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

Mardi 9 décembre de 10h30 à 12h00
Salle du conseil A224

Les dysfonctions sexuelles chez la femme selon une perspective relationnelle
Sophie Bergeron, Université de Montréal

Les dysfonctions sexuelles chez la femme sont mal comprises et souvent mal diagnostiquées ou ignorées, en particulier le trouble du désir et la douleur génito-pelvienne. Outre leur taux de prévalence élevé – un tiers des femmes rapporte une dysfonction sexuelle – ces problèmes peuvent avoir des répercussions sur le bien-être sexuel et psychologique des femmes atteintes et de leurs partenaires, ainsi que sur leur qualité de vie. La présentation portera sur ces répercussions négatives pour les couples, les facteurs de risque et de protection identifiés dans nos travaux, et la thérapie cognitivo-comportementale (TCC) de couple que nous avons développée. Enfin, nous discuterons des prédicteurs, modérateurs et médiateurs du succès thérapeutique de la TCC.

Invitants : Céline Douilliez, Marie Géonet, Juliette Becq et le LEP

Wednesday, December 3 at 4:00 pm
Room E241

Human Brain Vulnerabilities to Alcohol Use Disorder
David Kareken, Indiana University School of Medicine, USA 

Alcohol use disorder (AUD) is known to induce changes in regional brain anatomy and function. However, there is also ample reason to believe that function in some of these same affected brain regions may comprise antecedent risk, prior to the onset of AUD. Working within the Indiana University Alcohol Research Center, the Kareken lab uses both functional MRI and positron emission tomography to explore the foundations of motivated behavior and risk for AUD, often leveraging pharmaco-kinetically modeled intravenous alcohol infusion to circumvent individual differences in metabolism and kinetics. Professor Kareken will present research regarding AUD risk, showing how brain function may differ in key brain regions as a function of familial AUD using alcohol, alcohol-related cues, and natural rewards. Finally, Professor Kareken will present emerging work showing how brain network “flexibility” across behavioral state changes may relate to AUD and to familial risk.

Invited by: Mateo Leganes-Fonteneau

Thursday, November 27 at 11:00 am
Room: E241 or via Teams

Feeling the Future: How Anticipated and Anticipatory Emotions Guide Decisions
Roxane Philips, University of Luxembourg

A significant aspect of human cognition involves planning for the future. To do so, we need to anticipate how different decisions will make us feel (i.e. anticipated affect) and balance it with the emotions that future events trigger in us in the present (i.e. anticipatory affect). This future-oriented affect can have a profound impact on the way we make decisions. Across three experiments we aimed to gain a deeper understanding of how these two types of future-oriented affect influence our decision-making processes and how this may relate to their interplay with attention. Using psychophysiology, computational modeling, and brain imaging methods, we show that anticipatory affect draws attention and modulates decision-making behavior, and that top-down attentional goals modulate neural activity when anticipating future emotions.

Invited by: Damien Brevers

Monday, November 24 at 2:00 pm
Room E139

Ambiguity-gated and developmentally calibrated sensorimotor pathway for facial-emotion recognition: Evidence from congenital and acquired facial palsy
Paola Sessa, University of Padova

How do we recognize emotions from faces when the signal is clear vs. ambiguous? I will present evidence from congenital (Moebius) and acquired facial palsy showing that visual and sensorimotor routes cooperate conditionally. When expressions are clear, visual templates suffice; when they are subtle, sensorimotor support is recruited on demand. Developmental history shifts this balance, revealing a hybrid, ambiguity-gated mechanism for facial-emotion recognition.

Invited by Gilles Vannuscorps

Vendredi 21 novembre de 11h00 à 12h30
Salle E139

Pratiques coopératives : De la coopération structurée aux mini-structures coopératives
Céline BUCHS, Université de Lausanne

Après avoir présenté brièvement les principes de la pédagogie coopérative qui permettent de structurer les interactions entre élèves, je discuterai des défis de la mise en pratique en classe. Pour faire face à ces défis, la réflexion s’oriente vers des mini-structures coopératives pour engager les élèves dans interactions grâce à des routines coopératives.
 

