Commentary: Mirror-Image Equivalence and Interhemispheric Mirror-Image Reversal

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L’activité communicationnelle enseignante lors des discussions à visée philosophique

L’article traite de l’animation en discussion à visée philosophique (DVP). À l’instar des psychologues ergonomes, nous posons que former à une activité communicationnelle, en l’occurrence à l’animation de discussions à visée philosophique, suppose en amont de comprendre ce que les acteurs/animateurs sont amenés à faire dans ce type d’activité et comment ils s’y prennent. Pour comprendre en quoi consiste l’animation en DVP et identifier des styles d’animation, nous proposons d’étudier neuf DVP transcrites impliquant trois enseignants d’école élémentaire. Les modèles et méthodologies que nous utilisons sont présentés. Notre cadre emprunte à la psychologie sociale, à la psychologie ergonomique et aux sciences du langage. Nous étudions le rôle des enseignants dans la distribution des prises de parole, dans la structuration fonctionnelle de l’activité et nous identifions les fonctions que leurs comportements leur permettent d’accomplir. À partir des résultats nous parvenons à identifier des styles d’animation.The paper deals with animation in Collaborative philosophical Inquiry. Like psychologists ergonomists, we develop that to design training on communicational activity (animation in CPI in this case), it’s necessary to understand this activity through the study of its accomplishment. To improve the understanding of animation in CPI and to identify different styles of animation, we propose to study nine CPI transcribed involving three elementary school teachers. We present models and methodologies used. Your framework borrowed from social psychology, ergonomic psychology and language sciences. We propose to study the role of teachers/animators in the communication distribution, in the functional structuring of the activity and so, we identify the functions that their behaviors enable them to accomplish. From the results, animation styles are identified

Investigating the Dimensionality of Early Numeracy Using the Bifactor Exploratory Structural Equation Modeling Framework

The few studies that have analyzed the factorial structure of early number skills have mainly used confirmatory factor analysis (CFA) and have yielded inconsistent results, since early numeracy is considered to be unidimensional, multidimensional or even underpinned by a general factor. Recently, the bifactor exploratory structural equation modeling (bifactor-ESEM)—which has been proposed as a way to overcome the shortcomings of both the CFA and the exploratory structural equation modeling (ESEM)—proved to be valuable to account for the multidimensionality and the hierarchical nature of several psychological constructs. The present study is the first to investigate the dimensionality of early number skills measurement through the application of the bifactor-ESEM framework. Using data from 644 prekindergarten and kindergarten children (4 to 6 years old), several competing models were contrasted: the one-factor CFA model; the independent cluster model (ICM-CFA); the exploratory structural equation modeling (ESEM); and their bifactor counterpart (bifactor-CFA and bifactor-ESEM, respectively). Results indicated acceptable fit indexes for the one-factor CFA and the ICM-CFA models and excellent fit for the others. Among these, the bifactor-ESEM with one general factor and three specific factors (Counting, Relations, Arithmetic) not only showed the best model fit, but also the best coherent factor loadings structure and full measurement invariance across gender. The bifactor-ESEM appears relevant to help disentangle and account for general and specific factors of early numerical ability. While early numerical ability appears to be mainly underpinned by a general factor whose exact nature still has to be determined, this study highlights that specific latent dimensions with substantive value also exist. Identifying these specific facets is important in order to increase quality of early numerical ability measurement, predictive validity, and for practical implications

La conception et l’évaluation d’applications éducatives sur tablettes : vers la création d’un outil entre recherche et pratique

International audienceLe numérique à l'école et, plus spécifiquement, l'usage des tablettes dans le contexte des classes pose des questions : Utilité, Utilisabilité et Impacts ? Des auteurs font l'état des impacts positifs sur les apprentissages premiers des enfants (e.g. Papadakis et al., 2018), alors que d'autres sont plus réservés quant aux impacts effectifs de ces outils sur les apprentissages et la motivation scolaire (Amadieu & Tricot, 2013). Les acteurs éducatifs (enseignants, parents, concepteurs d'applications, chercheurs, etc.) sont amenés à se questionner sur la portée éducative des outils numériques utilisés auprès de jeunes enfants. Contact : HOAREAU Lara-Doctorante en Psychologie / Laboratoire Lorrain de Psychologie et Neurosciences (2LPN) / [email protected] / Directeurs : DINET Jérôme & TAZOUTI Youssef La conception et l'évaluation d'applications éducatives sur tablettes : vers la création d'un outil entre recherche et pratique

Developing arithmetic skills in kindergarten through a game- based approach: a major issue for learners and a challenge for teachers

peer reviewedEarly arithmetic skills, and in particular the understanding of the part-whole relationship, are currently considered crucial for future arithmetic achievement. They are complex skills extending far beyond the mastery of counting procedures. In order to develop these arithmetic skills in kindergarten children, we developed a game-based approach using conventional card and board games adapted to the targeted mathematical objectives. The present study examines the effects on the arithmetic skills of this game-based approach. Individual pre-and post-tests were administered to 194 children (5–6 years old) from four countries (play-based group n = 104 and control group n = 90). Our findings show that the learning outcomes of the game-based group were significantly higher than those of the control group after the intervention. The game-based group showed improvements in arithmetic skills, and in particular those relating to the part-part-whole relation. The intervention also resulted in all pupils, regardless of their initial proficiency level and including those regarded as ‘at risk’, making more progress than those in the control group. These results demonstrate the possibility of developing complex mathematical learning effectively in preschool in a manner consistent with the needs and interests of young children

