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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Fabre, Sylvain;

    International audience; l'enseignement des arts plastiques (AP) en France apporte une contribution spécifique au développement de la littératie des élèves. En effet, si les arts du visuel mettent au défi les possibilités du langage, en ce qui concerne l'expression et l'analyse, ils permettent en retour d'en explorer les différentes dimensions. Trois ordres de bénéfice peuvent être dégagés : a) en tant que réalisations de projet, les arts développent l'usage d'outils scripturaires aidant à leur conduite, comme les fiches-projets ou les story-boards. b) Les arts permettent de faire l'expérience de la construction des notions, ainsi que de leur valeur d'outillage de la perception et de l'action (notion de proportion par exemple). c) Enfin nous faisons l'hypothèse que les arts plastiques favorisent le développement de ce que Vygotski nomme le « langage intérieur » par des situations permettant l'expérience des processus visuels et gestuels de l'action Ces trois ordres de bénéfice sont complémentaires : ils approfondissent la compréhension de la littératie en même temps qu'ils aident à clarifier les enjeux didactiques de la discipline.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ SHS Web of Conferenc...arrow_drop_down
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    SHS Web of Conferences
    Article
    License: CC BY
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    Article . 2015 . Peer-reviewed
    Data sources: Crossref
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    Article . 2015
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    Other literature type . 2013
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ SHS Web of Conferenc...arrow_drop_down
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
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      Article . 2015 . Peer-reviewed
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      Article . 2015
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      Hyper Article en Ligne
      Other literature type . 2013
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/

    Peer preference among classmates is a highly influential factor in children’s social development and not being preferred by peers has long-term consequences for children’s developmental outcomes. However, little is known about how a history of low peer preference during primary school is associated with neural responses to a new social exclusion experience in childhood. In this functional magnetic resonance imaging (fMRI) study, we examined self-reported social distress and neural responses to social exclusion using the Cyberball paradigm in primary school boys (Mage = 10.40 years) with a history of low (n = 27) versus high peer preference (n = 28). Boys were selected from a longitudinal classroom-based study in which children’s peer social preferences were assessed in three consecutive years prior to this study. Neuroimaging results showed that low peer preferred boys exhibited increased activation in the lateral prefrontal cortex during early social exclusion relative to later social exclusion experiences as compared to high peer preferred boys. Increased neural activity was not accompanied by higher self-reported levels of social distress during social exclusion in low versus high peer preferred children. Findings of this study may provide insight into the neural processes associated with real-life peer experiences in children attending primary school. Highlights • Low peer preference was linked to higher brain activation during early social exclusion experiences. • Activation was found in an area implicated in emotion regulation and attentional control. • Results suggest that low peer preferred boys become sensitive to social exclusion. • Low peer preference seems to become embodied in children’s neurobiology.

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    Europe PubMed Central
    Article . 2020
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    Article . 2019
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    Article . 2020
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    Developmental Cognitive Neuroscience
    Other literature type . Article . 2019 . Peer-reviewed
    License: Elsevier TDM
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    Developmental Cognitive Neuroscience
    Other literature type . Article . 2020 . Peer-reviewed
    License: Elsevier TDM
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
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    Article . 2020
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Europe PubMed Centra...arrow_drop_down
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      Article . 2019
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      Developmental Cognitive Neuroscience
      Other literature type . Article . 2019 . Peer-reviewed
      License: Elsevier TDM
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      Developmental Cognitive Neuroscience
      Other literature type . Article . 2020 . Peer-reviewed
      License: Elsevier TDM
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      Radboud Repository
      Article . 2020
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
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    Authors: Finkelstein, Rémi; Minibas-Poussard, Jale; Bastounis, Marina;

    We examined the relationship between perceived organizational justice and coping styles in a cross-cultural comparison. Data were collected from university students in Paris, France (individualist culture; N = 192, age M = 21.6) and Istanbul, Turkey (collectivist culture; N = 251, age M = 22). The questionnaire (adapted from Colquitt, 2001) included ratings of distributive, procedural, and interactional justice at the university, and a coping style inventory (Vitaliano, Russo, Carr, Maiuro, & Becker, 1985) measuring preference for problem-focused coping, emotion-focused coping and seeking social support. In the Turkish data social-support seeking was higher than in the French sample and it was positively correlated with justice perceptions. When seeking social support was linked to problem-focused coping, it was also linked to a more positive evaluation of justice in the Turkish, but not the French data.

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    HAL Paris Nanterre
    Article . 2009
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    Authors: Govaerts, Sten; Cao, Yiwei; Voznuik, Andrii; Holzer, Adrian; +8 Authors

    Nowadays, the knowledge economy is growing rapidly. To sustain future growth, more well educated people in STEM (science, technology, engineering and mathematics) are needed. In the Go-Lab project we aim to motivate and orient students from an early age on to study STEM fields in their future educational path by applying inquiry learning using online labs. This paper presents an inquiry learning portal where teachers can discover, use and enhance online labs appropriate for their courses and students can acquire scientific methodology skills while doing experiments using the labs. The Go-Lab portal architecture is presented, which contains a repository of online labs, inquiry learning spaces and complementary services. The paper discusses a first version of the portal and our future plans.

