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The purpose of this article is to analyze and understand the interpretive process of discussions on chat platforms based on the work on relevance theory. This cognitive analysis allowed us to observe the coherence of the interpretive process and the relevance in the processing of information through the deployment of strategies, by the interlocutors, in order to compensate for the lack of a spatio-temporal framework symptomatic of digital writing. [ABSTRACT FROM AUTHOR]

This article presents the outcomes of a semiotic and cognitive analysis. The activities' tracks of dissertations' writing and artefacts' design made by undergraduate design students were observed. Although the requirements of the dissertations' writing are ambiguous, the activity of writing "increases" the activity of design and consequently widens the design skill. Because they provide new knowledge reorganizing the scientific and pragmatic concepts of the design by a process of "creative conflict", the kinds of produced operational texts contribute to the renewal of the abstract inheritances of the design and to the transformation of the activity and the professional situations. [ABSTRACT FROM AUTHOR]

A cognitive analysis of the uses of the preposition de in the contemporary French proposed in this article proves that 1. the preposition de is a category containing several uses organized around prototypical uses; 2. there is a semantic invariant that makes possible distinguishing between the value of the preposition de and other prepositions that may appear in the same context (eg. a typewriter vs a writing machine); 3. simple and contracted forms are motivated by the frequency of usage based on preferential uses; 4. the choice of the preposition is negotiated simultaneously on the conceptual, linguistic and discursive levels. [ABSTRACT FROM AUTHOR]

This paper aims at presenting feedbacks from a reflexive study on how to analyse the uses of geographic information when represented in three dimensions in the field of flood mitigation policy. It draws from a research-action project focused on the development of innovative geographic representations so as to enhance flood risk awareness and on the evaluation of the effects of those visuals on citizens from potentially flooded areas. Scientists in Information and Communication sciences were involved in the project, along with geographers, GIS specialists, computer scientists and practitioners, in order to observe and analyse how those visuals were produced and then used with riverside residents along the river Rhône. This paper presents the concepts and theories that were resorted to to perform these analysis, the results of these evaluations and then draws methodological insights to enhance the study of the various uses of geographic information, especially when represented in three dimensions and used in collective settings, involving heterogeneous actors. [ABSTRACT FROM AUTHOR]

Résumé L’analyse cognitive est le fruit d’une réflexion utilisant, entre autres, les principes de la pensée informatique (mathématique, logique et algorithmique) pour repenser des connaissances et des techniques de plusieurs domaines de la psychologie cognitive, de la psychologie sociale, de la psychologie des émotions et de la psychologie de la communication en vue de la formation pédagogique des enseignants d’université. Avant de présenter l’analyse cognitive, je vais rappeler comment l’histoire du calcul depuis 5000 ans peut être vue comme une tentative (réussie) de comprendre, formaliser et automatiser le traitement humain de l’information, thème sur lequel se retrouvent l’informatique et la psychologie. Puis, je montrerai qu’un nouveau comportementalisme, basé sur le comportement numérique mais aussi sur les comportements classiques et sur les zones du cerveau, est en train d’émerger et qu’il produit des modèles psychologiques qui sont utilisés pour connaître les pensées et les intentions des personnes observées, pour mieux leur vendre des objets et pour prédire leurs actions par exemple ; une psychologie numérique émerge. Bien que chacun d’entre nous utilise son ordinateur portable et internet comme une extension de son esprit (lire « Petite Poucette » de Michel Serres), nous n’avons pas encore intégré explicitement la pensée informatique. Nous expliciterons donc quelques éléments de la pensée informatique et nous présenterons enfin l’analyse cognitive en soulignant comment elle utilise à la fois la pensée informatique et des connaissances de psychologie. Cognitive analysis is the result of an afterthought using, amongst other things, principles from computer science (maths, logic and algorithmic) to rethink techniques and knowledge of several areas of psychology: cognitive psychology, social psychology, psychology of emotions and communication. The aim is pedagogy training for university teachers. Before explaining what cognitive analysis is, I will tell you how the history of calculation since 5000 years may be seen as a (successful) stab at understanding, formalizing and automating human processing of data, which is where computer science and psychology meet. Then, I will demonstrate that a new behavioralism, based on digital and classical behavior and specific areas of the brain, is starting to emerge and produces psychological models that are used to know the thoughts and intents of the people observed, to better sell them stuff and predict their actions. A digital psychology emerges. Although all of us use a laptop and Internet as an extension of our minds (read “Petite Poucette” by Michel Serres), the digital thought remains implicit. We will explicit several components of digital thinking and will show how cognitive analysis uses digital thinking and knowledge from psychology. [ABSTRACT FROM AUTHOR]

