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Evelyne Clément

CY Cergy Paris Université, Cognitive psychology, Faculty Member

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Evelyne Clément is a Full Professor of cognitive psychology. She founded in 2018, within the Paragraphe Lab, the LDC team (Learning-Development-Cognition), dedicated to the cognitive processes underlying learning and knowledge acquisition. Studies on cognitive mechanisms are conducted in a fundamental and applied perspective, such as educational issues. Her interests especially include the development of cognitive flexibility and the more prone conditions of its expression.

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Evelyne Clément

Paris Grand Ouest University - Cergy-Pontoise

Evelyne Clément

CY Cergy Paris Université

Pascal Salembier

Université de Technologie de Troyes (UTT)

Christophe Mundutéguy

Université Gustave Eiffel

Christine Chauvin

AgroSup Dijon

Tanguy Wettengel

Thierry Viéville

Institut National de Recherche en Informatique et Automatique (INRIA)

Marie-Axelle Granié

Université Gustave Eiffel

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Papers by Evelyne Clément

Subject-by-subject analysis in problem solving

HAL (Le Centre pour la Communication Scientifique Directe), 1996

Dans cette contribution on présente l'intérêt d'une analyse qualitative de l'activité pour compre... more Dans cette contribution on présente l'intérêt d'une analyse qualitative de l'activité pour comprendre et expliquer les choix d'un individu placé dans une situation problématique. En référence à la modélisation de la résolution de problèmes artificiels conçus en laboratoire (problèmes à transformation d'états), on montre comment une telle analyse permet d'identifier les processus cognitifs à l'origine des différences de performances et comment elle peut contribuer à l'établissement d'un diagnostic cognitif individualisé.

De l’interprétation à l’action. Coordination du dossier en l’honneur des- travaux de Jean-François Richard

HAL (Le Centre pour la Communication Scientifique Directe), Dec 31, 2016

Introduction [La flexibilité cognitive. Pierre angulaire de l'apprentissage.]

HAL (Le Centre pour la Communication Scientifique Directe), Jul 1, 2021

Early Analogical Extensions: An ERP Study on Preschoolers' Semantic Approximations

This study investigates whether the ERPs of 4-years-olds in response to verbal overextensions ref... more This study investigates whether the ERPs of 4-years-olds in response to verbal overextensions reflect the encoding of actions through abstract categories. Participants were presented with images of actions (e.g. peeling an orange) while hearing a sentence containing a conventional verb (e.g. peeling), an approximative verb (e.g. undressing), a superficially related verb (e.g. pressing) or a pseudoverb (e.g. rauging). The N400 for approximative verbs significantly differed from the pseudoverb condition, but not from the conventional verb condition. In contrast, the N400 for superficially related verbs was significantly greater than for conventional verbs, but no significant difference was found with the pseudoverb condition. These results confirm our hypothesis that encoding mainly focuses on general categories (e.g. taking of an envelope). The implications of the findings are discussed regarding the conceptual organization of preschoolers and their analogical abilities.

Une démarche de diagnostic et ses implications dans les secteurs santé et éducation

HAL (Le Centre pour la Communication Scientifique Directe), Apr 22, 2010

International audienc

Author manuscript, published in "ESM'2007, St Julian: Malta (2007)" EMOTION: APPRAISAL-COPING MODEL FOR THE “CASCADES ” PROBLEM

Modelling emotion has become a challenge nowadays. Therefore, several models have been produced i... more Modelling emotion has become a challenge nowadays. Therefore, several models have been produced in order to express human emotional activity. However, only a few of them are currently able to express the close relationship existing between emotion and cognition. An appraisal-coping model is presented here, with the aim to simulate the emotional impact caused by the evaluation of a particular situation (appraisal), along with the consequent cognitive reaction intended to face the situation (coping). This model is applied to the “Cascades” problem, a small arithmetical exercice designed for ten-year-old pupils. The goal is to create a model corresponding to a child’s behaviour when solving the problem using his own strategies.

