This study investigates the effectiveness of immersive audiovisual simulations in eliciting emotional responses and replicating the psychological and cognitive demands of high-risk operational environments, particularly in firefighting scenarios. Conducted in two successive phases, the research first employed a pilot study involving 90 participants (45 firefighters and 45 students) who were exposed to a controlled audiovisual simulation. Emotional responses were assessed using the Differential Emotion Scale (DES), the Emotion Regulation Questionnaire (ERQ), and the Perceived Stress Scale (PSS). The second phase involved an immersive room experiment with 36 firefighters, where the same audiovisual stimulus was presented in a fully immersive environment, integrating interactive decision-making tasks to enhance ecological validity. The findings indicate that both methods effectively elicited the targeted emotional responses, including stress, fear, anger, and serenity, with firefighters exhibiting greater emotional regulation and adaptive coping strategies compared to students. The immersive room environment significantly amplified emotional engagement, resulting in stronger emotional responses from the first scene onward. These results underscore the potential of immersive training tools in preparing emergency responders for high-stress situations by strengthening psychological resilience, improving emotional regulation, and optimizing decision-making under pressure. The study contributes to advancing evidence-based training methodologies in emergency response, public safety, and crisis management, emphasizing the importance of integrating immersive technologies into professional training programs.

This paper discusses the relevance of using physical situations to introduce the concept of angles at elementary school. We compare the effectiveness of two geometry teaching sequences. In the first one (physical sequence), the pupils learned the angle concept by experimenting on the playground (i.e. mesospace) and then modelling the situation. In the second one (paper-and-pencil sequence), the pupils worked solely in the space of a sheet of paper (i.e. microspace). In both sequences, pupils compared areas of space delineated by an angle between two directions. Pupils in two Grade 3 classes were exposed to one of the two teaching sequences. The unfolding of these sequences was videotaped and analyzed, and the pupils were tested individually, before and after teaching, to measure each sequence's effectiveness. Results showed that both sequences are effective to grasp the angle concept: Most pupils overcame the common erroneous conception of comparing angles' sides' lengths instead of angle openness. The comparison of areas of space delineated by an angle between two infinite directions, which is the two sequences' common core, seems to be the key factor underlying angle conceptualization. This paper ends with a discussion of these results' teaching implications and the merits of each sequence.

This paper presents a research program called CP2DIMG conducted at the Federation of Environment and Society Research at the University of Corsica. The goal of CP2DIMG is to better understand the influence of emotions on operational personnel’s decision-making, aiming to test training systems dedicated to individuals facing high stress during their professional activities. This type of training system is intended to enhance emotional and mental resilience, thereby improving decision-making ability in uncertain situations under the influence of emotions related to the event. For implementation, the method will be tailored to the specificities of two categories of operational personnel: firefighters and municipal police officers. The expected results will address significant demands from operational professionals in the Mediterranean region for firefighting safety but also for large-scale or highly complex interventions. This study fully integrates into the challenges of the Mediterranean region: forest management, risk prevention plans, and preparedness of local actors responsible for crisis management. Furthermore, individuals responsible for crisis management, including local government officials and risk management and security personnel, will be able to use the obtained results for effective decision-making.

The present research aims to study how the alphabetical knowledge associated with name writing evolves in French-speaking children. Two hundred children aged from 3 to 7, divided into nine age groups based on the semester of birth, participated in the experiment. We hypothesized that initially, children write (or trace) their own names as a fixed sequence of conventional letters, without associated alphabetical knowledge. This knowledge would develop later and progressively: first the name then the sound of the letters of the first name. To test this hypothesis, we proposed four tasks to children: first they were asked to write their own names and then three "segmented writing" tasks. In the latter tasks, the first name of each child was segmented into different infralexical units: syllables, phonemes (letter sounds) and letters (letter names) and these units were then dictated to them. As expected, the results we obtained show a significant advance in name writing over the tasks of segmented writing and a gradual development of the associated alphabetical knowledge. To conclude, we analyzed the role of name writing in emergent literacy. (C) 2019 Societe Francaise de Psychologie. Published by Elsevier Masson SAS. All rights reserved.

This study examines emergent literacy and referential strategies in preschool children. More precisely, we analyse the influence of referents (real object, picture or drawing) on preschool children's writing size before formal learning has begun. We proposed different tasks to children from 3 to 6 years old: writing a word corresponding to a picture (picture effect) versus drawing an object and writing its name (drawing effect). In each task, we manipulated the congruence (congruence versus incongruence) between real object size and picture size. The results revealed that writing size was influenced by picture size at age 3, by drawing action plans at ages 4 and 5, and by phonological features of words at age 6. (C) 2014 Societe francaise de psychologie. Published by Elsevier Masson SAS. All rights reserved.

