Etude comparative interculturelle des habiletes cognitives chez les eleves montagnais et Quebecois de niveau primaire en rapport avec l'adaptation au milieu scolaire: Incluant une grille exploratoire d'analyse developpementale de l'organisation spatiale dans le dessin Maison-Arbre-Chemin (MAC) monochrome

Abstract

Le present memoire fait etat d'une recherche menee aupres d'eleves montagnais (n = 20) et quebecois (n = 28) de niveau primaire ages entre 8 et 12 ans. Cette recherche s'inscrit dans le cadre general de la psychologie scolaire tout en se situant a la limite de la psychologie interculturelle et de la psychometrie. Elle vise a jeter un regard nouveau sur les difficultes d'adaptation scolaire des eleves autochtones au Quebec en tentant d'identifier leurs caracteristiques cognitives specifiques, cela afin de distinguer celles qui relevent des particularites culturelles montagnaises de celles qui emanent plus directement de problemes d'adaptation scolaire.

Pour ce faire, a partir de groupes apparies (2 x 2), les sujets ont ete soumis a une batterie de tests: Kaufman Assessment Battery for Children, Matrix Analogies Test - Short Form et Draw-A-Person: Quantitative Scoring System ainsi qu'a une epreuve d'organisation spatiale (dessin Maison-Arbre-Chemin: MAC). Pour cette derniere, une grille developpementale a ete elaboree dans le but de pouvoir comparer transculturellement les niveaux d'habiletes cognitives specifiquement sollicitees dans l'expression graphique.

Alternate abstract:

You are viewing a machine translation of selected content from our databases. This functionality is provided solely for your convenience and is in no way intended to replace human translation. Show full disclaimer

Neither ProQuest nor its licensors make any representations or warranties with respect to the translations. The translations are automatically generated "AS IS" and "AS AVAILABLE" and are not retained in our systems. PROQUEST AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY, ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE. Your use of the translations is subject to all use restrictions contained in your Electronic Products License Agreement and by using the translation functionality you agree to forgo any and all claims against ProQuest or its licensors for your use of the translation functionality and any output derived there from. Hide full disclaimer

This thesis reports on research carried out with Montagnais (n = 20) and Quebec (n = 28) primary school students aged between 8 and 12 years old. This research is part of the general framework of school psychology while being located at the limit of intercultural psychology and psychometrics. It aims to take a new look at the difficulties of adapting to school among indigenous students in Quebec by attempting to identify their specific cognitive characteristics, in order to distinguish those which relate to Montagnais cultural particularities from those which emanate more directly from problems of school adaptation.

To do this, from matched groups (2 x 2), the subjects were subjected to a battery of tests: Kaufman Assessment Battery for Children, Matrix Analogies Test - Short Form and Draw-A-Person: Quantitative Scoring System as well as has a spatial organization test (House-Tree-Path drawing: MAC). For the latter, a developmental grid was developed with the aim of being able to compare transculturally the levels of cognitive skills specifically required in graphic expression.