Invitée par Mariane Frenay (IPSY) et Emilie Jacobs (IACS)

Thursday 13 November at 11.00 am
Salle du conseil A224

The Psychology of News Consumption: What Drives Us to Stay Informed?
Ellen O'Donoghue, Cardiff University

In an era of information overload and rising news fatigue, understanding why people choose to engage with the news – particularly during crises – has become increasingly important for both researchers and practitioners. This talk explores the motivational drivers of news consumption, using a data-driven approach to characterize the specific motivations – such as staying informed, making sense of complex events, or managing emotional responses – that shape news-seeking among undergraduate students.
Across two studies, we explored the motivational factors that underscore general news consumption (Study 1), as well as specific news consumption surrounding the Russia-Ukraine War (Study 2). In Study 1, we identified three distinct motivational factors: ‘Informational Updating’, ‘Understanding & Sense-Making’, and ‘Affect Regulation’. Among these factors, ‘Informational Updating’ was the strongest predictor of consumption frequency: participants who expressed stronger motivations to stay up-to-date consumed news more often. Conversely, in Study 2, we found that ‘Understanding & Sense-Making’ was the strongest predictor of consumption frequency surrounding the Russia-Ukraine War, highlighting that the key drivers of news consumption may be context dependent. Additionally, I will present early findings from a resting-state fMRI study that explores how individual differences in functional connectivity may predict news-seeking behaviour.

Invited by: Olivier Luminet (Illuminetti lab) en collaboration avec Grégoire Lits (ILC/PCOM)

Mardi 4 novembre de 9h30 à 11h00
Salle E139

Former : Savoirs de recherche, savoirs de métier, des univers parallèles ?
Patrick Picard, Institut Français de l’éducation

Former ou accompagner des débutants, des expérimentés, des enseignants, des éducateurs, des professionnels, des formateurs, des cadres… Mais de quelles connaissances la formatrice ou l’accompagnateur nourrissent-ils leurs actions ? Quelles disciplines académiques y contribuent ? Avec quelle prudence avisée ? L’intervention sera structurée en trois points :

• Quelles connaissances pour construire la compétence du formateur ?
• Former des expérimentés, former des débutants, quels invariants et quelles différences ?
• Comment construire une collaboration fructueuse entre professionnels, chercheurs et formateurs ? 

Il s’agira d’interroger les limites et les apports des savoirs issus des expériences professionnelles et de différents courants de recherche sur ces questions, ainsi que leurs articulations, en laissant place aux légitimes controverses.

Invitants : Benoit Galand, Marc Blondeau

Mercredi 29 octobre à 14h00
Salle du consei A224

Dynamiques articulatoires et mécanismes du bégaiement
Ivana Didirkova, Université de Montpellier

Cette conférence propose d’explorer la production de la parole dans le bégaiement à travers l’analyse des caractéristiques articulatoires associées aux disfluences typiques du bégaiement. À partir de données expérimentales récentes, nous examinerons comment la coordination et la temporalité des mouvements des articulateurs (langue, lèvres, mandibule) se distinguent entre parole fluente et disfluente. Ces observations seront mises en perspective avec plusieurs modèles théoriques du bégaiement, afin de mieux comprendre les mécanismes de planification et d’exécution impliqués. Une brève ouverture sera également consacrée aux principaux résultats obtenus dans le cadre du projet BENEPHIDIRE, situant ces phénomènes articulatoires dans un cadre plus large

Invitants : Gilles vannuscorps

Thursday, October 16, from 1:00 p.m. to 2:30 p.m.
Socrate 42

Retirees returning to work: individual choices, organizational realities, and occupational health
Prof. Alexandra Lecours, Université du Québec à Trois-Rivières

Abstract: Why do some people choose to return to work after retirement, and how does this return fit into the reality of organizations and the health of individuals? Based on focus groups with working retirees and a web survey of the French-speaking Canadian population, this talk aims to provide a better understanding of the motivations, conditions, and effects of this reintegration. It highlights the challenges of reconciling organizational expectations and personal aspirations, while opening up reflection on the impacts of these choices on the well-being and health of retirees.

