À
distance : Toute activité réalisée au moyen d'un
appareil électronique branché à une ligne téléphonique
ou à internet, avec ou
sans fil (ordinateur,téléphone,télévision, etc.), et
qui permet à l'émetteur
de s'éloigner du récepteur.
S'oppose à une activité faite sur place, en présence des individus
concernés par cette activité (auditoire).
= en ligne, par internet, à
domicile, en l'absence de, via ordinateur. /en
présentiel, sur place, à proximité, en présence de.
On line.
À priori :
Expression latine qui désigne ce qui précède - souvent
implicitement - un jugement,
un raisonnement, et
qui est susceptible d'influencer la conclusion de ce
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posteriori. A priori.
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ABA
: En anglais Applied Behavior
Analyst. Ce sigle désigne les thérapies
et les pratiques psychologiques qui s'inspirent du béhaviorisme,
et plus particulièrement des
analyses fonctionnelle et
expérimentale du
comportement.= méthode ABA,
technique ABA, thérapie ABA, approche ABA. Applied
Behavior Analyst.
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ABAI : Association for Behavior
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Abandonnisme
: Crainte/peur
irrationnelle et maladive d'être abandonné par ses proches (parents,
conjoint-e, enfants, etc.)
ou que ces derniers cessent sans raisons valables de s'occuper de
nous. Abandonnisme et névrose
d'abandon.
Abarognosie
: Du grec abara qui signie "poids" et gnosie
qui veut dire "connaissance". Incapacité à sentir le poids des
objets ou à en distinguer les variations, consécutive à une lésion
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Abarognosis.
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Depression. In Encyclopedia of Cognitive Science.London
: Macmillan.
SHIBLEY-HYDE, J., MEZULIS, A.H. & ABRAMSON, L.Y.
(2008). The ABCs of depression : Integrating affective,
biological, and cognitive models to explain the emergence
of the gender difference in depression. Psychological
Review, 115 (2), 291-313.
ROBINS, C.J. & BLOCK, P. (1989). Cognitive theories of
depression viewed from a diathesis-stress perspective :
Evaluation of the models of Beck and Abramson, Seligman
& Teasdale. Cognitive Therapy & Research, 13
(4), 297-313.
Abréaction
: «Ab» signifie «loin ou hors de». L'abréaction est
donc une décharge émotionnelle
par laquelle un individu
se libère d'un affect lié à la survenue ou
au souvenir d'un événement désagréable ou traumatisant. La catharsis
est la méthode thérapeutique qui permet cette décharge. =
libération, décharge. Abreaction.
LAPLANCHE,
J. et PONTALIS, J.B. (1967/1998). Vocabulaire de la
psychanalyse. Paris : Presses Universitaires de
France.
Abscisse : Du latin abscissus qui signifie «ligne
coupée ou scindée». L'abscisse est une coordonnée qui correspond à
l'axe horizontal d'un plan. De pair avec l'ordonnée, elle permet
de déterminer un point dans cet espace. Abscisse etvariable x.=
axe des x, coordonnée x. /ordonnée.Abscisse.
Absence/présence
: Paramètre
d'un indicateur, qui
exprime la présence ou l'absence d'une réponse
dans un intervalle de temps donnée. Dans une grille
d'observation, notez oui ou I
pour présence et non ou - pour
absence. Presence or absence.
Tâches
ménagères
Jour 1
Jour 2
Jour 3
J'ai
rangé la cusine
I
-
-
J'ai
rangé ma chambre
I
-
-
J'ai
rangé le salon
-
-
-
J'ai
rangé la salle de bain
I
-
J'ai
rangé la salle de jeux
-
-
I
FLEISS, J.L. (1975). Measuring agreement between two
judges on the presence or absence of a trait. Biometrics,
31, 651-659.
Absentéisme : Absence répétée : Consiste à ne pas se
présenter au travail ou en
classe (peu importe la raison), alors que notre présence est
requise, et à multiplier cette absence, toujours sans raison
valable. Absentéisme, réussite
scolaire et
présence en classe. Absenteeism,
employee absence, sickness absence, absence of work.
PORTER, L.W. & STEERS, R.M. (1973). Organizational,
work, and personal factors in employee turnover and
absenteeism. Psychological Bulletin, 80,
151-176.
TIMMINGS, F. & KALISZER, M. (2002). Attitudes to
absenteeism among diploma nursing students in Ireland : an
exploratory descriptive survey. Nurse Education
Today, 22 (7), 578-588.
BAUM J.F. & YOUNGBLOOD, S.A. (1975). Impact of an
organizational control policy on absenteeism, performance,
and satisfaction. Journal of Applied Psychology, 60,
688-694.
TIMMINGS, F. & KALISZER, M. (2002). Absenteeism among
nursing students - Fact or fiction ? Journal of
Nursing Management, 10 (5), 251-264.
DURAND, V.M. (1983). Behavioral ecology of a staff
incentive program : Effects on absenteeism and resident
disruptive behavior. Behavior Modification, 7, 165-181.
CHIRUMBOLO, A. & ARENI, A. (2005). The influence of
job insecurity on job performance and absenteeism : the
moderating effect of work attitudes. SA Journal of
Industrial Psychology, 31 (4), 65-71. [PDF]
HULIN, C.L. (1984). Suggested directions for defining,
measuring, and controlling absenteeism. In P. Goodman
& R. Atkin and associates (Eds.), Absenteeism.
San Francisco : Jossey-Bass.
ICHINO, A. & RIPHAHN, R. (2005). The effect of
employment protection on worker effort : Absenteeism
during and after probation. Journal of the European
Economic Association 3, 120-143.
DURAND, V.M. (1985). Employee absenteeism : A selective
review of antecedents and consequences. Journal of
Organizational Behavior Management, 7, 135-167.
VON THIELE, U., LINDFORS, P. & LUNDBERG, F. (2006).
Evaluating different measures of sickness absence with
respect to work characteristics. Scandinavian Journal
of Public Health, 4 (3), 247-253.
HANSEN, T.L. (1990). A positive reinforcement program for
controlling student absenteeism. College Student
Journal, 24, 307-312.
DARR, W. & JOHNS, G. (2008). Work strain, health, and
absenteeism : A meta- analysis. Journal of
Occupational Health Psychology, 13 (4), 293-318.
JOHNSON, W.G. & ONDRICH J. (1990). The duration of
post-injury absences from work. Review of Economics
and Statistics, 72, 578-586.
JUDGE, T.A. & MARTOCCHIO, J.J. (1996). Dispositional
influences on attributions concerning absenteeism. Journal
of Management, 22, 837-861.
KUOPPALA, J., LAMMINPÄÄ, A. & HUSMAN, P. (2008). Work
health promotion, job well-being,and sickness absences - A
systematic review and meta-analysis. Journal of
Occupational & Environmental Medicine, 50 (11),
1216-1227.
JOHNS, G. (1997). Contemporary research on absence from
work : Correlates, causes, and consequences. Interna-
tional Review of Industrial and Organizational Psychol-
ogy, 12, 115-173.
JUDGE, T.A., MARTOCCHIO, J.J. & THORESEN, C.J. (1997).
Five-factor model of personality and employee absence. Journal
of Applied Psychology, 82, 745-755.
HARGRAVE, G.E., HIATT, D., ALEXANDER, R. & SHAFFER,
I.A. (2008). EAP treatment impact on presenteeism and
absenteeism : Implications for return on investment. Journal
of Workplace Behavioral Health, 23 (3), 283-293. [PDF]
HULIN, C.L. (1984). Suggested directions for defining,
measuring, and controlling absenteeism. In P. Goodman
& R. Atkin and associates (Eds.), Absenteeism.
San Francisco : Jossey-Bass.
VON THIELE, U., LINDFORS, P. & LUNDBERG, F. (2006).
Evaluating different measures of sickness absence with
respect to work characteristics. Scandinavian Journal
of Public Health, 4 (3), 247-253.
Absolu
: Qui existe
en soi, quoi que l'on dise, quoi que l'on fasse, et dont les
limites ne son fixées par aucun autre phénomène. EX : Au sens
physique, l'univers est un abolu.
DOSTI-GOULET, E., BLAIS, A., FOURNIER, P. & GIDENGIL,
E. (2012). L’abstention selective, ou pourquoi certains
jeunes qui votent au federal boudent les élections
municipales. Canadian Journal of Political Science,
45, 909-927.
Abstinence
: Principe, souvent religieux
ou mystique, qui consiste
à s'interdire soi-même certains
plaisirs que l'on considére comme moralement inacceptables
(sexuel, alcool, drogue, jeux, etc.). Parfois imposé pour des
raisons expérimentales (privation) ou médicales et psychologiques
(sevrage).NDLR :
Les termes "privation" et "sevrage" semblent plus
neutres ou scientifiques. =privation,
désintox. Abstinence.
Abstinence
(Principe) : Chez Freud,
règle selon laquelle l'analyste doit
refuser de répondre aux demandes d'amour de son patient. EX:
Dans les Soprano, le docteur Melfi demeure de glace lorsque Tony
Soprano lui déclare ses sentiments... = règle
d'abstinence.
Rule of abstinence.
Abstraire
: Abstraction : Chez Piaget,processus cognitif qui
sous-tend l'acquisition de nouvelles connaissances.
L'abstraction consiste à réduire un ensemble d'objets ou de
comportements à leurs propriétés communes. EX:
un camion de pompier et un coeur sont des formes rouges; un oiseau
et un avion sont des objets qui volent, etc. Selon Piaget, le
développement des concepts
et du raisonnement repose
sur l'abstraction. =
conceptualisation, plus-petit-commun-diviseur. Abstraction.
MECK, W.H. & CHURCH, R.M. (1982). Abstraction of
temporal attributes. Journal of Experimental
Psychology : Animal Behavior Processes, 8, 226-243.
RIBES-INESTA, E. (2000). Instructions, rules, and
abstraction : A misconstrued relation. Behavior &
Philosophy, 28, 41-55.
[PDF]
BARTH, B.-M. (1987). L’apprentissage de l’abstraction.
Paris : Retz.
HERSHKOWITZ, R., SCHWARZ, B. & DREYFUS, T. (2001).
Abstraction in context : Epistemic actions. Journal
for Research in Mathematics Education, 32 (2),
195-222.
ROBERTS, W.A. & MAZMANIAN, D. S. (1988). Concept
learning at different levels of abstraction by pigeons,
monkeys, and people. Journal of Experimental
Psycholoy : Animal Behavior Processes, 14, 247-260.
YOSHIDA, H. & SMITH, L.B. (2003). Known and novel noun
extensions : Attention at two levels of abstraction.
Child Development, 74 (2), 564-577. [PDF]
MONAGHAN, J. & OZMANTAR, F. (2004). Abstraction &
Consolidation. Group for the Psychology of
Mathematics Education, 3, 353-360. [PDF]
DESPRELS-FRAYSSE, A. (1991). Children's abstraction of
color properties : Is it dependent on what objects
actualize the properties ? Cahiers de Psychologie
Cognitive, 11 (4), 441-452.
VONK, J. & MacDONALD, S.E. (2004). Levels of
abstraction in orangutan (Pongo abelii) categorization.
Journal of Comparative Psychology, 118, 3-13. [PDF]
DAMEROW, P. (1996). Abstraction and representation.
Essays on the cultural evolution of thinking.
Dordrecht : Kluwer Academic Publishers.
HERSHKOWITZ, R., HADAS, N., DREYFUS, T. & SCHWARZ, B.
(2007). Processes of abstraction, from the diversity of
individuals' constructing of knowledge to a group's
"shared knowledge". Mathematical Education Research
Journal, 19, 41-68.
HALFORD, G.S., WILSON, W.H. & PHILLIPS, S. (1998).
Abstraction : nature, costs, and benefits. International
Journal of Educational Research, 27, 21-35.
KIDRON, I. (2008). Abstraction and consolidation of the
limit procept by means of instrumented schemes : the
complementary role of three different frameworks. Educational
Studies in Mathematics, 69 (3), 197-216. [PDF]
MACKINTOSH, N.J. (1999). Abstraction and discrimination.
In C. Heyes & L. Huber (Eds.), Evolution of
cognition. Cambridge : MIT Press.
SCHWARZ, B., DREYFUS, T. & HERSHKOWITZ, R. (2009). The
nested epistemic actions model for abstraction in context.
In B.B. Schwarz, T. Dreyfus & R. Hershkowitz (Eds.),
transformation of knowledge through classroom interaction
(pp. 11-41). London, UK : Taylor & Francis, Routledge.
HOUDÉ, O. (2009). Abstract after all ? Abstraction through
inhibition in children and adults. Behavioral &
Brain Sciences, 32 (3-4), 339-340.
