Pascal Huguet
Biographic Data
| ID | 1541320 |
|---|---|
| NAME | Pascal Huguet |
| GIVEN NAMES | Pascal |
| FAMILY NAME | Huguet |
| SIGNATURE | HUGUET P |
| AFFILIATIONS | Centre National de la Recherche Scientifique |
| ORCID | 0000-0002-0707-7655 |
| VERIFIED | Yes |
| TOTAL WORKS | 33 |
| TOTAL CITATIONS | 108 |
| AUTHOR COUNT | 33 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
I Feel Competent, Therefore I Am: Self-concept and Skill Interact at Different Speeds
Do perceptions about one’s competence shape learning, or are they simply reflections of actual skills? This study revisits this longstanding question by replicating and extending preliminary findings by Marsh et al. (2024) on the temporal dynamics linking students’ academic self-concept (i.e., their perceived academic competence) and their academic skills. Using longitudinal data from a large-scale field study (N > 9000 students, 3 measurement po…
Learning With Jigsaw: A Systematic Review Gathering All the Pieces of the Puzzle More Than 40 Years Later
The jigsaw classroom is a cooperative learning method designed in the late 1970s to improve the academic performance of minority children by reducing intergroup conflict and increasing self-evaluations. Despite its high popularity, the available evidence for the effectiveness of this method seems scant and mixed, with neither meta-analysis nor systematic review. To fill this gap, the authors conducted a systematic review of studies conducted from…
Cooperative learning reduces the gender gap in perceived social competences: A large-scale nationwide longitudinal experiment
Considering the evolving and unpredictable job market, adaptability is an important skill for young adults. Such adaptability implies that schools need to teach key social competences, like communication, collaboration, or problem-solving. In this area, a gender gap has consistently been found, showing that boys display social competences less than girls. A large-scale nationwide multilab longitudinal experiment—the ProFAN project—was conducted i…
The influence of socioeconomic status, working memory and academic self-concept on academic achievement
Compensating the socioeconomic achievement gap with computer‐assisted instruction
Do jigsaw classrooms improve learning outcomes? Five experiments and an internal meta-analysis
International audience
The Impact of the Covid-19 Pandemic on Vulnerable People Suffering from Depression: Two Studies on Adults in France
This study investigated the difficulties experienced by people suffering from depression in coping with the stressful context of the COVID-19 pandemic and the lockdown. Two large samples of the French population were classified on the basis of their depressive symptoms and completed an online questionnaire on their emotions and their behaviors during the lockdown. Results showed that, compared to participants with no or mild mental health-related…
Cognitive Impact of Anthropomorphized Robot Gaze: Anthropomorphic Gaze as Social Cues
Attentional control does not have fix functioning and can be strongly impacted by the presence of other human beings or humanoid robots. In two studies, this phenomenon was investigated while focusing exclusively on robot gaze as a potential determinant of attentional control along with the role of participants’ anthropomorphic inferences toward the robot. In study 1, we expected and found higher interference in trials including a direct robot ga…
Improved Cognitive Control in Presence of Anthropomorphized Robots
Committees with implicit biases promote fewer women when they do not believe gender bias exists
Negative Aging Stereotypes Impair Performance on Brief Cognitive Tests Used to Screen for Predementia
Our research highlights the influence of aging stereotypes on short cognitive tests used to screen for predementia. It is of critical importance that physicians provide a threat-free testing environment. Further research should clarify whether this socially induced bias may also operate in secondary care by generating false positives
A burden for the boys: Evidence of stereotype threat in boys' reading performance
Phantom Behavioral Assimilation Effects: Systematic Biases in Social Comparison Choice Studies
Consistent with social comparison theory (SCT), Blanton, Buunk, Gibbons, and Kuyper (1999) and Huguet, Dumas, Monteil, and Genestoux (2001) found that students tended to choose comparison targets who slightly outperformed them (i.e., upward comparison choices), and this had a beneficial effect on subsequent performance--a behavioral assimilation effect (BAE). We show (Studies 1 and 2) that this apparent BAE is due, in part, to uncontrolled measur…
Influence of general and specific autobiographical recall on subsequent behavior: The case of cognitive performance
Counter-stereotypic beliefs in math do not protect school girls from stereotype threat
Clarifying the role of social comparison in the big-fish–little-pond effect (BFLPE): An integrative study
It has been speculated that the big-fish-little-pond effect (BFLPE; the negative impact of highly selective academic settings on academic self-concept) is a consequence of invidious social comparisons experienced in higher ability schools. However, the direct role of such comparisons for the BFLPE has not heretofore been documented. The present study comprises the first evidence that the BFLPE (a) is eliminated after controlling for students' inv…
Stereotype threat among schoolgirls in quasi-ordinary classroom circumstances
International audience
Stereotype Threat Undermines Intellectual Performance by Triggering a Disruptive Mental Load
Research on stereotype threat has repeatedly demonstrated that the intellectual performance of social groups is particularly sensitive to the situational context in which tests are usually administered. In the present experiment, an adaptation of the Raven Advanced Progressive Matrices Test was introduced as a measure of cognitive ability. Results showed that individuals targeted by a reputation of intellectual inferiority scored lower on the tes…
Bon ou mauvais élève
Effects of Socioeconomic Status (SES) Information on Cognitive Ability Inferences: When Low-SES Students Make Use of a Self-Threatening Stereotype