Prof. invitantes : Donatienne Desmette et Annalisa Casini, WorCPsyLab

Mercredi 24 septembre, de 10h à 12h00
Salle du conseil A224

Développement intégré des compétences émotionnelles à l’école (DICE) : un projet pilote
Catherine Audrin, Haute École Pédagogique du canton de Vaud

Les compétences émotionnelles sont désormais reconnues comme essentielles au bien-être
et aux apprentissages. Certaines approches pédagogiques ont par ailleurs montré qu’elles
pouvaient être développées à l’école (Durlak et al., 2011; Durlak et al., 2022). Pourtant, leur
diffusion reste limitée dans les pratiques enseignantes. L'implémentation de programmes
spécifiques dédiés aux compétences émotionnelles des élèves entre le plus souvent en
concurrence avec le temps consacré aux contenus académiques, et la majorité des
enseignant·es manquent de formation dans ce domaine encore peu intégré à leur parcours
initial (Lawson et al., 2019; Oberle et al., 2020). Une voie prometteuse consiste à proposer des
outils intégratifs permettant de développer les compétences émotionnelles des élèves
directement à partir des situations vécues en classe. Le projet DICE s’inscrit dans cette
dynamique. Il vise à concevoir des outils pédagogiques intégrés favorisant les compétences
émotionnelles des élèves, ainsi qu’à évaluer leur efficacité et leur acceptabilité par les
enseignant·es. L’article proposé s’appuiera sur des données préliminaires récoltées dans
plusieurs classes du primaire et du secondaire, dont les résultats seront analysés et discutés.

Invitée par G. Caesens et L. Coertjens

Friday, July 4 from 2 to 3:30 pm
Room: E241

The importance of a multi-stakeholder perspective in research on sustainable employability
Prof. dr. Annet de Lange, Open University, Faculty of Psychology, Heerlen, the Netherlands. She is also Visiting Professor at the faculty of Social Sciences of the University of Stavanger in Norway, and the NTNU, faculty of psychology, Trondheim, Norway and faculty of psychology University of Coruna, Spain

Existing research shows that the effectiveness of interventions in Occupational and Organisational Psychology (OHP) is highly dependent on their design within the broader organisational context. While it is recognised in the field that pre- and post-test evaluations often do not do sufficient justice to the complex dynamics surrounding OHP interventions, the number of complex, multi-level OHP intervention studies in the literature remains limited. As also evidenced by established implementation frameworks, it remains challenging in practice to properly address this complexity.
In this presentation, I reflect on several lessons from two complex European OHP intervention projects. We do this using the Integrated Process Evaluation Framework (IPEF) and related theories, with the aim of bridging the gap between theoretically recognised complexity and practical challenges. The recalibration emphasises that programmatic, multi-level theories, rooted in OHP perspectives, are essential to formulate assumptions about systemic factors and working mechanisms of interventions. Specifically, middle-range theories describing how interventions within a given context lead to specific outcomes are crucial. In addition, the strategic and active involvement of key actors at all levels of the system - and during all phases of the intervention - appears crucial to promote sustainable embedding of OHP interventions in organisations. Based on these insights, we formulate seven concrete recommendations for future research on complex OHP interventions, with a specific focus on sustainable employability.
Source:
de Lange, A. H., Teoh, K., Fleuren, B., Christensen, M., Medisauskaite, A., Løvseth, L. T., … Correia, I. (2024). Opportunities and challenges in designing and evaluating complex multilevel, multi-stakeholder occupational health interventions in practice. Work & Stress, 1–21. https://doi.org/10.1080/02678373.2024.2332169

Invited by Isabel Raemdonck, Virginie März and Quentin Brouhier

Vendredi 20 juin de 10h00 à 12h00
Salle : E241

Les carnavals comme rituels inclusifs
Dario Páez, Professeur honoraire (Université de Buenos Aires, Argentine) et Professeur invité (Université Andres Bello, Chili)

Dans cet exposé, on examinera la relation entre la participation à des rassemblements collectifs à valence positive, les attitudes inclusives et l'altruisme général. Des études corrélationnelles rétrospectives ont été menées au Chili, en Colombie et en Espagne auprès de répondants qui ont pris part à différents types de carnavals. Ces études ont porté sur les processus qui, selon Durkheim, favorisent les effets positifs des rassemblements collectifs, en contribuant notamment au bien-être social. Les processus en cause comportent l'identification sociale avec les co-participants, la synchronisation comportementale et attentionnelle, la fusion de l'identité personnelle avec les co-participants, la synchronisation émotionnelle perçue, les émotions positives et négatives, les émotions de transcendance et l'expérience de la transcendance ou de la transformation du soi. Comme "outcomes" ou variables dépendantes, on a mesuré l'identification et l'efficacité collectives, l'altruisme de groupe ou « paroissial » et l'identification à la nation, ainsi que l'identification à toute l'humanité (IWAH) et l'altruisme généralisé. Les différentes analyses conduites sur les données ont montré que les processus du rassemblement collectif permettent de prédire tous les résultats. Les émotions de transcendance et l'expérience au cours des rituels collectifs sont des prédicteurs cohérents de l'identité inclusive. Les carnavals apparaissent ainsi comme des rituels collectifs qui, en induisant l'expérience de transcendance chez les participants, renforcent le partage communautaire et érodent les hiérarchies sociales, facilitant ainsi une attitude sociale plus inclusive et un bien-être social accru.

