Psychologie Francaise最新文献

Objective

This narrative literature review aims to present the studies on the concept of welcome in the field of health. The concept of reception remains difficult to define by healthcare professionals and their beneficiaries. This is a fruitful concept but whose outlines are still poorly defined. This paper aims to identify the intrinsic dimensions of reception?

Method

A narrative synthesizes systematic reviews was conducted using 4 search engines: PubMed, PsychINFO, Cairn and Science Direct. A total of 17 publications was selected.

Results

Seven dimensions of the welcome have emerged: (1) relational approach; (2) singular and iterative process; (3) conditions of the reception; (4) risks of the encounter; (5) personal qualities of healthcare professionals; (6) gestures at the reception; (7) needs of people welcomed. These results highlight the importance of integrating these dimensions within an integrative model.

Conclusion

It appears that reception must be perceived as a complex iterative process enroll in a relational approach. The major issues to the establishment of a sufficiently good welcome are to be perceive in a reflexive attitude for all the protagonists.

Because handicap is the result of how the environments of a person and his/her disorders interact (Chamak, 2018; Poutoux, 2011), the question of supporting this person with disabilities becomes an unavoidable thematic. This study focusses on the scholarship of pupils with ASD (Autism Spectrum Disorder) whose prevalence amounts to one birth on hundred (APA, 2015 – DSM-5), and especially on a kind of support towards their human environment, the less studied. It deals with the sensitization of the school classmates of a pupil with ASD, aged 14. The pupils’ sensitization allows us to measure the changes in representations and inclusive actions after sensitization. This question seems to be sensitive because too many pupils leaving school aged 15 years old have an ASD . As part of a preliminary study, we submitted two kinds of sensitization (informative vs. interactive) to two groups of neurotypic pupils aged 14 years old (who have a classmate with ASD in their classroom). A survey has been filled before and after the sensitization in order to assess the changes in representation and inclusive actions to engage with their ASD classmate to foster his/her apprenticeship. The pupils who benefitted from the interactive sensitization evolve the most: both in the understanding of the special needs of the ASD classmate and in the supportive actions to help their classmate in the classroom. The pupils who received the informative sensitization evolve only in their representations of the special needs of the ASD classmate. The results, which have yet to be confirmed in larger studies, are discussed in the light of inclusive politics and the needs to assess the different kinds of sensitizations towards the human school environment.

Introduction

Cognitive distortions contribute to the maintenance of inappropriate cognitive schemas and play a role in the emergence of pathologies such as anxiety and depression. We developed the Cognitive Distortion Scale for Adults in order to identify distortions in individuals’ reasoning. The main objectives of this study were: (1) to study the psychometric properties of the Cognitive Distortion Scale for Adults, (2) to identify cognitive distortions associated with anxiety and depression in the general population.

Method

The study involved 916 participants (151 men and 765 women) aged 18 to 85-years. The participants completed the Cognitive Distortion Scale for Adults. The tool presents 42 mini scenarios with a daily life situation and a proposition concerning a cognitive distortion. Participants must give their degree of agreement (0 to 10) with this one. Seven cognitive distortions are operationalized (dichotomous reasoning, disqualification of one of the poles, arbitrary focusing, omission of the neutral, requalification in the other pole, maximization and minimization). They also completed the Hospital Anxiety and Depression Scale. Both scales were available online on the Internet. The total duration of the test was approximately 10 minutes. A group of 35 participants completed the two scale 15 days apart.

Results

The sub-dimensions of EDC-A obtain Cronbach alphas higher than .65 and EDC-A has a coherent factor structure. The scale has good temporal stability. Anxiety is predicted by dichotomous reasoning, disqualification of one of the poles, arbitrary focusing and maximization. Depression is predicted by dichotomous reasoning, arbitrary focusing, omission of the neutral and requalification in the other pole. Anxiety and depression are associated with negative cognitive distortions in reasoning. However, depression is also associated with positive cognitive distortions. Subjects with depression produce more varied cognitive distortions than subjects with anxiety.

