In this study, the authors improved the understanding of the cognitive processes underlying the reflective-impulsive cognitive style (RI), which was initially measured by J. Kagan, B. L. Rosman, D. Day, J. Albert, and W. Phillips (1964) on the Matching Familiar Figures Test (MFFT). The authors determined the relationships between the RI style and the cognitive factors, which would be likely to explain different MFFT solving modes-field dependence or independence as a cognitive style, the g factor, the spatial factor, and a metacognitive control index, which the authors developed for this study. The hypotheses were largely based on various studies (J. P. Ancillotti, 1984, 1985; J. Kagan, B. L. Rosman, D. Day, J. Albert, & W. Phillips, 1964; T. Zelniker & W. E. Jeffrey, 1976; T. Zelniker, A. Renan, I. Sorer, & Y. Shavit, 1977). The results are presented separately for each of four groups: (a) reflective individuals, who implement an analytic process and are cognitively mature; (b) impulsive individuals, who use a holistic process and are cognitively immature; (c) fast-accurate individuals, who are capable of implementing both analytic and holistic processes and exhibit cognitive maturity; and (d) slow-inaccurate individuals, who exhibit good metacognitive control but have trouble implementing both types of processing.

Résumé Les données normatives françaises du Rorschach à l’adolescence et chez le jeune adulte. L’article rend compte du premier volet d’une recherche portant sur la réactualisation des normes du Rorschach : l’ensemble portera sur 900 protocoles de sujets âgés de 13 à 85 ans, répartis en trois catégories socio-professionnelles représentatives de la population française. Il présente l’historique des normes antérieures, la méthodologie de recherche et les premiers résultats issus d’une population d’adolescents et jeunes adultes (13-25 ans). Cet apport original de normes “ adolescentes ” révèle paradoxalement une continuité des résultats avec les normes antérieures, à l’exception de modifications dans l’abord perceptif et les banalités. Les comparaisons par sexe, tranches d’âge et catégories socioprofessionnelles font émerger des différences notables de fonctionnement sous l’effet des catégories socio-culturelles, ouvrant des perspectives de recherche sur ce sujet. L’article présente en annexe la liste des Ban et des nouveaux D issus de cette population.

The aim of this study on 42 seventh graders (ages 12-13) was to determine whether and to what extent students' metacognitive level is linked to their conceptualization and performance in problem solving at school, especially science problems. This hypothesis is supported by a number of studies showing that metacognition is a factor in learning. Two indexes were devised for the study: an index of metaknowledge about classroom learning, and an index of metacognitive monitoring in relation to task difficulty on a non-academic problem. These two indexes were related to the students' intelligence test scores and solving strategies on electricity problems. The results showed that (1) the metaknowledge level was more closely tied to crystallized intelligence (Gc), and (2) metacognitive monitoring was more closely associated with fluid intelligence (Gf). Moreover, both metacognitive indexes were strongly linked to scientific problem-solving strategies (correlations around .50).

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