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BACKGROUND: The occurrence of congestive heart failure (CHF) hospitalization among patients with atrial fibrillation (AF) is a poor prognostic marker. OBJECTIVE: The purpose of this study was to assess whether insulin-like growth factor-binding protein 7 (IGFBP-7), a marker of myocardial damage, identifies AF patients at high risk for this complication. METHODS: We analyzed 2 prospective multicenter observational cohort studies that included 3691 AF patients. Levels of IGFBP-7 and N-terminal pro-brain natriuretic peptide (NT-proBNP) were measured from frozen plasma samples at baseline. The primary endpoint was hospitalization for CHF. Multivariable adjusted Cox regression analyses were constructed. RESULTS: Mean patient age was 69 ± 12 years, 1028 (28%) were female, and 879 (24%) had a history of CHF. The incidence per 1000 patient-years across increasing IGFBP-7 quartiles was 7, 10, 32, and 85. The corresponding multivariable adjusted hazard ratios (aHRs) (95% confidence interval [CI]) were 1.0, 1.05 (0.63-1.77), 2.38 (1.50-3.79), and 4.37 (2.72-7.04) (P for trend

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.

BACKGROUND Patients with atrial fibrillation (AF) have an increased risk of cognitive decline, potentially resulting from clinically unrecognized vascular brain lesions. OBJECTIVES This study sought to assess the relationships between cognitive function and vascular brain lesions in patients with AF. METHODS Patients with known AF were enrolled in a multicenter study in Switzerland. Brain magnetic resonance imaging (MRI) and cognitive testing using the Montreal Cognitive Assessment (MoCA) were performed in all participants. Large noncortical or cortical infarcts (LNCCIs), small noncortical infarcts (SNCIs), microbleeds, and white matter lesions were quantified by a central core laboratory. Clinically silent infarcts were defined as infarcts on brain MRI in patients without a clinical history of stroke or transient ischemic attack. RESULTS The study included 1,737 patients with a mean age of 73 ± 8 years (28% women, 90% taking oral anticoagulant agents). On MRI, LNCCIs were found in 387 patients (22%), SNCIs in 368 (21%), microbleeds in 372 (22%), and white matter lesions in 1715 (99%). Clinically silent infarcts among the 1,390 patients without a history of stroke or transient ischemic attack were found in 201 patients with LNCCIs (15%) and 245 patients with SNCIs (18%). The MoCA score was 24.7 ± 3.3 in patients with and 25.8 ± 2.9 in those without LNCCIs on brain MRI (p < 0.001). The difference in MoCA score remained similar when only clinically silent LNCCIs were considered (24.9 ± 3.1 vs. 25.8 ± 2.9; p < 0.001). In a multivariable regression model including all vascular brain lesion parameters, LNCCI volume was the strongest predictor of a reduced MoCA (β = -0.26; 95% confidence interval: -0.40 to -0.13; p < 0.001). CONCLUSIONS Patients with AF have a high burden of LNCCIs and other brain lesions on systematic brain MRI screening, and most of these lesions are clinically silent. LNCCIs were associated with worse cognitive function, even among patients with clinically silent infarcts. Our findings raise the question of MRI screening in patients with AF.

Omnipresent in human thought, inductive reasoning consists in (a) detecting regularities, (b) abstracting relations, and (c) deriving general rules. In the first part of this article, I attempt to identify the basic mechanisms underpinning inductive reasoning and the reasons why it is so central to the workings of intelligence. I then go on to describe several factors that researchers in developmental psychology believe may contribute to the development of inductive reasoning. Each factor’s influence is illustrated by its potential contribution to the resolution of Raven’s Progressives Matrices. In the third and final part, I examine the issue from an educational perspective, showing how developmental hypotheses can inform different types of interventions designed to foster inductive reasoning in children.

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

Ramella, L. & P. Perret (ed.) (2013). Notulae ad Floram paraquaiensem, 116–117. Candollea 68: 73–85. In Spanish, French and English abstracts. Thirty-nineth installment of a series dedicated to the presentation of taxonomic, nomenclatural or floristic novelties in relation with the project “Flora del Paraguay” as well as complements to already published treatments. Organizational information and accounts on the advancement of the Flora are sometimes added by the editors. — Notula 116. Typifications and synonymy in the genus Crumenaria Mart. (Rhamnaceae) of the Flora of Paraguay, by Roberto D. Tortosa, Lorenzo Ramella & Patrick Perret. The authors present the typification of six names in the genus Crumenaria Mart. based on types collected in Paraguay; they lectotypify Crumenaria polygaloides subsp. paraguariensis Hassl. and Crumenaria polygaloides f. glabrata Chodat. They present the synonymy of Crumenaria lilloi Suess. including Crumenaria polygaloides subsp. paraguariensis Hassl. as a new synony...

