Centre de Recherches sur la Cognition et l'Apprentissage

In early Alzheimer's disease (AD), the hippocampal region is the area most severely affected by cellular and structural alterations, yet glucose hypometabolism predominates in the posterior association cortex and posterior cingulate gyrus. One prevalent hypothesis to account for this discrepancy is that posterior cingulate hypometabolism results from disconnection from the hippocampus through disruption of the cingulum bundle. However, only partial and indirect evidence currently supports this hypothesis. Thus, using structural magnetic resonance imaging and 2-[(18)F]fluoro-2-deoxy-D-glucose positron emission tomography in 18 patients with early AD, we assessed the relationships between hippocampal atrophy, white matter integrity, and gray matter metabolism by means of a whole-brain voxel-based correlative approach. We found that hippocampal atrophy is specifically related to cingulum bundle disruption, which is in turn highly correlated to hypometabolism of the posterior cingulate cortex but also of the middle cingulate gyrus, thalamus, mammillary bodies, parahippocampal gyrus, and hippocampus (all part of Papez's circuit), as well as the right temporoparietal associative cortex. These results provide the first direct evidence supporting the disconnection hypothesis as a major factor contributing to the early posterior hypometabolism in AD. Disruption of the cingulum bundle also appears to relate to hypometabolism in a large connected network over and above the posterior cingulate cortex, encompassing the whole memory circuit of Papez (consistent with the key location of this white matter tract within this loop) and also, but indirectly, the right posterior association cortex.

This volume tells the story of research on the cognitive processes of writing—from the perspectives of the early pioneers, the contemporary contributors, and visions of the future for the field. Writing processes yield important insights into human cognition, and is increasingly becoming a mainstream topic of investigation in cognitive psychology and cognitive neuroscience. Technological advances have made it possible to study cognitive writing processes as writing unfolds in real time. This book provides an introduction to these technologies. The first part of the volume provides the historical context for the significance of writing research for contemporary cognitive psychology and honors the pioneers in cognitive and social-cognitive research in this field. The book then explores the rapidly expanding work on the social foundations of cognitive processes in writing and considers not only gender differences but also gender similarities in writing. The third part presents a lifespan view of writing in early and middle childhood, adolescence, higher education, and the world of work. There follows an examination of the relationships of language processes –at the word, sentence, and text levels—to the cognitive processes in writing. Part V covers representative research on the cognitive processes of writing—translation and reviewing and revision—and the working memory mechanisms that support those processes. A review of the current technologies used to study these cognitive processes on-line as they happen in real time is provided. Part VII provides an introduction to the emerging new field of the cognitive neuroscience of writing made possible by the rapidly evolving brain imaging technologies, which are interpretable in reference to paradigms in cognitive psychology of writing. The final section of the book offers visions of the future of writing research from the perspective of contemporary leaders in writing research.

We introduce RESOLV, a theoretical model to account for readers' construction and management of goals during text comprehension and use. RESOLV focuses on readers' experience of their physical, social, and communicative context prior to actually engaging with texts. RESOLV assumes that readers construct two types of mental models prior to reading: The context model is a representation of the physical and social reading context, whereas the task model is a set of goals and plans that drives readers' decisions and actions in reading. We first present the RESOLV model, and we articulate two core hypotheses. We then present and discuss evidence supporting these hypotheses, from past and more recent research conducted in our labs, as well as in others'. The data support the view that reading decisions and processes are guided by readers' perceptions and attributions regarding the task statement but also more implicit cues from the reading context.

A lockdown of people has been used as an efficient public health measure to fight against the exponential spread of the coronavirus disease (Covid-19) and allows the health system to manage the number of patients. The aim of this study (clinicaltrials.gov NCT00430818) was to evaluate the impact of both perceived stress aroused by Covid-19 and of emotions triggered by the lockdown situation on the individual experience of time. A large sample of the French population responded to a survey on their experience of the passage of time during the lockdown compared to before the lockdown. The perceived stress resulting from Covid-19 and stress at work and home were also assessed, as were the emotions felt. The results showed that people have experienced a slowing down of time during the lockdown. This time experience was not explained by the levels of perceived stress or anxiety, although these were considerable, but rather by the increase in boredom and sadness felt in the lockdown situation. The increased anger and fear of death only explained a small part of variance in the time judgment. The conscious experience of time therefore reflected the psychological difficulties experienced during lockdown and was not related to their perceived level of stress or anxiety.

