The present project aims at evaluating the impact of inquiry-based science teaching methodology training for primary school teachers on educational methods and pupil scientific competencies. Numerous papers confirm the advantages of such educational methods. But these results generally rest on small sample studies or may be linked to very specific frameworks. Our project aims at evaluating the impact of such training in a large scale, real institutional, thus ecological, context (160 trained teachers). Our methodology is based on a randomized control trial linked with a very detailed qualitative approach. The projet will evaluate training sessions organized by «Maisons pour la Science» recently created by the «Main à la Pâte» foundation. The sessions will last 80 hours and will be operational in September 2014. The questions that we wish to address are the following : a) which impact on educational practices of trained teachers ? b) which are the most effective levers to make real change towards inquiry-based educational methods ? c) which impact on knowledge, competencies and science behaviour of trained teachers' students? The project will benefit from the assets of two complementary approaches : - a rigorous statistical approach, comparing randomly selected treated and control teachers. 160 teachers will be trained and 160 will be in a control group. The control group will follow a short training on identical topic. This ensures that impact evaluation is not biased by endogenous teacher selection into treatment. - a qualitative approach that will be based on a very detailed observation of « Maisons pour la science » training sessionss and teacher practices. We will observe changes in educational methods using video recordings of teaching sequences inside classrooms. It will also help build the quantitative questionaires used in the statistical analysis. The general objective is to analyze not only a teaching method, but the full social chain that goes from teacher training to actual practice and student outcomes. This project will be led by a pluri-disciplinary team of experts in education economics and social experiments, science didactics, cognitive science, teacher training. The project will attempt to bring robust evidence in an international context where many countries want to reform their initial educational system relying on evidence-based policies.

Introduction and rationale. The literature on inter-ethnic recognition bias (the difficulty of recognizing persons belonging to an ethnic outgroup) is consistent. A meta-analysis by Meissner and Brigham (2001), reviewing a base of ?5,000 participants, showed that the intra-ethnic recognition advantage is a factor of 1.4, and the inter-ethnic recognition deficit a factor of 1.5. We have recently confirmed the stability of these effects for articles published after 2001 in our own laboratory. The implications of this recognition deficit for criminal justice are profound. Many researchers believe this bias is due to lack of contact with ethnic outgroups. This is a conjecture about perceptual learning, but we believe the bias is also a function of social interaction: interactions between members of ethnic groups lead to both perceptual and social outcomes, and these are co-dependent. Low contact frequency of poor quality is known to increase perceived threat, and intergroup anxiety, and we believe this leads to avoidance of contact. We expect that this leads to greater prejudice, and to poorer inter-ethnic recognition. Such a process is likely to be dynamic, with the inability to distintinguish individuals from another ethnic group reinforcing the process negatively. Research on face recognition has recently made some efforts to consider socio-cognitive factors but has not in our view sufficiently integrated the two interlinked chains of effects. Objectives. We propose empirical work centred on three experiments. These address links between prejudice, intergroup anxiety, avoidance of contact with members of the ethnic outgroup, and the face recognition deficit for individuals from outgroups. In the final experiment we include an additional element reflecting the heterogeneity of outgroups, and test for the presence of an ensuing ‘phenotypicality bias’ in both social attitudes and face recognition abilities. Method. In the first experiment participants will interact with targets of European, North African or African origin, presented as having threatening, or friendly emotional expressions. The impact of this manipulation on intergroup anxiety will be checked, and the effects of the hypothesized anxiety on subsequent target recognition will be studied, along with hypothesized effects on perceived threat, contact avoidance, and prejudice. The second experiment will simplify the same procedure, using eye-tracking technology to study the perceptual processes that are implicated in the chain of effects that proceed from induced intergroup anxiety to recognition deficits, and attitudinal hostility. The final experiment will focus on ‘racial phenotypicality bias’. We will study the impact of Afrocentricity, Arabcentricity and Eurocentricity on the chain of variables outlined above, and the consequences for both face recognition and attitudinal hostility. Discussion. This project articulates distinct perspectives on inter-group relations: a psychosocial perspective on threats perceived as coming from inter-ethnic encounters, and a perceptual and cognitive perspective on face recognition of outgroups. We propose that the process of recognizing faces interacts with prejudice and contact anxiety in a circular manner. For ingroup members, outgroup individuals appear to be difficult to distinguish from each other, leading to anxiety about possible interaction, especially when there is prejudice against the outgroup. This perceptual difficulty will in part reinforce avoidance of intergroup contact and/or poor quality social interactions, fueling negative attitudes, and since outgroup faces must be learnt in large part through interaction, the process is circular and self-defeating. An underlying objective of this project will therefore be to identify the mechanisms of this process, with the long-term prospect of designing training programs that reduce own race bias and improve the quality of intergroup relations on the micro-scale.

