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Analysis of driver behavior has been the purpose of many studies for several years. A new aspect is the introduction of electric vehicles on the car market and the fact drivers are more concerned with their consumptions in EV (Electric Vehicle) due to the lack of the appropriate infrastructures. However, only a few studies focusing on ecological behavior and consumption have been carried out. The primary goal of the present study was to assess empirically the impact of feedback on EV driving behavior involving autonomy management performance. We hypothesized that we could help the driver to manage his autonomy more efficiently if we’d give him feedback on his driving behavior and battery consumption. Our second hypothesis is that participants would allocate more attention on feedback information when they reach a critical battery autonomy situation, so the subjects had to drive a course with 100% and 15% autonomy left. Preliminary results indicate better driver performances and enhanced safety with econometer gauge feedback, probably due to the increased driver control and better applied driver attention.; International audience; Analysis of driver behavior has been the purpose of many studies for several years. A new aspect is the introduction of electric vehicles on the car market and the fact drivers are more concerned with their consumptions in EV (Electric Vehicle) due to the lack of the appropriate infrastructures. However, only a few studies focusing on ecological behavior and consumption have been carried out. The primary goal of the present study was to assess empirically the impact of feedback on EV driving behavior involving autonomy management performance. We hypothesized that we could help the driver to manage his autonomy more efficiently if we’d give him feedback on his driving behavior and battery consumption. Our second hypothesis is that participants would allocate more attention on feedback information when they reach a critical battery autonomy situation, so the subjects had to drive a course with 100% and 15% autonomy left. Preliminary results indicate better driver performances and enhanced safety with econometer gauge feedback, probably due to the increased driver control and better applied driver attention.

International audience; The adaptive view of human memory (Nairne, 2010) assumes that animates (e.g., rabbit) are remembered better than inanimates (e.g., glass) because animates are ultimately more important for fitness than inanimates. Previous studies provided evidence for this view by showing that animates were recalled or recognized better than inanimates (e.g., Nairne, VanArsdall, Pandeirada, Cogdill, & LeBreton, 2013), but they did not assess memory for contextual details (e.g., where animates vs. inanimates occurred). In this study, we tested recollection of spatial information (Study 1) and temporal information (Study 2) associated with animate versus inanimate words. The findings showed that the two types of contextual information were remembered better when they were related to animates than to inanimates. These findings provide further evidence for an ultimate explanation of animacy effects.

International audience; The author examines the methodological contributions of the ten unique reviews developed in this special issue on the methodologies for studying visual expertise. Opportunities, research results and lessons, offered by each methodology are analyzed according to four dimensions criteria: (i) The different levels of visual and cognitive processes targeted in the different methods; (ii) The effect of the task gaols and task design on the outcomes; (iii) The potential effect of the format (dynamic versus static) of the visual material and the interactive features provided in previous studies (iv) The potential modulating effect of learners individual differences. Concluding comments are developed about the limitations of each method but also about the challenge and promises of designing and using combined and synchronized methods.

International audience; The present paper deals with how to design and test an eco-driving training tool in the form of a digital educational game, including a specific guidance system interface to teach eco-driving rules. We tested whether learners could reproduce the eco-driving behaviour and implement the rules once they were autonomous. We also aimed to validate the method as a relevant eco-driving teaching tool that does not distract drivers or affect safety behaviour. We examined the contribution of the guidance system to teach procedural skills compared with traditional teaching methods such as video instruction. Results reveal that both methods lead to reduced CO2 emissions, but that the reduction is greater with the interactive guidance system. Further analysis and an eye-movement study revealed no increase in driving time or effect on safety.

International audience; Research Findings: In 2 experiments, we tested whether children generalize psychological and biological properties to novel foods. We used an induction task in which a property (either biological or psychological) was associated with a target food. Children were then asked whether a taxonomically related and a script-related food would also have the property. In a yes/no task (Experiment 1) 9-year-olds preferentially generalized the property to taxonomically related foods, but 4- and 6-year-olds did not. In a forced-choice task (Experiment 2; 4- to 6-year-olds), children preferred the taxonomic choice over the script choice. This preference was weak at age 4 but established by age 5. In both experiments, and all age groups, biological properties, and psychological properties were treated similarly. It is argued that the children do not distinguish biological and psychological properties of food most likely because they believe that psychological properties are caused by biological dispositions. Practice or Policy: We argue that nutrition education should take advantage of children’s existing knowledge of food categories and how children generalize knowledge from 1 food to another. In particular, children have good knowledge of taxonomic categories and can best access that knowledge when they are required to compare different foods.

International audience; Using the megastudy approach, we report a new database (MEGALEX) of visual and auditory lexical decision times and accuracy rates for tens of thousands of words. We collected visual lexical decision data for 28,466 French words and the same number of pseudowords, and auditory lexical decision data for 17,876 French words and the same number of pseudowords (synthesized tokens were used for the auditory modality). This constitutes the first large-scale database for auditory lexical decision, and the first database to enable a direct comparison of word recognition in different modalities. Different regression analyses were conducted to illustrate potential ways to exploit this megastudy database. First, we compared the proportions of variance accounted for by five word frequency measures. Second, we conducted item-level regression analyses to examine the relative importance of the lexical variables influencing performance in the different modalities (visual and auditory). Finally, we compared the similarities and differences between the two modalities. All data are freely available on our website ( https://sedufau.shinyapps.io/megalex/ ) and are searchable at www.lexique.org , inside the Open Lexique search engine.