This paper reports classroom research dealing with the difficulties encountered by schoolchildren in the acquisition of angle concept. Two obstacles were pointed out in previous studies: the side-length obstacle and the salience of the prototypical right angle. The first aim of the present study is to determine the extent to which a teaching sequence based on a concrete situation in the meso-space can enable pupils to progress in their conceptualization of angles. This problem situation is based on the notion of visual field. The angle appears in real space between two infinite directions that correspond to two lines of sight. The specificity of this situation is to confront pupils with an angle between two infinite directions in space. The second goal of this research is to study the links between the two obstacles. To answer these research questions, we compared two versions of the teaching sequence, one dynamic (the angle varies) and one static (the angle does not vary) in 3rd and 4th grade classes. The unfolding of the sequence was analyzed and pupils were tested individually before and after the sequence. They were requested to draw angles and angle variations. The results showed that (1) the sequence helped the pupils progress (2) the obstacle of side-length is not the only difficulty faced by pupils; the salience of the prototypical right angle constitutes a real learning obstacle and (3) the type of angle produced and the ability to change its size are linked. In conclusion, the implications for teaching are presented. (C) 2012 Elsevier Inc. All rights reserved.

Traditional school geometry often introduces the angle concept to students by having teachers show visual examples on the blackboard. We propose a teaching sequence that breaks away from this “ostensive” method. We hypothesize that the angle concept may emerge from solving reallife physical problems, and that such activities are motivating and meaningful for children.

RÉSUMÉ Nous étudions le développement de la capacité d’enfants de 6, 8 et 10 ans à s’adapter à un changement de but imprévu. Le paradigme expérimental consiste à faire apprendre aux enfants un dessin modèle soit pour le dessiner, soit pour le reconnaître parmi d’autres dessins. La phase test consiste pour tous les enfants à dessiner. Nous évaluons les performances au dessin produit dans chaque condition (condition « congruence de but » : les sujets ont appris le dessin pour le dessiner et le dessinent, et condition « non-congruence de but » : les sujets ont appris le dessin pour le reconnaître mais le dessinent) puis nous nous intéressons à l’écart entre ces deux performances. Les résultats montrent que l’écart de performances est significatif à 8 ans. Ils suggèrent que la capacité à faire face à un changement imprévu semble être liée au format de la représentation (imagé vs verbal) élaborée par les enfants pour coder le dessin au moment de l’apprentissage.

René Baldy, Claude Devichi, Florence Aubert, Valérie Munier, Hélène Merle, Jean-Michel Dusseau, Jean-François Favrat -Desarrollo cognoscitivo y aprendizajes escolares: el ejemplo de la adquisición del concepto de ángulo. Este trabajo presenta algunos modelos del desarrollo cognoscitivo. Recuerda después algunos aspectos del enfoque de tipo Piaget así como los trabajos anglosajones y franceses sobre la adquisición del concepto de ángulo. Estos trabajos muestran que el concepto de ángulo se construye en un tiempo largo y evidencian varios obstáculos (el valor del ángulo no depende da la largura de sus lados). Proponemos algunas observaciones de nuestro grupo de investigación relativas al desarrollo del concepto de ángulo y a la evaluación de dos secuencias de enseñanza, estática y dinámica, a partir de la situación de ángulo de visión. Estos resultados ponen en evidencia las dificultades de los alumnos para adquirir las propiedades pertinentes del concepto de ángulo. Discutirlos nos conduce a interrogarnos sobre la articulación entre espacio sensible y conceptos geométricos, sobre el estatuto del ángulo recto y sobre el papel de la verbalización.

This study examined how the testing procedure might affect performances on the water-level task and the verticality task in the course of development, comparing performances on a two-dimensional graphic version (drawings of jars and of a hillside) and on a three-dimensional graphic version (real jars and a physical model of a hill). Results showed that performance improved with age and that scores on the 3D version were better as a whole than on the 2D version. The verticality task was quite difficult for all children, whatever the version. When the verticality task is presented in a blindfolded condition, children performed better than in the normal condition. Major factors (both relevant and irrelevant) that affect performance during development are discussed.

Summary: Global image of the result and difficulty in solving a length seriation task for 6- to 12-year-old children. This research examined the role a global image of the result has in length seriation problem solving. The first experiment showed that when subjects could not take advantage of the figural help provided by this image, the degree of task difficulty increased. The subjects did not succeed in changing their way of solving the problem (until 12). The control made in the second experiment helped partially the subjects (especially the oldest) to put their representation back in conformity with the task and to improve their performance. Key words : cognition, representation, image, seriation.

Nous analysons l’effet de la variable «dépendance-indépendance à l’égard du champ» sur les performances dans une tâche de sériation de longueurs, chez des enfants de 8 à 10 ans. Nous cherchons à savoir quelles propriétés de la série (spatiales ou logiques) les sujets exploitent pour effectuer la mise en ordre, en fonction de leur âge et de leur style cognitif. Les résultats indiquent que la quasi-totalité des sujets dépendants du champ travaille sur les aspects spatiaux de la tâche, ce qui conduit à l’échec. En revanche, les sujets indépendants à l’égard du champ cherchent plutôt à établir une relation d’ordre sur les longueurs. Ils sont plus nombreux à réussir la mise en ordre que les sujets dépendants du champ, sans toutefois que la réussite soit majoritaire, quel que soit l’âge. Ces résultats nous amènent à conclure que la représentation élaborée par les sujets pour exécuter la tâche diffère en fonction de leur style cognitif, les sujets dépendants du champ travaillant plutôt avec une représentation basée sur les aspects spatiaux de la tâche.