An integrative model of scholastic judgments: Pupils’ characteristics, class context, halo effect and internal attributions   总被引：1，自引：0，他引：1  

Benoît Dompnier  Pascal Pansu  Pascal Bressoux 《European Journal of Psychology of Education - EJPE》2006,21(2):119-133

This article proposes a model that integrates some of the determinants of scholastic judgment. The model is based on the assumption that a teacher’s judgment in a particular discipline is influenced by different variables: the pupil’s actual performance in the discipline, his/her actual performance in other disciplines (halo effect), the average performance of the class in the discipline (class context effect), the pupil’s individual characteristics such as whether he/she has ever repeated a grade and the teacher’s perception of the pupils’ causal explanations. Furthermore, the model proposes that a teacher’s perceptions are related to the pupil’s spontaneous expression of causality, which in turn is influenced by the pupil’s knowledge of the social value of causal explanations. In order to test the validity of the proposed model, the authors conducted a study in a real classroom setting on a population of 663 pupils from 38 classes (3rd grade) and their respective teachers. Path analyses showed that the theoretical model fit the data to a satisfactory extent. However, a comparison of the fit indexes of the theoretical model and two alternative models (one nonhierarchical and one hierarchical) showed that the initial theoretical model could be significantly improved by additional paths.  相似文献   

Finite Element Analysis of Reinforced Concrete Plate Impacted by Block     

Pascal PERROTIN 《天津大学学报(英文版)》2006,12(Z1)

A new concept of structurally dissipating rock-shed (SDR) was developed by the lab of Tonello IC and LOCIE-ESIGEC (France). To decide the dimension of the plate used in SDR, an ANSYS model which could simulate the impact of rock in the centre of the plate was established by Fabien Delhomme. By using this model, some finite element analyses are carried out in the present paper. Firstly, a plate impacted by a block is numerically simulated, the numerical results obtained from different mesh sizes are compared and the accuracy of the finite element model is verified. Then, the dynamic response of the plate impacted at the boundary and in the medium part is computed. By analyzing the stress in rebar, the most dangerous region of impact of plate was found. For a rectangular plate, the most dangerous region is at the corner of the plate when a block drops in. Finally, the whole deformation process of the plate under dropping block was simulated and a simplified definition (effect zone) to describe the deformation process in different positions of plate was given. From this study, it is found that the impact only affects heavily within the effect zone.  相似文献   

The social context of human learning: Some prospects for the study of socio-cognitive regulations     

Jean-Marc Monteil  Pascal Huguet 《European Journal of Psychology of Education - EJPE》1993,8(4):423-435

Numerous studies conducted by social, cognitive, and educational psychologists suggest that learning, cognitive functioning and development, and education are fundamentally embedded in a complex social matrix. Recent studies have demonstrated the influence on cognitive performances of several basic social variables, including evaluative pressure, group membership, situations of personal or categorical social comparison, and the academic value of the task. These findings clearly point out the necessity of considering the autobiographical dimension of the individual to explain this influence, an idea which is clearly consistent with other results obtained in studies on scholastic self-schemas. The present paper shows that the influence of the social context of cognition cannot be explained unless it is viewed from a sociocognitive perspective which considers the autobiographical memory of the individual.  相似文献   

Social comparison and cognitive performance: A descriptive approach in an academic context     

Pascal Huguet  Jean -Marc Monteil 《European Journal of Psychology of Education - EJPE》1992,7(2):131-150

Eighty pupils of different academic levels (i.e. strong vs weak) were asked to make estimations about the different subjects taught at school. Gathered post-experimentally, the data allow specification of the relation to intelligence in which each school subject stands for the two different types of subjects. Evaluations of the significations accorded to performances in the different disciplines were also obtained. In accordance with expectations, analysis of these estimations reveals that pupils in a failure situation have an “original” conception of the field of academic comparison. However, the data obtained show that this originality (i.e. this social differentiation) stays within the dominant value system which sets the confines of the field of academic comparison. Taken in conjunction with more experimental results reported elsewhere, these estimations suggest that the cognitive attitude adopted by subjects towards an object of knowledge (here academic) can, in certain conditions, be formed independently of the social significations associated with this object but not independently of the nature of the social insertion which subjects undergo at the time of this interaction.  相似文献   

Learning the norm of internality: NetNorm,a connectionist model     

Bollon?Thierry  Paignon?Adeline  Pansu?PascalEmail author 《European Journal of Psychology of Education - EJPE》2011,26(3):303-317

The objective of the present article is to show that connectionist simulations can be used to model some of the socio-cognitive processes underlying the learning of the norm of internality. For our simulations, we developed a connectionist model which we called NetNorm (based on Dual-Network formalism). This model is capable of simulating the implicit learning of this social norm through a simple process of situation/reinforcement association. In a second simulation, we simulated a non-linear learning in order to reproduce the triple inflexion in the internality learning curve that has been observed for children entering high school. The results support those previously reported in the literature. Moreover, our simulations could be used to develop new experimental predictions.  相似文献   

Exclusion Expected? Cardiac Slowing Upon Peer Exclusion Links Preschool Parent Representations to School-Age Peer Relationships     

