UMR 7320 : Bases, Corpus, Langage

titre: Expressive writing in school children: Effects on well-being and working memory
auteur: Michael Fartoukh, Lucile Chanquoy
article: Journal of Writing Research, 2020, 11 (3), pp.505-523. ⟨10.17239/jowr-2020.11.03.04⟩
annee_publi: 2020
typdoc: Article dans une revue
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titre: Emotional disclosure in children: Improving wellbeing through expressive writing in French 5th graders
auteur: Michael Fartoukh
article: 60th Psychonomic Society Annual Meeting, Nov 2019, Montreal, Canada
annee_publi: 2019
typdoc: Poster de conférence
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titre: Implications of emotional experience and perceived competence on achievement in mathemtics
auteur: Natacha Boissicat, Michael Fartoukh, Jeremy Pouille
article: 17th Biennal conference of the European Association for Research on Learning and Instruction, Aug 2017, Tampere, Finland
annee_publi: 2017
typdoc: Communication dans un congrès
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titre: Epreuves morphologiques pour un nouveau test d’orthographe collectif destiné aux élèves du CE1 au collège
auteur: Marie-Claire Hazard, Lucile Chanquoy, Michael Fartoukh, Isabelle Négro
article: 58ème Congrès de la Société Française de Psychologie, Aug 2017, Nice, France
annee_publi: 2017
typdoc: Communication dans un congrès
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titre: Implications of emotional experience and perceived competence on achievement in mathematics
auteur: Natacha Boissicat, Michael Fartoukh, Jeremy Pouille
article: 18th General Meeting of the European Association of Social Psychology, Jul 2017, Grenade, Spain
annee_publi: 2017
typdoc: Poster de conférence
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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, 2016, 6 (2), ⟨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.
typdoc: Article dans une revue
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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, 2016, 7-201
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.
typdoc: Article dans une revue
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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, APA, Nov 2015, Chicago, United States
annee_publi: 2015
typdoc: 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, 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
typdoc: Article dans une revue
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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
annee_publi: 2014
typdoc: Communication dans un congrès
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UMR 7320 : Bases, Corpus, Langage

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