Stratégies cognitives – Transfert cognitif – Développement des fonctions exécutives – Déficience intellectuelle – Orphelinage
Je m’intéresse à l’efficience cognitive au cours du développement, de la petite enfance au début de l’âge adulte; ainsi qu’aux relations que l’efficience cognitive entretient avec les fonctions exécutives. Un premier programme de recherches concerne l’émergence et le transfert de stratégies mnésiques, ainsi que l’efficacité de ces stratégies: une partie de mes travaux est ainsi consacrée aux déficiences d’utilisation stratégique. Un second programme, axé sur la remédiation cognitive, a pour objet l’entraînement à des stratégies mnésiques chez des enfants et adolescents déficients intellectuels légers. Un troisième programme, plus exploratoire, porte sur l’étude de difficultés de mémorisation chez des enfants orphelins d’un parent.
2017
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| 1. | Clerc, Jérôme; Courbois, Yannick Evidence of a Phonological Similarity Effect After Rehearsal Training in Adolescents With Intellectual Disability Article de journal Dans: Journal of Cognitive Education and Psychology, 16 (2), p. 127–143, 2017. Résumé | Liens | BibTeX @article{clerc_evidence_2017,
title = {Evidence of a Phonological Similarity Effect After Rehearsal Training in Adolescents With Intellectual Disability},
author = {Jérôme Clerc and Yannick Courbois},
doi = {10.1891/1945-8959.16.2.127},
year = {2017},
date = {2017-01-01},
journal = {Journal of Cognitive Education and Psychology},
volume = {16},
number = {2},
pages = {127--143},
abstract = {A phonological similarity effect (PSE) in adolescents with an intellectual disability (ID) has previously been shown with auditory stimuli, but studies using visual stimuli are scarce. In the case of visually presented items, PSE requires verbal recoding before it appears. Using visual
items, we trained 15 participants with ID to use rehearsal strategies. Another group of 13 participants took part in nonstrategic training. In both groups, PSE was tested before and after training. Participants in the strategy-training group, who showed no PSE at pretest, began to show such
an effect during the training stage and maintained it until posttest as was observed through microgenetic analysis. Participants with ID showing no PSE with visual material can thus be trained to show this effect through extensive use of cumulative rehearsal. Such training would lead them
to recode items verbally, which in turn would make phonological similarities more salient and lead to a PSE.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
A phonological similarity effect (PSE) in adolescents with an intellectual disability (ID) has previously been shown with auditory stimuli, but studies using visual stimuli are scarce. In the case of visually presented items, PSE requires verbal recoding before it appears. Using visual
items, we trained 15 participants with ID to use rehearsal strategies. Another group of 13 participants took part in nonstrategic training. In both groups, PSE was tested before and after training. Participants in the strategy-training group, who showed no PSE at pretest, began to show such
an effect during the training stage and maintained it until posttest as was observed through microgenetic analysis. Participants with ID showing no PSE with visual material can thus be trained to show this effect through extensive use of cumulative rehearsal. Such training would lead them
to recode items verbally, which in turn would make phonological similarities more salient and lead to a PSE. |
2014
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| 2. | J., Miller & Cosnefroy Clerc P H L Young children's transfer of strategies: Utilization deficiencies, Executive Functions, and Metacognition Article de journal Dans: Developmental Review, 34 (4), p. 378–393, 2014. BibTeX @article{clerc_young_2014,
title = {Young children's transfer of strategies: Utilization deficiencies, Executive Functions, and Metacognition},
author = {Miller & Cosnefroy P H L Clerc J.},
year = {2014},
date = {2014-12-01},
journal = {Developmental Review},
volume = {34},
number = {4},
pages = {378--393},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
|
| 3. | Luxembourger, C; Mengue-Topio, H; Clerc, J Training for transfer in children and adolescents with intellectual disabilities. incollection Dans: Chen, R (Ed.): p. 229–254, Nova, NY, 2014, ISBN: 978-1-63117-611-1. Résumé | BibTeX @incollection{luxembourger_training_2014,
title = {Training for transfer in children and adolescents with intellectual disabilities.},
author = {C Luxembourger and H Mengue-Topio and J Clerc},
editor = {Chen, R},
isbn = {978-1-63117-611-1},
year = {2014},
date = {2014-04-01},
pages = {229--254},
publisher = {Nova},
address = {NY},
