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Shortcomings of approaches to classifying psychopathology based on expert consensus have given rise to contemporary efforts to classify psychopathology quantitatively. In this paper, we review progress in achieving a quantitative and empirical classification of psychopathology. A substantial empirical literature indicates that psychopathology is generally more dimensional than categorical. When the discreteness versus continuity of psychopathology is treated as a research question, as opposed to being decided as a matter of tradition, the evidence clearly supports the hypothesis of continuity. In addition, a related body of literature shows how psychopathology dimensions can be arranged in a hierarchy, ranging from very broad "spectrum level'' dimensions, to specific and narrow clusters of symptoms. In this way, a quantitative approach solves the "problem of comorbidity'' by explicitly modeling patterns of co-occurrence among signs and symptoms within a detailed and variegated hierarchy of dimensional concepts with direct clinical utility. Indeed, extensive evidence pertaining to the dimensional and hierarchical structure of psychopathology has led to the formation of the Hierarchical Taxonomy of Psychopathology (HiTOP) Consortium. This is a group of 70 investigators working together to study empirical classification of psychopathology. In this paper, we describe the aims and current foci of the HiTOP Consortium. These aims pertain to continued research on the empirical organization of psychopathology; the connection between personality and psychopathology; the utility of empirically based psychopathology constructs in both research and the clinic; and the development of novel and comprehensive models and corresponding assessment instruments for psychopathology constructs derived from an empirical approach. (C) 2020 Published by Elsevier Masson SAS.

Cet article explore les fondements théoriques du « constructivisme » et du « socio-constructivisme » qui sous-tendent la conception de l’enseignement des sciences basé sur l’investigation. Le travail de synthèse proposé vise à démêler les multiples sources d’influence de cette approche en didactique des sciences, lesquelles proviennent, pour une part, du domaine de la psychologie du développement cognitif, et pour une autre part, de celui de l’épistémologie. L’objectif de cet article est également d’expliciter ce qui, d’après les différents auteurs étudiés, est supposé être « construit » par les élèves au cours d’un tel enseignement. This paper explores the theoretical foundations of « constructivism » and « socio-constructivism » which underlie the conception of inquiry-based science teaching. The proposed synthesis aims at disentangling the multiple sources of influence of this approach in science education, which come from the field of psychology of cognitive development, on the one side, and from that of epistemology, on the other. The goal of this paper is also to make explicit what is assumed to be « constructed » by the students during such a teaching, according to the authors under study.

Recent studies reveal that emotions have much to do with learner’s performances. Consequently, e-learning systems should integrate emotional capabilities in order to optimize learners’ experience. This paper presents CTS, our cognitive agent as it is applied to tutoring. Based on Baars’ Global Workspace theory on mind and consciousness, CTS mimics the processing accomplished by the brain. Its highly distributed competence lets the agent consider concurrently multiple information sources and analyse a situation from various points of view. Central to this paper is a proposed extension to CTS’ emotional processing. It should allow CTS to take into consideration manifestations of learners’ emotions along with his evolving knowledge., De récentes études ont montré que les émotions jouent un rôle important dans tout processus d’apprentissage. Dans le but d’optimiser de tels processus, nous faisons l’hypothèse que les Systèmes Tuteurs Intelligents (STI) gagnent à prendre en considération les émotions. Nous présentons ici l’architecture d’un agent cognitif appliqué au tutorat, CTS. Le fonctionnement du système CTS s’apparente à celui du cerveau humain selon la théorie neuro-psychologique de Baars sur l’esprit et la conscience. Ses compétences hautement distribuées lui permettent de tenir compte de multiples sources d’information et d’analyser la situation à partir de plusieurs points de vue. Dans cette analyse, notre apport central est de proposer une extension aux capacités émotionnelles de CTS., Gaha Mohamed, Dubois Daniel, Nkambou Roger. Proposition d’un traitement émotionnel pour un STI « conscient ». In: Sciences et Technologies de l'Information et de la Communication pour l'Éducation et la Formation, volume 14, 2007. Les Dimensions émotionnelles de l'interaction dans un EIAH/Analyses des traces d'utilisation dans les EIAH. pp. 239-264.

An example of neurophenomenological research : the anticipation of epileptic seizures. The purpose of this paper is to describe the neurophenomenological project on epileptic seizure anticipation, and to sum up the methodological difficulties we met. The analysis of neuroelectric signals with new mathematical methods has provided strong evidence that it is possible to detect a pre-seizure state in the neuronal dynamics a few minutes before the seizure onset : do these neurodynamical modifications correspond to any modifications in the patients’ subjective experience, and which ones ? This paper describes our attempt to correlate these two dimensions of seizure anticipation, the neuroelectric one and the phenomenological one. The emphasis is put on the phenomenological dimension and the problems related with the description of the patients' subjective experience. We also describe the different levels of correlation we explored between first person and third person data, stressing the methodological difficulties we met at each level. In conclusion, we evaluate the results of the project and the relevance of the neuro-phenomenological approach on the therapeutic, methodological and epistemic levels.…, L'objectif de cet article est de retracer le déroulement du projet de recherche neuro-phénoménologique sur l'anticipation des crises d'épilepsie, et de faire le point sur la démarche utilisée et les difficultés rencontrées. L'analyse des signaux neuroélectriques à l'aide de nouveaux outils mathématiques a en effet permis de détecter des modifications de la dynamique neuronale quelques minutes avant le début d'une crise : ces modifications correspondent-elles à des modifications de l'expérience subjective des patients, et si oui, lesquelles ? Cet article décrit notre tentative pour corréler la dimension neuronale et la dimension phénoménologique de l'anticipation des crises. L'accent est surtout mis sur la dimension phénoménologique et les questions touchant à l'explicitation de l'expérience subjective des patients. Nous décrivons également les différents niveaux de corrélation explorés, et les difficultés rencontrées à chaque niveau. En conclusion, nous dressons un bilan du projet sur les plans thérapeutique, méthodologique et épistémologique, en essayant d'évaluer la pertinence de la démarche neuro-phénoménologique sur ces trois plans., Petitmengin Claire. Un exemple de recherche neuro-phénoménologique : l’anticipation des crises d’épilepsie. In: Intellectica. Revue de l'Association pour la Recherche Cognitive, n°40, 2005/1. pp. 63-89.

