Removing the academic framing in student evaluations improves achievement in children with dyslexia: The mediating role of self-judgement of competence.

Self-judgement is known to play a crucial role in academic achievement, and as such, may be expected to have an impact on students with dyslexia. Their self-judgements may reflect the negative stereotype of low competence that targets people with disabilities. Their repeated academic failures may lead to a negative association between "school" and "failure". The aim of the present study was to investigate how such factors contribute to academic failure in students with dyslexia. Participants were 183 French middle school students. We assessed students' self-judgement and manipulated the framing of performance tasks so that students completed literacy tasks in both academic and non-academic forms. We expected a detrimental impact of dyslexia on performance in academic but not in non-academic tasks. We also expected self-judgement to account for this difference. Students with dyslexia perceive themselves as less competent than students without dyslexia. Significantly, structural equation modeling revealed that students with dyslexia performed poorly in academic tasks, compared to students without dyslexia. This difference no longer appeared in non-academic tasks. Self-judgement of competence is a predictor of the performance of students with and without dyslexia at school and their impact is related to how the academic features of the tasks are emphasized.

Psychological effects of remote-only communication among reference persons of ICU patients during COVID-19 pandemic.

BACKGROUND: During COVID-19 pandemic, visits have been prohibited in most French ICUs. Psychological effects, for reference persons (RPs), of remote-only communication have been assessed. METHODS: All RPs of patients referred to ICU for COVID-19 were included. HADS, IES-R, and satisfaction were evaluated at admission, discharge/death, and 3 months. At 3 months, a psychologist provided a qualitative description of RPs' psychological distress. RESULTS: Eighty-eight RPs were included. Prevalence of anxiety and depression was 83% and 73% respectively. At 3 months, lower HADS decrease was associated with patient death/continued hospitalization, and/or sleeping disorders in RPs (p < 0.01). Ninety-nine percent RPs felt the patient was safe (9 [7; 10]/10 points, Likert-type scale), confident with caregivers (10 [9; 10]/10 points), and satisfied with information provided (10 [9; 10]/10 points). All RPs stressed the specific-type of "responsibility" associated with being an RP in a remote-only context, leading RPs to develop narrow diffusion strategies (67%) and restrict the array of contacted relatives to a very few and/or only contacting them rarely. 10 RPs (30%) related the situation to a prior traumatic experience. CONCLUSION: RPs experienced psychological distress and reported that being an RP in a remote-only communication context was a specific responsibility and qualified it as an overall negative experience. TRIAL REGISTRATION: NCT04385121 . Registered 12 May 2020. https://clinicaltrials.gov/ .

Disentangling cross-language orthographic neighborhood from markedness effects in L2 visual word recognition.

Previous research has reported that lexical access in bilinguals is language non-selective. In the present study, we explored the extent to which cross-language orthographic neighborhood size (N-size) effects, an index of language non-selectivity, should be dissociated from markedness effects, a sub-lexical orthographic variable referring to the degree of language- shared (unmarked) versus specific (marked) orthography. Two proficiency groups of French/English bilinguals performed an English (L2) lexical decision task with three word and non-word conditions: (1) English words with large French N-size/unmarked orthography (price), (2) small French N-size/unmarked orthography (drive), and (3) small French N-size/marked orthography (write). Evidence was found for orthographic markedness effects, albeit with a different pattern for word and non-word processing: while marked words were facilitated (responded to faster and more accurately) compared to unmarked words, the opposite pattern emerged for non-words. The pattern of results was comparable in both proficiency groups. No evidence emerged for the influence of first language (L1) neighborhood on L2 word or non-word processing. Thus, the results emphasize the need to integrate orthographic markedness as a relevant psycholinguistic variable in bilingual models of visual word recognition such as BIA/+ and to take it into account when investigating cross- language effects and the issue of language non-selectivity during visual word recognition.

Working memory in children predicts performance on a gambling task.

The authors investigated whether working memory (WM) plays a significant role in the development of decision making in children, operationalized by the Children's Gambling Task (CGT). A total of 105 children aged 6-7, 8-9, and 10-11 years old carried out the CGT. Children aged 6-7 years old were found to have a lower performance than older children, which shows that the CGT is sensitive to participant's age. The hypothesis that WM plays a significant role in decision making was then tested following two approaches: (a) an experimental approach, comparing between groups the performance on the CGT in a control condition (the CGT only was administered) to that in a double task condition (participants had to carry out a recall task in addition to the CGT); (b) an interindividual approach, probing the relationship between CGT performance and performance on tasks measuring WM efficiency. The between-groups approach evidenced a better performance in the control group. Moreover, the interindividual approach showed that the higher the participants' WM efficiency was, the higher their performance in the CGT was. Taken together, these two approaches yield converging results that support the hypothesis that WM plays a significant role in decision making in children.