http://hdl.handle.net/2268/169 Search this channel search http://orbi.ulg.ac.be/simple-search http://hdl.handle.net/2268/148085 Title: Le vagabondage de l'esprit : aspects cognitifs, affectifs et neuronaux des pensées découplées des situations et tâches en cours <br/> <br/>Author, co-author: Stawarczyk, David <br/> <br/>Abstract: Dans ce travail de thèse, nous avons défini et validé une conceptualisation plus précise du vagabondage de l’esprit en tant que pensées à la fois stimulus-indépendantes et non-liées à la tâche en cours en distinguant clairement celles-ci des pensées interférentes liées à la tâche et des distractions externes. À l’aide de cette conceptualisation, nous avons exploré quatre aspects peu étudiés ou sujets à débats du vagabondage de l’esprit que sont les fonctions possibles de ce phénomène, ses soubassements cérébraux, le lien qu’il entretient avec les capacités de contrôle de l’attention, ainsi que la nature de la relation entre le vagabondage de l’esprit et les affects négatifs. Les résultats des études réalisées au sein de ce travail suggèrent qu’une fonction importante du vagabondage de l’esprit concerne la planification et la préparation des évènements futurs en lien avec nos buts et projets personnels. Notre travail démontre par ailleurs que le vagabondage de l’esprit est sous-tendu par un ensemble spécifique de régions cérébrales (généralement référenciées sous le terme de réseau du mode par défaut) et que ce phénomène représente plus que des échecs au niveau des processus de contrôle de l’attention en impliquant notamment un état d’attention découplée de l’environnement présent. Nous avons également montré que le vagabondage de l’esprit peut résulter d’une augmentation des affects négatifs et que sa présence est associée au maintien de ces affects dans le temps. Le fait que les individus qui vagabondent le plus en pensées font l’expérience d’un plus haut taux d’affects négatifs pourrait être expliqué par une moindre conscience et attention portées au moment présent. Sur base de ces résultats, nous avons proposé une perspective intégrative du vagabondage de l’esprit qui suppose que ce phénomène représente l’accès à la conscience, à travers un espace de travail global limité, des processus de mise à jour des scripts, schémas et plans stockés en mémoire à long terme et sous-tendus par le réseau du mode par défaut. La fonction de ces scripts, schémas et plans serait de guider les comportements des individus en formant une plate-forme cognitive impliquée dans la génération de prédictions relatives au futur. Nous avons dès lors proposé que le vagabondage de l’esprit peut représenter un phénomène adaptatif mais uniquement lorsque les bénéfices de ces pensées en termes de préparation et de planification du futur dépassent leurs conséquences délétères sur la qualité de l’attention portée à la tâche en cours et au moment présent. Wed, 08 May 2013 12:56:30 GMT http://hdl.handle.net/2268/147801 Title: PROCEDURAL LEARNING ACROSS MODALITIES IN FRENCH SPEAKING CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT. <br/> <br/>Author, co-author: Gabriel, Audrey; Meulemans, Thierry; Parisse, Christophe; Maillart, Christelle <br/> <br/>Abstract: It has been suggested that the language problems encountered in specific language impairment (SLI) arise from basal ganglia abnormalities that lead to impaired procedural memory. However, recent serial reaction time (SRT) studies did not reveal any differences between the SLI and typically developing (TD) groups on the measures of procedural memory, linked to visual sequence learning. In this paper, sixteen children with and without SLI were compared on two versions of SRT tasks: a visual task and an auditory one. Results showed that children with SLI were as fast as their TD peers in both modalities. All the children obtained similar specific sequence learning indices, indicating that they were able to detect regularities in both modalities. While children with SLI were as accurate as their TD peers for the visual SRT task, they made more errors than their TD peers in auditory SRT conditions. The results indicate that, in relation to procedural memory, the core of the impairment in SLI is not linked to difficulties in the detection of regularities. We argue that when children with SLI present some difficulties, the children’s weaknesses might depend on the type of processing involved (e.g. tasks involving auditory sequences). Thu, 02 May 2013 11:58:32 GMT http://hdl.handle.net/2268/147344 Title: Difficultés scolaires : comment améliorer la méthode de travail par l'Education cognitive <br/> <br/>Author, co-author: Frenkel, Stéphanie <br/> <br/>Abstract: De plus en plus d'élèves ont des difficultés liées à leur façon d'apprendre. Nombre d'entre eux présentent un point commun : ils n'ont pas pleinement développé leurs compétences métacognitives. L'élève n'exploite pas pleinement son potentiel d'apprentissage, il n'a pas développé un niveau suffisant de connaissances sur lui (ses points forts, ses points faibles, son style d'apprentissage ...) ni ses stratégies de haut niveau (anticipation, planification, contrôles et transfert). A cela, s'ajoutent des aspects psychoaffectifs aggravants (faibles objectifs d'apprentissage, faible estime de soi, démobilisation scolaire ...). Incluant