Lars O. White  Boris Bornemann  Michael J. Crowley  Fabio Sticca  Pascal Vrtička  Stephanie Stadelmann  Yvonne Otto  Annette M. Klein  Kai von Klitzing 《Child development》2021,92(4):1274-1290

Attachment theory proposes that children’s representations of interactions with caregivers guide information-processing about others, bridging interpersonal domains. In a longitudinal study (N = 165), preschoolers (M_age = 5.19 years) completed the MacArthur Story Stem Battery to assess parent representations. At school-age (M_age = 8.42 years), children played a virtual ballgame with peers who eventually excluded them to track event-related cardiac slowing, a physiological correlate of rejection, especially when unexpected. At both ages, parents and teachers reported on peer and emotional problems. During exclusion versus inclusion-related events, cardiac slowing was associated with greater positive parent representations and fewer emerging peer problems. Cardiac slowing served as a mediator between positive parent representations and peer problems, supporting a potential psychophysiological mechanism underlying the generalization of attachment-related representations to peer relationships.  相似文献   

Social anxiety with peers in 9- to 14-year-olds. Developmental process and relations with self-counsciousness and perceived peer acceptance     

Pascal Mallet  Gladis Rodriguez-Tomé 《European Journal of Psychology of Education - EJPE》1999,14(3):387-402

Social anxiety in the peer groups is currently viewed as typical of early adolescence. This awkwardness with peers is supposedly a consequence of the of the multiple changes occuring during this period. Nevertheless, empirical evidence regarding the development of social anxiety with peers, as well as its psychological correlates, is scarce. To shed light on these issues, a total of 508 French fourth-to-ninth-graders completed questionnaires assessing their perception of social anxiety with peers. They assessed also various aspects of their self-consciousness and perceived peer acceptance, because we hypothesized that these two social cognitive dimensions were correlated — positively and negatively respectively — with social anxiety. Within each of these three general domains, several more specific variables were considered. Specifically, inward and outward self-consciousness were distinguished. Overall, a decreasing tendency with age was observed for social anxiety and inward self-consciousness, although the participants increasingly perceived thewselves to be neglected by their peers. Correlational analyses suggested that inward self-consciousness, outward self-consciousness, and perceived peer acceptance contribute independently to social anxiety.  相似文献   

Multivariate predictive model for dyslexia diagnosis     

Guylaine Le Jan  Régine Le Bouquin-Jeannès  Nathalie Costet  Nolwenn Trolès  Pascal Scalart  Dominique Pichancourt  Gérard Faucon  Jean-Emile Gombert 《Annals of dyslexia》2011,61(1):1-20

Dyslexia is a specific disorder of language development that mainly affects reading. Etiological researches have led to multiple hypotheses which induced various diagnosis methods and rehabilitation treatments so that many different tests are used by practitioners to identify dyslexia symptoms. Our purpose is to determine a subset of the most efficient ones by integrating them into a multivariate predictive model. A set of screening tasks that are the most commonly used and representative of the different cognitive aspects of dyslexia was proposed to 78 children from elementary school (mean age = 9 years ± 7 months) exempt from identified reading difficulties and to 35 dyslexic children attending a specialized consultation for dyslexia. We proposed a multi-step procedure: within each category, we first selected the most representative tasks using principal component analysis and then we implemented logistic regression models on the preselected variables. Spelling and reading tasks were considered separately. The model with the best predictive performance includes eight variables from four categories of tasks and classifies correctly 94% of the children. The sensitivity (91%) and the specificity (95%) are both high. Forty minutes are necessary to complete the test.  相似文献   

Further Distinctions between Magic, Reality, Religion, and Fiction     

Pascal Boyer 《Child development》1997,68(6):1012-1014

Children's representations of counterintuitive phenomena can be better understood if we take into account the following: (1) Children may develop a conceptual slot for "counterintuitive+real" phenomena, (2) Notions of "reality" in early children's handling of fiction. (4) Cultural systems of religious representations make particular demands on developmental processes.  相似文献   

Conceptualizing a Spatial Data Infrastructure for the Social Sciences: An Example from Germany     

Stefan Schweers  Katharina Kinder-kurlanda  Stefan Müller  Pascal Siegers 《Journal of Map & Geography Libraries》2016,12(1):100-126

There is an increasing demand for spatial data within the social sciences as such data promise to contribute to a better understanding of how the concrete living environment influences individuals’ attitudes and behaviors. Spatial data can complement data from surveys; however, as of yet there is no spatial data infrastructure for the social sciences in Germany that facilitates merging of spatial data with survey data. This article explores avenues for creating such a spatial data infrastructure (SDI) for the social sciences in Germany. We examine the role that librarians, archivists, and curators can play in offering spatial data infrastructure services for social scientists, and show the scope and nature of necessary tasks in areas such as harmonization, archiving, dissemination, and user support. As the case of Germany is similar to that of other European countries, we expect our results to be helpful in the creation of SDIs in other countries as well. This article suggests technical and organizational measures for merging survey data and spatial data in compliance with German privacy legislation. Measures for storage and dissemination of enriched survey data, for example by providing restricted access to the data in a secured environment, also are explored.  相似文献