Cécile Nurra
Biographic Data
| ID | 2748827 |
|---|---|
| NAME | Cécile Nurra |
| GIVEN NAMES | Cécile |
| FAMILY NAME | Nurra |
| SIGNATURE | NURRA C |
| AFFILIATIONS | Université Grenoble Alpes |
| ORCID | 0000-0001-6830-8851 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 71 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Effects of Psychological Distance on Mental Abstraction
Construal-level theory (CLT) proposes that psychological distance influences the level of abstraction at which something is mentally construed: Things perceived as less probable (likelihood) or further away from the here (spatial distance), now (temporal distance), or self (social distance) are thought about more abstractly. In this international multilab study, we tested four basic hypotheses derived from core assumptions of CLT and explore pote…
Identifying reciprocities in school motivation research
Part of the evidence used to corroborate school motivation theories relies on modeling methods that estimate cross-lagged effects between constructs, that is, reciprocal effects from one occasion to another. Yet, the reliability of cross-lagged models rests on the assumption that students do not differ in their trajectories of growth over time (e.g., no high- or low-achievers). The present review explains why deviations from this assumption produ…
Social comparison in the classroom
BACKGROUND: Social comparisons between pupils are especially relevant at school. Such comparisons influence self-perception and performance. When pupils evaluate themselves more negatively and perform worse after an upward comparison (with a better off pupil) than a downward comparison (with a worse-off pupil), this is a contrast effect. On the other hand, when they evaluate themselves more positively and are better after an upward than downward …
Math approach training changes implicit identification with math
From future self to current action
Adults ask children what they want to be when they grow up, hoping that this will motivate children to focus on their schoolwork- this does not necessarily happen. Identity-based motivation theory predicts that one way to increase the odds is for children to experience their adult future self as connected to their current self. Five studies test this prediction (N = 641). We find that children can be guided to experience connection between their …
Stigmatized beliefs
Can conspiracy theories be a source of social stigma? If it is true, it would follow that people may expect to be socially excluded when they express endorsement of conspiracy theories. This effect should be partially explained by the knowledge of the negative perceptions associated with conspiracy theories. In Study 1, inducing French internet users to write a text endorsing (vs. criticizing) conspiracy theories about the Charlie Hebdo shooting,…
I Know Things They Don't Know
In the current research, we investigated whether belief in conspiracy theories satisfies people's need for uniqueness. We found that the tendency to believe in conspiracy theories was associated with the feeling of possessing scarce information about the situations explained by the conspiracy theories (Study 1) and higher need for uniqueness (Study 2). Further two studies using two different manipulations of need for uniqueness (Studies 3 and 4) …
Measuring Belief in Conspiracy Theories
We designed, in French and in English, a single-item scale to measure people’s general tendency to believe in conspiracy theories. The validity and reliability of this scale was assessed in 3 studies (total N = 555). In Study 1 (N = 152), positive correlations between the single-item scale and 3 other conspiracy belief scales on a French student sample suggested good concurrent validity. In Study 2 (N = 292), we replicated these results on a larg…
Moving forward is not only a metaphor
Influence normative, menace intergroupe et adaptabilité perçue des immigrés
On étudie l’influence d’une norme égalitaire ou discriminatoire sur l’attitude intergroupe (mesurée en fonction de l’intergroupe et de l’attitude défavorable à la présence d’immigrés) dans un contexte rendant ou non saillante une menace intergroupe chez des sujets plus ou moins convaincus de l’adaptabilité des immigrés. Alors qu’aucune dynamique d’influence n’apparaît chez les participants qui en sont convaincus, une attitude plus négative envers…
I Know Things They Don't Know
In the current research, we investigated whether belief in conspiracy theories satisfies people's need for uniqueness. We found that the tendency to believe in conspiracy theories was associated with the feeling of possessing scarce information about the situations explained by the conspiracy theories (Study 1) and higher need for uniqueness (Study 2). Further two studies using two different manipulations of need for uniqueness (Studies 3 and 4) …
Stigmatized beliefs