LEGENDRE-BERGERON,
M.F. (1980). Lexique de la psychologie du
développement de Jean Piaget. Montréal : Gaëtan
Morin.
PIAGET, J. (1977). Recherches sur l'abstraction
réfléchissante. Paris : Presses Universitaires de
France.
Abus de langage : Usage d'un mot
dans un sens critiqué ou flou. En science, on confond parfois les
faits et les hypothèse, ce qui conduit certains chercheurs à
utiliser certains mots comme effet, cause, déterminant ou
influence, alors qu'il n'a pas de faits pour confirmer l'exiatence
de tels effets. EX :Effet
Mozart.
PIAGET, J. (1977). Recherches sur l'abstraction
réfléchissante. Paris : Presses Universitaires de
France.
Académique : Le mot académique n'est pas synonyme de scolaire, ni d'universitaire.
Souvent utilisé en anglais pour qualifier l'enseignement
supérieur (collège et université). En français, le mot académique
renvoie plutôt à un style conventionnel (qui a fait école), mais
englué dans le passé; Il a donc, en ce sens, une connation
péjorative (je dis léger car il y a du bon dans le
passé; dans certains domaines, le passé a même beaucoup
d'avenir...). EX: Ce film a un style académique.
Il va de soi que le mot sert également à qualifier la fonction
d'une académie.EX:
La rédaction de ce lexique est un travail académique, lent et sans
fin... Remplacer ce mot selon le selon le contexte par scolaire, universitaire,
collégial, études supérieures.
GUTTMANN, E. (1936). Congenital arithmetic disability and
acalculia (Henschen). British Journal of Medical
Psychology, 16, 16-35.
SINGER H.D. & LOW, A.A. (1933). Acalculia (Henschen) :
A clinical study. Archives of Neurology &
Psychiatry, 29, 476-498.
GERSTMANN, J. (1940). Syndrome of finger agnosia,
disorientation for right and left, agraphia, acalculia. Archives
of Neurology & Psychology, 44, 398-408.
TOHGI, H., SAITOH, K., TAKAHASHI, S., TAKAHASHI, H.,
UTSUGISAWAK., K., YONEZAWA, H., HATANO, K. & TOSHIAKI,
S. (1995). Agraphia and acalculia after a left prefrontal
(F1, F2) infarction. Journal of Neurology,
Neurosurgery & Psychiatry, 58, 629-632. [PDF]
McCLOSKEY, M. (2001). Acalculia. In P. Winn (Ed.),
Dictionary of biological psychology. New York :
Routledge.
Accélération sociale : Concept proposé par Rosa
pour décrire la perception
individuelle et collective que le temps
s'accélère, et donc que le temps manque pour accomplir tout
ce qu'on a l'impression qu'il faut faire.
ROSA, H. (2010). Accélération : une critique sociale du temps. Paris : La Découverte.
ROSA, H. (2012). Aliénation et accélération : vers une théorie critique de la modernité tardive. Paris :
La Découverte.
Accent
: Façon particulière de prononcer les mots,
d'appuyer sur certaines syllabes,
qui varie au sein d'une langue,
en fonction de la région d'appartenance du locuteur,
de sa religion, de
son époque, de son degré
de scolarité, de
l'influence des médias, etc.
EX : Les Québécois disent tuk (tuque),
alors que les Français prononcent tuqueeee; les Français
appuient sur la dernière syllabe (eeeee) de certains mots, alors
que les Québécois l'avalent (k).
Accent.
VRIJ, A. & WINKEL, F.W. (1994). Perceptual distortions
in cross-cultural interrogations : The impact of skin
color, accent, speech style, and spoken fluency on
impression formation. Journal of Cross-Cultural
Psychology, 25 (2), 284-295.
MAJOR, R.C. (2001). Foreign accent : The
ontogeny and phylogeny of second language phonology.
New Jersey : Lawrence Erlbaum Associates.
GLUSZEK, A. & DOVIDIO, J.F. (2010). The way they speak
: Stigma of non-native accents in communication. Personality
& Social Psychology Review, 14, 214-237.
RAKIC, T., STEFFANS, M.C. & MUMMENDAY, A. (2011).
Blinded by the accent! The minor role of looks in ethnic
categorization. Journal of Personality & Social
Psychology, 100, 16-29.
CRISTIA, A., SEIDL, A., VAUGHN, C., SCHMALE, R., BRADLOW,
A. & FLOCCIA, A. (2012). Linguistic processing of
accented speech across the lifespan. Frontiers in
Psychology, 3, 1-15.
PIETRASZEWKI, D. & SCHAWARTZ, A. (2014). Evidence that
accent is a dimension of social categorization, not a
byproduct of perceptual salience, familiarity, or
ease-of-processing. Evolution & Human Behavior,
35, 43-50. [PDF]
Acceptabilité sociale : Ensemble des pratiques que la société,
ou l'une de ses parties, juge saines et adéquates,
en dépit des risques et des
préjudices inhérents à
ces pratiques. = Balance des
inconvénients. Social acceptability.
WITT, J.C. & MARTENS, B.K. (1983). Assessing the
acceptability of behavioral interventions used in
classrooms. Psychology in the Schools, 20 (4),
510-517.
TARNOWSKI, K.J., MULICK, J.A. & RASNAKE, L.K.
(1990). Acceptability of behavioral interventions
for self-injurious behavior Replication and
interinstituional comparison. American
Journal of Mental Retardation, 95, 182-191.
WITT, J.C. & ELLIOT, S.N. (1985). Acceptability of
behavioral interventions used in classrooms. In T.R.
Kratochwill (Ed.), Advances in school psychology
(Vol, 4, pp. 251-258). Hillsdale : Erlbaum.
RASNAKE, L.K., MARTIN, J., TARNOWSKI, K.J. & MULICK,
J.A. (1993). Acceptability of behavioral
treatments : influence of knowledge. Mental
Retardation, 93, 247-251.
RASNAKE, L.K., MARTIN, J., TARNOWSKI, K.J. & MULICK,
J.A. (1993). Acceptability of behavioral treatments :
Influence of knowledge of behavioral principles. Mental
Retardation, 31, 247-251.
GRACE, N.C., KAHNG, S.W. & FISHER, W.W. (1994).
Balancing social acceptability with treatment
effectiveness of an intrusive procedure : a case report.
Journal of Applied Behavior Analysis, 27 (1):
171-172.[PDF]
TARNOWSKI, K.J., RASNAKE, L.K., MULICK, J.A. &
KELLY, P.A. (1989). Acceptability of behavioral
interventions for self-injurious behavior. American
Journal of Mental Retardation, 93, 575-580.
JOULE, R.-V. (2006). Acceptabilité sociale et savoirs
scientifiques. Les Cahiers Internationaux de
Psychologie Sociale, 70, 85-88.
ELLIOT, S.N. (2017). The social validity of
"acceptability of behavioral interventions used in
classrooms". Behavioral Disorders, 43 (1),
269-273.
Accepter
: Acceptation : Consiste à reconnaître et à
admettre que l'on ne peut modifier sa condition ou une
situation que l'on juge néanmoins désagréable ou bien qu'il semble
impossible de modier cette condition/situation sans consentir à
des efforts plus grands et la situation/condition elle-même.
En thérapie, l'objectif consiste donc à évaluer si le
client/patient doit accepter une situation désagréable ou s'il a
avantage à tenter de la modifier.
Psychological
acceptance, acceptance.
HAYES, S.C., BISSETT, R.T., KORN, Z., ZETTLE, R.D.,
ROSENFARB, I.S. & COOPER, L.D. (1999). The impact of
acceptance versus control rationales on pain tolerance.
The Psychological Record, 49, 33–47.
HERBERT, J.D. & FORMAN, E.M. (2010). The evolution of
cognitive behavior therapy : The rise of psychological
acceptance and mindfulness. In J.M. Herbert & E.M.
Forman (Eds.), Acceptance and mindfulness in
cognitive behavior therapy : Understanding and applying
the new therapies. Wiley. [PDF]
Acception
: Signification particulière que l'on donne à un mot,
à un concept. Dans
ce lexique, certains concepts ont plusieurs acceptions.
Accès
: Désigne un trouble
ou un symptôme qui
survient et s'estompe soudainement, et qui se reproduit ensuite à
intervalles plus ou moins réguliers. =
poussée. ( ): accès de fièvre, accès de
stress, accès de
colère.
Accessibilité
: Que l'on peut obtenir, en dépit des obstacles et des
contraintes inhérentes
à l'activité.
Accident
: Évènement imprévisible
pour celui/celle qui le subit, souvent malheureux, parfois grave,
et sur lequel nous n'avons aucun contrôle,
sauf pour en éviter la répétition. Accident
SELZER, M.L., ROGERS, J.E. & KERN, S. (1968). Fatal
accidents : The role of psychopathology, social stress,
and
acute disturbance. American Journal of Psychiatry, 124,
8-19.
GIGERENZER, G. (2004). Dread risk, September 11, and fatal
traffic accidents. Psychological Science, 15,
286-287.
CRASKE, S. (1968). A study of the relation between
personality and accident history. British Journal of
Medical Psychology, 41, 399-404.
DIEGUEZ, S., WAGNER-EGGER, P. & GAUVRIT, N.
(2015). Nothing happens by accident, or does it ? A low
prior for randomness does not explain belief in conspiracy
theories. Psychological Science, 26, 1762-1770.
SHERRY, P. (1991). Person-environment fit and accident
prediction. Journal of Business & Psychology, 5,
411-416.
BATTY, G.D., DEARY, I.J., SCHOON, I. & GALE, C.
(2007). Childhood mental ability in relation to
cause-specific accidents in adulthood : The 1970 British
Cohort Study. Quarterly Journal of Medicine, 100, 405–-414.
HANSEN, C.P. (1991). Personality characteristics of the accident-involved employee. In J.W. Jones, B.D. Steffy & D.W. Bray (Eds.), Applying psychology in
business : The handbook for managers and human resource professionals (pp. 801-812). New York : Lexington Books.
DRUPSTEEN, L. & GUIDENMUND, F.W. (2014). What is
learning ? A review of the safety literature to define
learning from incidents, accidents and disasters. Journal
of Contingencies & Crisis Management, 22 (2),
81-96.
CELLIER J.M., EYROLLE, H. & BERTRAND, A. (1995).
Effects of age and level of work experience on occurrence
of acci-
dents. Perceptual & Motor Skills, 80, 931-940.
Accident(s)
(Prévention) : Ensemble des mesures
prises afin de réduire le nombre d'accidents.Accident prevention,
prediction of accident.
McGUIRE, F.L. (1972). The understanding and prediction of
accident producing behavior. North Carolina Symposium
on Highway Safety, 1, 116-118.
DEBOBES, L. (1986). The psychological factors in accident
prevention. Personnel Journal, 65, 34-38.
IVERSON, R.D. & ERWIN, P.J. (1997). Predicting
occupational injury : The role of affectivity. Journal
of Occupa-
tional & Organizational Psychology, 70, 113-128.
PRONE M. R. (1998). Predictors of work injuries among
employed adolescents. Journal of Applied Psychology,
83, 565-576.
ARTHUR, W. & DOVERSPIKE, D. (2001). Predicting motor
vehicle crash involvement from a personality measure and a
driving knowledge test. Journal of
Prevention & Intervention in the Community, 22, 35-42.
LANGLEY, J.D., BEGG, D., SAMARANAYAKA, A., BROOKLAND, R.
& WEISS, H.P. (2013). Unsupervised driving by learner
licence holders : Associated characteristics and crash
risk. Accident Analysis & Prevention, 60,
24-30.
DRUPSTEEN, L., GROENWEG, J. & ZWETSLOOT, G.I.J.M.
(2013). Critical steps in learning from incidents : using
learning potential in the process from reporting an
incident to accident prevention. Journal of
Occupational Safety & Ergonomics, 19 (1),
63-77.
DRUPSTEEN, L. & GUIDENMUND, F.W. (2014). What is
learning ? A review of the safety literature to define
learning from incidents, accidents and disasters. Journal
of Contingencies & Crisis Management, 22 (2),
81-96.
BOHANNON, J.N. (1988). Flashbulb memories for the space
shuttle disaster : A tale of two theories. Cognition,
29, 179-196.
LI, G., BAKER, S., GRABOWSKI, J. & REBOK, G. (2001).
Factors associated with pilot error in aviation crashes. Aviation,
Space, & Environmental Medicine, 72,
52-58.
WIEGEMANN, D.A. & SHAPPELL, S.A. (2001). Human error
analysis of commercial aviation accidents : Application of
the Human Factors Analysis and Classification System
(HFACS). Aviation, Space, & Environmental
Medicine, 72, 1006-1016.
