Juger et être jugé : présentation

Les termes juger et évaluer font, l'un comme l'autre, partie du vocabulaire usuel en psychologie, et en tant qu'objet d'étude tendent même à y occuper une place importante. Bien que souvent employés dans des acceptations voisines et présentant la caractéristique d'être substituables, la question de la différence de dénotation entre ces deux termes mérite d'être soulevée dans cette partie introductive. Sans pour autant prétendre à établir l'univocité de chacun de ces termes ou encore à les déf..

Effet de contexte, valeur d'internalité et jugement scolaire

La présente étude examine comment les enseignants de C.E.2 construisent le jugement qu'ils portent sur la valeur scolaire de leurs élèves (8-9 ans). Il était demandé, d'une part, aux enseignants de porter des jugements concernant la valeur scolaire de leurs élèves (en mathématiques et en français) et, d'autre part, aux élèves de répondre à un questionnaire d'intemalité selon trois consignes (spontanée, de manière à se faire bien voir, de manière à se faire mal voir). Les résultats montrent premièrement un effet de contexte : plus le niveau global de la classe est élevé, plus le jugement est sévère. Ce résultat confirme l'idée selon laquelle le jugement que l'enseignant porte sur un élève ne se fonde pas uniquement sur le niveau individuel des perfor­mances de cet élève, mais également sur le niveau des autres élèves de la classe. Deuxièmement, les résultats montrent que les jugements des enseignants sont influencés par des valeurs normatives comme l'intemalité. Plus précisément, les jugements des enseignants sont influencés par la connaissance que les élèves ont de la norme d'internalité (i.e., lorsqu'il s'agit de se faire bien voir). Ces résultats nous conduisent à discuter la notion de clairvoyance normative.The present study examines how teachers of CE2 (US third grade and British Junior 2 classes) assess their pupils (8-9 years old). On the one hand, teachers had to assess the mastering of their pupils in two disciplines : mathematics and French. On the other hand, pupils were asked to reply to a questionnaire according to three different instructions : Io reply spontaneously, in a way w be favourably considered (internai) in a way not w be favourably considered (external). The results show, first, a contextual effect ; the higher the Level of achievement of a class is, the more severely the scholastic work is gracled. These results support the view that such an evaluation is not only based upon individual qualifications of a pupil but is in conjonction with the entire class. Second, the restais show that the teachers' assessments are influenced by standards of references such as the internai pattern. More specifically, teaclzers' evaluations are infiuenced by the pupils' knowledge of this internai pattern: to be lavourably considered). These results lead us to discuss the knowledge of the norm of perspicacity

Utjecaj superstrukturiranja na optička i transportna svojstva odabranih slojevitih materijala

Very special electronic phases brought upon by the superstructuring in layered materials have held the interest of researchers for decades. This thesis deals with the effects of the lattice superstructuring on optical and transport properties of pure and doped samples of 1T-TaS2 and 1T-TiSe2. This work brings the first ever analysis of the optical properties of the nearly-commensurate charge density wave (NCCDW) phase of 1T-TaS2 at temperatures below 200 K. Optical response of the NCCDW phase is for the first time analyzed with the nano-composite-like nature of the phase in mind. Modeling of the optical response using the Bruggeman effective medium theory is suggested and demonstrated. As a result, localized surface plasmon feature is identified in the optical spectrum, as well as the asymmetry of the optical phonon modes brought upon by the coupling of spatially distinct nano-sized domains which comprise the material. A novel analysis of the superstructure-related phonon peaks which allows the determination of the charge redistribution over the star-like superstructure is presented. Lastly, this work also presents the study of the 1T-TiSe2 compound, where the analysis is focused on the properties of the high temperature phase of the material. The contributions of electron and hole pockets are resolved for the first time, as well as the spectral weights and the scattering rates for each channel. Calculated energy ranges of the quasi-2D hole band settle the ongoing debate and determine that 1T-TiSe2 in the high-temperature phase is a semimetal, with scattering which gets stronger over a wide interval as the temperature approaches the phase transition.Vrlo posebne elektronske faze koje nastaju superstrukturiranjem slojastih materijala već desetljećima zaokupljaju pažnju istraživača. Ovaj doktorski rad proučava efekte superstrukturiranja kristalne rešetke na optička i transportna svojstva čistih i dopiranih uzoraka 1T-TaS2 i 1T-TiSe2. Rad donosi prvu analizu optičkih svojstava faze približno sumjerljivog vala gustoće naboja (engl. NCCDW) 1T-TaS2 na temperaturama ispod 200 K. Po prvi put je optički odziv NCCDW faze analiziran uzimajući u obzir njenu nanokompozitnu prirodu, te je predloženo i provedeno modeliranje optičkog odziva pomoću Bruggemanove teorije efektivnog medija. Kao rezultat, u optičkom spektru je identificiran učinak lokalnog površinskog plazmona, kao i asimetrija fononskih modova do koje dolazi zbog vezanja optičkog odziva prostorno razdvojenih nano-domena. Nadalje, predložena je nova analiza intenziteta super-strukturnih fononskih vrhova koja omogućava određivanje redistribucije naboja u zvjezdastoj superstrukturi. Napose, ovaj rad predstavlja i istraživanje 1T-TiSe2, gdje je analiza usredotočena na svojstva visokotemperaturne faze materijala. Po prvi put su razlučeni doprinosi elektronskih i šupljinskih pobuđenja, te njihova spektralna težina i jačina raspršenja. Proračuni energijskog raspona kvazi-dvodimenzionalne šupljinske vrpce omogućuju zaključenje dugotrajne debate u korist zaključka da je 1T-TiSe2 u visokotemperaturnoj fazi “polumetal” (engl. semimetal), s raspršenjem koje jača preko vrlo širokog intervala u kojem se temperatura približava točki prijelaza

