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Peer Reviewed
See detailPerson familiarity and name-retrieval failures: How they are related ?
Brédart, Serge ULg

in Current Psychology of Cognition [=CPC] = Cahiers de Psychologie Cognitive [=CPC] (1996), 15(1), 113-119

Detailed reference viewed: 22 (3 ULg)
Peer Reviewed
See detailPerson recognition: Effects of face and voice learning on access to semantic information from names.
Barsics, Catherine ULg; Marloye, Zoé

Conference (2010, May 28)

Several studies showed that it is more difficult to retrieve semantic information from recognized voices than from recognized faces. However, earlier studies that investigated the recall of biographical ... [more ▼]

Several studies showed that it is more difficult to retrieve semantic information from recognized voices than from recognized faces. However, earlier studies that investigated the recall of biographical information following person recognition used stimuli that were pre-experimentally familiar to the participants, such as famous people’s voices and faces. The present study was designed in order to allow a stricter control of frequency exposure with both types of stimuli (voices and faces). In the present study, subjects had to associate lexical (i.e., name) and semantic information (i.e., occupation) with faces or voices. When asked later to recall semantic information being cued by the person’s names, participants provided significantly more occupations for the targets that had been previously associated with faces than with voices. These results and their implications for current Interactive Activation and Competition person recognition models are discussed. Finally, the potential role of the relative distinctiveness of voices and faces is also considered. [less ▲]

Detailed reference viewed: 48 (10 ULg)
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See detailPerson und Gemeinschaft im Mittelalter. Mélanges Karl Schmid
George, Philippe ULg

in Mediävistik (1990)

Detailed reference viewed: 6 (0 ULg)
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See detailPersonal Learning Environment on a Procrustean Bed – Using PLEM in a Secondary-School Lesson
Verpoorten, Dominique ULg; Chatti, M; Westera, W et al

in Shoniregun, C; Akmayeva, G (Eds.) Proceedings of the London International Conference on Education (LICE-2010) (2010, September 06)

This paper reports on the use of a Web 2.0 artifact by nine 14/15 year-old pupils in a formal learning context. The gathered data provides a first appreciation of how the participants saw the action of ... [more ▼]

This paper reports on the use of a Web 2.0 artifact by nine 14/15 year-old pupils in a formal learning context. The gathered data provides a first appreciation of how the participants saw the action of tagging resources as affecting four dimensions of their learning experience: satisfaction, feeling of learning, effects on memorization and understanding and personalization of the learning sequence. Based on these self-reported judgments, a discussion is opened on the mere decision to divert highly complex Web 2.0 tools into "ordinary" learning Tools. [less ▲]

Detailed reference viewed: 107 (0 ULg)
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See detailPersonal name anomia: A single case study
Fery, P.; Vincent, Eric ULg; Brédart, Serge ULg

in Cortex (1995), 31

Detailed reference viewed: 36 (6 ULg)
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See detailPersonalisation of learning in virtual learning environments
Verpoorten, Dominique ULg; Glahn, C.; Kravcik, M. et al

in Lecture Notes in Computer Science (2009), 5794

Personalization of learning has become a prominent issue in the educational field, at various levels. This article elaborates a different view on personalisation than what usually occurs in this area. Its ... [more ▼]

Personalization of learning has become a prominent issue in the educational field, at various levels. This article elaborates a different view on personalisation than what usually occurs in this area. Its baseline is that personalisation occurs when learning turns out to become personal in the learner's mind. Through a literature survey, we analyze constitutive dimensions of this inner sense of personalisation. Here, we devote special attention to confronting learners with tracked information. Making their personal interaction footprints visible contrasts with the back-office usage of this data by researchers, instructors or adaptive systems. We contribute a prototype designed for the Moodle platform according to the conceptual approach presented here. [less ▲]

Detailed reference viewed: 16 (1 ULg)
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See detailPersonalised learning: a familiar concept to secondary teachers? And which teachers?
Verpoorten, Dominique ULg; Renson, Jean-Marie ULg; Westera, W et al

in Walker, S; Ryan, M; Teed, R (Eds.) Proceedings of the e-learning @ Greenwich Conference (Making it personal!) (2010, September 10)

This paper presents the main results of a questionnaire survey that sought to evaluate secondary school teachers’ familiarity with the notion of personalised learning and to relate it to personal ... [more ▼]

This paper presents the main results of a questionnaire survey that sought to evaluate secondary school teachers’ familiarity with the notion of personalised learning and to relate it to personal, sociological and professional characteristics. The outcomes of this work are both an exploratory study aimed at defining more focused questions about the theme of personalisation, and the first tryout of the questionnaire designed to gather data. Although this was thus a preliminary study which did not lay claim to any more general scope, it still enables some hypotheses to be framed and examined in the light of the answers of 43 practitioners. The appendix provides the full questionnaire on personalisation, as distributed to participants. [less ▲]

