bluuebunny/crossref_metadata_2025_split huggingface dataset:
Influence de l'effacement du schwa sur la reconnaissance des mots en parole continue
Authors: Racine I. , Grosjean François 
Published: November 2007

Résumé
Nous montrons tout d'abord que dans des suites composées d'un déterminant suivi d'un substantif, la reconnaissance du substantif est ralentie lorsque le schwa en première syllabe de celui-ci est effacé. Nous étudions ensuite, à l'aide d'une étude de production, la direction de rattachement de la consonne initiale du substantif lorsqu'il y a effacement. Deux catégories de consonnes se manifestent : celles qui semblent préférer un seul type de rattachement, soit à gauche (avec le déterminant), soit à droite (avec la deuxième syllabe du substantif), et celles qui acceptent les deux types de rattachement. Nous montrons alors que la direction de rattachement de la consonne initiale n'a pas d'impact sur la reconnaissance des mots. Nous rendons compte des résultats à l'aide de deux modèles d'accès au lexique et explorons ensuite trois directions vers lesquelles de futures recherches pourront se diriger.
Mots-clés : psycholinguistique, parole, perception, production, accès au lexique, effacement du schwa (e muet). Christophe A. Guasti T. Nespor M. Dupoux E. Van Ooyen 1997 Reflections on phonological bootstrapping Its role for lexical and syntac tic acquisition Language and Cognitive Processes 12 5/6) 585-612 Delattre 1951 Le jeu de Ve instable intérieur en fran ais The French Review XXIV(4<) 341-351 Dell 1973 Les règles et les sons Paris Hermann Friederici D. Kilborn 1989 Temporal constraints on language pro cessing Syntactic priming in aphasia Journal of Cognitive Neuro science 3) 262-272 Gadet 1997 Le francais ordinaire Paris Armand Colin Grammont 1894 La loi des trois consonnes Mémoires de lu Société de Linguistique de Paris 53-90 Grosjean 1985 The recognition of words after their acoustic offset Evi dence and implications Perception and Psychophysics 38 4) 299-310 Grosjean F. Gee 1987 Prosodie structure and spoken word recognition Cognition 25 135-155 Knijpers C. Van Donselaar W. Cutler 1996 Phonological variation
L'estimation du temps : perspective développementale
Authors: Droit-Volet Sylvie 
Published: November 2007

Summary : The estimation of time : A developmental perspective.
Psychologists ceased debating the subjective and objective experience oftime 10 years ago due to the findings of experiments suggesting that an internal clock is devoted to the treatment of temporal information in animals as well as human adults. Nevertheless, in the face of 1- to 6-year-old children's inaccurate temporal judgements, this discussion continued in developmental psychology. In particular, a dissociation has been established between the first forms of temporal experience in infants (temporal discrimination, temporal conditioning) and the adult-like representation of time. Recent studies reveal that 3-year-olds are also able to judge precisely time, but only under particular experimental conditions (filled duration, simultaneous imitation...). Thus, 3-year-olds representation of time differs clearly from older children's notion oftime. It appears that 3-year-olds possess a highly concrete sense of time that is specific to each action or experienced event.
Key words : time, development, representation.
Le modèle de Traitement Heuristique Systématique de l'information : motivations multiples et régulation du jugement en cognition sociale
Authors: Meyer Thierry 
Published: November 2007

Summary : The Heuristic Systematic Model : Multiple motives and regulation of judgment in social cognition.
Recent advances in the Heuristic Systematic Model (Chaiken, Giner-Sorolla and Chen, 1996 ; Chaiken, Liberman and Eagly, 1989) are investigated as the basis of a general model of social cognition. The three main components of the model are discussed : dual processing, regulation of quality and quantity of processing, and functional typology of motivations. We focus both on goal-based regulation (exactitude, defense, and impression motivation) and metacognitive assessment (perceived cognitive effort and confidence in judgment). The dual-process hypothesis and the distinction between heuristic eues and arguments are discussed in terms oftext comprehension processes and strategie components of decision and communication. Suggestions for development of the model are presented.
Key words : heuristic, social cognition, persuasion, motivation, goal, decision making.
Existe-t-il un double codage pour les visages ?//Does dual coding for faces exist ?
Authors: Burban V. , Gaillard Jean-Pierre , Lieury Alain 
Published: November 2007

