Publish in OALib Journal

ISSN: 2333-9721

APC: Only $99


Any time

9 ( 1 )

2019 ( 2 )

2018 ( 14 )

2017 ( 21 )

Custom range...

Search Results: 1 - 10 of 2712 matches for " Nathalie Nader-Grosbois "
All listed articles are free for downloading (OA Articles)
Page 1 /2712
Display every page Item
Emotion Regulation, Personality and Social Adjustment in Children with Autism Spectrum Disorders  [PDF]
Nathalie Nader-Grosbois, Stéphanie Mazzone
Psychology (PSYCH) , 2014, DOI: 10.4236/psych.2014.515182
Abstract: The study examines how emotion regulation and emotion dysregulation in 3 - 12 years old children with autism spectrum disorders (n = 39) are linked with the five factors of personality and their social adjustment. Children were assessed by means of the Differential Scales of Intellectual Efficiency-Revised edition (EDEI-R). The teachers have completed the CARS-T, the Bipolar Rating Scales based on the Five Factor Model (EBMCF) and the French version of Emotion Regulation Checklist (ERC-vf) and a Social Adjustment scale (including items related to Theory of Mind, EASE-ToM, and related to social rules, EASE-Social-Skills). Positive and significant correlations are obtained between emotion regulation scores and verbal developmental age, personality factors of openness, agreeableness, and extraversion. The emotion dysregulation score is negatively and significantly linked with the factor of emotional stability, but positively and significantly linked with extraversion. Moreover, emotion regulation scores are positively and significantly linked with scores in social adjustment. Linear regression by stepwise shows that both extraversion and agreeableness explain 66.5% of the variance of the emotion regulation score; and extraversion, agreeableness and emotional stability explain 68.3% of the variance of the emotion dysregulation score. The openness explains 55.9% of the variance of the EASE-ToM score. Both agreeableness and extraversion explain 61.6% of the variance of the EASE-Social Skills score.
How Are Parental Reactions to Children’s Emotions Related to Their Theory of Mind Abilities?  [PDF]
Stéphanie Mazzone, Nathalie Nader-Grosbois
Psychology (PSYCH) , 2016, DOI: 10.4236/psych.2016.72019
Abstract: In this study, parents’ reactions to their children’s emotions were investigated as correlates of children’s abilities in Theory of Mind (ToM). 175 parents completed questionnaires about their reactions to their children’s emotions. Children’s ToM abilities were assessed by direct measures and a questionnaire completed by mothers. Inter-parental comparisons and intra-parental inter-actions were explored. The maternal model was significant for children’s ToM-emotions and ToM-thinking. The paternal model was significant for children’s ToM-beliefs. Maternal supportive reactions (SR) to positive emotions were related to children’s ToM-emotions and ToM-thinking. Moreover, maternal non-supportive reactions (NSR) to negative emotions were negatively associated with children’s ToM-thinking. The interaction between paternal SR to children’s positive emotions and a low level of NSR to positive emotions was associated with a high level of ToM-beliefs. The results suggest that exploring the parental gender effect and the combined effects of parental reactions is useful for understanding children’s ToM development.
Emotion-Related Socialization Behaviours in Parents of Children with an Autism Spectrum Disorder  [PDF]
Stéphanie Mazzone, Nathalie Nader-Grosbois
Psychology (PSYCH) , 2017, DOI: 10.4236/psych.2017.88074
Abstract: Eisenberg, Cumberland and Spinrad (1998) defined Emotion-Related Socialization Behaviours (ERSBs) as parents’ behaviours that tend to promote their children’s emotional and social abilities. They distinguish three types of ERSBs in parents: their reactions to their children’s emotions, their emotion-related conversations and their emotional expressiveness. The two present studies compare these reactions (Study 1) and conversations (Study 2) in parents of children with an Autism Spectrum Disorder (ASD) and parents of typically developing (TD) children. Moreover, by applying several linear regression analyses by the stepwise method, they examined the extent to which such ERSBs vary according to individual characteristics in children and parents. Study 1 included 39 mothers and 31 fathers of ASD children and 39 mothers and 31 fathers of TD children. In Study 2, 29 mothers and 15 fathers of ASD children and 29 mothers and 15 fathers of TD children participated. For the two studies, children were matched for gender and global developmental age. Parents’ ERSBs, their openness to emotional processes and children’s personality were assessed by means of questionnaires. Children’s developmental age was assessed using the Differential Scales of Intellectual Efficiency. For each study, we considered mothers and fathers independently in our analyses, with a view to adapt parenting programmes for each parent if necessary. Results revealed that there are few differences between the two groups of parents in their ERSBs. Regression analyses showed that the variance in ERSBs in parents of ASD children was explained partially by their openness to emotional processes and by their children’s personality. Our results suggest that, although parents of ASD children are good “socializers of emotions”, intervention programs should take account of the fact that their ERSBs vary according to their own emotional abilities and their children’s personality. These studies emphasize the importance of identifying which individual characteristics are protective or risk factors for parent’s behaviours.
