Les habiletés et régulations motrices au cours de l'escalade et de la descente d'un escalier hélicoïdal chez des enfants de 17 à 27 mois

Nous rapportons dans cet article des données nouvelles sur les comportements d'escalade et de descente d'un escalier hélicoïdal par 12 enfants, dans un local spécialement aménagé. Âgés entre 17 et 21 mois au début de la recherche, ils ont été répartis en deux groupes: pour l'un, la première marche était triangulaire; pour l'autre, quadrangulaire. Les měmes enfants ont été étudiés entre 23 et 27 mois dans les měmes conditions et selon le měme protocole, mais avec une inversion de la configuration de la première marche. On observe que: (1) dès la classe d'âges de 17 à 21 mois, les enfants des deux groupes privilégient le pied droit pour attaquer la première marche, avec le plus souvent alternance des deux pieds sans diminution du pas et sans arrět; (2) la configuration de la première marche joue un rôle significatif dans la fréquence de choix du pied d'attaque en début d'escalade et en fin de descente; (3) les comportements en fin d'escalade et en début de descente apparaissent influencés par la configuration du sommet de l'escalier et par la configuration de la première marche d'escalade; (4) entre 23 et 27 mois, l'influence des facteurs de développement est particulièrement nette en début d'escalade et en fin de descente; (5) les comportements en fin d'escalade et en début de descente apparaissent influencés par une combinaison de facteurs de développement, de la configuration du sommet de l'escalier, des expériences individuelles au début de l'escalade et des expériences individuelles au cours de la première partie de l'étude.     

Observing tutorial dialogues collaboratively: insights about human tutoring effectiveness from vicarious learning

The goals of this study are to evaluate a relatively novel learning environment, as well as to seek greater understanding of why human tutoring is so effective. This alternative learning environment consists of pairs of students collaboratively observing a videotape of another student being tutored. Comparing this collaboratively observing environment to four other instructional methods—one-on-one human tutoring, observing tutoring individually, collaborating without observing, and studying alone—the results showed that students learned to solve physics problems just as effectively from observing tutoring collaboratively as the tutees who were being tutored individually. We explain the effectiveness of this learning environment by postulating that such a situation encourages learners to become active and constructive observers through interactions with a peer. In essence, collaboratively observing combines the benefit of tutoring with the benefit of collaborating. The learning outcomes of the tutees and the collaborative observers, along with the tutoring dialogues, were used to further evaluate three hypotheses explaining why human tutoring is an effective learning method. Detailed analyses of the protocols at several grain sizes suggest that tutoring is effective when tutees are independently or jointly constructing knowledge: with the tutor, but not when the tutor independently conveys knowledge.     

A preliminary look at loneliness as a moderator of the link between perfectionism and depressive and anxious symptoms in college students: does being lonely make perfectionistic strivings more distressing?

An integrative model involving perfectionism [Hewitt, P. L., & Flett, G. L. (1991). Perfectionism in the self and social contexts: Conceptualization, assessment, and association with psychopathology. Journal of Personality and Social Psychology, 60, 456-470] and loneliness as predictors of depressive and anxious symptoms was proposed and tested in 383 college students. Beyond the expected additive influences of the two predictors in the prediction of symptoms, loneliness was also hypothesized to moderate the link between perfectionism and symptoms. Results indicated that other-oriented perfectionism predicted anxious symptoms, whereas socially prescribed perfectionism predicted both depressive and anxious symptoms. Loneliness was found to add incremental validity to these predictions. Moreover, the Perfectionism x Loneliness interaction was found to further augment the prediction of depressive and anxious symptoms. These findings are taken to offer support for a more contextual model of perfectionism. Some implications of the present findings are discussed.     

Transformative professional learning: an ecological approach to agency through critical reflection

Within the global economy, education leverages social and economic improvement. Teachers are positioned as drivers and agents of compliance within change processes. Addressing this concern, we investigate intern teacher agency, as transformative professional learning, that occurs through a process of critical reflection. Critical reflection is conceived as an important element of teacher agency within the current political milieu. This article addresses the role of critical reflection in school-based intern teacher professional learning (PL). It is argued that intern teacher agency is inherent in transformative PL characterized through partnerships, which provide scope for decision-making and critical reflection.     

Tunnel memory for traumatic events

In four experiments subjects remembered the critical information in a traumatic slide as either more focused spatially than in its original presentation or more focused spatially than information in a matched neutral slide. Subjects comprehend a neutral scene by automatically extending its boundaries and understanding the visual information in a broader external context. However, when subjects are negatively aroused by a scene, they process more elaborately those critical details that were the source of the emotional arousal, and they maintain or restrict the scene's boundaries. ‘Tunnel memory’ results from this greater elaboration of critical details and more focused boundaries. Tunnel memory may explain the superior recognition and recall of central, emotion-arousing details in a traumatic event, as shown in previous research on emotion and memory. © 1998 John Wiley & Sons, Ltd.     

Involvement of amygdala in inhibitory control over aggression in the rat: A synopsis

An experimentally produced hyperreactivity facilitates initiation of mouse-killing in rats that did not previously develop any stable inhibition of interspecific aggression. Destruction of the corticomedial amygdala or interruption of the stria terminalis interferes with the development of such an inhibition on the basis of “social” influences, whereas lateral amygdaloid lesions have no effect on mouse-killing.     

Relationship between mousekilling and conspecific aggression in the male rat

In order to investigate the relationships between mousekilling and conspecific aggression, behavioral variables of killer and nonkiller rats were compared in a “resident-intruder” paradigm, in resident as well as in intruder animals. The occurrence of offensive items (offensive sideways, attack) was significantly higher in killer rats when they were residents; their corresponding opponents displayed more defensive behaviors. No significant difference in aggressive behaviors was noted when the comparison was done in the intruders. These results and those of previous studies suggest that there is a correlation between mousekilling and intraspecific offensive behaviors. Some similarities in the situations where both behaviors are elicited–eg, introduction of an unfamiliar intruder into a familiar environment–may contribute to the existence of such a correlation and the possibility of common mechanisms underlying both behaviors is discussed.     

An Evaluation of the Rorschach Method for the Study of Brain Injury

Hospitalized psychiatric patients (n = 115) completed either Form A or Form B of the Whitaker Index of Schizophrenic Thinking, along with the Beck Depression Inventory, State Anxiety Inventory, and the MMPI. Only error scores on the WIST were calculated in an effort to assess validity of the WIST for use in group testing situations where individual timing and administration is cumbersome. Results supported the convergent and discriminant validity of Form A where significant correlations were found with measures of thought disorder (M M PI F, Pt, Sc and Pa) but not with indices of other symptomatology, such as depression and anxiety. Form B did now show such validity, with only one significant correlation with other measures (MMPI Pd). Both WIST Forms correctly identified nonschizophrenics (76% for Form A and 73% for Form B) more often than schizophrenics (57% for each form). Also, Form A was found to be negatively related to years of education. Suggestions for further research on the influence of intelligence and social class variables on WIST scores were made. Overall, Form A emerged as the most valid WIST form, with suggestions for its clinical use being offered.