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Collaboration at work is a key component for activities in complex socio-technical systems. Reviewing the scientific literature showed that collaborative work activity has been well characterized, showing that perspective-taking is a crucial feature, but no study quantifies what makes the performance of collaborative activity. Analyzing performance during work activity inevitably refers to Cognitive Task Analysis paradigm (CTA). Based on digital ethnography and Intersubjectivity Theory, the study was undertaken in a nuclear power plant where cooperative activities were analyzed using a CTA process tracing method: whilst performing their activity, workers wore a miniature camera at the eye-level to record their activity from the first-person perspective and were then involved in a reflexive analysis of the activity. Results led to introduce the concept of “coherent perspective-taking” and demonstrated that it was the main variable explaining collaborative performance for cooperative activities. The related theoretical process is discussed and organizational factors favoring coherent perspective-taking are identified.

Interactive virtual conferencing has become a necessity in adapting to travel reductions during the global pandemic. This paper reports experience with a recent 5-week VR conference with participants from academia and leading industry experts. Drawing on Activity Theory and Installation Theory, a structural grid for virtual conferencing activity analysis is described. We argue that for successful interactive virtual conferencing, the installation must facilitate both the development of knowledge and informal social interaction, the g€epistemic' and the g€relational'. We focus on three specific aspects of the conference activity - onboarding, networking, and intersession transitions - to highlight key issues and illustrate the process of design thinking based on distributed architecture. We discuss lessons learned to inform this fast-growing field: provisions for meaningful social interactions remain underdeveloped in current conferencing systems.

To examine whether four pre-selected front-of-pack nutrition labels improve food purchases in real-life grocery shopping settings, we put 1.9 million labels on 1,266 food products in four categories in 60 supermarkets and analyzed the nutritional quality of 1,668,301 purchases using the FSA nutrient profiling score. Effect sizes were 17 times smaller on average than those found in comparable laboratory studies. The most effective nutrition label, Nutri-Score, increased the purchases of foods in the top third of their category nutrition-wise by 14%, but had no impact on the purchases of foods with medium, low, or unlabeled nutrition quality. Therefore, Nutri-Score only improved the nutritional quality of the basket of labeled foods purchased by 2.5% (-0.142 FSA points). Nutri-Score’s performance improved with the variance (but not the mean) of the nutritional quality of the category. In-store surveys suggest that Nutri-Score’s ability to attract attention and help shoppers rank products by nutritional quality may explain its performance. Paper published in the Journal of the Academy of Marketing Science (2020) http://link.springer.com/article/10.1007%2Fs11747-020-00723-5

International audience; The objective of the present study was to confirm the link between spontaneous smiling and active sleep in newborns, and to identify the role of the cortex in the generation of spontaneous smiles. A total of 12 healthy newborns born at term and three infants with major congenital abnormalities (two with hydranencephaly and one with a left hemispherectomy) were evaluated by video and polysomnography during a 3-hr sleep period. Smiles were graded and their association with isolated rapid eye movements and grouped rapid eye movements was analysed. In all, 383 smiles were recorded of which 377 occurred during active sleep. Smiles were shown to be significantly associated with active sleep (p

