François Cury

Is red the colour of danger? Testing an implicit red–danger association

Research using participant’s self-reports has documented a link between red and danger. In this research, we used two different variants of a Stroop word evaluation task to test for the possibility of an implicit red–danger association using carefully controlled colour stimuli (equated on lightness and chroma). Experiment 1, using words as stimuli, yielded strong evidence of a link between red and danger, and weaker evidence of a green–safety association. Experiment 2, using symbols as stimuli, again yielded strong evidence of a link between red and danger; no green effects were observed. The findings were discussed in terms of the power and promise of red in signal communication. Practitioner Summary: This research documents an implicit association between red and danger. Our findings confirm the wisdom of using red to communicate danger in systematic signal systems, and suggest that red may be used more broadly in other communication contexts to efficiently convey danger-relevant information.

When Depression Mediates the Relationship Between Entity Beliefs and Performance

The aim of this study was to determine whether depression can explain the negative relationship between academic performance and the belief that intelligence is a fixed trait, i.e., entity belief. A sample of 353 French volunteer adolescents (age 11–16) completed questionnaires assessing entity theory and depressive symptoms (Children Depression Inventory: CDI). Academic performance was assessed by math performance while controlling for baseline level of math ability. Results of this study revealed that entity theory is a significant negative predictor of academic performance and a significant positive predictor of depression. Importantly, our findings also show that depression plays a significant mediating role between entity theory and academic performance. Our findings indicate that individuals who consider their abilities to be non-malleable are more likely to develop depressive symptoms which, in turn, decrease academic performance. These findings contribute to tailoring specific prevention and treatment programs for childhood and adolescent depression.

Rôle des théories implicites de l'intelligence chez les élèves en situation d'apprentissage

Most studies have tried to explain the school difficulties by analysing the intellectual factors that lead to school failure. However in addition to the instrumental capacities, authors also recognize the role played by other factors such as motivation. More specifically, the theory of achievement motivation aims to determine motivational factors involved in achievement situations when the students have to demonstrate their competencies. This paradigm attributes a central place to beliefs in order to explain childrens behavior in academic situations. According to Dweck, it seems that beliefs about the nature of intelligence have a very powerful impact on behavior. These implicit theories of intelligence create a meaning system or conceptual framework that influences the individual interpretation of school situations. Thus, an entity theory of intelligence is the belief that intelligence is a fixed trait, a personal quality that cannot be changed. Students who subscribe to this theory believe that although people can learn new things, their underlying intelligence remains the same. In contrast, an incremental theory of intelligence is the belief that intelligence is a malleable quality that can increase through efforts. The identification of these two theories allows us to understand the cognition and behavior of individuals in achievement situations. Many studies carried out in the academic area show that students who hold an entity theory of intelligence (ie they consider intelligence like a stable quality) have a strong tendency to attribute their failures to a fixed trait. They are more likely to blame their intelligence for ne-gative outcomes and to attribute failures to their bad intellectual ability. In contrast, students who hold an incremental theory of intelligence (ie they consider intelligence as a malleable quality) are more likely to understand the same ne-gative outcomes in terms of specific factors: they attribute them to a lack of effort. This differential emphasis on traits versus specific mediators in turn fosters different reactions to negative events. Several studies have shown that entity theorists of intelligence are more likely than incremental theorists to react helplessly in the face of failure. They are not only more likely to make negative judgments about their intelligence from the failures, but also more likely to show negative affect and behaviors. This helpless response pattern is cha-racterized by a lack of persistence, and performance decrements. In contrast, incremental theorists, who focus more on behavioral factors (eg effort, problem-solving strategies) as causes of negative achievement outcomes, tend to act on these mediators. They try harder and develop better strategies and continue to work. Some authors have tendency to consider implicit theories of intelligence as a disposition or a stable dimension. But in the last few years, several studies showed that peoples theories are not fixed traits; they are beliefs that may be influenced. These studies also suggested that students use the two types of beliefs and that the context determines the choice between the two types of theories. According to these authors, the psychological state of the student depends on dispositional factors but also on situational factors. Thus, several studies have tried to demonstrate that it is possible to modify experimentally implicit theories of intelligence and subsequent cognitions and behaviors by modifying situational factors. Several studies have demonstrated that it was possible to induce students to adopt one of the two theories of intelligence by presenting them a scientific article that compelling argued for either an entity or an incremental view of intelligence. The results showed that participants who had received the entity theory induction exhibited more evidence of a helpless reaction to failure. These studies show that some of the judgments and reactions associated with implicit theories can be experimentally induced by manipulating participant theories. However in the context of school difficulties, only few works have been conducted. We think that the model of the motivation of achievement would allow us to better understand maladjusted behaviors that engender failure and scholastic exclusion. In one study, reseachers have demonstrated that children with mental disorders are less likely than other children to hold an incremental theory of their intellectual abilities. Other studies have demonstrated that entity theorists interpret their bad results according to their global intelligence level by negatively judging their global abilities (I think I am stupid). It is interesting to note that these students make the same attributions as depressive students. These results reveal the need to determine systems of beliefs within populations with anxiety or depressive symptoms in order to characterise their motivational profiles. Indeed, we think that these symptoms contribute to modify implicit theories of intelligence and the nature of the subsequent scholastic achievement. Finally, we think that it is inte-resting to demonstrate the positive motivational effects of the experimental induction of the incremental theory. A series of studies showed that childrens theories of intelligence expe-rimentally induced will influence their tendency to persevere in the face of failure. Like normally developing children, children with mental disorders were more likely to prefer challenging activities and report high levels of interest-enjoyment when the task was presented as one which is improvable. It suggests that although children with difficulties are pessimistic about improving their intellectual capacities, if a new task is introduced in a way that highlights the possibility of self-improvement (incremental theory), then they will pursue the challenge in an adaptive manner (strong perseverance, enjoy, and important interest). These results are very inte-resting. Indeed, highlighting an incremental theory had a po-sitive motivational effect on behavior in achievement situations. In addition, all these results also may open up several interesting perspectives for the treatment of learning disabi-lities. The results should lead to plan programmes of cognitive therapy in order to modify beliefs that underlie maladjusted achievement behaviors of children and adolescents in scholastic failure.