Summary : Does dual coding for faces exist ?
This study assessed the role of verbal coding remembering faces. The research presented here used the dual-coding paradigm (Paivio and Csapo, 1969 ; Lieury and Calvez, 1986) applied to faces and names. This paradigm tried to highlight the effect of variables, such as the lexical complexity and the ambiguity of piclures, on the critical time of dual coding. In this experiment, only the lexical component was taken into account. A. pilot experiment was conducted in order to check the material, especially familiarily with faces and names used. The experiment highlighted two trends : 1/ in the absence of instruction regarding the verbalisation of faces (i.e. task of recognition), the effect, of the lexical variable was not constant. Furthermore, an interaction between the duration of the introduction and its mode (face or name) was found. The latter has an effect on the extent of recognition ; it was proposed that this effect should be linked lo the time spent observing visually faces as well as to the dual coding of names and faces in memory for more than 500 ms. 2/ When asked explicitly to verbalize a face (the recall task), performances obtained were relatively high but no differences belween faces and names were observed. These results are consistent with models that assume person identity nodes common to faces and names.
Key words : face memory, name memory, face recognition, dual coding.
Normes d'associations verbales pour 260 mots « abstraits »
Authors: Ferrand Ludovic 
Published: November 2007

Résumé
Cet article présente des normes d'associations verbales développées pour la recherche en psycholinguistique. Il comprend les associations verbales libres de 260 mots en français, testés sur 100 sujets de langue maternelle française, âgés de 17 à 24 ans. Ces normes seront utiles pour les chercheurs et les étudiants de nombreux champs de la psychologie, en particulier l'étude du langage et de la mémoire, où le degré d'association entre des paires de mots constitue un facteur important. La partie principale de l'article présente une liste alphabétique de toutes les réponses associées avec leurs fréquences d'associations pour chacun des 260 mots.
Mots-clés : normes d'associations verbales, mots abstraits.
L'enfant et la métaphore
Authors: Franquart-Declercq Christelle , Gineste M.-D. 
Published: November 2007

Résumé
Cet article a pour objectif de présenter un panorama des études expérimentales sur la compréhension des métaphores chez l'enfant. L'exposé s'articule autour des procédures expérimentales utilisées, largement dépendantes de l'inscription théorique des auteurs. Ces deux facteurs, méthodologique et théorique, déterminent pour partie l'hétérogénéité des données empiriques : pour certains, la compréhension des métaphores apparaît dès 4 ans et pour d'autres à partir de 10-11 ans seulement. En fait, il ressort de notre examen critique qu'une telle activité émerge à 7 ans grâce au développement d'habiletés métalinguistiques. Mais elle n'est vraiment installée qu'après 10 ans, âge auquel l'enfant peut appréhender les métaphores dans la variété de leur réalisation.
Mots-clés : compréhension des métaphores, développement cognitif, habiletés métalinguistiques.
Variations émotionnelles et mémoire : principaux modèles explicatifs
Authors: Corson Yves 
Published: November 2007

Summary : Main models of effects of emotional variations on memory.
This paper is a review of the main models dealing with the effects of emotional variations on memory functioning. The first part accounts for modalities, characteristics and interests of mood induction procedures, with regard to positive and negative moods. The second part presents some consensual facts that yield a synthetic view ofthe differential effects of positive and negative moods. Finally, the third part puts forward three main groups of models. The examination of the cognitive processes underlying these models identifies two main mechanisms : first, the emotions, regardless of their quality, need resources and therefore cause memory dysfunctions. Second, positive and negative moods have different effects and give rise to distinct strategies. It is suggested that these two conceptions are complementary and that future research will have to examine how they can be integrated, also accounting for the effects of several contextual factors.
Key-words : cognition, memory, emotion, positive and negative moods.
La levée des ambiguïtés syntaxiques : apport des recherches interlangues
Authors: Colonna S. , Pynte Joël 
Published: November 2007