une définition de la métacognition, il s'agira notamment d'étudier les actions possibles à l'aide d'outils et de méthodes notamment issus de l'Education cognitive. Thu, 25 Apr 2013 13:38:44 GMT http://hdl.handle.net/2268/147234 Title: Childhood Executive Functioning Inventory (CHEXI) <br/> <br/>Author, co-author: Thorell, Lisa B.; Catale, Corinne Mon, 22 Apr 2013 18:51:47 GMT http://hdl.handle.net/2268/147182 Title: Stop, look and listen: The need for philosophical phenomenological perspectives on auditory verbal hallucinations <br/> <br/>Author, co-author: McCarthy-Jones, S; Krueger, J; Laroi, Frank; Broome, M; Fernyhough, C Mon, 22 Apr 2013 07:44:39 GMT http://hdl.handle.net/2268/146409 Title: Variabilité inter-individuelle dans le fonctionnement mnésique dans le vieillissement normal et pathologique : Le rôle de la réserve cognitive <br/> <br/>Author, co-author: Bastin, Christine Tue, 09 Apr 2013 08:19:36 GMT http://hdl.handle.net/2268/146373 Title: The benefit of musical and linguistic expertise on language acquisition in sung material <br/> <br/>Author, co-author: Larrouy, Pauline; Leybaert, Jacqueline; Kolinsky, Régine <br/> <br/>Abstract: Music learning and training appear to have large cross-domain transfer effects: they are beneficial in various cognitive domains including language. The present study aimed at examining the role of music expertise on how musical and linguistic information contained in songs is used. However, as the superiority of musicians could be attributed to improvements in executive functions (e.g., Bialystok, & DePape, 2009), we tried to isolate the role of music training by comparing music experts to both non-experts and language experts. To this aim we used the tasks proposed by Schön, Boyer, Moreno, Besson, Peretz, and Kolinsky (2008), who compared artificial language learning (ALL) based on spoken sequences to ALL based on sung sequences. These authors concluded that songs, more than speech, allow fast and strong learning. In contrast to Schön et al. (2008), the benefit of songs on ALL was not found among nonexperts in our study. However, there was a highly significant interaction between type of expertise and materials. The music experts were the only group to benefit from the matching of linguistic and music information, hence showing a different profile than language experts. The present data thus confirms the specificity of transfer effects linked to music expertise. Mon, 08 Apr 2013 10:15:52 GMT http://hdl.handle.net/2268/146085 Title: Intact procedural motor sequence learning in developmental coordination disorder <br/> <br/>Author, co-author: Lejeune, Caroline; Catale, Corinne; Willems, Sylvie; Meulemans, Thierry <br/> <br/>Abstract: The purpose of the present study was to explore the possibility of a procedural learning deficit among children with developmental coordination disorder (DCD). We tested 34 children aged 6–12 years with and without DCD using the serial reaction time task, in which the standard keyboard was replaced by a touch screen in order to minimize the impact of perceptuomotor coordination difficulties that characterize this disorder. The results showed that children with DCD succeed as well as control children at the procedural sequence learning task. These findings challenge the hypothesis that a procedural learning impairment underlies the difficulties of DCD children in acquiring and automatizing daily activities. We suggest that the previously reported impairment of children with DCD on the serial reaction time task is not due to a sequence learning deficit per se, but rather due to methodological factors such as the response mode used in these studies. Wed, 03 Apr 2013 13:41:48 GMT http://hdl.handle.net/2268/145631 Title: Concern-induced negative affect is associated with the occurrence and content of mind-wandering <br/> <br/>Author, co-author: Stawarczyk, David; Majerus, Steve; D'Argembeau, Arnaud <br/> <br/>Abstract: Previous research has shown that the content and frequency of mind-wandering episodes—the occurrence of thoughts that are both stimulus-independent and task-unrelated—are closely related to an individual’s future-related concerns. Whether this relationship is shaped by the affective changes that are usually associated with future-related concerns still remains unclear, however. In this study, we induced the anticipation of a negatively valenced event and examined whether the ensuing affective changes were related to the occurrence and content of mind-wandering during an unrelated attentional task. We found that the increase in negative affect following concern induction predicted the general frequency of mind-wandering episodes. Furthermore, mind-wandering episodes specifically directed at the induced concern were related to a lower decrease in negative affect during the attentional task. These results suggest that the negative emotional impact of future-related concerns is an important factor to be taken into consideration for the subsequent occurrence of mind-wandering episodes, which might in turn be involved in the maintenance of negative affect over time. Wed, 27 Mar 2013 08:05:44 GMT http://hdl.handle.net/2268/145479 Title: Le trouble d’attention avec hyperactivité. Diagnostic, évaluation et perspectives de prise en charge <br/> <br/>Author, co-author: