Jacques Leplat

Bio: Jacques Leplat is an academic researcher from École pratique des hautes études. The author has contributed to research in topics: Poison control & Task analysis. The author has an hindex of 27, co-authored 79 publications receiving 2676 citations. Previous affiliations of Jacques Leplat include Centre national de la recherche scientifique.

Travail et pouvoir d’agir de Clot

Abstract: Yves Clot est titulaire de la Chaire de psychologie du travail du Conservatoire National des Arts et Metiers (CNAM) au sein duquel il dirige l’equipe de clinique de l’activite. Cet ouvrage est le second qu’il publie dans cette collection, le premier « La fonction psychologique du travail » est paru en 1999. Entre les deux s’inscrivent un grand nombre de publications, dont beaucoup avec d’autres chercheurs, comme on pourra le constater en consultant la bibliographie de ce livre. Ce denier reun...

Evaluation of different modalities of verbalization in a sorting task

Abstract: After having been out of fashion for some time, verbal reports have once again become established by certain authors as indicators of cognitive processes. In this perspective we have done an evaluation of different modalities of verbalization all related to instructions of a “thinking aloud” kind for a sorting task: (a) simultaneous verbalization (the subject is asked to verbalize what he says to himself while performing the task); and (b) subsequent verbalization (he is asked to verbalize what he said to himself at first without recall aids, afterwards in front of the record of his anterior behavior). The subjects performed three trials so that their activity becomes more-or-less routine. We have dealt with: (1) the compatibility between verbalization and the activity it refers to; and (2) the kind of verbal reports produced. It is shown that (a) simultaneous verbalization slows down the automation of the activity, introduces hitches and must be avoided out of problem-solving situations, (b) aided subsequent verbalization permits the automation, produces satisfactory and very precise verbal reports, as simultaneous verbalization does, and (c) unaided subsequent verbalization produces too much distance from the task and not very valid data. We conclude on the interest of aided subsequent verbalization.

De l’étude de cas à l’analyse de l’activité

Abstract: L’etude de cas et l’analyse de l’activite recouvrent des demarches qui s’inscrivent generalement dans des domaines differents, mais qui ont entre elles beaucoup de parente. Cet article essaie de montrer dans quelle mesure elles peuvent s’enrichir reciproquement a partir des connaissances et des experiences acquises par chacune dans son propre domaine.Une premiere partie vise a presenter les traits essentiels de l’etude de cas en tant que methode. Elle precise ses rapports avec l’analyse de l’activite et d’autres methodologies. La deuxieme partie degage et discute quelques etapes caracteristiques de la demarche commune aux deux methodes : le choix du cas et la finalite de l’etude, la planification et le recueil des donnees, l’exploitation et l’interpretation des donnees, enfin la generalisation des conclusions et l’articulation de celles-ci avec les connaissances existantes. Un developpement particulier a ete reserve au raisonnement par analogie tres present dans les deux demarches. La troisieme partie traite de deux problemes auxquels sont affrontees les deux demarches : le role du contexte et celui de l’analyste. La derniere partie expose deux methodes d’analyse issues du domaine du travail, mais qui peuvent etre directement exploitees dans des champs divers. La conclusion degage quelques voies de recherche suggerees par la confrontation des deux demarches.

Learning by expanding: An activity-theoretical approach to developmental research

Abstract: 1. Introduction 2. The emergence of learning activity as a historical form of human learning 3. The zone of proximal development as the basic category of expansive research 4. The instruments of expansion 5. Toward an expansive methodology 6. Epilogue.

Building a Practically Useful Theory of Goal Setting and Task Motivation

Abstract: University of TorontoThe authors summarize 35 years of empirical research ongoal-setting theory. They describe the core findings of thetheory, the mechanisms by which goals operate, modera-tors of goal effects, the relation of goals and satisfaction,and the role of goals as mediators of incentives. Theexternal validity and practical significance of goal-settingtheory are explained, and new directions in goal-settingresearch are discussed. The relationships of goal setting toother theories are described as are the theory’s limitations.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

Abstract: Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Building a practically useful theory of goal setting and task motivation. A 35-year odyssey.

Abstract: The authors summarize 35 years of empirical research on goal-setting theory. They describe the core findings of the theory, the mechanisms by which goals operate, moderators of goal effects, the relation of goals and satisfaction, and the role of goals as mediators of incentives. The external validity and practical significance of goal-setting theory are explained, and new directions in goal-setting research are discussed. The relationships of goal setting to other theories are described as are the theory's limitations.