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)


Tuesday 16 May 10h30 am
Room : Salle du Conseil A224

The Plight of People Living with HIV: Consequences of HIV Stigma in Organizations
Simon Restubog, University of Illinois at Urbana-Champaign (USA)

HIV is the most stigmatized medical condition and the stigma against people living with HIV (PLHIV, hereafter) remains profound and pervasive despite increased access to effective treatment. In addition, although open and progressive workplace policies are widely in place to curb stigma, PLHIV still suffer from discrimination and mistreatment. In this presentation, I discuss two empirical papers which seek to explain how and when HIV stigma impacts work-related outcomes among employed PLHIV. In the first paper, drawing from the appraisal theory of emotion, we developed and tested a dual-path moderated mediation model of the underlying roles of fear and shame in the relationship between HIV stigma and work effectiveness. We also investigated how two classes of protective factors – core self-evaluations (CSE) and CD4 cell count – influence the extent to which stigma-induced fear and shame harm their work-related behaviors. Data from PLHIV workers surveyed over three measurement periods found support for the dual-stage moderated mediation model linking HIV stigma and work effectiveness via shame under lower (vs higher) levels of CSE and CD4 cell count. In the second paper, drawing from a self-determination perspective, we hypothesized that basic psychological needs are compromised among PLHIV and this mediates the relationship between HIV stigma and work-related outcomes (i.e., career satisfaction, work engagement and turnover). Daily diary data collected over a 7-week period demonstrated that psychological needs satisfaction mediated the relationship between HIV stigma and career satisfaction. Moreover, survey data from three measurement periods replicated the daily diary findings. We also found that Time 1 HIV stigma was negatively related to Time 3 work engagement and positively related to Time 3 turnover via Time 2 psychological needs satisfaction. In sum, HIV stigma undermines PLHIV’s psychological needs satisfaction, which impairs their overall work functioning. I will conclude by discussing future directions for research on the vulnerable workforce including other current/on-going projects.

Invited by: Gaëtane Caesens, Florence Stinglhamber

Monday 17 April 10 am - 12am
Room : Salle du Conseil A224

Investigating Day-to-Day Associations between Parental Burnout and Family Media Use
Margaret Kerr
, Unversity of Wisconsin - Madison

Research on digital media and child development often overlooks the larger family context in which media are used, ignoring the influence of parents as gatekeepers of early technology and digital media use. This is despite evidence that parent well-being predicts household media use (Conners et al., 2007; McDaniel & Radesky, 2020; Pempek & McDaniel, 2016). Further, parents are seldom asked why they use media. When asked, parents endorse many instrumental uses for digital media, such as occupying children, managing children’s behavior, and sharing media experiences together (Kim et al., 2021; Nikken, 2019; Wolfers, 2021). To date, little research has explored how indicators of parental well-being, such as parental burnout, influence the reasons why parents use digital media for themselves or their children. Parental burnout, a syndrome characterized by overwhelming exhaustion, emotional distancing from one’s children, and loss of accomplishment in one’s parental role, has detrimental consequences for family well-being. The Balances between Risks & Resources Theory (Mikolajczak & Roskam, 2018) posits that parental burnout occurs when there is a chronic imbalance between parenting risks and resources. Digital media may serve as an important coping tool, or resource, for parents that helps mitigate parental burnout. On the other hand, parental burnout may lead to less adaptive uses of digital media, such as to regulate children’s emotions rather than as a shared bonding experience. The findings of this presentation will explore daily symptoms of parental burnout and their associations with parents’ reasons for using digital media with and around children as a first step in understanding potential temporal links between parental burnout and family media use.
Using the validated ESM items assessing parental burnout (Blanchard et al., 2021), the current study explores daily symptoms of parental burnout and family media use in a sample of 59 U.S. parents of young children (3-5 years) over a 7-day study period. Multilevel models were used to explore within- and between-person associations;  preliminary within-person results suggested that, controlling for the other two burnout items, parents’ feelings of exhaustion on a given day were positively associated with their likelihood of using media to regulate their own emotions that same day, b = 0.15, SE = 0.05, p = .001. Further, between-person findings demonstrated that parents who reported higher average levels of parental exhaustion were more likely to report using media to regulate their emotions over the course of the study period. These links were not present for parents’ feelings of being fed up or feeling distant from their children. These initial results suggest there may be important links between parental burnout and how parents use media with their family. Additional analyses will explore the temporal nature of these associations as well as links between parental burnout symptoms and use of media to regulate children’s emotions.

