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International audience; The rise in obesity in many countries has led to the emergence of nutritional information policies that aim to change people's diets. Changing an individual's diet is an ambitious goal, since numerous factors influence a person's food-choice decisions, many of which are made unconsciously. These frequently subconscious processes should not be underestimated in food-choice behavior, as they play a major role in food diet composition. In this review, research in cognitive experimental psychology and neuroscience provides the basis for a critical analysis of the role of pleasure in eating behaviors. An assessment of the main characteristics of nutritional policies is provided, followed by recent findings showing that food choices are guided primarily by automatic emotional processes. Neuroimaging and behavioral studies, which provide new insights into the relationships between emotions and food both in lean persons and in persons with eating disorders, are reported as well. Lastly, the argument is presented that future nutritional policies can be more effective if they associate healthy food with eating pleasure.

Adolescence is a period of gradual transition from childhood to adulthood. The aim of this study was to determine the prevalence of being overweight and to study the impact of environmental factors in Morocco in a sample of 190 schoolchildren aged 12–16 years from five schools in the Kenitra urban area. Anthropometric and blood pressure measurements were made. Two groups were distinguished through the use of a test of food quality. Anthropometric information revealed that the prevalence of being overweight in the sample was 9.7%. This study also revealed that blood pressure increased with body mass index (r² = 0.41 for systolic and r² = 0.37 for diastolic blood pressure). Statistical analyses suggested that adolescents’ eating behavior was influenced by educational level and father’s working status, income of households, as well as language spoken at home (odds ratio = 3.62, 2.55, 2.63 and 2.51, respectively; CI = [1.81–7.19], [1.24–5.24], [1.39–4.97], [1.2–5.28]). To correct these eating dysfunctions, a nutritional education strategy during early adolescence seems essential. This strategy will stress the spontaneous consumption of green vegetables and fresh fruits, which cannot be carried out without the implication of the family environment.

The present research was designed to highlight the relation between children's categorical knowledge and their verbal short-term memory (STM) performance. To do this, we manipulated the categorical organization of the words composing lists to be memorized by 5- and 9-year-old children. Three types of word list were drawn up: semantically similar context-dependent (CD) lists, semantically similar context-independent (CI) lists, and semantically dissimilar lists. In line with the procedure used by Poirier and Saint-Aubin (1995), the dissimilar lists were produced using words from the semantically similar lists. Both 5- and 9-year-old children showed better recall for the semantically similar CD lists than they did for the unrelated lists. In the semantic similar CI condition, semantic similarity enhanced immediate serial recall only at age 9 but contributed to item information memory both at ages 5 and 9. These results, which indicate a semantic influence of long-term memory (LTM) on serial recall from age 5, are discussed in the light of current models of STM. Moreover, we suggest that differences between results at 5 and 9 years are compatible with pluralist models of development.

International audience; Embodied views of cognition propose that concepts are grounded in sensorimotor experience. Diverse aspects of sensorimotor experience, like action and context information, could play a key role in the formation and processing of manipulable object concepts. Specifically, contextual information could help to link specific actions experienced with different object exemplars. In this study, the effects of action and context priming on superordinate and basic-level categorization of manipulable objects were directly contrasted in 7- and 9-year-olds and in adults. Across the ages, results revealed a differential effect of hand and scene primes on conceptual processing at the superordinate and basic levels; the disadvantage of superordinate over basic-level categorization was reduced in the context priming condition in comparison to the action priming condition. The nature and role of contextual knowledge are discussed from a cognitive and a neurophysiological point of view. Directions for further developmental research on concepts are also considered.

