European journal of psychology of education

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  Año 2009, Vol. 24, Número 2. Dedicado a: Social dynamics in judgement and performance in academic settings / Céline Buchs (ed. lit.), Armand Chatard (ed. lit.), Olivier Desrichard (ed. lit.)

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    Social dynamics in judgment and performance in academic settings

    Céline Buchs, Armand Chatard, Olivier Desrichard, Gabriel Mugny

    págs. 125-128

    
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    Knowledge interdependence with the partner, accuracy of mutual knowledge model and computer-supported collaborative learning

    Gaëlle Molinari, Mirweis Sanguin, Pierre Dillenbourg, Marc-Antoine Nüssli

    • Resumen

    págs. 129-144

    
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    Is a partner's competence threatening during dyadic cooperative work? It depends on resource interdependence

    Céline Buchs, Fabrizio Butera

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    págs. 145-154

    
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    Effects of gender role and task content on performance in same-gender dyads: Transactive memory as a potential mediator

    Estelle Michinov, Nicolas Michinov, Pascal Huguet

    • Resumen

    págs. 155-168

    
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    Effects of different forms of tutor action in a conditional reasoning task: An experimental approach to the tutorial dialogue

    Isabelle Olry-Louis

    • Resumen

    págs. 169-180

    
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    Epistemic constraint and teaching style

    Alain Quiamzade, Gabriel Mugny, Juan Manuel Falomir Pichastor

    • Resumen

    págs. 181-190

    
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    The effects of solo status on women's and men's success: The moderating role of the performance context

    Marie-Laure Viallon, Delphine Martinot

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    págs. 191-205

    
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    So young and already victims of stereotype threat: Socio-economic status and performance of 6 to 9 years old children on Raven's progressive matrices

    Michel Désert, Marie Préaux, Robin Junt

    • Resumen

    págs. 207-218

    
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    French-Arab students and verbal intellectual performance: Do they really suffer from a negative intellectual stereotype?

    Cindy Chateignier, Marion Dutrévis, Armelle Nugier, Peggy Chekroun

    • Resumen

    págs. 219-234

    
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    Some grammatical rules are more difficult than others: The case of the generic interpretation of the masculine

    Pascal Gygax, Ute Gabriel, Oriane Sarrasin, Jane Oakhill, Alan Garnham

    • Resumen

    págs. 235-246

    
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    The impact of significant others' actual appraisals on children's self-perceptions: What about Cooley's assumption for children?

    Cécile Nurra, Pascal Pansu

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    págs. 247-262

    
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    Students' perceptions of parental and teacher academic involvement: Consequences on achievement goals

    Isabelle Régner, Florence Loose, Florence Dumas

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    págs. 263-277