The Self-Protective Properties of Ingroup Comparisons for Low Socioeconomic Status Students: A Pilot Study
A pilot study, the first step for work to be completed later, explored whether low socioeconomic status (SES) students restrict social comparison to their ingroup (the other low SES students) to self-protect. After receiving false performance feedback on a memory test, low and high SES students were asked to select another student and to predict his/her test score. In contrast to expectations, participants' dominant choice was to select high SES …
The Social Regulation of Classroom Performances: A Theoretical Outline
Geometry Versus Drawing: Changing the Meaning of the Task as a Means to Change Performance
Social comparison choices in the classroom: Further evidence for students' upward comparison tendency and its beneficial impact on performance
Blanton and colleagues ( 1999 ) found that children who nominated a comparison‐target in several courses chose same‐sex students who slightly outperformed them in class. This had a beneficial effect on children's course grades, which were also independently predicted by comparative evaluation (i.e. how the children evaluated their relative standing in class). These phenomena were examined at two time periods with a more detailed record of compari…
Performance feedback and self-focused attention in the classroom: When past and present interact
Counter-stereotypic beliefs in math do not protect school girls from stereotype threat
Clarifying the role of social comparison in the big-fish–little-pond effect (BFLPE): An integrative study
It has been speculated that the big-fish-little-pond effect (BFLPE; the negative impact of highly selective academic settings on academic self-concept) is a consequence of invidious social comparisons experienced in higher ability schools. However, the direct role of such comparisons for the BFLPE has not heretofore been documented. The present study comprises the first evidence that the BFLPE (a) is eliminated after controlling for students' inv…
Social comparison choices in the classroom: Further evidence for students' upward comparison tendency and its beneficial impact on performance
Blanton and colleagues ( 1999 ) found that children who nominated a comparison‐target in several courses chose same‐sex students who slightly outperformed them in class. This had a beneficial effect on children's course grades, which were also independently predicted by comparative evaluation (i.e. how the children evaluated their relative standing in class). These phenomena were examined at two time periods with a more detailed record of compari…
A burden for the boys: Evidence of stereotype threat in boys' reading performance
Social presence effects in the Stroop task: Further evidence for an attentional view of social facilitation
International audience
Effects of Socioeconomic Status (SES) Information on Cognitive Ability Inferences: When Low-SES Students Make Use of a Self-Threatening Stereotype
Committees with implicit biases promote fewer women when they do not believe gender bias exists
Geometry Versus Drawing: Changing the Meaning of the Task as a Means to Change Performance
Performance feedback and self-focused attention in the classroom: When past and present interact
The influence of social comparison with less fortunate others on task performance: The role of gender motivations or appropriate norms
Indirect majority and minority influence: An exploratory study
In a 2 × 2 design, 85 subjects were asked to estimate the size of angles (direct influence) that were either 90 or 85°, after being confronted with incorrect judgements of a majority (88 per cent) or a minority (12 per cent) of people estimating the angles at 50°. Additionally, pre‐ and post‐test measures were used to establish indirect influence on subjects' judgements pertaining to acute angles (i.e. on the estimation of the length of lines con…
Improved Cognitive Control in Presence of Anthropomorphized Robots
Negative Aging Stereotypes Impair Performance on Brief Cognitive Tests Used to Screen for Predementia
Our research highlights the influence of aging stereotypes on short cognitive tests used to screen for predementia. It is of critical importance that physicians provide a threat-free testing environment. Further research should clarify whether this socially induced bias may also operate in secondary care by generating false positives
The Social Regulation of Classroom Performances: A Theoretical Outline
Indirect majority and minority influence: An exploratory study
In a 2 × 2 design, 85 subjects were asked to estimate the size of angles (direct influence) that were either 90 or 85°, after being confronted with incorrect judgements of a majority (88 per cent) or a minority (12 per cent) of people estimating the angles at 50°. Additionally, pre‐ and post‐test measures were used to establish indirect influence on subjects' judgements pertaining to acute angles (i.e. on the estimation of the length of lines con…
Where Does Self-Esteem Come From? The Influence of Private Versus Public Individuation
Josephs, Markus, and Tafarodi (1992) recently claimed that male self-esteem (SE) can be linked to an individuation process in which personal distinguishing achievements are emphasized. Most of the effects they found with a measure of private individuation, however, were only marginally significant. Not surprisingly regarding this statistical point, the present investigation failed to produce findings consistent with Josephs et males' hypothesis w…
The influence of social comparison with less fortunate others on task performance: The role of gender motivations or appropriate norms
Social Representations as Dynamic Social Impact
Pascal Huguet, Bibb Latané; Social Representations as Dynamic Social Impact, Journal of Communication, Volume 46, Issue 4, 1 December 1996, Pages 57–63, ht
Social Loafing and Self-Beliefs: People's Collective Effort Depends on the Extent to Which They Distinguish Themselves as Better Than Others