Resume Au Maroc, rares sont les etudes qui s’interessent a l’enfant scolaire. Or, la relation entre l’etat nutritionnel et la performance scolaire via le renforcement des capacites cognitives est largement documentee ailleurs. L’objectif de cette etude est d’evaluer quelques parametres cognitifs chez des enfants anemiques scolarises âges de 6 a 11 ans dans un milieu urbain. Tous les eleves scolarises de la premiere annee CP1 a la quatrieme CP4 sont recrutes. Apres le consentement des parents et l’accord des responsables administratifs, une equipe medicale a assure les examens cliniques et la prise de sang veineux. L’hemoglobine est dosee par auto-analyseur colorimetrique alors que l’analyse de la ferritine serique est effectuee chez les enfants anemiques par ELISA. Les resultats scolaires sont collectes aupres des responsables de l’ecole. La performance cognitive est determinee par une batterie de tests classiques « objectifs » (Extraits de WISC, Matrices progressives de Raven et test de barrage des cloches). Les resultats montrent que l’anemie touche 23,4% des enfants observes. Chez les 121 enfants anemiques, la carence en fer est la cause de l’anemie dans 57% des cas. Les eleves testes ont obtenu des resultats assez mediocres au test des matrices de Raven. Ainsi l’etalonnage francais les situe dans des percentiles tres bas. Les tests psychometriques utilises indiquent que les performances de memoire temporaire et d’attention visuelle sont plus elevees que celles d’intelligence globale dans cet echantillon. En outre, les scores de memoire de travail et l’attention visuelle sont plus eleves chez les enfants non carences en fer.

International audience; When categorization behaviour is compared between young and elderly adults, results usually show a decrease in taxonomic choices along with an increase in thematic choices. This can be interpreted in two ways: a decline in the ability to perceive and use taxonomic relations, or a modification of conceptual preferences with aging related to a bias stemming from material which favours young adults. We evaluated the second hypothesis by studying whether the salience of categorical associations could explain the differences generally observed between young and elderly adults. This hypothesis was tested on 25 young subjects (M = 45.3 years, SD =5.6 years) and 30 elderly subjects (M = 71.5 years, SD = 7.1 years) using a matching task: individual judgments were used to build triads in which a target was presented along with a strong and a weak associate. In line with our hypothesis, both age groups were influenced by associative strength and type of relation in the same way. Results are interpreted with Baltes's [1987, Developmental Psychology, 23, 611–626] model.

Kemler Nelson (1984) reported an experiment (Expt 4) intended to demonstrate that the processing of categories evolves with development from a holistic to an analytic mode. Five- and 10-year-old children were asked to learn two categories of schematic faces which were either defined by a single attribute value or structured by overall similarity. As the identification of the children's processing modes was ambiguous, we replicated this experiment, with additional criteria to differentiate between holistic and multi-attribute processing. Results showed that both the 5- and 10-year-old children used an analytic processing mode. The main developmental difference concerned the number of attributes on which their categorization judgements were based. These results can be related to the format of the stimuli.

International audience; Recent studies in neuroimagery and cognitive psychology support the view of sensory-motor based knowledge: when processing an object concept, neural systems would re-enact previous experiences with this object. In this experiment, a conceptual switching cost paradigm derived from Pecher, Zeelenberg, and Barsalou (2003, 2004) was used to investigate sensory-motor simulation in children's conceptual processing. Adults and 7-year-old children performed a property verification task involving visual and motor properties of manipulable artifacts. Verification times were compared for target trials preceded by a trial in which the property either involved the same modality or a different one. By 7 years of age, results revealed a modality switching cost with longer verification times in the different modality than in the same modality condition. In addition, the switching effect did not interact with age or property modality type. Results support an embodied view of concepts in both adults and children. [ABSTRACT FROM PUBLISHER] Copyright of International Journal of Behavioral Development is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

International audience; Previous behavioral data suggest that the salience of taxonomic (e.g., hammer-saw) and thematic (e.g., hammer-nail) conceptual relations depends on object categories. Furthermore, taxonomic and thematic relations would be differentially grounded in the sensory-motor system. Using a picture matching task, we asked adult participants to identify taxonomic and thematic relations for non-manipulable and manipulable natural and artifact targets (e.g., animals, fruit, tools and vehicles, respectively) inside and outside a 3 T MR scanner. Behavioral data indicated that taxonomic relations are identified faster in natural objects while thematic relations are processed faster in artifacts, particularly manipulable ones (e.g., tools). Neuroimaging findings revealed that taxonomic processing specifically activates the bilateral visual areas (cuneus, BA 18), particularly for non-manipulable natural objects (e.g., animals). On the contrary, thematic processing specifically recruited a bilateral temporo-parietal network including the inferior parietal lobules (IPL, BA 40) and middle temporal gyri (MTG, BA 39/21/22). Left IPL and MTG activation was stronger for manipulable than for non-manipulable artifacts (e.g., tools vs. vehicles) during thematic processing. Right IPL and MTG activation was greater for both artifacts compared to natural objects during thematic processing (manipulable and non-manipulable ones, e.g., tools and vehicles). While taxonomic relations would selectively rely on perceptual similarity processing, thematic relations would specifically activate visuo-motor regions involved in action and space processing. In line with embodied views of concepts, our findings show that taxonomic and thematic conceptual relations are based on different sensory-motor processes. It suggests that they may have different roles in concept formation and processing depending on object categories.