La lecture est une tâche complexe qui implique l'intégration de différents processus et diverses formes de connaissances (Grabe & Stoller, 2019). Bien que la lecture et la compréhension d'un texte puissent être faciles et automatiques pour les lecteurs expérimentés et compétents, le développement d'une telle compétence pose des défis pour les enfants ayant des profils linguistiques fragiles. Cette fragilité résulte souvent d'une exposition limitée à la langue, une situation courante pour les enfants issus de milieux socio-économiques défavorisés (Bellocchi & Bonifacci, 2023 ; Rassel et al., 2021). Ce scénario s'applique fréquemment aux enfants qui parlent principalement une langue minoritaire à la maison (Grabe & Yamashita, 2022). Les difficultés à naviguer dans des textes académiques écrits peuvent, à long terme, avoir des effets néfastes sur la performance académique des enfants. La structure morphologique est une propriété spécialisée du langage humain souvent étudiée pour son autonomie, ses particularités et son rôle crucial dans l'externalisation des structures syntaxiques. La recherche a largement démontré le rôle critique des connaissances morphologiques dans l'efficacité de la lecture (Levesque et al., 2021). Cet objet polymorphe est en fait l'un des corrélats les plus forts de la réussite en lecture (Carlisle, 2000). Les jeunes lecteurs ayant un niveau élevé de connaissances morphologiques analysent plus efficacement le sens des mots morphologiquement complexes, entraînant des avantages en cascade pour la compréhension de la lecture (Levesque & Deacon, 2022). La morphologique joue un rôle direct et indirect dans la compréhension de la lecture. Directement, la conscience morphologique implique la reconnaissance et la compréhension de la structure morphologique des mots (c'est-à-dire, les affixes et les bases). Cette conscience permet au lecteur d'analyser et de tirer du sens des mots morphologiquement complexes, améliorant ainsi sa capacité à comprendre le texte. Indirectement, elle contribue au développement d'un lexique mental riche (Piccinin & Dal Maso, 2023). En comprenant et en manipulant les parties des mots, le lecteur peut élargir son vocabulaire et établir des liens entre des mots apparentés. Ce lexique élargi fournit une base pour une meilleure compréhension en facilitant la reconnaissance et la compréhension de mots inconnus rencontrés dans le texte (Kieffer & Lesaux, 2012). L'objectif de ce réseau interdisciplinaire (linguistique, psychologie, informatique, didactique) est d'étudier le rôle de la morphologie (en particulier dérivationnelle) dans la compréhension de la lecture, avec un accent particulier sur la L1 et la L2. La réunion de chercheurs de différentes disciplines, permet d'examiner la compréhension de la lecture selon l'hypothèse principale qui postule que la morphologie est au cœur de l'acquisition d'un lexique mental riche et structuré, associé à des compétences élevées en compréhension de la lecture nécessaires pour la littératie. Un autre objectif est de souligner l'importance des spécificités linguistiques (orthographes transparentes vs opaques), des profils d'apprenants (natifs vs non natifs) et des niveaux scolaires (du primaire au secondaire) lors de l'étude des processus cognitifs impliqués dans l'acquisition de la lecture. Dans ce cadre, le projet vise à 1/ évaluer divers facteurs potentiels influençant les compétences en compréhension de la lecture des élèves français et italiens dans leur langue scolaire, 2/ fournir des solutions didactiques pour la remédiation des lecteurs peu performants et 3/ créer des ressources numériques pour la formation des enfants et des enseignants. Enfin, cette recherche est collaborative, elle intègre les connaissances issues de la recherche avec l'expertise pédagogique des enseignants afin de développer des pratiques d'enseignement plus efficaces pour renforcer les compétences linguistiques et la littératie des élèves.

