bluuebunny/crossref_metadata_2025_split huggingface dataset:
Effet du vieillissement sur les réponses basées sur la familiarité et sur la recherche en situation de reconnaissance
Authors: Isingrini Michel , Hauer Karine , Fontaine Roger 
Published: November 2007

Summary: Effect of aging on familiarity-based and retrieval-based recognition.
A recognition and a recall task, dealing with the same items, were administered successively to a group of young subjects (age : 25-35) and to two groups of elderly subjects (age: 62-70 and 71-87). With regard to the recognition task, two types of response were distinguished, using the paradigm suggested by Horton et al. (1993) : the familiarity-based and retrieval-based recognition. The results indicate that the performance on recall and recognition was modified by aging. However, the age effect on recall appeared also with a group of older subjects matched on overall recognition accuracy with the group ofyounger subjects, showing that the aging effect was more important for recall thanfor recognition. With the paradigm proposed by Horton et al., the results indicate that only the retrieval-based recognition were affected by aging. This pattern of results was still present when recognition accuracy per se was equated between young and old subjects.
Key words : aging, memory, recognition, recall, familiarity-based recognition, retrieval-based recognition.
Dissonance ou autoperception : un nouveau test dans le paradigme de la double soumission forcée
Authors: Girandola F. 
Published: November 2007

Résumé
Cet article présente un nouveau test entre la version radicale de la dissonance cognitive (Beauvois et Joule, 1981) et la théorie de l'autoperception (Bem, 1972) en double soumission forcée. On présente deux expérimentations. Les résultats sont conformes aux prédictions de la version radicale et contraires à celles de l'autoperception. Dans la première, les sujets réalisent une tâche fastidieuse avant de la présenter soit positivement - comme dans l'expérience de Festinger et Carlsmith (1959) - soit négativement à un pair. Les sujets l'ayant présentée positivement la jugent plus négativement que ceux l'ayant présentée négativement. Dans la seconde, des observateurs, sont incapables de reproduire le changement d'attitude de ces sujets. On examine ensuite les implications de l'établissement du taux de dissonance en double soumission forcée.
Mots-clés: dissonance cognitive, autoperception, double soumission forcée.
La compréhension de métaphores et de pseudo-métaphores chez des enfants âgés de 4 à 8 ans
Authors: Fourment-Aptekman Marie-Claude 
Published: November 2007

Résumé
Dans le but d'infirmer l'idée d'un décalage entre la production précoce de métaphores, culminant vers 3-4 ans, et la compréhension qui n'apparaîtrait que vers 7 ans, nous avons utilisé, dans cette recherche, deux types d'énoncés :
— énoncés pseudo-métaphoriques (recueillis au cours de jeux symboliques) ;
— énoncés métaphoriques dans lesquels le lien entre topique et véhicule peut reposer soit sur la notion de vitesse, soit sur une caractéristique psychologique (l'opposition gentil/méchant).
De plus, on utilise de petits jouets, représentant le topique et le véhicule, comme support à la compréhension.
Les résultats montrent que les énoncés pseudo-métaphoriques sont massivement compris dès l'âge de 4 ans (87,5 %), alors que les énoncés métaphoriques ne le sont pas à cet âge. La compréhension métaphorique augmente significativement avec l'âge et atteint 36 % à 8 ans. On note également que les réponses de transformation magique du topique en véhicule sont nombreuses à tous les âges, et qu'elles culminent à 8 ans. Ce résultat est attribué à l'utilisation de petits jouets, favorisant une attitude ludique, qui n'ont, par ailleurs, pas amélioré les performances. Le type de lien entre topique et véhicule n'a pas joué de rôle. Seule la familiarité de certains véhicules a entraîné une meilleure compréhension.
La distinction entre métaphores et pseudo-métaphores a permis d'infirmer l'existence d'un décalage systématique entre production et compréhension.
Mots-clés : compréhension, métaphore, pseudo-métaphore, enfants.
L'écholocation humaine chez les handicapés visuels
Authors: Arias C. 
Published: November 2007