International audience; We provide psycholinguistic norms for a new set of 160 French idiomatic expressions and 160 proverbs: knowledge, predictability, literality, compositionality, subjective and objective frequency, familiarity, age of acquisition (AoA), and length. Different analyses (reliability, descriptive statistics, correlations) performed on the norms are reported and discussed. The norms can be downloaded as supplemental material.

Chapitre 5 du livre; National audience

Traditionally, anger has been considered to have a detrimental effect on driving. However, recent studies suggest that this statement should be qualified, especially where vulnerable road user detection is concerned. One primary factor which may determine anger’s effect on a driver’s attention is its intensity. In the present study, different intensities of anger were elicited via film clips, then performances in vulnerable road user detection (i.e., of cyclists) were assessed while participants drove a car in a simulated environment. Cardiac and ocular measurements and self-reported data were used in order to accurately assess emotional state and attention management throughout the experiment. Results suggested that participants resorted to reappraisal strategies when they were exposed to the emotional film clips. This phenomenon did not directly affect cyclist detection performances, but evidence of different visual scanning strategies between groups emerged. The contribution of cardiac and ocular measurements to emotional assessment and the advantages of appraisal approaches of emotion were also discussed.

International audience; Words that correspond to a potential sensory experience—concrete words—have long been found to possess a processing advantage over abstract words in various lexical tasks. We collected norms of concreteness for a set of 1,659 French words, together with other psycholinguistic norms that were not available for these words—context availability, emotional valence, and arousal—but which are important if we are to achieve a better understanding of the meaning of concreteness effects. We then investigated the relationships of concreteness with these newly collected variables, together with other psycholinguistic variables that were already available for this set of words (e.g., imageability, age of acquisition, and sensory experience ratings). Finally, thanks to the variety of psychological norms available for this set of words, we decided to test further the embodied account of concreteness effects in visual-word recognition, championed by Kousta, Vigliocco, Vinson, Andrews, and Del Campo (Journal of Experimental Psychology: General, 140, 14–34, 2011). Similarly, we investigated the influences of concreteness in three word recognition tasks—lexical decision, progressive demasking, and word naming—using a multiple regression approach, based on the reaction times available in Chronolex (Ferrand, Brysbaert, Keuleers, New, Bonin, Méot, Pallier, Frontiers in Psychology, 2; 306, 2011). The norms can be downloaded as supplementary material provided with this article.

International audience

International audience; Categorization research has demonstrated the use of both rules and remembered exemplars in classification, although there is disagreement over whether learners shift from one to the other or use both strategies simultaneously. Theoretical arguments can motivate predictions for both rule use and exemplar use increasing with more practice. We describe a single large experiment (n = 190) that manipulated the number of training items (category size), the number of presentations of each training item, and the similarity between the training and the transfer stimuli in order to discover when rules and exemplars are most likely to be used. Results showed that rules and exemplars both influenced classification and that exemplars were used more often with smaller categories, with more training on items, and when test items were similar to training items. There was no consistent evidence of a shift from rule-based to exemplar-based categorization with more learning. Importantly, we found a number of conditions in which rules and exemplars were both used, even within individual participants. We discuss our results in terms of hybrid models of classification.

Consacré à la nouvelle question d’agrégation 2018 « Les temps de la musique », ce numéro illustre la diversité des problématiques auxquelles seront confrontés les candidats au concours. Il aborde à la fois le temps de la création et celui de l’interprétation, les temporalités des musiques « savantes » et celles des musiques « populaires », réunissant des textes synthétiques et des analyses d’oeuvres, des approches historiques, ethnomusicologiques et esthétiques. ISBN 9782368570432; National audience

International audience; Objective: 22q11.2 deletion syndrome, also known as velo-cardio-facial syndrome (VCFS) is a genetic disorder caused by a microdeletion on chromosome 22q11.2 and characterized by marked impairment in visual attention and executive function. The present study examined if this cognitive deficit extends to prospective memory (the type of memory involved in remembering to perform actions in the future). Method: 20 participants with 22q11.2DS aged between 6 and 14 were included in the study as well as 22 typically developing individuals (TDC) aged 6–12. To measure prospective memory, participants were asked to play a driving game (the Dresden Cruiser). This time-based prospective memory task required children to remember to refuel their car when the fuel level was low by pressing a refuel button while driving. Results and discussion: Participants with 22q11.2DS remembered less often to refuel the car. Furthermore, participants with 22q11.2DS checked the fuel gage significantly less often than the controls. Conclusions: Participants with 22q11.2DS therefore demonstrate difficulties completing a time-based prospective memory task. This can be explained by a generally less frequent time checking behavior in comparison to TDC.

