 (1), 86-108,1994. 

Duchatel, P., Repenser la technologie de l'éducation: prospectives d'aventure, Les actes du colloque du CIPTE, ed.. Jaques Viens, 79-88, 1994.

Driscoll, M. P.; Klein, J. D.; Sherman, G. P., Perspectives on instructional planning: how do teachers and instructional designers conceive of ISD planning practices?, Educational Technology, vol. (march), 34-42 ,1994.

Everson, H.T.; Tobias, S., The ability to estimate knowledge and performance in college – a metacognitive analysis, Instructional Science, 26(1-2), 65-79, 1998.

Fournier, J.P. La professionalisation du domaine de ala pratique de la technologie éducative: une première image d'une réalité naissante. Les actes du VIIIe colloque du CIPTE, ed..Sauvé L, 245-254, 1992.

Fotinas, C.; Henri, C., Quelques réflexions sur la technologie du bricolage: une techno-logique éducationnelle, colloque CIPTE, 1986.

Gagné R, Briggs L, Principles of instructional design, Holt, Rinehart and Wilson, NY, 1988

Grant, C.; Scott, T.; Mctear, M.,  A technology-based approach to training needs analysis,  Innovations in Education & Training International,  34(3), 188-193, 1997.

Gray, D.; Black, T., Prototyping of computer-based training materials, Computers Education, 22 ( 3), 251-256 ,1994.

Gros, B.; Spector, J. M., Evaluating automated instructional design systems: a complex problem, Educational Technology, vol. (may-june), 37-45, 1994. 

Hannafin, M.; Land, S., The foundations and assumptions of technology-enhanced student-centered learning environments,  Instructional Science, 25(3), 167-202, 1997.

Heinich , R., The Proper Study of Instructional Technology, ECTJ, 32 (2), 67-87, 1984 .

Hwang , A.., Positivist and constructivist persuasions in instructional development,  Instructional Science, 24(5), 343-356, 1996 .

Jacquinot, G., Technologie dans l'éducation ou technologie de l'éducation: ingénièrie ou théorie? Les actes du sixième colloque du CIPTE, ed..Lescop J, 13-20, 1988.

Jacobs, G., Evaluating coursware – some critical questions,  Innovations in Education & Training International, 35(1), 3-8, 1998.

Jaspers, F., Target group characteristics: are perceptional modality preferences relevant for instructional materials design?, ETTI, 1, 11-17.

Jonassen, D. H., Hypertext as instructional design, ETR&D, 39 (1), 83-91.

Jonassen, D.; Campbell, J.  Davidson, M., Learning with media: restructuring the debate, ETR&D, 42  (2), 31-39, 1994.

Jones, M. K.; Li, Z.; Merrill, M. D., Rapid prototyping in automated instructional design, ETR&D, 40 (4), 95-100 . 

Kennedy, M. F., Instructional design or personal heuristics in classroom instructional planning, Educational Technology, vol. (march), 17-24 ,1994. 

Khan, T. Pedagogic principles of case-based cal,  Journal of Computer Assisted Learning, 12(3), 172-192, 1996.

Kozma, R. B., A replay: media and methods, ETR&D, 42 (3), 11-14, 1994. 

Lapointe, J., Une métavision du processus de la technologie de l'éducation, Révue des sciences de l'éducation, XVII (2), 207-221, 1991.

Lapointe, J.; Gagné, P., Le savoir d'expérience et le savoir intuitif en technologie de l'éducation : contributions décisionnelles des savoirs négligés, Les actes du VIIIe colloque du CIPTE, ed..Sauvé L, 275-286, 1992.

Marinov, M.T., A global teaching strategy in knowledge-managed computer-assisted instruction systems, Contemporary Educational Psychology, 31 (1), 31-37.

Maurer, M. The reduction of computer anxiety: its relation to relaxation training, previous computer coursework, achievement, and need for cognition, Journal of Research on Computing in Education, 26 (2), 205-219, 1993. 

Michael, A. L.; Klee, T.; Bransford, J. D.; Warren, S. F., The transition from theory to therapy: test of two instructional methods, Applied Cognitive Psychology, 7, 139-153, 1993. 

Miller, L., Teaching visual literacy with films and video, 'the moving image', EMI, 31 (1), 58-61.

