Mathieu Cassotti
Biographic Data
| ID | 5804170 |
|---|---|
| NAME | Mathieu Cassotti |
| GIVEN NAMES | Mathieu |
| FAMILY NAME | Cassotti |
| SIGNATURE | CASSOTTI M |
| AFFILIATIONS | Université Paris Cité, LaPsyDÉ, CNRS, F-75005 Paris, France |
| ORCID | 0000-0003-4837-4442 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Assessing the ideational potential of young consumers for food system relocation
Detecting Fixation Bias in Creative Idea Generation
Recent theories of creative thinking propose that the generation of creative ideas by design novices and experts is restricted by the emergence of intuitive cognitive biases. To overcome these biases and explore expansive solutions, biased ideas must be discriminated from those with creative potential. Although studies in the field of reasoning have shown that biased participants tend to detect an incongruency between their provided solutions and…
Development of the ability to assess (fake) news about ecology from adolescence to older adults
Misinformation about ecology spreads rapidly in social networks where teenagers, as well as older adults, spend much of their time. Given that teenagers and older adults have cognitive specificities that could make them more or less vulnerable to fake news, in the present study, we investigated the development of the ability to discern fake news from real news about ecology from adolescence to older adults. Adolescents (15–18 years old), young ad…
Expanding Creativity Evaluation
In a fast‐changing world, overcoming cognitive rigidity is critical to generating creative solutions to complex challenges. Cognitive flexibility plays a crucial role in creative problem‐solving by enabling individuals to shift between thought processes, inhibit usual responses, and explore alternative solutions. However, the measurement of flexibility and originality in international assessments such as PISA remains challenging due to cultural v…
Development of ambiguity aversion from early adolescence to adulthood
This research aimed to clarify whether middle adolescents’ risk-taking is driven by reduced ambiguity aversion. In Study 1, we explored the development of ambiguity aversion using an adaptation of the classic Ellsberg paradox with early adolescents (10–11 years old), middle adolescents (14–16 years old), and young adults (20–25 years old). Study 2 examined the development of ambiguity aversion depending on the ambiguity level in middle adolescenc…
Is adolescence believed to be a period of greater risk taking than adulthood
Little is known about adolescents’ own beliefs regarding their level of risk taking or regarding peer influence on the latter. This is an important matter given that beliefs influence judgements and decisions. With the present study, we aimed to study adolescents’ and adults’ beliefs about adolescents’ risk taking compared to adults’ risk taking, and beliefs about peer influence on risk taking. To this end, an experimental design was used. A cros…
Opposite Effect of Social Evaluation on Creative Idea Generation in Early and Middle Adolescents
The aim of the present study was to examine how social evaluation influences creative idea generation, and whether this effect develops with age. To do so, early adolescents, middle adolescents, and late adolescents performed a creative task either alone or under the supervision of an adult examiner. Three major findings emerged: 1) the social evaluation by an adult expert is detrimental to creativity in children but 2) beneficial in adolescence,…
Peers' Choices Influence Adolescent Risk‐taking Especially When Explicit Risk Information is Lacking
This study examines the impact of peers' previous cautious versus risky choices on adolescents' risk-taking depending on the level of information about the risk. Adolescents completed an adaptation of the BART that manipulated social influence (cautious and risky) and risk information (i.e., informed, noninformed). Results showed that social influence impacts adolescents' decisions on the noninformed BART but not on the informed BART. In the noni…
How Does Explicit Versus Implicit Risk Information Influence Adolescent Risk‐Taking Engagement
Adolescents have been shown to be more likely to engage in risky behaviors in daily life. Many studies have indicated that adolescents could make advantageous choices when they receive explicit information but could fail to choose advantageously when they are not informed about risks. The current study aimed to examine the influence of explicit risk information (i.e., when risk information is directly available) versus implicit risk information (…
Inhibitory Control as a Core Process of Creative Problem Solving and Idea Generation from Childhood to Adulthood
Developmental cognitive neuroscience studies tend to show that the prefrontal brain regions (known to be involved in inhibitory control) are activated during the generation of creative ideas. In the present article, we discuss how a dual-process model of creativity-much like the ones proposed to account for decision making and reasoning-could broaden our understanding of the processes involved in creative ideas generation. When generating creativ…
Impact of emotional context congruency on decision making under ambiguity
In this study, we tested the somatic marker hypothesis (SMH) by using an adaptation of the Iowa Gambling Task (IGT) in which the emotional context associated with primary inducers was systematically manipulated. In this modified version of the IGT, a picture of either a happy face or a fearful face was presented after each feedback. Critically, the expression of the face was either congruent or incongruent with the feedback delivered. Analyses of…