SHAPPELL, S.A., DETWILER, C., HOLCOMB, K., HACKWORTH, C.,
BOQUET, A. & WIEGMANN, D.A. (1995). Human error and
commercial aviation accidents : an analysis using the
human factors analysis and classification system. Human
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WIEGEMANN, D.A. (2001). Psychology of aviation safety. In
N.J. Smelser & P.B. Baltes (Eds.), International
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WIEGEMANN, D.A. & SHAPPELL, S.A. (1997). Human factors
analysis of post-accident data : Applying theoretical
taxonomies of human error. The International Journal
of Aviation Psychology, 7, 67-81.
GOH, J. WIEGEMANN, D.A. (2002). Human error analysis of
accidents involving visual flight rules flight into
adverse weather. Aviation, Space, & Environmental
Medicine, 78, 817-822.
WIEGEMANN, D.A. & SHAPPELL, S.A. (1999). A human
error approach to aviation accident analysis : The human
factors analysis and classification system. Ashgate
e-Book. [PDF]
SHAPPELL, S.A. & WIEGEMANN, D.A. (2003). Reshaping the
way we look at general aviation accidents using the Human
Factors Analysis and Classification System. Proceedings
of the International Symposium on Aviation Psychology,
12, 1047-1052.
GIGERENZER, G. (2004). Dread risk, September 11, and fatal
traffic accidents. Psychological Science, 15,
286-287.
HASLBECK, A., SCHMIDT-MOLL, C. & SCHUBERT, E. (2015).
Pilots’ willingness to report aviation incidents. Proceedings
of the 18t th International Symposium on Aviation
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SIEBERICHS, S. & KLUGE, A. (2021). Why learning
opportunities from aviation incidents are lacking : The
impact of active and latent failures and confidential
reporting. Aviation Psychology & Applied Human
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Accident de voiture
: Accidenté de la route : Accident,
conduiteetsyndrome-postraumatique.Accident, road crash survivors, crash risk,
crash fatalities, motor vehicle accident, road traffic accident.
SOLOMON, H. & HERMAN, L. (1977). Status symbols and
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Accident
de travail :Accident qui survient sur un chantier, dans une usine,
ou une mine et qui entraîne parfois chez l'accidenté des
lésions, ou la perte d'un
membre ou même la mort.
FLEMING, R., BAUM, A., GISRIEL, M.M. & GATCHEL, R.J.
(1982). Mediating influences of social support on stress
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CELLIER J.M., EYROLLE, H. & BERTRAND, A. (1995).
Effects of age and level of work experience on occurrence
of acci-
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Accident
vasculocérébral :Lésion
du tissu cérébral (destruction totale ou partielle des neurones)
subie accidentellement à la suite de l'interruption de
l'irrigation sanguine d'une zone du cerveau.
NDLR : Autrefois, on disait accident
cérébro-vasculaire.= AVC.
Stroke, cerebral vascular accident.
WILSON, B.A. (1982). Success and failure in memory
training following a cerebral vascular accident.
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LANSKA, D.J. & KULLER, L.H. (1995). The geography of
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Accommodation
: Dans la théorie de Piaget,fonction qui permet de
modifier les structures
cognitives existantes (schèmes et concepts) pour permettre à
ces structures de tenir compte des propriétés
des objets.EX:
Saisir délicatement (schème de préhension) un fruit mer (objet)
pour tenir compte de ses propriétés (délicat, rond, mou, etc.).
Accommodation etassimilation.Accommodation.
LEGENDRE-BERGERON,
M.F. (1980). Lexique de la psychologie du
développement de Jean Piaget. Montréal : Gaëtan
Morin.
Accommodement
raisonnable : Terme juridique qui renvoie à
l'obligation légale d'accorder à un tiers la permission
d'agir «à sa manière» même si cette manière contrevient au
déplaît aux us et coutume des plaignants ou d'un groupe plus large
de la société.
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Accompagnateur
: Dans le cadre de certaines thérapies
- notamment humanistes
- il s'agit de la personne qui conseille et guide le client.
Contrairement aux thérapeutes
traditionnels - psychanalystes,béhavioristes ou cognitivistes
- l'accompagnateur ne prétend pas posséder les connaissances
théoriques ou les solutions pour résoudre le ou les problèmes
de son client; ce n'est donc pas un expert.
Son rôle consiste plutôt à amener le client à puiser dans ses
propres ressources pour trouver une solution, sa "solution", et
ainsi découvrir son propre potentiel
et s'accomplir.=
motivateur. Coach.
Accomplissement
: Sentiment ou impression d'avoir réalisé son plein potentiel,
au travail, à
l'école. Accomplissement et
réussiste
scolaire.= sentiment
d'accomplissement. Achievement, achievement
goal.
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Accord
: Entente, négociée et conclue de manière plus ou moins
formelle, entre les parties d'un
conflit sur la forme que prendra la solution qui permettra
de sortir de l'impasse. Ce conflit peut être de nature
personnelle, politique, diplomatique, commerciale ou économique.
Accord, résolution de
problème etnégociation.Deal.
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Accord interjuge : Accord entre deux observateurs/codeurs
ou plus sur la nature de ce qui est observé,
classé ou ordonné lors d'une observation
systématique ou d'une analyse de
contenu. Le degré d'accord peut-être mesuré par un test
statistique, par exemple un Kappa.
Accord, panel d'expertet
fidélité interjuge. = entente
entre observateurs/codeur. ( ): Voir
tableau ci-dessous. Interobserver agreemen,
inter-observer agreement, Nominal scale agreement, coefficient
of agreement, interobserver reliability, observer reliability.
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Accouchement
: Mise au monde d'un organisme,
qui correspond à ses premiers moments de vie hors-utérine (chez
les mammifères).
Accouchement et
naissance.= mise au monde.
( ): l'accouchement par voie basse (utérine) et
l'accouchement par césarienne. Childbirth.
Accoutumance
: Tolérance à une drogue
ou à un médicament
(substance psychotrope) acquise progressivement par l'organisme
et qui lui permet de supporter des doses croissantes de ce
médicament sans effet secondaire notable. *dépendance.= assuétude. Tolerance.
Accréditation
: Procédure légale qui vise à vérifier la
correspondance ente les standards de formation d'un programme
d'étude et l'enseignement
effectivement offert aux étudiants de ce programme. Accrédidation
etABA.
Accreditation.
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Ackerman
Philip L. ( ) : Psychométricien
américain. Il s'intéresse notamment à l'acquisition des
habiletés.
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Acouphène
:Trouble de
l'ouïe qui se caractérise par une sensation auditive
désagréable, sous forme de bourdonnement ou de sifflement, qui
n'est pas produit par un bruit réel ou tout autre stimulus externe
à l'oreille.=
bruit de fond interne. Tinnitus.
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ANDERSSON, G. & LARSEN, H.-C. (1997).
Cognitive-behavioural treatment of tinnitus in
otosclerosis : a case-report. Behavioural &
Cognitive Psychotherapy, 25, 79-82.
ANDERSSON, G. (2002). Psychological aspects of tinnitus
and the application of cognitive-behavioural therapy. Clinical
Psychology Review, 22 (7), 977-979.
JASTREBOFF, P.J. & JASTREBOFF, M.M. (2003). Tinnitus
retraining therapy for patients with tinnitus and
decreased sound tolerance. Otolaryngol. Otolaryngologic
Clinics of North America, 26, 321-323.
JASTREBOFF, P.J. & HAZELL, J. (2004). Tinnitus
retraining therapy : Implementing the neurophysiological
model. New York, NY : Cambridge University Press.
ANDERSSON, G. & McKENNA, L. (1998). Tinnitus masking
and depression. Audiology, 37, 174-182.
ANDERSSON, G. & WESTIN, V. (2008). Understanding
tinnitus distress : Introducing the concepts of moderators
and mediators. International Journal of Audiology, 47
(S2), 106-111.
Acquiesement : Acquiescer : Forme de conformisme,
proposée par Kelman, qui
consiste à accepter une demande,
ou à s'y plier lorsque cette demande semble peu intéressante ou
difficile à satisfaire. Acquiescement etpersuasion.= acquiescer à une requête, dire oui,
accepter, se plier, se laisser influencer. /persuasion.
Compliance, compliance procedure, social
compliance, responses to direct
directives.
KELMAN, H.C. (1958). Compliance, identification, and
internalization : Three processes of attitude change. Journal
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FESTINGER, L. & CARLSMITH, J. (1959). Cognitive
consequences of forced compliance. Journal of Abnormal
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FREEDMAN, J.L. & FRASER, S. (1966). Compliance without
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TYLER, T.R. (1997). Procedural fairness and compliance
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FREEDMAN, J.L., WALLINGTON, S.A. & BLESS, E. (1967).
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BOHM, J. & HENDRICKS, B. (1997). Effects of
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FOREHAND, R., KING, H.E., PEED, S. & YODER, P.
(1971). Mother-child interactions : A comparison of
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REGAN, D.T. (1971). Effects of a favor and liking on
compliance. Journal of Experimental Social Psychology,
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POLLOCK, C.L., SMITH, S. D., KNOWLES, E.S. & BRUCE,
H.J. (1998). Mindfulness limits compliance with the
that's-not-all technique. Personalip & Social
Psychology Bulletin, 24, 1153-1157.
KONECNI, V.J. (1972). Some effects of guilt on compliance
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procedure : A multiple-process analysis and review. Personality
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DARLEY, S.A. & COOPER, J. (1972). Cognitive
consequence of forced noncompliance. Journal of
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WHATLEY, M.A., WEBSTER, M.J., SMITH, R.H. & RHODES, A.
(1999). The effect of a favor on public and private
compliance : How internalized is the norm of reciprocity ?
Basic & Applied Social Psychology, 21 (3),
251-259.
BUCHER, B. (1973). Some variables affecting
children's compliance with instructions. Journal of
Experimental Child Psychology, 15, 10-21.
KELMAN, H.C. (1974). Social influence and linkages between
the individual and the social system : Further thoughts on
the processes of compliance, identification, and
internalization. In J. Tedeschi (Ed.), Perspectives
on social power (pp. 125-171). Chicago : Aldine. [PDF]
BURGER, J.M. REED, M., DECESARE, K., RAUNER, S. &
ROZOLIS, J. (1999). The effects of initial request size on
compliance : More about the that's-not-all technique. Basic
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CIALDINI, R.B., VINCENT, J.E., LEWIS, S.K., CATALAN, J.,
WHEELER, D. & DARBY, B.L. (1975). Reciprocal
concessions procedure for inducing compliance : The
door-in-the-face technique. Journal of Personality
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ADAMS, G.R., RYAN, B.A., KETSETZIS, M. & KEATING, L.
(2000). Rule compliance and peer sociability : A study of
family process, parent-child school-focused interactions
and children's classroom behavior. Journal of Family
Psychology, 14, 237-250.
LYTTON, H. & ZWIMER, W. (1975). Compliance and its
controling stimuli observed in a natural setting. Developmental
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GOETZ, E.M., HOLMBERG, M.C. & LEBLANC, J.M.
(1975). Differential reinforcement of other behavior and
noncontingent reinforcement as control procedures during
the modification of a preschooler's compliance. Journal
of Applied Behavior Analysis, 8 (1), 77-82.
[PDF]
KONECNI, V.J. & EBBESEN, E.B. (1975). Effects of the
presence of children on adults' helping behavior and
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BURGER, J.M., SOROKA, S., GONZAGO, K., MURPHY, E. &
SOMERVELL, E. (2001). The effect of fleeting attraction on
compliance to requests. Personality & Social
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DOLEYS, D.M., WELLS, K.C., HOBBS, S.A., ROBERTS, M.W.
& CARTELLI, L.M. (1976). The effects of social
punishment on noncompliance : a comparison with timeout
and positive practice. Journal of Applied Behavior
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GUÉGUEN, N. (2002). Touch, awareness of touch and
compliance to a request. Perceptual & Motor
Skills, 95, 355-360.
CIALDINI, R.B. & SCHROEDER, D.A. (1976). Increasing
com- pliance by legitimizing paltry contributions : When
even a penny helps. Journal of Personality &
Social Psychology, 34, 599-604.
GUÉGUEN, N. (2002). Status, apparel and touch : Their
joint effects on compliance to a request. North
American Journal of Psychology, 4, 279-286.
MILLER, R-L., SELIGMAN, C., CLARK, N.T. & BUSH, M.
(1976). Perceptual contrast versus reciprocal concession
as mediators of induced compliance. Canadian Journal
of Behavioral Science, 8, 401-409.
GUÉGUEN, N. (2002). Kind of touch, gender and compliance
to a request : A pilot study. Studia Psychologica,
44, 167-172.