Discussion

The Cognitive Distortion Scale for Adults shows promising psychometric properties. Further studies will need to be conducted to confirm these results. Anxiety would be related to biased information treatment of negative information, whereas depression would be related to more comprehensive biased information treatment, both negative and positive information. Anxiety would be related to suboptimal functioning of reasoning abilities; depression would be more characterized by a structural deficit of reasoning abilities.

Objective

The perinatal period is a maturation phase characterised by the appearance of a radical psychological and identity crisis, little studied by projective methods, in particular the Rorschach inkblot test. The objective of this article is to offer a list of Rorschach norms and indicators adapted to the perinatal population. This is to comprehend the psychological modifications occurring during pregnancy.

Materials and method

The projective Rorschach inkblot test was presented to a representative sample of 54 pregnant primiparous French women. Based on the scoring and analysis methods of the Parisian School, the quantitative norms from the analysis of the psychogram, the chosen cards, and the mentalization indicators were compared to those of the general population.

Results

With the exception of F +% and H%, all the normative data for the perinatal population are significantly different from those related to the general population (p .005). On a qualitative level, the interpretation of the data highlights the presence of major inhibition mechanisms, associated with a preconscious functioning stasis.

Conclusion

The normative data in Rorschach of the perinatal population should be specifically used for the study and psychological support devoted to this population. It also allows a better understanding of the feminine psychologic modifications during pregnancy.

The purpose of this article is to present the adaptation and the validation of the Positivity Scale (Caprara, Alessandri, Eisenberg, Kupfer, Steca, Caprara, & Abela, 2012) through three studies of 840 adults. Positivity, which is a common latent factor between self-esteem, optimism and life satisfaction (Alessandri, Caprara, & Tisak, 2012; Caprara, Steca, Alessandri, Abela, & McWhinnie, 2010), is “the tendency to view life and experiences with a positive outlook” (Caprara et al., 2012, p. 701). Confirmatory factor analysis supports the unidimensionality of factor G Positivity, coexisting with two specific factors, optimism and self-esteem. The instrument attest very good reliability and the high level of temporal stability indicate a very good fidelity. The validity was demonstrated by a good convergence with self-esteem, optimism, life satisfaction as well as positive affect and good divergence with negative affect. The study of the discriminant validity establishes that it differs from scales measuring self-esteem, optimism and life satisfaction. The study of incremental validity shows that it can contribute significantly, through the effect of three constructs in a single dimension, to the prediction of psychological phenomena. This research provides a valid 7-item scale to measure positivity in French.

Introduction

In recent years, many Anglo-Saxon studies in psychology have focused on the effects of digital technologies on learning, when they are used during study time in class or at home. Such uses have been called media multitasking. The purpose of this article is to report on these recent advances.

Literature findings

Through a literature review of 46 peer-reviewed articles published between 2010 and 2020, we first report information's on learners’ uses demonstrating the prevalence of media multitasking and its effect on academic achievement. We then show that these uses can interfere with the retention of learning content, as well as with comprehension, under certain conditions and in a non-systematic way.

Discussion–conclusion

Finally, we discuss some recommendations that can be drawn from these studies: considering technologies and including their uses during learning or limiting their uses, depending on educational choices.

In France, a recent well-documented book by Desmurget (2019) severely condemned all use of screen by preschoolers. Desmurget speaks from a danger of decerebration leading to dumbass children. However, a critical analysis of his argumentation suggests that such a rejection could be an overly radical position. The French longitudinal study, Elfe, was initiated in 2011 on more than 18,000 newborns. Follow-up was intensive in the infancy and pre-school periods, including a telephone interview of the mother (or, if not available, the father) at age 3.5 years. In this interview, the mothers answered many questions about the use of screens (here limited to tablets, computers, and smartphones) by their children. The children were then tested in 2016, when they were in the nursery school (4- to 5-year-olds, 57 months in mean), with a large cognitive test, involving both literacy (n = 35) and numeracy (n = 24) items, and a visual attention test, the Teddy bears cancellation test. In the latter test, the participant is asked to cross out, with the pencil in his/her dominant hand, all the teddy bears (n = 15) distributed on the page among 60 distractors in one minute of time. Moreover, the teachers were asked to rate the children's competence in cognitive (language, maths, sciences) and non-cognitive (physical or musical activities) domains and their social behaviors (helping, sharing, and attention to others) on a 3 or 5-items Likert-scale. Regression analysis of the total cognitive test score on the screen use, adjusted for age, gender, mother's study level, family's income, and number of siblings, showed an association between computer use and cognitive performance in nursery school. Correlations between screen use and, respectively, the cognitive test score, the visual attention test, the teachers’ rating about the performance or behavior of their students was never significantly negative. In fact, some were even significantly positive, albeit low and non-conclusive due to the limitations of the study. The results, both of the regression and correlational analyses, are consistent with our suggestion that Desmurget's position is overly radical but do not exclude that, in the long term, the early use of screen can be the basis of a future addiction.