In this paper, we will discuss various issues related to the concept of resilience, which we conventionally defined as a dynamic process allowing for positive adaptation in a context of significant adversity. First, we will try to draw the reader's attention to the importance of the concept of resilience in terms of public health. Second, we will address the difficulties of measuring resilience in a relevant and operational manner. Third, we will then address the question of whether resilience can be conceived only in the context of confronting trauma, or whether its application can be relevant to everyday non-traumatic adversity. In this regard, we will introduce and define another coping strategy, the Sense of Coherence. Fourth, we will discuss the nature of resilience, that is to say, whether it should be considered as a personality trait or as a skill. We will try to show that this problem arises from the difficulty of specifying the emotional processes involved in resilience. Finally, we will propose future research perspectives that could allow us to better understand the concept of resilience.

Cette étude porte sur l’enseignement-apprentissage de la lecture en langue française tel qu’élaboré dans le manuel scolaire consacré à la première année d’apprentissage du français langue étrangère. Il s’agit de l’unique manuel scolaire pour ce niveau et pour cette matière, en Algérie, depuis 2008. L’article confronte le contenu de ce support pédagogique aux résultats récents des recherches sur l’apprentissage de la lecture en sciences cognitives et en psychologie. Nous nous appuyons sur une grille d’analyse qui comporte dix (10) questions dont les réponses sont réparties sur une échelle de type Likert. Nous concluons que les grands principes et recommandations issus de ces recherches ne sont pas pris en considération pour l’enseignement de la lecture dans ce manuel. This study focuses on the teaching and learning of reading in French as developed in the school textbook of the first year of learning French as a foreign language. It is the only textbook in Algeria for that level and for that discipline, since 2008. This paper compares the contents of this teaching support to recent research findings on learning to read in cognitive sciences and psychology. Relying on an analytical grid comprising ten (10) questions whose answers are distributed on a Likert -type scale. We conclude that the main principles and recommendations resulting from researches in psychology and cognitive sciences are not taken into account for the teaching of reading in this textbook.

The objective of the study presented in this paper is to examine the effects of window-display construal on cognitive and affective responses as well as on behavioral intentions. A high-construal vs. low-construal design was carried out in a laboratory experiment over the period of one month. The findings suggest positive effects of construal level on behavioral intentions and negative mediation effects of cognition on subsequent responses.

The ability to project the self forward in time to pre-experience personal events is referred to as episodic future thinking. Different theories have been proposed to try to explain the neurocognitive mechanisms underlying episodic future thinking. In this paper we focus on studies concerning the episodic prospection capacity in cognitive aging and in neurodegenerative diseases such as Alzheimer's disease and semantic dementia. Older adults usually produce fewer episodic details than young adults when recalling past events and when imagining future events. Patients with early to moderate Alzheimer's disease have impaired capacity in the generation of episodic details for retrieved past events and imagined future events. Similarly patients with early to moderate semantic dementia have difficulties in episodic future thinking whereas they succeed to retrieve episodic past events. These patterns are discussed with regard to the respective role of the episodic and personal semantic representations in future personal thoughts as a function of temporal distance by purposing a new neurocognitive model (TEDIFT).

Résumé: Le présent article propose de reprendre certains aspects théoriques et pratiques de la méthode Feldenkrais, en tant que cette méthode somatique annonce déplacer la perspective d'un travail corporel sur un corps-objet vers celle d'une éducation à certaine attention à travers le mouvement. L'étude philosophique d'un tel déplacement permet d'en discuter les effets conceptuels et concrets à partir d'une triple caractérisation de cette attention (awareness): dynamique, différentielle et tendancielle. Chacun de ces caractères est étudié tour à tour, à partir d'exemples concrets de la pratique, de citations de textes de Feldenkrais, et en revenant sur une référence fondatrice: la loi de Weber-Fechner. Abstract: Our proposal in this paper aims at clarifying some of the theoretical and practical assumptions of the Feldenkrais method, considering the change implied by his project of a somatic method that does not want to exercise a body-object, but much more to teach what he named awareness through movements. A philosophical study of such a change allows us to discuss its concrete and conceptual effects, from a triple characterization of this awareness: dynamic, differential, and made of tendencies. Each one of those three aspects is successively considered studying some examples of the lessons, some Moshe Feldenkrais writings and a historical reference: the Weber-Fechner law. Resumo: O presente artigo propõe retomar certos aspectos teóricos e práticos do método Feldenkrais, compreendendo-o como método somático que pretende deslocar a perspectiva do trabalho corporal sobre um corpo-objeto para a de uma educação centrada na atenção através do movimento. O estudo filosófico de tal deslocamento permite discutir seus efeitos conceituais e concretos a partir de uma tripla caracterização dessa atenção (awareness): dinâmica, diferencial e tendencial. Cada uma dessas características é estudada uma a uma, a partir de exemplos concretos da prática, de citações de textos de Feldenkrais, e retomando uma referência fundadora: a lei de Weber-Fechner.