Variability and Predictors of Mothers and Fathers’ Socialization Behaviors and Bidirectional Links with Their Preschoolers Socio-Emotional Competences  [PDF]
Stéphanie Mazzone, Nathalie Nader-Grosbois
Journal of Behavioral and Brain Science (JBBS) , 2017, DOI: 10.4236/jbbs.2017.712043
Abstract: In their Parental Socialization of Emotions model, Eisenberg, Cumberland and Spinrad (1998) differentiated parents’ Emotion-Related Socialization Behaviours (ERSBs) that support their child’s socio-emotional development: their reactions to their child’s emotions, their discussions about emotions with the child and the expressions of their own emotions in the family. The cross- sectional study focused on the variability of parents’ ERSBs according to children’s and parents’ characteristics (Study 1) and included 167 mothers and 152 fathers of preschoolers. The short-term longitudinal study examined the interaction between parents’ ERSBs and children’s socio-emotional abilities (Theory of Mind, emotional regulation and social adjustment) (Study 2) in 53 two-parent families and their children, with a 6 months interval. In Study 1, parents’ ERSBs, their emotional competences and children’s personality were assessed by means of questionnaires. In Study 2, we combined direct and indirect measures to assess children’s socio-emotional competences. Results of Study 1 indicated that parental ERSBs were mainly predicted by children’s personality, such as emotional stability and parents’ emotional competences, such as communication about their own emotions. Moreover, we observed a differential sensitivity between mothers and fathers toward children’s personality. Results of Study 2 revealed that both mothers and fathers socialized their children’s socio-emotional competences, particularly by the way of emotion-related conversations with their children. Mothers’ emotion-related conversations predicted children’s Theory of mind abilities and social adjustment, while fathers’ emotion-related conversations predicted children’s emotional regulation. In addition, fathers’ reactions to their children’s emotions were predicted by children’s socio-emotional competences. These studies highlighted bidirectional effects between parents’ behaviours and children’s development. They emphasized also the importance to better identify predictors of parents’ ERSBs in order to know on which target the professionals should intervene.
Assessment of Hostile Attribution Bias in Early Childhood  [PDF]
Marine Houssa, Nathalie Nader-Grosbois, Alexandra Volckaert
Psychology (PSYCH) , 2018, DOI: 10.4236/psych.2018.95060
Abstract: In the literature, the tendency to attribute hostile intent is called “hostile attribution bias”. After ambiguous provocation, aggressive children are more likely than nonaggressive children to attribute a hostile intent to the peer. Children who make hostile attribution bias are generally more rejected by peers. However, it seems that nonaggressive children may also attribute hostile intentions to peers. The goals of these studies are 1) to detect the profile of young children who attribute hostile intentions and 2) to identify if there is difference between children who showed hostile attribution bias and those who did not. In the first study, 176 preschoolers were tested with the Unfair Card Game, that is a virtual game inducing frustration/provocation and including a high level of personal involvement. In the second study, 102 children were also tested with the Unfair Card Game, but also with some measures of social cognition. In both studies, parents and teachers completed some questionnaires. Results showed notably that children who displayed HAB manifested less positive affects and more negative affects during the frustration task. Compared with children who displayed no hostile attribution bias, children who did do so were perceived by teachers as more extraverted and by parents as having a higher level of externalizing behavior. It seems possible to identify children who made hostile attribution bias. Results are discussed in relation to the literature on the hostile attribution bias.
Do Parents Talk about Emotions with Their Children? The Questionnaire of Parent-Child Conversations about Emotions (QPCCE)  [PDF]
Stéphanie Mazzone, Isabelle Roskam, Mo?ra Mikolajczak, Nathalie Nader-Grosbois
Psychology (PSYCH) , 2017, DOI: 10.4236/psych.2017.87065
Abstract: Emotion-related conversations between parents and their children have been shown to play a crucial role in children’s emotional development. During these conversations, parents may help their children to understand their own emotions and those of others better by emphasizing certain positive and negative emotions, by explaining causes and consequences of emotions, etc. In past research, parent-child emotion-related conversations have been assessed by means of an observational design. While this method has several advantages (e.g., ecological validity, qualitative data collection, etc.), it is time-consuming and generally restricted to one interaction. The goals of the present research were first to develop and validate a parent-report measure to evaluate parent-child emotion-related conversations (Questionnaire of Parent-Child Conversations about Emotions, QPCCE) (see Appendix) and then to examine its links with preschoolers’ social and emotional development. Study 1 presents the factorial structure, the internal consistency and the test-retest reliability of the QPCCE. Study 2 presents its convergent validity with an observational measure. Study 3 examines the links between parental emotion-related conversations and children’s social and emotional competences. The findings suggest that the QPCCE is a valid parent-report measure of parent-child emotion-related conversations, at least for mothers.