abstract = {A changing environment needs permanent adaptation, and adaptation requires both the memory of past events and cognitive transfer. Unfortunately, in spite of more than a century of research, cognitive transfer has not revealed all its secrets, especially in children. Intellectual disability adds even more complexity and obscures the understanding of what personal skills and environmental conditions must be for transfer to occur. Indeed deficits but also competencies coexist in individuals with intellectual disability. Concerning categorization, individuals with and without intellectual disability develop thoroughly in the same way in tasks that involve nonstrategic information processing, especially implicit and automatic processing. On the contrary intellectually-disabled people were often shown to encounter difficulties in the use of categorization in recall and recognition tasks, that is tasks involving attention and/or verbal processing of information. Yet memory strategies based on category usage may be relatively easily transferred by such people provided they are trained in these strategies. We present two studies with children and adolescents having slight intellectual disabilities, showing not only that strategy transfer is possible but also that two quite different trainings are valuable. We discussed the cognitive abilities concerned as well as the nature of training and the question of whether one must tend to adapt people to environment or environment to people.},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
A changing environment needs permanent adaptation, and adaptation requires both the memory of past events and cognitive transfer. Unfortunately, in spite of more than a century of research, cognitive transfer has not revealed all its secrets, especially in children. Intellectual disability adds even more complexity and obscures the understanding of what personal skills and environmental conditions must be for transfer to occur. Indeed deficits but also competencies coexist in individuals with intellectual disability. Concerning categorization, individuals with and without intellectual disability develop thoroughly in the same way in tasks that involve nonstrategic information processing, especially implicit and automatic processing. On the contrary intellectually-disabled people were often shown to encounter difficulties in the use of categorization in recall and recognition tasks, that is tasks involving attention and/or verbal processing of information. Yet memory strategies based on category usage may be relatively easily transferred by such people provided they are trained in these strategies. We present two studies with children and adolescents having slight intellectual disabilities, showing not only that strategy transfer is possible but also that two quite different trainings are valuable. We discussed the cognitive abilities concerned as well as the nature of training and the question of whether one must tend to adapt people to environment or environment to people. |
| 4. | P., Marchandise; Mansy-Dannay, A; A., Guerrien; Clerc, J The challenge of cognitive transfer revisited: Strategies of order memory in 7-year-old children. incollection Dans: Chen, R (Ed.): p. 77–96, Nova, NY, 2014, ISBN: 978-1-63117-611-1. Résumé | BibTeX @incollection{marchandise_challenge_2014,
title = {The challenge of cognitive transfer revisited: Strategies of order memory in 7-year-old children.},
author = {Marchandise P. and A Mansy-Dannay and Guerrien A. and J Clerc},
editor = {Chen, R},
isbn = {978-1-63117-611-1},
year = {2014},
date = {2014-01-01},
pages = {77--96},
publisher = {Nova},
address = {NY},
abstract = {Cognitive strategies and memory strategies are rather well-transferred in school-age children however, whether these higher-order cognitive memory skills transfer remains unanswered. Recently, researchers introduced a distinction between memory for items and memory for their order. Based on Marshuetz’s synthesis of five specific processes of order memory; we deduced five strategies. We hypothesized that children would proficiently use one or more of strategies provided they have the opportunity to practice them during their training. Forty-three 7 to 8-years-old children receiving explicit, implicit or no training tried to retain order. The training used motor activities and tested children in motor and non-motor exercises. Near and far transfer occurred in the trained groups. We also discuss the role of training on transfer, pointing out the benefits of exercising memory for order and the necessity of adapting tools for measuring this kind of memory.},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
Cognitive strategies and memory strategies are rather well-transferred in school-age children however, whether these higher-order cognitive memory skills transfer remains unanswered. Recently, researchers introduced a distinction between memory for items and memory for their order. Based on Marshuetz’s synthesis of five specific processes of order memory; we deduced five strategies. We hypothesized that children would proficiently use one or more of strategies provided they have the opportunity to practice them during their training. Forty-three 7 to 8-years-old children receiving explicit, implicit or no training tried to retain order. The training used motor activities and tested children in motor and non-motor exercises. Near and far transfer occurred in the trained groups. We also discuss the role of training on transfer, pointing out the benefits of exercising memory for order and the necessity of adapting tools for measuring this kind of memory. |
