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.

Task Analysis and Activity Analysis in Situations of Field Diagnosis

Abstract: A review of publications on diagnosis shows that only few of them relate to systematic field studies. Experiments in laboratory or simulation conditions are more frequent, though their relation to work situations is not always really examined. This relation gives rise to difficult problems (Leplat, 1976, 1978); it is necessary, however, in order to justify experimental studies, installation of systems, realisation of work supports, and training of operators. The necessary relation between field situations and laboratory conditions shows various forms (Rouse, 1979), considering for instance the representative quality of experimental tasks or the general character as opposed to the specific nature of diagnosis skill. One of the major difficulties of such a study certainly results from the analysis of field situations because of undeniable practical difficulties and also, because of lack of adequate theoretical outlines to guide such an analysis. Our present contribution will present a summary of such an outline, using examples to illustrate its necessity.

Analyse cognitive de l'erreur

Abstract: Cet article donne un apercu de travaux recents concemant l'analyse cognitive de l'erreur, en particulier dans le champ de la psychologie et de l'ergonomie cognitives. II rappelle d'abord quelques connaissances essentielles susceptibles d'eclairer les trois themes traites, a savoir : 1) La rehabilitatin de l'erreur, qui vise a souligner la valeur heuristique de celle-ci. 2) Les erreurs et les habiletes collectives, qui presente des mecanismes generateurs d'erreurs dans les activites collectives. 3) L'erreur au service de la formation, qui montre comment cette derniere peut exploiter les connaissances precedentes. La conclusion fait le lien entre erreur et controle cognitif.

Management des compétences. Réalisations, concepts, analyses de Aubret, Gilbert et Pigeyre

Abstract: Ces dernieres annees, le theme des competences, dans tous les sens du mot, a fait l’objet de nombreux livres et articles : il a donc paru utile aux auteurs « d’en faire le point, d’en exposer les demarches caracteristiques, d’en proposer un panorama critique des theories et d’en confronter les points de vue ». L’introduction definit les notions essentielles et precise la distinction entre management et gestion des competences. Le management « concerne le pilotage des actions sur le terrain, a...

Le travail collectif dans l’industrie à risque. Six points de vue de chercheurs étayés et discutés de Maggi et Lagrange

Abstract: Ce livre est issu d’un seminaire sur « les aspects collectifs dans la gestion des risques » organise par le « groupe facteurs Humains d’EDF (Electricite de France) Recherches et Developpement ». L’objectif de ce seminaire qui s’etalait sur plusieurs seances etait d’organiser un echange, d’une part, entre des chercheurs universitaires, et d’autre part entre des specialistes Facteurs Humains et des ingenieurs-chercheurs de l’entreprise concernee. Trois questions principales etaient soumises a c...

(Se) Former pour transformer le travail. Dynamiques de constructions d’une analyse critique du travail. Sous la coordination de Catherine Teiger et Marianne Lacomblez

Abstract: Ce texte est le fruit d’une longue collaboration entre ces deux coordonnatrices. Celles-ci sont des auteures bien connues pour leurs recherches en ergonomie et/ou en psychologie ergonomique relevant de la perspective defendue et illustree dans ce volume. Catherine Teiger est chercheure en ergonomie au CNRS (Centre national de la recherche scientifique). Marianne Lacomblez est professeure de psychologie du travail a l’Universite de Porto. Elles ont, toutes deux, acquis des competences particul...

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.