Invité par : Olivier Luminet, Bernard Rimé, Céline Douilliez, Ginette Herman, David Bourguignon, Jessica Morton

Monday 16 June 11.00 am
Room E241

Does good drink create bad people?
Mariola Paruzel-Czachura, University of Silesia, Katowice, Poland

Alcohol is one of the most widely consumed psychoactive substances. In Poland—my home country of 37 million—retailers sell roughly three million small bottles of spirits every day, including about one million before noon. As a moral psychologist, I investigate how alcohol shapes morality beyond its well-documented effects on aggression. Although around 40 percent of violent crimes occur under its influence, and intoxicated individuals commit more violent and sexual offenses than sober controls, far less is known about how acute intoxication influences other moral processes such as judgments of right and wrong, endorsement of core moral values, or fairness- and loyalty-related behaviors.
In this talk, I will present results from a series of published experiments in which healthy social drinkers (not individuals with alcohol dependence or habitual binge-drinking patterns) were randomly assigned to alcohol, placebo, or sober control conditions (mean intoxication level: 0.5 ‰). Across these studies, we examined three key domains: utilitarian responses in moral dilemmas; shifts in endorsement of moral foundations like care, fairness, and loyalty; and changes in moral self-assessment. Finally, I will outline planned future research aimed at fostering a richer discussion of how alcohol and morality intersect—and what that intersection may mean for both science and society.

Invited by Pierre Maurage Mado Gautier & LEP

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)

Thursday, June 5, 12:15 to 1:45 pm
Salle du conseil (A224)

The Battle of Grievances: Consolidating the Impact of Intergroup Competitive Victimhood and Charting New Directions
Masi Noor, Keele University (UK)

In this talk, I will review and update my work on intergroup competitive victimhood (CV). This concept refers to efforts by members of conflicting groups to assert that their group has suffered more than their adversaries. While my work on this concept began in 2008, CV was formally introduced in 2012 (Noor et al., PSPR), where we established its theoretical foundation, distinguished it from related constructs, explored its psychological drivers, and examined its consequential implications for intergroup relations. The first part of my talk will provide an overview of the growing body of literature inspired by CV, including findings from our latest meta-analysis encompassing over 37,000 participants across 51 studies. In the second part, I will chart new directions by arguing that CV is far more multifaceted than previously assumed. I will present new evidence demonstrating that CV manifests not only in direct competition but also in subtler, yet equally potent, forms: denying outgroup suffering, blaming the outgroup for their plight, demanding recognition of ingroup suffering, and moralising the ingroup’s victimhood. These insights contribute to a deeper understanding of CV’s complexity and its consequences for intergroup relations.

Invited by Stéphanie Demoulin, Martin Rouard

Friday, May 23, 10:00 to 11:30 am
Room: E139

What moderates effect sizes in education? A meta-epidemiological study
Ignacio Atal, Université Grenoble Alpes

With the rise of evidence-based education in policy in the past decades, a strong focus has been put in the conduct of randomised controlled trials or quasi-experimental studies. This is accompanied by an increasing number of meta-analyses to quantitatively summarize the results from those studies. Meta-analyses are of particular interest to test the generalisability of research results, but also to identify sources of heterogeneity from apparently conflicting studies. In fact, a study examining a teaching practice may show different results when implemented differently, in different contexts, on different populations, or evaluated through different outcomes (Cheung & Slavin, 2016; Kraft, 2020). Thus, the effect of a teaching practice quantified by a study may not only depend on the teaching practice itself, but also on several methodological features of studies. The extent to which the existing evidence is biased because studies overestimate effects purely methodologically is currently unknown.
In this presentation, we will describe a protocol (and possibly preliminary results) of a meta-epidemiological study aiming at identifying study characteristics (also called moderators) that persistently affect effect sizes in education. We will rerun 247 meta-analyses (including more than 11 000 studies) included in a recent meta-review (Pellegrini et al., 2024), and test if some moderator effects persist between meta-analyses.