2013
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| 5. | Clerc, Jérôme; Miller, Patricia H Utilization deficiencies and transfer of strategies in preschoolers Article de journal Dans: Cognitive Development, 28 (1), p. 76–93, 2013. Liens | BibTeX @article{clerc_utilization_2013,
title = {Utilization deficiencies and transfer of strategies in preschoolers},
author = {Jérôme Clerc and Patricia H Miller},
url = {http://www.sciencedirect.com/science/article/pii/S0885201412000640},
year = {2013},
date = {2013-01-01},
urldate = {2015-02-21},
journal = {Cognitive Development},
volume = {28},
number = {1},
pages = {76--93},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
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| 6. | Clerc, Jérôme Les déficiences d’utilisation stratégique chez l’enfant à la lumière de l’autorégulation: étape développementale ou caractéristique différentielle? Article de journal Dans: L’Année psychologique, 113 (02), p. 287–318, 2013. Liens | BibTeX @article{clerc_les_2013,
title = {Les déficiences d’utilisation stratégique chez l’enfant à la lumière de l’autorégulation: étape développementale ou caractéristique différentielle?},
author = {Jérôme Clerc},
url = {http://www.researchgate.net/profile/Jerome_Clerc2/publication/241708475_Les_dficiences_d%27utilisation_stratgique_chez_l%27enfant__la_lumire_de_l%27autorgulation__tape_dveloppementale_ou_caractristique_diffrentielle/links/5407c3ee0cf2bba34c2470c3.pdf},
year = {2013},
date = {2013-01-01},
urldate = {2015-02-21},
journal = {L’Année psychologique},
volume = {113},
number = {02},
pages = {287--318},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
|
2012
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| 7. | Moreau, D; Mansy-Dannay, A; Clerc, J; Guerrien, A Présentation d’un outil original mesurant la qualité des représentations motrices en sports de combat: le test spécifique d’imagerie du mouvement (MIST) Article de journal Dans: Science & Sports, 27 (6), p. e77–e84, 2012. Liens | BibTeX @article{moreau_presentation_2012,
title = {Présentation d’un outil original mesurant la qualité des représentations motrices en sports de combat: le test spécifique d’imagerie du mouvement (MIST)},
author = {D Moreau and A Mansy-Dannay and J Clerc and A Guerrien},
url = {http://www.sciencedirect.com/science/article/pii/S0765159712000603},
year = {2012},
date = {2012-01-01},
urldate = {2015-02-21},
journal = {Science & Sports},
volume = {27},
number = {6},
pages = {e77--e84},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
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| 8. | Moreau, David; Clerc, Jérôme; Mansy-Dannay, Annie; Guerrien, Alain Mental rotation and motor expertise: storage does not account for better processing Article de journal Dans: Studia Psychologica, 54 (3), p. 167–179, 2012. Liens | BibTeX @article{moreau_mental_2012,
title = {Mental rotation and motor expertise: storage does not account for better processing},
author = {David Moreau and Jérôme Clerc and Annie Mansy-Dannay and Alain Guerrien},
url = {http://yadda.icm.edu.pl/yadda/element/bwmeta1.element.cejsh-f5fb71f5-13b9-4c61-92b6-530c9bcca14b},
year = {2012},
date = {2012-01-01},
urldate = {2015-02-21},
journal = {Studia Psychologica},
volume = {54},
number = {3},
pages = {167--179},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
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| 9. | Moreau, David; Clerc, Jérome; Mansy-Dannay, Annie; Guerrien, Alain Enhancing spatial ability through sport practice: Evidence for an effect of motor training on mental rotation performance. Article de journal Dans: Journal of Individual Differences, 33 (2), p. 83, 2012. Liens | BibTeX @article{moreau_enhancing_2012,
title = {Enhancing spatial ability through sport practice: Evidence for an effect of motor training on mental rotation performance.},
author = {David Moreau and Jérome Clerc and Annie Mansy-Dannay and Alain Guerrien},
url = {http://psycnet.apa.org/journals/jid/33/2/83/},
year = {2012},
date = {2012-01-01},
urldate = {2015-02-21},
journal = {Journal of Individual Differences},
volume = {33},
number = {2},
pages = {83},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
|
2011
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| 10. | Clerc, J Psychologie communautaire et éducation populaire incollection Dans: T, Saïas (Ed.): p. 85–96, Dunod, Paris, 2011, ISBN: 978-2-10-056690-7. BibTeX @incollection{clerc_psychologie_2011,
title = {Psychologie communautaire et éducation populaire},
author = {J Clerc},
editor = {T, Saïas},
isbn = {978-2-10-056690-7},
year = {2011},
date = {2011-11-01},
pages = {85--96},
publisher = {Dunod},
address = {Paris},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
|
