Le r?le des interactions mère-enfant et de la dépression maternelle à l'age préscolaire dans la prédiction de l'attachement de l'enfant à l'age scolaire.

Examined the contribution of mother–child partnership and maternal depression during the preschool period to the prediction of the child's attachment classification at early school-age in 91 French-Canadian children. Mother–child interactions were observed during a collaborative task using a scale measuring synchronized and reciprocal social-affective exchanges in the mother-child partnership (age 3–5 yrs). Maternal depression was assessed during the same lab visit using the Beck Depression Inventory. At a second lab visit (age 5–7 yrs), attachment classifications were assigned on the basis of reunion behaviour. A discriminant function analysis showed that reciprocal mother–child partnerships in the absence of maternal depressive symptom predicted security of attachment two years later, whereas failed reciprocity in the presence of maternal depressive symptoms predicted both insecure disorganized and ambivalent attachment. Quality of prediction is high for secure, ambivalent and disorganized children, although ambivalent and disorganized children cannot be distinguished from each other. Results support the importance of mother–child interactions and maternal depression as preschool variables associated with security and insecurity of attachment at early school-age. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Les conversations mère-enfant et l'attachement des enfants à la période préscolaire.

This study examines whether mother-child conversation patterns are associated with child attachment classifications at preschool age (N=80). Results revealed that a child's discourse style is similar to that of her or his mother. In comparison with mothers of insecure ambivalent or disorganized children, mothers of secure children made more frequent verbal statements that elaborated emotional content. Mothers of avoidant children were more inclined to minimize emotional content than mothers of secure children. In comparison with other mothers, those with a disorganized child were sharing more frightening and hostile content, or made more verbal statements accompanied by aggressive behaviors. Secure children made more frequent verbal statements that elaborated emotional content than avoidant and disorganized children. Disorganized children made more controlling verbal statements as well as statements accompanied by aggressive or flight behaviors. Finally, our results showed that child capacity to elaborate emotional experiences partially mediated the link between maternal capacity to elaborate emotional content and child security of attachment. Our results emphasize the importance of mother-child conversational exchanges for the development of attachment in preschool children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

La perception de la relation père-enfant et l'adaptation des enfants suite au dévoilement d'une agression sexuelle.

The present study explores the link between the father–child relationship and outcomes following child sexual abuse disclosure cases. Seventy-nine children completed measures evaluating perceived attachment security to mother and father (Kerns Security Scale; Kerns, Klepac, & Cole, 1996), as well as the child's internalised and externalised behaviour problems (Dominic Interactif; Valla, Bergeron, St-Georges, & Berthiaume, 2000), and self-esteem (Self-Perception Profile for Children; Harter, 1985) after the disclosure of the sexual abuse. Results indicated that perceived attachment security to the father figure is not correlated with perceived attachment security to the mother. A series of hierarchical multiple regression revealed that perception of paternal attachment security added to the prediction of internalised and externalised (marginal) behaviours over and above perceived attachment security to the mother. Results are discussed in terms of implications for intervention with sexually abused children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Étude de la valorisation de la magnétite titanifère de la région de Magpie,Québec: Partie II — Composition et structure de la fonte et de la scorie obtenues par fusion réductrice d'un concentré magnétique

Abstract

A magnetic concentrate from Magpie titaniferous iron ore has been smelted in a pilot scale arc furnace. A pig iron containing most of the chromium and vanadium of the ore has been obtained, while the titanium remained in the slag. The main phases occurring in this slag are a pseudobrookite-type solid solution, a spinel and several silicates. The composition of pseudobrookite depends on the reducing conditions and can reach 90% TiO₂. The spinel composition is on the MgAl₂O₄ side of the MgAl₂O₄-Mg₂TiO₄ solid solution.

