Self-biases are well described in adults but remain poorly understood in children. Here, we investigated in 6-10 year-old children (N = 132) the self-prioritization effect (SPE), a self-bias which reflects, in adults, the perceptual advantage for stimuli arbitrarily associated with the self as compared to those associated with other persons. We designed a child-friendly adaptation of a paradigm originally introduced in adults by Sui, He, and Humphreys (2012) in order to test whether the SPE also occurs in children and if so, to determine its evolution with age. A robust SPE was obtained from the age of 6, and this effect was similar-sized in our four age groups. These findings are discussed with reference to the development of the self during childhood.
Creative thinking is sometimes neglected by schools. Introducing philosophy in schools represents a commitment to balancing the development of logical and creative thinking, currently exercised only orally. In the present study, the focus is on writing. Firstly, the value of authentic pupil writings is underscored. The pupils and students studied wrote texts for "Adolescence et Société", a magazine produced by researchers. 100 students' works, written by philosophizing students in fourth-year college in France, culled from the PreCPhi/Philosophemes Corpus (1,300 texts collected from 43 classrooms) were studied in order to measure the progress of philosophizing students between a pre-test and a post-test following the introduction of a pedagogical tool that unites Art with Philosophy, Philo & Carto. Their writing skills were measured according to the following five dimensions: linguistic, philosophical, cognitive, reflective and creative. Performance measures, calculated on group averages and applied to the group's variance between the pre-and the post-tests, were related to each dimension. Linguistic performance (presence of an introduction and conclusion) did not progress, remaining subject to pupils' academic level. Philosophical, cognitive, creative and reflective performance increased significantly, or at least confirmed the trend. Reasoning, metaphors, conceptual differences and discourse ownership increased, while anecdotal examples decreased. These increases were accompanied by an increase in the post-test variance: gaps between the strongest and the weakest performances widened, except in the case of questioning, personal examples and generation of doubt, which were at the core of the effect produced. The study validates the fact that the Art and Philosophy link promises unprecedented educational prospects with regard to the production of early quality philosophical writings. This will require validation with other samplings.
Abstract. This study measured the effect of emotional states on lexical decision task performance and investigated which underlying components (physiological, attentional orienting, executive, lexical, and/or strategic) are affected. We did this by assessing participants’ performance on a lexical decision task, which they completed before and after an emotional state induction task. The sequence effect, usually produced when participants repeat a task, was significantly smaller in participants who had received one of the three emotion inductions (happiness, sadness, embarrassment) than in control group participants (neutral induction). Using the diffusion model ( Ratcliff, 1978 ) to resolve the data into meaningful parameters that correspond to specific psychological components, we found that emotion induction only modulated the parameter reflecting the physiological and/or attentional orienting components, whereas the executive, lexical, and strategic components were not altered. These results suggest that emotional states have an impact on the low-level mechanisms underlying mental chronometric tasks.
Cet article propose une synthèse de la littérature sur l'embarras, émotion complexe et sociale relativement sous-documentée par rapport à d'autres émotions réflexives comme la honte ou la culpabilité. Le premier objectif de cette note théorique consiste, après avoir défini les principales caractéristiques de l'embarras, à proposer une classification des modèles explicatifs de ses causes. Le second objectif vise à recenser et à questionner les effets sociaux de l'embarras éprouvé et exprimé, ainsi que les effets plus directs (motivationnels et physiologiques) sur l'individu embarrassé lui-même. Différents points d'ambivalence sont ainsi mis en lumière, et ce de façon à proposer des perspectives de recherche issues de la psychologie cognitive et sociale.
Effets de l'expression d'embarras et de la personnalité du candidat sur l'évaluation, la réaction comportementale et la décision d'embauche du recruteur Effects of job applicant's embarrassment expression and personality on recruiter's evaluation, behavioral reaction and hiring decision
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