Summary : Human echolocation by visually handicapped people.
Echolocation, which is an active mode of perception, is defined as the ability to process acoustic information contained in echoes produced by the reflexion of self-generated sounds on the surrounding obstacles. It is important to note that almost all visually handicapped people spontaneously and intuitively generate sounds such as tongue clicks, snaps, hissings or vocalizations when they move around in order to gather spatial information. Also, this ability can be observed in any person who has had a brief but adequate training period. This paper describes the research that we have carried out to study obstacle perception through echolocation in blind people. At present, our efforts are mainly aimed to design critical experiments and to complete the ROUSETUS measurement system developed by us — which consists of the obstacle simulator, the ECOTEST and the auditory evoked potential modules — that will allow us to study human echolocation processes and its underlying psychoacoustic mechanisms in cognitive and behavioral contexts.
Key words : echolocation, blindness, obstacle perception.
L'apprentissage d'une grammaire artificielle par des enfants de 9 à 11 ans
Authors: Fischer J.-P. 
Published: November 2007

Summary: Artificial grammar learning by 9- to 11-year-old children.
In experiment 1, we demonstrate that children can learn an artificial grammar in the standard conditions (see, for example, Reber, 1993). This implicit learning capacity does not develop in the examined age-period (9 to 11). Children's verbal explanations come under the three classical models of artificial grammar learning : abstraction of rules, comparison with training exemplars, and memorization of fragments. However, a complementary analysis shows that children's adherence to some grammatical rules plays a major role.
In experiment 2, we use the same artificial grammar and learning items as in experiment 1. But, having discovered a system of imperfectly valid rules used by the children, we constructed a new set of test items. This new set is designed for checkmating the rule system of experiment 1 if the (new) children continue to use it. The results conform to the prediction : the 10- and 11-year-old children judged as grammatical the test items which were not, and conversely judged grammatical items as non-grammatical.
Two other factors are taken into consideration in these experiments : the similarity and association (as measured by associative strength) between the learning items and the test items. The results suggest, if these factors are not confounded with grammaticality, that they have little impact on the judgment of grammaticality. Furthermore, in the present research they appear rather as a by-product of children's adherence to the rules. In the conclusion, we emphasize the questionable status — which is exacerbated by experiment 2 — of the notion of an « imperfectly valid» rule. We also underline that, in artijicial grammar learning, the grammar and the learning items do not alone determine the test performance.
Key words : artificial grammar, implicit learning, rule, development, child.
«L'Année Psychologique» dans la correspondance de Jean Larguier des Bancels
Authors: Chapuis Élisabeth 
Published: November 2007

Summary: «L'Année Psychologique in Jean Larguier des Bancels' collection.
The correspondence which is conserved in the Larguier des Bancels' collection at the University of Lausanne shows a little known side of Binet's character : we see him running single-handedly the Année Psychologique, negotiating contracts with successive publishers, recruting collaborators — some of them were to become close friends — bringing all his influence to bear on the editorial orientations of his review even if that meant the occasional compromise with the publisher.
The loyal admiration which he inspired in a small circle of collaborators such as Simon and Larguier des Bancels lead them, after his death, to complete and carry out the volume he had been preparing, and to refuse to join the new team formed under Pieron, after 1912.
Key words : Alfred Binet, Jean Larguier des Bancels, Edouard Claparede, correspondence, L'Année Psychologique.
Alfred Binet et « L'Année Psychologique » d'après une correspondance inédite
Authors: Nicolas Serge 
Published: November 2007

Summary: Alfred Binet and « L'Année Psychologique » as seen through unedited correspondence.
This paper presents the story of the first years of the review L'Année Psychologique (1894-1912). The evolution of the review is exposed through unpublished correspondence between Alfred Binet and Jean Larguier des Bancels, his sub-editor during the years 1902-1911. The first part of the paper presents the biography of Binet's closest collaborators : Jean Larguier des Bancels (1876-1961) and Théodore Simon (1873-1961). The second part of the paper presents the evolution of the Année Psychologique (changes of publishers, politics of publication, etc.) between 1903 and 1911 as a result of editorial problems. The last part of the paper recounts, through the correspondence between J. Larguier des Bancels and Th. Simon, the last moments of Binet's life and the circumstances of the composition of the commemorative volume in 1912 (t. XVIII) edited by his two collaborators. From his nomination as director of the Laboratory of Physiological Psychology established at the Sorbonne, Henri Piéron ensured the continuity of the publication of the review.
Key words : L'Année Psychologique, Alfred Binet, Jean Larguier des Bancels, Théodore Simon, Henri Piéron, history of psychology.
Peur et persuasion : présentations des recherches(1953-1998) et d'une nouvelle lecture
Authors: Girandola Fabien 
Published: November 2007

