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See detailAuf den Spuren Lew Wygotskis
Reuter, Robert UL

Book published by Robert Reuter (2009)

Dieses Buch ist das Ergebnis eines pädagogischen Projektes welches im 2. Semester des akademischen Jahres 2008-2009 von Studierenden der Universität Luxemburg im Rahmen des zweiten Moduls „Socio-Cultural ... [more ▼]

Dieses Buch ist das Ergebnis eines pädagogischen Projektes welches im 2. Semester des akademischen Jahres 2008-2009 von Studierenden der Universität Luxemburg im Rahmen des zweiten Moduls „Socio-Cultural Perspectives on Learning“ der Transdisciplinary Curriculum Line „Learning as a social and cultural practice“ im "Bachelor en Sciences de l’Education" durchgeführt wurde. Es enthält Beiträge zu Themen der Lernpsychologie, der Entwicklungspsychologie, sowie der Erziehungswissenschaften. [less ▲]

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See detailIntegrating ICT in Pre-service Teacher Training
Höppner, Kristina D. C. UL; Busana, Gilbert UL; Max, Charles UL et al

in Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (2009)

The Bachelor in Educational Sciences at the University of Luxembourg is a four-year study program for students training to become nursery and elementary school teachers in Luxembourg. The program has ... [more ▼]

The Bachelor in Educational Sciences at the University of Luxembourg is a four-year study program for students training to become nursery and elementary school teachers in Luxembourg. The program has subscribed to an ICT-enriched study approach, meaning that students and teachers use a variety of (social) media tools for learning as well as for organizational planning. This best practice presentation will show how the tools used are intertwined. Furthermore, the presenters discuss the program's strategy of acquainting students with media tools, the support measures that are in place as well as the students' use and acceptance of ICT. The winter semester 2008/09 was important as the switch was made to a new ePortfolio system and increased inclusion of social media tools, especially with first-year students. The presentation will provide insight into first impressions of this change, touch upon pitfalls, and look at the plans for the coming semesters. [less ▲]

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See detailICT enriched learning environments at the University of Luxembourg
Busana, Gilbert UL; Reuter, Robert UL; Schandeler, Ingo UL

Scientific Conference (2008)

Information and Communication Technologies have predominantly entered the realm of universities to support administrations and teachers in their everyday professional activities, but did not necessarily ... [more ▼]

Information and Communication Technologies have predominantly entered the realm of universities to support administrations and teachers in their everyday professional activities, but did not necessarily contribute to fundamental paradigmatic changes. For instance, many lecturers, instead of handing out printed course material, put their lecture notes on a website. But such online course material is still course material produced by a teacher. This does not necessarily imply a shift in pedagogical approach. However, if ICT is to be a tool for students to become active and productive learners, a groundbreaking pedagogical change in favor of a more learner-centered approach becomes crucial. In the current paper we will show how the ambition to change teaching practices (from knowledge transmission/acquisition to collaborative knowledge construction) progressively led to ICT enriched learning environments at the University of Luxembourg. We will provide a thorough description of the educational technology tools currently implemented across the university. Furthermore, we will show how they are used by students and teachers of a specific bachelor program to become members of a learning community. Finally, an overview of current issues as well as future developments will be given. [less ▲]

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See detailAuf der Suche nach Lew Wygotski
Reuter, Robert UL

Book published by Robert Reuter (2008)

Dieses Buch ist das Ergebnis eines pädagogischen Projektes welches im 2. Semester des akademischen Jahres 2007-2008 von Studierenden der Universität Luxemburg im Rahmen des zweiten Moduls „Socio-Cultural ... [more ▼]

Dieses Buch ist das Ergebnis eines pädagogischen Projektes welches im 2. Semester des akademischen Jahres 2007-2008 von Studierenden der Universität Luxemburg im Rahmen des zweiten Moduls „Socio-Cultural Perspectives on Learning“ der Transdisciplinary Curriculum Line „Learning as a social and cultural practice“ im "Bachelor en Sciences de l’Education" durchgeführt wurde. Es enthält Beiträge zu Themen der Lernpsychologie, der Entwicklungspsychologie, sowie der Erziehungswissenschaften. [less ▲]

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See detailLes publications et actions de l'Association des Cercles d'Etudiants Luxembourgeois (ACEL): des outlis de facilitations entre les mondes de l'école,de l'université et du travail? Université d'Eté de la FREREF: "Les transitions: tensions entre éducation,formation et emplois"
Reuter, Robert UL