En psychologie developpementale comme en psychologie cognitive adulte, des liens etroits sont envisages entre le fonctionnement de la memoire de travail et celui de l'intelligence fluide. Cependant, peu d'auteurs integrent ces donnees dans un modele theorique du developpement de l'intelligence chez l'enfant. La Theorie de la Complexite Relationnelle fournit un cadre theorique pour comprendre comment la capacite en memoire de travail influence l'induction de relations, qui constitue elle-meme un mecanisme central de l'intelligence. Elle fournit egalement un canevas pour la conception d'epreuves d'evaluation de la capacite d'integration relationnelle. Dans la presente etude, des enfants de 9 a 12 ans ont ete confrontes a trois epreuves : une epreuve d'intelligence fluide, une epreuve de memoire de travail classique et une nouvelle epreuve concue pour evaluer specifiquement la capacite d'integration relationnelle. Les resultats montrent que l'evolution avec l'âge de l'intelligence fluide est mediatisee par les progres de la capacite d'integration relationnelle, au-dela de la capacite de stockage et traitement. La discussion reexamine les contributions possibles des differentes fonctions de la memoire de travail dans le raisonnement et les pistes methodologiques permettant de les etudier. Relational integration in working memory and children's fluid intelligence ABSTRACT Both cognitive and developmental literatures report strong relationships between working memory and fluid intelligence. However, few authors integrate these data in a theoretical model of intelligence development in children. The Relational Complexity Theory provides a theoretical framework: (a) to understand how the working memory capacity could influence relational induction, which in turn constitutes a central mechanism of

L’amnesie infantile designe l’absence ou la pauvrete chez l’adulte des souvenirs relatifs aux premieres annees de la vie. Les recherches menees en psychologie developpementale du bebe et du jeune enfant ont permis d’avancer quatre registres d’hypotheses pour rendre compte de ce phenomene. Elles concernent le developpement des capacites mnesiques du jeune enfant, l’elaboration d’un sens de soi cognitif, le developpement de la conscience autonoetique et les progres dans la production de recits structures. L’article recense les arguments theoriques et empiriques apportes a l’appui de chacune de ces hypotheses et envisage, a la suite de Nelson et Fivush (2004), l’interet de leur coordination au sein d’une conception integrative de l’emergence de la memoire autobiographique.

Les theories implicites de l’intelligence designent les croyances formees par les enfants concernant la modifiabilite relative de leur intelligence (theorie statique ou theorie dynamique). L’article recense les travaux conduits sur la nature, l’origine et les effets de ces systemes de croyance sur le developpement. Il rapporte ensuite les donnees d’une etude montrant que chez des enfants d’âge scolaire presentant un trouble de l’apprentissage (de type dyslexique), la conviction que l’intelligence peut etre modifiee par l’effort et l’apprentissage est moins pregnante que chez des enfants tout-venant de meme âge chronologique. Une reflexion est engagee sur les causes possibles de ce phenomene ainsi que sur ses implications.

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.

Durante la preparación del fascículo Gramineae VI de la Flora del Paraguay, hemos encontrado la necesidad de corregir y precisar la tipificación de varios nombres. Los principales problemas encontrados fueron para las lectotipifiaciones, la publicación efectiva y la designación del lectótipo y para la determinación del material original, el conocimiento de la manera de trabajar de los autores y la historia de las colecciones. Fil: Ramella, Lorenzo. Conservatoire et Jardin botaniques de la Ville de Genève; Suiza Fil: Perret, Patrick. Conservatoire et Jardin botaniques de la Ville de Genève; Suiza Fil: Zuloaga, Fernando Omar. Consejo Nacional de Investigaciones Científicas y Técnicas. Instituto de Botánica Darwinion. Academia Nacional de Ciencias Exactas, Físicas y Naturales. Instituto de Botánica Darwinion; Argentina Fil: Morrone, Osvaldo. Consejo Nacional de Investigaciones Científicas y Técnicas. Instituto de Botánica Darwinion. Academia Nacional de Ciencias Exactas, Físicas y Naturales. Instituto de Botánica Darwinion; Argentina Fil: Pensiero, Jose Francisco. Universidad Nacional del Litoral. Facultad de Ciencias Agrarias; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Santa Fe; Argentina