Invited by: Isabelle Roskam, Moïra Mikolajczak

Vendredi 31 mars de 12h45 à 13h45
Auditoire Socr -240

Réduire les inégalités scolaires dans une société inégale : Freins et leviers à la promotion de l’égalité en contexte éducatif
Céline Darnon,
 Université Clermont Auvergne

Ces dernières années, beaucoup de recherches en éducation ont mis en évidence l’efficacité de certaines pratiques evidence-based pour améliorer la performance scolaire des élèves et parfois réduire les inégalités de performances qui existent entre élèves issus de milieux favorisés et défavorisés. Toutefois, l’implémentation de ces pratiques dans le quotidien de la classe se heurte à un certain nombre de freins. Pour comprendre ces freins, nous proposons de replacer l’Ecole dans le contexte dans lequel elle œuvre : la société dans son ensemble. En effet, à l’Ecole se joue une importante sélection, supposée méritocratique, qui in fine, tend à reproduire et légitimer les inégalités qui existent entre les groupes au sein de la société. Nous présenterons des études
corrélationnelles et expérimentales qui permettent d’alimenter cette idée et d’illustrer ces freins ainsi que leurs sources et leurs conséquences sur la motivation des élèves.

Invité par : Vincent Yzerbyt & Louvain Social Psychology Lab

Thursday 16 March 2:30 pm
Room : salle du conseil A224

Decoding brain activity: classification, inference, and related issues
Luca Cecchetti
, IMT School for Advanced Studies Lucca

In the last two decades, decoding studies have become increasingly popular in the neuroimaging literature. The central tenets of decoding are: (1) that distinct classes of stimuli or tasks exist - e.g., animals versus tools, (2) that stimulus features defining a specific class are known and under experimental control - e.g., animals, but not tools, are living creatures and capable of social interactions, and (3) that the brain responds differentially to each class - e.g., animals evoke a response in lateral, rather than medial VOTC.
Researchers operationalize the decoding of brain activity in terms of supervised learning, and - in case of above-chance accuracy - they infer that a specific region contains information about the feature-defining class. However, the complexity of stimuli employed in human neuroscience makes it impractical to control for all alternative categorizations not considered by researchers during study planning. This may have (at least) two detrimental effects.
Firstly, there may be more than a single confusion matrix that describes the stimuli, and there is no reason to believe that stimuli are evenly distributed between all these alternative descriptions. One of the practical implications of imbalanced data is that accuracy no longer represents an adequate metric to assess classification performance. Most importantly, the successful decoding of brain activity is not sufficient to determine the information content of a specific region.
Using neuroimaging data collected from twenty participants and a well-established language comprehension paradigm, I present empirical evidence that such issues occur in actual neuroimaging experiments. In the current data, classification accuracy is highly biased toward sensitivity, and brain regions classifying meaningful from non-meaningful speech extend beyond the canonical language network. Interestingly, maps representing other performance metrics (e.g., precision) are more useful for delineating language-selective regions, when compared with meta-analytic evidence. I discuss possible approaches to mitigate these issues and how decoding results should be interpreted in neuroimaging studies.