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    http://infoscience.epfl.ch/rec...
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    Conference object . 2013
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    https://doi.org/10.1007/978-3-...
    Other literature type . Part of book or chapter of book . 2013 . Peer-reviewed
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    Authors: K. J., Riggs; Ferrand, L.; Lancelin, D.; Fryziel, L.; +2 Authors

    Department of Psychology, London Metropolitan University, London, United Kingdom; Laboratory of Experimental Psychology, CNRS, and Rene Descartes University, Paris V, Boulogne-Billancourt, France; 3Laboratoire Images, Signaux et Systemes Inielligents, Universite Paris XII Val de Marne, Creteil, France; and 4Universite Paris XII Val de Marne, IUT de Creteil, Departement de GEII, Genie Electrique et Informatique Industrielle, Creteil, France PSYCHOLOGICAL SCIENCE

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    Psychological Science
    Article . 2006 . Peer-reviewed
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      Psychological Science
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    Authors: Simone Balossino;

    Ce texte vise à fournir un aperçu rapide des institutions et des associations qui encouragent en France la recherche en histoire médiévale et un guide sur les possibilités offertes par le monde français de la recherche scientifique et universitaire. Reti Medievali Rivista, Vol 16, N° 1 (2015)

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    Reti Medievali Open Archive
    Article . 2015 . Peer-reviewed
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    Reti Medievali Rivista
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    https://doi.org/10.6092/1593-2...
    Article . 2015
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      Article . 2015 . Peer-reviewed
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      Reti Medievali Rivista
      Article . 2015
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      https://doi.org/10.6092/1593-2...
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    Authors: Geert-Jan Will; Eveline A. Crone; Pol A. C. van Lier; Berna Güroğlu;

    AbstractChildhood peer acceptance is associated with high levels of prosocial behavior and advanced perspective taking skills. Yet, the neurobiological mechanisms underlying these associations have not been studied. This functional magnetic resonance imaging study examined the neural correlates of sharing decisions in a group of adolescents who had a stable accepted status (n = 27) and a group who had a chronic rejected status (n = 19) across six elementary school grades. Both groups of adolescents played three allocation games in which they could share money with strangers with varying costs and profits to them and the other person. Stably accepted adolescents were more likely to share their money with unknown others than chronically rejected adolescents when sharing was not costly. Neuroimaging analyses showed that stably accepted adolescents, compared to chronically rejected adolescents, exhibited higher levels of activation in the temporo‐parietal junction, posterior superior temporal sulcus, temporal pole, pre‐supplementary motor area, and anterior insula during costly sharing decisions. These findings demonstrate that stable peer acceptance across childhood is associated with heightened activity in brain regions previously linked to perspective taking and the detection of social norm violations during adolescence, and thereby provide insight into processes underlying the widely established links between peer acceptance and prosocial behavior.

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    Europe PubMed Central
    Article . 2016
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    Developmental Science; NARCIS
    Article . 2016 . 2018 . Peer-reviewed
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    Authors: Kaltmeier, Olaf; Raab, Josef; Foley, Michael Stewart; Nash, Alice; +2 Authors

    The colonial heritage and its renewed aftermaths – expressed in the inter-American experiences of slavery, indigeneity, dependence, and freedom movements, to mention only a few aspects – form a common ground of experience in the Western Hemisphere. The flow of peoples, goods, knowledge and finances have promoted interdependence and integration that cut across borders and link the countries of North and South America together. The nature of this transversally related and multiply interconnected region can only be captured through a transnational, multidisciplinary, and comprehensive approach. The Routledge Handbook to the History and Society of the Americas explores the history and society of the Americas, placing particular emphasis on collective and intertwined experiences. Forty-four chapters cover a range of concepts and dynamics in the Americas from the colonial period until the present century: The shared histories and dynamics of Inter-American relationships are considered through pre-Hispanic empires, colonization, European hegemony, migration, multiculturalism, and political and economic interdependences. Key concepts are selected and explored from different geopolitical, disciplinary, and epistemological perspectives. Highlighting the contested character of key concepts that are usually defined in strict disciplinary terms, the Handbook provides the basis for a better and deeper understanding of inter-American entanglements. This multidisciplinary approach will be of interest to a broad array of academic scholars and students in history, sociology, political science cultural, postcolonial, gender, literary, and globalization stud

