Les manuels scolaires de grammaire, entre savoirs linguistiques de référence et prescriptions institutionnelles. Le cas de la ponctuation dans les manuels de CM et de sixième, (2010), In Actes du colloque (CDROM). Enseigner la grammaire en Francophonie : curricula, pratiques observées, formation des enseignants. Toulouse, 16-18 février 2010.

Le manuel scolaire, en tant que matériel d'enseignement, est un outil de référence en classe de français (à la fois à l'école et au collège). Pour l'enseignant, il peut être un réservoir d'exercices comme une suggestion de progression des notions mais aussi un support dans lequel les enseignants puisent les savoirs sur la langue sous la forme de règles. Aussi, le manuel scolaire acquiert différentes fonctions dans la classe (Verdelhan, 2002), à la fois pour le maître et l'élève. Dans notre communication, nous nous attacherons à analyser des manuels de grammaire scolaire à la fois en cours moyen (fin du premier degré) et en sixième de collège (début du secondaire) et plus spécifiquement les chapitres qui concernent la notion de ponctuation. Nous nous interrogerons sur la nature du niveau de transposition didactique (Chevallard, 1991) illustré par les manuels observés. Comment les savoirs de référence linguistiques sont transposés par les manuels de grammaire ? Comment ces manuels interprètent-ils les programmes ? Nous questionnerons également l'articulation école/collège à travers le contenu des chapitres de manuels de grammaire analysés. Une progression est-elle sensible entre les deux niveaux ? De quelle nature est-elle

Former à l'enseignement de l'étude de la langue Que nous disent les pratiques déclarées des professeurs d'école débutants ? (2010). In CDROM du colloque Enseigner la grammaire en Francophonie : curricula, pratiques observées, formation des enseignants. Toulouse, 16-18 février 2010.

Notre communication rend compte d'un volet de la recherche INRP " L'enseignement de la langue dans les plans de formation initiale des enseignants du premier degré : comparaison entre IUFM et pays de la Francophonie " (2007-2010) co-dirigée par C. Garcia-Debanc et V. Paolacci et menée à l'IUFM de Midi-Pyrénées-Ecole interne de Toulouse II Le Mirail. Elle concerne les enseignants débutants en formation initiale et leur rapport avec l'enseignement de l'étude de la langue. Quelles représentations se font les stagiaires de l'enseignement grammatical ? Comment sont déclinés les curricula par des professeurs des Ecoles en formation initiale ? Que peut-on dire du curriculum effectivement enseigné par ces enseignants entrant dans le métier

Coordination under threshold uncertainty in a public goods game

We explored experimentally how threshold uncertainty affects coordination success in a threshold public goods game. Whereas all groups succeeded in providing the public good when the exact value of the threshold was known, uncertainty was generally detrimental for the public good provision. The negative effect of threshold uncertainty was particularly severe when it took the form of ambiguity, i.e. when players were not only unaware of the value of the threshold but also of its probability distribution. Early signaling of willingness to contribute and share the burden equitably helped groups in coping with threshold uncertainty.public good, threshold uncertainty, ambiguity, experiment

Coordination under threshold uncertainty in a public goods game

We explored experimentally how threshold uncertainty affects coordination success in a threshold public goods game. Whereas all groups succeeded in providing the public good when the exact value of the threshold was known, uncertainty was generally detrimental for the public good provision. The negative effect of threshold uncertainty was particularly severe when it took the form of ambiguity, i.e. when players were not only unaware of the value of the threshold but also of its probability distribution. Early signaling of willingness to contribute and share the burden equitably helped groups in coping with threshold uncertainty. --Public good,threshold uncertainty,ambiguity,experiment

Biomarkers of dementia: from bench to clinical side

To date Alzheimer's dementia (AD) is defined biologically, by neuropathologic change, and clinically treating cognitive impairment as a symptom of the disease rather than the definition of the disease. This approach underlines the complexity of such a disease and should enhance efforts to identify a sensitive but easy to get biomarker that will play a key role when innovative and efficacious treatment for AD will be found because, then it will be possible to treat this disease before the onset of clinical symptoms. Several biomarkers have been studied in cerebrospinal fluid: amyloid beta 1-42 (Aβ1-42), total tau (t-tau), phospho-tau (ptau), Aβ1-42/t- tau ratio and Aβ1-42/p-tau ratio are currently revealed in clinical practice. In the next future, it would be useful to dose biomarkers in less invasive samples (such as blood or urine) as like as to use OMICs technologies, including proteomics and metabolomics, to find more predictive and diagnostic biomarkers for AD

Fewer but poorer: Benevolent partiality in prosocial preferences

A prosocial action typically provides a more sizable benefit when directed at those who have less as opposed to those who have more. However, not all prosocial acts have a direct bearing on socioeconomic disadvantage, nor does disadvantage necessarily imply a greater need for the prosocial outcome. Of interest here, welfare impact may depend on the number of beneficiaries but not on their socioeconomic status. Across four preregistered studies of life-saving decisions, we demonstrate that when allocating resources, many people are benevolently partial. That is, they choose to help the disadvantaged even when this transparently implies sacrificing lives. We suggest that people construct prosocial aid as an opportunity to correct morally aversive inequalities, thusmaking relativelymore disadvantaged recipients amore justifiable target of help. Benevolent partiality is reduced when people reflect beforehand on what aspects they will prioritize in their donation decision

Income tax and the motivation to work

Does income tax influence the motivation to work? We propose that the degree of effort exertion in the presence of income tax depends on people’s attitudes toward two key components of taxation: redistribution and government intervention. For people favorable toward both, working while taxed is aligned with personal identity and may actually enhance motivation. All others, however, may find taxes demotivating. In two incentive‐compatible labor experiments, framing wages as subject to an income tax significantly increased productivity among people chronically favorable toward both redistribution and government intervention. For everyone else, taxes did not reliably influence productivity. An objectively equivalent intervention that did not redistribute a portion of participants’ wages (framed as a wage “match” rather than a “tax”) did not motivate anyone to work harder. Our findings suggest that the net effect of income tax on productivity partly depends on the distribution of attitudes toward redistribution and government intervention.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/146613/1/bdm2078_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/146613/2/bdm2078.pd