International audience; Research on kinds of concepts indicates that children use perceptual and functional information differently to form natural and artifact concepts. Beyond object domain, object manipulability appears to be a decisive factor in adult conceptual processing. Thus, the effect of object manipulability on conceptual processing was tested in 5- and 7-year-olds and adults using a picture matching task. Reaction times for identifying conceptual relations on the basis of perceptual similarity (e.g., jacket-coat) and contextual/functional information (e.g., jacket-hanger) were analyzed according to object manipulability and domain. Both children and adults were faster to identify contextual/functional relations for manipulable than for nonmanipulable objects. Conversely, they were faster to identify perceptual similarity relations for nonmanipulable than for manipulable objects, particularly for natural concepts. Results reveal an early distinction between concepts of manipulable and nonmanipulable objects. Implications for further research on concept formation and for embodied views of concepts are discussed.

International audience; A differential approach of concepts formation considers that concepts can derive from similarity and contextual relations, their involvement varying according to individuals and domains. The following experiment was designed to test this differential hypothesis. Session 1 investigated individual differences in 3 year-old children with a matching task contrasting a thematic match and a basic-level taxonomic match. In spite of a taxonomic bias, children's sensitivity to each relation ordered on a taxonomic-thematic continuum. In session 2, taxonomic performances in superordinate categorization were analyzed as a function of children's sensitivity and objects domain. Children most sensitive to basic level taxonomic relations categorized better living things than non-living things at the superordinate level. On the contrary, no difference between domains was observed for children most sensitive to thematic relations. Moreover, superordinate performances for living things appeared correlated to choices in session 1, unlike for non-living things. Overall, results supported a differential approach of conceptual development.; Une approche différentielle de la formation des concepts envisage que ceux-ci dérivent des relations de similarité et de proximité contextuelle entre les objets, leur implication variant selon les individus et le domaine. Pour tester cette hypothèse, une tâche d’appariement opposant un associé thématique et un associé taxonomique de niveau de base a d’abord été proposée à des enfants de 3 ans. Malgré un biais taxonomique, les choix s’ordonnent sur un continuum thématique - taxonomique. Dans une seconde phase, les performances en catégorisation surordonnée sont analysées selon la sensibilité à chaque relation en phase 1 et le domaine. Les enfants les plus sensibles aux relations taxonomiques montrent un avantage pour le vivant mais les scores des enfants les plus sensibles aux relations thématiques ne diffèrent pas selon le domaine. En outre pour le vivant, les performances surordonnées sont corrélées avec les choix en phase 1 ; aucun lien n’est observé pour le non-vivant. Dans l’ensemble, ces résultats appuient un modèle différentiel du développement conceptuel.

International audience; Picture naming has become an important experimental paradigm in cognitive psychology. Young children are more variable than adults in their naming responses and less likely to know the object or its name. A consequence is that the interpretation of the two classical measures used by Snodgrass and Vanderwart (1980) for scoring name agreement in adults (the percentage of agreement, based on modal name, and the H statistic, based on alternative names) will differ because of the high rate of "don't know object" responses, common in young children, relative to the low rate of "don't know object" responses more characteristic of adults. The present study focused on this methodological issue in young French children (3-8 years old), using a set of 145 Snodgrass-Vanderwart pictures. Our results indicate that the percentage of agreement based on the expected name is a better measure of picture-naming performance than are the commonly used measures. The norms may be downloaded from www.psychonomic.org/archive.