Scientific Conference (2007)

Au Grand-Duché de Luxembourg, l’Association des Cercles d’Etudiants Luxembourgeois (ACEL) représente actuellement l’un des grands acteurs dans le domaine de l’information sur les transitions entre ... [more ▼]

Au Grand-Duché de Luxembourg, l’Association des Cercles d’Etudiants Luxembourgeois (ACEL) représente actuellement l’un des grands acteurs dans le domaine de l’information sur les transitions entre l’enseignement secondaire et l’enseignement supérieur, d’un côté, et entre l’enseignement supérieur et la vie professionnelle, de l’autre côté. Les campagnes d’information de l’ACEL se basent essentiellement sur ses différentes publications, qui sont mises gratuitement à disposition au public et élaborées en étroite collaboration avec ses cercles-membres et une série de partenaires et collaborateurs du secteur privé et public. Le but est d’informer le plus complètement possible sur toutes les étapes d’une formation supérieure, en commençant par les informations relatives au choix de la branche et du lieu d’étude, suivi par l’accompagnement et l’encadrement pendant les études elles-mêmes et allant jusqu’au passage à la vie professionnelle. Dans le présent travail, nous allons présenter l’ensemble des publications et actions de l’ACEL visant à faciliter ces deux transitions. [less ▲]

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See detailA la rencontre de Lev Vygotsky
Reuter, Robert UL

Book published by Université du Luxembourg (2007)

Ce livre est issu d’un projet pédagogique réalisé au second semestre de l’année académique 2006-2007 par des étudiantes et étudiants de l’Université du Luxembourg, dans le cadre du deuxième module ... [more ▼]

Ce livre est issu d’un projet pédagogique réalisé au second semestre de l’année académique 2006-2007 par des étudiantes et étudiants de l’Université du Luxembourg, dans le cadre du deuxième module : «Introducing Vygotsky (1896-1934): Mediation and the ZPD» de l’unité d’apprentissage «Learning as a social and cultural practice» du programme d’études du Bachelor Professionnel en Sciences de l’Education (BPSE), dispensé par la Faculté des Lettres, des Sciences Humaines, des Arts et des Sciences de l'Education. Il contient des contributions originales sur des thèmes variés du domaine de la psychologie des apprentissages, du développement et de l'éducation. [less ▲]

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See detailL'autorité du "bon professeur": évaluation des attitudes et comportements favorables au respect des règles
Welbes, Françoise; Reuter, Robert UL

Scientific Conference (2006)

L’autorité est une caractéristique d’un rapport social et elle présuppose le respect réciproque. La présente recherche vise à relever les attitudes et comportements d’un enseignant favorables à son ... [more ▼]

L’autorité est une caractéristique d’un rapport social et elle présuppose le respect réciproque. La présente recherche vise à relever les attitudes et comportements d’un enseignant favorables à son autorité. Selon Rey (1999), ni une attitude de supériorité, ni une attitude de proximité ne sont favorables à l’autorité d’un enseignant, mais plutôt celle qui permet de résoudre de façon convaincante et satisfaisante cette dialectique entre éloignement et proximité, appelé ici « positionnement à distance ». Cette attitude est favorable au sentiment de l’élève d’être respecté par son professeur, ce qui engendre le respect des règles établies par l’enseignant et donc la reconnaissance de son autorité. Nous proposons ici d’évaluer laquelle de ces trois attitudes est perçue par les élèves comme la plus favorable à l’autorité. Nous avons ainsi établi des définitions opérationnelles de ces attitudes en les associant à trois catégories de comportements: communication congruente/non-congruente, mode de réaction non- affirmatif/affirmatif/hostile et traitement juste/injuste. Afin de vérifier l’hypothèse d’un lien étroit entre positionnement à distance et le couple respect-autorité, nous avons réalisé des entretiens semi-dirigés auprès de jeunes adolescents d’un établissement d’enseignement secondaire technique du Grand-Duché de Luxembourg. Les résultats obtenus suggèrent que les adolescents interrogés accordent de l’importance au fait que le professeur les respecte et qu’il adopte un positionnement à distance. Selon leur propre évaluation, c’est le sentiment d’être respectés par le professeur qui les conduit à respecter ses règles. Cependant, les propos des jeunes soulèvent également l’importance d’un rapport de négociation, d’une zone de tolérance et de flexibilité par rapport à la loi et au savoir, ainsi qu’un ensemble de représentations du système scolaire qui semblent s’éloigner de la définition des missions et des finalités de l’école et rapprochent l’autorité à leur interprétation du « bon professeur ». [less ▲]