An experiment tested whether the belief that one is better than others on performance aspects of the self moderates social loafing, the tendency for individuals to expend less effort when working collectively than when working individually. French students performed an easy task either coactively or collectively. They were then asked to rate how they individuate themselves from others on personal abilities within various domains of social life. T…
The emergence of a social representation of human rights via interpersonal communication: Empirical evidence for the convergence of two theories
To test the common assumption that social representations originate in ordinary communication, ten 24-person groups of American college students exchanged messages for 2 1/2 weeks about six specific issues drawn from a 21-item questionnaire previously used by Clémence, Doise, & Lorenzi-Cioldi (1994) in a cross-cultural investigation on human rights. As expected, interpersonal communication led to increased spatial clustering (neighbors in social …
The emergence of a social representation of human rights via interpersonal communication: Empirical Evidence for the Convergence of Two Theories
To test the common assumption that social representations originate in ordinary communication, ten 24-person groups of American college students exchanged messages for 2 1/2 weeks about six specific issues drawn from a 21-item questionnaire previously used by Clémence, Doise, & Lorenzi-Cioldi (1994) in a cross-cultural investigation on human rights. As expected, interpersonal communication led to increased spatial clustering (neighbors in social …
Performance feedback and self-focused attention in the classroom: When past and present interact
Social presence effects in the Stroop task: Further evidence for an attentional view of social facilitation
International audience
The Self-Protective Properties of Ingroup Comparisons for Low Socioeconomic Status Students: A Pilot Study
A pilot study, the first step for work to be completed later, explored whether low socioeconomic status (SES) students restrict social comparison to their ingroup (the other low SES students) to self-protect. After receiving false performance feedback on a memory test, low and high SES students were asked to select another student and to predict his/her test score. In contrast to expectations, participants' dominant choice was to select high SES …
The Social Regulation of Classroom Performances: A Theoretical Outline
Geometry Versus Drawing: Changing the Meaning of the Task as a Means to Change Performance
Social comparison choices in the classroom: Further evidence for students' upward comparison tendency and its beneficial impact on performance
Blanton and colleagues ( 1999 ) found that children who nominated a comparison‐target in several courses chose same‐sex students who slightly outperformed them in class. This had a beneficial effect on children's course grades, which were also independently predicted by comparative evaluation (i.e. how the children evaluated their relative standing in class). These phenomena were examined at two time periods with a more detailed record of compari…
Effects of Socioeconomic Status (SES) Information on Cognitive Ability Inferences: When Low-SES Students Make Use of a Self-Threatening Stereotype
Bon ou mauvais élève
Stereotype Threat Undermines Intellectual Performance by Triggering a Disruptive Mental Load
Research on stereotype threat has repeatedly demonstrated that the intellectual performance of social groups is particularly sensitive to the situational context in which tests are usually administered. In the present experiment, an adaptation of the Raven Advanced Progressive Matrices Test was introduced as a measure of cognitive ability. Results showed that individuals targeted by a reputation of intellectual inferiority scored lower on the tes…
Stereotype threat among schoolgirls in quasi-ordinary classroom circumstances
International audience
Counter-stereotypic beliefs in math do not protect school girls from stereotype threat
Clarifying the role of social comparison in the big-fish–little-pond effect (BFLPE): An integrative study
It has been speculated that the big-fish-little-pond effect (BFLPE; the negative impact of highly selective academic settings on academic self-concept) is a consequence of invidious social comparisons experienced in higher ability schools. However, the direct role of such comparisons for the BFLPE has not heretofore been documented. The present study comprises the first evidence that the BFLPE (a) is eliminated after controlling for students' inv…
Phantom Behavioral Assimilation Effects: Systematic Biases in Social Comparison Choice Studies
Consistent with social comparison theory (SCT), Blanton, Buunk, Gibbons, and Kuyper (1999) and Huguet, Dumas, Monteil, and Genestoux (2001) found that students tended to choose comparison targets who slightly outperformed them (i.e., upward comparison choices), and this had a beneficial effect on subsequent performance--a behavioral assimilation effect (BAE). We show (Studies 1 and 2) that this apparent BAE is due, in part, to uncontrolled measur…
Influence of general and specific autobiographical recall on subsequent behavior: The case of cognitive performance
Negative Aging Stereotypes Impair Performance on Brief Cognitive Tests Used to Screen for Predementia
Our research highlights the influence of aging stereotypes on short cognitive tests used to screen for predementia. It is of critical importance that physicians provide a threat-free testing environment. Further research should clarify whether this socially induced bias may also operate in secondary care by generating false positives
A burden for the boys: Evidence of stereotype threat in boys' reading performance
Improved Cognitive Control in Presence of Anthropomorphized Robots
Committees with implicit biases promote fewer women when they do not believe gender bias exists
Psychology (29 works) · Social Psychology (18 works) · Developmental psychology (15 works) · Social and Intergroup Psychology (15 works) · Social Psychology (15 works) · Cognition (10 works) · Cognitive psychology (7 works) · Education, Achievement, and Giftedness (7 works) · Stereotype threat (7 works) · Computer Science (6 works)