Societal inequality has been found to harm the mental and physical health of its members and undermine overall social cohesion. Here, we tested the hypothesis that economic inequality is associated with a wish for a strong leader in a study involving 28 countries from five continents (Study 1, N = 6,112), a study involving an Australian community sample (Study 2, N = 515), and two experiments (Study 3a, N = 96; Study 3b, N = 296). We found correlational (Studies 1 and 2) and experimental (Studies 3a and 3b) evidence for our prediction that higher inequality enhances the wish for a strong leader. We also found that this relationship is mediated by perceptions of anomie, except in the case of objective inequality in Study 1. This suggests that societal inequality enhances the perception that society is breaking down (anomie) and that a strong leader is needed to restore order (even when that leader is willing to challenge democratic values).

International audience

Efficient coordination of the different writing processes is central to producing good-quality texts, and is a fundamental component of writing skill. In this article, I propose a general theoretical framework for considering how writing processes are coordinated, in which writing processes are concurrently activated with more or less overlap between processes depending on their working memory demands, and with the flow of information cascading from central to peripheral levels of processing. To support this view, I review studies that investigated effects of handwriting skills on concurrent activation of higher order processes, and research on word production that explored how information cascades between levels of processing in the writing system. I argue that a parallel and cascading model makes it possible to combine different findings in a common integrated framework and thus constitutes a heuristic for further understanding coordination of the different levels of processing involved in writing.

The aim of this study was to investigate the effect of advanced age on self-reported internal and external memory strategy uses, and whether this effect can be predicted by executive functioning. A sample of 194 participants aged 21 to 80 divided into three age groups (21-40, 41-60, 61-80) completed the two strategy scales of the Metamemory in Adulthood (MIA) questionnaire, differentiating between internal and external everyday memory strategy uses, and three tests of executive functioning. The results showed that: (1) the use of external memory strategies increased with age, whereas use of internal memory strategy decreased; (2) executive functioning appeared to be related only to internal strategies, the participants who reported the greatest use of internal strategies having the highest executive level; and (3) executive functioning accounted for a sizeable proportion of the age-related variance in internal strategy use. These findings suggest that older adults preferentially use external memory strategies to cope with everyday memory impairment due to aging. They also support the view that the age-related decrease in the implementation of internal memory strategies can be explained by the executive hypothesis of cognitive aging. This result parallels those observed using objective laboratory memory strategy measures and then supports the validity of self-reported memory strategy questionnaire.

Since the 1960's, hundreds of articles have been published on the effects of exercise on cognition and more recently on executive functions. A large variety of effects have been observed: acute or long-lasting, facilitating or debilitating. Several theoretical frameworks have been proposed to explain these effects with plausible mechanisms. However, as yet none of these models has succeeded in unifying all the observations in a single framework that subsumes all effects. The aim of the present review is to revisit the strength model of self-control initiated by Baumeister and his colleagues in the 1990's in order to extend its assumptions to exercise psychology. This model provides a heuristic framework that can explain and predict the effects of acute and chronic exercise on effortful tasks tapping self-regulation or executive functions. A reconsideration of exercise as a self-control task results from this perspective. A new avenue for future research is delineated besides more traditional approaches.