Invited by: Olivier Collignon

Thursday 16 March 10:30 am
Room E139

Modeling cross-modal correspondences through fMRI
Giacomo Handjaras, IMT School for Advanced Studies Lucca

The ability to combine signals across different sensory modalities is essential for an efficient interaction with the external world. To this end, the brain must detect information conveyed by different senses, coupling coherent events in space and time, and solving the correspondence problem.
Evidence exists that basic multisensory processing is already present in newborns, while audiovisual experience appears to be critical for the development of more complex multisensory computations lifelong. Nonetheless, the extent to which audiovisual experience is a mandatory prerequisite for the brain to develop and become able to detect shared features between senses is still undefined. Here, we tested brain synchronization during the presentation of an audiovisual, audio-only or video-only version of the same narrative in distinct groups of sensory-deprived (congenitally blind and deaf) and typically developed individuals acquired through functional magnetic resonance imaging (fMRI). By taking advantage of computational modeling, we provided a fine-grained description of the naturalistic stimulation by extracting perceptual features from both the auditory and visual streams, and semantic properties of the narrative from large language models. Intersubject correlation analysis revealed that the superior temporal cortex was synchronized across auditory and visual conditions, even in sensory-deprived individuals who lack any audiovisual experience. This synchronization was primarily mediated by low-level perceptual features, and relied on a similar modality-independent topographical organization of slow temporal dynamics. This evidence suggests that the superior temporal cortex is endowed with a functional scaffolding to yield a common representation across multisensory events.

Invited by: Olivier Collignon




Mardi 29 novembre, 12h30
Salle du conseil A224 ou via ce lien Teams  : 
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Les déterminants et les conséquences de la santé psychologique au travail
Nicolas Gillet, Maître de Conférences Habilité à Diriger des Recherches à l’Université de Tours

La présentation portera sur les déterminants (e.g., soutien social au travail, comportements de leadership, caractéristiques du travail) et les conséquences (e.g., intentions de quitter l’organisation, performance au travail, absentéisme) de la santé psychologique au travail appréhendée au travers d’indicateurs positifs (e.g., bien-être, vitalité, affects positifs) et négatifs (e.g., épuisement professionnel, stress au travail). L’accent sera également mis sur les processus motivationnels dans le contexte du travail (e.g., motivation au travail, satisfaction des besoins psychologiques, workaholisme, engagement au travail). Finalement, toutes ces thématiques seront présentées à partir de statistiques avancées impliquant des approches centrées sur la personne (e.g., analyses de profils et de transitions latents, analyses de trajectoires) et des modèles bifactoriels.

Invitante : Gaëtane Caesens

Jeudi 24 novembre (annulé et reporté pour cause de covid)

Psychologie des classes sociales : un projet de réplication à grande échelle (Présentation en français)
Frédérique Autin, Université de Poitiers

Des modèles théoriques en psychologie ont été développé pour comprendre comment la classe sociale façonne certaines façons de penser, de ressentir, et d’agir (Batruch, Sommet, & Autin, 2021 ; Goudeau, Autin, & Croizet, 2017). Les expériences répétées des individus des classes sociales populaires dans des contextes plutôt instables et contraignants, façonnerait une tendance à être orienté vers autrui et l’environnement (e.g., sensibilité aux influences extérieures, soi interdépendant, connecté à autrui, ajustement à autrui et l’environnement). En revanche, l’expérience des individus de classes sociales favorisées, dans des contextes plus stables et peu contraignants, développerait des tendances psychologiques orientées vers le soi (e.g., centration sur ses états internes, soi indépendant, unique, influence sur l’environnement). Les bases empiriques des modèles de la psychologie des classes sociales ne sont pas exemptes des faiblesses soulignées par la crise de la réplication, notamment des échantillons petits, non représentatifs et une flexibilité dans les outils de mesures. Pour répondre à ces défis, nous répliquons 42 effets renvoyant à des hypothèses centrales de l’influence des classes sociales sur le soi, les relations sociales, les émotions, la cognition, la prise de décision et les comportements. L'étude de réplication est menée auprès de 4 échantillons représentatifs de 9'000 personnes en France, Suisse, Inde et aux États-Unis.

