Le débat sociologique autour du « modèle de la compétence »

This paper aims to pointing out, through a survey of the French sociological literature about this topic, that this discipline, unlike managers or business science, rarely speaks of a “competency model”. Beyond the denunciation of its actual or supposed damages, the competencies management is in fact more a development or an hybrid of the previously prevailing “qualification model”. In order to be efficient and relevant, it also has to adjust to the contingencies that rule the firms where it is implemented: this certainly weakens the very idea of a consistent “model”, but means neither the failure, nor the end of any competencies management.     

Incertitudes au cours de la carrière et construction des perspectives temporelles

The increasing uncertainty context, in which individuals' professional paths are taking form today, is the occasion to a critical renewal of career course analysis models. In the first part of the article, we argue with the model propounded by Power and Rothausen (2003), which aims to analyse and support mid-career professional orientation behaviours, by extending the Super's career maintenance stage. We partly break free with them, defending the conception of an active socialisation, which analysis of orientation behaviours is based on the conjoined study of temporal perspectives and of exchanges between life domains. This point of view is supported by results from a research dealing with future temporal perspectives reconstruction processes of individuals confronted with the unemployment uncertainty. They show that individuals do not project in the future only by striving for yielding “employable”. Their projects do not only result from the rational control of the information related to the anticipated professional environment. Ascribed to peculiar paths, those projects summon up processes of values confrontation and comparisons with others, in the plurality of individuals' life fields.     

Étude développementale de l’interprétation de combinaisons conceptuelles nominales « relation » et « propriété »

The present research addresses how people interpret novel noun-noun conceptual combinations. First, we focused on two types of conceptual combinations: property and relational combinations. Secondly, we manipulated the order of the constituents. Finally, we studied if the interpretation in terms of “Property” or “Relation” changes along with age. So, four groups of 6-, 8- and 10-year-old children and adults participated in a production task. Our results indicated that the interpretations in terms of relation were more frequent for the “Relation” combinations compared to the “Property” ones. Property-transferring interpretations increased with age when Property combinations are presented. The most frequent interpretations followed the order Head noun-Modifier, which is opposite to the order observed in English.     

Les caracteres perceptifs des objets et la theorie mathematique des groupes

Objects present some perceptive qualities that might be called “objectual” and others that might be called “relational”. Sometimes the same sensorial process generates both, and the psychological process which works the discrimination between these two kinds of perceptive qualities, allows us to single out of reality elements that are constant, notwithstanding the variation of physical conditions, and which we called the “objectual qualities” of objects.     

The “dual usage problem” in the explanations of “joint attention” and children’s socioemotional development: A reconceptualization

The term “joint attention”, which first gained currency in the early 1960s in studies of the development of language and symbolic thought, remains significant in the developmental literature. However, its meaning is unclear. A definitional problem exists similar to what Patterson [Patterson, M. L. (1982). A sequential functional model of nonverbal exchange. Psychological Review, 89, 231–249] described as the “dual usage” problem in the study of behaviour. The dual usage problem manifests when the behaviours of interest are used interchangeably with the function served by those behaviours. Similarly, the behaviours or skills that are taken to show joint attention are used interchangeably with the functions served by these behaviours. Scant attention is given to how the behaviours are generated and regulated and how they contribute to development. The purpose of the present position paper was: (1) to identify and illustrate the ways in which the behaviours and functions of joint attention have been confounded in the literature; (2) to provide a revised operationalization of joint attention incorporating the idea of Consummative Joint Attention, which is defined as a process variable that integrates these two theoretically different and complementary aspects of “joint attention;” and (3) to test this revised definition with evidence from a sample of hearing mothers and their 18- to 36-month-old hearing or deaf toddlers. We suggest that a reconceptualization and revised definition of joint attention as a process served by a particular sequence of complementary and well-timed events in the behaviour of mother–child interaction are particularly well-suited to testing joint attention as an early prelingual mechanism and to detecting early problems with psychosocial and adaptive development created by ineffective patterns of social interaction.     