Summary: Objectives: Examine the acute effect of exercise on cognitive functioning in children and adolescents. News: There are recent studies suggesting that cognitive functioning is ameliorated in children and adolescents following acute exercise. Prospects and projects: This review article proposes to examine the moderators in the relationship between exercise and cognition: the exercise parameters that improve cognitive functioning; the duration of the positive effects; the cognitive functions ameliorated after exercise and the participant''s age. Conclusion: An exercise of moderate intensity that lasts between 10- to 50-min usually benefits to cognition in children and adolescents. The duration of the effect, the cognitive demand of the task and cognitive development are moderators that should be examined in future studies. [Copyright &y& Elsevier]

Copyright of Pratiques Psychologiques is the property of Elsevier B.V. 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.)

I will follow the tradition of picturing the semantic network as a “tree” with dependent discrete “nodes” standing for individual senses. It should be noted, however, that such a structure only roughly approximates a mental representation of a word, abstracted away from its usage, which has a dynamic character and changes as speakers’ language experience and memory change (cf. e.g. Langacker 1987: 401, 1997: 236, Evans & Tyler 2004: 159). In a more exact model, each node of the tree should rather constitute a structure of its own, with semantic nuances organized in a prototypical fashion around a “core”, and which are themselves elastic and extendable into novel meanings (cf. Croft & Cruse 2004, Geeraerts 1997, Lakoff 1987).

This study is in the field of work equipment design. The aim was to identify effective methods of integrating safety. Two types of integration were identified in the activity analysis : « direct means » and « indirect means ». The first relates to normative and regulatory aspects and the second to explicit or implicit individual knowledge about the actual use of the equipment. Comparison of two design projects during the testing phase in two different design companies shows a different integration of safety. In the first case, only direct ways existed, linked to a functioning logic. In the second case, utilization logic is involved in certain production and maintenance operations being considered in the design choices. Nevertheless, in both cases, these safety integration methods cover only part of upstream prevention and are not systematic. Safety integration appears more as an obligation than as an investment and is not integrated into the specifications with the same status as technical performance criteria and performance objectives. It is included during the design process in a nonsystematic way. Deficiencies in safety will then promote system migration during operation towards less certain areas and lead to accidents or to boundary activities tolerated with use.

Copyright of Revue Française de Gestion is the property of John Libbey Eurotext Ltd. 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.)

The Mix of Languages. A Source of Transdisciplinary Conflicts. Epistemological criticism will be applied in those cases when the claims of certain constructs to represent a particular kind of knowledge are not legitimate. The communication of knowledge in society must be made in a correct way. We understand correctness as "justness and neutrality towards knowledge". However, there may be political, ideological, religious, or other interests in promoting certain kind of knowledge, which weaken the foundations of a society based on knowledge. Certainly, The incompetence, the lack of culture, the existential or value-engagements, the material interests extend from incorrect information to disinformation and cheating, and reach as far as manipulation and recruitment. Therefore the timeliness of the proposed research topic is supported, on the one hand, by the recognized value of knowledge in society, and on the other hand, by the parazite phenomena which accompany the presence of knowledge in society - imposture, deception, credulity, hidden interests - which ask for an immediat response of the community directly involved in cognitive actions: philosophers, scientists, theologists, etc. In a society based on knowledge the critical attitude towards everything that pretends to represent itself as knowledge, and implicitely towards the consequences of such claims is a deontological and ethical demand. [ABSTRACT FROM AUTHOR]

Copyright of Pratiques Psychologiques is the property of Elsevier B.V. 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.)

