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Master Thesis

Réétalonnage de la version pré-scolaire du test des concepts de Boehm. Application à une cohorte de 7 enfants sourds

Abstract : While children’s understanding is always seen as efficient by parents, we wonder to its evaluation. How do we understand, how can we evaluate it and what is it necessary to make a success of the first years at school? If, the Boehm test of Basic Concepts starts to answer to this last question, its new calibration years is dating back to 1987-88. So, we intended to calibrate back this test on 346 children in infant, public school. Our results show that, normal-hearing children, from 3 to 5 years old, better pass the test than 25 years ago. They obtain 1.2 to 4.6 more points. We also saw that standard deviations were less important with the new calibration than in 87-88. Finally, we showed that the test was not noticeable for the 5 years old children anymore. Concerning deaf children, the test can help us to estimate their knowledge. Besides, we can not compare to normal-hearings. Indeed, we had to make numerous adaptations to make sure that the message is perceived, so we can not take the given calibration into account anymore. However, our study showed us that it is necessary to create a specific test for deaf children test even if it is not easy. Furthermore, our reflections urge us to believe that the test is not any more adapted to the linguistic level and to the skills of the children anymore. So to make it adapted, we should revise the vocabulary and the images of the items of the test. Besides, this is what is showed by the late discovery of the 3 preschool version.
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https://dumas.ccsd.cnrs.fr/dumas-01307006
Contributor : Bu Carreire Université de Bordeaux <>
Submitted on : Tuesday, April 26, 2016 - 9:43:42 AM
Last modification on : Wednesday, July 25, 2018 - 1:22:28 AM
Long-term archiving on: : Tuesday, November 15, 2016 - 12:03:46 PM

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Aurélie Rocquain. Réétalonnage de la version pré-scolaire du test des concepts de Boehm. Application à une cohorte de 7 enfants sourds. Sciences cognitives. 2011. ⟨dumas-01307006⟩

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