BackgroundMany children consume too little water and too many sugar-sweetened beverages (SSBs), with potential negative consequences for health. Sustainably increasing water intake is therefore relevant, however challenging.ObjectiveExplore drivers of and barriers to water intake during a one-year field study aiming to increase plain water consumption using Installation Theory in Polish preschool children.MethodCaregivers of children (3–6 yrs) completed questionnaires on the child's preference for water and SSBs, water drinking habit strength (Self-Report Habit Index, range 1 (low)-5 (high habit)), and barriers to drinking water, at baseline and after one year. Children were first allocated to one of three interventions: CONTROL: no intervention; INFO: online coaching sessions on water health benefits (3 weeks); INFO + W: similar coaching sessions and home water delivery (3 weeks). After 3 months, half of INFO and INFO + W subjects were exposed to an online discussion forum (3 weeks) (+ SOCIAL); the other half received no further intervention (-SOCIAL).Results334 children (age: 4.4 ± 1.2 yrs; 50% female) completed the study. At baseline,72% attended kindergarten, among which 48% had access to water during the day. Drinking water during class was not allowed for 41%. The proportion of children who liked or loved water increased from 28% at baseline to 67% after one year. Conversely, that of children who liked or loved SSBs decreased from 58% at baseline to 45% after one year. The increase in preference for water was greater in groups who initially received INFO + W compared to CONTROL (p = 0.004). The mean drinking water habit score increased from 2.3 at baseline to 3.0 across all groups with a larger increase in INFO + W + SOCIAL (+ 28%) compared to CONTROL (+ 16%) (p = 0.001). At baseline, the strongest barriers to drinking water were (1) Drinking large amounts of other beverages (72%), (2) A preference for other beverages such as SSBs (71%), (3) Not being aware that they should drink more water (61%), and (4) Not being used to drinking water or water having no taste (both 55%).Most barriers strongly decreased over the course of the study with no specific effect of the interventions.ConclusionAn intervention aiming to increase water in pre-school children was able to modulate the preference for water, habit to drink water, and barriers to drinking water in preschool children with unhealthy drinking habits. Providing information and facilitating access to water were the most important contributors to improving healthy hydration habits.

Subjective Evidence-Based Ethnography (SEBE) is a family of methods developed for investigation in social science based on subjective audio-video recordings with a miniature video-camera usually worn at eye-level (eye-tracking techniques are included). Facing a lack of tools for SEBE risk assessment when applied to high risk professional environments (e.g. anesthetists, aircraft pilots, nuclear reactor pilots), a protocol (version 1.1) was successfully developed and tested in nuclear industry with N1=59 participants and presented in a previous article. However, further cases were needed to demonstrate the robustness of the risk assessment protocol in other contexts. Further applications were thus undertaken with N2=75 participants from Air Force army, Police, Medicine and Nuclear industry during work activities lasting from 10 minutes to several hours. SEBE equipment was worn and the original risk assessment protocol was applied and/or discussed between participants and researchers for improvement. The protocol was enriched (version 2.3): 37% items were added. This illustrated the context sensitiveness of this sort of risk assessment. Limits of this new series of tests are discussed.

Objective We investigated the effect of three interventions to increase the plain water consumption of children with unhealthy drinking habits, with an innovative approach combining the three layers of Installation Theory: embodied competences, affordances and social regulation. Methods 334 preschool children and their carers were allocated to three interventions: Control ( control ): no intervention, Information ( info ): online coaching sessions on water health benefits aiming at modifying embodied competences (knowledge), Information + Water Affordance ( info + w ): the same plus home delivery of small bottles of water. After three months, half of the info and info + w subjects were allocated to Social Regulation (+ social ) (on-line discussion forum) or no further intervention (- social ). Intake of plain water and all other fluid types of the children were recorded by the carers 6 times over a year using an online 7-day fluid-specific dietary record. Results Over 1 year, all groups significantly increased daily water consumption by 3.0–7.8 times (+118 to +222 mL). Info + w + social and Info - social generated the highest increase in plain water intake after one year compared to baseline, by 7.8 times (+216 mL) and 6.7 times (+222 mL) respectively; both significantly exceeded the control (3.0 times, +118 mL), whilst the effect of info + w - social (5.0 times, +158 mL) and info + social (5.3 times, +198 mL) did not differ from that of control. All groups saw a decrease of sweetened beverages intake, again with info + w + social generating the largest decrease (−27%; −172 mL). No changes in other fluids or total fluid intake were observed. Conclusions Sustainable increased water consumption can be achieved in children with unhealthy drinking habits by influencing representations, changing material affordances, and providing social regulation. Combining the three provided the strongest effect as predicted by Installation Theory.

