La dynamique du système capacitaire Identité, action et projet

This study aims at illustrating the interest of a methodology of exploration of identity dynamics, the IMIS(Zavalloni & Louis-Guerin, 1984), for the elaboration of the professional project. Psychosocial identity is a system of representations of oneself and the world animated by the paradox of being identical and distinct at the same time. This system justifies ways of thought and action, that are retrieved in identity strategies. Action is presented as a medium-term project, endowed with a function of regulation of identity and capability representations that it conveys and validates(Costalat-Founeau, 2008). The project therefore leans upon the cognitive substrate of experience. Action doesn’t follow the project, both are interwoven in a common perspective defined by intentional objectives(Young & Valach, 2006).     

When do spatial abilities support student comprehension of STEM visualizations?

Spatial visualization abilities are positively related to performance on science, technology, engineering, and math tasks, but this relationship is influenced by task demands and learner strategies. In two studies, we illustrate these interactions by demonstrating situations in which greater spatial ability leads to problematic performance. In Study 1, chemistry students observed and explained sets of simultaneously presented displays depicting chemical phenomena at macroscopic and particulate levels of representation. Prior to viewing, the students were asked to make predictions at the macroscopic level. Eye movement analyses revealed that greater spatial ability was associated with greater focus on the prediction-relevant macroscopic level. Unfortunately, that restricted focus was also associated with lower-quality explanations of the phenomena. In Study 2, we presented the same displays but manipulated whether participants were asked to make predictions prior to viewing. Spatial ability was again associated with restricted focus, but only for students who completed the prediction task. Eliminating the prediction task encouraged attempts to integrate the displays that related positively to performance, especially for participants with high spatial ability. Spatial abilities can be recruited in effective or ineffective ways depending on alignments between the demands of a task and the approaches individuals adopt for completing that task.     

La dynamique identitaire de stagiaires immigrants : Stratégies d’acculturation et insertion dans un collectif de travail

The aim of this research was to explore reciprocal relations between acculturative strategies of immigrant trainees and their “strategies” of integration into a workgroup. The investigation of each participant’s identity dynamics served as a basis to this qualitative and exploratory study, using the IMIS (multistage social identity investigator), created by Zavalloni and Louis-Guérin (1984, 2007). In both the cases presented here, work environments echoed back to some of the main obstacles opposing to the social integration of immigrants. Therefore, part of the results revealed spontaneous emergence of adaptative strategies simultaneously linking to cultures and the profession.     

Overall similarity, natural properties, and paraphrases

I call anti-resemblism the thesis that independently of any contextual specification there is no determinate fact of the matter about the comparative overall similarity of things. Anti-resemblism plays crucial roles in the philosophy of David Lewis. For instance, Lewis has argued that his counterpart theory is anti-essentialist on the grounds that counterpart relations are relations of comparative overall similarity and that anti-resemblism is true. After Lewis committed himself to a form of realism about natural properties he maintained that anti-resemblism is true about the relations of overall similarity that enter his counterpart theory and his analysis of counterfactuals. However, in this article I argue that Lewis’s account of degrees of naturalness for properties combined with his modal realism entails that anti-resemblism is false. The Lewisian must amend Lewis’s system if she aims to benefit from the alleged virtues of anti-resemblism. I consider two ways of amending it, neither of which is a free lunch.     

Identifying Representational Competence With Multi-Representational Displays

Increasingly, multi-representational educational technologies are being deployed in science classrooms to support science learning and the development of representational competence. Several studies have indicated that students experience significant challenges working with these multi-representational displays and prefer to use only one representation while problem solving. Here, we examine the use of one such display, a multi-representational molecular mechanics animation, by organic chemistry undergraduates in a problem-solving interview. Using both protocol analysis and eye fixation data, our analysis indicates that students rely mainly on two visual–spatial representations in the display and do not make use of two accompanying mathematical representations. Moreover, we explore how eye fixation data complement verbal protocols by providing information about how students allocate their attention to different locations of a multi-representational display with and without concurrent verbal utterances. Our analysis indicates that verbal protocols and eye movement data are highly correlated, suggesting that eye fixations and verbalizations reflect similar cognitive processes in such studies.     

Truths qua Grounds

A number of philosophers have recently found it congenial to talk in terms of grounding. Grounding discourse features grounding sentences that are answers to questions about what grounds what. The goal of this article is to explore and defend a counterpart‐theoretic interpretation of grounding discourse. We are familiar with David Lewis's applications of the method of counterpart theory to de re modal discourse. Counterpart‐theoretic interpretations of de re modal idioms and grounding sentences share similar motivations, mechanisms, and applications. I shall explain my motivations and describe two applications of a counterpart theory for grounding discourse. But, in this article, my main focus is on counterpart‐theoretic mechanisms.     

Further evidence in favor of prior entry from endogenous attention to a location in space

Titchener’s (1908) law of prior entry states that “the object of attention comes to consciousness more quickly than the objects which we are not attending to,” or otherwise, that attended stimuli are perceived earlier than unattended stimuli. Shore, Spence, and Klein (Psychological Science, 12, 205–212. doi: 10.1111/1467-9280.00337, 2001) showed that endogenous visuospatial orienting does in fact elicit prior-entry effects, albeit to a smaller degree than does exogenous visuospatial orienting. In disagreement with this finding, Schneider and Bavelier (Cognitive Psychology, 47, 333–366. doi: 10.1016/S0010-0285(03)00035-5, 2003) found no effect of their instruction to attend. They concluded that nonattentional effects could masquerade as prior entry, which could account for findings such as those in Shore et al.’s endogenous condition. We investigated this empirical and theoretical discord by replicating the temporal-order judgment task used by Shore, Spence, and Klein, while manipulating and measuring endogenous orienting by way of an orthogonal color probe task. We showed evidence of prior entry as a consequence of endogenous orienting, supporting the conclusions of Shore, Spence, and Klein.