Michel Gilly
Biographic Data
| ID | 2752232 |
|---|---|
| NAME | Michel Gilly |
| GIVEN NAMES | Michel |
| FAMILY NAME | Gilly |
| SIGNATURE | GILLY M |
| AFFILIATIONS | Aix-Marseille Université |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 28 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1987 |
| LATEST PUBLICATION YEAR | 2003 |
| H-INDEX | 3 |
Les représentations sociales
As representações sociais no campo educativo
Com exceção de alguns trabalhos como aqueles de MOLLO (1970, 1986) ou SIANO, (1985), há ainda poucas pesquisas no domínio educativo onde as representações sociais ocupam um lugar central. Para explicar resultados obtidos sobre os fatos que não têm estatuto de representação social, os autores ou bem estudam certos aspectos certas manifestações, ou abordam apenas fatores ou determinantes subjacentes (com estatuto de variável intermediária). Assinal…
Social significance of tasks, routines, and pragmatic schemas in distribution activities
Past research on social marking and pragmatic reasoning schemas suggests that cognitive processing modes are first elaborated by children when they are carrying out regulating social routines in the course of which they learn to produce the responses that satisfy the demand of their environment. The data of the two experimental studies reported here with 4–5 year old children, for object distribution tasks, show that the social routines evoked by…
Children's performance in the selection task
Three experiments exploring the effects of the activation of pragmatic schemas on children's reasoning performance are reported. Pragmatic schemas are defined as clusters of rules concerning actions and goals. Previous results indicated that by evoking 'permission' and 'obligation' schemas it is possible to facilitate adults' performance on Wason's selection task as well as that of children in a 'reduced' version of the same task. Experiment 1 de…
What Professional Responsibility Means to Teachers
This article discusses some of the findings pertaining to how teachers see their work which were produced by a comparative study of 360 French and 360 English primary school teachers. The sample was drawn from schools in four different types of matched catchment areas—rural, inner‐city, average suburban and affluent suburban— in Avon, UK and Bouches du Rhone, France. Four major dimensions of difference between the two national contexts are identi…
Social marking in ordering tasks
The same ordering task with social marking is used in two experimental training conditions. In one of the conditions, the answers based on the social norm contradict the answers that result from the cognitive processing of the examples provided. In the other condition, the two types of answers are the same. When compared to a control training condition, both of the test training conditions are shown to have the same effect. The observations made …
Teachers' Conceptions of their Professional Responsibility
Patricia Broadfoot, Marilyn Osborn, Michel Gilly, Arlette Paillet, Teachers' Conceptions of Their Professional Responsibility: Some International Comparisons, Comparative Education, Vol. 23, No. 3 (1987), pp. 287-301
What Professional Responsibility Means to Teachers
This article discusses some of the findings pertaining to how teachers see their work which were produced by a comparative study of 360 French and 360 English primary school teachers. The sample was drawn from schools in four different types of matched catchment areas—rural, inner‐city, average suburban and affluent suburban— in Avon, UK and Bouches du Rhone, France. Four major dimensions of difference between the two national contexts are identi…
Teachers' Conceptions of their Professional Responsibility
Patricia Broadfoot, Marilyn Osborn, Michel Gilly, Arlette Paillet, Teachers' Conceptions of Their Professional Responsibility: Some International Comparisons, Comparative Education, Vol. 23, No. 3 (1987), pp. 287-301
As representações sociais no campo educativo
Com exceção de alguns trabalhos como aqueles de MOLLO (1970, 1986) ou SIANO, (1985), há ainda poucas pesquisas no domínio educativo onde as representações sociais ocupam um lugar central. Para explicar resultados obtidos sobre os fatos que não têm estatuto de representação social, os autores ou bem estudam certos aspectos certas manifestações, ou abordam apenas fatores ou determinantes subjacentes (com estatuto de variável intermediária). Assinal…
Social marking in ordering tasks
The same ordering task with social marking is used in two experimental training conditions. In one of the conditions, the answers based on the social norm contradict the answers that result from the cognitive processing of the examples provided. In the other condition, the two types of answers are the same. When compared to a control training condition, both of the test training conditions are shown to have the same effect. The observations made …
Children's performance in the selection task
Three experiments exploring the effects of the activation of pragmatic schemas on children's reasoning performance are reported. Pragmatic schemas are defined as clusters of rules concerning actions and goals. Previous results indicated that by evoking 'permission' and 'obligation' schemas it is possible to facilitate adults' performance on Wason's selection task as well as that of children in a 'reduced' version of the same task. Experiment 1 de…
Social significance of tasks, routines, and pragmatic schemas in distribution activities
Past research on social marking and pragmatic reasoning schemas suggests that cognitive processing modes are first elaborated by children when they are carrying out regulating social routines in the course of which they learn to produce the responses that satisfy the demand of their environment. The data of the two experimental studies reported here with 4–5 year old children, for object distribution tasks, show that the social routines evoked by…
Teachers' Conceptions of their Professional Responsibility
Patricia Broadfoot, Marilyn Osborn, Michel Gilly, Arlette Paillet, Teachers' Conceptions of Their Professional Responsibility: Some International Comparisons, Comparative Education, Vol. 23, No. 3 (1987), pp. 287-301
What Professional Responsibility Means to Teachers
This article discusses some of the findings pertaining to how teachers see their work which were produced by a comparative study of 360 French and 360 English primary school teachers. The sample was drawn from schools in four different types of matched catchment areas—rural, inner‐city, average suburban and affluent suburban— in Avon, UK and Bouches du Rhone, France. Four major dimensions of difference between the two national contexts are identi…
Social marking in ordering tasks
The same ordering task with social marking is used in two experimental training conditions. In one of the conditions, the answers based on the social norm contradict the answers that result from the cognitive processing of the examples provided. In the other condition, the two types of answers are the same. When compared to a control training condition, both of the test training conditions are shown to have the same effect. The observations made …
Children's performance in the selection task
Three experiments exploring the effects of the activation of pragmatic schemas on children's reasoning performance are reported. Pragmatic schemas are defined as clusters of rules concerning actions and goals. Previous results indicated that by evoking 'permission' and 'obligation' schemas it is possible to facilitate adults' performance on Wason's selection task as well as that of children in a 'reduced' version of the same task. Experiment 1 de…
Social significance of tasks, routines, and pragmatic schemas in distribution activities
Past research on social marking and pragmatic reasoning schemas suggests that cognitive processing modes are first elaborated by children when they are carrying out regulating social routines in the course of which they learn to produce the responses that satisfy the demand of their environment. The data of the two experimental studies reported here with 4–5 year old children, for object distribution tasks, show that the social routines evoked by…
As representações sociais no campo educativo
Com exceção de alguns trabalhos como aqueles de MOLLO (1970, 1986) ou SIANO, (1985), há ainda poucas pesquisas no domínio educativo onde as representações sociais ocupam um lugar central. Para explicar resultados obtidos sobre os fatos que não têm estatuto de representação social, os autores ou bem estudam certos aspectos certas manifestações, ou abordam apenas fatores ou determinantes subjacentes (com estatuto de variável intermediária). Assinal…
Les représentations sociales
Psychology (5 works) · Computer Science (4 works) · Sociology (4 works) · Artificial Intelligence (3 works) · Artificial Intelligence (3 works) · Child and Animal Learning Development (3 works) · Cognition (3 works) · Cognitive psychology (3 works) · Social Psychology (3 works) · Educational Practices and Policies (2 works)