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Only one previous developmental study of Stroop task performance (Schiller, 1966) has controlled for differences in processing speed that exist both within and between age-groups. Therefore, the question of whether the early developmental change in the magnitude of Stroop interference actually persists after controlling for processing speed needs further investigation; work that is further motivated by the possibility that any remaining differences would be caused by process(es) other than processing speed. Analysis of data from two experiments revealed that, even after controlling for processing speed using z-transformed reaction times, early developmental change persists such that the magnitude of overall Stroop interference is larger in 3rd - and 5th - graders as compared to 1st -graders. This pattern indicates that the magnitude of overall Stroop interference peaks after two or three years of reading practice (Schadler & Thissen, 1981). Furthermore, this peak is shown to be due to distinct components of Stroop interference (resulting from specific conflicts) progressively falling into place. Experiment 2 revealed that the change in the magnitude of Stroop interference specifically results from joint contributions of task, semantic and response conflicts in 3rd - and 5th -graders as compared to a sole contribution of task conflict in 1st -graders. The specific developmental trajectories of different conflicts presented in the present work provide unique evidence for multiple loci of Stroop interference in the processing stream (respectively task, semantic and response conflict) as opposed to a single (i.e., response) locus predicted by historically-favored response competition accounts. This article is protected by copyright. All rights reserved.

International audience; La classification diagnostique de la santé mentale et des troubles du développement de la petite enfance (DC :0-5) a été publiée en 2016 par l’organisation ZERO TO THREE aux Etats-Unis, sous la direction d’un groupe de travail dirigé par Charles Zeanah. Elle constitue la version révisée et actualisée d’une classification spécifiquement dédiée aux troubles de la petite enfance (DC :0-3, 1994) impulsée par Stanley Greenspan et révisée une première fois en 2005 (DC :0-3R) par un groupe de travail sous la direction de Robert Emde. La nouvelle version de cette classification, aujourd’hui publiée en langue française, préserve plusieurs principes fondateurs des versions précédentes mais elle introduit également quelques évolutions substantielles. L’objectif du présent article est d’aider les futurs utilisateurs francophones de cet instrument diagnostique à en repérer la philosophie générale, la continuité et les changements.

International audience; Links have often been drawn between individual personality differences among children, as captured by the Big Five personality traits, and academic achievement. Published research shows that conscientiousness is the most decisive factor, and its predictive power is greater when it is other- rather than self-assessed. In the current study (N = 161; Mage = 10.79 years), we examined the associations between both forms of personality assessment and two dimensions of school adjustment. Results confirmed that other-assessments are more statistically predictive of academic adjustment, but showed that self-assessments are more statistically predictive of subjective wellbeing at school. Complementary analyses in the form of generalized additive models indicated that the relationship between personality and wellbeing can follow either a linear or a nonlinear pattern, depending on which particular trait is considered. Such results may have practical implications for the choice of assessment method, and theoretical ones for the study of relations between personality and subjective wellbeing at school an area that is still relatively unexplored.

Une conception transactionnelle (Sameroff, 2009) envisage que le developpement psychologique est influence par des transactions continues entre les caracteristiques changeantes de l’enfant et celles des experiences que son environnement lui offre l’opportunite de vivre. Cet article envisage quelques-unes des implications de cette approche concernant (a) la necessaire complexite des modeles theoriques du developpement, (b) la comprehension des troubles psychologiques habituellement diagnostiques durant la periode de l’enfance, (c) les perspectives de prevention, d’accompagnement et de prises en charge.

Resume L’intelligence est la faculte de comprendre le monde qui nous entoure pour mieux pouvoir nous y adapter. Elle repose sur notre aptitude a apprendre de l’experience, a raisonner et a resoudre des problemes. Le concept d’education cognitive designe les pratiques mises en œuvre par des adultes dans le but d’aider un enfant a developper les instruments de son intelligence, en organisant a son intention des experiences d’apprentissage mediatise. L’article aborde successivement trois questions permettant de reflechir aux modalites d’amenagement de ces experiences. 1. Quelles sont les composantes de l’intelligence les plus centrales, susceptibles d’eclairer les cibles cognitives prioritaires ? 2. Quelles sont les conduites de mediation de l’adulte susceptibles d’aider l’enfant a adopter un mode de fonctionnement cognitif favorable dans les situations d’apprentissage ou de resolution de probleme ? 3. Quelles dimensions conatives doivent etre prises en compte pour aider l’enfant a generaliser cette attitude cognitive lorsqu’il doit mobiliser de facon autonome ses ressources intellectuelles ? Plusieurs champs de recherche en psychologie developpementale sont ici exploites pour apporter des elements de reponse a ces questions.

International audience; The acuity of reasoning on Raven's Progressive Matrices is strongly influenced by strategic determinants. Building on metamemory studies that highlight the influence of study-time allocation on memory development, we investigated children's allocation of study time while solving these matrices. A total of 170 children aged 6-12 years completed a computerized short-form version of the standard matrices featuring items selected to represent a broad range of difficulties. Beyond analyzing changes in mean latencies and performances with age, we used generalized additive mixed models to explore within-participant variability in response times as a function of both item complexity and overall individual efficiency. Results revealed that individual differences in performances were significantly associated with children's adaptive modulation of response times. Mediation analysis further indicated that response-time modulation contributed to age-related changes in performance. Taking account of study-time allocation in reasoning tasks may open up new avenues for the study of reasoning development and the assessment of intellectual functioning.