Introduction

The prevention of burnout is a major issue for companies. However, they do not always have access to tools adapted to the implementation of prevention policies.

Objective

This study is part of a project to create a questionnaire adapted to employees’ needs in the field of burnout measurement.

Method

The survey was distributed online to French-speakers workers (N = 680).

Results

The results of the exploratory and confirmatory factor analyses indicated two dimensions (exhaustion and interpersonal stress) with high internal consistency. This factorial structure was confirmed for men and women as well as for French and Belgian workers by means of measurement invariance analyses. Criterion validity was verified regarding the relationships between the scores on the IFEP dimensions and those obtained with the MBI-GS, the measure of the intent to quit, the subjective health scale and the number of days of sick.

Conclusion

The overall results of the analyses performed in this study show satisfactory psychometric qualities of the French Burnout Inventory (IFEP), a new measure of burnout that can be used in many French-speakers work contexts.

Research conducted these last years in the field of spatial cognition report empirical findings that are difficult to account for with the traditional visual cognitive model of scene perception. One of the major contributions of these findings has been to invite rethinking scene perception, which would benefit from not being apprehended as centered mainly on the sensory modality considered. On the contrary, the Multisource model of scene perception developed by Intraub et al. offers an alternative theoretical framework considering visual perception as an act of spatial cognition, with spatial information at its core. According to this model, during the initial understanding of a view, the cognitive system would be elaborating a multisource representation, with spatial information constituting an egocentric framework that conveys to the observer a sense of the environment in which he/she is embedded. Scene representation would be organized around an amodal spatial structure combining different sources of information: a bottom-up and external source of information derived from different modalities (e.g., visual, haptic), as well as internal sources of high-level information (i.e., amodal, conceptual and contextual information). These different sources of information would work together to create a simulation of the likely environment, integrating the perceived view into a broader spatial context. Beyond rethinking scene perception, one of the advances of the model is to unify different fields of cognition apprehended until then in isolation. The current paper aims to present this model and some of the results it allows to account for.

Introduction

Implicit theories of intelligence are beliefs that people form regarding the malleability of intelligence. The so-called “growth” and “fixed” mindsets respectively view intelligence as a characteristic that can or cannot be changed. Psychology, as a science, also offers diverging responses. The developmental and differential traditions in the study of intelligence merely provide different answers because they do not focus on the same sources of variability nor on the same dimensions of intelligence.

Objectives

The research question that guided the present studies was: Are people's naïve theories influenced by the same factors that drive developmental and differential psychologists to different conclusions?

Method

In Study 1, we first assessed participants’ (n = 509) reference norm orientation (i.e. whether they tend to focus on individual or social comparison), using a task in which they had to predict the school results of an hypothetical child. Then we administered a French version of Dweck's (2007) mindset scale. In study 2, we first asked participants (n = 530) to choose between two definitions of intelligence focusing either on its fluid or crystalized dimensions. Then we administered the French Mindset Scale and asked participants to justify their conclusion.

Results

Both variables of interest (reference norm orientation and preferred definition of intelligence) had a significant effect on the participant's incremental beliefs.

Conclusion

The results of the two studies as well as the qualitative analysis of participants’ arguments suggest that mindsets, like scientific theories, partly stem from the fact that the same question regarding intelligence malleability can be approached with two different perspectives.