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Michaël Fartoukh

MCF -  UNS

Formation

2010 - 2013 :

Doctorat de Psychologie du Développement Cognitif sous la direction de Lucile Chanquoy (Université Nice Sophia Antipolis) et d’Annie Piolat (Aix-Marseille Université).

Titre : Effet des émotions sur les processus rédactionnelles et orthographiques chez les enfants de fin d’école élémentaire  

 

2009 - 2010  : 

- Master 2 « Psychologie et Neuropsychologie du Développement et des Fonctionnements Cognitifs » à l’Université Nice Sophia Antipolis.

- Diplôme d’État de Psychologie Scolaire (DEPS) à l’Université de Provence.

2008 - 2009 :

Master 1 de Psychologie du développement à l’Université de Provence.

2003 - 2004  :

Certificat d’aptitude au professorat des écoles (CAPE) à l’IUFM de Nice.

1999 - 2000 :

Licence de Psychologie à l’Université Nice Sophia Antipolis.

 

Expériences professionnelles

2014 - : Maître de Conférences en Psychologie du Développement (Section CNU 16) à l’École Supérieure du Professorat et de l’Éducation (ESPE) de l’Université Nice Sophia Antipolis. Laboratoire UMR 7320 Bases, Corpus, Langage (BCL)

2013 - 2014 : Post-doctorant (Projet ANR-11-JSH2-007-1, OLGA : Orthographe Lexicale et Grammaticale : Acquisition, Professeur Isabelle Negro), Université Nice Sophia Antipolis, UMR 7320 Bases, Corpus, Langage (BCL)

2009 - 2013 : Psychologue Scolaire dans le département du Var

2003 - 2009 : Professeur des écoles dans le département des Alpes-Maritimes puis du Var

Enseignements

Travail d’étude et de recherche en L3

Psychologie de l’Éducation

Psychologie de l’enfance et de l’adolescence

Psychologie des apprentissages scolaires

Troubles du développement

Acquisition du langage

Théories de la psychologie du développement

Élèves à besoins éducatifs particuliers

Méthode de Travail Universitaire

...

Responsabilités et autres

2018 - :

Responsable du Master de Psychologie du Développement, des Apprentissages et de l’Education (Master DAE)

2016 - :

Responsable du Centre ESPE de Draguignan (depuis 09/16)

2015- 2017 :

Directeur du département Philosophie / Sciences de l’éducation de l’ESPE de l’Académie de Nice

De 2013 à 2015 :

- Membre du Groupement d’Intérêt Scientifique « CAPEF » (Centre d’Analyse des Processus en Éducation et Formation) de l’ESPE de Nice.

- Membre de l’Observatoire International de la Violence à l’École

- Administrateur du site Internet de l’Observatoire International de la Violence à l’École.

De 2009 à 2013 :

- Membre du Groupe – Ressource TSA (Troubles spécifiques des Apprentissages) de la DSDEN du Var.

- Membre du Conseil d’Administration de l’Association Trisomie 21 des Alpes-Maritimes.

Depuis 2009 :

Psychologue – Neuropsychologue (N° ADELI : 83 93 0610 7)

Dernières publicationsHAL

pour l'idHal "michael-fartoukh" :