Denis or the genesis of self-recognition

Nous abordons de manière originale les conditions de la reconnaissance de soi, constitutive de l’émergence de la conscience de soi humaine par le biais d’une discordance observée en psychothérapie chez un jeune garçon de 7 ans et 4 mois, portant sur l’intégration des représentations de soi dans la situation spéculaire. Avec une méthodologie d'analyse du discours produit dans l’interaction, la logique interlocutoire (2007), nous recourons à la théorie des jeux d'investigation et de recherche développée par Hintikka (1976, 1984, 1998b) afin de proposer un modèle qui permette d'expliciter formellement la clinique des phénomènes mentaux observée chez le patient. Rétrospectivement nous questionnons le moment fécond, entre 18 et 36 mois, qui voit l’émergence d’un nouveau mode de fonctionnement de l’intentionnalité lorsque celle-ci intègre les propriétés du signe linguistique et en particulier, dans ce cadre, le statut du signifiant autoréférentiel dans la formation de la fonction du « je ».We explore in an original way the conditions for self-recognition, from which human self-awareness emerges ; we do so by analyzing the discordance observed in psychotherapy in a boy of 7 years and 4 months : it relates to the integration of self-representations in a mirror-image situation. Using a discourse analysis methodology produced in interaction, the interlocutory logic (2007), we have recourse to the theory of investigation and research developed by Hintikka (1976, 1984, 1998b) , so as to offer a model that analyzes formally the clinical aspects of the mental phenomena observed in the patient. Retrospectively we ask questions about the fertile moment between 18 and 36 months, at which time a new form of intentionality emerges : it integrates the characteristics of linguistic signs and, in particular, in that context, the status of the self-referencing signifier in the formation of the function of “I'”

Denis ou la genèse de soi : étude d'un dialogue d'investigation et de recherche en logique interlocutoire

We explore in an original way the conditions for self-recognition, from which human self-awareness emerges ; we do so by analyzing the discordance observed in psychotherapy in a boy of 7 years and 4 months : it relates to the integration of self-representations in a mirror-image situation. Using a discourse analysis methodology produced in interaction, the interlocutory logic (2007), we have recourse to the theory of investigation and research developed by Hintikka (1976, 1984, 1998b) , so as to offer a model that analyzes formally the clinical aspects of the mental phenomena observed in the patient. Retrospectively we ask questions about the fertile moment between 18 and 36 months, at which time a new form of intentionality emerges : it integrates the characteristics of linguistic signs and, in particular, in that context, the status of the self-referencing signifier in the formation of the function of ?I'?.Nous abordons de manière originale les conditions de la reconnaissance de soi, constitutive de l'émergence de la conscience de soi humaine par le biais d'une discordance observée en psychothérapie chez un jeune garçon de 7 ans et 4 mois, portant sur l'intégration des représentations de soi dans la situation spéculaire. Avec une méthodologie d'analyse du discours produit dans l'interaction, la logique interlocutoire (2007), nous recourons à la théorie des jeux d'investigation et de recherche développée par Hintikka (1976, 1984, 1998b) afin de proposer un modèle qui permette d'expliciter formellement la clinique des phénomènes mentaux observée chez le patient. Rétrospectivement nous questionnons le moment fécond, entre 18 et 36 mois, qui voit l'émergence d'un nouveau mode de fonctionnement de l'intentionnalité lorsque celle-ci intègre les propriétés du signe linguistique et en particulier, dans ce cadre, le statut du signifiant autoréférentiel dans la formation de la fonction du « je »

Qu’en est-il de la formation à l’intervention en situation de crise psychotraumatique en milieu scolaire en 2017-2018 ? Enquête auprès des psychologues de l’Education nationale

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Qu’en est-il de la formation à l’intervention en situation de crise psychotraumatique en milieu scolaire en 2017-2018 ? Enquête auprès des psychologues de l’Education nationale

International audienc

A Synoptic and Theoretical Account of Character (Digits and Capital Letters) Reversal in Writings by Typically Developing Children

International audienceReversing characters (digits and letters) when writing, and complete mirror writing, raise one of the oldest and most mysterious questions in developmental and educational psychology: Why do five-year-old children write symbols (e.g., ∃ for E) they have neither learnt nor seen? Attempts to draw up a complete explanatory theory of character reversal in writings by typically developing children were long hindered by the existence of a seemingly satisfactory explanation (left-hand writing), the failure to bring together research in neuropsychology and educational psychology, and the failure to consider the shape and structure of the characters. The present paper remedies this situation by describing a new, comprehensive theory based on recent neuropsychological findings and extensive empirical observations. The theory assumes that a character's orientation, detected in the early visual processing area, is deleted (or made inaccessible) by the mirror generalization process during transfer to memory. Consequently, there is a period, usually around age five, during which children have representations of the characters' shapes but not their orientations. Hence, when asked to write a character, children have to improvise its orientation, and the orientation they choose (implicitly, non-consciously) is often derived from the writing direction in their culture