Scores composites CHC pour le WISC-IV : normes francophones

Although the WISC-IV references the Cattell–Horn–Carroll (CHC) theory in the manual, the composite scores of this battery (VCI, PRI, WMI, and PSI) were not defined according to this model. Nevertheless, we recommend examining the subtests scores of the WISC-IV in reference to the nomenclature of the cognitive abilities proposed in the CHC theory, so as to bring additional insight on the observed performance. The objective of the first part of this paper is to provide normative tables for five CHC cognitive abilities of the French WISC-IV: fluid reasoning (Gf), comprehension–knowledge (Gc), visual processing (Gv), short-term-memory (Gsm), and processing speed (Gs); these tables were created using a statistical approximation procedure. The objective of the second part is to test the validity of these tables with data obtained from 250 children. Correlation between the standard indices of the WISC-IV (VCI, PRI, WMI, and PSI) and the CHC composite scores were high, demonstrating the validity of these CHC scores. These tables, for the French version of the WISC-IV, allow using the CHC composite scores as complementary measures, in order to conduct normative and ipsative analyses.     

Vers des normes francophones pour le Rorschach en système intégré : premiers résultats sur un échantillon de 146 adultes

We present the main features of the European French-Speaking Normative Study for the Rorschach comprehensive system (CS) in adults. After reviewing previous attempts at establishing norms and diverse methodological considerations, we justify the choices made for the present project based on a clear definition of the sample, careful control of recruitment and quality of data collection procedures. Results of phase 1 (N =146) are presented and analyzed. Main variables from the CS are described and some key variables are compared to samples currently used as references (from the US). Differences are observable, although it is too early at this point to draw any conclusions that could influence interpretation. Such conclusions will be formulated when data collection is completed (final objective N =450).     

Le modèle écoculturel: un cadre pour la psychologie culturelle comparative

The main goal of this article is to examine the epistemological foundations of the contemporary cross‐cultural psychology from a constructivist point of view. We argue for the necessity of heuristic paradigms like the eco‐cultural framework of John Berry. Such an approach can be considered as a systemic modelling of complex phenomena by a psychologist (e.g., the relations of “mind‐brain‐culture” as well as their development). At the individual level, we argue the necessity to surpass the classic distinction between competence and performance. Competences are differentiated here as “intuitive representations” (or elementary mental functions) and “reflective representations” (or superior mental functions). Intuitive and reflective representations remain at the origin of both behaviour and performance. Such systemic conception allows the theoretical possibility of a “relativist constructivism” that could be more suitable than the “absolutist constructivism” proposed by Jean Piaget.     

L’acquisition des phrases interrogatives chez les enfants francophones

In this article we present evidence in favour of the hypothesis that Computational Complexity (CC) constrains the development of question formation in French. We predict that children acquire wh in situ questions before wh fronted questions, root questions before long distance questions and questions without subject-verb inversion before questions with inversion. The results of an elicited production experimental task (in which participated 36 French-speaking children and 24 French-speaking adults) allow us to conclude that these predictions are confirmed. The production of questions with « partial movement » of the wh word, an unexpected result, can also be explained by the CC hypothesis.     

Structure implicative des propriétés, conséquences pour l'étude de la catégorisation

We show how the notion of implication between properties and the relevance principle shed new light on the results of Rosch and her colleagues (1975, 1976). To uncover our hypotheses, concerning relationships between properties, participants were asked to respond to propositions linking properties A and B, relative to birds, of the type “If A, can it generally be said that B?” Results show that some properties are linked one to the other (quasi-equivalence, quasi-implication, or quasi-independence) and that these implicative links can be summarized by an implicative graph. The resulting property structure has a predictive character for participant response times.     