Summary : Resolution of syntactic ambiguities : Evidence from cross-linguistic studies.
Determining how people convert a string of words into a representation of the structure of the sentence is a central problem in sentence processing. Studying how people handle syntactic ambiguities offers much of the information needed to tackle important issues in parsing. The first section of this article presents three types of models as a function of the solutions they propose in case of syntactic ambiguity : 1/ the parser forces the decision (e.g., in favour of the simplest structure) ; 2/ the choice is postponed until more information is available ; 3/ the different structures are processed in parallel, together with other sources of information. The second section shows that these models cannot explain cross-linguistic differences observed in the resolution of syntactically ambiguous sentences. The third section presents a few new models that have been proposed to explain cross-linguistic data. This review shows how cross-linguistic findings raise major difficulties for models that have been presented so far in the literature.
Key words : syntactic ambiguity, sentence comprehension, relative clause.
Représentation, catégorisation et évaluation : différences entre experts et novices dans le domaine des meubles d'antiquité
Authors: Chatard-Pannetier Armand , Brauer Markus , Chambres Patrick , Niedenthal P. 
Published: November 2007

Summary : Representation, categorisation and evaluation : Differences between experts and novices in the domain of antique furniture.
The objective of our research was to identify experts' characteristics regarding the structure and the coherence of their representations as well as their evaluations of stimuli in their domain of expertise. In the present study, we were interested in how experts and novices in the domain of antique furniture represent, categorize, and evaluate ancient furniture in different sorting and evaluation tasks. The results show that experts have more hierarchical representations than novices. Experts use more criteria to establish a graded structure of the category « antique armchairs ». They have more coherent representations, and there is in experts a stronger link between global evaluations and underlying dimensions. In addition, experts are more extreme than novices when they evaluate stimuli in their domain of expertise.
Keys words : expertise, representation, categorisation, evaluation, extremism.
L'apprentissage par observation d'habiletés motrices : un processus d'apprentissage spécifique ?
Authors: Blandin Y. 
Published: November 2007

Résumé
Le recours à la démonstration est fréquemment utilisé pour l'apprentissage d'habiletés motrices. Toutefois, les mécanismes responsables de l'apprentissage par observation ainsi que les facteurs déterminants restent relativement méconnus. L'objectif est de recenser les travaux sur ce sujet, afin d'établir des comparaisons entre les théories de l'apprentissage moteur et de l'apprentissage par observation. Un examen des conditions les plus susceptibles de favoriser l'apprentissage par observation indique que celles-ci sont relativement semblables à celles influençant l'apprentissage par pratique physique. Il est donc suggéré que les processus responsables de ces deux types d'apprentissage soient similaires.
Mots-clés : apprentissage par observation, apprentissage moteur, processus cognitifs.
Mécanismes d'apprentissage sériel chez les vertébrés
Authors: Camps J.-F. , Castéras V. , Mélan Claudine 
Published: November 2007

Résumé
Les mécanismes d'apprentissage sériel sont étudiés chez les vertébrés supérieurs grâce à deux types de protocoles. Dans l'un, l'animal doit reproduire l'ordre de présentation de plusieurs éléments présentés successivement, sollicitant fortement la mémoire à court terme. Dans l'autre, l'animal découvre l'ordre dans lequel il doit répondre à des éléments présentés simultanément. Les mécanismes d'apprentissage sériel incluent des processus discriminatifs, l'apprentissage de règles et le développement d'une représentation mentale. Ils ne s'excluent pas mutuellement pour un apprentissage donné, mais semblent varier selon l'espèce étudiée, et divers paramètres expérimentaux.
Mots-clés : apprentissage sériel, processus de discrimination, représentation mentale, comparaison interspécifique.
Effet production et vieillissement : étude du rôle des traitements sémantiques spécifique et relationnel
Authors: Taconnat Laurence , Isingrini Michel , Vanneste Sandrine 
Published: November 2007