Résumé

Des essais de fusion réductrice au four électrique en présence de carbone, ont été réalisés sur un concentré magnétique du minerai de Magpie. Ce traitement permet d'obtenir une fonte contenant la plus grande partie du chrome et du vanadium, et une scorie titanifere. Cette dernière est constituée d'une pseudobrookite, d'un spinelle et de silicates. La pseudobrookite est une solution solide de composition variable suivant le degré de réduction et titrant plus de 90% en TiO₂. Le spinelle est de composition voisine de MgAl₂O₄.     

Direction des effets entre le tempérament de l'enfant et la sensibilité maternelle.

This study aims to examine the potential direction of effects between infant temperament and maternal sensitivity between 15 and 18 months, while considering five different temperament dimensions (activity level, pleasure, social fearfulness, anger proneness and interest/persistence). More specifically, it aims to verify if the direction of effects and the strength of the relation between these two variables vary as a function of the level of psychosocial risk infants are exposed to and infant gender. Fifty low-risk and 98 high-risk mother-infant dyads (defined as a function of mother status: adult or adolescent) were evaluated twice during home visits. At 15 and 18 months, mothers completed a French-Canadian version of the Toddler Behaviour Assessment Questionnaire (TBAQ; Goldsmith, 1996), the Questionnaire d'évaluation du comportement de l'enfant (QéCE; Lemelin, Tarabulsy, Provost, Fournier, Robitaille, Hémond & Tessier, 2007), and observers completed the Maternal Behaviour Q-Sort (MBQS, Pederson & Moran, 1995). Results obtained in the study show that the strength of the relation, and the direction of effects, between infant temperament and maternal sensitivity vary as a function of the temperament dimension taken into account. In addition, the direction of effects also sometimes varies as a function of the level of psychosocial risk and infant gender. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Les changements annuels de la motivation envers les mathématiques au secondaire selon l'age et le sexe des élèves.

Examined the annual fluctuations of mathematics motivation among high school students. Several self-reported scales were administered at the beginning and at the end of the school term to 610 French speaking students in the Montreal area (first to fifth year of the secondary program). Results show that, in general, at the end of the year, Ss report less support from their teacher, a decrease of performance and mastery goals, less commitment, an increase of avoidance goals, and a decrease of the use of cognitive and metacognitive strategies. Moreover, older Ss also report less parental support, a decrease of their self-confidence, a diminution of the usefulness of mathematics, and an increased level of anxiety for this subject matter. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

La Satisfaction conjugale des mères et la qualité per?ue des échanges quoidiens avec leur adolescente.

Assessed the quality of day-to-day interaction between 16 mothers and their adolescent daughters (aged 12–17 yrs). Ss took part in 4 discussion groups, composed according to the marital satisfaction of the mothers. Results showed that satisfied mothers, as opposed to dissatisfied mothers: (1) mentioned signs of affection more often than did adolescents as a component of a warm relationship with their daughters; (2) noted more often than the adolescents that they were affected by their daughters' physical alienation; and (3) were more concerned by the negative aspects of their marital relationships than were their daughters. Results also revealed that: (1) the adolescents were influenced more frequently by the element of control in their relationships with their mothers; and (2) this difference was greater among the adolescent daughters of satisfied mothers than among those of dissatisfied mothers. Results have been interpreted with regard to the developmental changes that occur between a mother and her daughter during the child's adolescence in mind. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Engagement scolaire, bien-être personnel et autodétermination chez des étudiants à l’université.

This article describes a study that was conducted with a sample of 266 university students and which was guided by two objectives: (a) applying a three-dimensional model of commitment to the academic area, while therein including new motivational considerations and, (b) exploring the nature of the psychological mechanisms by which academic commitment and self-determination interact to predict students’ personal well-being. Exploratory factor analyses allowed the validation of a first version of the Academic Commitment Scale. Correlational and multiple regression analyses permitted the corroboration of the hypothesis pertaining to the positive relationship between academic commitment and personal well-being amongst students. Exploratory and confirmatory analyses led to the corroboration of the hypothesis pertaining to the mediating role of academic commitment in the association between students’ self-determination and personal well-being. The worth of using academic commitment, self-determination, and personal well-being as main targets of investigation while trying to elaborate a model of optimal academic functioning is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Illusion d’incompétence, attitudes dysfonctionnelles et distorsions cognitives chez des élèves du primaire.