Can conspiracy theories be a source of social stigma? If it is true, it would follow that people may expect to be socially excluded when they express endorsement of conspiracy theories. This effect should be partially explained by the knowledge of the negative perceptions associated with conspiracy theories. In Study 1, inducing French internet users to write a text endorsing (vs. criticizing) conspiracy theories about the Charlie Hebdo shooting,…
Moving forward is not only a metaphor
Math approach training changes implicit identification with math
Influence normative, menace intergroupe et adaptabilité perçue des immigrés
On étudie l’influence d’une norme égalitaire ou discriminatoire sur l’attitude intergroupe (mesurée en fonction de l’intergroupe et de l’attitude défavorable à la présence d’immigrés) dans un contexte rendant ou non saillante une menace intergroupe chez des sujets plus ou moins convaincus de l’adaptabilité des immigrés. Alors qu’aucune dynamique d’influence n’apparaît chez les participants qui en sont convaincus, une attitude plus négative envers…
Moving forward is not only a metaphor
Measuring Belief in Conspiracy Theories
We designed, in French and in English, a single-item scale to measure people’s general tendency to believe in conspiracy theories. The validity and reliability of this scale was assessed in 3 studies (total N = 555). In Study 1 (N = 152), positive correlations between the single-item scale and 3 other conspiracy belief scales on a French student sample suggested good concurrent validity. In Study 2 (N = 292), we replicated these results on a larg…
I Know Things They Don't Know
In the current research, we investigated whether belief in conspiracy theories satisfies people's need for uniqueness. We found that the tendency to believe in conspiracy theories was associated with the feeling of possessing scarce information about the situations explained by the conspiracy theories (Study 1) and higher need for uniqueness (Study 2). Further two studies using two different manipulations of need for uniqueness (Studies 3 and 4) …
From future self to current action
Adults ask children what they want to be when they grow up, hoping that this will motivate children to focus on their schoolwork- this does not necessarily happen. Identity-based motivation theory predicts that one way to increase the odds is for children to experience their adult future self as connected to their current self. Five studies test this prediction (N = 641). We find that children can be guided to experience connection between their …
Stigmatized beliefs
Can conspiracy theories be a source of social stigma? If it is true, it would follow that people may expect to be socially excluded when they express endorsement of conspiracy theories. This effect should be partially explained by the knowledge of the negative perceptions associated with conspiracy theories. In Study 1, inducing French internet users to write a text endorsing (vs. criticizing) conspiracy theories about the Charlie Hebdo shooting,…
Math approach training changes implicit identification with math
Identifying reciprocities in school motivation research
Part of the evidence used to corroborate school motivation theories relies on modeling methods that estimate cross-lagged effects between constructs, that is, reciprocal effects from one occasion to another. Yet, the reliability of cross-lagged models rests on the assumption that students do not differ in their trajectories of growth over time (e.g., no high- or low-achievers). The present review explains why deviations from this assumption produ…
Social comparison in the classroom
BACKGROUND: Social comparisons between pupils are especially relevant at school. Such comparisons influence self-perception and performance. When pupils evaluate themselves more negatively and perform worse after an upward comparison (with a better off pupil) than a downward comparison (with a worse-off pupil), this is a contrast effect. On the other hand, when they evaluate themselves more positively and are better after an upward than downward …
Effects of Psychological Distance on Mental Abstraction
Construal-level theory (CLT) proposes that psychological distance influences the level of abstraction at which something is mentally construed: Things perceived as less probable (likelihood) or further away from the here (spatial distance), now (temporal distance), or self (social distance) are thought about more abstractly. In this international multilab study, we tested four basic hypotheses derived from core assumptions of CLT and explore pote…
Psychology (9 works) · Social Psychology (7 works) · Social Psychology (4 works) · Cognitive psychology (3 works) · Cultural Differences and Values (3 works) · Developmental psychology (3 works) · Mathematics (3 works) · Media Influence and Health (3 works) · Misinformation and Its Impacts (3 works) · Social and Intergroup Psychology (3 works)