Produire et réviser la morphologie flexionnelle du nombre : de l'accès à une expertise

To understand how children and adults produce written text, you must first be able to describe how they acquire some basic mechanisms. This is the reason to study the acquisition and use of simple orthographic principles. Following this idea, the research of Largy, Fayol et al. concerns nominal and verbal agreement in French. This article proposes a synthesis of the recent development in this domain. Through the study of two competences to be acquired by the writer — (1) to produce the flexional morphology of number in written text and (2) to revise and judge the correctness of this production — this article presents and discusses in which way the learner access to a writing expertise, always relative.     

Improving the interview skills of college students using behavioral skills training

Obtaining a job as a college graduate is partly dependent on interview performance. We used a multiple baseline design across skills to evaluate the effects of behavioral skills training with self‐evaluation for five college students. Training effects were evaluated using simulated interviews as baseline and posttraining assessments. All participants acquired targeted skills, but we observed some individual differences. Participants were satisfied with training outcomes and rated the procedures as acceptable. Furthermore, ratings from university staff who provide interview training indicated that training improved performance across several skills for the majority of participants.     

Synthesis of a single phase of high-entropy Laves intermetallics in the Ti–Zr–V–Cr–Ni equiatomic alloy

The high-entropy Ti–Zr–V–Cr–Ni (20 at% each) alloy consisting of all five hydride-forming elements was successfully synthesised by the conventional melting and casting as well as by the melt-spinning technique. The as-cast alloy consists entirely of the micron size hexagonal Laves Phase of C14 type; whereas, the melt-spun ribbon exhibits the evolution of nanocrystalline Laves phase. There was no evidence of any amorphous or any other metastable phases in the present processing condition. This is the first report of synthesising a single phase of high-entropy complex intermetallic compound in the equiatomic quinary alloy system. The detailed characterisation by X-ray diffraction, scanning and transmission electron microscopy and energy-dispersive X-ray spectroscopy confirmed the existence of a single-phase multi-component hexagonal C14-type Laves phase in all the as-cast, melt-spun and annealed alloys. The lattice parameter a = 5.08 Å and c = 8.41 Å was determined from the annealed material (annealing at 1173 K). The thermodynamic calculations following the Miedema’s approach support the stability of the high-entropy multi-component Laves phase compared to that of the solid solution or glassy phases. The high hardness value (8.92 GPa at 25 g load) has been observed in nanocrystalline high-entropy alloy ribbon without any cracking. It implies that high-yield strength (~3.00 GPa) and the reasonable fracture toughness can be achieved in this high-entropy material.     

Risk it? Direct and collateral impacts of peers' verbal expressions about hazard likelihoods*

When people encounter potential hazards, their expectations and behaviours can be shaped by a variety of factors including other people's expressions of verbal likelihood (e.g., unlikely to harm). What is the impact of such expressions when a person also has numeric likelihood estimates from the same source(s)? Two studies used a new task involving an abstract virtual environment in which people learned about and reacted to novel hazards. Verbal expressions attributed to peers influenced participants’ behaviour toward hazards even when numeric estimates were also available. Namely, verbal expressions suggesting that the likelihood of harm from a hazard is low (vs. higher) yielded more risk taking with respect to said hazard. There were also inverse collateral effects, whereby participants’ behaviour and estimates regarding another hazard in the same context were affected in the opposite direction. These effects may be based on directionality and relativity cues inferred from verbal likelihood expressions.     

心理理论的ERP研究:基于多重成分框架的视角

心理理论是社会认知的核心能力之一。现有的心理理论ERP研究以心理理论较为公认的4个成分信念、愿望、意图和情绪为框架,表现出了一些一致性的规律:心理理论相关的脑电成分根据不同的心理理论成分而有所区分;不同心理理论成分诱发的相关脑电出现的位置表现出跨任务的一致性;心理理论的ERP发展研究在儿童身上表现出与成人类似的结果,但也具有时间窗口更长,位置分布更宽广的特性。未来的研究需要设计出更符合ERP研究技术要求的任务范式,并注意心理理论概念结构的完整性,还应探寻心理理论各成分加工的共同电生理基础。     