International audience

According to the adaptive memory view, human memory was shaped in the distant past to remember fitness relevant information (e.g., finding food, protecting ourselves from predators). An increasing number of studies favor this view, by showing that information related to to survival is memorized better than information not related to survival (Nairne, Thompson, & Pandeirada, 2007). Recently, a new type of findings further supports this functional approach of memory: animacy effects, that is to say the observation that animates (living things able of independent movements; e.g., baby, grasshopper) are remembered better than inanimates (non-living things e.g., teakettle, rope). One account of this memory effect has been that animates are of greater importance for survival and/or reproduction. In effect, knowing how to interact with animates was crucial for the survival of our ancestors, and thus, for the evolution of our species. In this work, our main purposes were to identify some proximate mechanisms underpinning animacy effects in episodic memory as well as the contexts in which these effects are observed. Taken overall, our findings accord with the claim that animacy effects in memory are: (1) linked to recollection (conscious recall of contextual details); (2) independent of cognitive resources; (3) partially underpinned by mental imagery and (4) to some extent modulated by encoding context., La conception de la mémoire adaptative défend l’idée selon laquelle la mémoire humaine a évolué, pendant toute l’histoire de l’Homme, de sorte à résoudre des problèmes adaptatifs spécifiques (e.g., trouver de la nourriture, se protéger des prédateurs). De nombreuses recherches soutiennent cette conception en montrant, par exemple, que nous mémorisons mieux les informations quand nous les traitons relativement à notre propre survie (Nairne, Thompson, & Pandeirada, 2007). Récemment, un nouvel effet mnésique est venu renforcer cette approche fonctionnelle de la mémoire : l’effet animé. Il correspond à une meilleure mémorisation des entités animées (entités vivantes, capables de se déplacer de façon autonome, e.g., bébé, sauterelle) comparativement aux entités inanimées (entités non vivantes, e.g., bouilloire, corde). Cet effet serait dû à la plus grande importance des entités animées que de celle inanimées pour la survie et/ou la reproduction. Traiter ces entités de façon privilégiée a été primordiale pour la survie de nos ancêtres, et en conséquence, pour l’évolution de l’espèce humaine. Dans ce travail de thèse, nous nous sommes focalisés sur l'effet animé en mémoire épisodique afin de mieux comprendre les mécanismes proximaux qui le sous-tendent et ses conditions d’apparition. Ainsi nos principaux résultats ont-ils permis d’établir que l’effet animé en mémoire est : (1) lié au processus de remémoration (rappel conscient de détails contextuels) ; (2) indépendant des ressources cognitives disponibles ; (3) en partie sous tendu par de l’imagerie mentale et (4) modérément modulé par le contexte d’encodage.

National audience

Entretiens Jacques Cartier, QUEBEC, CANADA, 16-/10/2017 - 18/10/2017; ACOSUR : Accès au Code de la route et SURdité. Contexte : La réussite à l'examen du code de la route est un facteur facilitant l'insertion sociale et professionnelle. Avec un taux de réussite largement inférieur aux candidats entendants, les individus sourds éprouvent de nombreuses difficultés. Le matériel actuel composé d'images statiques ne serait pas compatible avec des habiletés temporelles dégradées dues à l'absence d'audition. Objectif : La présente étude s'intéresse au bénéfice d'un matériel dynamique basé sur des animations 3D par rapport à un matériel statique dans une tâche de prise de décision. Méthode : 21 candidats sourds et 24 candidats entendants, tous en apprentissage du code de la route, ont participé à l'expérience dans laquelle ils devaient prendre une décision du type « j'y vais, je n'y vais pas » à partir de différentes situations routières. Ces dernières étaient soit dynamiques soit statiques et soient complexes soit simples. Résultats : Les résultats mettent en évidence de meilleures prises de décision avec le matériel animé par rapport au matériel statique, notamment chez les candidats sourds. De plus, l'apport de l'animation s'est révélé d'autant plus efficace que la situation présentée était complexe. Conclusion : Cette étude est la première à mettre en évidence un bénéfice des outils d'apprentissage animés auprès de candidats en difficulté tant au plan linguistique qu'au plan de certaines composantes temporelles. Il est donc primordial de continuer à considérer ces outils comme une solution pertinente à de meilleures conditions d'apprentissage.