Mingolarra, J. A., The best medium for the best teaching, EMI, 31 (1), 25-29.

Maurer, H.; Scherbakov, N., Courseware market: problems and solutions, 427-432. 

Morin, A,. Une technologie systèmique appropiée à des référentiels pour la conception , la réalisation et la production des médias d'apprentissage, Les actes du VIIe colloque du CIPTE, ed..Sauvé L, 121-131, 1991.

Morrison, G. R., The media effects question: "unresolvable" or asking the right question, ETR&D, 42(2), 41-44, 1994. 

Murray, T.; Park Woolf, B., Tools for teacher participation in ITS design in ITS 1992, 593-600, 1992. 

Neilson, I.;Thomas, R. , Designing educational software as a re-usable resourse,   Journal of Computer Assisted Learning, 12(2), 114-126, 1996.

Nwana, H., The evaluation of an intelligent tutoring system, Intelligent Tutoring Media, 1 (3), 117-131, 1990.

Overbaugh, R. C., Research-based guidelines for computer-based instruction development, Journal of Research on Computing in Education, 27 (1), 29-48, 1994. 

Palmer, J.; Ames, C. T.; Lindsey, D. T., Measuring the effect of attention on simple visual search, Journal of Experimental Psychology, 19 (1),108-130, 1993.

Reigeluth, C, Instructional théories in action, Hillsdale, NJ, 1987

Reigeluth, C; Banathy, B; Olson J., Comprehensive System Design: a New Educational Technology, Springer-Verlag, Berlin, 1993

Reeves, T., Evaluating Interactive multimedia, Educational Technology, May, 1992.

Reiser, R. A., Clark's invitation to the dance: an instructional designer's response, ETR&D, 42 (2), 45-48, 1994. 

Reiser, R. A.; Kegelmann, H. W., Evaluating instructional software: a review and critique of current methods, ETR&D,. 42 (3), 63-69, 1994. 

Reisner, P., APT: a description of user interface inconsistency, Int. J. Man-Machine Studies, 39, 215-236 ,1993. 

Rowland, G., Designing and instructional design, ETR&D, 41(1), 79-91.

Royer, J. M.; Cisero, C. A.; Carlo, M. S., Techniques and procedures for assessing cognitive skills, Review of Educational Research, 63 (2), 201-243, 1993.

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Russell, D. M.; Burton, R. R.; Jordan, D. S.; Jensen, A. M.; Rogers, R. A., Creating instruction with IDE: tools for instructional designers, Intelligent Tutoring Media, 1 (1), 3-15, 1990.

Ryder, J. M.; Redding, R. E., Interacting cognitive task analysis into instructional systems development, ETR&D, 41 (2), 75-96, 1993. 

Saga, H., Students' perceptions of media and teachers as related to the depth of their learning, EMI, 30,(3), 158-167. 

Saroyan, A., Differences in expert practice: a case from formative evaluation, Instructional Science, 21, 451-472, 1993.

Scandura, J.,  Role of instructional theory in authoring effective and efficient learning technologies, Computers in Human Behavior, 12(2), 313-328, 1996.

Shabo, A.,  Integrating constructionism and instructionism in educational hypermedia programs,  Journal of Educational Computing Research, 17(3), 231-247, 1997.

Shrock, S., The media influence debate: read the fine print, but don't lose sight of the big picture, ETR&D, 42 (2), 49-53,1994. 

Spector J., The role of epistemology in instructional design, Instructional Science, 26(3-4), 193-203, 1998.

Squires, D.; Mcdougall, A.; Software evaluation – a situated approach,   Journal of Computer Assisted Learning,  12(3), 146-161, 1996.

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Swigger, K. M.; Brazile, R., Evaluating group affectiveness through a computer-supported cooperative training environment, International Journal of Human-Computer Studies, 43, 523-538, 1995. 

Tennyson, R. D., The big wrench vs. integrated approaches: the great media debate, ETR&D, 42 (3), 15-28, 1994.

Tergan, S.O., Checklists for the evaluation of educational software critical review and prospects, Innovations in Education & Training International, 35(1), 9-20, 1998.

Thomas, R., Durable, low-cost educational software, Computers Education, 22 (1), 65-72, 1994.

Ullmer, E. J., Media and learning: are there two kinds of truth?, ETR&D, 42 (1), 21-32, 1994. 