The 3 × 2 Achievement Goal Questionnaire for Teachers

Within the past decade, the achievement goal approach has begun to be used to study teacher achievement motivation. In recent research with students, a 3 × 2 model of achievement goals has been proffered that separates mastery-based goals in terms of a task/self distinction. The purpose of the present study was to extend this 3 × 2 model to teachers in order to provide important insights into teachers’ individual differences. We devised items for the questionnaire and showed that data obtained with the 3 × 2 Achievement Goal Questionnaire for Teachers fit the 3 × 2 model (in absolute terms and relative to 10 alternative models) and that each goal of the model exhibited good internal consistency. In addition, we linked the 3 × 2 goals to other key constructs relevant to achievement goals, namely, implicit theories of ability, instructional practices and intrinsic interest.

Sex and Age Differences in the Endorsement of Sex Stereotypes Associated with Driving

Sex and age differences are particularly pronounced in car accidents. Current psychological research is exploring the relationship between risky driving and compliance with sex stereotypes, notably conformity with social expectations concerning masculinity. Some studies have already shown that sex stereotypes associated with driving (SSAD) may influence driving behaviors. The aim of this research was to explore the participants sex and age differences in SSAD endorsement. A questionnaire was developed and validated on four dimensions of SSAD: males driving skills and females compliance with traffic rules, courtesy behind the wheel, and risk avoidance in driving. SSAD endorsement was measured for 291 licensed drivers from 18 to 64 years of age. Results revealed that females endorsed the females risk avoidance stereotype more (p < .05), whereas males endorsed the male drivers (driving skills) stereotype more (p < .05). Results also revealed that the endorsement of males driving skills decreases with age (p < .01) and the endorsement of females courtesy increases with age among all participants (p = .01), while the endorsement of females compliance with traffic rules increases with age only among female participants (p < .05). The results are discussed in terms of in-group/out-group relations and sex and age differences.

Links between personality, time perspective, and intention to practice physical activity during cancer treatment: an exploratory study.

The purpose of the study was to analyze links between personality, time perspective, and intention to practice physical activity during cancer treatment.

Implicit measures of beliefs about sport ability in swimming and basketball

Abstract Sport ability may be seen as relatively stable, genetically determined and not easily modified by practice, or as increasable with training, work and effort. Using the Implicit Association Test (IAT), the purpose of the present study is to examine whether the practice of a particular sport (swimming or basketball) can influence automatic beliefs about sport ability in these two sports. The IAT scores evidence that swimmers and basketball players automatically and implicitly associate their own sport with training rather than genetics, whereas non-sportspersons have no significant automatic association. This result is strengthened when perceived competence and intrinsic motivation in swimming or basketball are high.

Telehealth applied to physical activity during cancer treatment: a feasibility, acceptability, and randomized pilot study

PurposePrevious studies have underlined the benefits of exercise during cancer therapy. However, patients are insufficiently active during treatment. Telehealth is used to encourage people to be active, reducing difficulties and offsetting the lack of infrastructure often reported. We aimed to identify the effects of recommendations and telehealth on the level of physical activity, fatigue, and quality of life.MethodsSixty patients suffering from various cancers under treatment were randomized into two groups. Every Sunday, they had to complete online questionnaires: number of steps, MFI-20, and EORTC-QLQ-30. Group R (recommendations) was given encouragement to improve physical activity during 8xa0weeks, using a recommendation guide, and received a weekly SMS text message for exercise promotion. Group C, without recommendations, was the control group.ResultsTwo-way ANOVAs for repeated measures did not reveal effect on the number of steps walked over time; however, the results indicated a beneficial effect for group R related to self-reported fatigue (Fu2009=u20092.686, pu2009=u2009.01) and quality of life (Fu2009=u20092.431, pu2009=u2009.02).ConclusionSurprisingly, the level of exercise in group R did not significantly increase, but self-reported fatigue and quality of life were improved. This study underlines that inexpensive sharing of time, human, and financial means, through a protocol of physical activity, improves patient health.

“I’m not scientifically gifted, I’m a girl”: implicit measures of gender-science stereotypes – preliminary evidence

Students often have a negative view on science, particularly women. Furthermore, academic level in math and science is usually considered as an innate ability. The aims of the study were to create an Implicit Association Test (IAT) in order to highlight the stereotype that science is innate, to identify if the gender of the participants impacts the results of this implicit measure and to compare self-report and implicit measures. Results showed that (1) science and innate are more easily associated in the IAT than liberal arts and innate, (2) women have a higher association of science and innate than men in the IAT (that is not the case in self-report measures).