International audience; T he associative strength between target and associates, a factor assumed to be critical but generally not controlled, and the type of conceptual relation (thematic and taxonomic) were manipulated independently in a matching to sample task to determine their respective effects on the matching behaviour of 4- and 6-year-old children. Perceptual similarity between target and associates was controlled and maintained at a low level. A preliminary task was designed to assess the associative strength between targets and several associated pictures. These judgments served to construct for each child the sets of stimuli used in the matching task. Exp. 1 opposed a strong and a weak associate with the target in different configurations: the sets included a target and two thematic associates, two taxonomic associates or one associate of each type. Children were asked to choose the picture that ''went well'' with the target. Data revealed the role of associative strength on matching choices. This factor interacted sometimes with the greater availability of thematic relations in 4- and 6-year-old children. In Exp. 2, two other configurations were tested. Thematic and taxonomic associates were both either strongly or weakly related with the target. Results replicated those of Exp. 1 and extended them. They showed that younger children were biased towards thematic relations only when these relations corresponded to strong associations. Thus, increasing experience with objects appears to reinforce both associative strength and thematic orientation. Finally, in Exp. 3, instructions orienting toward taxonomic choices modified responses in 6-year-olds only. Altogether, these results show the influence of specific instances and suggest that preschoolers' matching decisions are partly stimulus driven.

BD2I: Norms on identification of 274 pictures of objects and their relation with French children aged between 3 to 8 years-old The data base BD2I provides the first French norms for children of 274 pictures of objects (150 from Snodgarss and Vanderwart, 1980). Correct picture identification and naming, and identification of taxonomic and thematic associations were evaluated between 3 and 8 years. Verbal justification and strength of the associations were assessed between 4 and 8 years. All norms were collected from 80 children by age. Visual similarity was judged by 40 adults. These normative data are necessary because children are less efficient than adults in naming and also because their representations of objects relations differ from those of adults., La base de données informatisée BD2I fournit les premières normes françaises chez l’enfant pour 274 images d’objets (150 de Snodgrass et Vanderwart, 1980). L’identification et la dénomination correctes de l’objet ainsi que l’identification d’associations taxonomiques et thématiques ont été testées entre 3 et 8 ans, la justification et la force de ces associations entre 4 et 8 ans. Toutes ont été recueillies auprès de 80 enfants par tranche d’âge. La similarité perceptive a été jugée par 40 adultes. Ces données normatives sont nécessaires puisque l’enfant est moins performant en dénomination que l’adulte et que la représentation qu’il se fait des relations entre objets diffère de celle de l’adulte., Cannard Christine, Bonthoux Françoise, Blaye Agnès, Scheuner Nelly, Schreiber Anne-Caroline, Trinquart Jacques. BD2I : Normes sur l'identification de 274 images d'objets et leur mise en relation chez l'enfant français de 3 à 8 ans. In: L'année psychologique. 2006 vol. 106, n°3. pp. 375-396.

Les connaissances conceptuelles seraient organisees chez l'adulte par le domaine d'appartenance des objets (naturels ou fabriques), le type de proprietes (visuelles ou fonctionnelles) et leur niveau de specificite. Cette recherche vise a evaluer les proprietes les plus sensibles au vieillissement. Leur accessibilite est testee chez des adultes jeunes et âges en fonction de ces variables, a l'aide d'une epreuve de verification de proprietes. Dans les deux groupes, les proprietes fonctionnelles sont plus accessibles que les proprietes visuelles, surtout a un niveau specifique et pour les objets fabriques. Une difficulte particuliere pour les proprietes visuelles specifiques des objets naturels se manifeste lors du vieillissement, ce qui suggere une forme commune d'alteration entre le vieillissement normal et la demence Alzheimer. Les resultats lies au vieillissement sont discutes vis-a-vis des hypotheses de formation des concepts d'objets.