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See detailApprentissage des langues via Internet
Reuter, Robert UL; Busana, Gilbert UL; Martin, Romain UL

Scientific Conference (2005)

Detailed reference viewed: 37 (2 UL)
See detailSex differences in spatial cognition: A critical test of the "hunter-gatherer" theory.
Reuter, Robert UL

Scientific Conference (2001, September 08)

The present study tested two predictions of the “hunter-gatherer” theory of sex differences in spatial cognition. According to this theory, men and women have faced different evolutionary pressures on ... [more ▼]

The present study tested two predictions of the “hunter-gatherer” theory of sex differences in spatial cognition. According to this theory, men and women have faced different evolutionary pressures on their spatial capacities (Ridley 1994). On average, males are hence expected to exhibit better navigational capacities than females (Martin 1998), while females can be assumed to exhibit better incidental object location memory capacities than males (Silverman & Eals 1992, Eals & Silverman 1994). Our study directly addressed this alleged pattern of sexual dimorphism in spatial abilities using (1) a spatial navigation task involving the exploration of a computer-based 3D virtual environment developed by Martin (1998); and (2) an exact replication of the object location memory task developed by Eals et al. (1994), involving pseudo-objects in order to reduce contamination by verbal encoding strategies. Results replicated the well-established male advantage in spatial navigation, while showing an unexpected female disadvantage in incidental object location memory. Further research is thus needed to explore the assumed female advantage in object location memory. [less ▲]

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See detailCats could be dogs, but dogs could not be cats: what if they bark and mew? A Connectionist Account of Early Infant Memory and Categorization
Reuter, Robert UL

in Proceedings of the 23rd Annual Conference of the Cognitive Science Society (2001, August 01)

The goal of this paper is to replicate and extend the connectionist model presented by Mareschal and French(1997) as an account of 'the particularities of […] infant memory and categorization'. With ... [more ▼]

The goal of this paper is to replicate and extend the connectionist model presented by Mareschal and French(1997) as an account of 'the particularities of […] infant memory and categorization'. With infants, the sequential presentation of cats followed by dogs yields an expected increase in infants' looking time, whereas the reversed presentation order does not. This intriguing asymmetry of infants' category formation, first reported by Quinn, Eimas, and Rosenkrantz (1993), was simulated by Mareschal et al.'s simple connectionist network. In addition, the authors proposed that this asymmetric categorization is a natural b yproduct of the 'asymmetric overlaps of the visual feature distributions' of cats and dogs. Using a simple feed forward backpropagationnetwork, we successfully replicated this asymmetric categorization effect, as well as a reported asymmetric exclusivity effect in the two categories, and anasymmetric interference effect of learning dogs on the memory for cats, but not of learning cats on the memory for dogs. We furthermore investigated the authors'explanation of the asymmetric effects, firstly, by systematically varying the overall similarity between learned items and interfering items, and secondly, by adding a binary feature to the input set, namely the animal cry (barking vs. mewing). The results of the present modeling underscore the authors' explanation of the observed effects in infants' memory and categorization, but also suggest lines of further experimental research susceptible to undermine the proposed connectionist account. [less ▲]

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See detailContextual Cueing of Visuo-Spatial Attention: Implicit or Explicit Learning?
Reuter, Robert UL; Cleeremans, Axel

Scientific Conference (2001, May 04)

Chun and colleagues (Chun et al. 1998, 1999; Chun, 2000) have recently demonstrated that visuo-spatial attention can be guided by top-down visual knowledge. In a visual search task Ss have indeed be shown ... [more ▼]

Chun and colleagues (Chun et al. 1998, 1999; Chun, 2000) have recently demonstrated that visuo-spatial attention can be guided by top-down visual knowledge. In a visual search task Ss have indeed be shown to efficiently use global context (the spatial layout of distractor items) to detect targets. Visual search RTs are thus faster when Ss respond to targets imbedded in invariant (repeated or learned) visual configurations than in variable (unrepeated) configurations. ‘Contextual cueing effects’ have been observed despite poor explicit recognition performance for the invariant configurations. The present study replicates the contextual cueing effect with more heterogeneously distributed distractor configurations. Furthermore, while explicit recognition scores suggest that Ss can discriminate between invariant and variant visual configurations, no correlation was observed between recognition and search performance. These results will be discussed in the context ongoing controversy about the extent to which learning can be implicit. [less ▲]