National audience; Sequenza III (1965-1966) for Female Voice by Luciano Berio is one of the leading works in the solo vocal repertoire after 1945. The work is the culmination of a fruitful on-going collaboration with Cathy Berberian, interrupted by the singer’s death in 1983. Perfectly knowing the singer’s vocal possibilities, Sequenza III was “not only written for Cathy, but about Cathy” as the composer asserts. It is then legitimate to ask the question of the fate of the work, since Sequenza III was by no means reserved, in Berio’s mind, to a dedicated performer. In order to answer this question, this article analyzes five recorded performances (Berberian, 1967 and 1970; Castellani, 1998, Ganz, 2006: Arnold, 2006). An analysis of recordings duration and of silence and breathing length was carried out. The score of the Sequenza III written in proportional notation being divided into 10-second segments, we were able to establish the temporal profiles of each performance. An audio features analysis with another segmentation based on musical phrases served as data for a discriminate factorial analysis that highlighted the overall similarities and divergences between performances. Temporal and sound data analysis with audio features made it possible to shed light on the evolution of the work through its recorded occurrences, the temporal directionality inferred by this or that performance, the creativity of the performers and the possible influence of Berberian’s two historical recordings. Thus, we found that the duration of Berberian’s first recording (1967) and that of Ganz’s are those that are closest to the duration suggested by Berio, while Berberian’s second recording (1969) is the fastest. We also found that in their own temporality, performers gave preference to indications of expression (and to a lesser extent text) over vocal gestures. Even if it is clear that all the performers have tried to respect the composer's intention and score notation, we have noticed notable differences between the five recordings and more particularly between the three made in the studio under the supervision of Berio (Berberian 1967 and 1969, Castellani) and the two other.

Failure to recall an item from memory can be accompanied by the subjective experience that the item is known but currently unavailable for report. The feeling of knowing (FOK) task allows measurement of the predictive accuracy of this reflective judgement. Young and older adults were asked to provide answers to general knowledge questions both prior to and after learning, thus measuring both semantic and episodic memory for the items. FOK judgements were made at each stage for all unrecalled responses, providing a measure of predictive accuracy for semantic and episodic knowledge. Results demonstrated a selective effect of age on episodic FOK resolution, with older adults found to have impaired episodic FOK accuracy while semantic FOK accuracy remained intact. Although recall and recognition measures of episodic memory are equivalent between the two age groups, older adults may have been unable to access contextual details on which to base their FOK judgements. The results suggest that older adults are not able to accurately predict future recognition of unrecalled episodic information, and consequently may have difficulties in monitoring recently encoded memories.

Recent studies have suggested that long-term retention of items studied in a working memory span task depends on the refreshing of memory items—more specifically, on the number of refreshing opportunities. However, it was previously shown that refreshing depends on the cognitive load of the concurrent task introduced in the working memory span task. Thus, cognitive load should determine the long-term retention of items assessed in a delayed-recall test if such retention relies on refreshing. In two experiments, while the amount of refreshing opportunities remained constant, we varied the cognitive load of the concurrent task by either introducing tasks differing in their attentional demands or varying the pace of the concurrent task. To verify that this effect was related to refreshing and not to any maintenance mechanism, we also manipulated the availability of subvocal rehearsal. Replicating previous results, increasing cognitive load reduced immediate recall. This increase also had a detrimental effect on delayed recall. Conversely, the addition of concurrent articulation reduced immediate but not delayed recall. This study shows that both working and episodic memory traces depend on the cognitive load of the concurrent task, whereas the use of rehearsal affects only working memory performance. These findings add further evidence of the dissociation between subvocal rehearsal and attentional refreshing.

Letter to the editor; International audience

International audience

Communication donnée le 1er septembre 2017 lors du symposium : Eye tracking as a method in learning and testing with different representations(session L 8); International audience; Learners have difficulty in decomposing conventionally designed animations to obtain raw material suitable for building high quality mental models. A composition approach to designing animations based on the Animation Processing Model was developed as a principled alternative to prevailing approaches. It provides learners with pre-decomposed material that is structured and sequenced to facilitate the relation building required for effective mental model construction. Study of a compositional animation that presented material in a contiguous fashion resulted in higher quality mental models of a pianomechanism than non-contiguous or control (conventional) versions. Relation building required to link pre-decomposed material was investigated with eye movements data analysis: a relational index measure was devised and used to asses mental model construction. This relational index showed that the compositional animation led to superior mental models because it particularly fostered relational processing.

International audience; Multisensory integration of musical information is an important process in music reading. Integrate many sensory inputs (visual, auditory, motor) into a coherent pathway emerges during development of musical skill. We hypothesize that more skilled musicians can retrieve information across auditory and visual modalities, activating harmony rules as retrieval cues. The aim of the present research is to investigate this issue using the eye-tracking technique. Musicians (experts and non-experts) were asked to detect as fast as possible a modified note between listening and reading phases. Randomized fragments of classical music were sequentially versus simultaneously displayed in cross-modal presentation on a computer. The note was modified in the same tone mode or in a violation tone mode. Results from ocular measures and modified note detection accuracy validated the hypothesis of expert memory using harmony rules as retrieval cues. However, sequential presentation was more difficult than simultaneous one: number of fixations and gaze duration were shorter when fragments were displayed simultaneously compared to sequentially. Experts made significantly less fixations than Non-Experts when they listened and read the fragments simultaneously but this difference between expert and non-experts was no longer significant when it came sequentially. Results are discussed in terms of amodal processing in expert memory (Ericsson & Kintsch, 1995; Drai-Zerbib & Baccino, 2014).

