Effets de la pression temporelle sur les estimations de durées

This study aims at examining the effects of time pressure on adults’ time estimation. Participants had to solve mazes under two conditions of time pressure (with/without). After each maze, they had to estimate the time elapsed since the beginning of maze solving. Results show that under time pressure, participants 1) overestimated the duration of maze solving and 2) were less variable in their time estimation, in comparison to the condition without time pressure. These results are discussed in the framework of temporal information processing model.     

Influence de la préparation d’une atteinte manuelle sur l’orientation initiale de l’attention lors d’une tâche de recherche visuelle

This paper deals with the links between spatial attention and reaching movement's motor preparation. During a visual search task, participants prepare to manually reach a button of the numeric keypad and execute it when they find an intruder on the screen. The experimental devices allowed us to control two directions: on the one hand, the direction of the response button's manual reach (on the horizontal plane) and on the other hand, the direction of the intruder's direct attentional reach, starting from the fixation point (on the vertical plane). The results show that: (a) reaction times are shorter when there is a directional congruence between these two directions than when there is incongruence; (b) this effect is significant when attention is voluntarily shifted, whereas it is no longer significant when attention is automatically captured by an intruder. These results suggest that visual search's initial direction is determined by the prepared manual reach. These data are discussed in the premotor theory of attention's framework.     

Rôle des propriétés inertielles segmentaires sur la perception de l’étendue de l’espace péripersonnel

Previous studies have suggested that the perception of peripersonal space can hardly be achieved using only scene-based visual cues and requires combining visual information with motor representations. Motor representation can be viewed as a component of a predictive system, which includes a neural process that simulates through motor imagery the dynamic behaviour of the body in relation to the environment. In this study, we analysed whether modifying the force required to reach a visual target influences the perception of what is reachable. In a visuomotor task, the experimental group (n = 10) adapted to a 1.5 kg weight attached to the right wrist while performing a series of pointing movements. The control group (n = 10) performed the motor task without inertial perturbation. A perceptual judgement task of what is reachable was performed before and after the motor task. Results showed that inertial perturbation produced initially an undershoot of the target suggesting a lack of motor force to overcome the inertial perturbation, but spatial errors receded progressively through movement rehearsal. Perceptual estimates of what is reachable slightly overestimated action capacities but were not affected by motor adaptation. Thus, modifying motor force required to compensate for inertial perturbation had no direct effect on the perception of peripersonal space. When interpreted in regard to previous experimental work, this result suggests that motor representations may provide information about the sensory or spatial consequences of action rather than the sense of effort associated with motor production.     

Impact du type de buts et du sentiment d'auto-efficaciaté sur l'autorégulation et la performance dans une tâche cognitive

The aim of this study was to examine two hypotheses derived from theoretical models of the role of learning and performance goals in cognitive functioning. The first predicts that being highly focused on performance goals leads students to develop lower levels of self-efficacy than those who are less focused on performance. The second hypothesis predicts that the combination of high performance goals and low self-efficacy will have a negative impact on students' self-regulation and performance in a new task. After having filled out a questionnaire assessing their goals, 128 female students were met individually and asked to solve a verbal concept formation task. Self-efficacy was assessed prior to the resolution of the task during which self-regulation and performance were observed. Contrary to the first hypothesis, students having high performance goals were found to have higher self-efficacy than those having low goals. In addition, no interaction between self-efficacy and performance goals was found on self-regulation and performance on the task. The results showed that whatever students' goals, self-efficacy is a powerful determinant of self-regulation and performance. The discussion emphasizes the role of self-efficacy and the value of a motivational profile combining high concern for both performance and learning goals in cognitive functioning.     

Effets de la catégorisation simple et de la catégorisation croisée sur les stéréotypes

L'objectif de ce travail était d'appliquer le paradigme expérimental du croisement des catégories à l'étude des relations entre des sujets de nationalités différentes. Dans cette perspective, une expérience a été menée avec 28 sujets américains et 28 français. Comme attendu, en situation de catégorisation simple chaque groupe de sujets Américains ou Français a évalué positivement son groupe et dévalorisé l'autre. Ces effets ont été annulés en situation de catégorisation croisée. Cependant, cette annulation ne persiste pas lors d'un post-test réalisé trois semaines plus tard. Une discussion de ces effets a été établie.     

Contribution de la neuropsychologie développementale à l'étude des sujets à haut potentiel : une revue de questions

Developmental neuropsychology studies cognitive development in relation with brain maturation and cerebral plasticity. Some authors have reported physiological correlates of intellectual precocity with the purpose of demonstrating neural basis of intelligence. A part of the literature also reports various cognitive profile and specific talents in information processing in the clinical population of gifted children. Thus, the study of exceptional performances may contribute to our knowledge of functional brain organization taking into consideration individual differences.     

Effets de l’âge et de la capacité de mémoire de travail sur l’exécution d’instructions de complexité variable chez des adultes jeunes et âgés

Technical devices are part of elderly people's daily life. Meanwhile, research has not yet systematically explored how old people understand procedural instructions accompanying these devices. Thus, the aim of this study was to investigate how age and memory span affect how people follow procedural instructions. To do so, the Reading Span Test of Daneman & Carpenter (1980) and an adaptation of the Kaplan & White's (1980) following directions game were administrated to young and older adults. The Reading Span Test was administrated in order to determine the participants’ memory span size. Then, participants had to follow procedural instructions with a growing complexity displayed on a computer screen. Results show that participants’ age and instructions complexity affect how the instructions are performed. Old adults encounter more difficulty performing the task than young adults. Furthermore, whatever the age, as the complexity of instructions increases, low-span participants have more difficulty performing instructions than high-span participants do.     

