摘要：Nowadays, Numeric Environments of Learning turn towards a consideration, in all itscomplexity, of the learner according to the education or the training dispensed. The problems ofpersonalization, adaptation of the proposed activity to the learner have a repercussion on the diagnosis ofknowledge of the learner. We are interested in this article in the behavior of the diagnosis and its impactson the adaptation, when the system detects a situation of intra-learner contraction. We propose a modelimplemented by adaptive diagnosis integrated within an opened environment where we have chosen to letthe learner contradict himself and to highlight its contradictions. We think that theresults can serve assupport for the feedback and remediation returned to the learner, in order to offer him(her) apersonalization
