Goal representation in children’s executive control.

International audienceImplementation of executive control over thought and action can only be guided by the goals that one desires to reach. Over the last decade, research has pointed out the central role of goal representation in executive control both during childhood and adulthood. The present paper reviews these findings, emphasizing the developmental dynamics observed during childhood. More precisely, it addresses the role of active goal maintenance in working memory, as it has been stressed by developmental and neurocognitive theoretical models. Beyond goal maintenance, the question as to how goal representations are formed in working memory has attracted research efforts lately. With age, children successfully process increasingly subtle environmental cues to infer the current task goal and when task goals need to be updated, as evidenced by the effect of cue transparency on switching and inhibition performance. In addition, the paper addresses how goal representation sheds light on the interplay between executive skills and conceptual knowledge, through the presentation of research in such domains as analogical reasoning, categorical flexibility, and class inclusion quantification. Taken together, these lines of research show that executive control development does not rely exclusively on a growing ability to implement appropriate actions, but it also depends largely on increasingly efficient identification of what such actions should be. (C) 2013 Societe francaise de psychologie. Published by Elsevier Masson SAS. All rights reserved

Plan de comunicación para una empresa o institución: Levi's-GNG

Este TFG es un plan de comunicación para la empresa portuguesa GNG y la marca de Levi's. En dicho plan, se proponen nueve acciones. Se ha realizado en castellano

BPP over P4: Exploring Frontiers and Limits in Programmable Packet Processing

International audienceThis paper describes experiences gained during the development of a Proof-of-Concept implementation of NewIP/BPP, the protocol at the core of a novel packet-programmable networking framework, using P4, a popular SDN technology for the implementation of networking protocols using protocol-independent packet processors. NewIP/BPP introduces a number of novel requirements whose implementation encountered a number of P4 limitations that proved very challenging to overcome. We hope that the resulting insights will be useful for future implementations of NewIP/BPP as well as for its and P4's evolution

Cognitive flexibility predicts early reading skills

International audienceAn important aspect of learning to read is efficiency in accessing different kinds of linguistic information (orthographic, phonological, and semantic) about written words. The present study investigates whether, in addition to the integrity of such linguistic skills, early progress in reading may require a degree of cognitive flexibility in order to manage the coordination of this information effectively. Our study will look for evidence of a link between flexibility and both word reading and passage reading comprehension, and examine whether any such link involves domain-general or reading-specific flexibility. As the only previous support for a predictive relationship between flexibility and early reading comes from studies of reading comprehension in the opaque English orthography, another possibility is that this relationship may be largely orthography-dependent, only coming into play when mappings between representations are complex and polyvalent. To investigate these questions, 60 second-graders learning to read the more transparent French orthography were presented with two multiple classification tasks involving reading-specific cognitive flexibility (based on words) and non-specific flexibility (based on pictures). Reading skills were assessed by word reading, pseudo-word decoding, and passage reading comprehension measures. Flexibility was found to contribute significant unique variance to passage reading comprehension even in the less opaque French orthography. More interestingly, the data also show that flexibility is critical in accounting for one of the core components of reading comprehension, namely, the reading of words in isolation. Finally, the results constrain the debate over whether flexibility has to be reading-specific to be critically involved in reading

Développement de la flexibilité catégorielle de 3 à 8 ans : rôle des aspects conceptuels

The development of categorical flexibility in 3-to 8-year-old children: The role of conceptual aspects This research addresses the role of the level of conceptualization of categorical rules in the development of categorical flexibility in children. Experiment 1 and 2 compared categorical flexibility on three versions of a match-to-sample task differing in terms of a priori estimated levels of abstraction of the matching rules. Children aged between 3 and 8 were presented twice with a series of 4 picture sets (a target and 3 candidates for matching). Explicit instructions about the rule to be used before and after switching were given on each trial. It was found that age and conceptual difficulty of the rules both influence the extent of flexibility observed. Experiment 3 directly examined children’s conceptualization of the matching rules at hand and revealed a developmental hierarchy similar to the one obtained in the flexibility task. Overall, the present findings suggest that categorical flexibility is the result of a successful top-down control which is modulated by children’s representation of the categorical rules to be manipulated.Cette recherche porte sur le rôle de la conceptualisation des règles catégorielles dans le développement de la flexibilité catégorielle chez l’enfant. Les expériences 1 et 2 conduites auprès d’enfants âgés de 3 à 8 ans ont permis de comparer la flexibilité catégorielle dans trois versions d’une tâche d’appariement d’images présentant des règles de niveau d’abstraction gradué. Les résultats montrent que la flexibilité catégorielle est influencée à la fois par l’âge et le niveau de difficulté conceptuelle des règles utilisées. L’expérience 3 a évalué directement la conceptualisation des règles d’appariement utilisées dans les expériences précédentes et révèle une hiérarchie développementale similaire à celle obtenue en flexibilité catégorielle. Globalement ces résultats suggèrent que la flexibilité catégorielle résulte d’un contrôle descendant efficace, modulé par la représentation que les enfants ont des règles catégorielles manipulées.Blaye Agnès, Maintenant Célia. Développement de la flexibilité catégorielle de 3 à 8 ans : rôle des aspects conceptuels. In: L'année psychologique. 2008 vol. 108, n°4. pp. 659-698

The development of categorical flexibility in 3-to 8-year-old children : The role of conceptual aspects.

International audienceThis research addresses the role of the level of conceptualization of categorical rules in the development of categorical flexibility in children. Experiment I and 2 compared categorical flexibility on three versions of a match-to-sample task differing in terms of a priori estimated levels of abstraction of the matching rules. Children aged between 3 and 8 were presented twice with a series of 4 picture sets (a target and 3 candidates for matching). Explicit instructions about the rule to be used before and after switching were given on each trial. It was found that age and conceptual difficulty of the rules both influence the extent of flexibility observed. Experiment 3 directly examined children's conceptualization of the matching rules at hand and revealed a developmental hierarchy similar to the one obtained in the flexibility task. Overall, the present findings suggest that categorical flexibility is the result of a successful top-down control which is modulated by children's representation of the categorical rules to be manipulated

Développement de la flexibilité catégorielle chez l'enfant et l'adulte âgé (contribution des connaissances conceptuelles et des fonctions exécutives)

AIX-MARSEILLE1-BU Lettres (130012101) / SudocSudocFranceF

Les réseaux amicaux des élèves en situation de handicap cognitif

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Les troubles spécifiques du langage oral (TSLO) chez l’enfant et leur incidence sur les relations entre pairs

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Les mesures de la flexibilité.

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