Ignacio Atal holds a PhD in Public Health and Epidemiology from Université Paris Descartes. His thesis questioned the mismatch between medical research efforts and public health priorities worldwide. As a Long-term research fellow at the Learning Planet Institute (formerly CRI-Paris), Université Paris Cité, he created and coordinated the Profs-Chercheurs programme (profschercheurs.org). Profs-Chercheurs is a programme based on citizen science and collective intelligence, which aims at supporting geographically distant educators in tackling common professional challenges thanks to research methods and a dedicated collaborative platform. He recently joined LaRAC, Université Grenoble Alpes, to lead a critical analysis of the way meta-analyses are undertaken in education.

Invited by Benoît Galand

Mercredi 14 mai à 14h00
Salle : E139

Mieux comprendre l’expérience scolaire d’adolescents immigrants en classe d’accueil : examen des trajectoires et des facteurs associés sur trois ans
Isabelle Archambault, Université de Montréal

On observe depuis les cinquante dernières années une intensification des mouvements migratoires mondiaux (OIM, 2022), que ce soit en raison de guerres, de catastrophes naturelles, pour des raisons politiques, économiques, parce que les familles désirent rejoindre des proches à l’étranger ou assurer une meilleure éducation à leurs enfants. Au Canada comme ailleurs dans le monde, les élèves immigrant·e·s représentent ainsi une proportion croissante dans de nombreuses institutions d’enseignement (MEQ, 2024). Dans la province de Québec, les adolescent·e·s allophones ou ne présentant pas une connaissance suffisante du français au moment d’entrer à l’école sont intégré·e·s en classes d'accueil, soit en classes de francisation. La recherche montre qu’un grand nombre de ces adolescent·e·s sont résilient·e·s et s’adaptent bien à l’école. Toutefois, leur adaptation scolaire et psychosociale (bien-être, réussite éducative, engagement et persévérance scolaire) se caractérise par une grande hétérogénéité, notamment en raison de la diversité de leurs profils (p. ex. statut migratoire, régions d’origines) et de leurs expériences. L’adaptation de ces jeunes est aussi teintée par plusieurs facteurs individuels (p. ex. histoire migratoire, parcours scolaire), socioculturels (p. ex. famille, école, pairs) et systémiques (p. ex. discrimination, climat scolaire) de mieux en mieux connus. Toutefois, comment ces différents facteurs agissent selon les profils et les trajectoires d’adaptation de ces jeunes reste peu explorés. Cette conférence vise donc à présenter une étude en cours se penchant sur les trajectoires d’adaptation d’adolescent·e·s immigrant·e·s dans les trois années suivant leur entrée en classe d’accueil. Elle repose sur un devis mixte dans le cadre duquel des données ont été recueillies par questionnaires et par entrevues auprès de 119 adolescent.e.s (43% réfugié.e.s, 28% immigrant.e.s économiques, 29% en réunification familiale) dans leur langue maternelle. Ces élèves qui fréquentaient une classe d’accueil en milieux favorisés ou défavorisés ont été rencontré·e·s dans les semaines suivant leur arrivée au Canada (T1 : 2021-22), un an plus tard (T2, N=113) puis après deux ans (T3, N=104), alors que 10% étaient toujours en accueil ou avaient abandonné l’école et 90% fréquentaient une classe ordinaire, l’éducation aux adultes ou le cégep (collège). La méthodologie privilégiée dans cette étude ainsi que des résultats préliminaires seront présentés.

Invitée par Benoît Galand, Justine Jacquemart

Jeudi 8 mai de 9h00 à 10h30
Salle E139 Socrate/Michotte

Optimiser les interventions comportementales en psychologie de la santé : Développer et choisir les bons outcomes
Serge Sultan, Université de Montréal

La psychologie de la santé et la médecine comportementale ont connu ces quinze dernières années une « révolution tranquille » sur le thème de l’évaluation des interventions. Se calquant sur les phases de développement du médicament, plusieurs modèles nous offrent la possibilité d’organiser simplement notre travail de chercheur et de clinicien. Avec ces modèles en toile de fond, cette présentation se centrera sur deux thématiques souvent négligées qui sont les pierres angulaires de la démonstration de la preuve dans ce domaine. Dans un premier temps, nous aborderons la question de la définition d’une intervention comportementale et des raisons pour lesquelles nous parlons de systématisation et de fidélité au traitement. Dans un deuxième temps, nous traiterons du choix des outcomes, un thème étroitement lié au modèle conceptuel de l’intervention. Les principaux défis de ces deux thématiques seront illustrés par l’expérience que nous avons acquise au CHU Sainte-Justine / Université de Montréal.