FOREHAND, R. (1977). Child noncompliance to parental
requests : Behavioral analysis and treatment. In M. Her-
sen, R.M. Eisler & P.M. Miller (Eds.), Progress
in behavior modification (Vol.5, pp. 111-147). New
York : AcademicPress.
SHANAB, M.E. & O'NEILL, P. (1979). The effects of
contrast upon compliance with socially undesirable
requests in the door-in-the-face paradigm. Canadian
Journal of Behavioral Science, 11, 236-244.
BURGER, J.M. MESSIAN, N., PATEL, S., DEL PRADO, A. &
ANDERSON, C. (2004). What a coincidence ! The effects of
incidental similarity on compliance. Personality
& Social Psychology Bulletin, 30, 35-43.
[PDF]
WALKER, M., HARRIMAN, S. & COSTELLO, S. (1980). The
influence of appearance on compliance with a request. Journal
of Social Psychology, 112, 159-160.
CIALDINI, R.B. & GOLDSTEIN, N.J. (2004). Social
influence : Compliance and conformity. Annual Review
of Psychology, 55, 591-621.
[PDF]
SHANAB, M.E. & ISONIO, S.A. (1980). The effects of
delay upon compliance with socially undesirable requests
in the door-in-the-face paradigm. Bulletin of the
Psychonomic Society, 15, 76-78.
GUÉGUEN, N., JACOB, C. & BOULBRY, G. (2007). The
effect of touch on compliance with a restaurant's employee
suggestion. Hospitality Management, 26,
1019-1023. [PDF]
RUSSO, D.C., CATALDO, M.F. & CUSHING, P. J. (1981).
Compliance training and behavioral covariation in the
treatment of multiple behavior problems. Journal of
Applied Behavior Analysis, 14, 209-222. [PDF]
BROCKNER, J., PRESSMAN, B., CABITT, J. & MORAN, P.
(1982). Nonverbal intimacy, sex, and compliance : A field
study. Journal of Nonverbal Behavior, 6, 253-258.
PETROVA, K., CIALDINI, R.B. & SILLS, S.J. (2007).
Consistency-based compliance across cultures. Journal
of Experimental Social Psychology, 43, 104-111. [PDF]
McLAUGHLIN, B. (1983). Child compliance to parental
control techniques. Developmental Psychology, 19,
667-673.
ELROD, M.M. (1983). Young children's responses to direct
and indirect directives. The Journal of Genetic
Psychology, 143, 217-227.
MURPHY, K. (2008). Enforcing tax compliance : To punish or
persuade ? Economic Analysis & Policy, 38
(1), 113-135.
PARRISH, J.M., CATALDO, M.F., KOLKO, D.J., NEEF, N.A.
& EGEL, A.L. (1986). Experimental analysis of response
covariation among compliant and inappropriate behaviors.Journal
of Applied Behavior Analysis, 19 (3), 241-254. [PDF]
BURGER, J.M. (1986). Increasing compliance by improving
the deal : the that's-not-all technique. Journal of
Personality & Social Psychology, 51 (2),
277-283. [PDF]
TYLER, T.R., DIENHART, J. & THOMAS, T. (2008). The
ethical commitment to compliance : Building value-based
cultures that encourage ethical conduct and a commitment
to compliance. California Management Review, 50,
31-51.
GRACE, C.R., BELL, P.A. & SUGAR, J. (1988). Effects of
compliance techniques on spontaneous and asked-for
helping. Journal of Social Psychology, 128, 525-532.
MURPHY, K. & TYLER, T.R. (2008). Procedural justice
and compliance behaviour : The mediating role of emotions.
European Journal of Social Psychology, 38,
652-668.
ATWATER, J.B. & MORRIS, E.K. (1988).Teachers'
instructions and children's compliance in preschool
classrooms : a descriptive analysis. Journal of
Applied Behavior Analysis, 21 (2), 157–167. [PDF]
MURPHY, K., TYLER, T.R. & CURTIS, A. (2009). Nurturing
regulatory compliance : Is procedural justice effective
when people question the legitimacy of the law. Regulation &
Governance, 3, 1-26.
TYLER, T.R. (1990). Why people obey the law :
Procedural justice, legitimacy, and compliance. New
Haven : Yale University Press.
BURGER, J.M. & CALDWELL, D.C. (2011). When opportunity
knocks : The effect of a perceived unique opportunity on
compliance. Group Processes & Intergroup
Relations, 14, 671-680. [PDF]
SEGRIN, C. (1993). The effects of nonverbal behavior on
outcomes of compliance gaining attempts. Communication
Studies, 44, 169-187.
PRATI, B., PIETRATONI, L. & ZANI, B. (2011).
Compliance with recommendations for pandemic influenza
H1N1 2009 : The role of trust and personal beliefs. Health
Education Research, 26 (5), 761-769.
REMLAND, M.S. & JONES, T. (1994). The influence of
vocal intensity and touch on compliance gaining. The
Journal of Social Psychology, 134 (1), 89-97. [PDF]
GUÉGUEN, N. & JACOB, C. (2014). "Here comes the sun" :
Evidence of the Effect of Sun on Compliance to a survey
request. Survey Practice, 7 (5), 1-6. [PDF]
MURPHY, K. (2016). Turning defiance into compliance with
procedural justice : Understanding reactions to regulatory
encounters through motivational posturing. Regulation
& Governance, 10, 93-109.
MURPHY, K., BRADFORD, B. & JACKSON, J. (2016).
Motivating compliance behavior among tax offenders :
Procedural justice or deterrence ? Criminal Justice
& Behavior, 43 (1), 102-118.
MURPHY, K., WILLIAMSON, H., SARGEANT, E. & McCARTHY,
M. (2020). Why people comply with COVID-19 social
distancing restrictions : Self-interest or duty ?
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(4) 1-20. [PDF]
VALLERAND,
R.J. (Dir.) (1994). Les fondements de la psychologie
sociale. Montréal : Gaëtan Morin.
Acquis
: L'un des grands
problèmes de la psychologie.
Consiste à déterminer chez l'humain et l'animal le rôle des gènes
(inné) et de l'expérience avec le milieu (acquis) dans
l'apparition des comportements, des émotions, des processus
cognitifs, etc. Acquis etproblème
de l'innée et de l'acquis.=
apprentissage, expérience, effet de la culture. /inné,instinct.Culture,
nurture, experience, environmental influence.
MORGAN, C.L. (1900). Instinct vs. experience in newly
hatched chicks. Nature, 62, 590.
PLOMIN, R. & McCLEARN, G.E. (Ed.) (1993). Nature,
nurture, and psychology. Washington, D.C. :
American Psychological Association.
CARMICHAEL, L. (1925). Heredity and environment : Are they
antithetical ? Journal of Abnormal Psychology, 20, 245-260.
BERGEMAN, C.S., CHIPUER, H.M., PLOMIN, R., PEDERSEN, N.L.,
McCLEARN, G.E., NESSELROADE, J.R., COSTA, P.T. &
McCRAE, R.R. (1993). Genetic and environmental effects on
openness to experience, agreeableness, and
conscientiousness : An adoption/twin study. Journal
of Personality, 61 (2), 159-179.
WULFF RASMUSSEN, E. (1939). Wildness in rats : Heredity or
environment ? Acta Psychologica, 4, 295-304.
PLOMIN, R. (1994). Genetics and experience : The
interplay between nature and nuture. Thousand Oaks
: Sage.
LORENZ, K. (1970). Évolution et modification du
comportement : l'inné et l'acquis. Paris :
Éditions Payot.
McGUE, M. & BOUCHARD, T.J. (1998). Genetic and
environmental influences on human behavioral differences.
Annual Review of Neuroscience, 21, 1-24.
RICHARDS, R.J. (1974). The innate and the learned : The
evolution of Konrad Lorenz's theory of instinct. Philosophy
of the Social Sciences, 4, 111-133.
LYKKEN, D.T. (1999). Happiness : What studies on
twins show us about nature, nurture, and the happiness
set point. New York : Golden Books.
SAFIR, M.P. (1985). The effects of nature or of nurture on
sex differences in intellectual functioning : Israeli
Findings. Sex Roles, 14, 581-590.
TOMASELLO, M. & SLOBIN, D. (Eds.) (2004). Beyond
nature-nurture : Essays in honor of Elizabeth Bates.
Lawrence Erlbaum.
RICHERSON, P.J. & BOYD, R. (2005). Not by genes
alone : How culture transformed human evolution.
London : University of Chicago Press.
Acquisition
: Terme générique plus neutre que le mot apprentissage,
qui désigne ce qui est acquis sans
toutefois préciser la nature des mécanismes qui sous-tendent cette
acquisition (apprentissage, assimilation, traitement de
l'information, etc.). /inné.
Acquisition.
BRYAN, W.L. & HARTER, N. (1899). Studies on the
telegraphic language : The acquisition of a hierarchy of
habits. Psychological Review, 6, 345-375.
KANTOR, J.R. (1921). How do we acquire our basics
reactions ? Psychological Review, 28, 328-356.
PACHALSKA, M. (2003). Neuropsychological rehabilitation for post-traumatic frontal syndrome in patients recovering from prolonged coma : A preliminary report. Acta Neuropsychologica, 1 (2), 194-227.
CHRISTAKIS, D.A. (2009). The effects of infant media
usage : what do we know and what should we learn ? Acta
Paediatrica/Acta Paediatrica, 98, 8-16. [PDF]
Acta
Paedopsychiatrica : Revue
scientifique de psychiatrie.
Éditeur : International Association for Child Psychiatry and
Allied Professions.
RIMLAND, B. (1968). On the objective diagnosis of
infantile autism. Acta Paedopsychiatrica, 35,
146-161.
MORTBERG, E., CLARK, D.M., SUNDIN, O. & ABERG
WISTEDT, A. (2007). Intensive group cognitive treatment
and individual cognitive therapy vs. treatment as usual
in social phobia : a randomized controlled trial. Acta
Psychiatrica Scandanvica, 115, 142-154. [PDF]
LIE, C. & GEARY, D.C. (2007). The future of
psychology : Evolutionary approach to scientific
psychology. Acta Psychological Sinica, 39,
381-382. [PDF]
Acte
:Comportement
ou conduite volontaire.
Pour de nombreux psychologues/sociologue, l'acte se distingue du
comportement par son caractère conscient et planifié.
( ): Voir tableau ci-dessous.
Acte
exclusif : Ensemble de gestes/décisions réservé à une
et une seule profession. Pour obtenir ce droit, il faut être
membre d'une profession.EX : Seul les médecins ont droit d'opérer un
patient. Acte exclusif, acte réservé
etexercice
d'une profession.
Acte locutoire : Selon Austin, acte
de produire des sons et de dire quelque chose avec des mots selon
une structure grammaticale donnée.
Temps
1
Temps
2
Temps
3
Acte
consommatoire
Acte
locutoire
Acte
perlocutoire
Acte
manqué :Comportement
émis contre la volonté ou la conscience
et qui révèle, selon la psychanalyse,
l'existence d'un désir refoulé ou d'un conflit
intrapsychique. L'acte manqué révèle par des moyens
détournés ce que la conscience ne parvient pas à exprimer. EX:
Perdre ses billets d'avion le jour de son départ (alors que cette
destination nous rebute), manquer un rendez-vous (alors que l'on
souhaite être ailleurs). Acte manqué, processus
primaire etlapsus.Parapraxe.
HALL,
C.S. (1957). L'ABC de la psychologie freudienne.
Paris : Montaigne.
Acte
réservé : Ensemble de gestes/décisions que seul
certains professionnels ont le droit de poser/prendre. Pour
obtenir ce droit, il faut être membre d'une profession.EX : La psychothérapie est réservée à certaines
professions comme la psychologie, la médecine, etc. Acte réservé,
titre réservé
etexercice
d'une profession.
Acte
sexuel : Tout comportement
sexuel en couple ou
en groupe. Chez bon nombre
d'auteurs, le terme semble exclure les comportements sexuels
individuels comme la masturbation
ou le voyeurisme. La
répétition de l'acte sexuel entre deux individus (ou plus)
donnerat donc naissance à une
relation sexuelle. Sexual act.
Acteur
: Le concept a deux acceptions : a)
En psychologie
sociale, le terme désigne celui qui agit; par opposition à
celui qui observe celui qui agit. /observateur.
Actor.b) En sociologie,
notamment chez Crozier,
celui qui agit (qui prend une décision ou émet un comportement) ou
qui exerce son pouvoir
afin d'amener les autres à agir (contrôle et influence sociale).
a
JONES, E.E. & NISBETT, R.E. (1971). The actor and the
observer : Divergent perceptions of the causes of
behavior. In E.E. Jones, D.E. Kanouse, H.H. Kelley, R.E.
Nisbett, S. Valins & B.W. Weiner (Eds.), Attribution
: Perceiving the causes of behavior (pp. 37-52).