International audience; Prospective memory is a complex cognitive function requiring to remember a planned action. For example, this function is particularly important for elderly people to remember taking medication at the appropriate time. The comparison of the performance of old and young peoples on different prospective memory tasks led to two contradictory results, a configuration that has been dubbed "age-prospective memory-paradox". The first set of results of the age-prospective memory-paradox configuration is in keeping with the effects of aging on cognitive functioning, older peoples generally performing less well than younger peoples on laboratory prospective memory tasks. The second set of results is at odds with the first one, as older peoples generally perform better than younger peoples on naturalistic prospective memory tasks. The aim of the present paper is to expose the main explanatory hypotheses of the age related deficit on laboratory prospective memory tasks in one hand and on the age related benefit on naturalistic prospective memory tasks on the other hand. Concerning laboratory prospective memory tasks, the main hypothesis is that the detrimental effect of age would be principally due to negative influence of age on executive control processes and retrospective memory processes involved in this kind of tasks. With respect to naturalistic prospective memory tasks, a higher motivational level and the fact that older people have more frequently recourse to external memory aids and to compensation strategies could explain the better results of older people.; La mémoire prospective renvoie très généralement à la capacité d'une personne à se souvenir d'effectuer une action qu'elle a prévu d'accomplir dans le futur. Cette mémoire est sollicitée quotidiennement et particulièrement chez les personnes âgées qui sont, par exemple, fréquemment amenées à se souvenir de prendre un traitement médical à différents moments de la journée. Les études comparatives portant sur les effets du vieillissement sur la mémoire prospective ont mis en évidence un pattern de résultats contradictoires. Le premier résultat montre un déficit lié à l'âge lorsque la mémoire prospective est évaluée avec des tâches de laboratoire. Le second résultat révèle un bénéfice lié à l'âge, en faveur des personnes âgées, lorsque la mémoire prospective est évaluée avec des tâches conduites en milieu naturel. L'objectif de cette revue de question est de présenter et de discuter les hypothèses explicatives de cet "effet paradoxal de l'âge sur la mémoire prospective".

International audience; One of Husserl’s leading ideas in the field of practical and evaluative Reason is the idea of an analogy between ethics and logic. This method is required in order to constitute ethics as a pure science. But how has this analogy to be understood and justified? Does it mean the control of theoretical reason on the acts of willing and feeling? Is it to say that ethics and logic are similar, or are sharing some essential features? In what sense may we assert that an analogy is not a pure identity? This paper tries to provide some answers to those questions, through an examination of the meaning and the function of this central concept of analogy, which is firstly introduced in Husserl’s writings on mathematics (Philosophie der Arithmetik) and logic (Logische Untersuchungen)

PERCEPTION AND ANTICIPATION OF OTHERS’ BEHAVIOUR IN A SIMULATED CAR DRIVING SITUATION Anticipating the behaviour of others is a central mechanism in managing our interactions with other people, particularly in directing the development of the interaction. When the people concerned are in continual close physical proximity, the interactants can anticipate another person’s behaviour not only by means of implicit and explicit verbal clues, but also through behavioural clues (gestures, eye movement, posture, etc.). The importance of these clues in interpreting interactions has been highlighted in many studies that are largely inspired by ethnomethodology. In this paper we focus on an interaction situation that has the novelty of necessarily keeping the interactants at a distance. This forces them to manage a high level of interdependence with only reduced resources to communicate their intentions, their action objectives and their representation of the situation. The subject dealt with is car driving. A number of studies have examined the nature of interactions between drivers and their consequences for the overall driving system, particularly in the case of conflicts and accident situations. However, an analysis of the mechanisms brought into play to recognise the intentions of others has never been carried out, even though this is an indispensable component in anticipating the behaviour of drivers. This is the aim of our study. We analyse the way in which drivers infer the future actions of other drivers. We show that anticipating another’s actions involves the gathering of clues that are then built up on the basis of permanent representations (formal and informal rules, stereotypes, schemas) as well as circumstantial representations (situational clues and behavioural clues) that the drivers have in a particular situation. Our study indicates that these clues are far from being shared by all drivers even if, in most cases, they concur on the probable outcome of the interaction. These converging anticipations, carried out from particular representations, reveal that drivers have differing styles of prediction : whereas some show an environment predictive style, others adopt a behaviour predictive style. Finally, we show that in a familiar situation, and therefore one that is likely to evoke routine knowledge and subsymbolic processing, the prediction of the action is not based on any explicit clue. It is only when the situation presents particular characteristics which make it difficult to associate with a known situation that the subjects have to activate a symbolic processing of the situation, and are able to indicate more clues. In certain cases, therefore, difficulty in predicting the action may lead to indecision. In conclusion, we stress the increased need to integrate the perception of others in risk models applied to car driving. Each driver must have an appropriate representation of the interaction situation so that the road is really " readable " for the drivers. Thus, a more systematic point of view (Infrastructure-Driver-Other drivers) must be adopted to analyse driving situations. It is also important that each driver’s frame of reference should not differ too greatly from that of the other drivers. The training of future drivers or the introduction of new communication tools must therefore facilitate the construction and maintenance of a common frame of reference in interaction situations. This is all the more crucial when one considers that introducing new systems to assist driving tends to modify certain aspects of drivers’ behaviour, which then becomes more difficult to interpret by other drivers. Research into the anticipation mechanisms involved in interaction management should make it possible to anticipate and correct the situations that lead to a failure to read and interpret the situation. On a broader scale, our results contribute to a better understanding of jointly constructed situations such as free-flight.