Summary : Aging and generation effect : specific and relational semantic processes in the generation effect.
The present study was conducted to address the issue of cognitive processes involved in the generation effect and to explore the impact of aging on these processes. Three age groups (young, old and older subjects) were tested in two experiments. The first one was designed to investigate aging effects on specific and relational processing with or without inductor-word production tasks. In the second experiment, we intended to replicate results from experiment 1 by using instructions (during the learning phase) involve specific and relational processing supposed to be engagea in the generation task. The data showed that young adults can profit from both relational and specific semantic processing involved by the encoding task, whereas old adults only enhance their mnesic performances when the task engaged relational semantic processing. These results are discussed in terms of an age-related environmental deficit hypothesis.
Key words : memory, aging, generetion effect, specifie and relational processing, environmental hypothesis.
Comparaison de six logiciels pour l'analyse de la variance d'un plan S(A2*B2> déséquilibré
Authors: Corroyer Denis , Devouche Emmanuel , Bernard J.-M. , Bonnet Philippe , Savina Y. 
Published: November 2007

Summary : Comparison of six software packages for the analysis of variance of an unbalanced design S&lt;A2*B2&gt;.
We compare six statistical software packages (EyeLID-2, PAC, SPSS, Statistica, Statview, Var3) for the analysis of variance of a relatively simple data set (unbalanced design S&lt;A2*B2&gt;). The comparison involves both descriptive and inductive aspects and focuses on the following points : 1/ which of the various options for comparisons (weighted vs unweighted comparisons, specific vs general comparisons) are available ; 2/ do the programs integrate new procedures and indices that are now recommended by the APA due to recent methodological advances (effect size measures, Bayesian inference) ; 3/ how are the graphical and statistical procedures accessed ? It appears that the various desirable options or procedures are not always available. For instance, calibrated effects or Bayesian procedures are rarely found, and most software packages do not compute the more classical confidence intervals, which are necessary for the study of the effect sire in the absence of Bayesian procedures. To have access to all desirable procedures, the joint use of several software programs appears necessary.
For some of the software programs studied, we noticed a lack of explanation of the proposed choices (e.g. the choice between unweighted and weighted comparisons), a shortage of information in the output, the use of expressions that express inadequately the relevant statistical concepts and methodological choices (e.g. the various « types » of analysis, simply labelled I/II/III/IV), and even some incoherencies between the various displayed results. In some cases, these problems might lead the researcher to state invalid conclusions.
Key words : statistical software, EyeLID-2, PAC, SPSS, Statistica, Statview, Var3, ANOVA, unbalanced design, effect size, calibrated effects, confidence intervals, Bayesian methods.
Compréhension de l'oral chez de jeunes enfants bons et mauvais compreneurs de textes écrits
Authors: Megherbi Hakima , Ehrlich Marie-France 
Published: November 2007

Summary : Listening comprehension in first-grade skilled and less-skilled comprehenders for written texts
In line with Nation and Snowling's (1997, 1999) position, two experiments with first-grade children (mean age : 6;9) examined the hypothesis that less-skilled comprehenders in a reading task have language difficulties in high-level processes, such as processing of anaphors. Reading and listening comprehension were measured by means of a global test. With skilled and less-skilled comprehenders in the reading test, the on-line processing of three types of anaphor (repeated noun, general noun and pronoun) was investigated in a listening situation, by means of an error-detection paradigm. Error-detection performance was better and faster if the anaphor was solved. In experiment 1, two types of errors were used : phonological errors and phonologico-semantic errors. In experiment 2, only phonological errors were used, the phonemic distance between the phoneme-source and the phoneme-target in the non-word being low or high.
In the two experiments, reading comprehension and listening comprehension were strongly correlated. Less-skilled comprehenders showed markedly lower oral performance than skilled comprehenders. In experiment 1, the percentage of detection was lower in less-skilled comprehenders and detection time was similar in the two groups. For phonologico-semantic errors, detection time was longer for general nouns in less-skilled comprehenders. In experiment 2, the percentage of detection was lower and detection time was longer in less-skilled comprehenders, for low and high distant errors. Performance did not vary as a function of type of anaphor, for skilled or for less-skilled comprehenders. These data did not support the hypothesis that less-skilled comprehenders have an impairment in on-line processing of anaphors in a listening situation. However, a qualitative analysis showed specifie difficulties in less-skilled comprehenders. Results were interpreted in terms ofthe « quality » of lexical representations (Perfetti & Hart, 2001). The paradigm used for investigating the processing of anaphors was discussed.
Key words : reading comprehension difficulties in children, listening comprehension, on-line processing of anaphors.
Concordances d'inférences dans une tâche d'attribution d'une écriture à un locuteur
Authors: Leblanc Michel-Antoine , Kreutzer Michel , Eustache Francis , Parant Hélène , Bachar K. 
Published: November 2007