The first objective of this study is to determine whether the illusion of incompetence schema is related to the presence of other dysfunctional schemas, such as dysfunctional attitudes related to success, to dependence on others and to self-control. The second objective is to examine whether these schemas are related to the occurrence of cognitive errors. Some 577 students of primary school grades five and six took part in the study. It appears the illusion of incompetence is linked more to dysfunctional attitudes related to success and less to those related to self-control. The canonical correlations for examining the second objective point to two dynamics: the illusion of incompetence combined with higher levels of dysfunctional attitudes related to success is linked to the occurrence of three types of cognitive errors examined; the illusion of incompetence coupled with lower levels of dysfunctional attitudes related to success and to dependence is related more to negative treatment of positive information and less to the anticipation of catastrophe. The discussion makes a link to the results obtained with the Beck model, which holds that the presence of dysfunctional schemas contributes to the occurrence of cognitive errors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Développement langagier et cognitif de l'enfant durant les trois premières années en relation avec la durée des vocalisations maternelles et les jouets présents dans l'environment: étude longitudinale auprès de populations á risque.

This study compares language and cognitive development of children from different socio-economic backgrounds, during the first three years of their life, in relation to the duration of maternal vocalizations and to the number of toys available to the child in his/her environment. A total of 209 mother–child dyads participated in the study. The sample was divided in three groups of mothers: 65 teenage mothers (aged 14–19 yrs), 91 mothers of low socioeconomic status (LSES; aged 20–37 yrs), and 53 mothers of higher socioeconomic status (HSES; aged 22–37 yrs). Results showed that children of teenage mothers and children of LSES mothers had a language development and a cognitive development inferior to those of children of HSES mothers. The duration of maternal vocalization at 6 and at 18 mo of age was related to measures of child development, particularly to child language development at 18 and 24 mo. Furthermore, the number of linguistic and social toys in the child's environment was correlated with some measures of language and cognitive development. Variability in children's language and cognitive development is related to environmental factors which seem more significant at certain times than others in the child's development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Traité de psychologie appliquée, Livre Troisième. L'Utilisation des aptitudes, orientation et sélection professionnelles.

Reviews the book Traité de psychologie appliquée, Livre Troisième. L'Utilisation des aptitudes, orientation et sélection professionnelles by H. Piéron, M. Reuchlin, R. Bize, C. Béssy-Chauffard, S. Pacaud, P. Rennes (see record 1955-04213-000). This 415-page book is volume three in a projected seven-volume work on applied psychology being brought out under the editorship of H. Piéron. In the opening chapter of the work, the editor of the series calls attention to the importance of becoming professional regarding the utilization of aptitudes and the scope of his appeal is nationwide. The other four chapters in the first part deal successively with surveys regarding current knowledge of different kinds of aptitude, the criteria in terms of which prediction regarding vocational success can be made, the varying demands of different trades and occupations on human resources, and different modes and degrees of adaptation made by the individual upon entering a profession. The four chapters of part two are subsumed under the general heading of professional selection. This work represents a survey of the variety of ways in which psychological methods-testing, factor analysis, job analysis, etc. have been used in connection with different aspects of the complex personnel problem. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Où en est la cognition sociale? Sociogenèse et sélection ontogénétique des pensées sociales.

Maintains that sociogenetic models of human development invoke processes such as intersubjectivity, experiential canalizaion and ontogenetic selection to explain both interindividual differences and personal changes in children's representations of social reality. Studies stressing information processing focus upon procedural aspects of social thought, whereas constructivists emphasize age graded shifts in conceptual abilities. In contrast, socioconstructivists analyze the bi-directional influence between specific interpersonal relations and the evolution of children's cognitive skills. The authors argue that a major theoretical challenge for this field of study involves linking children's sociocognitive capacities to social adaptation in everyday settings. Theoretical and methodological implications of the sociogenetic model for understanding inter-personal and intra-personal diversity in social thought are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)