Flexibility and problem solving: A contribution This paper is a contribution to the definition of a complex behavioral process: the cognitive flexibility. By examining the literature, the different definitions lead to conclude that this notion is highly influenced by the tests used to measure a flexible behavior. We attempt to unify this notion and present an approach of the cognitive flexibility in the framework of the problem solving situations. These situations allow to identify two forms of flexibility, reactive and spontaneous flexibility, and the expression of perseverative behavior. We show how the well-known "water-jug volume-measuring problems” (Luchins, 1942) are well-suited to observe both these kind of flexibility. In those situations, spontaneous flexibility is interpreted as the capacity of adopting spontaneously different points of view on a same situation, even when reactive flexibility occurs in impasse situations and may lead either to the change of the procedure or to the elaboration of a new representation. In conclusion, we discuss how this approach permits to reinterpret in the same framework the phenomena of the fixation described by the Gestalt psychology and the perseverative behavior related in the more recent neuropsychological literature., Cet article propose une relecture de la notion de flexibilité cognitive. Après être revenu sur les liens entre flexibilité, rigidité et persévération, on propose une approche de la flexibilité dans la problématique de la résolution de problème qui permet de rendre compte des différentes formes de flexibilité et des conduites de persévération. Cette approche est illustrée dans les problèmes de jarres de Luchins. On montre comment dans un même cadre conceptuel, il est possible d’interpréter les phénomènes de fixation décrits par les gestaltistes et les conduites de persévération rapportées en neuropsychologie. Remerciements. Je tiens à remercier Jean-François Richard pour sa lecture attentive et ses remarques d’une première version du texte ainsi que Michel Piolat pour l’échange sur la perspective gestaltiste., Clément Évelyne. Approche de la flexibilité cognitive dans la problématique de la résolution de problème. In: L'année psychologique. 2006 vol. 106, n°3. pp. 415-434.

Laurent HEURLEY: La révision de texte: l’approche de la psychologie cognitive: During the past 25 years many studies have been done on text revision in cognitive psychology. However, one must aknowledge that revision is still an ill-defined concept. Revision definitions are rarely expressed in operational terms and differ from one researcher to another. This paper aims at clarifying what we mean by text revision by reviewing the main definitions available in cognitive psychology, the methods that are used to analyse text revision and the different subprocesses of the revision process that researchers have identified., Heurley Laurent. La révision de texte : L'approche de la psychologie Cognitive. In: Langages, 40e année, n°164. 2006. La révision de texte. Méthodes, outils et processus, sous la direction de Sabine Pétillon et Franck Ganier. pp. 10-25.

The term « implicit learning » designates the process whereby people learn without intent and without being able to articulate clearly what they learn. A growing number of laboratory studies have investigated this form of learning in recent years. This paper focuses on the results that have potential relevance for pedagogical issues. Among the claims that have gained increasing support in the past decade, it has been observed that (1) implicit learning does not lead to abstraction of the rules underlying the studied domain, but instead proceeds through the tuning of processing mechanisms to the distributional properties of the material (2) the attention paid to the material is essential for learning to occur and (3), this form of learning is only moderately dependent on the cognitive abilities of the learner, provided that he or she is able to perform normally the initial task. These statements allow us to specify the power of implicit learning processes, but also their limits. It appears notably that implicit processes fail to detect certain kinds of structure, and are unable to provide even a preliminary draft of formal and communicable knowledge. We provide some guidelines to conceive the possible interactions between implicit learning and explicit instruction. As a case in point, it appears that allowing the possibility of errors during a training program is certainly beneficial for the formation of explicit knowledge about a domain, but could be detrimental for implicit learning.