Socio‐Emotional Context and Adolescents' Decision Making
Many studies indicate that adolescents are hypersensitive to rewards in salient socio‐emotional contexts. However, little is known about adolescents' sensitivity to complex negative emotions. To study the development of the ability to experience regret and relief, children, adolescents, and young adults performed a gambling task in a socio‐emotional context of competition, in which they were informed that their outcome would be compared with that…
Inhibitory control efficiency in a Piaget-like class-inclusion task in school-age children and adults
Most children under 7 years of age presented with 10 daisies and 2 roses fail to indicate that there are more flowers than daisies. Instead of the appropriate comparison of the relative numerosities of the superordinate class (flowers) to its subordinate class (daisies), they perform a direct perceptual comparison of the extensions of the 2 subordinate classes (daisies vs. roses). In our experiment, we investigated whether increasing efficiency i…
Positive emotional context eliminates the framing effect in decision-making
Dual-process theories have suggested that emotion plays a key role in the framing effect in decision-making. However, little is known about the potential impact of a specific positive or negative emotional context on this bias. We investigated this question with adult participants using an emotional priming paradigm. First, participants were presented with positive or negative affective pictures (i.e., pleasant vs. unpleasant photographs). Afterw…
Peers' Choices Influence Adolescent Risk‐taking Especially When Explicit Risk Information is Lacking
This study examines the impact of peers' previous cautious versus risky choices on adolescents' risk-taking depending on the level of information about the risk. Adolescents completed an adaptation of the BART that manipulated social influence (cautious and risky) and risk information (i.e., informed, noninformed). Results showed that social influence impacts adolescents' decisions on the noninformed BART but not on the informed BART. In the noni…
How Does Explicit Versus Implicit Risk Information Influence Adolescent Risk‐Taking Engagement
Adolescents have been shown to be more likely to engage in risky behaviors in daily life. Many studies have indicated that adolescents could make advantageous choices when they receive explicit information but could fail to choose advantageously when they are not informed about risks. The current study aimed to examine the influence of explicit risk information (i.e., when risk information is directly available) versus implicit risk information (…
Socio‐Emotional Context and Adolescents' Decision Making
Many studies indicate that adolescents are hypersensitive to rewards in salient socio‐emotional contexts. However, little is known about adolescents' sensitivity to complex negative emotions. To study the development of the ability to experience regret and relief, children, adolescents, and young adults performed a gambling task in a socio‐emotional context of competition, in which they were informed that their outcome would be compared with that…
Inhibitory control efficiency in a Piaget-like class-inclusion task in school-age children and adults
Most children under 7 years of age presented with 10 daisies and 2 roses fail to indicate that there are more flowers than daisies. Instead of the appropriate comparison of the relative numerosities of the superordinate class (flowers) to its subordinate class (daisies), they perform a direct perceptual comparison of the extensions of the 2 subordinate classes (daisies vs. roses). In our experiment, we investigated whether increasing efficiency i…
Positive emotional context eliminates the framing effect in decision-making
Dual-process theories have suggested that emotion plays a key role in the framing effect in decision-making. However, little is known about the potential impact of a specific positive or negative emotional context on this bias. We investigated this question with adult participants using an emotional priming paradigm. First, participants were presented with positive or negative affective pictures (i.e., pleasant vs. unpleasant photographs). Afterw…
Impact of emotional context congruency on decision making under ambiguity
In this study, we tested the somatic marker hypothesis (SMH) by using an adaptation of the Iowa Gambling Task (IGT) in which the emotional context associated with primary inducers was systematically manipulated. In this modified version of the IGT, a picture of either a happy face or a fearful face was presented after each feedback. Critically, the expression of the face was either congruent or incongruent with the feedback delivered. Analyses of…
Socio‐Emotional Context and Adolescents' Decision Making
Many studies indicate that adolescents are hypersensitive to rewards in salient socio‐emotional contexts. However, little is known about adolescents' sensitivity to complex negative emotions. To study the development of the ability to experience regret and relief, children, adolescents, and young adults performed a gambling task in a socio‐emotional context of competition, in which they were informed that their outcome would be compared with that…
Inhibitory control efficiency in a Piaget-like class-inclusion task in school-age children and adults
