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Papers by Jean-Michel Passerault

… and methodology in …, 1996

Psychological Research, 2009

In two experiments, we investigated memory for words location after writing a text. Experiment 1 ... more In two experiments, we investigated memory for words location after writing a text. Experiment 1 demonstrated the existence of a memory for words location in writing by showing that participants who Wrst composed a text and were then asked to locate words extracted from their text performed above a chance level established using a computer simulation, and better than participants who did not compose a text but were told the subject of the text. Experiment 2 showed that memory for words location in writing is mainly supported by a visuospatial representation of the text, as indicated by the lower recall of words location by participants who performed a visuospatial concurrent task at the time of the composition, compared with participants who performed a verbal concurrent task. The Wndings highlight the role of a spatial representation of the physical layout of the text and the role of such a memory in the writing process.

Langages, 2010

Olive Thierryet al., « La dimension visuo-spatiale de la production de textes : approches de psyc... more Olive Thierryet al., « La dimension visuo-spatiale de la production de textes : approches de psychologie cognitive et de critique génétique », Langages, 2010/1 n° 177, p. 29-55. Distribution électronique Cairn.info pour Armand Colin. © Armand Colin. Tous droits réservés pour tous pays. La reproduction ou représentation de cet article, notamment par photocopie, n'est autorisée que dans les limites des conditions générales d'utilisation du site ou, le cas échéant, des conditions générales de la licence souscrite par votre établissement. Toute autre reproduction ou représentation, en tout ou partie, sous quelque forme et de quelque manière que ce soit, est interdite sauf accord préalable et écrit de l'éditeur, en dehors des cas prévus par la législation en vigueur en France. Il est précisé que son stockage dans une base de données est également interdit. Document téléchargé depuis www.cairn.info -univ_poitiers --195.83.66.24 -05/03/2012 15h41. © Armand Colin Document téléchargé depuis www.cairn.info -univ_poitiers --195.83.66.24 -05/03/2012 15h41. © Armand Colin

Journal of Educational Psychology, 2011

Two experiments examined whether text quality is related to online management of the writing proc... more Two experiments examined whether text quality is related to online management of the writing processes. Experiment 1 focused on the relationship between online management and text quality in narrative and argumentative texts. Experiment 2 investigated how this relationship might be affected by a goal emphasizing text quality. In both experiments, psychology students were instructed to think aloud while composing their texts. Reaction times to auditory probes were also collected to reflect writers' cognitive effort. Two sets of variables were measured: general temporal indicators (fluency, prewriting pause) and online management of writing processes (number, mean length of episodes). Finally, text quality was assessed. As expected, results confirmed that narrative and argumentative texts are composed using different strategies. Students also composed better texts when a quality-based goal had been set. The main reliable indicator of text quality was an increase of the prewriting pause and of planning processes. These findings indicate that writers tailor their writing behavior to match the type and quality of the text they are asked to produce. These results are discussed in the light of interventions and recommendations in the classroom.

To determine if text quality is related to orchestration of the writing processes, the present ex... more To determine if text quality is related to orchestration of the writing processes, the present experiment examined how a goal stressing text quality affects text quality and use of writing processes. Psychology students were instructed to think aloud while composing a narrative and an argumentative text. Half of the participants composed with a standard quality goal (no particular stress on text quality) while the other half composed with a high quality goal (high stress on text quality). Verbal protocols were categorized into four writing processes: planning, translating, reading and revising. Writers' cognitive effort was analyzed through reaction times to auditory probes. Two sets of variables were measured: general characteristics of the composition (fluency, prewriting pause, cognitive effort…), and on-line management of the writing processes (number of episodes, mean length of episodes…). Two judges independently assessed text quality with two analytic scales. As expected, participants wrote better texts when quality was stressed. However, this stress did not affect on-line management of the writing processes. Only the prewriting pause was longer. Narratives and argumentations were composed with different strategies: narratives required more but shorter episodes of writing processes than argumentative. These findings indicate that writers change their writing behavior to adapt quality of their text to the goals of the task.