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See detailWhat can Evaluative Learning tell us about Implicit Learning?
Reuter, Robert UL; Cleeremans, Axel

Poster (2000, September)

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See detailReverse Evaluative Learning: Paradoxical Contamination of Liked/Disliked Stimuli by Neutral Stimuli
Reuter, Robert UL; Cleeremans, Axel

Scientific Conference (2000, May 12)

According to De Houwer et al. (1997) the evaluative learning (EL) paradigm deserves the attention of the implicit research community for various reasons, such as its resistance to the general criticism ... [more ▼]

According to De Houwer et al. (1997) the evaluative learning (EL) paradigm deserves the attention of the implicit research community for various reasons, such as its resistance to the general criticism addressed at implicit learning studies on grounds of often failing to meet information and sensitivity criteria, and the strong evidence for EL to be implicit. Nevertheless, EL is controversial because (1) it is unclear what the sufficient and necessary conditions for EL to take place are, and (2) the extent to which EL can take place without awareness of the relevant contingencies is likewise unclear. The present study aimed at conceptually replicating Baeyens et al.'s (e.g., 1988) EL studies to explore the robustness of the EL phenomenon. In a first phase subjects rated the affective value of various faces. During the subsequent acquisition phase, they were shown different contingent pairs of neutral stimuli (NSi) and affective stimuli (ASi), (i.e. liked, disliked or neutral). Next, they were to rate the whole set of faces again, based on their current first impression. Results failed to replicate typical EL findings: Not only did we fail to observe changes in the evaluations of NSi, but ASi, as well as stimuli that had not been presented during the acquisition phase, were evaluated to be more neutral after the acquisition phase than before. We discuss these results in the context of Field et al.'s (1999) alternative accounts of EL phenomena. [less ▲]

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See detailOverall mate attractiveness: Towards a Computational Metaphor of Human Mate Choice
Reuter, Robert UL

Dissertation and these (1999)

This paper provides a computational characterisation of human mate choice. In terms of evolutionary biology, choosing the "best" mating strategy is a matter of maximising the trade-offs resulting from the ... [more ▼]

This paper provides a computational characterisation of human mate choice. In terms of evolutionary biology, choosing the "best" mating strategy is a matter of maximising the trade-offs resulting from the costs and benefits associated with any activity "aiming" at survival and reproduction, like living to reproductive age, displaying desirable features, courting, mating, parenting, etc. Evolved mating strategies can descriptively be characterised as such cost/benefit analyses (or conditional strategies). They should take into account the effects of those biological, ecological, populational, social and cultural constraints that were recurrently affecting the long- term inclusive fitness of our hominid ancestors. Similarly, in terms of evolutionary cognitive science, choosing the "best" mate is a matter of maximising satisfaction of a set of positive and negative constraints affecting inclusive fitness. Overall mate attractiveness is conjectured to be the product of this dynamic multiple constraint satisfaction process. It is, moreover, shown that a computational metaphor based on parallel distributed processing captures essential features of human mate choice, like infatuation and the "beautiful-is-good" effect. It also provides an integrating view on the numerous preference factors documented to affect perceived mate value. Finally, the author proposes new empirical predictions about constraints on overall mate attractiveness to be explored in future multidisciplinary studies. [less ▲]

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See detailReview of a BBS target article Lexical Entries and Rules of Language: A Multidisciplinary Study of German Inflection by Harald Clahsen to appear in BBS (1999) 22 (6)
Reuter, Robert UL

E-print/Working paper (1999)

Many authors (e.g., Chomsky 1995, Pinker 1984, and Marcus 1998) argue that the architecture of the language faculty contains two separate components: a (structured) lexicon and a computational component ... [more ▼]

Many authors (e.g., Chomsky 1995, Pinker 1984, and Marcus 1998) argue that the architecture of the language faculty contains two separate components: a (structured) lexicon and a computational component. Clahsen presents in a current BBS target article (in press) new empirical evidences in favour of such a dual-mechanism model of language processing based on a multidisciplinary study of German inflection. In the following review, I will summarise and discuss the major points of Clahsen's paper. My focus will be on theoretical, methodological and empirical issues presented and discussed in the paper. An important issue will be the bearing of his empirical findings on the current debate in psycholinguistic modelling. I will as well speculate that at least a part of Clahsen's reasoning seems not to hold in the case of a language closely related to German, namely Luxembourgian. [less ▲]

Detailed reference viewed: 143 (2 UL)