Summary : Concordance of inferences in assigning a written production to a speaker
The way in which individual participants assign a written production to a particular speaker when they have to associate a text that they hear to the same text written by different writers is examined. Our investigations have sought to establish whether individual participants are able to identify the written production that should be assigned to a speaker, or whether they converge in assigning a written production to a speaker even ifit is not his/her own writing. The research consists of first, a set of six experiments requiring the matching of written and vocal productions by different groups of participants and, second, an evaluation of these productions by two other groups of participants. It appeared that the participants were unable to perceive « objective » correspondences between oral and written productions coming from the same individual. However, there was broad spontaneous consensus in the tested population. The results suggest that the criteria used by participants in carrying out their matchings are linked to specific associations of perceived characteristics of voices and written productions. The participants were most confident in their choices when there was a high degree of spontaneous consensus in the group.
Key words : vocal and written productions, concordances of intermodal inferences, spontaneous consensus.
Changement d'attitude et fausse attribution : effet de la centration sur le comportement de soumission
Authors: Martinie Marie-Amélie , Joule Robert-Vincent 
Published: November 2007

Résumé
Dans le paradigme de la soumission forcée (ou de la soumission induite), les sujets réduisent classiquement leur dissonance en modifiant leur attitude dans le sens d'une rationalisation du comportement de soumission. On sait toutefois qu'un tel changement d'attitude n'est pas systématiquement observé. Il n'est plus observé notamment en présence d'une source de fausse attribution (effet de fausse attribution). Les deux expériences rapportées montrent qu'il suffit de recentrer les sujets sur leur comportement de soumission pour retrouver le changement d'attitude. Dans la première expérience, les sujets sont conduits à rédiger un essai contraire à leur conviction en présence d'une source de fausse attribution (ultrasons) ou en son absence (sans ultrasons). La moitié des sujets sont invités à lire leur essai et à comptabiliser les arguments qu'il contient (avec centration), l'autre pas (sans centration). Comme attendu les sujets de la situation ultrasons/centration rationalisent leur comportement de soumission contrairement aux sujets de la situation ultrason / sans centration. La seconde expérience montre que c'est le dénombrement des arguments qui est le facteur déterminant.
Mots clés : fausse attribution, dissonance, centration, soumission forcée, changement d'attitude.
Normes d'association libre et fréquences relatives des acceptions pour 162 mots homonymes
Authors: Thérouanne Pierre , Denhière Guy 
Published: November 2007

Résumé
Les mots homonymes (par exemple, « avocat ») sont largement utilisés dans des expériences en psychologie cognitive afin d'étudier le traitement du langage, la levée des ambiguïtés lexicales et l'organisation en mémoire des représentations lexicales et sémantiques. Ces expériences requièrent le contrôle des relations associatives entre différents stimulus et des fréquences relatives des différentes acceptions des mots homonymes. L'objectif principal des normes d'associations verbales que nous présentons est de permettre aux chercheurs de réaliser de tels contrôles. Chacun des 162 items ambigus a été présenté à 100 sujets dans une tâche d'association libre. La totalité des réponses est présentée, ainsi que la fréquence relative des acceptions estimées à partir de ces normes.
Mots clés : normes d'association libre, ambiguïté lexicale, homonymie, fréquence relative des acceptions.