References of "Martin, Romain 50002316"
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See detailThe Genetics Lab: An Innovative Tool for Assessment of Intelligence by Mean of Complex Problem Solving
Hazotte, Cyril; Mayer, Hélène; Djaghloul, Younes et al

Scientific Conference (2011)

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See detailHow can we enhance girl’s interest in scientific topics?
Kerger, Sylvie UL; Martin, Romain UL; Brunner, Martin UL

in British Journal of Educational Psychology (2011), 81(4), 606-628

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See detailDisentangling the relationship between working memory and language: the roles of short-term storage and cognitive control
Engel de Abreu, Pascale UL; Gathercole, S. E.; Martin, Romain UL

in Learning and Individual Differences (2011), 21

This study investigates the relationship between working memory and language in young children growing up in a multilingual environment. The aim is to explore whether mechanisms of short-term storage and ... [more ▼]

This study investigates the relationship between working memory and language in young children growing up in a multilingual environment. The aim is to explore whether mechanisms of short-term storage and cognitive control hold similar relations to emerging language skills and to investigate if potential links are mediated by related cognitive abilities. A sample of 119 Luxembourgish 6-year-olds completed several assessments of working memory (complex and simple span), native and foreign vocabulary, syntax, reading, rhyme awareness, and fluid intelligence. Results showed that short-term storage and cognitive control manifested differential links with developing language abilities: Whereas verbal short-term storage was specifically linked to vocabulary; cognitive control manifested unique and robust links with syntax and early reading development. The study suggests that in young children the working memory system is composed of separate but interacting components corresponding to short-term storage and cognitive control that can be distinguished by the roles they play in supporting language acquisition. [less ▲]

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See detailChildren's working memory: Its structure and relationship to fluid intelligence
Hornung, Caroline UL; Brunner, Martin UL; Reuter, Robert UL et al

in Intelligence (2011), 39(4), 210-221

Working memory (WM) has been predominantly studied in adults. The insights provided by these studies have led to the development of competing theories on the structure of WM and conflicting conclusions on ... [more ▼]

Working memory (WM) has been predominantly studied in adults. The insights provided by these studies have led to the development of competing theories on the structure of WM and conflicting conclusions on how strongly WM components are related to higher order thinking skills such as fluid intelligence. However, it remains unclear whether and to what extent the theories and findings derived from adult data generalize to children. The purpose of the present study is therefore to investigate children's WM (N = 161), who attended classes at the end of kindergarten in Luxembourg. Specifically, we examine different structural models of WM and how its components, as defined in these models, are related to fluid intelligence. Our results indicate that short-term storage capacity primarily explains the relationship between WM and fluid intelligence. Based on these observations we discuss the theoretical and methodological issues that arise when children's WM is investigated. [less ▲]

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See detailAttentional shifts due to irrelevant numerical cues: Behavioral investigation of a lateralized target discrimination paradigm
Schiltz, Christine UL; Dormal, Giulia; Martin, Romain UL et al

in Journal of Vision (2010), 10(7),

Behavioural evidence indicates the existence of a link between numerical representations and visuo-spatial processes. A striking demonstration of this link was provided by Fischer and colleagues (2003 ... [more ▼]

Behavioural evidence indicates the existence of a link between numerical representations and visuo-spatial processes. A striking demonstration of this link was provided by Fischer and colleagues (2003), who reported that participants detect a target more rapidly in the left hemifield, if it is preceded by a small number (e.g. 2 or 3) and more rapidly in the right hemifield if preceded by a large number (e.g. 8 or 9). This is strong evidence that numbers orient visuo-spatial attention to different visual hemifields (e.g., left and right) depending on their magnitude (e.g., small and large, respectively). Here, we sought to replicate number-related attentional shifts using a discrimination task. The participants (n=16) were presented 1 digit (1,2 vs. 8,9) at the centre of the screen for 400ms. After 500ms, 1000ms or 2000ms, a target was briefly flashed in either the right or left hemifield and participants had to report its colour (red or green). They were told that the central digit was irrelevant to the task. We hypothesized that the attentional shift induced by the centrally presented numbers should induce congruency effects for the target discrimination task, so that small (or large) numbers would facilitate the processing of left (or right) targets. Our results confirmed this prediction, but only for the shortest digit-target interval (500ms). This is supported by a significant interaction between number magnitude (small/large) and target hemifield (left/right). The link between numerical and spatial representations further predicts a positive relation between number magnitude and the difference in RT between left and right targets. Regression slopes were computed individually and a positive slope was obtained for short number-target interval. These findings indicate that the attentional shifts induced by irrelevant numerical material are independent of the exact nature of target processing (discrimination vs. detection). [less ▲]

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See detailElaboration d’un test de Raisonnement Général sur Contenus Divers (RGCD) utilisable dans le contexte scolaire au Luxembourg
Hamtiaux, Armanda UL; Houssemand, Claude UL; Martin, Romain UL

in de Ribaupierre, Anik; Ghisletta, Paolo; Roulin, Jean-Luc (Eds.) Identité et spécificités de la psychologie différentielle (2010)