Summary: Aim of the study: Electroencephalographic recording (electroencephalogram [EEG]) is frequent in specific language impairment (SLI), whereas the relations between epileptiform activity (EA) and language disorders remain uncertain and the therapeutic approach undetermined. The aim of this prospective study was to clarify EEG indications and interpretation in SLI. Methods: We present a prospective study of cognitive (speech-language measures, psychological assessments) and electroencephalographic data on 24 children (20 males, 4 females; mean age: 4 years 5 months; range: 3 years to 4 years 8 months) with a diagnosis of SLI, defined as a pathologic score on at least 2 speech-language measures and IQ performance of at least 80 points, within epileptic seizures. All participants had an EEG after partial deprivation of sleep at night. When nonsporadic EA was found, 24-h EEG was performed. Antiepileptic treatment was prescribed depending on the frequency of discharges and the SLI profile. The follow-up lasted 2 years. Results: All patients reached stage II sleep during their EEG. Seven children had abnormal electroencephalography results, including 5 children with EA. Two patients with mixed SLI prevailing on expression presented a left centrotemporal spike focus on EEG becoming subcontinuous during sleep. In the first case, the language progressed without antiepileptic treatment. The 2nd case was treated with ethosuximide; the EEG normalized on subsequent recordings, but the language disorder remained severe. The lexical and syntactic understanding and syntactic production scores were not different for children presented EA (5 cases) or without (19 cases) (Wilcoxon''s test). Finally, the progression of the various linguistic skills was similar whether or not the children had EA (p <0.1). Conclusion: Abnormal electroencephalographic activity is more frequent in SLI than in normal children. It can be seen in all types of SLI but preferentially in the mixed forms. The longitudinal systematic evaluation of all the children with or without EA has never been reported in the literature, which confirms that there is no parallel between EEG progression and language development, contrary to Landau-Kleffner''s syndrome. Systematic EEG recording is not recommended in SLI. It is indicated in cases of fluctuation or stagnation of language development or if there is a family history of cognitive disorders or epilepsy. Antiepileptic treatment is justified in cases with fluctuation or stagnation in language development after 6 months of progression associated with frequent EA. However, when the EA is particularly diffuse and dense, an additional moderate aggravating effect on language development cannot be eliminated. The method most likely to clarify this question is to compare a child''s baseline phase followed by a treatment phase, with the same double follow-up. [Copyright &y& Elsevier]

Copyright of Politix is the property of De Boeck Universite 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.)

The article discusses the sociological aspects of mass media. It is stated that mass media reinforces the already acquired certainties in several cases. Sociologists are stated to envisage the association between the mass media and their public under the form of a permanent survey. The society is made visible by mass media by putting in evidence of identity. Journalists believe that the society is made transparent through the mass media. The mass media is stated to have a cognitive function in which the public tries to reach an agreement between interpretation of the self and the world.

Copyright of Psychologie Française is the property of Elsevier B.V. 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.)

Copyright of Deviance et Societe is the property of Medecine et Hygiene 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.)

Abstract: Objective: We aimed to examine the effect of a physical activity program on postural sway and on the attentional control of postural abilities in elderly frail adults. Method: Twelve older adults (age 81.4±9 years) institutionalised in a geriatric care institution participated in the physical activity program posture–balance–mobility (PBM) twice a week (1 hour per session) for 12 weeks. We analysed stabilometric data for surface and length of the center of pressure (COP) sway, with eyes open and eyes closed, under single-task and dual-task conditions on a firm floor before and after the training program. During the static postural evaluation and under the dual-task condition, subjects performed an attention-demanding cognitive task, the random number generation task. Results: Only the length of COP sway was more important under the dual-task condition than under the single-task condition (p =0.05). At baseline, cognitive performance was significantly weaker under the dual-task condition (standing) than under the single-task condition (seated), with eyes closed but not eyes open (p <0.05). However, after the training program, the performance of the cognitive task did not significantly differ between the dual-task condition with eyes closed and the single-task condition with eyes closed. Conclusion: The training program allowed elderly subjects to improve their ability to perform an attention-demanding cognitive task while standing still, in particular with their eyes closed. Although balance seemed to be less stable under the dual-task condition than under the single-task condition, these results could be interpreted as an improvement of the attentional control of postural stability. [Copyright &y& Elsevier]

This article reports on a study on study on ESL learners. The study aims to determine the strategies found in O'Malley and Chamot's taxonomy could distinguish between weaker and stronger ESL learners. A questionnaire consists of 80 strategies completed by 310 francophone ESL learners in their fifth year of secondary school. A Kruskall-Wallis analysis was used to examine the strategies and results show that only a limited number of cognitive, meta-cognitive, and socio-affective strategies discriminated significantly between ESL students at different levels of competence.

Copyright of Societes is the property of De Boeck Universite 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.)