Invité par Magaly Lahaye 

Mercredi 7 mai de 12h00 à 13h30
Espace Cassier, Institut de Psychiatrie (IPI), av. Emmanuel Mounier, 18 – 1200 Bruxelles

Monitorer la Qualité de Vie dans le cancer pédiatrique avancé
Serge Sultan, Université de Montréal

Qu’est-ce que la Qualité de Vie chez les jeunes patients atteints de cancer et dont les options de traitement sont réduites ? Est-il important de collecter des données sur la Qualité de Vie dans ce contexte ? Si oui, comment le faire ? Peut-on dégager des pistes d’action dans le soin alors que la guérison s’éloigne ? Cette intervention présentera une initiative de recherche originale dans ce domaine, appelée Advance QoL. Cette initiative vise à décrire le statut des jeunes de leur propre point de vue (Patient Reported Outcomes) afin de pouvoir dégager des pistes d’action concrètes sur des thèmes importants pour les patients et les familles (Patient Important Outcomes). Advance QoL a fait l’objet de plusieurs études de développement et d’adaptation à ce contexte difficile. La présentation offrira aux participants un accès complet aux instruments et aux ressources nécessaires pour une utilisation (libre accès).

Invité par Magaly Lahaye et Laurens Van Calster, chef du service de psychologie clinique, cliniques universitaires Saint-Luc

Thursday, April 24, 4:00 pm
Room ICP-2, Tour ICP, 74 Av. Hippocrate - 1200 BXL

How does addiction work for me? Ecological momentary assessment, personalized network models, and collaborative communication to improve motivational interviewing and cognitive behavioral therapy for cannabis use problems in young adults
Alessandra Mansueto, University of Amsterdam

Each person is a unique complex system. How can we collaboratively communicate with our clients to understand their system and improve personalized interventions? We could ask clients to monitor their psychological problems and influencing factors multiple times a day for multiple days (ecological momentary assessment, EMA), and use this data to plot daily patterns and estimate personalized networks graphing the relationships between problems and influencing factors. We tested this approach in a preclinical pilot randomized controlled trial with 26 young adults who wanted help to stop or diminish their cannabis use. While one group received a two-sessions intervention including motivational interviewing and cognitive behavioral techniques (TAU), the other group received this plus EMA and derived feedback (TAU+). TAU+ participants filled in EMA five times per day for three weeks before the first intervention session. Practitioners included participant-specific hypotheses in the case conceptualizations, which they tested using an application developed for EMA analysis and visualization. The output was discussed with participants to collaboratively understand their cannabis use mechanisms, add information to functional analyses and consequently aid the choice of coping strategies. We recorded intervention sessions, collected functional analyses pictures, conducted semi-structured interviews with participants and practitioners, and collected outcome data on substance use and mental health. While in both groups cannabis use decreased at the end of the intervention, only TAU+ maintained the change after three months. Participants reported high perceived usefulness, ease of use and motivation regarding the personalized feedback, but some difficulties and negative emotions in answering EMA. Suggested mechanisms of change were improved motivation, self-awareness, choice of intervention strategies, and collaborative interpretation. Practitioners expressed the need to simplify the tool for therapist use and give more training on feedback communication. I will present this approach, practical examples, quantitative and qualitative results, and ways forward for future research.