Perceptions musicales et conscience phonologique : recherche auprès d’enfants francophones d’âge préscolaire

Research led with English, Turkish and Slovak-speaking preschoolers have shown positive correlations between musical perceptual skills and phonological awareness. However, limited studies have been conducted in other linguistic contexts. In that regard, the aim of this study is to examine the correlation between musical perceptual skills (pitch and duration discrimination) and phonological awareness (syllable, rhyme and phoneme identification; rhyme identification) among 61 Francophone preschoolers (34 girls and 27 boys, mean age 4.7 months). Each participant completed a phonological awareness test, a music perception test and a non-verbal cognitive abilities task (spatial memory). The relationship between musical perceptual skills and phonological awareness was investigated using Pearson product-moment correlation coefficient. Preliminary analyses were performed to ensure no violation of the assumptions of normality, linearity and homoscedasticity. There was a moderate positive correlation between the two variables. The syllable identification task was the only one correlated with both pitch and duration discrimination tasks. It is possible to believe that better perceptual musical abilities improve, even boost, syllable treatment among Francophone preschoolers. Since rhyme and phoneme awareness seem to emerge after syllable awareness, this could explain why no correlation was observed with musical perceptual skills among those young participants.     

Rorschach et Psychiatrie : à la découverte du malade derrière la maladie

The Rorschach Comprehensive System is a very powerful tool for understanding the dynamics of psychopathological conditions and describing personality. Recent literature indicates a promising new area of research, that of evaluating psychotherapy processes and outcome. Clinical psychologists can therefore bring a unique and complementary perspective to the traditional psychiatric field by introducing it to proper psychological diagnosis as opposed to psychiatric diagnosis. The validity and reliability of the method having today been well established in the USA, it is incumbent on French researchers and clinicians to verify them locally and eventually make the necessary adaptations.     

L'élaboration du contenu du texte : de la mémoire à long terme à l'environnement de la tâche

This paper aims at analysing different theories about text content elaboration. In the literature, the conceptual processing is considered through its relationships with long-term memory and the retrieving process during planning. It has been shown that knowledge availability and organisation influenced the writing progress. The task environment, which contains both the text that is currently written and documentary sources, equally plays an important role during text content elaboration. In this framework, the question concerning the double influence of knowledge from long-term memory and information from environment on the dynamics of writing processing is raised. The working memory, the activation theories and the analysis of the writer's eye movements are studied to answer this crucial question.     

Contribution de la motricité graphique à la reconnaissance visuelle des lettres

The ability to recognize single letters, an important step in reading, is traditionally assumed to depend only on visual processes. However, as many of the objects surrounding us, letters are learnt through a matching between a visual configuration and movements. We review arguments suggesting that the characteristics of writing movements impact visual recognition of letters, at both a behavioral and neural levels. This impact might be especially strong when the orientation of letters has to be processed.     

Validation d'une nouvelle épreuve projective pour les personnes âgées : le SHiPA

The SHiPA (Seven Stories for the Elderly) is a new projective technique intended primarily for the elderly who may have difficulty with traditional projective assessments. The author presents the test, its development and the goals that have motivated its construction. He also presents the results of an initial validity study concerning the emerging factors of awareness of control, relations with others and distance from the story.     

Croyances de contrôle et rendement scolaire chez des élèves francophones du primaire au Québec

Recent research in educational psychology, both in the United States and Europe, suggested that students' control beliefs must be considered to understand interindividual variations in students' personal engagement in learning and academic achievement. The present study was conducted with 780 French-speaking elementary school children from grade four to six. The objectives were to examine: (1) the relation between dimensions of control beliefs, (2) whether there were age-related changes in children's control beliefs, and (3) the relation between control beliefs and academic achievement across school grades. Results showed that the relations between dimensions of control beliefs and children's judgements about their importance in school achievement were stable across school grades. No relation was found between children's judgements about usefulness of specific means and academic achievement, but children's beliefs about their capacity to use these means was a powerful predictor of academic achievement. The discussion focuses on similarities and dissimilarities of these findings with those of studies conducted in the United States and Europe.