Invitants : Vincent Yzerbyt & Louvain Social Psychology Lab

Tuesday 4th October, 3pm
Room E139

Individual differences in emotion recognition in children and adults.
Isabelle Mareschal
, Queen Mary University of London

Accurately interpreting facial expressions underlies healthy non-verbal communication and atypical responsivity to facial expressions is often associated with clinical conditions such as autism or psychopathy. In a first set of experiments we measured emotion recognition in children, examining how early life adversity biases their perception of emotional expressions. We find that all children tested (Syrian refugee, Jordanian non-refugee) were biased to perceive negative emotions in ambiguous faces, and that children with high exposure to Trauma spent longer attending to angry faces. These results support the finding that adversity can alter affective processing. In a second set of experiments, my lab has developed new tools to measure emotion recognition that bypass the need for language. These tools allow participants to quickly and efficiently create facial expressions associated with emotional states. We find substantial individual differences in emotion recognition which have important repercussions for the interpretation of standard emotion recognition tasks.

Invited by: Pierre Maurage & Louvain Experimental Psychopathology Research Group (LEP)

Monday 3rd October, 2pm
Salle du conseil A224

How to share a memory: Costs and benefits of remembering with others
Celia Harris, Western Sydney University

In cognitive psychology, three decades of research on collaborative recall has demonstrated that people recalling together remember less than the same number of people recalling alone, known as “collaborative inhibition”. More recently, a handful of studies have suggested that particular groups can remember together more effectively and facilitate rather than inhibit each others’ recall. These special groups include domain experts and long-married older couples. In this talk, I present a series of experiments aimed at understanding the individual and group factors that enable groups to remember together in ways that facilitate retrieval. Findings across studies suggest that real-world groups benefit from remembering together, with implications for supporting memory retrieval including within aged care settings.

Invited by: Olivier Luminet, Aline Cordonnier

Thursday 30 June, 1pm
Salle du conseil A224

Indexing spatial attention with pupillometry: a useful tool to detect pseudoneglect and diagnosing cerebral visual impairments (Présentation en anglais)
Christoph Strauch, Utrecht University

Pupil sizes change in response to changes in focal distance, attention (orienting, alerting, and executive function), and light levels. Changes associated with changing light levels are not purely reflexive, but modulated by spatial attention. More specifically, the pupil changes size as covert attention is moved to parts of the visual scene of differing brightness. In this talk, I present a method to assess lateralized attention over time exploiting this phenomenon. When presented with black/white and white/black hemifields at constant fixation, healthy controls showed a stronger pupil light response to the left rather than to the right side of the display. This finding corresponds to so-called pseudoneglect, the finding that healthy participants demonstrate an on average slight leftward attentional bias. Differences in pupil responses were mainly driven by the visual periphery and correlated to the greyscales task, an established paper-and-pencil task to obtain spatial biases. The time-course of effects hereby argues for a critical involvement of the orienting response in the emergence of pseudoneglect. In ongoing work, we assessed the feasibility of this method for the diagnosis of hemispatial neglect, a frequent condition after right hemispheric brain damage in which attention to the left side of the display is impaired. Indeed, neglect patients show pupil light responses that reflect the right side of the display stronger than the left side whereas healthy controls again show a slight leftward bias in their pupil light responses. Furthermore, I present data obtained from patients with heminopia, a visual impairment caused by brain damage in the occipital lobe.

Invited by: Michael Andres, Nicolas Masson & the BBM

Tuesday 21 June, 4pm
Salle du conseil A224

Interoception: measurement and individual differences (Présentation en anglais)
Dr. Jennifer Murphy, Royal Holloway, University of London

Interoception is described as the perception of the internal state of one’s body and includes sensations such as cardiac or respiratory signals. Despite great interest in interoception, questions remain regarding the measurement of interoception and the relevance of individual differences. In the first part of this talk, I will focus on the current challenges of interoception measurement across different facets. Next, I will consider the relevance of understanding individual differences in interoception, and how these develop, focusing on novel evidence suggesting sex differences in interoceptive ability.