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See detailPersonalising metformin therapy: a clinician's perspective
SCHEEN, André ULg

in Lancet Diabetes & Endocrinology (2014)

If lifestyle changes are not effective for maintaining glycaemic control, metformin is recommended as the first glucose-lowering drug to use in a patient with type 2 diabetes, if the patient has no ... [more ▼]

If lifestyle changes are not effective for maintaining glycaemic control, metformin is recommended as the first glucose-lowering drug to use in a patient with type 2 diabetes, if the patient has no contraindications—eg, renal impairment or hypoxic disorders.1 However, the glucose-lowering response to metformin can vary greatly between patients, with some people responding poorly to this biguanide. Because of the well known therapeutic inertia with respect to pharmacological treatment of diabetes, insufficient glucose control might persist for a long time before any treatment adjustment is made in people who respond poorly to metformin monotherapy. [less ▲]

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See detailPersonality and mental time travel: a differential approach to autonoetic consciousness.
Quoidbach, Jordi ULg; Hansenne, Michel ULg; Mottet, Caroline

in Consciousness & Cognition (2008), 17(4), 1082-92

Recent research on autonoetic consciousness indicates that the ability to remember the past and the ability to project oneself into the future are closely related. The purpose of the present study was to ... [more ▼]

Recent research on autonoetic consciousness indicates that the ability to remember the past and the ability to project oneself into the future are closely related. The purpose of the present study was to confirm this proposition by examining whether the relationship observed between personality and episodic memory could be extended to episodic future thinking and, more generally, to investigate the influence of personality traits on self-information processing in the past and in the future. Results show that Neuroticism and Harm Avoidance predict more negative past memories and future projections. Other personality dimensions exhibit a more limited influence on mental time travel (MTT). Therefore, our study provide an additional evidence to the idea that MTT into the past and into the future rely on a common set of processes by which past experiences are used to envision the future. [less ▲]

Detailed reference viewed: 149 (41 ULg)
See detailPersonality modulation of (un)conscious processing: Novelty seeking and performance following supraliminal and subliminal reward cues
Bustin, Gaëlle ULg; Quoidbach, Jordi; Hansenne, Michel ULg et al

Poster (2012, January)

This study provides evidence that personality traits associated with responsiveness to conscious reward cues also influence responsiveness to unconscious reward cues. Participants with low and high levels ... [more ▼]

This study provides evidence that personality traits associated with responsiveness to conscious reward cues also influence responsiveness to unconscious reward cues. Participants with low and high levels of Novelty Seeking (NS) performed updating tasks in which they could either gain 1 euro or 5 cents. Gains were presented either supraliminally or subliminally at the beginning of each trial. Results showed that low NS participants performed better in the high-reward than in the low-reward condition, whereas high NS participants’ performance did not differ between reward conditions. Interestingly, we found that low NS participants performed significantly better when rewards were presented unconsciously, whereas high NS participants’ performance did not differ whether reward cues were presented subliminally or supraliminally. Our findings highlight the necessity to take personality into account in unconscious cognition research. They also suggest that whether implicit and explicit motives have similar or complementary influences might be determined by individual differences. [less ▲]

Detailed reference viewed: 56 (12 ULg)
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See detailPersonality modulation of P300 wave recorded within an emotional oddball protocol.
Mardaga, S.; Hansenne, Michel ULg

in Neurophysiologie Clinique = Clinical Neurophysiology (2009), 39(1), 41-8

OBJECTIVES: Several studies reported that personality modulates responses to emotional stimuli, including cognitive and attentional aspects of the emotional response. The aim of this study was to refine ... [more ▼]

OBJECTIVES: Several studies reported that personality modulates responses to emotional stimuli, including cognitive and attentional aspects of the emotional response. The aim of this study was to refine these results while using visual event-related potentials (ERPs) and referring to Cloninger's personality model. METHODS: ERPs were recorded in 46 normal subjects within a visual oddball protocol with checkerboards as the standard stimuli and pictures selected as neutral, pleasant or unpleasant from the International Affective Picture System as the target stimuli. RESULTS: N200 amplitude was smaller and P300 amplitude was larger following the presentation of pleasant pictures in low-harm avoidance but not high-harm avoidance subjects. CONCLUSIONS: These results support the idea that both automatic and selective cognitive processing of emotional pictures is modulated by personality. [less ▲]