Summary : The McGurk illusions in speech: 25years of research. When presented with an auditory /b/ dubbed onto a visual /g/, listeners perceive sometimes a fused phoneme like /d/ whereas with the reverse presentation, they experience a combination such as /bg/. These two kinds of illusions were reported by McGurk and MacDonald (1976). The aim of this paper is to review research on the McGurk effect and on the underlying cognitive processes. Different experimental manipulations that are likely to modulate the size of the effect are examined, such as spatial separation and temporal desynchronisation between the signals, vocalic and consonantic environment, articulation rate, stimulus quality, cognitive influences and cross-linguistic differences. Datafrom studies bearing on the issue of the level of processing at which audiovisual integration occurs relative to phonetic categorization are considered. The place of the McGurk effect in current theories of speech perception is also discussed, as well as the development of the effect during childhood, and finally the possible cerebral bases. Key words : audiovisual integration, speech reading, speech perception, Résumé Lorsque la vision et l'audition fournissent des signaux de parole incongrus, deux types d'illusions (fusions et combinaisons) ont été rapportées (McGurk et MacDonald, 1976). L'objectif de cet article est de faire le point sur l'état des connaissances relatives à l'effet McGurk. Nous considérons les divers paramètres susceptibles de moduler la taille de l'effet. Nous nous interrogeons ensuite sur le niveau de traitement auquel se produit l'intégration par rapport à la catégorisation phonétique. Nous discutons également de la place de l'effet dans les différentes théories de perception de la parole, ainsi que du développement de l'effet et de ses bases cérébrales possibles. Mots clés : intégration audiovisuelle, lecture labiale, perception de la parole., Colin Cécile, Radeau Monique. Les illusions McGurk dans la parole : 25 ans de recherches. In: L'année psychologique. 2003 vol. 103, n°3. pp. 497-542.

Mankind's greatest minds have always shown us several facets of their fields of investigation; intellectuals tend to take up many different points of view on such work. The present paper focuses on the presentation of well-known texts and, in stride with cognitivism, enquires into how to textually represent the 'products' of famous minds. Information access is the main concern. Over time readers experience obsolescence and progress in their knowledge acquisition techniques. When it comes to information display (Internet, other graphical and textual media), readers undergo technology's latest but at the same time they seek to improve the ways in which they gain access to information. The ways in which one orients oneself and navigates through databases regulates the sharing of knowledge and thus the possibilities of consolidating one's own point of view. We argue for lifting some of the constraints on electronic information display. Our aim is to associate texts of reference and related material in a multi-link hypertext system of a thematic corpus. Human-Computer Interface dialogue modelling is key to this end., Les grands maîtres de la Science et de la Philosophie dévoilent plusieurs facettes de leurs problématiques et la communauté intellectuelle développe multiples angles de vue sur un même discours. Cette recherche est centrée sur la présentation de textes et amorce aussi une réflexion cognitiviste sur la représentation textuelle d'une pensée célèbre. Le souci majeur est l'accès à l'information. Au fil du temps, le lecteur expérimente l'obsolescence et le progrès de ses techniques d'acquisition des connaissances. Les lecteurs, influencés par les tendances technologiques des méthodes d'affichage (Internet et autres médias graphico-textuels) recherchent à améliorer leurs pratiques d'accès à l'information. Le repérage et la navigation dans une base de données régissent le partage de connaissances et donc les possibilités de cultiver son propre point de vue. Notre argumentation vise à réduire quelques limites persistantes de l'affichage électronique ; nous modélisons le dialogue d'une Interface personne-machine qui associera les textes de référence et leurs para-textes dans un système hypertextuel multi-liens d'un grand corpus à thème.

Ce chapitre est basé sur le texte d'une communication présentée aux VIIèmes Rencontres pour ouvrir le XXIème siècle: "Cerveau et machine dans le processus de conception. Quelle place pour l'homme ?", dans le cadre de F.A.U.S.T. 98, Forum des Arts de l'Univers Scientifique et Technologique, Toulouse, France, 23 et 24 octobre 1998. Une version légèrement modifiée de ce texte avait paru en 2001 comme Rapport de Recherche No. 4257. Rocquencourt, France: Institut National de Recherche en Informatique et en Automatique. Available at http://hal.inria.fr/inria-00072331/en/; International audience; This text presents the cognitive-ergonomics approach to design, in both its individual and collective form. It focuses on collective design with respect to individual design. The theoretical framework adopted is that of information processing, specified for design problems. The cognitive characteristics of design problems are presented: the effects of their ill-defined character and of the different types of representation implemented in solving these problems, amongst others the more or less "satisficing" character of the different possible solutions. The text first describes the cognitive activities implemented in both individual and collective design: different types of control activities and of the executive activities of solution development and evaluation. Specific collective-design characteristics are then presented: co-design and distributed-design activities, temporo-operative and cognitive synchronisation, and different types of argumentation, of co-designers' intervention modes in the design process, of solution-proposals evaluation. The paper concludes by a confrontation between the two types of design, individual and collective.; Ce texte présente l'approche de l'ergonomie cognitive de la conception, dans ses expressions individuelle et collective. Il est centré sur la conception conduite collectivement dans ses rapports avec la conception individuelle. L'accent est sur les aspects cognitifs examinés à travers des études empiriques. Le cadre théorique adopté est celui du traitement de l'information, spécifié pour des problèmes de conception. On présente les caractéristiques cognitives des problèmes de conception: effets du caractère mal-défini et des différents types de représentation mise en œuvre dans leur résolution de ces problèmes, entre autres sur le caractère plus ou moins "satisfaisant" des différentes solutions possibles. On décrit dans un premier temps les activités cognitives mises en œuvre aussi bien dans la conception conduite individuellement que dans sa forme collective: différents types d'activités de contrôle et d'activités exécutives de développement et d'évaluation de solutions. On introduit ensuite les caractéristiques spécifiques de la conception collective: d'une part, des activités de co-conception et de conception distribuée, de synchronisation temporo-opératoire et de synchronisation cognitive, d'autre part, des spécificités de la conception collective comme différents types d'intervention dans le processus de la part des co-concepteurs, d'évaluation des solutions proposées et d'argumentation. Dans la conclusion, on confronte les deux types de situation de conception, individuelle et collective.