Attempts to encourage sustainable consumption through conventional information campaigns are likely to meet at best with limited success. Little is known about the actual effect of eco-labels, and interest has recently turned to the potential use of “nudges”. Consequently, policy-makers have a range of options available to regulate “green” consumer behaviour (e.g., eco-labels, carbon footprint information, descriptive and injunctive norms, fiscal systems, laws, or some combination of these) but little guidance in how to choose between these options. We aim to provide a common behavioural framework for understanding the separate and combined effects of these regulatory systems, and to evaluate their relative effectiveness in a realistic online grocery consumption setting. An additional aim is to learn about choice architectures for online interfaces that are likely to facilitate sustainable consumption. To do this, we draw on three major findings from our precedent project (INCRESP, funded by the ANR between 2010 and 2015). The first major finding showed that descriptive norms (about what other people do) presented during shopping using a realistic incentivized online shopping platform (Greenshop) results in a small but reliable increase in the number of sustainable items purchased (Demarque, Charalambides, Hilton & Waroquier, 2015). The second major finding, using survey methodology in the transport domain, was that some fiscal measures may influence purchase intentions through both prices and injunctive social norms, and that these effects are independent and additive. However, an overly high financial incentive may have paradoxical effects (Hilton, Charalambides, Demarque, Waroquier & Raux, 2014; Raux, Chevalier, Bougna & Hilton, 2015). The third major finding revealed that while presenting numerical carbon footprint on its own had no effect on consumer behaviour, visualization of an ideal sustainable level for a shopping basket (in the form of a carbon footprint “thermometer”) combined with feedback about the consumer’s personal carbon footprint led to average reductions of 10-15% in the carbon imprint of a consumer basket (Corrégé & Inaudi, 2014). In iSUSTCON we go further by proposing an integrative psychological framework for evaluating the likely information-processing costs (high or low) or motivational effects (positive or negative) of various policy interventions (eco-labels, numerical carbon labels, social and injunctive norms, bonus-malus fiscal systems) which in turn are likely to affect the success of these policy interventions. Unlike INCRESP, we focus extensively on eco-labels and make a hitherto unmade distinction between intra-categorical eco-labels and numerical carbon labels that are liable to facilitate inter-categorical processing. This distinction is important, as inter-categorical processing should a priori lead to product substitutions (e.g., meat and dairy by fruit and vegetable) which lead to greater carbon footprint reductions than most intra-categorical substitutions (e.g. standard jam and pasta by “bio” products). We propose a programme of empirical research which will test predictions about the effectiveness of these policy measures in different conditions (Work packages 2-4), using student samples in Aix-Marseille and Toulouse. On the basis of these findings, we will then compare the effectiveness of selected policy measures in a representative sample of the French population using the same controlled setting, namely the Greenshop shopping platform? These data will then be subjected to econometric modelling in order to draw policy implications (Work package 5, Toulouse and Lyon). This analysis will help identify general principles that can be transposed to guide policy makers in other domains of consumption (e.g., domestic energy use, manufactured goods, transport).

Beliefs in conspiracy theories –referring to hidden groups that cooperate to pursue malevolent goals– have a significant impact on decision-making, individual and collective behaviours and can lead to political instability. Due to these potential impacts, it presents a primary challenge for policymakers and a compelling interest for psychological sciences. However, despite various predictors being identified in the literature, only few studies delve into the underlying cognitive mechanisms. This project proposes cheating detection as a fundamental cognitive process underlying beliefs in conspiracy theories. Following the theoretical proposal by Aubert-Teillaud and Vaidis (2023), we argue that beliefs in conspiracy theories can be modelled using signal detection theory and error management theory. For this purpose, a specific paradigm has been developed prior to the project and allows measurement of the existing bias using the decision criterion (i.e., individuals' tendency to prefer false positives or false negatives) and sensitivity (i.e., the ability to effectively perform the task). The procedure of the cheating detection task and the preliminary studies are described in the project. To test the theoretical hypotheses that the cheating detection bias is responsible for belief in conspiracy theories, we planned 9 studies. Several studies are built on mediation analysis with identified factors as predictors, conspiracy theory belief as the dependent variable, and the cheating detection bias as the mediator. In Axis 1 (WP1), we will examine socio-political factors. In Task 1, we will manipulate group belonging (Study 1), group competition (Study 2), and entitativity (Study 3). In Task 2, we will manipulate the informational status about corruption (Study 4). Finally, because mediation analyses present limits concerning the causal link, Task 3 will manipulate the cheating detection bias (Studies 5 & 6). In Axis 2 (WP2), we will examine personological factors. In Task 4, we will scrutinise the link between paranoid ideation (Studies 7 & 8) and conspiracy theories via cheating detection bias, while in the last study, we will focus on hypersensitivity to agency (Study 9). The project adopts an open and solid science approach, incorporating systematic power analysis and utilising the registered reports format. These measures strengthen the validity of the methods and results. From a cross-disciplinary perspective, the project is made possible through an integrative approach incorporating theories and measures from different subfields of psychological sciences. To ensure comprehensive expertise, we have brought together a consortium of researchers specialising in various methodological areas, such as social psychology (e.g., intergroup relations) and cognitive psychology (e.g., signal detection). Additionally, we have enlisted recognized experts in the field of conspiracy theories. Finally, we anticipate the compilation of a policy brief for the general public and policymakers offering practical recommendations to address the challenges posed by conspiracy theories. Altogether, the realization of the project would permit both a scientific and societal breakthrough in the study of conspiracy theory beliefs.