Morristown, NJ : General Learning Press. [PDF]
MALLE, B.F., KNOBE, J. & NELSON, S.E. (2007).
Actor-observer asymmetries in explanations of behavior :
New answers to an old question. Journal of
Personality & Social Psychology, 93, 491-514.
[PDF]
SÉNÉCAL, G. et SAINT-LAURENT-SÉNÉCAL. H. (2014). L'acteur
: questions de méthode, dans S. Breux, J.-P. Collin, et C.
Gingras (Dirs.), Repésenter la ville : apports et
méthodes (p. 41-62). Québec : Presses de
l'Université Laval.
SÉNÉCAL, G. (2016). La société des acteurs. Montréal
: Liber.
Acting
out : Expression anglaise utilisée en psychanalyse
pour désigner un acte impulsif
et agressif (le plus souvent commis contre son thérapeute).EX: Tony Soprano, le parrain de la télésérie
américaine Les Sopranos, essaie d'étrangler sa
psychanalyste, qui tente en vain de lui faire admettre que sa mère
le déteste... = mise en acte, passage
à l'acte.Acting out.
WEISS, E. (1942). Emotional memories and acting out. Psychoanalytic
Quarterly, 11, 477-492.
NAIMAN, J. (1966). The role of the superego in certain
forms of acting out. International Journal of
Psycho-Analysis, 47, 286-292.
FENICHEL, O. (1945). Neurotic acting out. Psychoanalytic
Review, 32, 197-206.
FREUD, A. (1968). Acting out. International Journal
of Psycho-Analysis, 49 (2-3), 165-170.
DE BLÉCOURT, A. (1993). Transference, counter transference
and acting out in psychoanalysis. International
Journal of Psycho-Analysis, 74, 757-774.
GRINBERG, L. (1968). On acting out and its role in the
psychoanalytic process. International Journal of
PsychoAnalysis, 49, 171-178.
SPIEGEL, L.A. (1954). Acting out and defensive instinctual
gratification. Journal of the American Psychoanalytic
Association, 2, 107-119.
ANASTASOPOULOS, D. (1988). Acting out during adolescence
in terms of regression in symbol formation. International
Review of Psycho-Analysis, 15, 177-186.
CARROLL, E.J. (1954). Acting out and ego development.
Psychoanalytic Quarterly, 23, 521-528.
CHASSEGUET-SMIRGEL, J. (1990). On acting out. International
Journal of Psychoanalysis, 71, 77-86.
BYCHOWSKI, G. (1954). The structure of homosexual acting
out. Psychoanalytic Quarterly, 23, 48-61.
DE BLECOURT, A. (1993). Transference, countertransference,
and acting out in analysis. International Journal of
Psychoanalysis, 74, 757-774.
ROTH, N. (1958). Manifest dream content and acting out. Psychoanalytic
Quarterly, 27, 547-554.
ROUGHTON, R.E. (1993). Useful aspects acting out :
repetition, enactment, actualization. Journal of the
American Psychoanalytic Association, 41, 443-472.
LAPLANCHE,
J. et PONTALIS, J.B. (1967/1998). Vocabulaire de la
psychanalyse. Paris : Presses Universitaires de
France.
BERNSTEIN, A. (2001). The analyst's fear of acting out. Modern
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TOURAINE, A. (1965). Sociologie de l'action.
Paris : Seuil. [PDF]
THALBERG, I. (1971). Singling out actions, their
properties and components. Journal of Philosophy, 68,
781-786.
TURVEY, M.T. (1977). Preliminaries to a theory of action
with reference to vision. In R. Shaw and J.
Bransfords Perceiving, acting & knowing :
Toward an ecological psychology (pp, 211-265).
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[PDF]
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GALLISTEL, R. (1980). The organisation of action.
Hillsdale. N.J.: Lawrence Erlbaum Associates.
GOLDMAN, A. (1971). The individuation of action. Journal
of Philosophy, 68, 761-774.
SHARON, T. & WYNN, K. (1998). Individuation of actions
from continuous motion. Psychological Science, 9, 357-362.
THOMSON, J.J. (1971). Individuating actions. Journal
of Philosophy, 68, 771-781.
Action
collective : Action concertée
et organisée d’un groupe
d'individus - souvent un mouvement
social ou un parti
politique - dans le but d’atteindre un objectif
commun. L’atteinte de cet objectif permet aux membres
du groupe d’atteindre leurs objectifs
personnels. L’action collective a donc deux finalités : 1)
Poursuivre et réaliser un objectif commun, celui du groupe; 2)
Permettre aux membres d’atteindre leurs objectifs personnels.
L'existence de ce double objectif peut créer un point
de rupture au sein de l'organisation ou mener à un désengagement
des membres insastisfaits. =
action organisée, action sociale, action collective. Social
action, collective action.
PARSONS, T. (1937/1967). Structure of social action. Glencoe,
IL : Free Press.
TOURAINE, A. (2000). Sociologie de l'action.
Paris : Seuil.
ROCHER, G. (1970). L'action sociale : Introduction à
la sociologie générale. Paris : Seuil.
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F. (2005). The phenomenology of empowerment in collective
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collective action : A perspective on communitary action.
New York : Academic Press.
DRURY, J. & REICHER S.D. (2005). Explaining enduring
empowerment : A comparative study of collective action and
psychological outcomes. European Journal of Social
Psychology, 35, 35-58.
CROZIER, M. et FRIEDBERG, E. (1977). L'acteur et le
système : les contraintes de l'action collective.
Paris : Seuil.
DUNCAN, L.E. & STEWART, A.J. (2007). Personal
political salience : The role of personality in collective
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Activisme
: Activiste : Doctrine
qui place au coeur de sa réflexion l'action
concrète et le changement
social comme résultat tangible de cette action. Pour y
parvenir, l'activiste encourage autrui à l'action, à tort ou à
raison, en cherchant à convaincre et à recruter un à un les
individus (non-converti à la cause) de la pertinence de son
discours (prosélytisme
actif) ou collectivement en organisant des manifestations,
des colloques, etc. En ce sens, il s'oppose à l'intellectuel qui privilégie le discours à l'action. Le discours d'un-e activiste peut être fondé sur la science (EX
: Écologie), sur la religion (EX :
Témoins de Jehovah), sur une idéologie (EX : la
franc-maçonnerie) ou sur un événement déclencheur (EX :
Les mouvements contre la guerre d'Irak), Activisme, engagement
politique etmouvement
social et politique.Activism.
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Activité
spontanée : Ensemble de comportements
émis sans raison apparente, et dont la fonction
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Acupuncture
: Acupuncteur :
Croyance et pseudo-techonologie
médicale et psychologique. Certaines études semblent montrer un
effet bénéfique à court terme de l'acupuncture supérieur au
placebo, notamment dans la région du dos. = médecine
chinoise. Acupuncture, médecine
chinoise etmédecine
alternative.Acupuncture.
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Ad
hoc :: Expression latine qui
signifie «pour cela». Renvoie à l'idée qu'une chose peut être
conçu ou un principe formulé pour un cas précis, particulier.Ad
hoc et
Hypothèse ad hoc.
Ad
libitum : Expression latine qui signifie «libre ou à
volonté». Utilisée en psychologie
animale pour qualifier un type particulier de diète
que l'on impose aux animaux
maintenus en captivité
et qui consiste à leur donner autant de nourriture ou d'eau qu'ils
peuvent en consommer. = buffet à
volonté. Ad libitum.
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ADAMEC, R. (1990). Amygdala kindling and anxiety in the
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Adams
Gerald R. (Fremont 1946-2014) : Spécialiste
de l'éducation. Il
s'intéresse notamment à l'attraction
physique, notamment dans un contexte scolaire.
ADAMS, G.R. & LAVOIE, J.C. (1974). The effect of
student's sex, conduct, and facial attractiveness on
teacher expectancy. Education, 95, 76-83.
ADAMS, G.R. & COHEN, A.S. (1974). Childrens' physical
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ADAMS, G.R. (1978). Racial membership and physical
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ADAMS, G. & MARKUS H. R. (2001). Culture as patterns :
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ADAMS, G., GARCIA, D.M., PURDIE-VAUHNS, V. & STEELE,
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ADAMS, G., O'BRIEN, L.T. & NELSON, J.C. (2006).
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Adams
Jack Asthon (Davenport 1922-2010 Falls Church) :
Psychologue
américain, spécialisé dans l'étude des
habiletés motrices.
ADAMS, J.A. (1955). A source of decrement in psychomotor
performance. Journal of Experimental Psychology, 49,
390-394.
ADAMS, J.A. (1961). The second facet of forgetting : A
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ADAMS, J.A. (1971). A closed-loop theory of motor
learning. Journal of Motor Behavior, 3, 111-150.
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performance become nonfunctional with practice ?
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ADAMS, J.A. (1987). Historical review and appraisal of
research on learning, retention, and transfer of human
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SCHMIDT, R.A. (2011). Jack Adams, a giant of motor
behavior, has died. Journal of Motor Behavior, 43,
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Adams
Martin R. ( ) : Spécialiste
américain du bégaiement.
Collaborateur de Conture.
ADAMS, M.R. & REISS, R. (1971). The influence of the
onset of phonation and the frequency of stuttering. Journal
of Speech & Hearing Research, 14, 639-644.
ADAMS, M.R. (1980). The young stutterer : Diagnosis,
treatment and assessment of progress. Seminars in
Speech, Language & Hearing, 1, 289-299.
ADAMS, M.R. (1984). Stuttering theory, research, and
therapy : A five-year retrospective and look ahead.
Journal of Fluency Disorders, 9 (2), 103-113.
ADAMS, M.R. (1990). The demands and capacities model I :
Theoretical elaboration. Journal of Fluency
Disorders, 15, 135-141.
ADAMS, M.R. (1999). A perspective on stuttering. Contemporary
Issues in Communication Science & Disorders, 26,
5-13.
[PDF]
Adaptation
: Adapter : Modification biologique (b) des
espèces ou psychologique
(a) des organismes engendrée par des changements du
milieu physique (cataclysme, variations climatiques, pollution,
déforestation, désertification) ou social (surpopulation, famine,
prédation, compétition, migration, guerre, récessions, mises à
pied, déménagement, divorce/séparation, problèmes familiaux ou
personnels, etc.), modification qui, selon le cas, peut permette à
l'individu de survivre, de
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Adepte : Tout
Individu qui adhère à une doctrine
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Adhésion
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Admiration
: Admiration.
ADN : Molécule - découverte par Crick
et Watson - formée
de quatre bases (adénine, cytosine, guanine, thymine) qui contient
l'information génétique et
détermine la synthèse
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adolescent itinérantetencadrement
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Adulte
(Maltraitance/Négligence envers un vieil...)
:
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DAYTON, C., ECKERT, S. & SCHIMER, M.R. (2000). A model
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in Behaviour Research & Therapy : Revue
scientifique de psychologie
qui se consacre à l'étude et au traitement des comportements
pathologiques. Éditeur : Elsevier.
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in Behaviour Research & Therapy, 3, 89-99.
Advances
in Child Development & Behavior : Revue
scientifique de psychologie
qui se consacre à l'étude et du développement des enfants. Éditeur
: Elsevier.
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voire traumatisants ou insurmontables, qu'un individu doit
affronter pour se développer, atteindre ses objectifs.
Adversity.
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Affaire
: Recherche ou pratique
scientifique/clinique qui défraie les manchettes en raison de son
caractère louche, illicite ou scandaleux. Affaire, fraude
scientifique etéthique
des chercheurs.= controverse,
scandale. Affair, case.
Affaire
Bronswick: Pseudo-documentaire
réalisé en 1978 par Robert Awad et André Leduc, qui raconte
comment la télévision parvient,
grâce à des messages
subliminaux, à hypnotiser
les téléspectateurs, les amenant ainsi à émettre des comportements
étranges (consommation
compulsive, vols à l'étage, etc.).
Affaire
Burt: Des historiens
des sciences prétendent que Burt
aurait trafiqué ses résultats de recherche sur les
jumeaux de façon à confirmer l'hypothèse selon laquelle l'intelligence
est en grande partie innée.
Un certain nombre de faits - corrélations quasi identiques,
résultats nébuleux et contre-intuitifs, collaborateurs inventés de
toute pièce par Burt - appuient cette hypothèse. En éthique, ce
cas est d'ailleurs souvent cité comme un exemple de fraude
intellectuelle ou scientifique. À la décharge de l'accusé,
il convient de noter que Burt n'a jamais admis avoir trafiqué ses
résultats de recherche. Qui plus est, il n'a jamais été
officiellement mis en accusation. Burt affair.
KAMIN, L.J. (1974). The science and politics of IQ. Potomac,
MD : Lawrence Erlbaum Associates.