Summary : Is there an oblique effect in the tactual perception of orientation ? This paper surveys studies on the anisotropic perception of orientation in the tactual (cutaneous/'passive touch or haptic/active touch) system. In the visual system, the vertical and horizontal orientations are known to be perceived more accurately than oblique orientations. This anisotropy is called the oblique effect. The interest ofexamining the oblique effect in the tactual system stems, in part, from the fact that even its existence is debated in the literature. The aim of the present work was to show that : 1/ the study of factors that induce a tactual (cutaneous or haptic) oblique effect makes it possible to understand more easily the nature of the tactual underlying processes ; 2/ the study of the cutaneous, haptic and visual oblique effects allows comparisons in the three perceptual systems of the nature of the respective processes that underlie the processing of orientation. The first part of this article presents the data on the oblique effect in the cutaneous system. The second part concerns the data on the oblique effect in the haptic system. We examine the hypothesis that the nature of task would influence the oblique effect in the different perceptual systems. When the task induces low-level processing, the presence of an anisotropy and its forms seems to depend on the properties of orientation-selective neurons existing at an early stage in the perceptual hierarchy. Thus, an oblique effect is present in the visual system, an effect of proximo-distal orientation (i.e. along the length ofthefinger) is present in the cutaneous system and no oblique effect is observed in the haptic system. In contrast, when the task induces high-level processing, an oblique effect seems to be present in the cutaneous, haptic and visual systems. Keys words : orientation, oblique effect, tactual, haptic and cutaneous perception, gravity, perceptual development., Résumé Ce travail présente une synthèse des principaux résultats sur la perception tactile (passive ou active) des orientations. Dans le système visuel, il est établi que nous percevons systématiquement avec une plus grande précision les stimulus dont l'orientation est verticale ou horizontale que ceux dont l'orientation est oblique. Ce phénomène est appelé l' « effet de l'oblique ». L'intérêt d'examiner cet effet de l'oblique dans le système tactile (cutané ou haptique) réside dans le fait que son existence même est débattue dans la littérature. L'objectif de cette revue est de montrer que : 1/ l'étude des facteurs qui participent à la manifestation de l'effet de l'oblique tactile est un moyen de mieux connaître la nature des processus tactiles responsables de cet effet ; 2/ l'étude des effets de l'oblique cutané, haptique et visuel permet de comparer dans ces systèmes perceptifs la nature des processus respectifs qui sous-tendent le traitement des orientations. Mots-clés : orientation, effet de l'oblique, perception tactile, cutanée et haptique, gravité, aveugle, développement perceptif., Guentaz E. Existe-t-il un « effet de l'oblique » dans la perception tactile des orientations ?. In: L'année psychologique. 2000 vol. 100, n°1. pp. 111-140.

Summary : The visual perception of orientation and « the oblique effect ». This paper surveys studies on the anisotropic perception of orientation in the visual system. The vertical and horizontal orientations are known to be perceived more accurately than oblique orientations. This anisotropy, which called the oblique effect, was present in a large variety of tasks (detection, discrimination, recognition, memorisation). The discussion about the visual oblique effect (VOE) concerns the nature and level of the processes that gener ate this effect. It is still unknown whether the VOE stems from low levels of the visual processing system or/and from higher levels. The « low level hypothesis » explains the VOE by the neural properties existing at low levels of visual processing. This hypothesis is supported by three types of arguments : 1/ the VOE is explained by the axis-dependent change in the properties of orientation-selective neurons early in the visual hierarchy (the neurons that are tuned to horizontal and vertical orientations might be more sensitive, narrowly tuned or/and more numerous than those tuned to oblique orientations) ; 2/ the VOE is not influenced by factors independent of the visual stimulus (e.g. : environment, etc.) ; 3/ the VOE follows a retinal reference frame when the head or body of subjects is tilted with respect to gravity. The hypothesis of a « high level VOE » is supported by opposite arguments : 1/ the observations fail to follow the predictions of neuronal models ; 2/ the magnitude of the VOE is influenced by some factors independenl of the visual stimulus ; 3/ the VOE follows a gravitational rather than a retinal reference frame in some experiments. The analyse of contradictory results shows that the origin of the visual oblique effects seems to be multi-component and to occur at different levels of processing according to the nature oftask. Keys words : orientation, oblique effect, visual perception., Résumé Ce travail présente une synthèse des principaux résultats sur la perception visuelle anisotropique des orientations. Nous percevons systématiquement avec une plus grande précision les stimulus dont l'orientation est verticale ou horizontale que ceux dont l'orientation est oblique. Ce phénomène est appelé « l'effet de l'oblique ». Si son existence ne fait aucun doute, le débat reste entier sur son soubassement fonctionnel. La littérature est structurée par la question du niveau anatomo-fonctionnel du système visuel où agissent les processus responsables de l'effet de l'oblique visuel. Un premier ensemble de recherches montre que ces processus se situent à un bas niveau de traitement alors qu'un deuxième ensemble de recherches montrent, avec les arguments opposés, que ces processus se situent à un haut niveau de traitement. L'analyse des résultats contradictoires suggère que le niveau de traitement des processus responsables de l'effet de l'oblique visuel est déterminé (en grande partie) par les caractéristiques de la tâche proposée. Mots-clés : orientation, effet de l'oblique, perception visuelle., Gentaz Edouard, Ballaz C. La perception visuelle des orientations et« l'effet de l'oblique ». In: L'année psychologique. 2000 vol. 100, n°4. pp. 715-744.

