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Narrative texts have been advocated as tools to tackle science learning challenges, and there is even the proposal of a “narrative effect” on learning. We believe it is necessary to examine previous evidence on this effect, as well as to characterize the process of learning through science narrative texts more broadly. In this article, we offer a theoretical review drawing on three frameworks, namely on pedagogical aspects of text learning, linguistic features of texts, and cognitive aspects of text comprehension. Based on that, we analyzed two complementary questions. First, we reviewed 36 studies to ask if science narrative texts can benefit learning and memory outcomes at different educational levels (i.e. the “If” question). We found encouraging evidence for the use of science narrative texts at various educational levels, especially in delayed assessments and longer-lasting interventions. Second, we gathered and linked ideas, hints, and evidence on how the process of learning with science narrative texts takes place, namely on conditions and underlying processes (i.e. the “How” question). There are many features from conditions (texts, learners, activities, wider context) and underlying processes (integration with prior knowledge, affective dispositions, and cognitive abilities) that can help to account for variability in outcomes; yet, ideas and evidence are not always tightly connected. We suggest that education and research should focus on specific narrative effects, that specify with what (texts), with whom (learners), when and where (activities and wider context) these effects occur, as well as “why” (underlying processes). We believe the proposed framing can help both make sense of previous evidence and inform future educational practices and research and provide some recommendations in this regard., info:eu-repo/semantics/published

Language and music are two human universals, but the precise nature of their cognitive relationships remains unanswered. We addressed this issue by examining the relationships between the deficits of these systems in children, namely between developmental dyslexia (DD, a specific disorder of reading acquisition) and congenital amusia (a lifelong disorder in music perception and production). Our double objective was (1) to estimate the extent of the comorbidity between DD and congenital amusia in children and (2) to examine, at a behavioral level, the factors that could explain their co-occurrence. To do so, we first measured the prevalence of congenital amusia in a relatively large sample of children with DD (Study 1). Then, in order to test the hypothesis of shared underlying impairments between DD and congenital amusia, we carried out a comparative behavioral examination of the phonological and pitch abilities of dyslexic children with and without congenital amusia for several cognitive functions, including auditory short-term memory, perceptual awareness, and attention (Study 2). As this does not allow to conclude whether the observed impairments merely coexist or are causally related, a second, longitudinal, approach, followed the evolution of the reading and musical skills of children at risk for DD in relation to their early abilities in these domains (Study 3). Overall, our data suggest that DD and congenital amusia coexist in a significant proportion of children (34%). This association likely results from the combined effects of a plurality of factors, among which a shared underlying impairment in auditory serial-order memory and an influence of early musical skills on later literacy acquisition via phonology. These results shed new light on the currently underexplored relationship between DD and congenital amusia, but also on understanding the broader issue of comorbidities between neurodevelopmental disorders. They are consistent with the idea that certain, Doctorat en Sciences psychologiques et de l'éducation, info:eu-repo/semantics/nonPublished

Le concept de signifiant est au cœur de la reprise lacanienne de la théorie freudienne. Il s'agit de l'observation clinique que les formes de mots (leur versant phonologique), indépendamment de leur signification sémantique, aient une effectivité mentale pour induire des émotions ou des symptômes. Nous proposons de tester un aspect de cette proposition, à savoir que le monde environnant nous arrive aussi par son versant phonologique et son influence peut dépendre de certains traits de la personnalité. Nous proposons deux études principales, l’une basée sur la tâche ‘Rébus’ et une sur la tâche appelé ‘Liste de Mots’. Pour la tâche Rébus, nous avons conçu un paradigme proposant des rébus français comme deux images côte à côte. Par exemple, l'image d'un pain /pɛ̃/ et d'un seau /so/ formant ensemble le rébus pinceau /pɛ̃so/ suivi d'un mot cible sémantiquement lié à la résolution du rébus (par exemple, toile /twal/). Nous montrons que les participants naïfs (ceux qui ne sont pas aperçus que les images formaient un rébus) ont produit - dans leurs associations écrites sur le mot cible - plus de résolutions de rébus (pinceau /pɛ̃so/) lorsque le mot cible était précédé par les images formant le rébus lié que lorsqu'il était précédé par des images formant un rébus non lié (par exemple l’image d’un paon et de la terre formant le rébus panthère). Ce résultat était indépendant de l'ordre des images, mais n'était pas présent lorsqu'une seule des deux images était montrée. En d'autres termes, les gens résolvent les rébus sans le savoir, à la fois à l’endroit et à l’envers. La deuxième méthode, ‘Liste de Mots’ prévoit un choix de similitude forcé entre deux cibles liées à l’amorce, soit phonologiquement, soit sémantiquement, soit qui ne sont pas liés. Ce que nous mesurons est la préférence pour les participants d’une cible par rapport à l’autre dans différentes conditions. Nous montrons que les participants qui choisissent plus de cibles sans lien de similarité quand ils doivent op, Doctorat en Sciences psychologiques et de l'éducation, info:eu-repo/semantics/nonPublished