MACKINTOSH, N.J. (Ed.) (1995). Cyril Burt : Fraud or
framed ? Oxford : Oxford University Press.
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: Routledge.
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1964 speech to the Association of Educational
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BRACE, C.L. (2005). Sir Cyril Burt : Scientific Fraud. In
C.L. Brace (Ed.), Race is a four lettered Word, the
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Affaire
Clever Hans :Cheval
savant (car Van Osten - son maître - prétendait qu'il savait compter
! ) devenu à la fois une énigme pour la science et un
phénomène public. On doit à Stumpf
l'explication de cette énigme. = Hans,
le cheval futé. Clever Hans phenomenon.
PFUNGST, O. (1965). Clever Hans (The horse of Mr. Von
Osten) : A contribution to experimental animal and human
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whales, apes, and people. New York : New York
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SHAPIRO, D. & STOYVA, J (Eds.) (1975). Biofeedback
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bodily processes and consciousness. Chicago :
Aldine.
Affaire
Lyssenko: Conformément aux
idéologiesmarxiste
et staliniste, qui se fondent notamment sur le concept de
malléabilité de la nature humaine,
Lyssenko affirme que la nature des plantes peut être
modifiée par le milieu. Il
nie tout rôle des gènes et
des chromosomes dans la
transmission héréditaire. Il rejette donc les lois de Mendel
et, partant, l'ensemble des connaissances biologiques de son
époque sous prétexte que ces connaissances sont bourgeoises
et anti-communistes.
L'affaire fera évidemment scandale, avant de sombrer dans le
ridicule. NDLR : Cette affaire n'est pas sans rappeler une affaire
plus récente : la théorie
du genre. Cette dernière, dans sa forme woke,
affirme que le sexe n'est pas
déterminé pas la biologie. Lyssenko affair.
JORAVSKY, D. (1970). The Lysenko affair.
Cambridge, MA : Harvard University Press.
DAVIS, B.D. (1983). Neo-Lysenkoism, IQ, and thepress. Public
Interest, 73, 41-59.
GRATZER, W. (2005). L'affaire Lyssenko, une éclipse de la
raison. Médecine Sciences, 21 (2), 203-206
Affaire
Sokal :Pseudo-article
scientifique écrit par Sokal
dans le but de critiquer le postmodernisme
et ses méthodes. Pour certains observateurs de la scène
scientifique, il s'agit davantage d'un canular que d'une
contribution scientifique. NDLR : Je ne partage
pas cet avis, il s'agit en fait d'une critique, fort pertinente
par ailleurs, de cette perspective. =
canular de Sokal. Sokal affair.
SOKAL, A. (1996). Transgressing the boundaries : Toward a
transformative hermeneutics of quantum gravity. Social
Text, 46/47, 217-52.
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3-10.
JEANNERET, Y. (1998). L'affaire Sokal ou la querelle
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SOKAL, A. (2005). Pseudosciences et postmodernisme.
Paris : Odile Jacob. [PDF]
Affaire
Sokal au carré: Série de pseudo-articles
scientifiques écrits par Pluckrose,
Boghossian et Lindsay
dans le but de critiquer le postmodernisme,
le
socio-constructivisme et leurs fondements et méthodes. =
canular de Sokal au carré, canular des études victimaires, de
doléances ou récriminatoires. Grievance
studies affair, grievance studies hoax, Sokal-style hoax.
LINDSAY, J. & BOYLE, P. (2017). The conceptual penis
as a social construct : A Sokal-style hoax on gender
studies. Cogent Social Sciences, 3 (1),
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anthropometry and a framework for fat bodybuilding. Fat
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Oregon. Gender, Place & Culture, 27 (2),
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STROEBE, W., POSTMES, T. & SPEARS, R. (2012).
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Affaire
Tarasoff (L') : En 1976, dans
l'affaire Tarasoff contre Regents, les tribunaux américains créent
un précédent, connu sous le nom de devoir de protection (duty to
protect), en imposant aux thérapeutes
de tout genres (médecin, psychologue,psychiatre)
l'obligation légale de protéger les victimes potentielles de leur
patient/client, donc, dans certaines circonstances, de briser leur
secret professionnel.Tarasoff
case, Tarasoff decision.
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Affaire
Vicary : Spécialiste de l'étude de
la perception
subliminale, Vicary a admis avoir trafiqué les résultats
d'une recherche qui montrait qu'une technique de vente - qu'il
venait d'inventer - permettait d'influencer à leur insu les consommateurs
(acheter du Coca-cola ou du pop-corn).
CROCKER, J. (2011). The road to fraud starts with a single
step. Nature, 479, 151.
Affect
: Affectif : Dans la perspective psychanalytique,
décharge émotionnelle. Pour
Freud, il s'agit de
l’expression qualitative de la quantité d’énergie pulsionnelle et
de ses fluctuations. EX: La honte et la fierté
sont des affects. =émotion.
( ): Voir tableau ci-dessous. Affect.
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Affirmation
:Proposition
qui déclare vrai une chose
(Il existent des éléphants gris), et que le locuteur,
celui qui fait cette affirmation, tient généralement pour
vrai (Il est vrai qu'il existent des éléphants gris), sauf s'il ment
ou fait de l'humour. En science,l'hyopthèse est une
affirmation que l'on tient théoriquement pour vrai mais que l'on
cherche néanmoins à vérifier empiriquement. La croyance peut aussi
prendre la forme d'une affirmation (réputée fausse s'il s'agit supestition
ou indémontrable
dans le cas de la foi)./
négation.
Affirmation
de soi : Concept proposé par Steele
pour décrire les efforts
consentis par un individu pour maintenir et améliorer la
conception qu'il se fait de lui-même (= soi privé ) et exprimer et
défendre ses idées, ses biens et ses droits de façon ferme et
respectueuse envers autrui, sans faire usage d'agressivité verbale
ou physique (= soi public). =
Intégrité personelle. Self-affirmation.
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Affirmation
de soi (Entraînement) :Intervention
visant à entraîner
un individu (souvent un
enfant) à exprimer ses idées et à défendre ses biens et ses droits
de façon ferme et respectueuse envers autrui, sans faire usage d'agressivité
verbale ou physique. On peut apprendre aux individus à
s'affirmer. = assertivité,
comportement d'affirmation, affirmation de soi, ne pas se laisser
manger la laine sur le dos. Assertive
behavior.
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comparaison au niveau mesuré chez la majorité des sujets de l'âge
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Agent
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biens et services. Il peut s'agir d'un consommateur, d'un
ménage, d'une entreprise, d'une institution, d'une organisation,
d'un pays.
Agentivité
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Agnosie
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Agnosticisme
:Doctrine
philosophique selon laquelle tout ce qui est au-delà de nos sens
est inconnaissable. L'agnostique ne peut donc se prononcer sur
l'existence de l'esprit ou de Dieu. Sa position est : «On ne sait
pas, attendons de voir... ». NDLR : L'agnostique
est un athée qui a peur de finir ses jours en enfer... *athéisme.
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Agrammatisme
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se caractérise par la perte partielle ou totale de la capacité de
construire oralement des phrases
correctes sur le plan syntaxique,
consécutive à une
lésion cérébrale, située généralement dans l'air
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Agrégation
: En statistique
et en logique, expression
qui désigne une opération qui consiste à fondre en une et une
seule catégorie tous
les éléments de plusieurs catégories - au moins deux - dont les éléments
sont en apparence dissemblables. Agrégation et
toute catégories confondues.
Agresseur
: Toute personne - on exclute ici tout le reste du règne
animal - qui utilise la force
ou une arme pour commettre une agression
(blesser ou tuer
volontairement autrui). Agresseur et victime.
Agression
: Agressivité dirigée vers
un individu et qui a pour
fonction de le blesser, de le violer
ou de le tuer. Si
l'agressivité est dirigée vers un objet, ce n'est pas une
agression. Certains auteurs considérent que la menace,
qui annonce parfois une agression, fait également partie du
concept; d'autres auteurs considérent que tout comportment qui
porte préjudice à
autrui est une agression, même s'il s'agit d'un tort non-physique
ou que le comportement à l'origine de ce tort est dépourvu
d'agressivité , comme dans le cas d'une agression
indirecte). EX : Frapper un mur est de
l'agressivité, alors que frapper un collègue est une agression. On
ne peut donc pas commettre une agression contre un mur, seulement
exprimer notre agressivité en le martellant de coups de poing.
L'agression est donc une fonction de l'agressivité. Agression, agressivitéetfrustration.
=violence,
agressivité hostile. *agressivité.( ): Voir tableau ci-dessous. Aggression,
human aggression.
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Agression
directe : Type d'agression
qui comporte des comportements agressifs moteurs émis à l'endroit
de la victime et dont la fonction première est de lui infliger des
souffrances, de la douleur. EX: Frapper un autre
enfant à coups de poing pour obtenir son vélo. =
violence. Direct aggression, physical
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Agression
indirecte : Type d'agression
qui comporte des comportements
verbaux susceptibles d'entraîner chez autrui des
comportements agressifs moteurs envers la victime. EX:
Inciter autrui à être violent au moyen de discours haineux, de
rumeur. = violence verbale, violence
symbolique, incitation à la violence. Indirect
aggression.
LAGERSPETZ, K., BJORKQVIST, K. & PELTONEN, T. (1988).
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Agression
instrumentale : Forme d'agessivité
qui sert à obtenir un objet ou
exercer un contrôle sur
le milieu plutôt qu'à
blesser; l'agressivité est ici un moyen plutôt qu'une fin ou un objectif./agressivité hostile.
Instrumental aggression.
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offensive : Agression defensive : Type
d'agression dont la forme varie
selon que l'individu initie un comportement agressif (dit
«offensif») ou agit en réponse à un comportement offensif
(dit «défensif»). = agressivité active/passive. Reactive and proactive aggression.
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comporte ou non des attouchements sexuels non-désirés, un viol
ou des sévices. Agression sexuelle d'enfant,
agression sexuelleetviol.= enfant victime d'agression sexuelle.
Child sexual abuse, CSA, childhood sexual
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Agressivité
: Ensemble de
comportements dont la variation
à la hausse de l'intensité (force)
permet, selon le contexte, d'obtenir ce que l'on désire
(agressivité active ou offensive)
ou d'éviter de perdre ce que l'on possède déjà (agressivité
passive ou défensive).
EX: une fillette redouble d'effort pour prendre
possession de la rondelle; un bébé tient fermement son hochet pour
ne pas le perdre. On utilise le terme agression
lorsque cette force est utilisée pour blesser autrui
(volontairement ou non). La pratique de nombreux sports
nécessite une certaine dose d'agressivité; agressivité qui peut
parfois se transformer en agression
(bagarres au hockey, coup
de boule de Zidane, etc.). En ce sens, la violence serait une
variation X jugée inacceptable par une société, ce qui permet de
comprendre pourquoi certaines sociétés considèrent que «jouer au
roi de la colline/King of the hill» est violent alors que d'autres
sociétés trouvent cela complètement normal. Pour Lorenz,
l'agressivité est un instinct.
On peut sans doute affirmer que les variations à la hausse de
l'intensité (force) sont en grande partie programmées
génétiquement, mais que les comportements qui expriment ou
traduisent ces variations sont appris.
Agressivité, violenceetthéorie
de la frustration/agression.=
comportement agressif, force brute, brutalitéagressivité
instrumentale. *violence,
agression. Aggressive behavior.
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Agressivité
motrice : Forme d'agessivité
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Ahrons
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Psychologue
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Aide
: Le terme renvoie à deux réalités complémentaires : a)
Il peut s'agir d'un ensemble de comportements
pontuels émis pour le bénéfice d'autrui (céder son siège dans
l'autobus, tenir la porte à un collègue les bras chargés, payer un
repas à un sans-abri, etc.). Quand l'aide est réciproque,
on parle d'entraide ou
de coopération/collaboration.=comportement
d'aide.Help.
b) Il peut également s'agir d'un ensemble de
comportements qui s'inscrivent dans une
relation entre un aidant
naturel ou professionnel
et une personne malade ou souffrante. =
Relation d'aide, relation thérapeutique,
aidant naturel, thérapie.
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home visiting for pregnant women and parents of young
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GOMBY, D.S. (2007). The promise and limitations of home
visiting : Implementing effective programs. Child
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Aide-mémoire
: Notes que l'on utilise lors d'un examen
ou d'un oral pour rafraîchir
notre mémoire et nous
aider à répondre aux questions.
Précisons que, lorsqu'utilisée sans permission ou à l'insu d'un
surveillant, cette feuille constitue une forme de tricherie.Crib sheet, cheat sheet.
