Étude du potentiel d'apprentissage chez une population de jeunes adultes en difficulté d'apprentissage
DOI:
https://doi.org/10.56105/cjsae.v16i2.1879Abstract
Résumé
La différence observée entre le rendement spontané et le potentiel cognitif réel d'un individu compte parmi les caractéristiques principales menant au diagnostic de difficulté d'apprentissage. Dans ce contexte, le concept théorique et la méthode d'évaluation du potentiel d'apprentissage revêtent un intérêt de premier ordre pour montrer la présence de cette différence chez cette clientèle. La présente recherche a pour but de vérifier l'efficacité de la procédure du test des cubes à évaluer l'écart entre le rendement spontané et le rendement potentiel, suite à l'enseignement de stratégies cognitives. Trente jeunes adultes, ayant un diagnostic de difficulté grave d'apprentissage, ont été évalués à l'aide de cette méthode. Les analyses statistiques révèlent une différence significative entre les deux prises de mesure, soit avant et après l'ajout des différents niveaux d'aide. Les résultats montrent que la méthode d'évaluation utilisée est intéressante pour l'amélioration de la qualité d'exécution des participants et par le fait même la différence, particulière à cette clientèle, entre leur rendement spontané et leur rendement potentiel. Elle indique également les possibilités d'apprentissage de cette clientèle lors de l'ajout d'explications.
The difference observed between spontaneous output and the cognitive potential of an individual is one of the principal characteristics leading to a diagnosis of a learning disability. In order to determine this difference in young adults, it is first necessary to consider the theoretical concepts behind learning disabilities and to use an assessment method to determine the client's learning potential. This study attempted to verify the efficiency of a procedure known as the blocks test to evaluate the deviation between spontaneous output and potential output, following the teaching of cognitive strategies. The statistical analyses reveal a significant difference between the two scores: before and after the addition of different levels of help. The results permit us to assert that the assessment method used is useful to demonstrate improvement in the execution skills of participants and at the same time to determine the difference between spontaneous and potential output. It also indicates the learning possibilities of these young adults after the addition of explanations.
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