EMOVAL : évaluation automatique de la valence et de l’activation émotionnelles des textes à l’aide d’une méta-norme de 5656 mots-racines

EMOVAL: automatic evaluation the emotional valence and arousal of texts using a 5656 root-words metanorm. EMOVAL is an emotional valence and arousal analysis model of texts. EMOVAL draws from linguistic tradition the hypothesis that every word has a denotative aspect (“meaning”) and a connotative aspect (“affective halo”). It uses a meta-analysis of seven French norms and one English norm with the objective to characterize the emotional valence of texts, paragraphs, or sentences in a pleasant or unpleasant way. The meta-analysis indicates that the seven French norms data are highly correlated in between (0.82 to 0.99), and highly correlated with the Affectiv Norm for English Words (Bradley et Lang, 1999) (0.81 to 0.97). Arousal values taken from Affective Norm for English Words (ANEW) (Bradley et Lang, 1999) and the Leleu (1987) norm are significately correlated (0.55). The metanorm has 5656 words (nouns, verbs, adjectives, adverbs) characterized in valence (−1 to +1), and 3265 words characterized in arousal. These items are used by EMOVAL for valence judgments of texts. Two types of texts are proposed: the evaluation of the whole (702) or of extracts (110) of a corpus of sentences judged in a seven-point scale (−3 very unpleasant to +3 very pleasant) (Bestgen et al., 2004), and of 12 texts positively valenced (happiness and good surprise) and negatively valenced (fear, anger, disgust, sadness, and bad surprise). These two types of tests confirm the psychological pertinence of EMOVAL. Limits regarding the arousal dimension are discussed. The metanorm presented in this article can be obtained from the authors.     

Les troubles des comportements alimentaires chez des étudiants de première année : une étude prospective multigroupes

There is increasing use of the phrase “campus eating symptoms” to describe regular binge eating (together with frequent exercise, and occasional reliance on vomiting or laxatives), concerns about body image, depressive symptoms, stress, and university adjustment problems among students. Incidence of eating disorders in the early grades of university is increasing, and the period from age 17–19 years (peak of bulimia) which corresponds to the beginning of study at university is critical. Given the stressful environment that is the 1st academic year, it is useful to consider eating disorders risk factors.

Method

Our study is longitudinal. At the beginning, the participants consisted of 1110 freshmen. Data regarding adjustment to university, gender, body image, BMI, transactional variables (perceived stress and coping) and eating disorders (EAT-26) were collected. At T2 (end of academic year), 556 students were recruited to reassess their eating behaviours. The aim of the study was to test gender invariance of a theoretical eating disorders model including all these variables and eating disorders measured a year apart from a mixed population integrating the university for the first times. This model assumes that these variables exert direct effects on eating disorders as measured in time one who in turn will affect the stability of these troubles a year later. Although very little research include boys in the study of eating disorders, the results of our multi-group analysis support the idea of the existence of sex differences in eating disorder predictors: the only common predictor of eating disorders among girls and boys was the use emotion-focused coping. Among boys, the best predictors of eating disorders were problem-focused coping, and seeking social support. Among girls, our results revealed that body mass index, body image, and academic adjustment and stress were the predictors of eating disorders. Finally, we found a temporal stability of eating disorders. This study showed that personal and contextual aspects have a direct impact on students’ eating behaviour. However, among boys, neither body image nor perceived stress affect the eating behaviour but how they cope with stress. The gender gap in the explanation of eating disorders suggest to not exclude the male population in this type of study and to treat the data separately.     

L’information et la gestion des risques dans le suivi de la grossesse lors du 1 trimestre : quelques réflexions sur le défi éthique et le cadre légal en Suisse

The progress in prenatal medicine raises complex questions with respect to the physician–patient relationship. The physician needs to reconcile medical aspects, ethical principles as well as judicial norms. Already, during the first trimester, the physician has to put into practice the schedule combining for each individual pregnancy physical, laboratory and other appropriate exams. Physicians are under the obligation to inform in a clear and comprehensive way without creating unnecessary anxiety for their patients. Legal requirements include informed consent, the respect for the patient's right to self-determination, and compliance with the Swiss federal law on genetic testing, especially with its articles on prenatal screening and diagnosis. This article discusses the complexity of obstetrical practice when it comes to delivering adequate information within the scope of ethical and legal requirements in Switzerland.     

Apprendre à résoudre des problèmes en favorisant la construction d’une représentation alternative chez des élèves scolarisés en éducation prioritaire

In arithmetic problems solving, the representation of the problem spontaneously induced by the content of the statement is not always compatible with the solving strategy. This study evaluates a learning approach designed to lead pupils to build an alternative representation to the one spontaneously induced. In this paper, we evaluate the efficiency of this learning approach with children with learning difficulties enrolled in a priority education network. This learning by semantic recoding is a process based on an analogy between the problems and a comparison of strategies. The results show that after learning, the pupils built alternative representations.     

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.