Catale, Corinne Mon, 25 Mar 2013 12:49:04 GMT http://hdl.handle.net/2268/145449 Title: Implication de l'ergonomie cognitive en ingénierie de conception : la plate-forme créative du LUCID-ULg <br/> <br/>Author, co-author: Safin, Stéphane Sun, 24 Mar 2013 23:08:55 GMT http://hdl.handle.net/2268/145443 Title: French Adaptation of the Childhood ExecutivFe Function Inventory (CHEXI): Confirmatory Factor Analysis in a Sample of Young French-Speaking Belgian Children <br/> <br/>Author, co-author: Catale, Corinne; Lejeune, Caroline; Merbah, Sarah; Meulemans, Thierry <br/> <br/>Abstract: Thorell and Nyberg (2008) recently developed the Childhood Executive Functioning Inventory (CHEXI), a new rating instrument for executive functioning in day-to-day life that can be divided into four subscales: working memory, planning, inhibition, and regulation. By using an exploratory factor analysis on data from young Swedish children attending kindergarten, Thorell and Nyberg (2008) found a two-factor solution tapping working memory and inhibition. In the present study, we explored the psychometric characteristics of the French adaptation of the CHEXI. Ninety-five parents of 5- and 6-year-old children completed the CHEXI. Eighty-seven children from this sample were given clinical inhibition and working memory tasks. Confirmatory factor analyses confirmed the two-factor solution based on inhibition and working memory that was identified in the original study of Swedish children. Supplementary results indicated good internal and test-retest reliability for the entire scale, as well as for the two subscales identified. Correlation analyses showed no relationship between cognitive measures and the CHEXI subscales. Possible clinical applications for the CHEXI scales are discussed. Sun, 24 Mar 2013 20:38:28 GMT http://hdl.handle.net/2268/145442 Title: Diagnostic, assessment and remediation of the attention deficit and hyperactivity disorder (ADHD): The neuropsychologist’s point of view <br/> <br/>Author, co-author: Catale, Corinne; Meulemans, Thierry <br/> <br/>Abstract: Despite the advances made regarding both the characterization and classification of the disorder (e.g., DSM-IV), the diagnosis of the Attention Deficit and Hyperactivity Disorder (ADHD) in children remains very difficult. The principal aim of this paper is to present the interest of a integrative approach in the understanding, diagnosis and identification of difficulties in ADHD children. More particularly, it aims to underline the interest of the cognitive approach in the understanding of this disorder in the day-to-day life functioning, as well as the benefits of this approach when a specific remediation is planned. Sun, 24 Mar 2013 20:28:08 GMT http://hdl.handle.net/2268/145246 Title: The singing voice evaluation <br/> <br/>Author, co-author: Larrouy, Pauline; Morsomme, Dominique <br/> <br/>Abstract: Singing is an activity widely shared. In order to determine whether a vocal performance is “in tune” or not, to understand better the causes of poor pitch singing or to judge the quality of a singer, objective tools are needed. Studies leaded for a PhD validate an objective analysis of the vocal accuracy but also observe the effects to take into account for the singing voice evaluation. Experimental as well as artistic and pedagogical perspectives appear from the conclusions of those studies. Thu, 21 Mar 2013 16:47:58 GMT http://hdl.handle.net/2268/143691 Title: The influence of verbal descriptions on face identification in children and adults <br/> <br/>Author, co-author: Vanootighem, Valentine; Brédart, Serge; Dehon, Hedwige Mon, 25 Feb 2013 10:48:54 GMT http://hdl.handle.net/2268/142985 Title: Does drawing faces make you a super-expert of faces? An investigation of face perception and recognition abilities in visual artists. <br/> <br/>Author, co-author: Devue, Christel; Barsics, Catherine; Brédart, Serge <br/> <br/>Abstract: Face recognition abilities might constitute a continuum with developmental prosopagnosia and outstanding face recognition capacity at each extreme. 'Super-recognizers' display better face processing abilities than controls and show a larger face inversion effect (FIE) [Russell et al, 2009, Psychonomic Bulletin & Review, 16 (2), 252-257]. Hence, FIE could reflect a specific visual experience/expertise with faces compared to other objects rather than a qualitatively different kind of processing. In this experiment we tested face processing abilities of visual artists who practice portraiture, as well as more general visual perception and recognition skills, in order to contribute to the long-lasting debate about a possible special status of faces. If some special processing faces benefit from is due to expertise, artists' practice might lead to better perceptual and possibly recognition performance with upright faces compared to controls, while increasing the FIE. Because they need to take both configural and featural information into account to reach a satisfactory likeness, artists might also make a differential use of these facial cues compared to controls. Preliminary data indicate that face processing performance might indeed be linked to perceptual expertise with faces. Fri, 15 Feb 2013 14:37:42 GMT http://hdl.handle.net/2268/142970 Title: Do all negative