Motivation et Autodetermination Dans Les Apprentissages Scolaires

2014-08-26 1064 Le Monde Diplomatique

Cognitive flexibility. The corstone of learning

Le Centre pour la Communication Scientifique Directe - HAL - Université de Nantes, 2022

Étude Électro-Physiologique Du Traitement Des Approximations Sémantiques Chez L’Enfant

Le Centre pour la Communication Scientifique Directe - HAL - Diderot, 2017

Training flexible categorization to improve arithmetic problem solving: A school-based intervention with 5th graders

Le Centre pour la Communication Scientifique Directe - HAL - Université de Nantes, Jul 27, 2022

Because of its importance in academic achievement, especially in mathematics, training cognitive ... more Because of its importance in academic achievement, especially in mathematics, training cognitive flexibility at school is a major issue. The present research investigates the effectiveness of a school-based intervention to improve proportion arithmetic problem solving. The study was conducted with 5th graders of 10 classes from 5 high-priority education schools in the Paris region. Students of the control and experimental groups took part in 8 learning sessions about proportion problem solving. The experimental group's training focused on comparing and flexibly categorizing the problems in the hopes to help students achieve a deeper understanding of proportion problems. Results show that training flexible categorization allowed the experimental group to progress more than the control group, in both categorization and solving tasks. The educational implications of our results are discussed.

Un paradigme d'étude des processus d'évocation analogique

Le Centre pour la Communication Scientifique Directe - HAL - SHS, 2017

Cognitive Flexibility. The Cornerstone of Learning

Le Centre pour la Communication Scientifique Directe - HAL - Inria, 2022

Cognitive flexibility: The cornestone of learning

Le Centre pour la Communication Scientifique Directe - HAL - Diderot, Feb 18, 2022

Apports du numérique dans les apprentissages : Effets sur la motivation et le sentiment de compétence d’élèves de cycle 3

Le Centre pour la Communication Scientifique Directe - HAL - Diderot, Apr 12, 2022

Du score d'efficience intellectuelle à l'étude des stratégies individuelles de résolution d'une tâche : mise en évidence auprès d'adultes présentant un retard mental

Le Centre pour la Communication Scientifique Directe - HAL - Archive ouverte HAL, Apr 7, 2010

International audienc

Motivation et apprentissages scolaires

Processus émotionnels en situation d’apprentissage, 2022

Ce chapitre s’appuie sur trois approches théoriques qui fournissent un cadre solide et diversifié... more Ce chapitre s’appuie sur trois approches théoriques qui fournissent un cadre solide et diversifié pour mieux comprendre la motivation scolaire, sa dynamique, ses déterminants et ses conséquences. Il souligne le rôle fondamental joué par l’enseignant dans la motivation des élèves, tel que la nature des activités qu’il propose, ou les retours qu’il procure à l’élève. Enfin, il présente des « préconisations » pour favoriser l’apprentissage par les pratiques pédagogiques.

Metacognition and Cognitive Flexibility in Transfer of Learning

Cognitive flexibility and categorization

HAL is a multidisciplinary open access archive for the deposit and dissemination of scientific re... more HAL is a multidisciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

Motivation and Academic Learning

Emotional Processes in Learning Situations

Subject-by-subject analysis in problem solving

HAL (Le Centre pour la Communication Scientifique Directe), 1996

Dans cette contribution on présente l'intérêt d'une analyse qualitative de l'activité pour compre... more Dans cette contribution on présente l'intérêt d'une analyse qualitative de l'activité pour comprendre et expliquer les choix d'un individu placé dans une situation problématique. En référence à la modélisation de la résolution de problèmes artificiels conçus en laboratoire (problèmes à transformation d'états), on montre comment une telle analyse permet d'identifier les processus cognitifs à l'origine des différences de performances et comment elle peut contribuer à l'établissement d'un diagnostic cognitif individualisé.

De l’interprétation à l’action. Coordination du dossier en l’honneur des- travaux de Jean-François Richard

HAL (Le Centre pour la Communication Scientifique Directe), Dec 31, 2016

Introduction [La flexibilité cognitive. Pierre angulaire de l'apprentissage.]

HAL (Le Centre pour la Communication Scientifique Directe), Jul 1, 2021

Early Analogical Extensions: An ERP Study on Preschoolers' Semantic Approximations

This study investigates whether the ERPs of 4-years-olds in response to verbal overextensions ref... more This study investigates whether the ERPs of 4-years-olds in response to verbal overextensions reflect the encoding of actions through abstract categories. Participants were presented with images of actions (e.g. peeling an orange) while hearing a sentence containing a conventional verb (e.g. peeling), an approximative verb (e.g. undressing), a superficially related verb (e.g. pressing) or a pseudoverb (e.g. rauging). The N400 for approximative verbs significantly differed from the pseudoverb condition, but not from the conventional verb condition. In contrast, the N400 for superficially related verbs was significantly greater than for conventional verbs, but no significant difference was found with the pseudoverb condition. These results confirm our hypothesis that encoding mainly focuses on general categories (e.g. taking of an envelope). The implications of the findings are discussed regarding the conceptual organization of preschoolers and their analogical abilities.