Invited by Mateo Leganes

Friday, April 11 at 3 pm
Room: Salle du conseil A224
Follow remotely via this Teams link 

Decisional components in motor-response execution
Michele Scaltritti, University of Trento (Italy)

Everyday experience suggests that thoughts and actions are tightly intertwined and continuously interact. However, cognitive sciences have often assumed a temporal and functional priority of cognition over action, with motor behaviors serially following the termination of (prior) cognitive computations.
The present research project assessed the functional specificity of the decisional components unfolding during response execution. Methodologically, over a series of lexical decision experiments the electromyographic (EMG) traces of manual responses were used to obtain chronometric measures of response (button-press) duration. The results revealed that the slower response times for pseudowords compared to words include a slower execution of the motor-response. This lexicality effect during motor-response execution is however independent from manipulations of speed-accuracy tradeoffs and response bias, as well as from metacognitive evaluations of decisional confidence. Taken together, the results suggest that decisional processes are still unfolding during motor-response execution. Further, they seem to point toward a certain degree of independence between the decisional variables influencing premotor vs motor intervals within response times. Rather than a nuisance variable, motor execution may thus provide unique insights into unfolding decisional processes.

Invited by  Virginie Crollen, Veena Kamble

Thursday, April 10 at 2 pm
Room: Salle du conseil 

Effect of childhood hearing loss on the subcortical and cortical processing of speech
Axelle Calcus, Université libre de Bruxelles

How does a peripheral, mild to moderate, sensorineural hearing loss (MM HL) affect central auditory processing along the auditory pathway? The answer appears to vary depending on the stimulation strategy. In the absence of any amplification, MM HL appears to entail some changes in the cortical processing of sounds that manifest themselves in late childhood/adolescence. More recently, we conducted a study aimed at examining the effect of childhood MM HL and the benefit of frequency-specific amplification on both subcortical and cortical auditory processing, and to relate it to speech-perceptual abilities. We recorded subcortical and cortical responses to speech syllables in nineteen children with congenital MM HL (unamplified and amplified), and sixteen children with typical hearing (unamplified sounds only). Speech perception was measured behaviourally. Congenital HL led to smaller subcortical and cortical responses to unamplified speech sounds. There was a significant benefit of amplification on subcortical and early, but not late, cortical responses, with some effects differing across age. No relationship was found between the neural and behavioural measures. Childhood MM HL thus affects both subcortical and cortical processing of speech. Amplification mostly benefits subcortical processing of speech in younger children. Childhood HL leads to functional changes in the processing of sounds, with amplification differentially affecting subcortical and cortical levels of the auditory pathway. Together, our results support the existence of multiple gain mechanisms that could underlie homeostatic plasticity throughout the auditory pathway in the context of childhood hearing loss.

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

Wednesday, April 9, from 1:30pm to 3:00pm 
Room: Socr 21 

Sharing personal memories on social media: Motives and (some) mnemonic consequences
Charles B. Stone, John Jay College of Criminal Justice, The City University of New York

Social media has become a powerful and efficient means by which individuals share their personal memories with friends, family, and the world at large. Despite this, researchers are only beginning to examine the motives and mnemonic consequences associated with sharing personal experiences via social media--both for the producer (i.e., the person posting the material) and the consumer (i.e., the individual viewing the material; see Stone & Wang, 2019). The aim of the present talk is (generally) threefold: 1) briefly review the research examining the psychological motives and mnemonic consequences associated with producing or sharing content on social media, 2) present the latest research from our lab and colleagues extending these lines of research, and 3) discuss methodological considerations associated with conducting social media research in terms of attrition rates, ecological validity and the evolving nature of social media itself and present avenues for future research.

Invited by Olivier Luminet & Illuminetti Lab

Mardi 1er avril de 9h30 à 10h45
Salle: E139

Le climat scolaire peut-il vraiment être la réponse à tous les maux ?
Clément Perrin, Université Grenoble Alpes

Le climat scolaire est un sujet particulièrement populaire chez les professionnels de l'éducation mais aussi chez les chercheurs. Pour autant, il est difficile de trouver une définition consensuelle du climat ce qui témoigne des difficultés rencontrées par ce champ de la recherche. Cette présentation abordera les premiers résultats du travail de thèse et les questions de recherche suivantes : Peut-on définir (et mesurer) le climat scolaire d'un établissement ? Le climat scolaire est-il associé à des variables cibles, nous distinguerons les variables scolaires (motivation, notes...) des variables plus générales (sommeil, santé, bien-être) ? Enfin, le climat scolaire varie-t-il entre les établissements (analyses multiniveaux) ? Nous discuterons des liens étroits entre ces trois questions, plus particulièrement de l'apport des analyses multiniveaux, ainsi que des implications pour la recherche et les professionnels.

Invité par Benoit Galand, Matthieu America 

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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