Learning to Write Effectively: Current Trends in European Research, Aug 10, 2012

Educational policies encourage the use of computers to search information. In the present study, ... more Educational policies encourage the use of computers to search information. In the present study, we concentrated on the selection of relevant book references and particularly we focused on the impact of three characteristics of the lists of references on the judgement of relevance by 34 pupils in Grade 5: the topic's familiarity, the length of book reference list and the

Cet article s'intéresse aux difficultés des jeunes élèves (CM2) réalisant des recherches docu... more Cet article s'intéresse aux difficultés des jeunes élèves (CM2) réalisant des recherches documentaires à l'aide d'un ordinateur, d'un point de vue de psychologie cognitive. Une première expérience montre d'une part, que les élèves oublient progressivement, par désactivation des concepts pertinents en mémoire, les consignes et le thème de la recherche documentaire et d'autre part, que certains facteurs peuvent accélérer cette dégradation. Une seconde expérience confirme ces résultats et montre qu'une ré-explicitation des consignes et du thème améliore les performances des élèves en réactivant les concepts pertinents. La question de l'autonomie des élèves lors de l'activité est discutée à la fin de cet article.

Gestion et management public, 2014

L'année psychologique, 1990

Hermès, 2004

Les volontés institutionnelles encouragent l'utilisation de l'ordinateur pour les recherches d'in... more Les volontés institutionnelles encouragent l'utilisation de l'ordinateur pour les recherches d'informations. Dans cette étude, nous nous intéressons à la sélection de références documentaires pertinentes en nous focalisant sur les impacts de trois caractéristiques des listes de références sur le jugement de pertinence de 34 élèves de CM2 : la familiarité thématique, la longueur de la liste de références documentaires et la pertinence de ces références. Les résultats ont montré que ces trois facteurs ont des influences significatives sur le nombre de références pertinentes sélectionnées, sur le temps nécessaire à cette sélection et plusieurs interactions ont été trouvées. Nous avons utilisé un modèle récent de compréhension et de mémorisation pour conceptualiser les processus cognitifs impliqués dans cette tâche de sélection. Les implications pour l'éducation et la conception d'outils électroniques sont discutées. Mots-clés : recherche documentaire informatisée, activation conceptuelle, jugement de pertinence, école primaire.

Written Communication, 2014

ABSTRACT We investigated changes across grades in the cognitive demands associated with the organ... more ABSTRACT We investigated changes across grades in the cognitive demands associated with the organizing subprocess of writing. A total of 85 fifth (age M = 10.8), 88 seventh (age M = 12.9), and 79 ninth (age M = 14.6) graders composed either a procedural text or an expository description on a digital tablet, on the basis of a "scrambled ideas" paradigm. The demands of organizing were measured in terms of time management (the time spent pausing and transcribing during text production). Our results suggest a developmental change in the on-line management of the organizing subprocess. Findings indicate that only pupils from ninth grade onward adapt their writing behavior to match the task demands. Results are discussed in light of Berninger and Swanson's developmental model of writing.

L'année psychologique, 1999

Journal of Computer Assisted Learning, 2004

Boolean systems still constitute most of the installed base of online public access catalogues (O... more Boolean systems still constitute most of the installed base of online public access catalogues (OPACs) in the French universities even if many studies have shown that Boolean operators are not frequently used by 'non-librarian' users (by contrast with professional librarians). The first study examined the use of Boolean operators by French university students; In the second study, elaborated to evaluate the impact of information search expertise on this use, Boolean operators are explicitly presented and participants were explicitly invited to use them. We assumed that university students would not frequently use the operators in searching, and that even if they were explicitly invited to make use of them. Results obtained with the first study based on transaction logs analyses confirmed that French university students did not frequently use Boolean operators. The impact of information search expertise, analysed in the second study, compared three levels of expertise: Novice (university students), intermediate (future professional librarians), and expert (professional librarians). Results showed that, even if the three groups were invited to use Boolean operators, this use increased significantly with the level of information search expertise. University students, if they manage procedural functions of connectives in natural language, do not always manage the whole set of procedural functions carried by such connectives when used in the documentary language. So, the relevance of presenting explicit Boolean operators in the OPACs when users are 'non-librarians' is questioned.