This paper introduces a novel and extremely simple—and therefore, easily implemented in a field-programmable gate array—method of neutron/gamma pulse discrimination called the histogram-difference method (HDM). Crucially, this method relies on the use of a “reference set” of $\gamma $ -only pulses from 22Na, 137Cs, and 60Co sources and on features extracted from the pulses. The pulses from this reference set are compared to a set of an identical number of $n+\gamma $ pulses from a 252Cf source. Not only can HDM determine the presence of neutrons in the 252Cf source, but it can also estimate the approximate percentage of neutron pulses from that source. The results reported in this paper are based on data from different radioactive sources and a standard scintillator for this type of research, namely, BC-501A. These results were confirmed using three other scintillators, one made in-house and two others that are commercially available, EJ-299–33 and EJ-200. Pulses were encoded using $Q$ values, which are features extracted from the pulses, that is, ( $Q_{\mathrm{ total}}$ , $Q_{\mathrm{ tail}}$ ) pairs in $\text{S}\mathbb {R}^{2}$ . As control, we also encoded pulses as the root-mean-square (RMS) distances from the average pulse of all known $\gamma $ -only pulses and ran HDM using these pulse representations. The results are very similar to those obtained using a $Q$ -value encoding of the pulses.

International audience

DOI: 10.13140/RG.2.2.35896.65284, document consultable : https://www.researchgate.net/publication/318672689; International audience; Arithmetic word problems of analogous objective mathematical structure can lead to dramatically different success rates depending on their wording (Hudson, 1983), and transfer between problems can be significantly favored or hindered by the cover stories used (Bassok, Wu & Olseth, 1995). But what promotes the perception of the analogy between different wordings of a same problem? Previous works have hinted at the existence of abstract semantic dimensions stemming from the solvers’ knowledge about the world and influencing the encoding and solving of problem statements (Bassok, Chase & Martin, 1998; Gamo, Sander & Richard, 2010; Gros, Sander & Thibaut, 2016). In order to assess the role of such world semantics on the solvers’ ability to perceive an analogy between problem statements, we created isomorphic problems that were implemented with different quantities. Half of these quantities were ontologically cardinal in that they described unordered elements that are usually grouped together (problems featuring, for example, turtles and iguanas being kept in a vivarium, or red and blue marbles being stored in a bag), and the other half were ontologically ordinal in that they featured values that are usually ordered along axes (problems involving piano lessons occurring over time, for example, or people using an elevator to go from one floor to another). Because solvers have experience with these quantities, we made the hypothesis that they would encode the problems according to their world semantics, abstracting a cardinal representation when cardinal quantities are used and an ordinal representation when ordinal quantities are used. The problems could all be solved using two distinct algorithms. Because they stress the grouping of unordered elements into parts and wholes, the cardinal representations naturally evoke a 3-step complementation algorithm consisting in calculating the values of each part so as to determine the values of the wholes. On the other hand, ordinal representations foster direct comparison of the wholes’ values without needing to calculate every part, promoting the use of a 1-step matching algorithm. Thus, the encoding of the problems into one of the two representations should result in the preferential activation of one of these two strategies. We tested this hypothesis by investigating solvers’ ability to perceive the structural analogy between the problems. We asked 191 participants (116 women, M=27.3 years, SD=11.3) to decide, among a list of 6 problems (3 ordinal problems and 3 cardinal problems) which ones could be solved similarly to a given source problem that was either ordinal or cardinal. Each participant was sequentially presented with 2 source problems (one ordinal and one cardinal) and 2 times 6 target problems. We predicted that the perception of analogy rate would be higher between two semantically congruent problems, that is two problems using cardinal quantities or two problems using ordinal quantities, rather than one of each. As hypothesized, analogy perception rate was higher between semantically congruent problems (83.8%) than between semantically incongruent ones (61.8%), F(1,187)=69.61, p

International audience; Analogical reasoning, the mapping of structured relations across conceptual domains, is commonly recognized as essential to human cognition, but young children often perform poorly in the classical A:B::C:? analogical reasoning task. Particularly, young children have trouble when the objects in the task are not strongly associated with each other, and/or when there are strong associative lures among the potential answers. Here, we examine whether successive trials that repeat the same relation needed to solve the analogy can help overcome some of the challenges with weakly associated items. In the first of two experiments, our results were mixed. In the second, we simplified the design, and were able to more clearly show a benefit of repeating relations across consecutively solved problems.

International audience; Even newborn infants are able to extract structure from a stream of sensory inputs and yet, how this is achieved remains largely a mystery. We present a connectionist autoencoder model, TRACX2, that learns to extract sequence structure by gradually constructing chunks, storing these chunks in a distributed manner across its synaptic weights, and recognizing these chunks when they re-occur in the input stream. Chunks are graded rather than all-or-none in nature and during learning their component parts become ever more tightly bound together. TRACX2 successfully models data from four experiments from the infant visual statistical-learning literature, including tasks involving low-salience embedded chunk items, part-sequences, and illusory items. The model captures performance differences across ages by tuning a single learning rate parameter. These results suggest that infant statistical learning is underpinned by the same domain general learning mechanism that operates in auditory statistical learning and, potentially, in adult artificial grammar learning.