In adults, a wide range of results argue that sensory-motor systems are involved during conceptualprocessing. Following a developmental approach, the dissertation asks whether the developmentof concepts might be embodied and deals with the influence of action on conceptual knowledge.Classical models of development suggest that conceptual knowledge develops from one mechanism.Nelson’s position argues for a derivation of concepts from the interaction children have in theirenvironment, while Quinn and Eimas rather suggest that first categories are built from visual similaritydetection. However, children variability in taking account different information when categorizingchallenges these models. We adopt a global, differential and interactionist approach to consider thatvariability in categorization might be explained by a distinction across domain (living vs. artifacts) butalso by a distinction across manipulability of objects. We further consider that manipulability of objects isreflected in the organization of taxonomic knowledge to propose that children conceptual processingare grounded in the sensorial and motor interactions they have with objects. In adults, different studiesshow that actions influences conceptual processing; these studies give support to embodiedcognition theories. We conducted seven studies in 5 – to 9- year- old children to assess the hypothesesof an embodied development of conceptual knowledge. Two studies test the hypothesis of sensorimotorsimulations during conceptual processing. The five following studies directly assessed theinfluence of action on concepts was assessed in five other studies. We contrasted the influence of graspand use. Grasp training, either with full hand or pinch, allow children to take into account volumetricinformation that is subsequently used as cue to categorize new objects. Use training, either push and rollor press, results in a weaker influence that differs with ages. Finally analyses of eye movement patternduring target identification among distractors that could be either grasped or pushed allow us todisentangle the influence of perceived grasp affordances from the influence of training by itself. From adevelopmental point of view; grasp affordances seem to be automatically detected by the age offive, and whatever the training condition. Information computed during training seems to be graduallytaken into account from seven to nine, with use information influence occurring later than graspinformation. Moreover, children performances might be modulated by the concordance or the discordance between the perception of grasp affordances and information from action training.; De nombreux travaux chez l'adulte attestent de l'implication des systèmes sensori-moteurs dans les activités conceptuelles. Ce travail interroge la pertinence d'une approche incarnée de la formation des concepts et vise à fournir des éléments de compréhension quant à l'influence des actions sur la formation de concepts d'objets, en adoptant une approche développementale. Les modèles classiques du développement conceptuel suggèrent des points de départ unitaire aux premières catégories. Le modèle de Nelson souligne l'importance des interactions entre individu et environnement, et celui de Quinn et Eimas au contraire met l'accent sur la similarité perceptive comme point de départ des premières catégories. Ces modèles unitaires sont pourtant remis en cause, notamment par la variabilité des informations prises en compte pour catégoriser les objets. En défendant une approche globale, différentielle et interactionniste, nous envisagerons dans un premier temps une distinction entre domaines d'appartenance des objets (objets naturels et fabriqués) pour lui préférer ensuite une distinction en termes de manipulabilité des objets. Considérant que les caractéristiques de manipulation des objets se reflètent dans l'organisation des catégories taxonomiques, nous proposerons que les activités conceptuelles des enfants puissent être relatives aux interactions sensorielles et motrices avec les objets. Chez l'adulte, certains des résultats attestent de la nature sensori-motrice des connaissances conceptuelles et du rôle de l'action dans leur acquisition, appuyant les théories de la cognition incarnée (i.e., embodied cognition). Une série de travaux chez l'enfant de 5 à 9 ans a été conduite afin d'étudier, d'un point de vue développemental, les hypothèses d'une cognition incarnée. Les premiers testent l'existence de simulations sensori-motrices lors du traitement conceptuel. Les suivants évaluent directement le rôle des actions sur la catégorisation. Sont opposés des gestes de saisie d'objets et des gestes d'utilisation. La saisie d'objets, à pleine main ou à 2-3 doigts, permet très clairement la prise en compte d'informations structurales, utilisées ensuite comme critère de catégorisation d'objets nouveaux. Les actions d'utilisation, faire rouler ou appuyer, ont une influence moindre, plus variable selon l'âge des enfants. L'analyse des mouvements oculaires lors de la recherche de cible parmi des distracteurs similaires quant à la saisie ou à l'utilisation permet finalement de distinguer l'influence des affordances à la saisie de celle des actions elles-mêmes. Du point de vue développemental, les affordances à la saisie seraient détectées automatiquement quelles que soient les actions effectuées, dès l'âge de 5 ans, tandis que les informations issues des actions seraient prises en compte peu à peu, celles issues des actions d'utilisation intervenant plus tardivement que celles issues des actions de saisie. En outre, les performances catégorielles semblent modulées par la concordance ou la discordance entre les informations issues des actions et celles issues des affordances à la saisie.