Detailed reference viewed: 55 (6 ULg)
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See detailPersonality profile and drug of choice; a multivariate analysis using Cloninger's TCI on heroin addicts, alcoholics, and a random population group.
Le Bon, O.; Basiaux, P.; Streel, E. et al

in Drug and Alcohol Dependence (2004), 73(2), 175-82

As personality may predispose, precipitate or perpetuate substance abuse and/or dependence, and as it is considered to remain stable across the years in a given subject, potential links with the drug of ... [more ▼]

As personality may predispose, precipitate or perpetuate substance abuse and/or dependence, and as it is considered to remain stable across the years in a given subject, potential links with the drug of choice may help screen future patients before drug consumption. The present study compared three groups: 42 patients with heroin dependence (mean age: 31.2; standard deviation (SD): 5.5; 10 females), 37 patients with alcohol dependence (mean age 44.2; SD: 9.1; 9 females) and 83 subjects from a random population sample (mean age: 38.8; SD: 6.9; 20 females). Personality was measured by Cloninger's Temperament and Character Inventory (TCI). Pillai's MANCOVA with age as a covariate and gender as a cofactor was highly significant. Univariate ANOVA analyses using TCI dimensions as dependent variable showed most variables to vary in parallel for the two patient groups in comparison with controls. Post-hoc tests showed heroin patients to score higher in Novelty-Seeking and Self-Directedness than alcohol patients. Sub-dimensions Exploratory Excitability, Fear of the Uncertain, Responsibility, Congruent Second Nature and Transpersonal Identification were also significantly different in the two patient samples. Logistic regression showed Exploratory Excitability to segregate up to 76% of heroin patients from alcohol patients. In conclusion, personality profiles were linked to some preferential choice of drug and personality screening might be tested in preventive strategies. [less ▲]

Detailed reference viewed: 83 (11 ULg)
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See detailPersonality traits modulate skin conductance response to emotional pictures: An investigation with Cloninger's model of personality
Mardaga, S.; Laloyaux, Olivier ULg; Hansenne, Michel ULg

in Personality & Individual Differences (2006), 40(8), 1603-1614

Several studies found strong relationships between main personality dimensions and emotions, and more particularly between neuroticism and negative emotions, as well as between extraversion and positive ... [more ▼]

Several studies found strong relationships between main personality dimensions and emotions, and more particularly between neuroticism and negative emotions, as well as between extraversion and positive ones. In these studies, personality was mainly assessed with respect to the big five model, and emotions were evaluated with subjective rating scales. To extend the exploration of the associations between personality and emotion, the aim of the present study was to investigate the relationships between Cloninger's dimensions of personality and emotional reactivity assessed by skin conductance response (SCR). In 55 normal subjects, SCR was recorded while they were presented pictures selected as positive, negative and neutral from the International Affective Picture System. The results showed no influence of personality on response magnitude, but subjects with higher harm avoidance scores showed longer half-recovery times for negative relative to neutral pictures. This result is consistent with the dispositional bias of harm avoidance to respond intensely to signals of aversive stimuli. (c) 2006 Elsevier Ltd. All rights reserved. [less ▲]

Detailed reference viewed: 93 (8 ULg)
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See detailLe personnage au carrefour du médiatique et du social: Une analyse des débuts de « l’affaire Calice » à la RTBF
Devresse, Jenifer ULg

in Quaderni : la Revue de la Communication (2011), 74

Que font les médias au social ? Comment le récit de l’information peut-il faire sens ? Comment l’information télévisuelle dispose-t-elle de son public ? Autant de questions qui interrogent les mécanismes ... [more ▼]

Que font les médias au social ? Comment le récit de l’information peut-il faire sens ? Comment l’information télévisuelle dispose-t-elle de son public ? Autant de questions qui interrogent les mécanismes de construction sociale du sens, au carrefour du récit médiatique et de sa "réception". Espérant contribuer de la sorte à l’appréhension de ces mécanismes, cet article souligne, à travers une étude de cas, l’intérêt pour l’analyse des médias de la notion de personnage narratif. Il invite à voir dans ce personnage média-informé l’une des clés fondamentales qui préside à la détermination des possibles de la réception télévisuelle – et a fortiori de l’engagement. Analysant le système des personnages de « l’affaire Calice » tels que mis en scène dans les JT de la RTBF, l’étude examine ainsi la manière dont les positions spectatorielles induites par le récit des débuts de l’affaire tendent à déterminer certaines dispositions du public-acteur social. [less ▲]

Detailed reference viewed: 42 (21 ULg)
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See detailLa personnalisation de l'apprentissage : entre individualisation et capacitation
Verpoorten, Dominique ULg

Conference (2013, October 22)

La communication se propose d’exposer trois discours exhortant à la prise en compte des caractéristiques individuelles des élèves dans les dispositifs d’apprentissage.

Detailed reference viewed: 35 (7 ULg)