Most children under 7 years of age presented with 10 daisies and 2 roses fail to indicate that there are more flowers than daisies. Instead of the appropriate comparison of the relative numerosities of the superordinate class (flowers) to its subordinate class (daisies), they perform a direct perceptual comparison of the extensions of the 2 subordinate classes (daisies vs. roses). In our experiment, we investigated whether increasing efficiency i…
Inhibitory Control as a Core Process of Creative Problem Solving and Idea Generation from Childhood to Adulthood
Developmental cognitive neuroscience studies tend to show that the prefrontal brain regions (known to be involved in inhibitory control) are activated during the generation of creative ideas. In the present article, we discuss how a dual-process model of creativity-much like the ones proposed to account for decision making and reasoning-could broaden our understanding of the processes involved in creative ideas generation. When generating creativ…
How Does Explicit Versus Implicit Risk Information Influence Adolescent Risk‐Taking Engagement
Adolescents have been shown to be more likely to engage in risky behaviors in daily life. Many studies have indicated that adolescents could make advantageous choices when they receive explicit information but could fail to choose advantageously when they are not informed about risks. The current study aimed to examine the influence of explicit risk information (i.e., when risk information is directly available) versus implicit risk information (…
Opposite Effect of Social Evaluation on Creative Idea Generation in Early and Middle Adolescents
The aim of the present study was to examine how social evaluation influences creative idea generation, and whether this effect develops with age. To do so, early adolescents, middle adolescents, and late adolescents performed a creative task either alone or under the supervision of an adult examiner. Three major findings emerged: 1) the social evaluation by an adult expert is detrimental to creativity in children but 2) beneficial in adolescence,…
Peers' Choices Influence Adolescent Risk‐taking Especially When Explicit Risk Information is Lacking
This study examines the impact of peers' previous cautious versus risky choices on adolescents' risk-taking depending on the level of information about the risk. Adolescents completed an adaptation of the BART that manipulated social influence (cautious and risky) and risk information (i.e., informed, noninformed). Results showed that social influence impacts adolescents' decisions on the noninformed BART but not on the informed BART. In the noni…
Development of ambiguity aversion from early adolescence to adulthood
This research aimed to clarify whether middle adolescents’ risk-taking is driven by reduced ambiguity aversion. In Study 1, we explored the development of ambiguity aversion using an adaptation of the classic Ellsberg paradox with early adolescents (10–11 years old), middle adolescents (14–16 years old), and young adults (20–25 years old). Study 2 examined the development of ambiguity aversion depending on the ambiguity level in middle adolescenc…
Is adolescence believed to be a period of greater risk taking than adulthood
Little is known about adolescents’ own beliefs regarding their level of risk taking or regarding peer influence on the latter. This is an important matter given that beliefs influence judgements and decisions. With the present study, we aimed to study adolescents’ and adults’ beliefs about adolescents’ risk taking compared to adults’ risk taking, and beliefs about peer influence on risk taking. To this end, an experimental design was used. A cros…
Assessing the ideational potential of young consumers for food system relocation
Detecting Fixation Bias in Creative Idea Generation
Recent theories of creative thinking propose that the generation of creative ideas by design novices and experts is restricted by the emergence of intuitive cognitive biases. To overcome these biases and explore expansive solutions, biased ideas must be discriminated from those with creative potential. Although studies in the field of reasoning have shown that biased participants tend to detect an incongruency between their provided solutions and…
Development of the ability to assess (fake) news about ecology from adolescence to older adults
Misinformation about ecology spreads rapidly in social networks where teenagers, as well as older adults, spend much of their time. Given that teenagers and older adults have cognitive specificities that could make them more or less vulnerable to fake news, in the present study, we investigated the development of the ability to discern fake news from real news about ecology from adolescence to older adults. Adolescents (15–18 years old), young ad…
Expanding Creativity Evaluation
In a fast‐changing world, overcoming cognitive rigidity is critical to generating creative solutions to complex challenges. Cognitive flexibility plays a crucial role in creative problem‐solving by enabling individuals to shift between thought processes, inhibit usual responses, and explore alternative solutions. However, the measurement of flexibility and originality in international assessments such as PISA remains challenging due to cultural v…
Psychology (12 works) · Social Psychology (11 works) · Developmental psychology (10 works) · Social Psychology (8 works) · Cognition (6 works) · Cognitive psychology (6 works) · Decision-Making and Behavioral Economics (5 works) · Task (project management (5 works) · Behavioral Health and Interventions (4 works) · Creativity (4 works)