Cet article décrit un programme de recherche destiné à intégrer une étude disciplinée de l''expérience vécue dans les sciences cognitives, grâce à de nouvelles méthodes permettant de recueillir la description précise et rigoureuse «en première personne » du vécu du sujet. Après avoir présenté les procédés de ces méthodes, leurs fondements épistémologiques, et le processus de circulation entre analyses en première et en troisième personne, nous explorons leurs applications possibles dans les domaines clinique et thérapeutique, dans les domaines de l''enseignement et du transfert de connaissances, et dans le domaine technologique.

No abstract

This paper introduces the journal's special issue concerning identity construction in social media. While considering social media, we examine how (and if) its use changes the dynamics of identity: constructing or shaping the identity, negotiating it, etc. In other words, what do social media "do" to dynamics of identity? With our multi-disciplinary background (philosophy, linguistics, cognitive sciences), we will seek to answer this question at least partially by first explaining what we mean by dynamics of identity (part 1) and how we study social media in terms of interactivity and discursiveness and by the digital traces they leave behind (part 2). Thirdly, we will examine identity construction with the temporal, spatial and otherness dimensions, which are the three fundamental aspects of human interaction (part 3).

HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

During learning activities, reflexive processes allow learners to realise what they have done, understand why, decide on new actions and gain motivation. They help learners to regulate their actions by themselves, that is, to develop metacognitive regulation skills. Computer environments can support reflexive processes to support human learning, for example by analysing traces of learner activity and providing synthetic views by the way of indicators. Nevertheless, traces are underused in technologyenhanced learning (TEL) systems. In this article, we draw up the potential and limits of TEL systems based on traces for reflexive purposes. We then highlight the characteristics which TEL systems should have to use traces to foster reflexivity. We finally discuss how systems could enrich the self-confrontation process with traces.