Summary : Assessment of metacognition. II - Concurrent measures. In this paper, dependent measures in metacognitive assessment are reviewed. These measures aim to study metacognitive processes involved in task execution. They are characterized by data collected concurrently with the measurement of cognitive activity. Measures used in order to assess monitoring are distinguished from those used to assess control processes. In conclusion, the importance of using both concurrent and independent measures to analyze the conditions of metacognitive knowledge use is highlighted. Key words : metacognition, concurrent measures, monitoring, control., Résumé L'objet de cet article est d'examiner les différentes mesures indépendantes d'évaluation de la métacognition. Ces techniques visent à explorer et à évaluer le savoir qu'une personne possède sur le fonctionnement, le développement, l'utilisation et les possibilités du système cognitif en général et du sien en particulier. Elles se caractérisent par un recueil de données indépendamment de la réalisation effective d'une ou plusieurs tâches. Les techniques verbales en référence à des tâches hypothétiques, les techniques verbales avec support concret et les techniques non verbales sont distinguées. Les intérêts et limites de ces techniques sont discutés, notamment du point de vue des relations entre métacognition et cognition. Mots-clés : métacognition, mesures indépendantes, techniques verbales, techniques non verbales., Mariné Claudette, Huet Nathalie. Techniques d'évaluation de la métacognition. I Les mesures indépendantes de l'exécution de tâches. II Les mesures dépendantes de l'exécution de tâches. In: L'année psychologique. 1998 vol. 98, n°4. pp. 711-742.

Summary: What to do with the various aspects of asyntactic comprehension ? From linguistic representations to cognitive resources. Asyntactic comprehension is a sentence comprehension disorder presented by some brain damaged patients. This trouble is characterized by a selective processing deficit of grammatical information. This review paper discusses the relations between three types of theories explaining asyntactic comprehension. Structural theories define the elements of linguistic representations that are not established in asyntactic comprehenders : these theories suggest a very specific deficit involving some syntactic elements (traces). Procedural theories define the psycholinguistic processes that are deficient in the patients : asyntactic comprehenders should have a deficit of the automatic processing of morphosyntactic information. Resource theories explain the comprehension deficit by a limitation of working memory resources that could result in a slow-down of activation and/or a speed-up of the decline of linguistic information : these theories are appropriate to explain the rapid decline of syntactic information in asyntactic comprehenders. These three theories are not incompatible : structural theories define the linguistic elements that require a rapid processing, and that are especially costly in working memory resources if this rapid processing is deficient. However, the results in favor of these theories should be taken with caution : for experiments, asyntactic comprehenders are often selected according to their expressive disorder (agrammatism). Some case studies suggest a dissociation between agrammatism and asyntactic comprehension. Key words : asyntactic comprehension, syntactic traces, cognitive resources., Résumé La compréhension asyntaxique est un trouble de compréhension de phrase présenté par certains aphasiques. Elle est marquée par un déficit sélectif du traitement des informations grammaticales. Cette revue discute trois types de théories expliquant ce déficit. Les théories structurelles définissent les éléments (traces de groupe nominal déplacé) des représentations linguistiques dont l'absence peut entraîner la compréhension asyntaxique. Les théories procédurales définissent les traitements linguistiques déficients : les processus traitant les informations morphosyntaxiques seraient ralentis. Les théories de ressources expliquent le trouble en supposant une limitation de ressources de mémoire de travail qui ralentit l'activation et/ou accélère le déclin d'informations syntaxiques. Ces théories ne semblent pas incompatibles : les théories structurelles définissent les éléments linguistiques qui exigent un traitement rapide et qui ont un coût important en ressources de mémoire de travail si ce traitement rapide est déficient. Mais les résultats en faveur de chacune de ces théories doivent être pris avec prudence : les expériences sélectionnent souvent les sujets « compre-neurs asyntaxiques» sur la base de leur trouble expressif (agrammatisme). Des études de cas suggèrent pourtant une dissociation entre Vagrammatisme et la compréhension asyntaxique. Mots-clés : compréhension asyntaxique, trace syntaxique, ressources cognitives., Rigalleau François, Nespoulous Jean-Luc, Gaonac'h Daniel. La compréhension asyntaxique dans tous ses états. Des représentations linguistiques aux ressources cognitives. In: L'année psychologique. 1997 vol. 97, n°3. pp. 449-494.