Van Marcke, K., Instructional Expertise in 1992 ITS proceedings, Frasson (ed.), 243-243 , 1992.

Weston,  C.; Lemaistre, C.; Mcalpine, L.; Bordonaro,T., The influence of participants in formative evaluation on the improvement of learning from written instructional materials, Instructional Science. 25(5), 369-386, 1997.

Wilson, B.; Cole, P., A critical review of elaboration theory, ETR&D, 40 (3), 63-79.   

b11 Applications des systèmes explicatifs  des contextes particuliers (problématique 20)


Artman, L.; Cahan, S., Schooling and the development of transitive inference, Developmental Psychology, 29 (4), 753-758,1993.

Barron , A.., Designing web-based training, British Journal of Educational Technology, 29(4), 355-370, 1998.

Blakowski, G.; Steinbeck, W., Harmonization of an infrastructure for flexible distaance learning in Europe with CTA in IWACA '94, 278-297, 1994. 

Branch, R. C., Common instructional design practices employed by secondary school teachers, Educational Technology, vol. (march), 25-33, 1994.

Cvetkovic, S. R.; Seebold, R. J. A.; Bateson, K. N.; Okretic, V. K., CAL programs developed in advanced programming environments for teaching electrical engineering, IEEE Transactions on Education, 37 (2), 221-227, 1994. 

Clegg, C. W., Social systems that marginalize the psychological and organizational aspects of information technology, Behaviour & information technology, 12 (5), 261-266, 1993. 

Copeland, W.; Birmingham, C, Making meaning in classroom: an investigation of cognitive processes in aspiring teachers, experienced teachers, and their peers,  Review of educational Research, 51 (1), 166-193, 1994. 

Derycke, A.; Vieville, C.; Vilers, P., Cooperation and communication in open learning: the coconut project in Computers in Education, A. McDougall and C. Dowling (eds), IFIP '90, 957-962 ,1990.

Durell, B., Understanding classroom computers: student and teacher perspectives in Computers in Education, A. McDougall and C. Dowling (eds), IFIP '90, 757-761, 1990. 

Dysthe, O., The multivoiced classroom – interactions of writing and classroom discourse, Written Communication, 13(3), 385-425, 1996.

Earle, R. S., Introduction to special issue: instructional design and the classroom teacher, Educational Technology, vol. (march), 5-6, 1994. 

Farinetti, L.; Malnati, G., Remote Tutoring: What we Learned by a Practical Experience in Educational Telecommunications '96, P. Carlson and F. Makedon (eds), AACE, 97-102 1996. 

Ference, P. R.; Vockell, E. L., Adult learning characteristics and effective software instruction, Educational Technology, vol. (july/aug), 24-31, 1994. 

Gorham, J.; Millette, D.,  A comparative analysis of teacher and student perceptions of sources of motivation and demotivation in college classes,   Communication Education, 46(4), 245-261, 1997.

Henri, F., Processus d'apprentissage à distance et téléconference assisté par ordinateur: essai d'analyse, Canadian Journal of Educational Communication, 21 (1), 3-18, 1992. 

Harrington, H. L., The essence of technology and the education of teachers, Journal of Teacher Education, 44 (1), 5-14, 1993. 

Hiltz, S. R., Correlates of learning in a virtual classroom, Int. J. Man-Machine Studies, 39, 71-98, 1993. 

Hoel, T.L., Voices from the classroom, Teaching & Teacher Education, 13(1), 5-16 , 1997.

Hopkins, R. L., Narrative schooling - Experiential Learning and the transformation of american education, Teachers College Press ,  Columbia University,1990.

Hudson, B.,  Group work with multimedia in mathematics – the role of the technology and of the teacher,  British Journal of Educational Technology, 28(4), 257-270, 1997.

Jacono,  B; Jacono, J., Holism – the teacher is the method,  Nurse Education Today, 14(4), 287-291, 1994.

Jamieson, P.; Martin, E., Understanding Teaching in the Video Conferencing Classroom in Educational Telecommunication '96, P. Carlson and F. Makedon (eds), AACE, Boston, Mass., 143-148, 1996.

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Kyratzis, A.; Green, J., Jointly constructed narratives in classrooms –co-construction of friendship and community thrpogh language, Teaching & Teacher Education, 13(1), 17-37, 1997.