Résumé
Depuis plus de quarante ans, des recherches ont montré les effets de la peur sur les attitudes et/ou les comportements. Cet article passe d'abord en revue les explications théoriques avancées et les travaux récents pour rendre compte des effets persuasifs et de résistances. Une nouvelle lecture en quatre étapes est ensuite présentée sur les effets de la peur. Plusieurs variables sont particulièrement importantes : la description de la menace, les comportements de prévention et de détection en tant que recommandations, l'auto-efficacité ou la croyance des individus dans leur capacité à faire face à la menace, les processus de contrôle du danger et de la peur et leurs effets sur les attitudes et comportements subséquents, les comportements antérieurs. Ces variables permettent de contribuer à la mise sur pied de campagnes de persuasion destinées aux populations à risque.
Mots-clés : peur, changement d'attitude, résistance au changement, communication persuasive.
La révision des accords nominal et verbal chez l'enfant
Authors: Largy Pierre 
Published: November 2007

Summary : Nominal and verbal agreement revision in children.
This experiment aims to investigate the stage during which « rule proceduralisation », with regard to nominal and verbal agreement, occurs. Analysing the performance obtained from children in their 2nd, 3rd and 4th years of primary school, in two types of tasks (write a dictated word (noun or verb) in context with its grammatical agreement ; identify and correct an error involving the same agreements), we found that there is a period (2nd and 3rd years of primary school) during which the children are more able to detect and correct an agreement error, than to produce the same agreement during word production. These results are explained in terms of the cognitive cost difference between these different activities. They show that the skill required in the production of inflection markers, used to indicate if the word is singular or plural, is preceded by another lesser known skill, in the area of spelling revision.
Key words : written production, spelling revision, nominal agreement, verbal agreement, spelling development.
NOVLEX : une base de données lexicales pour les élèves de primaire
Authors: Lambert Éric , Chesnet David 
Published: November 2007

Résumé
Cet article présente la base de données lexicales NOVLEX. Cette base est un outil permettant d'estimer l'étendue et la fréquence lexicale du vocabulaire écrit adressé à des élèves francophones de l'enseignement primaire. Elle a été constituée grâce à l'analyse de livres scolaires et extra-scolaires destinés à des élèves de CE2.
Mots-clés : fréquence, base de données lexicales, vocabulaire enfant.
Automatisme en détection d'erreurs d'accord sujet-verbe : étude chez l'enfant et l'adulte
Authors: Largy Pierre , Dédéyan A. 
Published: November 2007

Summary : Automatism in subject-verb agreement error detection : A study in children and adults.
This research examines the development of expertise in the detection of agreement errors, between a verb and a subject noun. Analysis of the performance of primary and secondary school children and adults in a task consisting of detecting agreement errors in sentences presented one by one on a computer screen, indicates that : 1) the detection of agreement errors is undertaken through a monitoring system ; 2) this monitoring system is used to pinpoint configurations that might be incorrect ; 3) an algorithm that verifies the given agreement follows the aforementioned detection ; 4) expertise in revision results in an evolution of the monitoring system employed. With experience in writing, this monitoring would unconsciously draw on the presence of co-occurrences between morphemes (i.e., an « -nt » inflection associated by proximity with an « -s » inflection). The most plausible interpretation of these results is that reading and writing facilitate storage of spatial co-occurrences between such morphemes and that detection activity, when revision is carried out in cognitively costly conditions, benefits from this implicit learning.
Key words : written production, spelling revision, error detection, subject/verb agreement, spelling development.
Mémoire de travail et rédaction de textes : évolution des modèles et bilan des premiers travaux
Authors: Chanquoy Lucile , Alamargot D. 
Published: November 2007