Invited by:  Olivier Luminet & Olivier Corneille

Le séminaire de Nadia Leroy est reporté à une date ultérieure !

Modéliser et évaluer les effets d'(in)adéquation en sciences de l'éducation : une approche par l'analyse de surface de réponse (Présentation en français)
Nadia Leroy, Université Grenoble-Alpes

L'intérêt pour la manière dont la (dis)similarité, le (dés) accord ou bien encore l'(in)adéquation agissent au plan de la motivation, du bien-être et des performances individuelles est central dans de très nombreuses études en sciences humaines et sociales. Au cœur de ce type de questionnement, l'hypothèse de congruence - qui stipule que l'ajustement entre deux construits peut affecter positivement (ou négativement) une variable dépendante - a contribué à l'essor de perspectives analytiques tout à fait novatrices dans le champs de la psychologie sociale de l'éducation (perceptions de soi des élèves, motivation scolaire, satisfaction professionnelles des enseignants).
Bien qu'ayant d'importantes implications pratiques, ces questionnements posent dans le même temps un certain nombre de difficultés méthodologiques (Cronbach & Furby, 1970; Edwards, 1994). L'analyse de surface de réponse (RSA; Edwards, 1994; Humberg & Back, 2019; Schönbrodt, Humberg & Nestler, 2018) constitue toutefois une approche puissante pour répondre à ces défis et permet de tester de manière adéquate les hypothèses de congruence. En produisant une représentation graphique des résultats des analyses de régression polynomiale dans un espace tridimensionnel (Edwards et Parry 1993) cette technique émergente contribue également à fournir une vision plus nuancée et plus heuristique des relations entre les combinaisons de deux variables explicative et une variable expliquée. Après une brève revue technique de la méthode des RSA, une synthèse de différents travaux fondés sur cette technique de modélisation sera présenté afin d'en illustrer l'utilité et la pertinence. Les analyses produites permettront ainsi de montrer comment la technique des RSA est susceptible de remettre en question certains résultats de la recherche dans le domaine de la personnalité, de la motivation scolaire et de la satisfaction professionnelle.

Invitée par Benoît Galand

Wednesday 4 May 2022
Room E139

Protection Behavioral Strategies: Protective or Explanatory Factors for Psychological Determinants of Binge Drinking among University Students? Le séminaire sera donné en Français (slides en Anglais).
Maxime Mauduy, Université de Caen (France)

Binge Drinking (BD), a heavy alcohol consumption over a short period (NIAAA, 2004), is a major public health issue among university students (Tavolacci et al., 2016). Research evidenced several psychological determinants of BD (Mange et al., 2021), and, to a lesser extent, the use of alcohol Protective Behavioral Strategies (PBSs). These PBSs are specific behaviors used to minimize the harmful consequences of alcohol consumption, and seem to stand out from the other psychological determinants since they can either moderate (Weaver et al., 2012) or mediate (Bravo et al., 2017) the effects of these determinants on alcohol outcomes. While these moderating and mediating roles of PBSs are quite clear in the alcohol context, they remain little explored in the specific BD practice. Therefore, in an integrative model, the study presented in this seminar aimed to test the moderating and mediating roles of PBSs on different psychological determinants of BD among students.

Invited by: Pierre Maurage & LEP

Jeudi 17 Mars 2022 à 12h45
Lieu: Socrate 40

Alcool et préjugés : Une approche par multicatégorisation pour prévenir la stigmatisation et la déshumanisation des personnes présentant un trouble de l’usage de l’alcool
Jessica Mange, Université de Caen

Les personnes souffrant de troubles liés à la consommation d'alcool (TUAL) sont généralement victimes de stigmatisation sociale jusqu’à parfois subir un processus de déshumanisation, ce qui dans les deux cas peut constituer une entrave à leur parcours de soin. En effet, la prise en charge des personnes TUAL nécessite à la fois qu'elles reconnaissent leur trouble, tout en évitant qu’elles en subissent et en internalisent la stigmatisation. La stratégie de multicatégorisation (i.e. présentation d’un individu stigmatisé par le biais de plusieurs catégories, incluant la catégorie stigmatisante), qui a prouvé son efficacité dans le champ des préjugés, peut répondre à cette double injonction.