Journal of Cognitive Psychology, 2012

Writing from sources requires the processing of both external (documentary) and internal (long-te... more Writing from sources requires the processing of both external (documentary) and internal (long-term memory; LTM) sources of information, which can sometimes interfere with each other. We hypothesised that writers with high working memory (WM) capacity would resolve interference faster than those with low-capacity WM. However, results showed that writing pause duration was shorter for low-capacity writers. This result suggests that

… and methodology in …, 1996

Psychological Research, 2009

In two experiments, we investigated memory for words location after writing a text. Experiment 1 ... more In two experiments, we investigated memory for words location after writing a text. Experiment 1 demonstrated the existence of a memory for words location in writing by showing that participants who Wrst composed a text and were then asked to locate words extracted from their text performed above a chance level established using a computer simulation, and better than participants who did not compose a text but were told the subject of the text. Experiment 2 showed that memory for words location in writing is mainly supported by a visuospatial representation of the text, as indicated by the lower recall of words location by participants who performed a visuospatial concurrent task at the time of the composition, compared with participants who performed a verbal concurrent task. The Wndings highlight the role of a spatial representation of the physical layout of the text and the role of such a memory in the writing process.

Langages, 2010

Olive Thierryet al., « La dimension visuo-spatiale de la production de textes : approches de psyc... more Olive Thierryet al., « La dimension visuo-spatiale de la production de textes : approches de psychologie cognitive et de critique génétique », Langages, 2010/1 n° 177, p. 29-55. Distribution électronique Cairn.info pour Armand Colin. © Armand Colin. Tous droits réservés pour tous pays. La reproduction ou représentation de cet article, notamment par photocopie, n'est autorisée que dans les limites des conditions générales d'utilisation du site ou, le cas échéant, des conditions générales de la licence souscrite par votre établissement. Toute autre reproduction ou représentation, en tout ou partie, sous quelque forme et de quelque manière que ce soit, est interdite sauf accord préalable et écrit de l'éditeur, en dehors des cas prévus par la législation en vigueur en France. Il est précisé que son stockage dans une base de données est également interdit. Document téléchargé depuis www.cairn.info -univ_poitiers --195.83.66.24 -05/03/2012 15h41. © Armand Colin Document téléchargé depuis www.cairn.info -univ_poitiers --195.83.66.24 -05/03/2012 15h41. © Armand Colin

Journal of Educational Psychology, 2011

Two experiments examined whether text quality is related to online management of the writing proc... more Two experiments examined whether text quality is related to online management of the writing processes. Experiment 1 focused on the relationship between online management and text quality in narrative and argumentative texts. Experiment 2 investigated how this relationship might be affected by a goal emphasizing text quality. In both experiments, psychology students were instructed to think aloud while composing their texts. Reaction times to auditory probes were also collected to reflect writers' cognitive effort. Two sets of variables were measured: general temporal indicators (fluency, prewriting pause) and online management of writing processes (number, mean length of episodes). Finally, text quality was assessed. As expected, results confirmed that narrative and argumentative texts are composed using different strategies. Students also composed better texts when a quality-based goal had been set. The main reliable indicator of text quality was an increase of the prewriting pause and of planning processes. These findings indicate that writers tailor their writing behavior to match the type and quality of the text they are asked to produce. These results are discussed in the light of interventions and recommendations in the classroom.

To determine if text quality is related to orchestration of the writing processes, the present ex... more To determine if text quality is related to orchestration of the writing processes, the present experiment examined how a goal stressing text quality affects text quality and use of writing processes. Psychology students were instructed to think aloud while composing a narrative and an argumentative text. Half of the participants composed with a standard quality goal (no particular stress on text quality) while the other half composed with a high quality goal (high stress on text quality). Verbal protocols were categorized into four writing processes: planning, translating, reading and revising. Writers' cognitive effort was analyzed through reaction times to auditory probes. Two sets of variables were measured: general characteristics of the composition (fluency, prewriting pause, cognitive effort…), and on-line management of the writing processes (number of episodes, mean length of episodes…). Two judges independently assessed text quality with two analytic scales. As expected, participants wrote better texts when quality was stressed. However, this stress did not affect on-line management of the writing processes. Only the prewriting pause was longer. Narratives and argumentations were composed with different strategies: narratives required more but shorter episodes of writing processes than argumentative. These findings indicate that writers change their writing behavior to adapt quality of their text to the goals of the task.

