1. Social dynamics in judgment and performance in academic settings

   • Céline Buchs
   • Armand Chatard
   • Gabriel Mugny

   OriginalPaper Pages: 125 - 128

2. Knowledge interdependence with the partner, accuracy of mutual knowledge model and computer-supported collaborative learning

   • Gaëlle Molinari
   • Mirweis Sangin
   • Marc-Antoine Nüssli

   OriginalPaper Pages: 129 - 144

3. Is a partner’s competence threatening during dyadic cooperative work? It depends on resource interdependence

   • Céline Buchs
   • Fabrizio Butera

   OriginalPaper Pages: 145 - 154

4. Effects of gender role and task content on performance in same-gender dyads: Transactive memory as a potential mediator

   • Estelle Michinov
   • Nicolas Michinov
   • Pascal Huguet

   OriginalPaper Pages: 155 - 168

5. Effects of different forms of tutor action in a conditional reasoning task: An experimental approach to the tutorial dialogue

   • Isabelle Olry-Louis

   OriginalPaper Pages: 169 - 180

6. Epistemic constraint and teaching style

   • Alain Quiamzade
   • Gabriel Mugny
   • Juan Manuel Falomir-Pichastor

   OriginalPaper Pages: 181 - 190

7. The effects of solo status on women’s and men’s success: The moderating role of the performance context

   • Marie-Laure Viallon
   • Delphine Martinot

   OriginalPaper Pages: 191 - 205

8. So young and already victims of stereotype threat: Socio-economic status and performance of 6 to 9 years old children on Raven’s progressive matrices

   • Michel Désert
   • Marie Préaux
   • Robin Jund

   OriginalPaper Pages: 207 - 218

9. French-Arab students and verbal intellectual performance: Do they really suffer from a negative intellectual stereotype?

   • Cindy Chateignier
   • Marion Dutrévis
   • Peggy Chekroun

   OriginalPaper Pages: 219 - 234

10. Some grammatical rules are more difficult than others: The case of the generic interpretation of the masculine

    • Pascal Gygax
    • Ute Gabriel
    • Alan Garnham

    OriginalPaper Pages: 235 - 246

11. The impact of significant others’ actual appraisals on children’s self-perceptions: What about Cooley’s assumption for children?

    • Cécile Nurra
    • Pascal Pansu

    OriginalPaper Pages: 247 - 262

12. Students’ perceptions of parental and teacher academic involvement: Consequences on achievement goals

    • Isabelle Régner
    • Florence Loose
    • Florence Dumas

    OriginalPaper Pages: 263 - 277