International audience; This article outlines advances in developmental and differential psychology that may help understand how the child personality (a) is organized, (b) changes throughout development, and (c) might be assessed in clinical settings. Three major sections structure the paper. First, we present the integrative model proposed by McAdams and Pals (2006) that delineates three critical ingredients of personality: the " dispositional signature " (which mainly corresponds to the Big Five traits), characteristic adaptations (i.e. socio-cognitive mechanisms that influence the way children understand events and cope with difficulties), and narrative identity (i.e. self-defining life narratives). Second, we examine the developmental literature indicating that children's personality is shaped by multiple forces (from temperament to familial experiences) interacting over time within transactional mechanisms. This literature also demonstrates that children's personality, once under construction, becomes itself a driving force that orients developmental pathways. Third, we envisage how this theoretical framework could inspire a comprehensive assessment strategy in order to (a) integrate information from multiple sources and (b) guide educational and therapeutic intervention strategies.; Cet article présente les apports de la psychologie développementale et différentielle à la compréhension de l'organisation et de l'évolution de la personnalité chez l'enfant. À partir du modèle intégratif proposé par McAdams et Pals (2006), trois principaux constituants de la personnalité sont envisagés : les traits de personnalité définis dans le cadre de la théorie du Big Five, les systèmes d'interprétation et d'adaptation (la façon dont l'enfant donne sens aux événements et s'y ajuste) et l'identité narrative (la mise en cohérence progressive de ses représentations autobiographiques). Les mécanismes transactionnels qui président à l'évolution de la personnalité sont alors envisagés, ainsi que leur influence sur la dynamique développementale générale de l'enfant. La troisième partie de l'article examine les implications cliniques de ces apports du point de vue des pratiques d'évaluation de la personnalité dans le cadre de l'examen psychologique de l'enfant et des pistes d'accompagnement éducatif et thérapeutique que cette approche suggère

International audience; The present study focused on children's deductive reasoning when performing the Latin Square Task, an experimental task designed to explore the influence of relational complexity. Building on Birney, Halford, and Andrew's (2006) research, we created a version of the task that minimized nonrelational factors and introduced new categories of items. The results of two experiments conducted with school-aged children yielded an apparent dilution of complexity effects and suggest that specific inferential strategies can reduce the relational complexity that children need to process. A theoretical account is proposed emphasizing the influence of adaptive selection of strategies that mediate processing capacity constraints in reasoning development.

International audience; 550 In the Stroop task (Stroop, 1935), participants are instructed to name the color of the ink in which stimuli are presented. A Stroop experiment classically compares three conditions. In the incongruent condition, the stimulus is a color word that is printed in a different color from the one it designates (e.g., the word blue printed in green). In the congruent condition, the word and the ink color correspond. Finally, the control condition consists of neutral words or nonwords and provides a baseline for assessing the accuracy and speed with which participants carry out the basic task of naming the ink color. Comparisons of response times (RTs) in these three conditions typically reveal an interference effect (longer RTs in the incongruent condition than in the control condition) and a facilitation effect (shorter RTs in the congruent condition than in the control condition). Interference in the incongruent condition stems from the differential automaticity of the two processes that conflict on those items: reading the word versus naming the ink color (MacLeod & MacDonald, 2000). The mere existence of the Stroop effect is often cited as empirical evidence for the automaticity of reading, which is thought to occur without the possibility of being controlled. This view is supported by many studies indicating that Stroop effects persist in experimental conditions that should help participants ignore the meaning of the word (see, e.g., Lachter, Ruthruff, Lien, & McCann, 2008; see also Lien, Ruthruff, Kouchi, & Lachter, 2010, for a discussion). Participants thus seem to process printed words in the same way, regardless of whether they are informative for the task at hand. In two recent studies, researchers further documented this phenomenon in a new way that took into account the oculomotor dimension of the task, which has been largely neglected up to now in the vast literature on the Stroop effect. In the first study, Hodg-son, Parris, Gregory, and Jarvis (2009) investigated the effect of linguistic stimuli on eye-movement programming, using a modified version of the Stroop task that required a sac cadic response rather than a verbal or buttonpress response. The participants' task was to respond by looking toward one of the four color patches that matched the ''ink " color of a centrally presented word and to ignore the word's meaning. Their results demonstrated that saccade-programming processes were affected by the word's meaning even when the word form was irrelevant to task performance. In addition, they observed very short intersaccade intervals between initial errors and subsequent corrective saccades, thus suggesting that saccadic responses were programmed in parallel to two goals defined by both the cue word's meaning and color. The authors concluded that written-word cues could ''capture " saccadic behavior in a manner similar to that found for peripheral visual onsets, in a task for which the semantic content of word stimuli must be ignored to effectively perform the task. In the second study, Smilek, Solman, Murawski, and Carriere (2009) used an eyetracking device to record participants' eye movements during the processing of Stroop material. The results indicated that the first eye fixations were systematically biased to fixate a particular position in the word: the optimal viewing position (OVP). A typical finding regarding the perception of written words by adults In two experiments that we conducted with adult (Experiment 1) and child (Experiment 2) participants, we experimentally controlled the eyes' first fixation in the word using a variable viewing-position technique in a classical all-letter-coloring Stroop procedure. We explored the impact of initial-fixation position (optimal viewing position [OVP] vs. end of the word) on the magnitude of Stroop effects (both interference and facilitation). The results showed that both interference and facilitation effects were reduced when the first fixation was located at the end of the word rather than at the OVP. These data make a new contribution to the study of the role of low-level processes in Stroop effects and add support to the growing body of research indicating that oculomotor processes can act as moderators of cognitive processes in the determination of Stroop effects.

