D’une échelle ordinale de Guttman à une échelle de rapports de Rasch

Cet article présente des modèles de mesure de plus en plus contraignants (échelle de Guttman dans sa version déterministe, version probabiliste de cette même échelle, échelle de rapports et enfin modèle de Rasch) avec en parallèle des conditions, nécessaires et suffisantes, de plus en plus astreignantes (Ferrers, forme probabiliste de Ferrers, …).In this paper, increasingly restrictive measurement models are presented (Guttman scale, stochastic Guttman order, ratio scale and Rasch model) with, in parallel, their increasingly restrictive necessary and sufficient conditions (Ferrers relation, stochastic version of Ferrers, ...)

Mécanisme d’extraction d’indices dans le groupement

I. INTRODUCTION 1. Remarques préliminaires Certains psychologues voient dans l’écoute musicale un acte créatif. On serait même en présence d’une « composition » en ce sens que l’auditeur y injecterait à son gré des éléments issus de ses préférences et de son imagination personnelle. A ce titre, l’écoute — et il en serait de même de toute approche d’œuvre d’art — pourrait ne jamais connaître deux éditions identiques, puisque les apports du sujet sont essentiellement variables et liés à son éta..

Changes of visual vertical perception: A long-term sign of unilateral and bilateral vestibular loss

International audienceThis study investigates how unilateral and bilateral vestibular deafferentation modifies visual vertical perception in the presence of dynamic and static visual cues. We tested 40 Meniere's patients before and after (from 1 week to 1 year) a curative unilateral vestibular neurotomy (UVN), and 4 patients with bilateral vestibular loss. Patients' performances were compared with those of 24 healthy subjects. The perception of the dynamic visual vertical (DVV) was investigated during optokinetic stimulations around the line of sight at various angular velocities. The static visual vertical (SVV) was recorded with a stationary visual pattern. In the acute stage after UVN, Meniere's patients exhibited drastic impairment of DVV, which was tilted towards the lesioned side, whatever the direction of the optokinetic stimulation. In addition, the SVV was systematically tilted towards the lesioned side. The optokinetic-induced tilt of the vertical was asymmetrically organized around the new SVV with a significant decrease for contralesional stimulations and no change for ipsilesional stimulations, whatever the postoperative time. The SVV regained normal values 1 year postoperatively. For the patients with bilateral vestibular loss, the optokinetic-induced tilt of the visual vertical was drastically increased and symmetrically organized around an unmodified SVV aligned with the gravitational vertical. This study constitutes the first description of the recovery time-course of DVV perception after unilateral vestibular loss. Data reveal a long-term impairment of the DVV perception after unilateral vestibular loss, suggesting an asymmetrical processing of visual information and a permanent increased weight of dynamic visual cues after bilateral vestibular loss. (c) 2007 Elsevier Ltd. All rights reserved

Social facilitation and bilingual cognitive advantage: Bridging social psychology and psycholinguistics

International audienceThis study examined the role of social context in the expression of the bilingual cognitive advantage in 145 bilingual university students. All participants mastered Arabic as their native language (L1), but half were highly proficient in French (high L2 group), whereas half were less proficient (low L2 group). A color-word Stroop test with incongruent, congruent and neutral stimuli was administered in single language blocks (Arabic or French words) or in a mixed block (Arabic and French words), either under social presence, or alone. Stroop interference was analyzed to assess the cost of resolving conflict in incongruent trials and was compared across groups and experimental conditions. If bilingualism comes with a cognitive advantage, a reduction of interference in high (vs. low) L2 proficient subjects is to be expected. Analysis revealed that interference was significantly reduced in high L2 group, but only under the single language condition. Furthermore, whereas social context and sex had no main effects, analysis revealed a significant 4-factor interaction between L2 proficiency, linguistic context, social context, and sex. Social presence further reduced interference (social facilitation) in high L2 proficient females, but not in males. Overall, the results suggest that mastering a second language comes with cognitive advantages which adapt dynamically to social and linguistic contexts in a sex-dependent manner. We argue that advancing bilingualism research requires more attention to the social environment

Flashbulb memories and the underlying mechanisms of their formation : towards an emotional-integrative model

Flashbulb memories (FBMs) are detailed recollections of the context in which people first heard about important events. The present study investigates three models of the formation and maintenance of FBM. Two models have previously been proposed in the literature (Brown & Kulik, 1977; Conway et al., 1994). A third model of FBM that integrates theories of FBM and recent developments in the field of emotions is proposed. The present study compares these three competing models by investigating the FBMs that Belgian citizens developed upon learning of the unexpected death of their king Baudouin. Structural equation modeling revealed that, as compared to the two previously proposed models, the third model, which takes into account emotional processes, better explains FBM

Text Reading Fluency and Text Reading Comprehension Do Not Rely on the Same Abilities in University Students With and Without Dyslexia

Developmental dyslexia is a specific learning condition characterized by severe and persistent difficulties in written word recognition, decoding and spelling that may impair both text reading fluency and text reading comprehension. Despite this, some adults with dyslexia successfully complete their university studies even though graduating from university involves intensive exposure to long and complex texts. This study examined the cognitive skills underlying both text reading comprehension and text reading fluency (TRF) in a sample of 54 university students with dyslexia and 63 university students without dyslexia, based on a set of tests adapted for an adult population, including listening comprehension, word reading, pseudoword reading (i.e., decoding), phonemic awareness, spelling, visual span, reading span, vocabulary, non-verbal reasoning, and general knowledge. The contribution of these skills to text reading fluency and text reading comprehension was examined using stepwise multiplicative linear regression analyses. As far as TRF is concerned, a regression model including word reading, pseudoword reading and spelling best fits the data, while a regression model including listening comprehension, general knowledge and vocabulary best fits the data obtained for text reading comprehension. Overall, these results are discussed in the light of the current literature on adults with dyslexia and both text reading fluency and text reading comprehension