International audience; When solving arithmetic problems, semantic factors influence the representations built (Gamo, Sander & Richard, 2010). In order to specify such interpretative processes, we created structurally isomorphic word problems that could be solved with two distinct algorithms. We tested whether a distinction between cardinal and ordinal quantities would lead solvers, due to their daily-life knowledge, to build different representations, influencing their strategies as well as the nature of their drawings. We compared 5th grade children and adults in order to assess the validity of this hypothesis with participants of varying arithmetic proficiency. The results confirmed that the distinction between cardinal and ordinal situations led to different solving strategies and to different drawings among both age groups. This study supports the ontological distinction of cardinal versus ordinal quantities and calls for the consideration of the role of daily-life semantics when accounting for arithmetic problem solving processes.

Thème du colloque : «Sport Science in a Metropolitan Area»; International audience

Disponible sur : http://euromac2017.unistra.fr/wp-content/uploads/2017/05/Ext.-Lalitte-Philippe.pdf. Intervention donnée en Session 13C : Analyser la performance aujourd'hui : enjeux et perspectives; International audience; L’analyse de la performance de musiques savantes écrites des XXe–XXIe siècles pose des problèmes méthodologiques spécifiques à ce répertoire (Lalitte, 2015). Plus que dans un autre répertoire, l’interprète a un rôle particulièrement important pour transmettre à l’auditeur une image auditive (McAdams, 1984) la plus cohérente possible d’œuvres fréquemment qualifiées de perceptivement complexes. Cette constatation est particulièrement cruciale dans la musique polyphonique où le ou les interprète(s) doivent clarifier le plus possible certains éléments de structure à un niveau temporel local ou plus global. De son côté, le musicologue qui analyse la performance musicale (dans ses aspects d’exécution et d’interprétation) peut contribuer à une meilleure compréhension des enjeux perceptifs de l’œuvre et de leurs implications dans le rendu de la performance.L’une des possibilités pourrait consister à reprendre certains principes développés par l’Analyse de Scène Auditive (Bregman, 1990, 1994; McAdams & Bregman, 1979) afin de les appliquer à l’analyse de la performance.Si l’ASA adonné lieu à une exploitation dans le domaine de l’analyse d’œuvres ou de styles d’écriture (Douglas et al., 2016; Huron, 1989; Lalitte, 2009, 2011, 2013; McAdams, 2015; Moutain, 2009; Pressnitzer, 2001), elle n’a pas encore été mise à profit pour l’analyse de la performance. Cette communication se donne pour objectif d’examiner en quoi et dans quelle mesure les concepts de l’ASA peuvent être transférés à l’analyse de la performance d’œuvres du répertoire précité.

Thème de la conférence : New Circuits and Systems; International audience

International audience; Children's improved performance with age in analogy tasks has been explained by an increase in semantic knowledge of the items and the relations between them or by the development of an increased ability to inhibit irrelevant information. We tested the so-called "unbalanced attentional focus hypothesis" that claims that a failure to choose the "analogical" match can be the result of a difficulty to focus on all the relevant information available. Previous eye-tracking research has suggested, in analogies of the A:B::C:D format, that 5-6 year-olds organize their search around the C item. They focused significantly less than adults on the A:B pair, thereby hindering their discovering the relation(s) between A and B. We hypothesized that inducing them to focus their attention on the A:B pair at the beginning of the trial would affect their performance. In Experiment 1, increasing children's focus on the A:B pair did, indeed, lead to better performance. In contrast, in Experiment 2, focusing their attention on the A:B pair impaired performance when the most salient relation holding between A and B was, in fact, irrelevant for the analogy. By contrast, the obvious-but-irrelevant relation in the A:B pair had no negative effect on performance when no explicit A:B focusing was induced. These results are discussed in terms of the temporal organization of the task and availability of information, and of children's difficulties to disengage from the main goal of the task, when necessary.

International audience

When large amounts of information are presented in long-section animations, or videos, depicting hand procedures, a transient information effect has often been shown to potentially weaken the superiority of dynamic visualizations over static graphics and to increase cognitive load. In the present paper, 103 ten-year-old children learnt to tie complex nautical knots from either a video of hand movements or from a static graphics presentation. Experiment 1 extended previous studies in the field using a conventional sequential presentation of the knots, under four conditions (long-section animation, short-section animation, long-section static graphics and short-section static graphics), but in a more ecological learning task than the majority of previous studies, involving a combination of observation and practice. In Experiment 2, with the same task and the same conditions, transience was reduced using animated simultaneous presentations. Results showed that long-section animation did not always lose its superiority over static graphics in this type of learning task. In addition to the transient information effect of the cognitive load theory, complementary explanations in terms of inhibition processes, attentional continuity and task affordance are suggested. Animation superior to static graphics in learning by observation and practice.Learning times shorter in short section than in long section presentations.Long section animation did not lose superiority over long section static graphics.Simultaneous animations impair learning of procedure with temporal order.Explanations in terms of inhibition processes and task affordance are suggested.