Ainsi, le programme ALCOPREJ (Alcool et Préjugés) a deux objectifs. D’une part, il teste l’efficacité de la multicatégorisation appliquée à la prévention de la déshumanisation des personnes TUAL (Etudes 1, 2 et 3) et vise à définir les conditions qui en optimisent les effets en termes de nombre optimal (Etude 2) et de valence (Etude 3) de catégories.
Les implications théoriques et pratiques des premiers résultats du programme seront discutées.

Invitée par : Vincent Yzerbyt & Louvain Social Psychology Lab

Wednesday 9 March 03:45 pm
Room: Salle du conseil

Improving the assessment of impulsivity: A novel psychometric approach (Présentation en anglais)
Loïs Fournier, Université de Lausanne

The construct of impulsivity is included in all prominent personality models and is amongst the most frequently cited diagnostic criteria. The UPPS-P model of impulsivity – which has become dominant in impulsivity research – is underlain by five dimensions which are involved in the etiology of numerous psychopathological and neurological disorders. Based on this model, the original 59-item UPPS-P Scale was developed and validated, which allows to predict a wide range of psychopathological symptoms from a transdiagnostic perspective.
To facilitate its implementation in both clinical and research settings, Billieux et al. (2012) then developed and validated a 20-item short-form version of the UPPS-P Scale. Nevertheless, the methodological approach used in the development of the current internationally used 20-item UPPS-P Scale has led to the selection of redundant items, thus compromising the scale’s content coverage.
In this seminar, I will discuss how partial correlation networks (i.e., Gaussian Graphical Models) constitute a promising lead to address the usual methodological and conceptual flaws inherent to scale development and validation practices. I will illustrate this novel psychometric approach through the developmental phase of a revised version of the 20-item UPPS-P Scale.

Invited by: Alexandre Heeren & Stress and Anxiety Research Lab

Thursday 24 February 2022 11.00 am
Room: Salle du conseil

Uncertain Reasoning and Causality in Psychopathology Introduction to Bayesian Networks
Giovanni Briganti, Université Libre de Bruxelles & Harvard University

Bayesian Networks are probabilistic graphical models that represent conditional independence relationships among variables as a directed acyclic graph (DAG), where edges can be interpreted as causal effects connecting one causal symptom to an effect symptom. These models can help overcome one of the key limitations of partial correlation networks whose edges are undirected. This talk aims to introduce Bayesian Networks to identify admissible causal relationships in cross-sectional data, as well as how to estimate these models in R. In addition, I will discuss common problems and questions related to Bayesian networks.

Invited by: Alexandre Heeren & Stress and Anxiety Research Lab


Tuesday 22 February 2022 at 9.30 am
Room E139 & teams :

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The multifaceted role of teachers in bullying victimization and the interplay with peer relations
Karlien Demol, 

Children’s right to be protected from all forms of violence is seriously threatened by the widespread problem of bullying in schools. Being the target of repeated and intentional aggressive acts by more powerful peers is related to a wide range of detrimental outcomes in the short and long run. Our research provided further insight into two facets of the understudied role of teachers in bullying victimization: teachers’ affective relationships with students and teachers’ responses to bullying. Two main objectives were examined in four studies in 4th-6th grades in Flemish elementary schools.
First, two longitudinal studies (N1 = 692; N2 = 930) aimed to provide more insight into the role of affective teacher-student relationships and peer relationships in relational and physical bullying victimization.
Second, two experimental vignette studies (N3 = 251; N4 = 910) aimed to unravel whether perceived teacher responses to bullying affect students’ bullying-related cognitions (e.g., teacher bullying attitudes) that are hypothesized to mediate the relation between teacher responses and bullying processes.The methods, results and implications of these studies will be discussed.
Additionally, an ongoing intervention study and a planned qualitative study and longitudinal study will be presented.