titre
Effects of Classroom Activities on Affective State - A Comparison ofThird and Fifth Graders
auteur
Michael Fartoukh, Lucile Chanquoy
article
Journal of Educational and Developmental Psychology, Canadian Center of Science and Education, 2016, 6 (2), 〈http://www.ccsenet.org/journal/index.php/jedp/article/view/61278/32812〉. 〈10.5539/jedp.v6n2p1 〉
annee_publi
2016
resume
We analysed the influence of classroom activities on children’s affective states. Children perform many differentactivities in the course of an ordinary school day, some of which may trigger changes in their affective state andthus in the availability of their cognitive resources and their degree of motivation. To observe the effects of twosuch activities (listening to a text and performing a dictation) on affective state, according to grade, we asked 39third graders and 40 fifth graders to specify their affective state at several points in the day. Results showed thatthis state varied from one activity to another, and was also dependent on grade level. Third graders differed fromfifth graders in the feelings elicited by the activities. The possible implications of these findings for the field ofeducational psychology and children’s academic performance are discussed.
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titre
Developmental Abilities to Form Chunks in Immediate Memory and Its Non-Relationship to Span Development
auteur
Fabien Mathy, Michael Fartoukh, Nicolas Gauvrit, Alessandro Guida
article
Frontiers in Psychology, Frontiers, 2016
annee_publi
2016
resume
Both adults and children --by the time they are two to three years old-- have a general ability to recode information to increase memory efficiency. This paper aims to evaluate the ability of untrained children aged six to ten years old to deploy such a recoding process in immediate memory. A large sample of 374 children were given a task of immediate serial report based on SIMON, a classic memory game made of four colored buttons (red, green, yellow, blue) requiring players to reproduce a sequence of colors within which repetitions eventually occur. It was hypothesized that a primitive ability across all ages (since theoretically already available in toddlers) to detect redundancies allows the span to increase whenever information can be recoded on the fly. The chunkable condition prompted the formation of chunks based on the perceived structure of color repetition within to-be-recalled sequences of colors. Our result shows a similar linear improvement of memory span with age for both chunkable and non-chunkable conditions. The amount of information retained in immediate memory systematically increased for the groupable sequences across all age groups, independently of the average age-group span that was measured on sequences that contained fewer repetitions. This result shows that chunking gives young children an equal benefit as older children. We discuss the role of recoding in the expansion of capacity in immediate memory and the potential role of data compression in the formation of chunks in long-term memory.
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https://hal.archives-ouvertes.fr/hal-01358896/file/fpsyg-07-00201.pdf BibTex
titre
Effect of an emotional induction procedure on phonological working memory capacities in 5th graders
auteur
Michael Fartoukh, Lucile Chanquoy
article
56th Psychonomic Society Annual Meeting, Nov 2015, Chicago, United States. 2015
annee_publi
2015
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Communication dans un congrès
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titre
Digital Uses, Victimization and Online Aggression: A Comparative Study Between Primary School and Lower Secondary School Students in France
auteur
Catherine Blaya, Michael Fartoukh
article
European Journal on Criminal Policy and Research, Springer Verlag, 2015
annee_publi
2015
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titre
Digital uses, victimization and online aggression: a comparative study between primary school and lower secondary school students in France.
auteur
Catherine Blaya, Michael Fartoukh
article
European Journal on Criminal Policy and Research, Springer Verlag, 2015, 22 (2), 〈10.1007/s10610-015-9293-7.〉
annee_publi
2015
resume
With the growing use of electronic communication among children and adolescents, the Internet has become an important tool for their socialization and has opened up new perspectives for network and community building opportunities. However, the Internet and electronic communication tools can be used either positively or negatively and the spread of its use in these recent years has led to online risky behaviours and harm. This questionnaire survey was completed in five primary schools and seven lower secondary schools in the South of France. It sets out to assess the digital uses, risk taking and negative experiences online among primary and secondary school students in France (N=4200). Findings show that primary school students are pretty well involved in digital communication since they spend an average of 150 min per day online vs. 190 for secondary school participants. Social networking is also part of their lives with 17 % of primary school children and 50 % secondary school students who use Facebook. In terms of risk taking, only 49 % of primary students and 39 % of secondary school students report they personally know all their online friends. Cyberbullying figures show that quite a few respondents have been affected with negative experiences among which some were repeatedly victimized (14 % in primary schools and 5 % in secondary schools). These findings highlight the necessity to take the issue of educating towards a positive and safe use of the Internet seriously and that primary school children also need to be provided with proper guidance towards a safer Interne
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titre
Tabby in the Internet in France: uses and harm
auteur
Catherine Blaya, Michael Fartoukh
article
14th annual conference of the European Society of Criminology, 2014, Prague, République Tchéque, Czech Republic. 2014
annee_publi
2014
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Communication dans un congrès
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titre
Emotion and writing: A study from 3rd to 11th grade
auteur
Michael Fartoukh, Lucile Chanquoy
article
International Conference on Motivation, 2014, Helsinki, Finland. 2014
annee_publi
2014
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titre
Effect of an expressive writing intervention in French 5th graders
auteur
Michael Fartoukh, Lucile Chanquoy, Annie Piolat
article
Writing Research Across Borders III, 2014, Paris, France. 2014
annee_publi
2014
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Communication dans un congrès
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titre
Interaction between emotion and writing: An exploratory study of expressive writing
auteur
Lucile Chanquoy, Michael Fartoukh, Annie Piolat
article
Writing Research Across Borders III, 2014, Paris, France. 2014
annee_publi
2014
typdoc
Communication dans un congrès
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titre
Children’s acquisition of French lexical and grammatical spelling: Towards an integrative model of spelling?
auteur
Michael Fartoukh, Isabelle Négro, Lucile Chanquoy
article
14th International Conference of the EARLI SIG Writing, 2014, Amsterdam, Netherlands. 2014
annee_publi
2014
typdoc
Communication dans un congrès
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