International audience

DDI 2017 - 5th International Conference on Driver Distraction and Inattention, PARIS, FRANCE, 20-/03/2017 - 22/03/2017; In 2014, slightly over 3380 deaths occurred on metropolitan French roads (Observatoire National Interministériel de Sécurité Routière [ONISR], 2015). For pedestrians and cyclists the percentage of fatal accidents increased by around 4, and 7% respectively since 2010. In addition, accidents involving pedestrians and cyclists are mostly caused by other road users as motorists, truck or bus drivers making pedestrians and cyclists vulnerable road users [VRU]. Previous investigations showed that VRU visibility for road users (drivers) was a crucial main issue. To address this issue, first of all, attention management to VRU while driving must be investigated. For example, Hole, Tyrrell, and Langham (1996) show that expectations and knowledge about a stimulus would modulate attention to it. However, recent research in the field indicated that driving is also influenced by emotion. Several studies highlighted a specific harmful impact of negative emotions on several processes involved during driving activity (Ellis, and Moore, 1999; Lemercier, and Cellier, 2008), especially for anger (Stephens, and Groeger, 2009; Stephens, Trawley, Madigan and Groeger, 2013) Further, Rogé, El Zufari, Vienne, and Ndiaye (2015) found that a short film which delivered information to car divers about pedestrian, cyclist and motorcyclist vulnerability modified the intensity of negative emotions felt by motorists. In addition, among all emotions experienced during the film viewing, only anger intensity was positively correlated with a change in the visibility distance of VRU (i.e., road distance between a car driver and a VRU when the motorist claimed he has seen him). The greater is the distance, the more visible the VRU is for the driver (Rogé, Douissembekov, and Vienne, 2012). Therefore, in our study, we only wanted to test the role of different anger intensities on VRU detection abilities. For this reason, we chose to set up a VRU detection task on a car driving simulator (in order to avoid real-life risky situations). Anger-elicitation was carried out using short film clips (see Schaefer, Nils, Sanchez, and Philippot, 2010). These films made no reference on driving or road safety and elicited different anger intensities. Film clips were watched by participants before we asked them to complete driving sessions in which they had to detect pedestrians and cyclists. Furthermore, anger can also be characterized by specific physiological patterns that could be recorded (Kreibig, 2010). For these reasons, particular emphasis was placed in our study on emotional assessment in order to get as much feedbacks as possible on individual emotional state during and after driving. Thus, cardiac and ocular measures were recorded during the driving sessions while emotional self-assessments were carried out after each session to know in what extent all measures matched. By this way we were able to explore the relation between experienced emotional intensity and VRU detection abilities. It was also expected to highlight physiological and behavioural patterns linked with different anger intensities attempting at the same time to provide some answers about an optimum anger intensity likely to be beneficial for driving.

International audience; Visuo-auditory sensory substitution devices transform a video stream into an audio stream to help visually impaired people in situations where spatial information is required, such as avoiding moving obstacles. In these particular situations, the latency between an event in the real world and its auditory transduction is of paramount importance. In this article, we describe an optimized software architecture for low-latency video-to-audio transduction using current mobile hardware. We explain step-by-step the required computations and we report the corresponding measured latencies. The whole latency is approximately 65 ms with a capture resolution of 160 × 120 at 30 frames-per-second and 1000 sonified pixels per frame.

National audience

Even newborn infants are able to extract structure from a stream of sensory inputs; yet how this is achieved remains largely a mystery. We present a connectionist autoencoder model, TRACX2, that learns to extract sequence structure by gradually constructing chunks, storing these chunks in a distributed manner across its synaptic weights and recognizing these chunks when they re-occur in the input stream. Chunks are graded rather than all-or-nothing in nature. As chunks are learnt their component parts become more and more tightly bound together. TRACX2 successfully models the data from five experiments from the infant visual statistical learning literature, including tasks involving forward and backward transitional probabilities, low-salience embedded chunk items, part-sequences and illusory items. The model also captures performance differences across ages through the tuning of a single-learning rate parameter. These results suggest that infant statistical learning is underpinned by the same domain-general learning mechanism that operates in auditory statistical learning and, potentially, in adult artificial grammar learning. This article is part of the themed issue ‘New frontiers for statistical learning in the cognitive sciences’.

Procédé, mis en œuvre par un processeur, de codage d'un signal réel, par exemple un signal image, en un signal quantifié, ledit procédé comprenant les étapes suivantes appliquées à chaque échantillon réel dudit signal réel : • Convertir (101) l'échantillon réel dans une représentation numérique, • Sélectionner (102), dans la partie fractionnaire du nombre, un nombre N prédéterminé de bits non nuls les plus significatifs, • pour chaque bit i significatif non nul sélectionné, i variant de 1 à N, déterminer (103) sa distance P, par rapport au bit significatif non nul sélectionné voisin de rang supérieur ou, pour le premier bit significatif non nul sélectionné, par rapport à la virgule, • retrancher (104) de ladite distance P, la valeur minimale de distance entre deux bits non nuls, • coder (106) la distance modifiée P, sur un nombre M, de bits prédéterminé.