Karlien Demol has recently obtained her PhD and is currently working as a postdoctoral researcher at KU Leuven (research unit of School Psychology and Development in Context). Her major research interests include the social-emotional development of students at school and relate in particular to the role of students’ social interactions with peers and teachers

Invited by: Benoît Galand, Charlie Devleeschouwer


Friday 19th November
Room Salle du conseil A224

Peer similarity in adolescent social networks: Types of selection and influence and avenues for further research (Présentation en anglais)
Prof. Dr. René Veenstra, University of Groningen

This presentation describes why social networks of peers become increasingly important in adolescence, and to which extent peer selection and influence processes take place in relation to adolescents’ risk behaviors, internalizing problems, and adaptive behaviors. Different types of selection (e.g., default selection, preferential attraction) and influence processes (e.g., peer pressure, imitation) are explained. The presentation includes directions for further research.

Invited by: Benoît Galand, Chloé Tolmatcheff 


Wednesday, October 6 at 3pm
Room E139

Interoceptive mechanisms of alcohol related behaviors and future clinical applications (Présentation en anglais)
Mateo Leganes Fonteneau, Rutgers University (USA)

Interoception is the integration of bodily states in the brain and is hypothesized to mediate different mechanisms associated with drug and alcohol addiction. However, there is little evidence on how cardiac interoceptive processes are affected by acute alcohol administration and support alcohol related behaviors. Here I present two sets of studies examining how alcohol-induced changes in interoception shape motivational and cognitive responses, and present future ideas on how to examine the role of interoceptive signals in inhibitory control and addiction. Further, I introduce a novel task with which it is possible to examine the role of cardiac signals in the detection of emotional faces and how this in turn allows studying the interoceptive origin for the emotional dysregulation present in multiple mental health disorders. Finally, I present the results of a novel study examining the effects of a resonance breathing technique on interoceptive awareness and discuss how this maps onto interoceptive inference perspectives.

Invited by: Pierre Maurage & Louvain Experimental Psychopathology Research Group (LEP)

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Ces 14 et 15 octobre 2021, nous avons le plaisir d'organiser les 2ème Journées de la Cognition Sociale. Dans ce cadre, les membres IPSY sont chaleureusement invités à assister à l'une des trois présentations ouvertes à un public élargi et soutenues financièrement dans le cadre des séminaires IPSY. Le lieu du jour est le DOYEN 22 en LSM. Notez que le programme complet des journées est repris en pièce jointe pour votre bonne information. Si une autre présentation reprise au programme devait vous intéresser, n'hésitez pas à prendre contact avec nous pour plus d'information.

Vincent Yzerbyt, Marine Rougier et Olivier Corneille.

Les trois présentations IPSY sont respectivement les suivantes

   Le jeudi 14/10 de 9.30 à 10.15 : Appliquer les paradigmes de cognition sociale implicite à des populations d’enfants
Odile Rohmer (Strasbourg), Benoite Aubé (Paris), & Marine Granjon (Strasbourg)

