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Titre non précisé| old_uid | 9418 |
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| title | Titre non précisé |
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| start_date | 2010/12/13 |
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| schedule | 10h30 |
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| online | no |
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| location_info | amphi charve |
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| summary | For many people, the desire to perform their best in academics is high. Consequences for poor performance, especially in examinations, include poor evaluations by mentors, teachers, and peers; lost scholarships; and relinquished educational opportunities. But, why do poor performances occur in those very situations where individuals are set on doing their best? What cognitive and neural processes drive less-than-optimal outcomes when the pressure is high? And, can we use knowledge about how cognitive control is altered under stress to shed light on why some people thrive while others fail in high-stakes situations? In this talk, I will discuss work examining how students’ knowledge and general cognitive abilities interact with social and emotional factors (e.g., a woman’s fears about confirming stereotypes such as “girls can’t do math”) to impact performance in academic arenas such as math. Implications for education, assessment, and our understanding of the interplay of emotion and cognitive control will be discussed. |
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| responsibles | Pélissier |
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