The SPEAC protocol using first-person perspective ethnography and subsequent replay interviews was applied to analyze work activities at a French nuclear power plant during real operating situations of Operations shift teams (15 situations and 30 participants, about 1950 min. video recordings and 2400 min. audio recordings). Results were compared with those obtained with the standard method applied in the French nuclear fleet (Systemic Approach to Training: SAT). Both SPEAC and SAT methods provided knowledge and know-how necessary to perform work activities. Following each analysis, participants were presented with a questionnaire for assessment of the method. Items addressed efficiency, constraints, extended application to colleagues or other activities. SPEAC method showed a significantly higher level of identification of knowledge and know-how per activity (from 1.9 to 9 times more) than SAT and at a lower cost. The SPEAC method evaluation by participants was positive, with a good consistency of answers. Trainees considered that i) analyzing the subjective film was perceived as a real added value compared to a classic method (without subjective film, ii) the new method induced faster progress iii) the overall perception was positive) iv) the method was worth being deployed to other activities. Bias, limits and perspectives are discussed.

Behavioral change interventions based on social norms have proven to be a popular and cost-effective way in which both researchers and practitioners attempt to transform behavior in order to increase environmental and social sustainability in real-world contexts. In this paper, we present a systematic review of over 90 empirical studies that have applied behavioral change interventions based on social norms in field settings. Building on previous research about the sources of information that people use to understand social norms and other local determinants of behavior, we propose a framework organized along two axes that describe intervention context (situated interventions applied in the same context where the target behavior happens versus remote interventions that are applied away from that context) and type of normative information leveraged (interventions that provide summary information about a group versus interventions that expose participants to the opinions and behaviors of others). We also illustrate successful applications for each dimension, as well as the social, psychological and physical determinants of behavior that were leveraged to support change. Finally, based on our results, we discuss some of the elements and practical mechanisms that can be used by both researchers and practitioners to design more integral, effective and sustainable social norm intervention in the real world., This research project is possible thanks to the generous support of the International Labour Organization (Geneva Headquarters) as part of the “Practical Methods to Change Social Norms in Domestic Work” report by Paulius Yamin and Claire Hobden.

During childhood, the amount of food consumed, associated with adiposity and overweight risk, depends mainly on the amount of food that is served, especially by parents. This study focuses on the food amount served by parents (“Portion”), with two objectives: 1/to confirm (or not) its link with the food amount eaten (“Intake”) by their child; 2/to identify some of its correlates, i.e., maternal education, and child's appetite arousal. Five hundred and three French children aged between 8 and 11 years and one of their parents completed different self-administrated questionnaires online. Results indicated that Portion and Intake were highly correlated, and that mothers with lower levels of education gave larger portions to their child, especially if he/she had a high appetite arousal. Moreover, these mothers, compared to others, were more concerned by taste preferences and less by health with regard to their child's diet. Such differences in taste and health considerations may contribute to underlie the educational inequality in food portion size.

The aim was to test a method developed in nuclear industry applied to a simple activity, the radial artery puncture, and to assess its capacity to improve performance. The method involved digital ethnography based on the Square of PErceived ACtion model applied in real operating situation and first-person perspective video for post-analysis of the activity in order to improve training design. Two types of training sessions were compared in terms of trainees’ performance, one of them taking benefits of the digital ethnography analysis (restructured session) and the other without (classic session): medical students trained in the anesthesiology department of the university (N=24) were summoned for training in the framework of their university curriculum. Data obtained were used to restructure the training session and to elaborate an evaluation grid to assess performance in both sessions. Trainees’ motivation was assessed through the Motivated Strategies for Learning Questionnaire. The restructured session showed significantly higher overall performance (increased by 13%), improvement of every criterion assessed and no alteration of motivation. The improvement obtained for radial puncture matches this observed in nuclear industry. The improvement is two folds: at the level of the training efficiency and at the level of trainees’ performance.