Learning to Write Effectively: Current Trends in European Research, Aug 10, 2012

Educational policies encourage the use of computers to search information. In the present study, ... more Educational policies encourage the use of computers to search information. In the present study, we concentrated on the selection of relevant book references and particularly we focused on the impact of three characteristics of the lists of references on the judgement of relevance by 34 pupils in Grade 5: the topic's familiarity, the length of book reference list and the

Cet article s'intéresse aux difficultés des jeunes élèves (CM2) réalisant des recherches docu... more Cet article s'intéresse aux difficultés des jeunes élèves (CM2) réalisant des recherches documentaires à l'aide d'un ordinateur, d'un point de vue de psychologie cognitive. Une première expérience montre d'une part, que les élèves oublient progressivement, par désactivation des concepts pertinents en mémoire, les consignes et le thème de la recherche documentaire et d'autre part, que certains facteurs peuvent accélérer cette dégradation. Une seconde expérience confirme ces résultats et montre qu'une ré-explicitation des consignes et du thème améliore les performances des élèves en réactivant les concepts pertinents. La question de l'autonomie des élèves lors de l'activité est discutée à la fin de cet article.

Gestion et management public, 2014

L'année psychologique, 1990

Hermès, 2004

Les volontés institutionnelles encouragent l'utilisation de l'ordinateur pour les recherches d'in... more Les volontés institutionnelles encouragent l'utilisation de l'ordinateur pour les recherches d'informations. Dans cette étude, nous nous intéressons à la sélection de références documentaires pertinentes en nous focalisant sur les impacts de trois caractéristiques des listes de références sur le jugement de pertinence de 34 élèves de CM2 : la familiarité thématique, la longueur de la liste de références documentaires et la pertinence de ces références. Les résultats ont montré que ces trois facteurs ont des influences significatives sur le nombre de références pertinentes sélectionnées, sur le temps nécessaire à cette sélection et plusieurs interactions ont été trouvées. Nous avons utilisé un modèle récent de compréhension et de mémorisation pour conceptualiser les processus cognitifs impliqués dans cette tâche de sélection. Les implications pour l'éducation et la conception d'outils électroniques sont discutées. Mots-clés : recherche documentaire informatisée, activation conceptuelle, jugement de pertinence, école primaire.

Written Communication, 2014

ABSTRACT We investigated changes across grades in the cognitive demands associated with the organ... more ABSTRACT We investigated changes across grades in the cognitive demands associated with the organizing subprocess of writing. A total of 85 fifth (age M = 10.8), 88 seventh (age M = 12.9), and 79 ninth (age M = 14.6) graders composed either a procedural text or an expository description on a digital tablet, on the basis of a "scrambled ideas" paradigm. The demands of organizing were measured in terms of time management (the time spent pausing and transcribing during text production). Our results suggest a developmental change in the on-line management of the organizing subprocess. Findings indicate that only pupils from ninth grade onward adapt their writing behavior to match the task demands. Results are discussed in light of Berninger and Swanson's developmental model of writing.

L'année psychologique, 1999

Journal of Computer Assisted Learning, 2004

Boolean systems still constitute most of the installed base of online public access catalogues (O... more Boolean systems still constitute most of the installed base of online public access catalogues (OPACs) in the French universities even if many studies have shown that Boolean operators are not frequently used by 'non-librarian' users (by contrast with professional librarians). The first study examined the use of Boolean operators by French university students; In the second study, elaborated to evaluate the impact of information search expertise on this use, Boolean operators are explicitly presented and participants were explicitly invited to use them. We assumed that university students would not frequently use the operators in searching, and that even if they were explicitly invited to make use of them. Results obtained with the first study based on transaction logs analyses confirmed that French university students did not frequently use Boolean operators. The impact of information search expertise, analysed in the second study, compared three levels of expertise: Novice (university students), intermediate (future professional librarians), and expert (professional librarians). Results showed that, even if the three groups were invited to use Boolean operators, this use increased significantly with the level of information search expertise. University students, if they manage procedural functions of connectives in natural language, do not always manage the whole set of procedural functions carried by such connectives when used in the documentary language. So, the relevance of presenting explicit Boolean operators in the OPACs when users are 'non-librarians' is questioned.

Journal of Cognitive Psychology, 2012

Writing from sources requires the processing of both external (documentary) and internal (long-te... more Writing from sources requires the processing of both external (documentary) and internal (long-term memory; LTM) sources of information, which can sometimes interfere with each other. We hypothesised that writers with high working memory (WM) capacity would resolve interference faster than those with low-capacity WM. However, results showed that writing pause duration was shorter for low-capacity writers. This result suggests that