学前儿童抑制控制的发展趋势及其对言语理解和数学认知的预测作用

以长春市某幼儿园的122名3~6岁幼儿为被试,采用2(测试任务:无嵌套规则白天黑夜任务,有嵌套规则的白天黑夜任务)×2(测试时间:间隔9个月的第一次测试和第二次测试)×4(年龄分组:3.00~3.75岁组,3.76~4.50岁组,4.51~5.25岁组,5.26~6.00岁组)的三因素混合设计,来分析不同复杂程度的抑制控制在学前阶段的发展趋势,并在控制幼儿年龄和工作记忆水平后,分析不同复杂程度抑制控制对言语理解和数学认知的独立预测作用。结果发现:(1)对3~6岁儿童来说,有嵌套规则的白天黑夜任务的难度水平要显著高于无嵌套规则的白天黑夜任务;(2)较简单的抑制控制(无嵌套规则的白天黑夜任务)在学前阶段的发展速度先快后慢,但较复杂的抑制控制(有嵌套规则的白天黑夜任务)在3~6岁期间持续快速发展;(3)独立于年龄和工作记忆,较复杂的抑制控制能够显著预测幼儿的数学认知和言语理解,但较简单的抑制控制对言语理解和数学认知的预测作用不显著。根据上述结果,在描述学前儿童抑制控制发展趋势时要注意任务难度的设定,而且难度适当的抑制控制任务成绩更能预测幼儿的言语理解和数学认知。     

Clustering and switching in unconstrained,phonemic and semantic verbal fluency: the role of age and school type

We investigated the role of age and school type on clustering and switching in verbal fluency tasks (VFTs) with Brazilian children. The children were administered unconstrained, phonemic and semantic VFTs with a duration of 150 or 120 s, respectively. Both age and school type influenced all variables and in terms of performance over time. Older children and private school students outperformed the remainder of the sample, with the first 30 s of each VFT usually being the most productive. Although the size of the clusters produced did not differ between groups, the types of clusters did show some variations, with semantic clusters being the most frequent. Our results revealed strong correlations between switching ability and word production in all three VFTs. In conclusion, the executive functions known as planning and cognitive flexibility play a crucial role in word production by organising and facilitating the recall of lexical information from memory.     

数学建模的认知差异研究

运用口语报告分析方法和深度访谈方法,对五所高校数学与应用数学(师范)专业15名数学建模竞赛获奖学生(专家被试)与15名未参赛学生(新手被试)数学建模的认知差异进行了研究,发现专家被试与新手被试在数学建模的问题表征、策略运用、思路特点、建模结果及解题效率等方面存在显著差异.     

Social representations of refugees: Place of origin as a delineating resource

This study investigated social understandings of refugees from Africa in a regional town in NSW, Australia. Drawing from Social Representations Theory (Moscovici, 1984 ), the study investigated whether place of origin (Africa) mediated understandings held about refugees. Two studies were conducted. In the first study, a between‐subjects manipulation using word association tasks revealed that the super‐ordinate term Refugees, and Refugees from Africa shared a common core of elements (poor, war). Although sharing a core, these representations were differentiated by peripheral elements which concurred with social understanding of Africa (e.g. disease), and media portrayal of refugees/asylum seekers (e.g. boat). The salience of these meanings in the community was further explored using a self‐report questionnaire. Results suggested that place of origin, manifested as peripheral representational elements, may play an important role in differentiating, orientating and linking specific refugee groups to particular socio‐political contexts. Further, we contend that place of origin may be understood as a discursive resource, deployed for rhetorical ends. Copyright © 2009 John Wiley & Sons, Ltd.     

A behavior-analytic account of cognitive bias in clinical populations

Cognitive bias refers to a well-established finding that individuals who suffer from certain clinical problems (e.g., depression, anxiety, posttraumatic stress disorder, substance abuse, etc.) selectively attend to, remember, and interpret events relevant to their condition. Although a body of literature exists that has tried to examine this phenomenon, most existing explanations are mentalistic and mediational. In this paper we offer a behavior-analytic account of cognitive bias, its development, and how it may contribute to maintenance of clinical problems. This account is based on establishing operations or motivating events, verbal processes, and relational responding. Clinical and future research implications are also discussed.