A perspectiva evolucionista das Representacoes Sociais considera o papel da psicologia na construcao dos objetos sociais e a transmissao das representacoes pela cultura. Nesse contexto, a evolucao das representacoes e objetos se da por meio de um mecanismo de dupla selecao, na perpetuacao dos mais adaptados a realidade social. Apresentamos a Teoria da Instalacao, um modelo para pesquisa e intervencao, que considera o mundo como uma instalacao, um espaco deliberadamente construido para a reproducao e padronizacao de comportamentos. A instalacao esta distribuida em tres dimensoes: fisica, psicologica e institucional, sendo necessario intervir simultaneamente nas tres para modificar os comportamentos de forma eficaz. Palavras-chave: teoria da instalacao. Psicologia social. Representacoes sociais. Objetos. Abstract The evolutionist perspective on Social Representations considers the role of psychology on the construction of social objects and its transmission through culture. In this context, the evolution of social representations and objects happens through a double selection mechanism, perpetuating the ones most adapted to social reality. We present the Installation Theory, a framework for research and intervention, which considers the world as an installation, a space constructed for the reproduction and standardization of behavior. Installations are comprised of three dimensions: physical, psychological and institutional, and it’s necessary to intervene simultaneously on those three dimensions, in order to modify behavior effectively. Keywords: installation theory. Social psychology. Social representations. Objects.

In this chapter we discuss theoretical and practical considerations when using visual methods for research. We outline the nature and origin of visuals, describe the research process around visuals, and the purpose and possible output formats of visual methods. Visuals can be produced for a research project, or a project can be built around existing visuals. The visual itself can be the data of interest, or it can be used to elicit verbal or other responses in study participants. With ever more powerful technology it is important to consider the ethical aspects in using visuals for research: during planning of the study, during its conduct, and dissemination. Considerations need to include the context in which the visual was produced and in which it is shown, as framing of the visual can substantially change its meaning.

Subjective Evidence Based Ethnography (SEBE) is a method designed to access subjective experience. It uses First Person Perspective (FPP) digital recordings as a basis for analytic Replay Interviews (RIW) with the participants. This triggers their memory and enables a detailed step by step understanding of activity: goals, subgoals, determinants of actions, decision-making processes, etc. This paper describes the technique and two applications. First, the analysis of professional practices for know-how transferring purposes in industry is illustrated with the analysis of nuclear power-plant operators’ gestures. This shows how SEBE enables modelling activity, describing good and bad practices, risky situations, and expert tacit knowledge. Second, the analysis of full days lived by Polish mothers taking care of their children is described, with a specific focus on how they manage their eating and drinking. This research has been done on a sub-sample of a large scale intervention designed to increase plain water drinking vs sweet beverages. It illustrates the interest of SEBE as an exploratory technique in complement to other more classic approaches such as questionnaires and behavioural diaries. It provides the detailed “how” of the effects that are measured at aggregate level by other techniques.

On average, children and adults in developed countries consume too little water, which can lead to negative health consequences. In a one-year longitudinal field experiment in Poland, we compared the impact of three home-based interventions on helping children and their parents/caregivers to develop sustainable increased plain water consumption habits. Fluid consumption of 334 children and their caregivers were recorded over one year using an online specific fluid dietary record. They were initially randomly allocated to one of the three following conditions: Control, Information (child and carer received information on the health benefits of water), or Placement (in addition to information, free small bottles of still water for a limited time period were delivered at home). After three months, half of the non-controls were randomly assigned to Community (child and caregiver engaged in an online community forum providing support on water consumption). All conditions significantly increased the water consumption of children (by 21.9-56.7%) and of adults (by 22-89%). Placement + Community generated the largest effects. Community enhanced the impact of Placement for children and parents, as well as the impact of Information for parents but not children. The results suggest that the family setting offers considerable scope for successful installation of interventions encouraging children and caregivers to develop healthier consumption habits, in mutually reinforcing ways. Combining information, affordances, and social influence gives the best, and most sustainable, results.