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    Publications at Bielefeld University
    Other literature type . Book . 2019 . Peer-reviewed
    License: "In Copyright" Rights Statement
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    Authors: Vera van den Berg; Emi Saliasi; Renate H. M. de Groot; Renate H. M. de Groot; +2 Authors

    Exercise is assumed to have positive effects on children's cognitive performance. However, given the inconclusive evidence for the long-term effects of exercise, it is difficult to advice schools on what specific exercise programs can improve children's cognitive performance. In particular, little is known about the effects of small exercise programs that may be feasible in daily school practice. Therefore, we assessed the effects of a 9-weeks program consisting of daily exercise breaks on children's cognitive performance, aerobic fitness and physical activity levels. We conducted a cluster-randomized controlled trial in 21 classes of eight Dutch primary schools. A total of 512 children aged 9-12 years participated. The exercise intervention had a duration of 9 weeks and consisted of a daily 10-min classroom-based exercise break of moderate to vigorous intensity. Before and after the intervention, we used four cognitive tasks (i.e., the Attention Network Test, Stroop test, d2 test of attention and Fluency task) to measure children's cognitive performance in domains of selective attention, inhibition and memory retrieval. In addition, we measured aerobic fitness with a Shuttle Run test and physical activity during school hours by accelerometers. We analyzed data using mixed models, adjusting for baseline scores, class and school. After 9 weeks, there were no intervention effects on children's cognitive performance or aerobic fitness. Children in the intervention group spent 2.9 min more of their school hours in moderate to vigorous physical activity as compared to the children in the control group. In conclusion, daily 10-min exercise breaks in the classroom did not improve, nor deteriorate cognitive performance in children. The exercise breaks had no effect on children's fitness, and resulted in 2.9 min more time spent in moderate to vigorous physical activity during school hours. Daily exercise breaks can be implemented in the classroom to promote children's physical activity during school time, without adverse effect on their cognitive performance.

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    Europe PubMed Central
    Article . 2019
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    Frontiers in Psychology
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    Frontiers in Psychology
    Article . 2019
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    Article . 2019
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    Article . 2019
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    Authors: van Kesteren, M.T.R.; Rijpkema, M.J.P.; Rijpkema, M.J.P.; Ruiter, D.; +2 Authors

    Contains fulltext : 136219.pdf (Publisher’s version ) (Open Access) The acquisition and retention of conceptual knowledge is more effective in well-structured curricula that provide an optimal conceptual framework for learning new material. However, the neural mechanisms by which preexisting conceptual schemas facilitate learning are not yet well understood despite their fundamental importance. A preexisting schema has been shown to enhance memory by influencing the balance between activity within the medial-temporal lobe and the medial pFC during mnemonic processes such as encoding, consolidation, and retrieval. Specifically, correctly encoding and retrieving information that is related to preexisting schemas appears rather related to medial prefrontal processing, whereas information unrelated or inconsistent with preexisting schemas rather relates to enhanced medial temporal processing and enhanced interaction between these structures. To further investigate interactions between these regions during conceptual encoding in a real-world university setting, we probed human brain activity and connectivity using fMRI during educationally relevant conceptual encoding carefully embedded within two course programs. Early second-year undergraduate biology and education students were scanned while encoding new facts that were either related or unrelated to the preexisting conceptual knowledge they had acquired during their first year of study. Subsequently, they were tested on their knowledge of these facts 24 hr later. Memory scores were better for course-related information, and this enhancement was associated with larger medial-prefrontal, but smaller medial-temporal subsequent memory effects. These activity differences went along with decreased functional interactions between these regions. Furthermore, schema-related medial-prefrontal subsequent memory effects measured during this experiment were found to be predictive of second-year course performance. These results, obtained in a real-world university setting, reveal brain mechanisms underlying acquisition of new knowledge that can be integrated into preexisting conceptual schemas and may indicate how relevant this process is for study success.

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    Authors: Fabre, Sylvain;

    International audience; l'enseignement des arts plastiques (AP) en France apporte une contribution spécifique au développement de la littératie des élèves. En effet, si les arts du visuel mettent au défi les possibilités du langage, en ce qui concerne l'expression et l'analyse, ils permettent en retour d'en explorer les différentes dimensions. Trois ordres de bénéfice peuvent être dégagés : a) en tant que réalisations de projet, les arts développent l'usage d'outils scripturaires aidant à leur conduite, comme les fiches-projets ou les story-boards. b) Les arts permettent de faire l'expérience de la construction des notions, ainsi que de leur valeur d'outillage de la perception et de l'action (notion de proportion par exemple). c) Enfin nous faisons l'hypothèse que les arts plastiques favorisent le développement de ce que Vygotski nomme le « langage intérieur » par des situations permettant l'expérience des processus visuels et gestuels de l'action Ces trois ordres de bénéfice sont complémentaires : ils approfondissent la compréhension de la littératie en même temps qu'ils aident à clarifier les enjeux didactiques de la discipline.

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