Les travaux en cognition sociale ont largement montré l’intérêt de construire les mesures d’attitudes et de jugements sur des modèles théoriques et des outils méthodologiques solides, afin d’appréhender au mieux les déterminants des comportements humains. Toutefois, la majorité de ces travaux s’est centrée sur les adultes, laissant en suspens les questions relatives aux perceptions développées durant l’enfance. Ce constat est surprenant puisqu’il semble que les enfants se différencient entre eux très tôt (Humphrey & Hebron, 2015). Par ailleurs, la nécessité de se munir d’outils adaptés apparait cruciale avec cette population car il est sans doute plus difficile aux enfants qu’aux adultes d’exprimer verbalement ce qu’ils ressentent ou croient. En effet, les enfants n’ont généralement pas accès aux mots nécessaires pour exprimer leurs états ou leurs pensées internes (Cvencek & Meltzoff, 2015). Pour mieux s’intéresser aux perceptions sociales durant l’enfance, nous développons actuellement plusieurs outils dont l’objectif est de pouvoir réaliser des mesures directes et indirectes des attitudes et des jugements sociaux. Concernant les attitudes, nous présenterons les résultats issus d’un programme de recherche visant à mesurer les attitudes d’enfants du primaire, envers des enfants porteurs d’autisme. Concernant les jugements sociaux, nous aborderons cette question à travers le jugement de soi de collégiens, en fonction de leur réussite scolaire.


   Le jeudi 14/10 de 10.45 - 11.30 : Une exploration du lien entre stimuli affectifs et comportements d’approche/évitement
François Ric & Nicolas Pillaud (tous deux de Bordeaux).

L’objectif de ces études était d’étudier les mécanismes sous-tendant le lien entre la perception de stimuli affectifs et l’activation de tendances d’approche/évitement (AE). La littérature suggère que la perception d’un stimulus positif entraine l’initiation d’un comportement d’approche alors que la perception d’un stimulus négatif entraine l’initiation d’un comportement d’évitement (i.e., effet de compatibilité AE). Toutefois, les processus sous-tendant ces effets restent mal identifiés. Une première série d’études cherchait à tester si les tendances pouvaient être déclenchées de manière incidente par des stimuli sans rapport direct avec l’action effective (i.e., approcher/éviter un objet « neutre »). Deux études indiquent que ces effets de compatibilité peuvent être observés suite à l’exposition à des stimuli affectifs dégradés, a priori sans pertinence pour les comportements mesurés. De plus, les résultats suggèrent que le lien entre la perception des stimuli et l’AE n’est pas direct, mais que l’information affective serait utilisée pour répondre aux exigences de la tâche. Plus précisément, pour rendre compte de ces résultats, nous avons proposé que la dimension évaluative des stimuli est utilisée pour répondre à la question que les individus ont en tête lorsqu’ils réalisent la tâche. Une troisième étude, conduite en ligne, testait plus directement cette hypothèse. Dans celle-ci, l’objet de l’information affective était manipulé via les consignes. Les résultats sont conformes aux hypothèses et suggèrent donc qu’une explication de l’effet de compatibilité AE en termes informationnels est plausible, au moins dans les conditions de nos études.

   Le jeudi 14/10 de 15.15 - 16.00 : La classe sociale comme contexte socioculturel incorporé dans le soi
Medhi Marot, Cédric Bouquet, & Jean-Claude Croizet (tous trois de Clermont Ferrand)

Previous research showed that working-class (WC) individuals tend to devote more attention to surrounding social stimuli than middle-class (MC) individuals (Dietze & Knowles, 2016). The current work aimed to demonstrate that class-based differences in visual processing extend to non-social stimuli. Using a rod-and-frame task, our results show that WC and interdependence-primed individuals tend to be more field-dependent than their respective MC and independence-primed counterparts suggesting that WC individuals, relatively to their MC peers, tend to rely to a greater extent on external non-social visual information when producing a visuospatial response. Manipulating the diagnosticity of the task did not moderate the effect of social class on performance, ruling out the hypothesis that WC participants’ lower performance was due to evaluative self-threat. To ensure that these results are not explained by differences in cognitive ability, we plan to assess social class differences on an attentional blink task, for which performance is not associated with IQ nor working-memory capacity and having been raised in an independence-promoting sociocultural context has been shown to be associated with lower performance (Colzato et al., 2010). Thus, WC and interdependence-primed individuals should display a smaller attentional blink magnitude than MC and independence-primed individuals.

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