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   

Helping students build competences in physical education: theoretical proposals and illustrations     

Guillaume Escalié  Nicolas Recoules  Sébastien Chaliès  Pascal Legrain 《Sport, Education and Society》2019,24(4):390-403

In the French education system, the current curriculum for students from the primary to the end of secondary school is structured around the notion of key competence. A competence can be defined as an integrated and stable network of knowledge and know-how, with normative behaviors, procedures and types of reasoning. However, without a theoretical conceptualization of building and mobilization processes, the components of a competence are considered as isolated and not interconnected. In the health and physical education (HPE) setting, too few empirical studies have analyzed how teachers would contribute to the development of student’s competence. The aim of this forward-looking article grounded on an experiential and cultural framework consists in clarifying and illustrating a conceptualization of the dynamics of development of competences among students considering the teacher activity. This theoretical framework seems to offer heuristic possibilities for the examination of teaching and learning practices which contribute to the development of the key competences, particularly when a competence is read as an experience that integrates multiple dimensions. Based on audio-video recording of PE lessons and self-confrontation interviews with the teacher and a student, the results of the present study strengthen the criticism of the definition of competence emphasizing the relevance to adopt a holistic approach corresponding to the articulation of intertwined resources (i.e. motor, methodological and social) students allocate to act in PE groups. Furthermore, the results show that the competence building depends on various roles students have the opportunity to play in PE (i.e. observer, tutor). Finally, our results underline the importance of identifying the specific characteristics of the teacher activity designed to structure the learning environment to train students to acquire new competences transferable in society.  相似文献   

The Rise of Computing Research in East Africa: The Relationship Between Funding,Capacity and Research Community in a Nascent Field     

Matthew Harsh  Ravtosh Bal  Jameson Wetmore  G. Pascal Zachary  Kerry Holden 《Minerva》2018,56(1):35-58

The emergence of vibrant research communities of computer scientists in Kenya and Uganda has occurred in the context of neoliberal privatization, commercialization, and transnational capital flows from donors and corporations. We explore how this funding environment configures research culture and research practices, which are conceptualized as two main components of a research community. Data come from a three-year longitudinal study utilizing interview, ethnographic and survey data collected in Nairobi and Kampala. We document how administrators shape research culture by building academic programs and training growing numbers of PhDs, and analyze how this is linked to complicated interactions between political economy, the epistemic nature of computer science and sociocultural factors like entrepreneurial leadership of key actors and distinctive cultures of innovation. In a donor-driven funding environment, research practice involves scientists constructing their own localized research priorities by adopting distinctive professional identities and creatively structuring projects. The neoliberal political economic context thus clearly influenced research communities, but did not debilitate computing research capacity nor leave researchers without any agency to carry out research programs. The cases illustrate how sites of knowledge production in Africa can gain some measure of research autonomy, some degree of global competency in a central arena of scientific and technological activity, and some expression of their regional cultural priorities and aspirations. Furthermore, the cases suggest that social analysts must balance structure with culture, place and agency in their approaches to understanding how funding and political economy shape scientific knowledge.  相似文献   

Review of several optical non-destructive analyses of an easel painting. Complementarity and crosschecking of the results     

Mady Elias  Nadejda Mas  Pascal Cotte 《Journal of Cultural Heritage》2011,12(4):335

Five optical analyses of a given work of art are presented, using multispectral imaging, optical coherence tomography, goniophometry, UV-fluorescence emission spectroscopy and diffuse reflectance spectroscopy. All these methods are non-destructive, contactless, and implementable in situ. They all lead to results in quasi-real time. The multispectral camera allows imaging of the whole painting with very high definition and recording of 240 millions of spectra. Optical coherence tomography allows local 2D and 3D imaging with in-face and in depth stratigraphies inside the painting with a micrometric accuracy. It allows the evaluation of the pigment volume concentration inside a layer, the measurement of the thickness of one or two varnish layers, the detection and measurements of gaps inside the paint layer, the depth of varnish micro-cracks. Goniophotometry allows the measurement of the upper surface state of the painting in different locations, by quantifying the mean slope of the facets making up the surface. UV-fluorescence emission spectroscopy allows the identification of the resin, the binder and the ageing state of varnishes by use of databases of reference varnishes. Diffuse reflectance spectroscopy leads to pigment, pigment mixture and dye identifications again by use of databases. The three last methods are implemented with the same portable multi-function instrument. It allows time saving, locations on request in front of the artwork and easy use by non-scientists. Each instrument is described with its protocol and accuracy. The studied painting is a portrait of a lady painted by the Austrian artist Franz Strotszberg, chosen for its several restorations. The five kinds of results are successively detailed, analysed and compared between themselves. It is shown that the different results are complementary and their crosschecking brings thorough information. For example, the shape of the network of varnish micro-cracks detected on the surface with the multispectral camera is added to the measurement of their depth with optical coherence tomography. Another example allows connecting two different surface states of the upper varnished surface measured by goniophotometry with the identification of these varnish with UV-fluorescence and with their thicknesses measured with optical coherence tomography.  相似文献