Séminaires IPSY - IPSY Seminars

Seminar agenda (Persons from outside the IPSY institute are invited to contact the seminar organizer)
Agenda des séminaires (Les personnes extérieures à l’institut IPSY sont invitées à prendre contact avec l’organisateur·trice du séminaire)

2025

Wednesday, June 11 at 3:00 pm
Room E241

Positive Recovery Journaling: An Intervention to Support Recovery from Substance Use Disorders
Amy Krentzman, University of Minnesota

Dr. Krentzman will describe her development of Positive Recovery Journaling (PRJ). PRJ is based on positive psychology and behavioral activation and is designed to be a group intervention integrated into substance use disorder treatment. Dr. Krentzman will review the current research on journaling, positive psychology, and behavioral activation, and the results of three studies of PRJ. Research has shown that those who used PRJ who had fewer than 90 days of sobriety experienced greater satisfaction with life, happiness with recovery, and quality of life, and lower levels of negative affect and depression, compared with the control group. Counselors rated PRJ as highly feasible, acceptable, and appropriate. Throughout the presentation, participants will have the opportunity to practice some of PRJ’s components, so feel free to have a pen and paper ready!

Invited by  pierre maurage & Louvain Experimental Psychopathology research group (LEP)

Jeudi 10 avril de 12h15 à 13h45
Salle du conseil PSY (A224)

When the Bot Walks the Talk : Etude des fondements de la confiance dans l’intelligence artificielle
Fanny Lalot, Université de Bâle

Le concept de confiance dans l’intelligence artificielle (IA) prend une importance croissante pour comprendre et façonner les interactions entre humains et machines. Malgré les avancées récentes, la question de savoir si les processus de confiance dans l’IA sont similaires à ceux de la confiance interpersonnelles (dans les autres humains) reste controversée. Je présenterai les résultats d’une étude récente qui a testé un modèle intégratif de la confiance inspiré de la recherche sur la confiance interpersonnelle, englobant la confiance, ses antécédents (propension à faire confiance et fiabilité perçue), et ses conséquences (intentions d’utiliser l’IA et de partager des informations personnelles). L’étude s’est également intéressée au rôle de la personnalisation de l’IA sur la confiance et la fiabilité, en tenant compte à la fois de différences de moyennes (ou niveaux) et de relations dynamiques. Les résultats seront discutés en termes d’implications pour la recherche sur la confiance dans les humains et dans la robotique.

Invitée par Vincent Yzerbyt, Martin Rouard

Thursday, March 27 at 12:30 pm
Salle du conseil PSY (A224)

Value formation in the school context: Insights from recent studies in Europe and beyond
Anna Doering, University of Westminster

Human values – the broad motivational goals that are important to a person and guide them in life (e.g., kindness, curiosity, compassion) – are at the core of primary school curricula and educational frameworks worldwide (UNESCO, 2020). Indeed, values have been highlighted by European institutions (Council of Europe, 2016) as well as international bodies (OECD, 2019; UN, 2015) to be important in these and other contexts. In sharp contrast to the key role values play in primary school education, very few empirical studies have collected data on values at an early age, and this gap in research is particularly wide in the primary school years. However, exciting data from around the globe have emerged very recently (e.g., Döring et al., 2024, special issue in the European Journal of Psychology of Education), which will be the focus of this presentation. Being conceptually grounded in Schwartz’s (1992) cross-cultural theory of human values and Makarova et al.’s (2024) socio-ecological model of values education in school, the presentation will explore value developmental and value transmission in the primary school years and review how children’s values predict their behaviour in the classroom. The presentation will also highlight the impact of factors in the classroom (e.g., the classroom climate, peers’ values), the school (e.g., the headteacher), and the wider context (e.g., national school curricula) on children’s value priorities (i.e., the importance children assign to certain values) emerging from longitudinal studies with large samples using a variety of approaches (e.g., multilevel, latent growth, interviews). The presentation will conclude with detailing several routes to impact (e.g., teacher training and educational policies).

Invited by Karl-Andrew Woltin

Jeudi 27 mars 10h30
Salle E139

Soutenir les pratiques parentales et enseignantes par la formation en ligne : deux initiatives québécoises
Stéphane Duchesne, Université Laval, Canada

Les besoins psychologiques jouent un rôle clé dans la motivation, l’apprentissage et le bien-être des jeunes (Ryan et al., 2023). Si les parents et les enseignant(e)s peuvent les nourrir grâce à des pratiques soutenantes, une approche trop contrôlante risque au contraire de les brimer. Toutefois, adopter ces pratiques ne va pas de soi : il est essentiel de proposer des solutions accessibles et efficaces pour aider les parents et les enseignant(e)s à en comprendre l'importance et à les intégrer dans leur quotidien. Ces dernières années, les formations en ligne se sont imposées comme une option prometteuse. Pourtant, aucune ne met spécifiquement l’accent sur les pratiques favorisant les besoins psychologiques des jeunes. Cette présentation exposera deux initiatives développées dans cette perspective : les formations MAXIME (Maximiser l’impact de mon encadrement) et COMÈTES (Comment optimiser la motivation des élèves en transition à l’école secondaire). Les protocoles d’évaluation de leurs impacts seront également abordés, ainsi que les résultats de la formation MAXIME.
 