Summary : Working memory and writing : Evolution of models and assessment of research.
This critical review examines the relationships between writing and working memory. The first part of the review proposes a definition of writing through the presentation of Hayes and Flower's classic model (1980) and the different writing processes. Then, in order to show the progressive integration of the notion of working memory in writing research, recent models, elaborated by Hayes (1996) and Kellogg (1996) are described. A series of studies, testing the relevance of Kellogg's model is discussed. The critical analysis of these experimental data leads to questions about the role of Baddeley's working memory model (1986) to account for (a) the dynamics of processing during writing and (b) the evolution of writing expertise. The second part of this review attempts to exceed these two limits in discussing the interest of theoretical ideas about working memory that differ from Baddeley's model. On the one hand, some activation models (Anderson, 1983 ; Cowan, 1993), that account for the dynamics of processing are presented, illustrated by different experimental work and analysed in the framework of text production. On the other hand, the adaptation made by McCutchen (1996) of Just and Carpenter's (1992) Capacity Theory and the adoption by Kellogg (1999) and McCutchen (2000) of Ericsson and Kintsch's (1995) theory about Long-Term Working Memory are discussed as potential theoretical paths to explain the development (in children) or the strengthening (in adults) of writing expertise. Finally, the conclusion, whose main objective is to sum up the different ways to conceive relationships between writing and working memory, focuses on the increasing importance of long term memory, considered as a resource register, storing the different pieces ofknowledge implied in writing processing.
Key words : writing, working memory, processing dynamics, writing expertise, long-term working memory.
La mémoire haptique de la forme des objets chez les bébés âgés de 4 mois
Authors: Lhote Myriam , Streri Arlette 
Published: November 2007

Summary : Haptic memory of object shape in 4-month-old infants
The aim of this experiment was to study haptic memory of object shape in 4-month-old babies. One hundred and twenty eight infants participated in this experiment. Haptic habituation without visual control was used, followed either by a short delay (30 s), a long delay (120 s), no delay or a haptic interference. Infants' two hands were stimulated. Results showed that haptic habituation occurred for both hands in 4-month-old babies. In the three conditions, recognition memory was found with both hands and for both sexes. These results provide evidence of short-term and long-term haptic memory. Development of handedness and haptic memory are discussed, as well as the specific nature of this type of memory in comparison with other sensory modes.
Key words : memory, haptic perception, infancy handedness.
Normes d'associations verbales chez des enfants de 9, 10 et 11 ans et des adultes
Authors: De La Haye F. 
Published: November 2007

Summary : Word association norms for 9-, 10-, and 11-year-old children (CE2, CMl, CM2) and adults
This paper presents a database of word association norms developed for researchers interested in language and/or memory and more particularly in developmental aspects. This normative work concerns single free association norms for 200 words in the French language, collected from 1 200 children (9-, 10-and 11-year-old children) and 400 adults, between the ages of 18 and 34. The selection of experimental material in psycholinguistics often involves consideration of certain characteristics of words that we want to study and to take into account. So, the word association norms constitute an important tool for ail researchers in psycholinguistics concerning the construction and control of experimental material. The comparison children/adults show a recovery rate (with respect to adults' responses) of 62,5 % for 9-year-old children, of 63 % for 10-year-old children and of68,5 % for 11-year-old children.
Key words : word association norms, development.
Les modèles d'horloge interne en psychologie du temps
Authors: Droit-Volet Sylvie , Wearden John 
Published: November 2007

Summary : Internal clock models in the psychology of time.
The aim of this theoretical review is to present and discuss models in psychology that support the idea of an internal clock as a basic mechanism involved in temporal judgments. Therefore, first we present the most popular theory conceiving an internal clock as a mechanism composed of a pacemaker and an accumulator. Second, we describe a more elaborated theory about the processing of time information, i.e., scalar timing theory. Finally, we present two others theories, one that proposes behavioral states, and the other a neural oscillatory system as the basis of time judgments.
Key words : time, timing, internal clock, model.
Dénomination par écrit de paires d'images : la question de la « dépendance »
Authors: Malardier Nathalie , Bonin Patrick , Fayol Michel 
Published: November 2007

