References of "Année Psychologique (L')"
     in
Bookmark and Share    
Full Text
Peer Reviewed
See detailConfidence judgment in a temporal generalization task: Accuracy and sensitivity to task difficulty
Lamotte, Mathilde UL; Droit-Volet, Sylvie; Izaute, Marie

in Année Psychologique (L') (2017), 117

This study on metacognition of time examined the confidence judgment in the temporal generalization task when the difficulty of temporal discrimination increased, in three different standard duration ... [more ▼]

This study on metacognition of time examined the confidence judgment in the temporal generalization task when the difficulty of temporal discrimination increased, in three different standard duration conditions. The results showed that participants’ confidence judgments were accurate for all comparison durations similar to the standard duration and varied only for the comparison durations shorter or longer than the standard duration. The confidence judgment did not change with the standard duration condition; except for an overconfidence level for the comparison durations longer than the standard in the shortest standard duration condition. Moreover, the results showed that the overconfidence level increases with the increase in temporal discrimination difficulty, although an underconfidence level was found but only for the shortest comparison durations. The implication in terms of decision processes for the generalization temporal task and in terms of metacognitive processes are discussed. [less ▲]

Detailed reference viewed: 162 (6 UL)
Full Text
Peer Reviewed
See detailRôle de la nature des variables dans la résolution de problèmes additifs complexes, L’Année Psychologique
Gamo, Sylvie UL; Taabane, lynda; Sander, emmanuel

in Année Psychologique (L') (2011), 111

The assumption underlying the present study is that the nature of the variable involved in an arithmetical problem in which there are several solving strategies influences the construction of the ... [more ▼]

The assumption underlying the present study is that the nature of the variable involved in an arithmetical problem in which there are several solving strategies influences the construction of the representation and might force the strategy used hiding the possibilities to become aware of others and influence the performance. An experiment was carried out among 4th and 5th grade pupils who had to solve isomorphic problems in which two solving strategies can be admitted withWeight, Height and Duration variables. The results showed that the spontaneous implementation of these strategies and the performance depended on the nature of the variable involved in the problem. Implications of these results for educational purposes are discussed. [less ▲]

Detailed reference viewed: 117 (2 UL)