RAMELLA, L. & P. PERRET (ed.) (2010). Notula ad Floram paraquaiensem, 106. Candollea 65: 393–402. In Spanish, French and English abstracts. Thirty-fifth installment of a series dedicated to the presentation of taxonomic, nomenclatural or floristic novelties in relation with the project “Flora del Paraguay” as well as complements to already published treatments. Organizational information and accounts on the advancement of the project are sometimes added by the editors. — Notula 106. Synopsis and typifications of the species of the genus Oxypetalum R. Br. (Asclepiadaceae) in Paraguay, by Jorge Fontella Pereira, Sergio A. Caceres Moral & Monique Britto de Goes. The authors present a key and a synopsis of the 31 species and 3 infraspecific taxa of the genus Oxypetalum R. Br. in Paraguay. They validate the new combination Oxypetalum martii var. nanum (Malme) Fontella & S. A. Caceres and publish a new synonym. The authors lectotypify: Oxypetalum acerosum Malme, Oxypetalum clavatum Malme, Oxypetalum ce...

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.

La remediation cognitive est une forme de prise en charge psychologique accompagnant la construction de l’intelligence et de ses determinants affectifs et motivationnels chez l’enfant. La premiere partie de l’article rappelle l’ancrage de cette pratique clinique dans l’histoire de la psychologie du developpement et en specifie les principaux fondements theoriques. La seconde partie presente les lignes organisatrices d’une approche constructiviste dans la conception et la mise en œuvre des pratiques de remediation. Dans cette perspective, l’accent est porte sur le processus de conceptualisation, concu comme l’un des principaux moteurs du developpement de la pensee et de l’autoregulation des conduites. Une reflexion est alors engagee sur les mecanismes et les conditions qui favorisent son emergence chez l’enfant dans les dispositifs de remediation cognitive.

La premiere partie de cet article est dediee a la presentation generale d’une des theories du raisonnement humain aujourd’hui les plus influentes : la Theorie des Modeles Mentaux (Johnson-Laird, 1983). Le champ couvert par cette theorie a ete etendu a de nombreux domaines comme la comprehension de textes ou la prise de decision et, plus recemment, a la resolution de problemes arithmetiques verbaux. Dans la seconde partie de l’article, nous recensons les elements de preuve empirique apportes a l’hypothese que les adultes comme les enfants construisent des modeles mentaux lorsqu’ils sont engages dans ce type d’activite. La theorie des modeles mentaux pourrait ainsi nous permettre de mieux comprendre les difficultes rencontrees par certains enfants dans la resolution de problemes arithmetiques. Dans la derniere partie de l’article, ces implications plus cliniques sont envisagees.

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; Relational integration refers to the process whereby several variables are integrated within a single cognitive representation. In cognitive and developmental science, it is regarded as a central function of working memory that may contribute to the development of higher order processes, such as reasoning and fluid intelligence. In the present experiment, we administered the Relational Integration Level Assessment Task (RILAT), a novel experimental task designed to assess children's level of relational integration , to participants aged 5–12 years, along with a measure of fluid intelligence. Results yielded age norms for the development of successive levels of relational complexity and indicated a smooth progression rather than abrupt, stage-like transitions. Relational integration was found to be closely associated with fluid intelligence, as measured by Raven's Progressive Matrices. Analyses of age-related changes in this association revealed that the relationship was strongest during the stabilization periods for each level of relational complexity.

Durante de la revisión del género Crumenaria Mart. (ToRToSA & al., en preparación) en América del Sur y la redacción de la familia Rhamnaceae para la Flora del Paraguay, hemos encontrado la necesidad de tipificar seis nombres descritos a partir de especímenes colectados en Paraguay así como actualizar la sinonimia. Publicamos aquí dos lectotipificaciones y la sinonimia completa del género en Paraguay que incluye un sinónimo nuevo. Fil: Tortosa, Roberto Daniel. Universidad de Buenos Aires. Facultad de Agronomía; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina Fil: Ramella, Lorenzo. Conservatoire et Jardin botaniques de la Ville de Genève; Suiza Fil: Perret, Patrick. Conservatoire et Jardin botaniques de la Ville de Genève; Suiza