The use of Markman’s modification task in the study of class inclusion development revealed a developmental gap between the ability to compare the extensions of classes and subclasses and the understanding that the superiority of the class extension is a logical necessity. Barrouillet and Poirier (1997) have proposed that the main difficulty in Markman’s task lies in its demand for the processing of transformations. Indeed, necessity arises from the impossibility of transforming facts. The present study explores this hypothesis by comparing children’s performances on a task of logical necessity and a task that requires them to process transformations of class extension. The results, consistent with Barrouillet and Poirier’s view, are discussed with reference to Piaget’s morphism theory and Halford’s relational complexity theory.

International audience; This paper presents the foundations of developmental psychopathology. Six propositionsare formulated, based on quotations from the main authors of this theoreticalframework. The propositions highlight the relevance of transactional models in psychopathology,the importance of interpersonal relationships and early experiences inthis approach, the issue of continuity or discontinuity between normal and pathologicaldevelopment and finally, the links between research strategies and intervention.Taken together, they support the idea that developmental psychopathology can befully regarded as a paradigm.; L’article présente les fondements du mouvement de la psychopathologie développementale.À partir de citations empruntées aux principaux théoriciens de cetteapproche, le texte s’organise autour de six propositions. Elles visent à discuter la pertinencedes modèles transactionnels en psychopathologie, la place qu’y occupent lesrelations interpersonnelles et les expériences précoces, les liens de continuité et de discontinuitéentre le développement normal et le développement troublé, ainsi que lesrelations dynamiques entre la recherche et l’intervention. La synthèse de ces propositionstend à montrer que le mouvement de la psychopathologie développementale constitueaujourd’hui un paradigme cohérent pour appréhender le développement et sestroubles.

We can do little but to share Miller’s view [1] that cognitive psychology was born in the 1950s. However, his article distorts the role of psychology in the birth of cognitive science. On two occasions, Miller proposes that psychology could not play a role in the cognitive revolution because of its narrow focus on behaviorism.

Summary : Competence-performance discrepancies in cognitive development. The case of class-inclusion reasoning This paper explores, through the example of the class inclusion literature, the major hypotheses that have been proposed to account for competence-performance discrepancies in the course of cognitive development. It is shown that these hypotheses focused successively on each ofthe three parameters stated by Flavell and Wohlwill's initial model. A first set of empirical studies has established that performance varies as a function of task-related variables. A second set, making use of tasks with more complex logical demands, accounts for performance variability by a lack of logical competence that is supposed to emerge at adolescence. From a third perspective, competence is available early and discrepancies resuit from the inefficient inhibition of competing knowledge structures. After a discussion of the theoretical difficulties met by these alternative explanatory frameworks, we suggest that a « knowledge-levels » approach is necessary to coordinate the various hypotheses. Key words : cognitive development, competence-performance, inhibition, knowledge-levels, class inclusion., Résumé Cet article explore, à travers l'exemple de la quantification de l'inclusion, les principaux cadres théoriques avancés pour rendre compte des discordances compétence-performance au cours du développement cognitif. Leur recension critique indique que les hypothèses se sont successivement focalisées sur chacun des trois paramètres spécifiés dans le modèle initial de Flavell et Wohlwill (1969). Un premier courant de recherche a clairement démontré l'existence d'une variabilité intra-individuelle des performances en fonction des propriétés des épreuves utilisées. Un second, ayant recours à des épreuves aux exigences logiques accrues, rend compte de cette variabilité par un défaut de compétence logique, laquelle n'émergerait pas avant l'adolescence. Pour un troisième courant, la compétence logique serait à l'inverse précocement disponible, les discordances résultant d'un défaut d'inhibition de schèmes inadaptés. Après une discussion des difficultés théoriques rencontrées par ces hypothèses alternatives, nous suggérons qu'une approche en termes de « niveaux de connaissance » permettrait leur articulation. Mots-clés : développement cognitif, compétence-performance, inhibition, niveaux de connaissance, quantification de l'inclusion., Perret Patrick. L'interprétation des discordances compétence-performance dans le développement cognitif. L'exemple de la quantification de l'inclusion. In: L'année psychologique. 2002 vol. 102, n°4. pp. 693-723.