Developmental dyslexia and congenital amusia have common characteristics. Yet, their possible association in some individuals has been addressed only scarcely. Recently, two converging studies reported a sizable comorbidity rate between these two neurodevelopmental disorders (Couvignou et al. Cognitive Neuropsychology 2019; Couvignou & Kolinsky, Neuropsychologia 2021). However, the reason for their association remains unclear. Here, we investigate the hypothesis of shared underlying impairments between dyslexia and amusia. Fifteen dyslexic children with amusia (DYS+A), 15 dyslexic children without amusia (DYS-A), and two groups of 25 typically developing children matched on either chronological age (CA) or reading level (RL) were assessed with a behavioral battery aiming to investigate phonological and pitch processing capacities at auditory memory, perceptual awareness, and attentional levels. Overall, our results suggest that poor auditory serial-order memory increases susceptibility to comorbidity between dyslexia and amusia and may play a role in the development of the comorbid phenotype. In contrast, the impairments observed in the DYS+A children for auditory item memory, perceptual awareness, and attention might be a consequence of their reduced reading experience combined with weaker musical skills. Comparing DYS+A and DYS-A children suggests that the latter are more resourceful and/or have more effective compensatory strategies, or that their phenotype results from a different developmental trajectory. We will discuss the relevance of these findings for delving into the etiology of these two developmental disorders and address their implications for future research and practice., info:eu-repo/semantics/published

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Dans cet article, nous aborderons la question des théories du complot et les facteurs menant certaines personnes à adhérer à ces récits. Nous examinerons d’abord les explications individuelles, en termes de déficit cognitif et/ou de psychopathologie. Celles-ci nous amèneront à interroger le lien entre niveau d’éducation et complotisme :le complotisme trouve-t-il sa source dans un déficit de pensée critique, que l’instruction scolaire pourrait combler ?Dans un troisième temps, nous soulignerons les limites d’une approche individuelle du complotisme en mettant en exergue le rôle de dynamiques collectives, qui ne sont pas réductibles à des déficits cognitifs et/ou à des troubles psychopathologiques., SCOPUS: ar.j, info:eu-repo/semantics/published

Trata-se de uma proposta concreta de aplicação do métodofónico para o ensino da leitura e da escrita em Português Europeu ajovens e adultos que não sabem ler e escrever ou cujas habilidadesde leitura e escrita são, por razões de ordem diversa, muitorudimentares. O curso AAA propõe metodologias e técnicas para oensino da leitura no Português europeu e sugere uma sequência paraa introdução das correspondências grafema-fonema para otimizaçãodo processo de ensino-aprendizagem. Detalha os aspetos do ensino,dos materiais e do desempenho dos alunos a que o professor deveestar particularmente atento.No curso AAA os objetivos de aprendizagem, etapa a etapa,são claramente explicados e a sequência de atividades, bem comoos materiais propostos, são todos cuidadosamente fundamentados.É, por esta razão, uma proposta que instiga o professor a analisarao detalhe como pode ensinar e a procurar fundamento em cadaopção tomada no dia a dia da sua prática pedagógica., info:eu-repo/semantics/published, 1

The aim of the present study was to examine the hypothesis that, compared to typicallyreading children matched on regular word reading, adults with basic literacy(either adult literacy students or adult basic education students) struggle on phonologicallydemanding tasks but are relatively performant on orthographic demandingtasks, and hence present a performance pattern similar to that of dyslexic children.Using various reading and phoneme awareness tests, we therefore compared theadults to both typically reading children from Grades 3 and 4 and dyslexic children,these two groups being matched to the adults on regular word reading. The dyslexicchildren were also compared to either chronological age- or reading level-matchedchildren. The hypothesis was only partly supported by the data, as results dependedon the subgroup of adults considered. While the literacy students presented poorerphoneme awareness and a somewhat stronger length effect in reading than the dyslexicchildren, the basic education students outperformed the latter on irregular wordreading. The adults, and in particular the literacy students, also relied frequently onorthography in a complex phoneme awareness task. Taken together, these resultssuggest that adults with basic literacy rely more on visual memory than both dyslexicand typically reading children. This opens the question of whether the peculiarprofile of these adults is intrinsic to adult literacy acquisition or is related to the waythey are taught and trained to read and write. The results also highlight the need forbetter characterization of subgroups of adults with basic literacy, info:eu-repo/semantics/published

This theoretical paper examines whether acquiring better literacy skills may help people to be less vulnerable to various types of information disorders such as fake news or conspiracy theories. We start this venture by looking, first, at the relationships between vulnerability to information disorders and literacy (or, more generally, formal education), and second, at the literacy-induced transfer effects on cognitive skills. Then we will comment on some interesting findings made within the framework of an experimental project in which we examined subliterate adults and adolescents. Grounded on these results, we conjecture on the relationships between literacy, logical reasoning, critical thinking and endorsement of conspiracy theories., info:eu-repo/semantics/published