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See detailLes interactions individualisées maître-élève : une comparaison entre la France et le Luxembourg.
Jarlégan, Annette; Tazouti, Youssef; Flieller, André et al

in Revue Française de Pédagogie (2010), 173

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See detailThe structure of academic self-concepts revisited: The nested Marsh/Shavelson model
Brunner, Martin UL; Keller, Ulrich UL; Dierendonck, Christophe UL et al

in Journal of Educational Psychology (2010), 102(4), 964-981

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See detailPISA: Ziele der Studie und methodische Grundlagen.
Boehm, B.; Brunner, M.; Martin, Romain UL et al

in PISA 2009. Nationaler Bericht Luxemburg (2010)

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See detailUnterschiede zwischen Schulformen und Schulen
Keller, Ulrich UL; Reichert, Monique UL; Brunner, Martin UL et al

in SCRIPT; EMACS (Eds.) PISA 2009. Nationaler Bericht Luxemburg (2010)

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See detailZusammenfassung der Ergebnisse von PISA 2009
Boehm, Bettina; Brunner, Martin UL; Dierendonck, Christophe UL et al

in SCRIPT; EMACS (Eds.) PISA 2009. Nationaler Bericht Luxemburg (2010)

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See detailJungen und Mädchen
Brunner, Martin UL; Ugen, Sonja UL; Dierendonck, Christophe UL et al

in SCRIPT; EMACS (Eds.) PISA 2009. Nationaler Bericht Luxemburg (2010)

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See detailLuxemburger Schülerinnen und Schüler im internationalen Vergleich
Boehm, Bettina; Brunner, Martin UL; Dierendonck, Christophe UL et al

in SCRIPT; EMACS (Eds.) PISA 2009. Nationaler Bericht Luxemburg (2010)

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See detailWandel im Bildungswesen, zunehmende Komplexität und Web 2.0: Sind traditionelle Intelligenztests noch "up to date"?
Sonnleitner, Philipp UL; Brunner, Martin; Keller, Ulrich UL et al

Poster (2010)

Grundlegender Wandel im schulischen Bereich führt zur berechtigten Frage, inwiefern nicht Innovationen in der Intelligenzdiagnostik nötig wären, um die hohe prädiktive Validität und dadurch wesentliche ... [more ▼]

Grundlegender Wandel im schulischen Bereich führt zur berechtigten Frage, inwiefern nicht Innovationen in der Intelligenzdiagnostik nötig wären, um die hohe prädiktive Validität und dadurch wesentliche Bedeutung bei Schulplatzierungsentscheidungen weiterhin zu sichern. Die stärkere Betonung fächerübergreifender Kompetenzen, eine vermehrte Einbindung des Computers in Unterricht und Alltag sowie zunehmende Komplexität in der Arbeitswelt führen zu neuen Herausforderungen und beleben alte Kritik wieder. In diesem Kontext wurden immer wieder computerbasierte Problemlöseszenarien als vielversprechender Ansatz genannt, Schwächen traditioneller Intelligenztests zu überwinden. Vorteile werden, neben dem dynamischen Testformat und einer vollständigeren Abdeckung des Intelligenzbegriffes, unter anderem auch in erhöhter face-validity gesehen. Während bisherige Studien den Schwerpunkt auf das empirische Verhältnis zwischen Leistungsmaßen der Szenarien und traditionellen Intelligenzmaßen setzten, versucht dieser Beitrag, bewusst die Diskussion um theoretische Aspekte zu ergänzen. Einer Analyse der Anforderungen die an eine aktuelle Intelligenzdiagnostik zu stellen sind, folgt ein systematischer Vergleich traditioneller Intelligenztestformate mit computerbasierten Problemlöseszenarien. Konkrete Beispiele sowie aktuelle Daten zur Pilotierung eines derartigen Szenarios zur Intelligenzdiagnostik ergänzen die Diskussion. [less ▲]

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See detailKompetenzerwerb in Bezug auf das kulturelle und sozio‐ökonomische Umfeld
Ugen, Sonja UL; Brunner, Martin UL; Dierendonck, Christophe UL et al

in SCRIPT; EMACS (Eds.) PISA 2009. Nationaler Bericht Luxemburg (2010)

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See detailLes interactions individualisées maître-élève : une comparaison entre la France et le Luxembourg.
Jarlégan, Annette; Tazouti, Youssef; Flieller, André et al

in Revue Française de Pédagogie (2010), 173

Detailed reference viewed: 124 (4 UL)
See detailImplications pour le système scolaire luxembourgeois
Dierendonck, Christophe UL; Martin, Romain UL; Bertemes, Jos et al

in SCRIPT; EMACS (Eds.) PISA 2009. Nationaler Bericht Luxemburg (2010)

Detailed reference viewed: 73 (5 UL)
See detailThe C-test, the TCF and the CEFR: a validation study.
Reichert, Monique UL; Keller, Ulrich UL; Martin, Romain UL

in Grotjahn, Rüdiger (Ed.) Der C-Test: Beiträge aus der aktuellen Forschung. The C-Test: Contributions from Current Research (2010)

Detailed reference viewed: 214 (1 UL)