To understand culture's relationship to cognition, this field has studied children or adults with little schooling and often alien to well-educated Western culture. Traditionally centered on extra-curricular knowledge, school-based variables must be considered: written culture and teaching/learning strategies can generate obstacles to conceptualization. Subjects are adults who studied at least three years at university: some are professionals. Data was from short clinical-style interviews as well as a questionnaire based survey taken from an observational sample. To find regularities linked to conceptual strength, S.I.A. determined implicative rules between responses and pre-ordered structures. Results suggested representations linked to specific conceptual aspects constitute didactical and/or socio-cultural obstacles.
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© 2008 Springer-Verlag Berlin Heidelberg
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Acioly-Régnier, N.M., Régnier, JC. (2008). Identifying didactic and sociocultural obstacles to conceptualization through Statistical Implicative Analysis. In: Gras, R., Suzuki, E., Guillet, F., Spagnolo, F. (eds) Statistical Implicative Analysis. Studies in Computational Intelligence, vol 127. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-78983-3_16
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DOI: https://doi.org/10.1007/978-3-540-78983-3_16
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