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Cem09 - Cognition, Emotion & Motivation

International Congress

2 - 5 November 2009 - Medina Yasmine Hammamet Tunisia

Alan Baddeley

Alan Baddeley is professor of Psychology at the University of York .

He has previously held professorships at the Universities of Stirling, Bristol and Cambridge and visiting appointments at the Universities of California, Harvard, Otago, Queensland and Texas. He has written five books on human memory, and edited a further seven. He has received the American Psychological Association's award for Distinguished Contributions to Research, and was awarded the Aristotle prize for contributions to European psychology. He has a life-long interest in the study of human memory and its deficits following disease or brain damage, and has been awarded a CBE for his contributions to this field.
   
Bernard Rimé
 

Bernard Rimé is professor of psychology at the University of Louvain at Louvain-la-Neuve, Belgium. He has held visiting appointments at the universities of Amsterdam, of Bari, of Bologna, of Geneva, of Münster, of San Sebastian, of Quito, at the University of Massachussetts at Amherst and at the Southern Methodist University (Dallas, TX). He was president of the International Society for Research on Emotion (ISRE) and of the Belgian Psychological Society. He was awarded a Honoris Causa Degree by the University of Bari. He is author of "Le partage social des émotions" (2005) and he coedited with Klaus Scherer "Les Emotions: Textes de base" (1989), with Robert Feldman "Fundamentals of Nonverbal Behavior" (1991) and with James Pennebaker and Dario Paez "Collective memory of political events" (1997). His research of the last two decades concentrates on the social sharing of emotion and investigate how emotional experiences and emotional events stimulate interpersonal and collective communication.

   
Riadh Ben Rejeb
 

Riadh Ben Rejeb is the head of the research Unit "Unité de Recherche en Psychopathologie Clinique" (URPC) at the Faculty of Human and Social Sciences of Tunis. Clinician and researcher, he works on the different links between psychoanalysis and culture. He is head of the graduate studies in the psychology department (master, professional master, doctorate, habilitation). He is President of UTAIM Association for mentally handicapped (Kelibia - Tunisia). He is author of several books, including:

  • Intelligence, test et culture. Le contexte tunisien. Paris, l'Harmattan, 2001
  • Psychopathologie transculturelle de l'enfant et de l'adolescent. Clinique maghrébine. Paris, In Press, 2003
  • Le destin en Psychanalyse (dir.). Paris, In Press, 2005
  • La dette à l'origine du symptôme (dir.). Paris, l'Harmattan, 2007
  • De l'image à l'imaginaire (dir.). Tunis, RMR et Paris, Non lieu, 2009
   
Art Markman

Art Markman is a Cognitive Scientist at the University of Texas whose research spans a range of topics in the way people think.

Art Markman is Annabel Irion Worsham Centennial Professor of Psychology and Marketing at the University of Texas at Austin . He got his ScB in Cognitive Science from Brown and his PhD in Psychology from the University of Illinois . He has published over 100 scholarly works on topics in higher-level thinking including the effects of motivation on learning and performance, analogical reasoning, categorization, decision making, and creativity. He is currently executive editor of the journal Cognitive Science and associate editor of Perspectives on Psychological Science.
 
Johnmarshall Reeve

He is Professor of Learning and Development.

His research areas : He studies all aspects of human motivation and emotion. He uses empirical methods to understand from where students' school-based motivation comes, how it changes, why it changes, whether it is of high quality (and educationally constructive) or of low quality (and educationally maladaptive), and what it predicts in terms of classroom engagement, school achievement, and psychologial well-being. He also uses empirical methods to understand a teacher's interpersonal process of nurturing and supporting (vs. neglecting and frustrating) students' motivation, which he conceptualizes along a continuum that ranges from highly controlling to highly autonomy supportive. Because of its many benefits to students, he spends a great deal of time and thought trying to understand and promote teachers' autonomy-supportive motivating style toward during instruction.

   

 

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