Invité par Stéphane Colognesi et Benoît Galand

Lundi 24 mars à 10h45
Salle du conseil PSY (A224)

Quand notre travail entraine Fatigue de compassion ou Trauma vicariant
Pascale Brillon, Université du Québec à Montréal

Cette conférence fera la différence entre ces les concepts de fatigue de compassion et de trauma vicariant et les distinguera du TSPT et de l’épuisement professionnel. Puis, elle mettra en évidence les divers facteurs explicatifs fragilisants et de protection de ces syndromes. Elle visera ensuite à identifier les stratégies d’hygiène émotionnelle, d’hygiène cognitive et d'auto-soins permettant de maximiser notre vitalité professionnelle. La conférence se terminera sur les avenues de recherche futures.

Invitée par Pierre Philippot et la labo "Psychologie clinique et émotions"

Tuesday, March 11 at 11:30 am
Room E139

Does Providing or Receiving Peer Feedback Affect Students Differently?
David Zamoro Sande, University of Deusto (ERLA Research Group)

Is it more beneficial to provide or receive peer feedback? Peer feedback has been extensively studied over the last few decades, likely due to its demonstrated positive impact on students’ outcomes (e.g., academic performance). However, while students often act in both roles, providers and recipients, one fundamental question remains unresolved: do these roles have a different impact on student outcomes?
To address this question, we began by conducting a systematic review and meta-analysis of the existing evidence. There have been some assumptions about the differences between these roles, such as the idea that providing feedback is more beneficial. Other studies have hypothesized that the internal processes students engage in differ between roles, which could explain their varying impacts. However, our review showed that most of these claims lack robust empirical support, and the available findings are inconclusive.
To fill this gap, we conducted two empirical studies with independent samples in distinct contexts. These studies resulted in three research outputs: two focused on comparing the effects of the roles on outcomes such as performance, perceived learning, and perceived trust, while the third examined internal processes through the analysis of think-aloud protocols (TAP).
Preliminary findings suggest that differences between roles in terms of task performance and perceived learning & trust are not significant within the analyzed samples. However, when examining the process through concurrent measures (e.g., TAP), clear differences emerge in the actions students activate while engaging in these roles, shedding light on previously unsubstantiated assumptions. In addition to these findings, the development of the studies posed notable challenges, particularly in the design and integration of concurrent measures such as think-aloud protocols, which will also be discussed in this talk.

Invited by Liesje Coertjens

Tuesday, January 28 at 12:30
Room : D325

How long does it take to burn out? The origins of parental burnout during couples' transition to parenthood  
Konrad Piotrowski, PhD, Center for Research on Personality - Development Institute of Psychology, SWPS University, Warsaw, Poland 

Parental burnout, a state of chronic exhaustion related to the parenting role, has been extensively studied in recent years. However, one fundamental question remains unanswered: how long does it take to burn out as a parent? Most existing research on parental burnout examines individuals who have already been parents for months, years, or even decades, leaving the critical early stages of parenthood unexplored. These initial stages may hold essential clues about the origins of parental burnout and its trajectory. To address this gap, we designed a longitudinal, dyadic study (the Polish Longitudinal Study of Dyads; PL-STUDY; https://osf.io/jmbke) that begins during the second or third trimester of pregnancy and follows couples through the first three years of their child’s life. Our sample includes 234 first-time parental dyads (a woman and a man) recruited from Poland. Using a dyadic perspective allows us to examine the interplay between partners' experiences and the mutual influences that shape their psychological well-being. Thus far, we have completed seven measurements, spanning from pregnancy through the first 12 months postpartum. This design provides a unique opportunity to investigate how burnout emerges and develops from the earliest stages of the parenting journey.

Preliminary findings are concerning, as they indicate that for some parents, burnout can develop almost concurrently with their parenting role and persist throughout. This suggests that the history of parental burnout may, for some, be as long as their history of parenthood itself. The implications of this are significant, not only for the mental health and well-being of parents but also for the developmental outcomes of their children. Persistent parental burnout poses a serious risk to family dynamics, parent-child relationships, and overall family functioning. Our study underscores the importance of early interventions and preventive measures to support parents during the transition to parenthood. These findings highlight the urgent need for further research into the precursors and predictors of parental burnout and for developing strategies to mitigate its long-term effects on families.
Invited by I. Roskam and M. Mikolajczak
Merci de bien vouloir signaler votre présence E-mail à Isabelle Roskam.

Wednesday, January 15, 2 pm
Room: salle du conseil A224

Language, exactness, and the compositional structure of number words
David Barner, UC San Diego (USA)

What is the origin of the human ability to represent large numbers exactly? In this talk, I argue that it derives from three core capacities: (1) the ability to treat words, text, beads, or fingers as symbols, (2) the ability to place symbols and objects into one-to-one correspondence, and (3) the ability to compose these symbols syntactically. Prior to mastery of a compositional counting system, young children and non-numerate adults can often label and reason about small exact numbers, but are restricted to representing, comparing, and matching large sets approximately. Also, even children who know some number words and who can accurately count often don't seem to know that large number words must represent number exactly. I argue that a key to unlocking large exact number concepts is the ability to syntactically combine symbols that represent smaller quantities in order to represent larger ones. I show that mastering the syntax of number words allows children to understand that ever-larger numbers can be created, and that numbers must therefore never end. This learning varies cross-linguistically depending on how easy it is to notice the structure of number words, and can be trained in the lab in much younger children, when simplified counting systems are invented.

Invited by Virginie Crollen

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