Une démarche de diagnostic et ses implications dans les secteurs santé et éducation

HAL (Le Centre pour la Communication Scientifique Directe), Apr 22, 2010

International audienc

Author manuscript, published in "ESM'2007, St Julian: Malta (2007)" EMOTION: APPRAISAL-COPING MODEL FOR THE “CASCADES ” PROBLEM

Modelling emotion has become a challenge nowadays. Therefore, several models have been produced i... more Modelling emotion has become a challenge nowadays. Therefore, several models have been produced in order to express human emotional activity. However, only a few of them are currently able to express the close relationship existing between emotion and cognition. An appraisal-coping model is presented here, with the aim to simulate the emotional impact caused by the evaluation of a particular situation (appraisal), along with the consequent cognitive reaction intended to face the situation (coping). This model is applied to the “Cascades” problem, a small arithmetical exercice designed for ten-year-old pupils. The goal is to create a model corresponding to a child’s behaviour when solving the problem using his own strategies.

Motivation et Autodetermination Dans Les Apprentissages Scolaires

2014-08-26 1064 Le Monde Diplomatique

Cognitive flexibility. The corstone of learning

Le Centre pour la Communication Scientifique Directe - HAL - Université de Nantes, 2022

Étude Électro-Physiologique Du Traitement Des Approximations Sémantiques Chez L’Enfant

Le Centre pour la Communication Scientifique Directe - HAL - Diderot, 2017

Training flexible categorization to improve arithmetic problem solving: A school-based intervention with 5th graders

Le Centre pour la Communication Scientifique Directe - HAL - Université de Nantes, Jul 27, 2022

Because of its importance in academic achievement, especially in mathematics, training cognitive ... more Because of its importance in academic achievement, especially in mathematics, training cognitive flexibility at school is a major issue. The present research investigates the effectiveness of a school-based intervention to improve proportion arithmetic problem solving. The study was conducted with 5th graders of 10 classes from 5 high-priority education schools in the Paris region. Students of the control and experimental groups took part in 8 learning sessions about proportion problem solving. The experimental group's training focused on comparing and flexibly categorizing the problems in the hopes to help students achieve a deeper understanding of proportion problems. Results show that training flexible categorization allowed the experimental group to progress more than the control group, in both categorization and solving tasks. The educational implications of our results are discussed.

Un paradigme d'étude des processus d'évocation analogique

Le Centre pour la Communication Scientifique Directe - HAL - SHS, 2017

Cognitive Flexibility. The Cornerstone of Learning

Le Centre pour la Communication Scientifique Directe - HAL - Inria, 2022

Cognitive flexibility: The cornestone of learning

Le Centre pour la Communication Scientifique Directe - HAL - Diderot, Feb 18, 2022

Apports du numérique dans les apprentissages : Effets sur la motivation et le sentiment de compétence d’élèves de cycle 3

Le Centre pour la Communication Scientifique Directe - HAL - Diderot, Apr 12, 2022

Du score d'efficience intellectuelle à l'étude des stratégies individuelles de résolution d'une tâche : mise en évidence auprès d'adultes présentant un retard mental

Le Centre pour la Communication Scientifique Directe - HAL - Archive ouverte HAL, Apr 7, 2010

International audienc

Motivation et apprentissages scolaires

Processus émotionnels en situation d’apprentissage, 2022

Ce chapitre s’appuie sur trois approches théoriques qui fournissent un cadre solide et diversifié... more Ce chapitre s’appuie sur trois approches théoriques qui fournissent un cadre solide et diversifié pour mieux comprendre la motivation scolaire, sa dynamique, ses déterminants et ses conséquences. Il souligne le rôle fondamental joué par l’enseignant dans la motivation des élèves, tel que la nature des activités qu’il propose, ou les retours qu’il procure à l’élève. Enfin, il présente des « préconisations » pour favoriser l’apprentissage par les pratiques pédagogiques.

Metacognition and Cognitive Flexibility in Transfer of Learning

Cognitive flexibility and categorization

HAL is a multidisciplinary open access archive for the deposit and dissemination of scientific re... more HAL is a multidisciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

Motivation and Academic Learning

Emotional Processes in Learning Situations

Introduction Translated review EC

by Evelyne Clément and Evelyne Clément

Cognitive Flexibility; The corestone og-f lrearning, 2022

Over the past three decades, the study of the flexible nature of human cognition has been of grow... more Over the past three decades, the study of the flexible nature of human cognition has been of growing interest to scientists and practitioners in early childhood, neuropsychology, and education. In many manifestations of human activity, an important issue is to understand the nature and development of cognitive flexibility and the processes and contexts that promote or inhibit its expression. This issue is crucial in the field of lifelong learning, and more particularly in the field of school learning.