Differential Impact of an Executive-Function and a Social Cognition Training on Preschoolers with Externalizing Behavior Problems  [PDF]
Marine Houssa, Alexandra Volckaert, Nathalie Nader-Grosbois, Marie-Pascale No?l
Journal of Behavioral and Brain Science (JBBS) , 2017, DOI: 10.4236/jbbs.2017.712042
Abstract: In preschoolers, externalizing behavior problems are a primary cause of consultation. It is known that externalizing behavior (EB) could result from individual and environmental risk factors. Individual risk factors included notably social cognition (SC) and executive functions (EF). A high level of EB has usually been related to dysfunction in SC and to poor skills in EF. The aim of the present experimental study is to compare the impact of two very targeted child-oriented trainings in the increasing of social competence and decreasing of EB in preschoolers. One training targeted SC abilities while the second one targeted EF capacities. These two trainings were compared on 48 preschoolers presenting clinically relevant levels of EB. The comparison of those results highlighted how each training could help preschoolers with EB in their behavior, emotion regulation and social adjustment. In comparison to a waiting-list control-group, the two trainings were effective in decreasing EB and differentiated impacts of the two trainings were obtained on different dimensions of profiles of social competence and emotion regulation. Results are discussed for their research and clinical implications.
TIC, taches et nativisation : impact sur la production orale en L2 ICT, tasks and nativisation: impact on L2 oral production
Muriel Grosbois
ALSIC : Apprentissage des Langues et Systèmes d'Information et de Communication , 2009, DOI: 10.4000/alsic.1239
Abstract: Cet article traite des effets de la participation à un projet intégrant les Technologies de l'Information et de la Communication (TIC), sur l'évolution de la production orale en Langue 2 (L2). Plus précisément, notre recherche trouve son ancrage dans un projet collectif de création multimédia, mené entre des stagiaires de l'IUFM de Paris et des étudiants du King's College de Londres.Le scénario de formation tel qu'il a été proposé est d'abord analysé d'un point de vue théorique, sous l'angle de la tache. La seconde partie est consacrée à l'évaluation de la production orale des stagiaires, en amont et en aval de la formation. L'étude se centre ensuite sur l'impact du phénomène de nativisation au niveau phonologique, compte tenu du fait que les échanges entre les partenaires ont été limités au courriel, et donc à un input écrit. Les résultats obtenus sont susceptibles de servir d'autres dispositifs de formation reposant sur la communication médiée par ordinateur, qui auraient pour objectif d'améliorer la production orale des apprenants. This article focuses on the impact of an ICT project on the development of L2 oral production. The origin of our research lies in a project in which trainee teachers in Paris and PGCE students in London created a multimedia resource together. The various tasks this project implied are first analysed from a theoretical point of view. The second part of the paper centres around the evaluation of the trainee teachers' oral production. We then study the effects of nativisation on a phonological level, considering the fact that the interactions between the French and British partners were all email-based (the input was therefore exclusively written). The results we obtained could prove useful for the setting up of other computer mediated projects, if the objective is to improve learners' L2 oral production.
Fabrication of Dual-Axis Solar Tracking Controller Project  [PDF]
Nader Barsoum
Intelligent Control and Automation (ICA) , 2011, DOI: 10.4236/ica.2011.22007
Abstract: The recent decades have seen the increase in demand for reliable and clean form of electricity derived from renewable energy sources. One such example is solar power. The challenge remains to maximize the capture of the rays from the sun for conversion into electricity. This paper presents fabrication and installation of a solar panel mount with a dual-axis solar tracking controller. This is done so that rays from the sun fall perpendicularly unto the solar panels to maximize the capture of the rays by pointing the solar panels towards the sun and following its path across the sky. Thus electricity and efficiency increased.
Acoustic Modeling of a 3-Layered Panel Incorporating Electro-Rheological/ Magneto-Rheological (EMR) Fluids  [PDF]
Nader Mohammadi
Open Journal of Acoustics (OJA) , 2014, DOI: 10.4236/oja.2014.41001
Abstract: Applications of Electro-Rheological (ER) or Magneto-Rheological (MR) fluids as typical smart materials have been widely investigated over the past decades (since their introduction in 40s). The special applications of these materials as a means of noise suppression are not yet investigated. Constrained Layer Damping (CLD) sheets can be realized by incorporating EMR (ER/MR) materials. In this way, a multilayered damping sheet is obtained with adaptive (tunable) stiffness and damping characteristics. These properties are easily changed in proportion to the electric (magnetic) field applied upon the EMR layer. This notion has been introduced for semi-active vibration control problems. Herein, such panels incorporating EMR material are proposed for adaptive acoustic treatments. Modeling (simulation) of a 3-layered panel with the middle layer being EMR with adjustable
Page 1 /2712
Display every page Item

Copyright © 2008-2017 Open Access Library. All rights reserved.