National audience

International audience; Non–luminance-mediated changes in pupil diameter have been used since the first studies by Darwin in 1872 as indicators of clinical, cognitive, and arousal states. However, the relation between processes involved in motor control and changes in pupil diameter remains largely unknown. Twenty participants attempted to compensate random walks of a cursor with a computer mouse to restrain its trajectory within a target circle while the authors recorded their pupil diameters. Two conditions allowed the authors to experimentally manipulate the motor and cognitive components of the task. First, the step size of the cursor's random walk was either large or small leading to 2 task difficulties (difficult or easy). Second, they instructed participants to imagine controlling the cursor by moving the mouse, but without actually moving it (task modality: imagined movement or real movement condition). Task difficulty and modality allowed the authors to show that pupil diameters reflect processes involved in motor control and in the processing of feedback, respectively. Furthermore, the authors also demonstrate that motor learning can be quantified by pupil size. This noninvasive approach provides a promising method for investigating not only motor control, but also motor imagery, a research field of growing importance in sports and rehabilitation.

Communication donnée le 1er septembre 2017 lors du symposium : Learning with dynamic media in formal and informal contexts (session K 26); International audience; The effectiveness of requiring learners to generate operational demonstrations while viewing an animation of a working mechanism was explored as a means of improving their animation processing. We assumed that the demonstration requirement would enhance learner extraction of key dynamic information needed for building a high quality mental model. It is expected that compared with note-taking controls, those in the demonstration group will give more attention to the spatiotemporal relationships amongst the mechanism’s components. This would result in these participants exhibitingsuperior scores on a test of mental model quality were attributed to the effect on their animation processing of having to ‘act-out’ of the mechanism’s dynamics.

International audience; We do not dispute the possibility of the existence in the brain of “grandmother cells”, which are very finely tuned neurons that fire only in the presence of specific objects or categories. However, we question the causal efficacy of such neurons at the functional or behaviour level. We claim that, even though very familiar items, such as “my grandmother”, may well have associated grandmother neurons, these neurons have very little, or no impact on the actual recognition of my grandmother. A study by Thomas, Van Hulle, and Vogels [(2002). Encoding of categories by noncategory-specific neurons in the inferior temporal cortex. Journal of Cognitive Neuroscience, 13, 190–200. doi:10.1162/089892901564252] found finely tuned, category-specific neurons in the inferior temporal cortex of monkeys, but also found that when these neurons were removed from their analysis, this had no effect on categorisation performance. Further, we have found no reported cases of the loss of recognition of single, highly familiar objects, which also argues for a lack of causal efficacy of grandmother-cell neurons.

International audience

International audience; There is growing evidence that, faced with a complex environment, participants subdivide the incoming information into small perceptual units, called chunks. Although statistical properties have been identified as playing a key role in chunking, we wanted to determine whether perceptual (repetitions) and positional (initial units) features might provide immediate guidance for the parsing of information into chunks. Children aged 5 and 8 years were exposed to sequences of 3, 4, or 5 colours. Sequence learning was assessed either through an explicit generation test (Experiment 1) or through a recognition test (Experiment 2). Experiment 1 showed that perceptual and positional saliencies benefited learning and that sensitivity to repetitions was age dependent and permitted the formation of longer chunks (trigrams) in the oldest children. Experiment 2 suggested that children became sensitive to perceptual and positional saliencies regardless of age and that the both types of saliencies supported the formation of longer chunks in the oldest children. The discussion focuses on the multiple factors intervening in sequence learning and their differential effects as a function of the instructions used at test to assess sequence learning.

Communication donnée le 31 Août 2017 lors de la session J 10 : Instructional Design, Learning and Instructional TechnologyComprehension of Text and Graphics - C; International audience; Few previous research showed that camera viewpoints differences played a role in learning hand procedures from videos. However, learning videos on hand procedures showing only single viewpoints have been investigated, for example face to face vs. over the shoulder views. Further, the effect of seeing the human model's face and the effect of showing hand actions have also been studied. The results of these research are not always consistent. The goal of the present research was to investigate the effect of mixed camera viewpoints on learning a medical hand procedure from a video. Within a pretest-posttest paradigm, 43 students from a French institute of nursing education had to learn a complex hand procedure from a video showing an expert nursing teacher who installed an indwelling catheter in a closed system. Three videos conditions were compared showing the hand procedure respectively from (i) a face to face view (FtF), an over-the shoulder view (OtS) and (iii) an alternation of face to face and over the shoulder views (MixW). The students were randomly assigned (N =10-11) to one of four groups: the three experimental viewing conditions (FtF, OsS, MixW) and a control condition, without video. Pre and post-test consisted in the demonstration of the hand procedure in a full scale simulation room fully equipped. Results showed that learners in the mixed viewpoint (MixW) group performed better than the other groups (FtF, OsS, MixW and control condition). Learners in the FtF and OsS groups had betters scores than learners in the control group.