Psychologie Francaise最新文献

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.

Introduction

Lexical development of children with intellectual disability has received poor attention in the scientific literature compared to general language development. PubMed and Scopus databases identify around 13,000 peer-reviewed scientific publications on general language development of people with intellectual disabilities and 20 times fewer results on lexical development.

Discussion

The studies analyzed in this article refer to two distinct fields of research: (1) the comparative study of children with disabilities and neurotypical children's developmental trajectories and (2) the description of the referential content of the lexicon and of the learning process. The first line of research describes the general shape of the lexical acquisition trajectory of children with intellectual disabilities; trajectory marked by a later and less important lexical explosion than the one observed in neurotypical children. It is also marked by the highlighting of the respective influence of mental age and chronological age (or life experience) in lexical development; the first being involved in the development of both the expressive and receptive side of the vocabulary and the second impacting only the receptive side. The second line of research gives elements of explanation for the problem identified in the mastery of complex areas of the lexicon (abstract words or relational vocabulary). These difficulties are often interpreted in terms of a deficit of conceptual knowledge and therefore of access to semantic memory. This line of research also describes the use of lexical constraints and principles in children with intellectual disabilities. The conclusions of these studies highlight abilities to generalize new words to new examples comparable to those observed in neurotypical children. The intersyndromic variability, more particularly the specific lexical profiles of people with trisomy 21 and those with Williams syndrome, crosses the two lines of research and makes it possible to identify what is specific to intellectual disability from what is specific to a particular syndrome. However, many questions still remain unanswered.

Introduction

Adolescents have the highest prevalence and incidence rates of delinquency. Several authors have suggested that the rejection of authority figures in adolescence may explain these rates. Other studies have also found a positive relationship between delinquency and negative attitudes toward the law and its representatives.

Objective

The objective was to make an inventory of the current scientific knowledge concerning the link between contact with the penal actors and the adolescents’ attitude towards the law and its representatives. We also want to identify the mediators of this link.

Method

We conducted a systematic review. Of the 802 articles identified, we selected those involving adolescents and focusing on contact with penal actors (i.e., law enforcement officers, court personnel, lawyers, prison personnel, security personnel, social workers) and on attitudes toward the law and its representatives. Our review finally covers the 46 articles corresponding to our inclusion and exclusion criteria.

Results

Most studies show that contact with penal actors lead to more negative attitudes toward the law and its representatives. Longitudinal studies suggest that this relationship is causal : contact with penal actors leads adolescents to have less positive attitudes towards the law and its representatives. However, there seem to be differences according to the type of contact studied.

Conclusion

These results, questioning the penal responses brought to adolescents, will be discussed, both on a theoretical and practical level. Methodological issues will also be addressed.

Biological aging impacts many organs including sensory's ones and the brain, and thus, cognition. Research has shown that the sensory and cognitive decline are positively correlated. The main data from this literature are firstly reviewed in the present article. Then, the four main hypotheses that are generally proposed to explain these associations are presented. According to them, sensory decline is supposed to cause cognitive decline, or vice-versa, or these concomitant changes result from the general alteration of the nervous system. However, none of them seems able to account for all of the existing data. Moreover, the precise mechanisms that may drive these associations remain to be clarified. The rest of the article is then dedicated to the embodied and situated cognition approach as it provides a particularly interesting and adequate framework to account for these links. Indeed, according to this approach, cognitive representations are grounded in their sensorimotor properties. In other words, cognitive functioning is not conceived as detached from sensory functioning, but instead directly dependent of it. Representations are thus thought to emerge from the sensorimotor simulation of the properties involved in these representations. Therefore, sensory decline should directly impact cognitive performance. It is then hypothesized that older adults have low-resolution representations decreasing the signal on noise ratio of traces, increasing sensorimotor interferences and thus decreasing cognitive performance. This approach leads to consider low and high levels of sensory and perceptual functioning, which are both impaired in aging. Therefore, the repercussion of the sensory-perceptual decline is not only valid for present processing, but also extend to all past knowledge. Several predictions are then proposed on (1) the link between high-level perceptual functioning and cognitive functioning in older adults; (2) the possible interaction in young adults between sensory and high-level perceptual functioning as a function of the level of interference of the material involved; (3) the possible link between the motor and cognitive functioning in older adults. The clinical consequences in terms of cognitive stimulation of such a perspective will close the article. It is proposed to develop a stimulation program based on pattern separation mechanism to better process sensory interference in order to train older adults to improve cognitive precision and thus performance.

Introduction

Ikigai, a concept originating in Japan, is related to life purpose and has been found to be involved in many studies related to physical and mental health. It is only very recently that it has started to be used in Western studies, through the Ikigai-9 questionnaire, developed in Japan.

Objectives

The objective of our study is the French validation of the Ikigai-9.

Method and results

An exploratory factor analysis on 170 participants resulted in a three-factor structure of the Ikigai-9: “attitudes toward the future”, “acknowledgement of one's own existence” and “emotions toward life”. A confirmatory factor analysis on an independent sample of 1205 participants allows us to switch an item to the appropriate dimension. The internal reliability indices of the three dimensions confirm the French validation of the Ikigai-9.

Conclusion

The French version of the Ikigai-9 allows for larger-scale cross-cultural studies and a better understanding of the concept of Ikigai in Western geographical areas.

Introduction

An extensive literature shows that self-esteem is a variable strongly at stake in social functioning and, in particular, in relationships within the couple. It would thus promote satisfaction, confidence in the esteem of the partner of interaction, social well-being and, in return, personal well-being.

Objective

This study aims to evaluate the links between women's and men's self-esteem and several components of their conjugal relationship.

Method

Two-hundred and eight participants (55% women, 45% men) filled out a booklet of questionnaires assessing specific attachment to the spouse, perception of conjugal intimacy, self-esteem, and couple esteem – the latter being an exploratory measure created for this study.

Results

Self-esteem is high for both sexes. It relates positively to attachment avoidance and attachment anxiety strategies independently of the sex of the participants. Similarly, it is positively linked with intimacy and couple esteem scores but only for men.

Conclusion

While self-esteem seems to be linked to different dimensions of couple relationship, these links differ partially depending on the gender of the person. This result is discussed in terms of suggestions for research and consideration in couple therapy. The assessment of couple esteem also shows promise for the study of couple relationships. This measure will need to be further explored to evaluate its relevance.