HINDMAN, C.D. (1980). Crib notes in the classroom :
Cheaters never win. Teaching of Psychology, 7, 166-168.
WHITLEY, B.E. (1996). Does "cheating" help ? The effect of
using authorized crib notes during examinations. College
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DICKSON, K.L. & MILLER, M.D. (2005). Authorized crib
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learning : The cheat sheet. College Teaching, 55, 96-97.
DICKSON, K.L. & BAUER, J.J. (2008). Do students learn
course material during crib sheet construction ? Teaching
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FUNK, S.C. & DICKSON, K.L. (2011). Crib card use
during tests : Helpful or a crutch ? Teaching of
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GRARIB, A., PHILLIPS, W. & MATHEW, N. (2012). Cheat
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types on performance, retention, and anxiety. Psychology
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[PDF]
Aide
naturelle : Aidant-e naturel : Personne sans compétence
particulière qui s'occupe d'une personne qui souffre
d'un problème de santé physique ou mentale,
ou qui lui offre ponctuellement son soutien, son aide.
L'aidant naturel fait partie du réseau
social de la personne souffrante; il peut s'agir d'un ami,
d'un parent, d'un voisin ou
d'un bénévole. Aide
naturel, soutien socialetsoutien à domicile.= famille aidante. family
caregivers.
NÉRON, S. et FORTIN, B. (1993). Vivre avec le cancer :
stratégies d'adaptation pour le malade et pour les aidants
naturels. Perspectives Psychiatriques, 39 (4),
242-251.
ZARIT, S.H., STEPHENS, M.A.P., TOWNSEND, A. & GREENE,
R. (1998). Stress reduction for family caregivers :
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BERTRAND, R.M., FREDMAN, L. & SACZYNSKI, J. (2006).
Are all caregivers created equal ? Stress in caregivers to
adults with and without dementia. Journal of Aging
& Health, 18, 534-551.
Aide
professionnelle : Aidant-e professionnel : Personne
compétente (qui possède souvent un titre
professionnel) qui s'occupe d'une personne qui souffre de
problème de santé physique ou mentale
ou qui requiert l'aide d'une personne plus expérimentée. Il
peut s'agir d'un psychologue, d'un travailleur social, d'un
psychiatre, d'un orthophoniste, d'un avocat, etc. Cette aide peut
être prodiguée sous forme de thérapie,
de mentorat, de
cybermentorat, de counseling,
etc. Professional help, seek therapy, seek
professional help.
VOGEL, D.L. & WESTER, S.R. (2003). To seek help or not
to seek help : The risks of self-disclosure. Journal
of Counseling Psychology, 50, 351–361.
VOGEL, D.L., WEI, M., BOYSEN, G.A. & WESTER, S.R.
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decisions to seek professional help. Journal of
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Emotional expression and the decision to seek therapy :
The mediating roles of the anticipated benefits and risks.
Journal of Social & Clinical Psychology, 27,
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AIDS
& Behavior :Revue
scientifique multidisciplinaire qui consacre ses pages à la
prévention et aux
conséquences psychologiques du VIH/Sida.
Éditeur : Springer.
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Exposure to HIV- prevention programs. AIDS &
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AIELLO, J.R. & SVEC, C.M. (1993). Computer monitoring
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AIELLO, J.R. (1993). Computer-based work monitoring :
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Aire
: Partie du cerveau
(cortex) définie par sa fonction
sur le plan cognitif, comporemental et biologique.
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Aire
associative :
ROSENZWEIG, M. et LEIMAN, A.L. (1991).
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Aire
de Broca : Partie du
lobe frontal, généralement localisée dans l'hémisphère
gauche (chez les droitiers), qui joue un rôle fondamental
dans la production du langage
(contrôle de la musculature bucco-phonatoire). On doit la
découverte de cette aire à Broca.
Aire de Broca, parole
etaphasie
de Broca.= zone de Broca. Broca's
area, motor speech area.
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langage articulé suivies d'une observation d'aphasie. Bulletin
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+ [PDF]
Alcoolisme
: Pathologie
qui consiste à boire trop d'alcool
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difficultés majeures dans sa vie personnelle ou son travail. =dépendance à l'alcool,
consommation abusive d'alcool, un p'tit dernier pour la route,
boire un verre de bière mon minou... Alcoolisme etdépendance.Alcoholism,
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use disorder, severe alcohol
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Algorithme
: Le mot a au moins deux significations : a)
En psychologie, série
de règles ou d'instructions
logiquement ordonnées qui vise à résoudre une famille de problèmes.a) En informatique, l'algorithme constitue
l'inventaire de toutes les solutions logiquement possibles pour un
problème donné, ainsi que les instructions
et les opérations qui permettent de produire ces solutions. Dans
le modèle de traitement de l'information, les algorithmes sont
exécutés dans l'unité de
traitement. EX: L'algorithme de l'addition
ou de la multiplication. Algorithme, heuristiqueetrésolution
de problèmes. = algorithme
mental, programme. Algorithm,
algorithmization.
a
LANDA, L. (1974). Algorithmization in learning and
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Aliénation
mentale : Expression utilisée en droit (et non en
psychologie) pour désigner l'état psychologique d'un individu
(aliéné mental) qui n'est pas en mesure de faire la distinction
entre le bien et le mal, et qui pour cette raison ne peut être
tenu criminellement responsable de ses actes, qu'ils soient
volontaires ou non. Par conséquent, on dira de l'aliéné mental
soupçonné d'avoir commis un crime qu'il n'est pas apte
à subir son procès ou, à l'issue d'un procès, qu'il ne peut
être à tenu criminellement
responsable de ses actes.= folie,
anormalité, trouble
mental, pathologie,déviance.
Aliénation
sociale : État de celui ou celle qui n'est pas
conscient de son exploitation
ou de sa marginalisation,
mais qui en souffre
néanmoins. Alienation.
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Allèle
: Formes différentes d'un même gène,
c-à-d situées sur le même locus.
Dans une cellule diploïde,
chaque gène possède deux allèles : un allèle transmis par chaque
parent. Les allèles provenant des parents peuvent être
identiques ou non; s'ils sont identiques, on dira que l'individu
est homozygote pour ce
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considéré comme dominant
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Alternance
codique : Usage alternatif de deux ou plusieurs langues
dans une même phase ou une
même conversation.
Alternance
des tâches : Voir Tâche
(Multi).Multitasking.
Alternative
: Option qui
constitue une solution de rechange ou une possibilité, même
faible, à l'option envisagée ou choisie. NDLR :En
français, le mot n'est utilisé que dans une situation où il n'y a
que deux états possibles; on dira que A est une alternative à B,
et non que A et B sont des alternatives à C. S'il y a plus de
trois états possibles, utiliser les mots scénario ou option.
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: Maladiedégénérative du
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en se multipliant, nuisent à la communication entre les neurones
(et finissent par les étouffer et les détruire). Ces plaques
amyloïdes engendrent une perte progressive des fonctions
cognitives (mémoire, résolution de problème, humeur, etc) et
d'habiletés motrices (dextérité fine, préhension, etc.), ainsi que
la disparition ou la modification de plusieurs comportements
sociaux. La maladie commence toujours par détruire les
neurones du système limbique,
particulièrement des hippocampes.
Des recherches récentes montrent que le chromosome
21 intervient dans le codage
du gène responsable de la
synthèse des proteines béta amyloides. Cependant, l'autopsie
de cerveaux montent
que certains individus produisaient ces plaques de leur vivant
sans développer les symptômes typiques de la maladie. Découverte
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camaraderie, présence de ressources, absence de danger) qui
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conscience mais qui, néanmoins, influence notre comportement et
parfois notre évaluation (bonne ou mauvaise) de cette situation. =
situation agréable/désagréable.
Ambiguïté
: Qui n'a pas une signification
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et motivation
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individuels, peu importe les obstacles et la nature de ces
objectifs. La personne ambitieuse est prête à de nombreux
sacrifices (quitter son patelin, perdre son train de vie,
s'éloigner de ses amis, encaisser un surcroît de stress, faire de
longues heures de travail, négliger sa santé, ses enfants, etc)
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l'ambivalance peut conduire à l'hésition
et même, parfois, à la paralysie.
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Analgésie
: Analgésique : Perte partielle ou totale de la
sensibilité à la douleur
provoquée par un médicament
anti-douleur ou consécutive à la prise de certains
anti-psychotiques (effet secondaire). Analgesia.
HILGARD, E.R., MacDONALD, H., MORGAN, A.H. & JOHNSON,
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Analogie
(cognitive) : Dans un
raisonnement, comparaison
entre une chose que l'on connait et une autre que l'on
cherche à mieux comprendre. Analogy.
RIGNEY, J.W. & LUTZ, K.A. (1976). Effect of graphic
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Analogie
de l'horloge : Paley a développé une analogiecréationiste (the
watchmaker analogy), que Jacob
résume ainsi : [...] la principale preuve de l'existence de Dieu a
longtemps été l'argument d'intention. Développé par Paley dans sa
théologie naturelle, publiée plusieurs années avant L'Origine
des espèces, l'argument va comme suit : Si vous trouvez une
montre, vous ne doutez pas qu'elle a été fabriquée par un
horloger. De même, si vous considérez un organisme
un peu complexe, avec l'évidente finalité de tous ses organes,
comment ne pas conclure qu'il a été produit par la volonté d'un
être supérieur, d'un Créateur ? Car il serait simplement absurde,
dit Paley, de supposer que l'oeil d'un mammifère, par exemple,
avec la précision de son optique et sa géométrie, aurait pu se
former par un pur hasard.
Analogie
fonctionnelle : En science,
explication ou description
par comparaison de type comme si... EX: Le
cerveau traite l'information comme un ordinateur,
donc comme s'il fonctionnait comme une machine électronique
(circuits, mémoires, unité de traitement, etc.). Analogie
fonctionnelle etexplication
métaphorique.= analogie
humain-machine, métaphore
humain-machine.
*isomorphisme.Analogy, analogical reasoning.
PENROSE, E.T. (1952). Biological anologies in the theory
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JACKENDOFF, R. (1987). Consciousness and the
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JOHNSON-LAIRD, P.N. (1988). The computer and the
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Analphabète
: Analphabétisme : Qui ne connaît pas ses lettres,
du moins pas suffisament pour
lire et écrire.
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Analysis
: Revue
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Journals.
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Analyse : Analyser : Le terme renvoie à deux réalités voisines
: a) En logique, consiste à décomposer un objet
(concret ou abstrait)
en ses éléments, en ses parties ou en fonction de ses propriétés.
On analyse un article
scientifique, un poème (= objet abstrait). On analyse aussi
une molécule ou une entreprise
(objet concret naturel ou social). NDLR : Pour
une raison que j'ignore, on lui préfère souvent le mot décortiquer,
qui n'ajoute rien au sens d'analyser, si ce n'est
l'envie irrésistible de manger du crabe en buvant un bon chablis.
= examiner. ( ):
Voir tableau ci-dessous. /synthèse.
Analysis.b) Le terme, dans de nombreux contextes, est
également synonyme de psychanalyse.
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ZUCKERMAN, M., HODGINS, H.S., ZUCKERMAN, A. &
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b
BASCH, M. (1986). How docs analysis cure ? An
appreciation. Psychoanalytic Inquiry, 6,
403-428.
Analyse
(Méga-) :
Analyse statisique qui
consiste à déterminer quelle proportion de la variation des résultats
dans toutes les méta-analyse
examinées pour un problème donné est attribuable à une variabledonnée
(ou à une combinaison de variables). =
synthesis of meta- analyses. Mega-analysis.
HATTIE J.A. (1987). Identifying the salient facets of a
model of student learning : A synthesis of meta-analyses.
International Journal of Educational Research, 11,
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HATTIE J.A. (1992). Towards a model of schooling : A
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DERUBEIS, R.J., GELFAND, L.A., TANG, T.Z. & SIMONS,
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therapy for severely depressed outpatients : Mega-analysis
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auprès des élèves en difficulté de niveau élémentaire ?
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HIGGINS, S. & SIMPSON, A. (2011). Visible learning : A
synthesis of over 800 meta-analyses relating to
achievement. British Journal of Educational Studies,
59 (2), 197-201.
Analyse
(Méta-) :Analyse
statistique qui
consiste à déterminer quelle proportion de la variation des résultats
dans toutes les études examinées pour un problème donné est
attribuable à une variable donnée (ou à une combinaison de
variables). On utilise également le terme pour désigner les articles
scientifiques qui présente cette analyse. La prétention des
tenants de la méta-analyses est que cet outil permet de mettre en
évidence les causes X les plus probables ou fréquentes d'un
phénomène Y. Méta-analyse etampleur
de l'effet.Meta-analysis, méta-analytic
procedure.