Entertainment video games are very popular among young audiences. Nevertheless, despite their potential to improve cognitive functioning, they are still studied rarely as a tool for digital game-based learning. To better understand video gaming practices’ value in the classroom, this article provides a systematic review of literature on the effect of entertainment video games on academic learning. Our literature search yielded 49 relevant intervention studies published between 2005 and 2019 that integrated entertainment video games into academic curricula from preschool to college. Our review revealed that entertainment video games can be an effective educational tool and are beneficial in almost all academic disciplines, particularly in foreign language and science. However, research on entertainment video gaming’s effects on academic learning is still not extensive enough and remains mostly qualitative. Future studies need to provide a quantitative approach to complete and confirm already-existing literature, particularly in the environmental and social sciences, physical education, and programming. Given entertainment video games’ popularity and benefits on cognition and learning, it seems essential to investigate their practical value further in the education sector and to determine the mechanisms that mediate their effects on academic learning.

International audience

We sought to identify, the impact of handwriting skills on the efficiency and temporal course of word spelling across Grades 2-9. Eighty-four students, drawn from primary and lower secondary schools, were asked to perform a dictation task to assess their word spelling. They also had to write out the letters of the alphabet, as well as their firstnames and surnames, from memory to assess their handwriting skills. Handwriting kinematics were recorded using a digitizing tablet and a computer running Eye and Pen software. Results revealed that graphomotor skills (as assessed by the name writing task) influenced the success and temporal course of spelling, but only in primary grades, whereas the influence of orthographic knowledge (as assessed by the alphabet task) could still be observed in the lower secondary grades, even if it ceased to influence the temporal course and only affected errors. We discuss what these findings tell us about changes in transcription processes over the course of child development.

The purposes of this study were to determine the impact of physical activity on three different executive functions (shifting, inhibition, and updating) and to examine whether cardiovascular fitness was a good mediator of the positive link(s) between these variables. Sixty-three young adults (18-28 years), 30 young-old adults (60-70 years) and 30 old adults (71-81 years) were divided into physically active and sedentary groups according to physical activity level (assessed from an accelerometer and the Historical Leisure Activity Questionnaire). Cardiovascular fitness was assessed by VO2max from the Rockport 1 mile. Each executive function was assessed through three different experimental tasks. ANCOVAs revealed that the effect of physical activity level was specific to the old adults and significant for inhibition, but not for updating and shifting. Mediation analysis showed that this positive effect in the old adults group was mediated by cardiovascular fitness level. The present findings highlight the positive linkages among physical activity, cardiovascular fitness, and inhibition in aging.

When individuals realize that they fail to attain important standards or expectations, they may be motivated to escape the self, which could lead thoughts of suicide to become more accessible. Six studies examined this hypothesis, mainly derived from escape theory (Baumeister, 1990). The results indicated that whenever individuals realize that they fail to attain an important standard, they experience increased accessibility of suicide-related thoughts (Studies 1-6). In line with the idea that such effects reflect motivations to escape from negative self-awareness, they were especially pronounced when associated with high levels of self-consciousness and escapist motivations (Study 1) and with a large discrepancy between self and standards (Studies 2-4). Moreover, failure to attain standards increased suicide-thought accessibility along with the desire for an altered state of consciousness (Study 5). Finally, increases in suicide-thought accessibility after failure were associated with simultaneous increases in accessibility of general concepts related to escape (Study 6). Implications of these findings for escape and terror management theories are discussed.

We studied excitatory field potentials in the medial prefrontal cortex (mPFC, prelimbic area) to electrostimulation of the ventral hippocampus (CA1/subicular region) in the anaesthetized rat. Nine hundred stimulus trains (5 pulses at 250 Hz) applied at 1 Hz to the ventral hippocampus significantly and persistently depressed the amplitude and maximal slope ( approximately 55% for each index) of the prelimbic field potentials, but did not change the latency of the maximal slope or peak negativity. Twelve stimulus trains (50 pulses at 250 Hz) applied subsequently at 0.1 Hz restored the depression back to control level, and this reversible depression was maintained for at least 13 h. Cumulative depressive effects on the prelimbic field potential amplitude and maximal slope were observed upon addition of stimulus trains in the hippocampus. An important implication of the results is that the direct pathway from the hippocampus to the mPFC in the rat retains long-term depression (LTD) as a neuroplastic form in vivo. This form could cooperate with long-term potentiation (LTP) and such a bi-directional synaptic plasticity in the prefrontal cortex contributes to how cortical neural networks store information.

