What can schools, teachers and learners learn from implicit learning research?

Scientific Conference (2014, May 27)

Implicit learning research has shown us that we learn all the time, that we learn even when we have no intention to learn, no awareness of the fact that we are learning or no awareness of what we are ... [more ▼]

Implicit learning research has shown us that we learn all the time, that we learn even when we have no intention to learn, no awareness of the fact that we are learning or no awareness of what we are learning (Reber, 1967; Cleeremans, Destrebecqz, & Boyer, 1998; Reuter, 2013). However in schools and in school-oriented formal learning settings, we are supposed to build up a different type of knowledge that we can explicitly (most often verbally) remember and apply to new situations (Bloom, 1956). This distinction between implicit and explicit knowledge may however not be so clear-cut, for theoretical, methodological and empirical reasons, and, more importantly, it may not be very useful when applying basic cognitive science to educational practices. On the contrary, we want to invite teachers (and learners) to rather think of learning as a set of complex processes, where so-called implicit and explicit learning processes, more often than not, interactively work together to construct personal knowledge in our brains. Therefore we recommend using teaching strategies that foster both types of knowledge bases, so that explicit learning can efficiently build upon the results of implicit learning processes. [less ▲]

What companies can gain. The assessment of 21st century skills in personnel selection and human resource development

Presentation (2014, July)

What cultural psychologies need: Generalizing theories

in Culture and Psychology (2014)

What do alexithymia items measure? A discriminant content validity study of the Toronto-alexithymia-scale–20

in PeerJ (2021), 29

Background Questions have been raised about whether items of alexithymia scales assess the construct alexithymia and its key features, and no other related constructs. This study assessed the ... [more ▼]

Background Questions have been raised about whether items of alexithymia scales assess the construct alexithymia and its key features, and no other related constructs. This study assessed the (discriminant) content validity of the most widely used alexithymia scale, i.e., the Toronto Alexithymia Scale (TAS-20). Methods Participants (n = 81) rated to what extent TAS-20 items and items of related constructs were relevant for assessing the constructs ‘alexithymia’, ‘difficulty identifying feelings’, ‘difficulty describing feelings’, ‘externally-oriented thinking’, ‘limited imaginal capacity’, ‘anxiety’, ‘depression’, and ‘health anxiety’. Results Results revealed that, overall, the TAS-20 did only partly measure ‘alexithymia’. Only the subscales ‘difficulty identifying feelings’ and ‘difficulty describing feelings’ represented ‘alexithymia’ and their intended construct, although some content overlap between these subscales was found. In addition, some items assessed (health) anxiety equally well or even better. Conclusions Revision of the TAS-20 is recommended to adequately assess all key features of alexithymia. Findings with the TAS-20 need to be interpreted with caution in people suffering from medical conditions. [less ▲]

What do teachers think about their students' inclusion? Consistency of self- and teacher reports

Scientific Conference (2017, September)

What Do They Want from a Career? University Students’ Future Career Expectations and Resources in a Health Crisis Context

in Sustainability (2022), 14(24),

Young people and students, in particular, have often been presented as being particularly affected by the health crisis and its various psychological, social, and economic consequences. In this context ... [more ▼]

Young people and students, in particular, have often been presented as being particularly affected by the health crisis and its various psychological, social, and economic consequences. In this context, the present study sought to better understand the links between the anxiety generated by this crisis regarding one’s professional future, the resources available, and future career expectations. A total of 585 higher education students participated in the study during the third lockdown in France and completed a questionnaire that focused on anxiety and apprehension about the future, psychological and adaptative resources, and preferences for dimensions of new careers (kaleidoscopic, sustainable, protean, boundaryless, and opportunistic). The results show, on the one hand, significant links between anxiety, optimism, hope, career adaptability and preferences expressed for dimensions of new careers; on the other hand, dimensions that are more preferred than others. Finally, these results will be discussed in relation to the correlations already highlighted in the literature between individuals and career expectations, and to the more global reflection on the future of work. Possible avenues in the field of career counselling will be proposed. [less ▲]

What Do We Know About Audit Oversight

in Dutzi, Andreas; Gros, Marius; Nowak, Karsten (Eds.) et al Corporate Governance, Rechenschaft und Abschlussprüfung: Festschrift für Hans-Joachim Böcking zum 65. Geburtstag (2021)

What Do We Know About Managing Aging Teams? Lessons Learned from the Automotive Shop Floor

in Organizational Dynamics (2011), 40(2), 144-150

What do we know about U.S. audit oversight regulation? – A literature review of 30 years of U.S. audit oversight research.

Scientific Conference (2014, March 29)

What do we need to say about a design method?

in Proceedings of the 21st International Conference on Engineering Design (2017, August)

Method development is one of the raisons d’etre of engineering design research and method uptake by industry is perceived as an important success criterion. This paper argues that one of the problems with ... [more ▼]

Method development is one of the raisons d’etre of engineering design research and method uptake by industry is perceived as an important success criterion. This paper argues that one of the problems with methods is the lack of clarity about what is actually proposed to industry and the academic community when a new method is put forward, in terms of how detailed, strict, precise and rigorous the method is and what it can deliver. This paper puts the concept of method in the context of related concepts and proposes a multi-level model of the elements of a method to argue that a contribution on each of these levels can be of value and that the introduction of methods can fail on each of these levels. Implications thereof for industry and academia are discussed, concluding that a clear description of methods and their intended use is important for enabling proper validation of each of the method’s elements and for communicating methods to academia and industry. [less ▲]