A unitary Neo-Piagetian/Neo-Eriksonian model of development: Fundamental assumptions and meta-issues

The article briefly reviews a stage model of change in human development that integrates a Neo-Piagetian model and a Neo-Eriksonian model into one unitary stage model across the lifespan (as presented in Young, 2011). The model suggests a generic model of stages in change. The article explores the fundamental assumptions underlying the model as well as considering meta-issues. The article adds to the book by describing the Neo-Eriksonian stages as reflections of a social “participatory” process. It adds to the change process in development by describing it as possibly reflecting “punctuated disequilibrium.” Finally, it adds a “multiple psychodynamics” model.     

Social comparison and confidence: When thinking you’re better than average predicts overconfidence (and when it does not)

A common social comparison bias—the better-than-average-effect—is frequently described as psychologically equivalent to the individual-level judgment bias known as overconfidence. However, research has found “Hard–easy” effects for each bias that yield a seemingly paradoxical reversal: Hard tasks tend to produce overconfidence but worse-than-average perceptions, whereas easy tasks tend to produce underconfidence and better-than-average effects. We argue that the two biases are in fact positively related because they share a common psychological basis in subjective feelings of competence, but that the “hard–easy” reversal is both empirically possible and logically necessary under specifiable conditions. Two studies are presented to support these arguments. We find little support for personality differences in these biases, and conclude that domain-specific feelings of competence account best for their relationship to each other.     

The embodied cognition theory and the motor component of “yes” and “no” verbal responses

Most of the experiments which give theories of embodied cognition their empirical anchorage only take into consideration the motor responses induced by the task or the motor component of the visual stimulus. And yet, these motor responses are often associated with a linguistic answer. Our hypothesis is that “YES” and “NO” verbal responses have a motor component. In a first experiment we showed that producing a verbal response (YES vs. NO) involves motor planning (pushing vs. pulling): participants push a lever more quickly when they have to answer “yes” than “no”, and conversely, they pull a lever more quickly when they have to answer “no” than “yes”. Moreover, in a second experiment, we showed that perceiving the words “YES” and “NO”, on its own, leads to the same motor planning than when “yes” and “no” answers actually have to be produced. Participants detect the word “YES” faster when they have to push a lever than when they have to pull it and conversely they detect the word “NO” faster when they have to pull the lever than when they have to push it down. These results are discussed in reference to “online” and “offline embodiment” concepts and to the cognitive linguistic theories.     

L'effet de l'hétérogénéité sémantique dans la détection de mots

The effects of three semantic factors (semantic priming of the target, semantic distance between the word-target and distractors, and semantic heterogeneity of the target context) on the detection of a word among other words were examined by using the classical paradigm of target detection (varying the number of distractors). Results showed that these three semantic factors affect performance: a target was better detected 1) when primed by its superordinate category than when it was defined as the “odd-one-out”; 2) when the semantic context was homogeneous than heterogeneous; and 3) when it was semantically unrelated to the context than semantically related. These results help specifying the cognitive processing of each word while searching for a word among others.     

Stereotypes and implicit social comparison: Shifts in comparison-group focus

Stereotypes affect how people understand implicit comparisons. In two studies, people judged the comparison implied by a statement (e.g., “Math is easy for me,” “I’m really aggressive”) made by an African-American, White, or Asian-American male. Counter-stereotypic comments, such as the African-American saying he was “bad” at basketball, caused participants to think the target was comparing himself to his narrow ingroup; stereotypic statements caused people to infer that the comparison group was broader. When compared to a fixed standard (all people in USA), evidence that people used stereotypes consistently emerged. Whether motivated or not, by narrowing the comparison standard when presented with a counter-stereotypic case, participants constructed an understanding of the target that protected the stereotype from challenge.     