Résumé
La « dépendance » en production verbale renvoie à la question de déterminer dans quelle mesure l'initialisation du nom associé à une cible imagée (n) dépend des caractéristiques des cibles subséquentes (n + 1, n + 2...). Trois expériences de dénomination écrite de couples de mots à partir d'images ont été conduites sur cette question. La relation sémantique, phonologique/orthographique et associative entre les couples a été manipulée au travers des trois expériences. Les résultats sur les latences d'initialisation de l'écriture ont révélé un effet d'interférence sémantique (Expérience 1), aucun effet significatif de la relation phonologique/orthographique (Expérience 2) et un effet de facilitation associatif (Expérience 3). Le patron de résultats suggère, d'une part, que la dépendance est limitée en production verbale écrite de couples de mots conformément à ce qui a été observé en production verbale orale ; d'autre part, il renforce l'hypothèse de l'existence de liens associatifs entre certaines représentations en production verbale (Alario, Segui et Ferrand, 2000).
Mots clés : production verbale écrite, dépendance, interférence sémantique, facilitation phonologique/orthographique, relation associative.
L'expertise cognitive au jeu d'échecs : quoi de neuf depuis De Groot (1946) ?
Authors: Didierjean André , Ferrari Vincent , Cauzinille-Marmèche Evelyne 
Published: November 2007

Summary : Cognitive expertise in the game of chess : What's new since de Groot (1946) ?
More than thirty years ago, de Groot (1946, 1965) then Chase and Simon (1973) showed that contrary to commonly held views chess experts do not have superior memory capacities, nor superior calculation ability, compared to novices. In fact, the nature and organization of knowledge differentiate experts and novices. This paper provides a critical review of work conduced since these landmark studies on the « drosophilia of psychology », namely chess expertise. After a reminder of de Groot and Chase and Simon's research and Chase and Simon's theoretical model of expertise in terms of « chunks », we consider the limits of this model and recent empirical and theoretical developments. These developments emphasize the structure of knowledge representation in long term memory.
Key words : chess expertise, knowledge organization.
Correspondance entre rapport social et autocompétence dans la transmission du savoir par une autorité épistémique : une extension
Authors: Quiamzade Alain , Mugny Gabriel , Buchs C. 
Published: November 2007

Résumé
On a étudié les conditions auxquelles une source compétente amène une cible moins compétente à s'approprier un point de vue contradictoire dans un contexte de transmission d'information. Des étudiants universitaires (N = 162) devaient prédire les résultats d'une prétendue étude scientifique sur des groupes d'amis. On leur présentait ensuite les soi-disant résultats, qui contredisaient leurs croyances initiales. Dans un plan 2*2*2, l'auteur de la recherche présentait les résultats dans un style autoritaire ou démocratique ; les étudiants évaluaient ensuite leur compétence en comparaison avec celle de la source, en termes hautement contraignants (interdépendance négative) ou moins contraignants (indépendance) ; sur la base de la compétence qu'ils s'attribuaient, ils ont été séparés en étudiants ayant une plus faible ou plus forte autocompétence perçue. Les principales mesures concernent : a) le degré auquel les sujets ont approuvé les conclusions de l'étude, et b) le degré auquel les sujets se sont appropriés l'information contredisant leurs croyances initiales. Les résultats montrent que : a) l'approbation est moindre lorsque la source a un style autoritaire, et moindre également lorsque la comparaison sociale s'effectue de manière négativement interdépendante ; b) la mesure d'appropriation révèle une interaction tendancielle entre la modalité de comparaison et le degré d'autocompétence perçue, ainsi que l'interaction significative des trois variables : l'information est davantage intégrée dans deux conditions où la source était démocratique, en l'occurrence par les étudiants se percevant peu compétents se comparant à la source sous interdépendance négative, et par les étudiants se percevant davantage compétents se comparant à la source de manière indépendante. Ces résultats confirment partiellement les prédictions issues de l'hypothèse de correspondance selon laquelle l'appropriation de connaissances est favorisée lorsque des caractéristiques pertinentes de la relation avec une autorité épistémique sont congruentes avec les attentes que les individus ont à propos de cette relation.
Mots clés : influence sociale, expertise, compétence, menace de l'identité, appropriation, conflit, hypothèse de correspondance.