| 11. | Moreau, David; Mansy-Dannay, Annie; Clerc, Jérôme; Guerrien, Alain; others, Spatial ability and motor performance: assessing mental rotation processes in elite and novice athletes. Article de journal Dans: International Journal of Sport Psychology, 42 (6), p. 525–547, 2011. Liens | BibTeX @article{moreau_spatial_2011,
title = {Spatial ability and motor performance: assessing mental rotation processes in elite and novice athletes.},
author = {David Moreau and Annie Mansy-Dannay and Jérôme Clerc and Alain Guerrien and others},
url = {http://www.cabdirect.org/abstracts/20123129223.html},
year = {2011},
date = {2011-01-01},
urldate = {2015-02-22},
journal = {International Journal of Sport Psychology},
volume = {42},
number = {6},
pages = {525--547},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
|
2010
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| 12. | Moreau, David; Clerc, Jérôme; Mansy-Dannay, Annie; Guerrien, Alain Assessing movement imagery ability: Self-report questionnaires vs. performance-based tests Article de journal Dans: Europe’s Journal of Psychology, 6 (4), p. 93–109, 2010. Liens | BibTeX @article{moreau_assessing_2010,
title = {Assessing movement imagery ability: Self-report questionnaires vs. performance-based tests},
author = {David Moreau and Jérôme Clerc and Annie Mansy-Dannay and Alain Guerrien},
url = {http://ejop.psychopen.eu/index.php/ejop/article/view/225},
year = {2010},
date = {2010-01-01},
urldate = {2015-02-22},
journal = {Europe’s Journal of Psychology},
volume = {6},
number = {4},
pages = {93--109},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
|
2007
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| 13. | Courbois, Yannick; Oross, Stephen; Clerc, Jérôme Mental rotation of unfamiliar stimuli by teenagers with mental retardation: role of feature salience Article de journal Dans: Am J Ment Retard, 112 (5), p. 311–318, 2007, ISSN: 0895-8017. Résumé | Liens | BibTeX @article{courbois_mental_2007,
title = {Mental rotation of unfamiliar stimuli by teenagers with mental retardation: role of feature salience},
author = {Yannick Courbois and Stephen Oross and Jérôme Clerc},
doi = {10.1352/0895-8017(2007)112[0311:MROUSB]2.0.CO;2},
issn = {0895-8017},
year = {2007},
date = {2007-01-01},
journal = {Am J Ment Retard},
volume = {112},
number = {5},
pages = {311--318},
abstract = {Teenagers with mental retardation and two groups of children without mental retardation matched on MA or CA carried out mental rotation tasks of unfamiliar stimuli. Three shapes composed of four arms were used. For each shape, there was a version with a salient feature (F+), and a version with no salient feature (F-). Results showed that teenagers with mental retardation could perform mental rotation tasks with unfamiliar stimuli. However, they had a steeper increase in error rate for F- stimuli than did the MA and CA groups. Individuals with mental retardation may have difficulties in performing mental rotation tasks when stimuli have no feature with a salient axis of elongation.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Teenagers with mental retardation and two groups of children without mental retardation matched on MA or CA carried out mental rotation tasks of unfamiliar stimuli. Three shapes composed of four arms were used. For each shape, there was a version with a salient feature (F+), and a version with no salient feature (F-). Results showed that teenagers with mental retardation could perform mental rotation tasks with unfamiliar stimuli. However, they had a steeper increase in error rate for F- stimuli than did the MA and CA groups. Individuals with mental retardation may have difficulties in performing mental rotation tasks when stimuli have no feature with a salient axis of elongation. |
2005
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| 14. | Clerc, Jérôme; Courbois, Yannick Mémoire phonologique et mémoire visuelle chez des adolescents en retard Article de journal Dans: Enfance, 57 (3), p. 261, 2005, ISSN: 0013-7545, 1969-6981. Liens | BibTeX @article{clerc_memoire_2005,
title = {Mémoire phonologique et mémoire visuelle chez des adolescents en retard},
author = {Jérôme Clerc and Yannick Courbois},
url = {http://www.cairn.info/revue-enfance-2005-3-page-261.htm},
doi = {10.3917/enf.573.0261},
issn = {0013-7545, 1969-6981},
year = {2005},
date = {2005-01-01},
urldate = {2015-04-20},
journal = {Enfance},
volume = {57},
number = {3},
pages = {261},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
|
2003
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| 15. | Clerc, Jérôme; Leconte, Claire Vers une définition opérationnelle du transfert d’apprentissage chez le jeune enfant : stratégies cognitives et métacognition. Article de journal Dans: Revue de Psychologie de l’Education, 8-9 , p. 115–137, 2003. BibTeX @article{clerc_vers_2003,
title = {Vers une définition opérationnelle du transfert d’apprentissage chez le jeune enfant : stratégies cognitives et métacognition.},
author = {Jérôme Clerc and Claire Leconte},
year = {2003},
date = {2003-01-01},
journal = {Revue de Psychologie de l’Education},
volume = {8-9},
pages = {115--137},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
|