“Symbol formation and the embodied self: A microgenetic case-study examination of the transition to symbolic communication in scribbling activities from 14 to 31 months of age”

In this article, a theoretical account for the early formation and production of graphic symbols is presented, along with an illustrative microgenetic case study that focuses on those key mechanisms related to the progressive formation of complex graphic schemata and on the underlying emerging transitions in the signifier-signified relation. This account proposes that the development of symbolic graphic functioning follows a series of recursive loops between action and production that gradually enable the fundamental distinction between instrumental action and perceived intentional production. Scribbling dynamics via mirroring processes push the child’s primary reactive space to be converted into the child’s interactive experiential space and in turn mapped on and gradually transformed to the “secondary-pictorial,” communicative/expressive space, which also controls its manifestation. Scribbling, then, may be the underlying basis for the emergence of the first “symbolic articulation” of an embodied action representation—“natural-symbol,” of the self and the world/other. These first undifferentiated “natural” symbols (i.e., image schemata), mostly seen as superfluous or motor devices to drawing, stand as the cornerstones of drawing symbolic development, since they function as the “missing” link between action, production, perception, visual representation, and symbol formation. In other words, scribbling, by its embodied anchor that substitutes the event/object, sustains the ability to coordinate action representations so as to become “schematized” reciprocally, initiating in turn conscious control and self-referential intentionality.     

Norme de motivation intrinsèque et utilité sociale : recherches dans le champ organisationnel

Numerous theoretical models have been proposed to explain motivation in organizational settings. Several authors such as Herzberg, Deci and Ryan distinguish between intrinsic and extrinsic motivation. A new approach to intrinsic motivation (François, 2003) is now developping in France. It consists of considering that “intrinsic motivation” is a social norm. We have tested the normativity of intrinsic motivation in two field studies using the judge's paradigm. The first study was conducted on 52 recruiters, the second was conducted on 25 experts evaluating a project concerning the creation of an organization. Results show that evaluators prefered intrinsically motivated than extrinsically motivated candidates in both studies. Finally evaluators used utilitarians traits to describe intrinsically motivated candidates. This result gives force to a normative interpretation of intrinsic motivation.     

A media analysis of a sport celebrity: Understanding an informal “team cancer” role as a socio-cultural construction

Objectives

Negative informal roles in sport such as a “team cancer” warrant further attention because of the association with athletes’ negative psychological experiences, impaired team processes, and reduced performance. The purpose of the current study is to extend understandings of the team cancer role by analyzing the socio-cultural context (i.e., sport media narratives surrounding a sport celebrity and key media incident) within which one “team cancer” was constituted in a professional sport context.

Method

National Hockey League (NHL) star Sean Avery was the sport celebrity of interest. The key media incident was the “sloppy seconds” comment made by Avery regarding his former girlfriend. The comment was an attack towards the opposing team’s defenseman, who was dating her. Newspaper representations of the comment (n = 62) were explored via ethnographic content analysis (see Altheide, 1996).

Results

It was found that the depiction of the team cancer emerged differently depending on two paradoxical discourses found within the media: a hockey moral code as truth vs. a hockey moral code as hypocrisy. This paradox surrounding the morality of sport was exemplified within the two hockey moral code discourses surrounding the personification of Avery’s team cancer identity and the “sloppy seconds incident”.

Conclusions

This study adds to our understanding regarding how the media influences the construction of an informal team cancer role from one professional sport incident. This focus opens up a window of new understandings and possibilities for research and application beyond current theories and understandings of negative informal team roles in sport psychology.     

La psychologie contemporaine des « traits » dans le cadre de la recherche néogaltonienne : comment elle est censée fonctionner et pourquoi en réalité elle ne fonctionne pas

For its epistemic integrity as a framework for scientific personality studies, contemporary trait psychology requires the assumption that aggregate statistical patterns gleaned from correlational studies of individual differences constitute an epistemic “window” onto what is transpiring with the individuals comprising that aggregate. This assumption is the cornerstone of the “neogaltonian” paradigm for psychological research (Danziger, 1987) in terms of which Cronbach (1957) famously called for a merger of scientific psychology's experimental and the correlational disciplines. In the present contribution, this perspective on personality studies is submitted to close critical scrutiny and shown to be scientifically untenable. It is argued that a viable science of personality will be one focused on persons and not on individual differences variables.     