Evolution of hominids (fam. Hominidae)

Evolucija hominida obuhvaća period od prije oko 60 milijuna godina pa sve do danas i odnosi se na razvoj čovjekolikih majmuna i čovjeka. Evolucijski je proces često bio ispresijecan geološkim promjenama: tektonski pokreti Zemljine kore, isušivanja mora, promjene klime. Promjene u uvjetima okoliša u kojima su se razvijali primati djelovao je izravno i na tijek njihove evolucije. Najraniji hominidi klasificiraju se u tri roda; Sahelanthropus, Orrorin i Ardipithecus, iz kojeg kasnije razvija rod Australopithecus, a iz njega u konačnici rod Homo. Hominidima smatramo primate koji barem dijelom hodaju uspravno i bipedalno, dok im zubalo pokazuje veliku sličnost sa zubalom vrste Homo sapiens – mali očnjaci, niski kutnjaci, ravni sjekutići, nedostatak dijasteme. Razvoj bipedalizma i zubala omogućio je i razvoj snažnih vratnih mišića, što je zajedno s uspravnim držanjem omogućilo povećanje i razvoj mozga.Evolution of hominids covers the period of the last 60 million years and it refers on the developement of apes and humans. The process of evolution has in a way been conditioned by the changes that arrose during time, and they included tectonic movements of the Earths crust, ocean draining and climate change – all of which made severe impact on the habitat of primates, forcing them to adapt. The oldest known hominids are classified in three genera : Sahelanthropus, Orrorin and Ardipithecus, who gave rise to genus Australopithecus, from which genus Homo had evolved. Hominids are primates with upright bipedal locomotion, at least partly, while their dentition shows great ressemblance to the one we find in humans, with little canines, low molars, vertical incisors and the absence of diastema. Bipedalism and dentition developement allowed strong neck musles to evolve. That event, along with the upright posture, marked the begining of encephalisation process

Le lien entre le biais d’auto-évaluation de compétence et la performance scolaire : rôle de l’autorégulation et de la compréhension des attentes de l’enseignant par l’élève