International audience; En psychologie développementale comme en psychologie cognitive adulte, des liens étroits sont envisagés entre le fonctionnement de la mémoire de travail et celui de l'intelligence fluide. Cependant, peu d'auteurs intègrent ces données dans un modèle théorique du développement de l'intelligence chez l'enfant. La Théorie de la Complexité Relationnelle fournit un cadre théorique pour comprendre comment la capacité en mémoire de travail influence l'induction de relations, qui constitue elle-même un mécanisme central de l'intelligence. Elle fournit également un canevas pour la conception d'épreuves d'évaluation de la capacité d'intégration relationnelle. Dans la présente étude, des enfants de 9 à 12 ans ont été confrontés à trois épreuves : une épreuve d'intelligence fluide, une épreuve de mémoire de travail classique et une nouvelle épreuve conçue pour évaluer spécifiquement la capacité d'intégration relationnelle. Les résultats montrent que l'évolution avec l'âge de l'intelligence fluide est médiatisée par les progrès de la capacité d'intégration relationnelle, au-delà de la capacité de stockage et traitement. La discussion réexamine les contributions possibles des différentes fonctions de la mémoire de travail dans le raisonnement et les pistes méthodologiques permettant de les étudier. Relational integration in working memory and children's fluid intelligence ABSTRACT Both cognitive and developmental literatures report strong relationships between working memory and fluid intelligence. However, few authors integrate these data in a theoretical model of intelligence development in children. The Relational Complexity Theory provides a theoretical framework: (a) to understand how the working memory capacity could influence relational induction, which in turn constitutes a central mechanism of

Ramella, L. & P. Perret (ed.) (2012). Notulae ad Floram paraquaiensem, 113–115. Candollea 67: 347–368. In Spanish, French and English abstracts. Thirty-eighth installment of a series dedicated to the presentation of taxonomic, nomenclatural or floristic novelties in relation with the project “Flora del Paraguay” as well as complements to already published treatments. Organizational information and accounts on the advancement of the Flora are sometimes added by the editors. — Notula 113. The collections of Johann Rudolph Rengger (1795–1832) in Argentina, Brazil and Paraguay. III. Typification of the names based on the Renggers' herbaria, by Lorenzo Ramella & Patrick Perret. The authors present the typification of 22 names whose type material was collected by J. R. Rengger and other collectors. To do this, they present an analysis of the geographical origin of the Renggers' collections and conclude that the majority of these were collected in Bahia (Brazil) and not Paraguay. For each name, the auth...

Ramella, Lorenzo, Perret, Patrick (2012): Las colecciones de Johann Rudolph Rengger (1795-1832) en Argentina, Brasil y Paraguay. III. Tipificación de los nombres descritos a partir de los herbarios Rengger. Candollea 67 (2): 349-363, DOI: 10.15553/c2012v672a14

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.

Ramella, L., M. Soloaga & P. Perret (2014). Typifications of names published by E. Hassler and R. Chodat in the genus Dorstenia L. (Moraceae) of the flora of Paraguay. Candollea 69: 207–210. In Spanish, English and Spanish abstracts. The authors typify 7 names in the genus Dorstenia L. published by Emil Hassler and Robert Chodat based on specimens collected in Paraguay. For each name, the typical material in accordance to the original descriptions and used by these authors is identified. A typographical error in the designation of the holotype of Dorstenia cayapia subf. lobata Hassl. is corrected. The prior lectotypification of Dorstenia cayapia f. paraguariensis Hassl. is narrowed down to a single specimen. Dorstenia brasiliensis var. guaranitica Chodat is a superfluous illegitimate name.

Ramella, L. & P. Perret (ed.) (2012). Notulae ad Floram paraquaiensem, 112. Candollea 67: 187–189. In Spanish, French and English abstracts. Thirty-seventh installment of a series dedicated to the presentation of taxonomic, nomenclatural or floristic novelties in relation with the project “Flora del Paraguay” as well as complements to already published treatments. Organizational information and accounts on the advancement of the Flora are sometimes added by the editors. — Notula 112. Matelea balansae Morillo & Fontella (Asclepiadaceae), a new species for the flora of Paraguay, by Gilberto Morillo & Jorge Fontella Pereira.

Ramella, L. & P. Perret (ed.) (2011). Notulae ad Floram paraquaiensem, 110–111. Candollea 66: 425–434. In Spanish, French and English abstracts. Thirty-seventh installment of a series dedicated to the presentation of taxonomic, nomenclatural or floristic novelties in relation with the project “Flora del Paraguay” as well as complements to already published treatments. Organizational information and accounts on the advancement of the Flora are sometimes added by the editors. — Notula 110. The collections of Johann Rudolph Rengger (1795–1832) in Argentina, Brazil and Paraguay. II. Biographical elements and bibliography, by Lorenzo Ramella & Patrick Perret. The authors present documented biographical elements including a detailed chronology of the trip to Paraguay as well as a commented bibliography of J. R. Rengger. These elements correct and supplement often erroneous or incomplete biographies and bibliographies. The historical circonstances in which the botanical collections were carried out are ...

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