Le mathème du fantasme à l'adolescence

In Lacan's writing the matheme is a logical construction aiming to correspond to the bone structure of the subject. In what respect can the formalization of fantasy enlighten us as regards the adolescent “passage”? Is this passage from child neurosis to the adolescent period accompanied by a different positioning in fantasy? This is the assumption which will be illustrated and defended with clinical cases. Fantasy is logically constructed. The matheme unite and separate through the awl, the two sides of the subject: the “barred subject” and the “object a”. The recasting of fantasy at adolescence will consist in revisiting the three terms while gauging the worth of the link-break operation which is the awl.     

Perspective et actualité de Pierre Janet sur les possessions et les extases mystiques

Pierre Janet (1859–1947), a professor of psychology at the collège de France (1901–1934) and the founder of the French Psychological Society in 1901, took interest in the psychology of religion very young and then all along his career. At age 15, a painful crisis of doubts changes him: he becomes atheistic and above all, gains a passion for the psychology of belief (Prévost, 1973). After his “aggregation” degree, he starts examining and curing people with mental diseases at the hospital in Le Havre. Within six years, his works would build the reference synthesis on the “dissociation of the personality”. But the dissociation process is tightly bounded to the properties of belief (L’automatisme psychologique, 1889). The presentation of his famous case “Achille” (1891–1898) possessed “by the devil” will stand for Janet as a textbook case about religious dissociation, and he will consider his successful treatment of this patient as a “modern exorcism” (Névroses et idées fixes, 1898). The famous mystic “Madeleine” who suffered from psychasthenia provided him the opportunity to precise the links between religious phenomena and the properties of belief. Madeleine's oscillations between torture, void and ecstasy, pertain to “tension” variations that directly impact her belief according to their stage – asseritive or reflected – on the Janetian hierarchy ( Janet, 1926–1928). In the second part of his life and career, where Janet takes time to think about his models and practice, he paints a large picture of the evolution of the “self” (L’Évolution psychologique de la personnalité, Janet, 1929) and extends his analysis to traditional cultures where the bounds of the self is more variable, the personality being able to include spirits within itself. The inclusion in the DSM III, of “dissociative troubles” in 1980, for its first atheoretic release, is visibly drawn upon Janet's English writings ( 0175, 0215 and 0070). Following this introduction, a great body of international studies took Janet's modelization and results into consideration (except in France). In 1994, the DSM-IV also adds the dissociative transe disorder category (DTD), which includes religious possession by demons or spirits: this leads to the development of international studies on the psychology of religion within a transcultural frame. After being forgotten for years, the experimental results of Pierre Janet currently undergo an important excavation thanks to recent psychological research, and prove their relevance to contribute to contemporary debates.     

THE DIDACTICS OF PSYCHOANALYTIC EDUCATION2

The author first discusses general didactic considerations regarding psychoanalytic education and the teacher‐pupil relationship. He then demonstrates that psychoanalytic education is greatly influenced by the ideal of a liberal education, of which in Germany there is a strong tradition under the name ‘Bildung’. The main characteristics of ‘Bildung’ ‐ as opposed to professional training ‐ are that the objectives remain undefined and there is no attempt to achieve defined and operationalisable professional qualifications. The relationship between teacher and pupil is characterised by authority and trust. A psychoanalytic education by means of a ‘liberal education’ is based upon the assumption that the student should be motivated and supported in achieving competence through a passionate study of the world of psychic reality. Today, however, psychoanalytic education must be seen within a contemporary context that forces us to abandon the ideals of a liberal education, to operationalise the subjects studied and to control the education itself with regard to efficiency and results. These modern demands are the result of a professionalisation which has reached all social professions and from which psychoanalysis also cannot escape. Because of this, it is especially important to reflect on our educational methods and objectives. The author makes several suggestions on this subject. It is to be hoped that psychoanalysis will find its own way, without, on the one hand, losing sight of the special nature of psychoanalytic competence through an over‐hasty adaptation to the process of professionalisation and, on the other hand, without reverting to unquestioned and outdated ideas on education.