Steve Masson
Biographic Data
| ID | 7830800 |
|---|---|
| NAME | Steve Masson |
| GIVEN NAMES | Steve |
| FAMILY NAME | Masson |
| SIGNATURE | MASSON S |
| AFFILIATIONS | Université du Québec à Montréal |
| ORCID | 0000-0002-7228-5098 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Primary School Learning Topics Involving Inhibitory Control
By the time they enter primary school, students have already developed a range of intuitive conceptions, heuristics, and other automatisms (Borst, 2020; Houdé, 2014). In certain contexts, these automatisms can lead to inappropriate responses or reasoning errors, interfering with students’ understanding of targeted learning topics (Jiang et al., 2019; Roëll et al., 2019). Research has highlighted the role of inhibitory control in overcoming such a…
Years Later
Mathematics and science integration (MSI), the core of STEM education, is widely supported as a means of improving student achievement and interest. However, research has consistently reported a lack of empirical evidence to support these benefits and a lack of a consensus definition of MSI. To examine whether these gaps have been filled since the last review of MSI by Hurley in 1998, we conducted a systematic review of the MSI literature in prim…
Coexistence of Misconceptions and Scientific Conceptions in Chemistry Professors
Using mental chronometry and functional magnetic resonance imaging (fMRI), 17 pre-university and university professors were tested with a cognitive task that required distinction of true or false statements about chemistry. These were prepared in pairs of similar statements, which differed only by congruency: while congruent stimuli involved no plausible interference of misconceptions, the incongruent match did. Results show longer response times…
No prominent works on this page.
Coexistence of Misconceptions and Scientific Conceptions in Chemistry Professors
Using mental chronometry and functional magnetic resonance imaging (fMRI), 17 pre-university and university professors were tested with a cognitive task that required distinction of true or false statements about chemistry. These were prepared in pairs of similar statements, which differed only by congruency: while congruent stimuli involved no plausible interference of misconceptions, the incongruent match did. Results show longer response times…
Primary School Learning Topics Involving Inhibitory Control
By the time they enter primary school, students have already developed a range of intuitive conceptions, heuristics, and other automatisms (Borst, 2020; Houdé, 2014). In certain contexts, these automatisms can lead to inappropriate responses or reasoning errors, interfering with students’ understanding of targeted learning topics (Jiang et al., 2019; Roëll et al., 2019). Research has highlighted the role of inhibitory control in overcoming such a…
Years Later
Mathematics and science integration (MSI), the core of STEM education, is widely supported as a means of improving student achievement and interest. However, research has consistently reported a lack of empirical evidence to support these benefits and a lack of a consensus definition of MSI. To examine whether these gaps have been filled since the last review of MSI by Hurley in 1998, we conducted a systematic review of the MSI literature in prim…
Science Education and Pedagogy (2 works) · Visual and Cognitive Learning Processes (2 works) · Child and Animal Learning Development (1 works) · Cognition (1 works) · Cognitive and developmental aspects of mathematical skills (1 works) · Cognitive neuropsychology (1 works) · Cognitive Neuroscience (1 works) · Cognitive psychology (1 works) · Cognitive reframing (1 works) · Cognitive science (1 works)