Exercise and health psychology have generated 2 sets of empirical studies guided by separate theory-driven axes. The first axis focuses on the causal relationship between chronic exercise and cognition and, more particularly, high-level cognitive functions such as executive functions (EFs). The second axis examines factors influencing the adherence process to physical activity (PA). Research conducted during the past decade shows that these 2 topics are closely linked, with EFs and effortful control playing a pivotal role in the bidirectional relationship linking PA and mental/brain health. The present article supports the idea that an individual engaged in the regular practice of effortful PA initiates a virtuous circle linking PA and effortful control in a bidirectional way. On the one hand, chronic exercise leads to an improvement of EFs and effortful control. On the other hand, gains in EFs and effortful control effectiveness lead to a reciprocal facilitation of the maintenance of PA over time. Some limitations and perspectives to this effort hypothesis are proposed in the last part of the article.

The threat of being judged stereotypically (stereotype threat) may impair memory performance in older adults, thereby producing inflated age differences in memory tasks. However, the underlying mechanisms of stereotype threat in older adults or other stigmatized groups remain poorly understood. Here, we offer evidence that stereotype threat consumes working memory resources in older adults. More important, using a process-dissociation procedure, we found, for the first time, that stereotype threat undermines the controlled use of memory and simultaneously intensifies automatic response tendencies. These findings indicate that competing models of stereotype threat are actually compatible and offer further reasons for researchers and practitioners to pay special attention to age-related stereotypes during standardized neuropsychological testing.

Manipulation checks do not allow ruling out or accepting alternative explanations of causal effects (Sigall & Mills, 1998). In order to gauge the influence of this argument on current research practices, we surveyed the views of researchers on manipulation checks. Results confirmed that a manipulation check still stands as a totem of experimental rigor. Except in rare circumstances, such as when pilot testing, manipulation checks do not provide information relevant to construct validity. While it seems cost free to include seemingly informative manipulation checks, we claim it is actually costly because it wrongly enhances subjective confidence in the validity of research findings. We conclude that manipulation checks may hinder efforts to adopt a cumulative culture and practice of hypothesis testing.

To fight against the spread of the coronavirus disease, more than 3 billion people in the world have been confined indoors. Although lockdown is an efficient solution, it has had various psychological consequences that have not yet been fully measured. During the lockdown period in France (April 2020), we conducted two surveys on two large panels of participants to examine how the lockdown disrupted their relationship with time and what this change in their experiences of time means. Numerous questions were asked about the experience of time but also the nature of life during the lockdown: the emotions felt, boredom, the activities performed, sleep quality, and the daily rhythm. The participants also completed a series of self-reported scales used to assess depression, anxiety, and impulsivity. The results showed that time seemed to pass more slowly during the lockdown compared to before. This feeling of a slowing down of time has little to do with living conditions during the lockdown and individual psychological characteristics. The main predictor of this time experience was boredom and partly mediated by the lack of activity. The feeling of being less happy and the presence of sleep disturbance also explained this specific experience of time albeit to a lesser extent.

Working memory capacity, our ability to manage incoming information for processing purposes, predicts achievement on a wide range of intellectual abilities. Three randomized experiments (N = 310) tested the effectiveness of a brief psychological intervention designed to boost working memory efficiency (i.e., state working memory capacity) by alleviating concerns about incompetence subtly generated by demanding tasks. Sixth graders either received or did not receive a prior 10-min intervention designed to reframe metacognitive interpretation of difficulty as indicative of learning rather than of self-limitation. The intervention improved children's working memory span and reading comprehension and also reduced the accessibility of self-related thoughts of incompetence. These findings demonstrate that constructing a psychologically safe environment through reframing metacognitive interpretation of subjective difficulty can allow children to express their full cognitive potential.