images similarly retain attention? Time course of attentional disengagement from disgust- and fear-evoking stimuli. <br/> <br/>Author, co-author: Devue, Christel; Van Hooff, Johanna; Vieweg, Paula; Theeuwes, Jan <br/> <br/>Abstract: While disgust and fear are both negative emotions, they are characterized by different physiology and action tendencies, which might in turn lead to different attentional biases. However, the potential disgusting aspect of threatening stimuli has somehow been neglected which might contribute to discrepancies in the literature. The goal of this study was to examine whether fear- and disgust-evoking images produce different attentional disengagement patterns. We pre-selected IAPS images according to their disgusting, frightening, or neutral character and presented them as central cues while participants had to identify a target letter briefly appearing around them. To investigate the time course of disengagement from those central images, we used 4 different cue-target intervals (200, 500, 800 and 1100 ms). Reaction times were significantly longer with the disgust-evoking images than with neutral- and fear-evoking images at the 200 ms interval only. This suggests that only disgust- and not fear-related images hold participants'attention for longer. This might be related to the need to perform a more comprehensive risk-assessment of disgust-evoking pictures. These results have important implications for future emotion-attention research as they indicate that a more careful selection of stimulus materials that goes beyond the dimensions of valence and arousal is needed. Fri, 15 Feb 2013 12:58:04 GMT http://hdl.handle.net/2268/142770 Title: Validation d’un test d’inhibition auprès d’enfants présentant un trouble déficitaire de l’attention avec/sans hyperactivité <br/> <br/>Author, co-author: Catale, Corinne; Lejeune, Caroline; Schmitz, Xavier; Meulemans, Thierry <br/> <br/>Abstract: The objective of this study was to assess the development of inhibition in 5-11 years old children with the “Stroop fruit” task (see Archibald & Kerns, 1999; Catale & Meulemans, 2005) and to examine the clinical value of this tool. 346 French-speaking children without any developmental disorders or learning disabilities were included in this study. A clinical group of 25 children with attention deficit and hyperactivity disorder was also assessed with this task. Developmental analyses on age groups show an enhancement of performance in the interference condition between 5 and 8 years old. Furthermore, results also show that the clinical group performed significantly less accurately that the control group for the interference condition, which confirms the clinical interest of this tool. Tue, 12 Feb 2013 12:13:55 GMT http://hdl.handle.net/2268/141987 Title: I am (un)happy but I don't know why: Subliminal positive-self statements effects <br/> <br/>Author, co-author: Bustin, Gaëlle; Weinberger, Joel <br/> <br/>Abstract: This study provides evidence that positive self-statements can increase mood among unhappy people if they are presented subliminally. In study 1, participants with low and high levels of dispositional happiness were presented subliminally with the two words I AM which were immediately paired with a positive word. Results revealed that being exposed to subliminal positive self-statements seems to provide a boost in mood for people with less happy dispositions. Surprisingly, opposite effects were found for participants who had joyful dispositions: exposure to subliminal positive self-statements tended to lower their mood. Study 2 confirmed these results with an implicit measure of mood. Such results suggest that subliminal messages can affect emotions and highlight the necessity of taking personality into account in unconscious cognition research. Thu, 31 Jan 2013 16:35:24 GMT http://hdl.handle.net/2268/139975 Title: Change in naming abilities between the ages of 50 and 90: The importance of analyzing naming latency <br/> <br/>Author, co-author: Verhaegen, Clémence; Poncelet, Martine <br/> <br/>Abstract: This study tests the controversial hypothesis that word naming difficulties may arise in individuals as young as their 50s. Participants of 25-35, 50-59, 60-69 and above 70 years of age were given a picture naming task. To uncover subtle naming difficulties, correct naming latencies were analyzed, in addition to accuracy. Moreover, in order to control whether the expected slower naming latencies could be due to a general slowing affecting all cognitive tasks, participants were also given an odd/even judgment task to assess cognitive processing speed. In participants in their 50s, we found subtle naming difficulties revealed by longer naming latencies, unaccompanied by any decrease in naming accuracy. The age-related naming disadvantage increased with age with the onset of naming errors. Thus, in adults in their 60s and their 70s, the results showed both a decrease in accuracy and an increase in correct naming latencies. Moreover, the increase in naming latencies remained significant even after controlling for odd/even judgment latencies, suggesting a degradation specific to the picture naming task. We assumed that these slower latencies may result from a language-specific impairment. Tue, 22 Jan 2013 09:33:50 GMT