Summary : Picture naming : Theories and data. This paper surveys recent developments of theories of picture naming. In a first part, current models of picture naming, specifically the logogen model, the two-step model, and the cascade model, are described. Then we present a multiple activation model of picture naming in which we assume that both a direct (non-semantic) and an indirect (semantic) route can be used. The second part surveys the main experimental results obtained with normals (frequency effects, repetition priming, semantic and phonological priming) and neurologically impaired patients (phonological and semantic anomia). Key words : picture naming, phonological and semantic priming., Résumé Cet article présente une synthèse des récentes théories de la dénomination d'objets. La première partie de l'article décrit les modèles actuels de la dénomination d'objets, à savoir, le modèle logogène, le modèle à deux étapes, et le modèle en cascade. Ensuite, nous décrivons un modèle de la dénomination d'objets à activation multiple dans lequel nous proposons l'utilisation simulta- née d'une voie directe (non sémantique) et d'une voie indirecte (sémantique). La seconde partie de l'article présente une synthèse des principaux résultats expérimentaux obtenus chez l'adulte normal (effets de fréquence, effets de répétition, effets d'amorçage sémantique et phonologique) et chez le patient cérébro-lésé (anomie phonologique et anomie sémantique). Mots-clés : dénomination d'objets, amorçage phonologique et sémantique., Ferrand Ludovic. La dénomination d'objets : théories et données. In: L'année psychologique. 1997 vol. 97, n°1. pp. 113-146.

Summary : Prospective memory or remembering future actions. This paper presents a summary of the main laboratory research on prospective memory or remembering to do things. After reviewing the practical importance of this memory, its specific aspects are shown through a task analysis. Then, we present the factors of prospective memory that have been studied with widely used experimental paradigms. Developmental aspects are examined and conclusions are drawn on the relationship between prospective and retrospective memory. Key words : prospective memory, retrospective memory, tasks analysis, age, retrieval processes., Résumé Cet article propose une synthèse des principaux travaux de laboratoire sur la mémoire prospective ou mémoire des actions futures. Après l'évocation de l'importance pratique de cette mémoire, les aspects spécifiques de celle-ci sont montrés à travers une analyse de la tâche. Ensuite sont présentés les facteurs qui ont été étudiés avec les paradigmes expérimentaux les plus utilisés. Les aspects développementaux sont également abordés avant de conclure sur les rapports entre mémoire prospective et mémoire rétrospective. Mots-clés : mémoire prospective, mémoire rétrospective, analyse de la tâche, âge, processus de récupération., de Germain B., Le Bouëdec Brigitte. La mémoire prospective ou se souvenir des actions futures. In: L'année psychologique. 1997 vol. 97, n°3. pp. 519-544.

Summary : Individual differences in cognitive development: The contribution of French-speaking researchers. This paper presents a historical perspective of the study of individual differences in cognitive development from the vantage point of Francophonie researchers. It is organized around four main sections. The first section describes key elements of the Piagetian model of intelligence for the understanding of individual differences within a generai developmental model of intelligence. The second section presents some factors that have contributed to bringing together the psychometric and the Piagetian approaches. The third section describes how three important methodological improvements to the clinical method, and to a lesser extent, the study of clinical populations and the functionalist approach to the study ofcognitive development have contributed to a better understanding of individual differences within the Piagetian perspective. Finally, the fourth section focuses on researchers' ability to integrate theoretical and methodological concerns in their study of cognitive development. Following Reuchlin's suggestions Longeot, and then Lautrey, Bideau, de Ribeaupierre and Rieben have formulated a multidimensional and pluralistic model of cognitive functioning and development which includes the reality of individual differences within a generai model of cognitive development. Key words : cognitive development, differential approach, history., Résumé Le but de cet article est de présenter un volet particulier de l'histoire de la psychologie développementale : la contribution des chercheurs francophones dans le domaine de la psychologie développementale différentielle. Le texte comprend quatre parties. La première partie est consacrée à une brève présentation des éléments intra- et inter-individuelles, dans le cadre d'une approche développementale générale et la seconde partie aux facteurs de rapprochements entre les approches piagétienne et psychométrique. Au cours de la troisième partie, les auteurs situent l'évolution du rapprochement entre les deux approches. Ils présentent d'abord deux mouvements de recherche qui n'ont pas débouché sur une perspective différentielle (l'étude des populations cliniques et l'approche fonctionnelle), mais dont les retombées ont permis l'actualisation du rapprochement. Les auteurs présentent ensuite trois changements méthodologiques relatifs à la méthode clinique: la standardisation de la méthode clinique, la construction d'échelles de développement et la construction de tests opératoires. Dans la dernière partie, les auteurs montrent comment, sous l'impulsion de Reuchlin, Longeot d'abord, puis des chercheurs français, Lautrey et Bideau, et genevois, de Ribaupierre et Rieben, ont réussi à combiner théorie et recherches pour créer une véritable psychologie développementale différentielle qui a débouché sur un modèle multidimensionnel et pluraliste et du développement cognitifs. Mots-clés : développement cognitif, approche différentielle, histoire., Larivée Serge, Normandeau Sylvie, Parent Sophie. La filière francophone de la psychologie développementale différentielle. In: L'année psychologique. 1996 vol. 96, n°2. pp. 291-342.

The present paper offers an updated review on lateralization development in normal children. Instead of just citing a voluminous litterature, we prefer to present an interpretation which perhaps is too synthetic but which tries to go beyond the frequent contradictions encountered within experimental studies as well as between the studies themselves. Results plead for a double movement in the human development, first towards a species-specific asymmetry, then towards a differentiated symmetry. We propose different advantages for the development of human competencies and for the underlying neuro-behavioural organization: asymmetry corresponds to phases in the intrahemispheric cerebral organization and symmetry to phases of interhemispheric synergy.