In adults, a wide range of results argue that sensory-motor systems are involved during conceptualprocessing. Following a developmental approach, the dissertation asks whether the developmentof concepts might be embodied and deals with the influence of action on conceptual knowledge.Classical models of development suggest that conceptual knowledge develops from one mechanism.Nelson’s position argues for a derivation of concepts from the interaction children have in theirenvironment, while Quinn and Eimas rather suggest that first categories are built from visual similaritydetection. However, children variability in taking account different information when categorizingchallenges these models. We adopt a global, differential and interactionist approach to consider thatvariability in categorization might be explained by a distinction across domain (living vs. artifacts) butalso by a distinction across manipulability of objects. We further consider that manipulability of objects isreflected in the organization of taxonomic knowledge to propose that children conceptual processingare grounded in the sensorial and motor interactions they have with objects. In adults, different studiesshow that actions influences conceptual processing; these studies give support to embodiedcognition theories. We conducted seven studies in 5 – to 9- year- old children to assess the hypothesesof an embodied development of conceptual knowledge. Two studies test the hypothesis of sensorimotorsimulations during conceptual processing. The five following studies directly assessed theinfluence of action on concepts was assessed in five other studies. We contrasted the influence of graspand use. Grasp training, either with full hand or pinch, allow children to take into account volumetricinformation that is subsequently used as cue to categorize new objects. Use training, either push and rollor press, results in a weaker influence that differs with ages. Finally analyses of eye movement patternduring target identification among distractors that could be either grasped or pushed allow us todisentangle the influence of perceived grasp affordances from the influence of training by itself. From adevelopmental point of view; grasp affordances seem to be automatically detected by the age offive, and whatever the training condition. Information computed during training seems to be graduallytaken into account from seven to nine, with use information influence occurring later than graspinformation. Moreover, children performances might be modulated by the concordance or the discordance between the perception of grasp affordances and information from action training.; De nombreux travaux chez l'adulte attestent de l'implication des systèmes sensori-moteurs dans les activités conceptuelles. Ce travail interroge la pertinence d'une approche incarnée de la formation des concepts et vise à fournir des éléments de compréhension quant à l'influence des actions sur la formation de concepts d'objets, en adoptant une approche développementale. Les modèles classiques du développement conceptuel suggèrent des points de départ unitaire aux premières catégories. Le modèle de Nelson souligne l'importance des interactions entre individu et environnement, et celui de Quinn et Eimas au contraire met l'accent sur la similarité perceptive comme point de départ des premières catégories. Ces modèles unitaires sont pourtant remis en cause, notamment par la variabilité des informations prises en compte pour catégoriser les objets. En défendant une approche globale, différentielle et interactionniste, nous envisagerons dans un premier temps une distinction entre domaines d'appartenance des objets (objets naturels et fabriqués) pour lui préférer ensuite une distinction en termes de manipulabilité des objets. Considérant que les caractéristiques de manipulation des objets se reflètent dans l'organisation des catégories taxonomiques, nous proposerons que les activités conceptuelles des enfants puissent être relatives aux interactions sensorielles et motrices avec les objets. Chez l'adulte, certains des résultats attestent de la nature sensori-motrice des connaissances conceptuelles et du rôle de l'action dans leur acquisition, appuyant les théories de la cognition incarnée (i.e., embodied cognition). Une série de travaux chez l'enfant de 5 à 9 ans a été conduite afin d'étudier, d'un point de vue développemental, les hypothèses d'une cognition incarnée. Les premiers testent l'existence de simulations sensori-motrices lors du traitement conceptuel. Les suivants évaluent directement le rôle des actions sur la catégorisation. Sont opposés des gestes de saisie d'objets et des gestes d'utilisation. La saisie d'objets, à pleine main ou à 2-3 doigts, permet très clairement la prise en compte d'informations structurales, utilisées ensuite comme critère de catégorisation d'objets nouveaux. Les actions d'utilisation, faire rouler ou appuyer, ont une influence moindre, plus variable selon l'âge des enfants. L'analyse des mouvements oculaires lors de la recherche de cible parmi des distracteurs similaires quant à la saisie ou à l'utilisation permet finalement de distinguer l'influence des affordances à la saisie de celle des actions elles-mêmes. Du point de vue développemental, les affordances à la saisie seraient détectées automatiquement quelles que soient les actions effectuées, dès l'âge de 5 ans, tandis que les informations issues des actions seraient prises en compte peu à peu, celles issues des actions d'utilisation intervenant plus tardivement que celles issues des actions de saisie. En outre, les performances catégorielles semblent modulées par la concordance ou la discordance entre les informations issues des actions et celles issues des affordances à la saisie.