A fundamental question in language acquisition research is whether young children have abstract grammatical representations. We tested this question experimentally. French-learning 30-month-olds were first taught novel word-object pairs in the context of a gender-marked determiner (e.g., un[subscript MASC]ravole "a ravole"). Test trials…

What kind of influence does the structure of an educational hypermedia system have on the way its users understand its contents and organize the knowledge they acquire through its browsing? In this article, this already much discussed question, situated at the boundary between semiotics and cognitive science, is revisited in the light of results…

Cognitive flexibility is indispensable for applying knowledge to new situations. The development of this ability depends on certain conditions such as the attainment of a deep comprehension of the subject matter and the exposure to different knowledge representations. This paper focuses on these conditions and describes a study designed to foster…