Jean Louis Tavani

Social Representation of Gifted Children: A Preliminary Study in France

Abstract There is a growing recognition of giftedness in France and the need for identification. Social Representations (SR) of gifted children have never been examined in France with an appropriate methodology, yet it is important to do so as the information obtained may help ensure the insertion and inclusion of these children in school and society. The aim of the present preliminary study was to investigate the SR of gifted children in a French population using a free association methodology, a Vergès analysis (1992), and a similarity analysis (Flament, 1981). Both are recognized as valid and efficient tools for SR to be examined. The SR of gifted children by individuals who have had contact with such children is compared to the SR of gifted children by individuals with no contact. Results reveal that the SR by people familiar with gifted children include the concepts of intelligence, curiosity and sensitivity compared with the sole notion of intelligence as cited by the other group.

Tell me what you remember and I will know who you are: The link between collective memory and social categorization

The present article aims to show that collective memories could serve as a criterion in social categorization. We predicted that a target person who shares common collective memories will be perceived as similar (to the self), relatively more favorably and categorized as an ingroup member. We conducted four studies using memories of historical events or childhood objects. These studies consistently showed that a target who shares common memories is more likely to be perceived as an ingroup member than someone who does not. This effect is mediated by perceived similarity to the self. Finally, individuals who share common memories are perceived more favorably than when they do not. However, according to the type of collective memories (historical events vs. childhood memories) sharing memories impacts either perceived competence or perceived warmth. The current sets of studies support the idea that collective memory influences social categorization processes, exemplifying its group identity-defining function.

Are reflective models appropriate for very short scales? Proofs of concept of formative models using the Ten-Item Personality Inventory

OBJECTIVE Because of their length and objective of broad content coverage, very short scales can show limited internal consistency and structural validity. We argue that it is because their objectives may be better aligned with formative investigations than with reflective measurement methods that capitalize on content overlap. As proofs of concept of formative investigations of short scales, we investigate the Ten-Item Personality Inventory (TIPI). METHOD In Study 1, we administered the TIPI and the Big Five Inventory (BFI) to 938 adults and fitted a formative Multiple Indicators Multiple Causes model, which consisted of the TIPI items forming five latent variables, which in turn predicted the five BFI scores. These results were replicated in Study 2 on a sample of 759 adults, but this time with the Revised NEO Personality Inventory (NEO-PI-R) as the external criterion. RESULTS The models fit the data adequately, and moderate to strong significant effects (.37 < |β| < .69, all ps < .001) of all five latent formative variables on their corresponding BFI and NEO-PI-R scores were observed. CONCLUSIONS This study presents a formative approach that we propose to be more consistent with the aims of scales with broad content and short length like the TIPI.

An exploratory study of creativity, personality and schooling achievement

ABSTRACT We investigate the link between schooling achievement and creativity scores, controlling for personality traits and other individual characteristics. Our study is based on field data collected in a secondary school situated in a Parisian suburb. Four scores of creativity were measured on 9th graders. Verbal divergent thinking negatively predicts the grades in most subjects, but graphical integrative thinking is positively correlated with scientific grades. There is no significant correlation with the other measures of creativity, implying a low importance of creativity in school. In line with previous work, we find that conscientiousness and openness are positively associated with grades.