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Lobodzinski, S. S.; Williams, J. R., Interactive Satellite Distance Learning System in Educational Telecommunication, P. Carlson and F. Makedon (eds), AACE, Boston, Mass., 185-190, 1996. 

Longworth, N., From computing to information technology to distance education- What do we do when teacher isn't there? in Computer in Education, A. McDougall and C. Dowling (eds), IFIP 1990, 931-936, 1990. 

Madinaveitia, J. M. Y.; Minguell, M. E.; Ferres Font, J., The computer as a tool for curriculum development in the classroom, EMI, 30 (3), 143-149.

Mccartan, A.; Hare, C., The interactive use of it in teaching and learning- an evaluation exercise using projective techniques, Innovations in Education & Training International, 34(4), 281-287, 1997.

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Oliver, R.; Short, G., The Westwrn Australian telecentres Network: Enhancing Equity and Access to Education in Rural Communities in Educational Telecommunications '96, P. Carlson and F. Makedon (eds), AACE, Boston, 238-243, 1996. 

Olson, J., Schoolworlds, Microworlds Computer and the culture of the classroom, Pergamon Press, Toronto

Pusztaszeri, Y.; Alou, M.; Biersack, E. W.; Dubois, P.; Gaspoz, J., Multimedia teletutoring over a trans-european ATM network in IWACA '94, 315-327, 1994. 

Paquette, G.; Ricciardi-Rigault, C.; Paquin, C.; Liegeois, S.; Bleicher, E., Developing Virtual Campus Environment in Educational Telecommunication, P. Carlson and F. Makedon (eds), AACE, Boston, Mass., 244-251, 1996. 

Paquette, G.; Bergeron, G.; Bourdeau, J., The Virtual Classroom Revisited: An Architecture for Integrating Information Technology in Distance Education and Training in Proceedings of TELETEACHING, G. Davies and B. Samways (eds), Elsevier Science Publishers B.V., North Holland, 639-646, 1993. 

Ponta, D.; Scapolla, A.; Taini, M., Tematics for Education: the Design of a Distributed Computer-Based Collaborative Learning System in Educational Telecommunications '96, P. Carlson and F. Makedon (eds), AACE, Boston, 252-257,1996. 

Raymond, J., Computer assisted lecturing: one implementation in Interactive Learning Through Visualisation '92, Springer Verlag 1992, 

Rebelsky, S. A., Improving WWW-Aided Instruction A Report from Experience in Educational Telecommunications '96, P. Carlson and F. Makedon (eds), AACE, Boston, Mass., 276-280,1996. 

Reiser, R. A., Examining the planning practices of teachers: reflections on three years of research, Educational Technology, vol. (march), 11-16, 1994. 

Riel, M., Cooperative learning through telecommunications, Sigcue Outlook, 21 (3), 14-17, 1992. 

Riel, M., A model for integrating computer networking with classroom learning in IFIP '90, A. McDougall and C. Dowling (eds), 1021-1026, 1990.,

Rowntree D., Teaching and learning online –a correspondence education for the 21st century, British Journal of Educational Technology, 26(3), 205-215, 1995.      

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Thomas, P.; Carswell, L.; Price, B.; Petre, M., A holistic approach to supporting distance learning using the Internet – transformation, not translation,  British Journal of Educational Technology. 29(2), 149-161, 1998.

Tolmie A.; Barbieri S., Guest editorial – computer mediated communication in higher education, Journal of Computer Assisted Learning, 13(4), 207-209, 1997.

Vantartwijk, J.; Brekelmans, M.; Wubbels, T.,Students perceptions of teacher interpersonal style – the front of the classroom as the teachers stage,   Teaching & Teacher Education,  14(6), 607-617, 1998.

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Windschitl, M.; Andre, T. , Using computer simulations to enhance conceptual change – the roles of constructivist instruction and student epistemological beliefs,  Journal of Research in Science Teaching.  35(2), 145-160, 1998.

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b12 Le métabolisme global de l'explication, son observation et sa description (problématique 19)

Anderson,  L.,  Models and  the improuvement of teaching and learning – an essay – review of models of learning tools for teaching,  Teaching & Teacher Education, 14(3), 353-357, 1998.

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