Some students perceive themselves as performing less well or better in school than they actually do. In these cases, we talk about a bias in the self-evaluation of their academic competence. Several studies have shown that bias in self-evaluation of school competence is linked to student adaptation and academic success. However, little attention has been paid to the processes that explain these relationships. The purpose of this study is to examine whether students’ motivation and understanding of teacher expectations mediate the links between the self-evaluation of competence bias, selfregulation, and future performance in French language arts. The participants were 501 students aged 8–9 years (278 girls) who met three times (at the middle and at the end of the third year, and in the middle of the fourth year of elementary school). A structural equation modelling with latent and manifest variables revealed that while student understanding of teacher expectations and motivation both mediate the link between self-evaluation of competence bias and self-regulation, only student understanding of teacher expectations mediates the link between students’ bias and performance. Keywords: self-regulation learning, motivation, self-evaluation of school competence, school achievement, understanding teacher expectationsCertains élèves se perçoivent comme étant moins bons ou meilleurs qu’ils ne le sont effectivement à l’école. On parle dans ce cas d’un biais dans l’auto-évaluation de leur compétence scolaire. Plusieurs études ont montré qu’un biais d’auto-évaluation de compétence scolaire est lié à l’adaptation et à la réussite scolaire des élèves. Cependant, peu ont examiné les processus expliquant ces liens. L’objectif de cette étude est d’examiner si la motivation et la compréhension des attentes de l’enseignant par l’élève médiatisent les liens entre ce biais, l’autorégulation et la performance future des élèves en français. Des élèves (N = 501, 278 filles) âgés de 8-9 ans ont participé à 3 rencontres avec passation d’épreuve (en milieu et en fin de 3e année, et en milieu de 4e année du cycle élémentaire). Un modèle d’équations structurelles à variables latentes et manifestes a permis de révéler que si la compréhension des attentes de l’enseignant et la motivation médiatisent le lien entre le biais d’auto-évaluation et l’autorégulation, seule la compréhension des attentes de l’enseignant par l’élève médiatise le lien entre le biais et la performance de l’élève. Mots-clés : autorégulation des apprentissages, motivation, auto-évaluation de compétence, performance scolaire, compréhension des attentes de l’enseignan

Revisiting the Effects of Gender Diversity in Small Groups on Divergent Thinking: A Large-Scale Study Using Synchronous Electronic Brainstorming

Numerous studies have examined the effects of gender diversity in groups on creative performance, and no clear effect has been identified. Findings depend on situational cues making gender diversity more or less salient in groups. A large-scale study on two cohorts (N = 2,261) was conducted among business students to examine the impact of the gender diversity in small groups on divergent thinking in an idea-generation task performed by synchronous electronic brainstorming. Participants were automatically randomized in three- or four-member groups to generate ideas during 10 min on a gendered or neutral task. Then, five categories of groups where the proportion of men/women in groups varied from three/four men to three/four women were compared to examine creative performance on three divergent thinking measures (fluency, flexibility, and originality). A Multivariate Generalized Linear Mixed Model (mGLMM) showed greater fluency in all-women groups than in other groups (except mixed-gender groups composed of two men and two women), and more specifically “solo” groups composed of a single woman/man among a majority of men/women. For flexibility and originality, the superiority of all-women groups was found only in comparison to “solo” groups composed of a single woman. As gender differences are more salient in “solo” groups than in other groups faultlines may appear in groups, leading to a deleterious impact on creative performance

COVID-19 symptoms at hospital admission vary with age and sex: results from the ISARIC prospective multinational observational study

Background: The ISARIC prospective multinational observational study is the largest cohort of hospitalized patients with COVID-19. We present relationships of age, sex, and nationality to presenting symptoms. Methods: International, prospective observational study of 60 109 hospitalized symptomatic patients with laboratory-confirmed COVID-19 recruited from 43 countries between 30 January and 3 August 2020. Logistic regression was performed to evaluate relationships of age and sex to published COVID-19 case definitions and the most commonly reported symptoms. Results: ‘Typical’ symptoms of fever (69%), cough (68%) and shortness of breath (66%) were the most commonly reported. 92% of patients experienced at least one of these. Prevalence of typical symptoms was greatest in 30- to 60-year-olds (respectively 80, 79, 69%; at least one 95%). They were reported less frequently in children (≤ 18 years: 69, 48, 23; 85%), older adults (≥ 70 years: 61, 62, 65; 90%), and women (66, 66, 64; 90%; vs. men 71, 70, 67; 93%, each P < 0.001). The most common atypical presentations under 60 years of age were nausea and vomiting and abdominal pain, and over 60 years was confusion. Regression models showed significant differences in symptoms with sex, age and country. Interpretation: This international collaboration has allowed us to report reliable symptom data from the largest cohort of patients admitted to hospital with COVID-19. Adults over 60 and children admitted to hospital with COVID-19 are less likely to present with typical symptoms. Nausea and vomiting are common atypical presentations under 30 years. Confusion is a frequent atypical presentation of COVID-19 in adults over 60 years. Women are less likely to experience typical symptoms than men

Quelques principes au sujet de l’évaluation de la recherche et des chercheurs

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Contrepoint. Les démarches d’investigations dans l’enseignement des sciences : des bases théoriques (socio)constructivistes à leur mise en œuvre

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