Indice
d
Interprétationde
l'indice
<
0.10 %
Pas de
différence
<
0.11 d 0.35 %
Petite
différence
<
0.36 d 0.65 %
Différence
moyenne
<
0.66 d 1.00 %
Grande
différence
>
1.00 %
Très
grande différence
HYDE, J.S. (1981). How large are cognitive gender
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GLASS, G.V. & SMITH, M.L. (1978). Meta-analysis
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Analyse
acheminatoire : L'analyse des chemins critiques ou
analyse acheminatoire est une analyse
statistique qui consiste en l'application systématique des corrélations
semipartielles et des poids béta obtenus par régression
multiple pour valider ou tester des modèles (présumés) causaux à
partir de données corrélationnelles. =
modèle acheminatoire, analyse des chemins critiques.
Path analysis.
ALWIN, D. & HAUSER, R.M. (1975). The decomposition of
effects in path analysis. American Sociological
Review, 40, 37-47.
OLIVER, R.L. & BERGER, P.K. (1979). A path analysis of
preventive health care decision model. Journal of
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MARSH, H.W. (1982). The use of path analysis to estimate
teacher and course effects in student ratings of
instructional effectiveness. Applied Psychological
Measurement, 6, 47-59.
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integrating moderation and mediation : A general
analytical framework using moderated path analysis. Psychological
Methods, 12, 1-22.
SMITH, J.Q. (1988). Decision analysis : A Bayesian
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BERGER, J.O. (2006). The case for objective bayesian
analysis (with discussion). Bayesian Analysis, 1, 385-402.
WAGENMAKERS, E.-J. & GRÜNWALD, P. (2006). A bayesian
perspective on hypothesis testing : A comment on Killeen
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BERGER, J.O., De OLIVEIRA, V. & SANSO, B. (2001).
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Journal of the American Statistical Association, 96,
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LECOUTRE, B. (2006). Training students and researchers in
Bayesian methods for experimental data analysis. Journal
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GELMAN, A., CARLIN, J.B., STERN, H.S. & RUBIN, D.B.
(2003). Bayesian data analysis. New York :
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JACKMAN, S. (2009). Bayesian analysis for the social
sciences. Chichester : John Wiley & Sons.
WAGENMAKERS, E.-J., LODEWYCK, T., KURIYAL, H. &
GRASMAN, R. (2010). Bayesian hypothesis testing for
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VAN DE SCHOOT, R., KAPLAN, D., DENISSEN, J., ASENDORPF,
J.B., NEYER, F.J. & VAN AKEN, M.A. (2013). A gentle
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Analyse
comparative : En science
toute forme d'analyse qui vise à montrer les points communs et les
différences entre deux
objets. En statististique,
l'analyse comparative (ou inférentielle) a pour objectif de
montrer que la différence entre deux groupes
n'est pas due au hasard.
SACKS, H. (1972). An initial investigation of usability of
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SACKS, H. (1995). Lectures on conversation. Jefferson
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Analyse
corrélationnelle : Analyse
statisique qui permet de mesurer la cooccurence de deux phénomènes
ou plus (ou variables). Analyse corrélationnelle etcorrélation.Correlation
analysis.
Analyse
de classe : Analyse des problèmes, des conflits et des
rapports sociaux à la lumière de la
lutte des classes. Analyse de classe etclasses sociales. Class
analysis.
WILDE, L. (1990). Class analysis and the politics of new
social movements. Capital & Class, 14,
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Analyse
de contenu :Méthode
descriptive de recherche qui vise à analyser le contenu
d'une production visuelle, écrite ou sonore (images, films,
romans, textes, journaux, etc) ou le résultats ou le produit d'un
comportement. Ce contenu peut être déjà écrit (EX:
un roman, des articles de journaux, un discours, etc.) ou obtenu
au moyen de rapports
verbaux (verbatim) à la suite d'une entrevue ou d'une
question ouverte dans un questionnaire, soit dans le cadre
d'expériences véritables ou de recherches non expérimentales. Le corpus,
souvent constitué des textes (ou d'images), est en premier
lieu décrit à l'aide d'un dictionnaire (lexicon) relevant les mots
significatifs et non significatifs sur le plan syntaxique. Un
second dictionnaire est ensuite défini pour indiquer les
synonymes, variantes et équivalences entre les divers mots. À
cette étape-ci un dénombrement des mots utilisés peut être fait au
moyen d'une grille
d'analyse, de même qu'une description des associations
positives ou négatives retrouvées entre les mots d'une même phrase
ou de phrases contiguës. Une autre étape plus avancée consiste à
définir dans un lexique les relations qui déterminent les mots
dans une phrase. Ces relations peuvent ensuite servir de base pour
une nouvelle compilation, le but étant de caractériser davantage
les dimensions sémantiques retrouvées dans un texte plutôt que ses
aspects purement syntaxiques. Ainsi, des relations très complexes
peuvent être reconnues par des automates de reconnaissance
programmés à cette fin. = analyse du
corpus, analyse des productions, analyse qualitative, analyse de
traces, analyse du discours. Content analysis,
text analysis, discourse analysis.
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LEUNG, S.A. (2000). A content analysis of the Asian
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KRIPPENDORF, K. (2004). Content analysis : An
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VOLLMER, T.R., IWATA, B.A., ZARCONE, J.R. & RODGERS,
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KASOMO, D. (2011). Contemporary method to study humanities
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Analyse
de la variance : ANOVA : Technique de
comparaison par statistique
inférentielle développée par Fisher,
qui examine les différences
entre au moins trois
moyennes de groupes ou de
traitements. Cette technique postule : 1)
que les variances des divers groupes sont égales (homogènes); 2)
que la distribution de la variable dépendante (mesure) est
normale; 3) qu'elle est de type métrique (à
intervalles ou à rapports); 4) que les effets
des variables explicatives sont additifs. =
test d'analyse de la variance. Analysis of
variance, F test.
FISHER, R.A. & MacKENZIE, W.A. (1923). Studies in crop
variation, II. The manurial response of different potato
varieties. Journal of Agricultural Science, 311-320.
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the ordinary linear model and the multiple correlation
model. Journal of the American Statistical
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Collegiate.
AZZALINI, A. & COX, D.R. (1984). Two new tests
associated with analysis of variance. Journal of the
Royal Statistical Society : Series B, 46, 335-343.
FRIEDMAN, M. (1937). The use of ranks to avoid the
assumption of normality implicit in the analysis of
variance. Journal of the American Statistical
Association, 32 (200), 675-701.
KENNY, D.A. & JUDD, C.M. (1986). Consequences of
violating the independence assumption in analysis of
variance. Psychological Bulletin, 99, 422-431.
COCHRAN, W.G. (1939). The use of the analysis of variance
in enumeration by sampling. Journal of the American
Statistical Association, 34, 492-510.
VASEY, M.W. & THAYER, J.F. (1987). The continuing
problem of false positives in repeated measures ANOVA in
psycho-physiology : A multivariate solution. Psychophysiology,
24, 450-458.
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variance ? The Annals of Statistics, 15 (3),
930-931.
HOYT, C. (1941). Test reliability estimated by analysis of
variance. Psychometrika, 6, 153-160.
WILCOX, R.R. (1989). Adjusting for unequal variances when
comparing means in one-way and two-way fixed effects ANOVA
model. Journal of Educational Statistics, 14, 269-278.
COCHRAN, W.G. (1947). Some consequences when the
assumptions for the analysis of variance are not
satisfied. Biometrical Bulletin, 3, 22-38.
WAHLSTEN, D. (1990). Insensitivity of the snalysis of
variance to heredity-environment interations. Behavioral
& Brain Sciences, 13, 109-120.
TUKEY, J.W. (1949). Comparing individual means in the
analysis of variance. Biometrics, 5 (2),
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WILCOX, R.R. (1993). Robustness in ANOVA. In L. Edwards
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post hoc comparisons for interaction and nested hypotheses
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IV errors. American Educational Research Journal, 7,
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LAURENCELLE, L. (1993). Deux tests de variation monotone
pour l'analyse de variance. Lettres statistiques, 9, 69-91.
LUNNEY, G. (1970). Using analysis of variance with a
dichotomous dependent variable : An empirical study. Journal
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JOHNSON, C.C. & RAKOW, E.A. (1994). The effects of
violations of data set assumptions when using the oneway,
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GLASS, G.V., PECKAM, P.D. & SANDERS, J.R. (1972).
Consequences of failure to meet assumptions underlying the
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interactions redux : Five easy pieces. Psychological
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GENTILLE, J.R., RHODEN, A.H. & KLEIN, R.D. (1972). An
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smallness of effects in ANOVA. Methods of
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analysis of causes. American Journal of Human
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KRATOCHWILL, T., ALDEN, K., DEMUTH, D., DAWSON, D.,
PANICUCCI, C., ARNTSON, P., MCMURRAY, N., HEMPSTEAD, J.
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Analyse
de la variance multivariée : MANOVA :Analyse de la variance faite
simultanément sur plusieurs variables dépendantes. Analyse etpositionnement
multivariés.MANOVA, Multiple
ANalysys Of VAriance,
multiple analysis of variance, multivariate statistics.
ANDERSON, T.W. (1958). An introduction to multivariate
statistical analysis. New York : Wiley.
KRISHNAIAH, P.R. (1966). Multivariate analysis.
New York : Academic Press.
MORRISON, D.F. (1967). Multivariate statistical
methods. New York : McGraw-Hill.
HARRIS R.J. (1985). A primer of multivariate
statistics. Orlando : Academic Press.
LYKKEN, D.T. (1971). Multiple factor analysis and
personality research. Journal of Research in
Personality, 5, 161-170.
RICHINS, M.L. (1987). A multivariate analysis of responses
to dissatisfaction. Journal of the Academy of
Marketing Science, 15 (4), 24-31.
COOLEY, W.W. & LOHNES, P.R. (1971). Multivariate
data analysis. New York : John Wiley and Sons.
COLE, D.A., MAXWELL, S.E., ARVEY, R. & SALAS, E.
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Analyse
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statistique des données qualitaitves. =
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Analyse
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Analyse
géo-stratégique : Analyse des rapports
de pouvoir entre les pays
qui se fondent sur le rôle et l'importance du territoire et de ses
ressources pour
comprendre les décisions
et les stratégies des acteurs.EX: Pourquoi les États-Unis ont-ils envahis
l'Irak ? Pour le pétrole (ressource) ?
Analyse
longitudinale : Analyse d'une phénomème
qui tient compte de son évolution dans le temps. EX:
Observer les comportements de jeu d'enfants à deux ans,
quatre ans, six ans, etc. Analyse longitudinale et
recherche longitudinale. Longitudinal
analysis.
ZHOU, L., IWATA, B.A., GOFF, G.A. & SHORE, B.A.
(2001). Longitudinal analysis of leisure-item preferences.
Journal of Applied Behavior Analysis, 32 (2),
179-184. [PDF]
Analyse
par partionnement (des données) :
= analyse par catégorie. Cluster
analytic approach, cluster analysis.
COSTA, P.T. & McCRAE, R.R. (1976). Age differences in
personality structure : A cluster analytic approach. Journal
of Gerontology, 31, 564-570.
GUEST, G. & McLELLAN, E. (2003). Distinguishing the
trees from the forest : Applying cluster analysis to
thematic qualitative data. Field Methods, 15 (2),
186-201.
LI, Q., AMLUNG, M.T., VALTCHEVA, M., CAMCHONG, J., AUSTIN,
B.P., DYCKMAN, K.A., UNSWORTH, N., CLEMENTZ, B.A. &
MCDOWELL, J.E. (2012). Evidence from cluster analysis for
differentiation of antisaccade performance groups based on
speed/accuracy trade-offs. International Journal of
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BOWEY J.A. & FRANCIS, J. (1991). Phonological analysis
as a function of age and exposure to reading instruction.
Applied Psycholinguistics, 12, 91-121.
Analyse
post-hoc: Le terme renvoie à deux
réalités complémentaires : l'analyse
statisique réalisée pour neutraliser l'effet des variables
parasites qui n'ont pas été contrôlées pendant la recherche
(analyse des covatriables) ou pour préciser les résultat d'un
premier test (EX : faire un Scheffé ou un Tukey à la suite d'une
analyse de variance). 20 Le temre renvoe également aux analyses
effectuées pour vérifier une hypothèse formulé après la recherche,
une fois que les données de cette recherche ont été analysées.
LAMOUREUX, A. (2000). Recherche et méthodologie en
sciences humaines. Laval : Beauchemin.
Analyse
qualitative : Étape d'une recherche
qualitative qui consiste à analyser des données
non-chiffrées afin d'en faire ressortir la signification
individuelle (pour chaque participant) ou collective (pour
l'ensemble de l'échantillon).
Il peut s'agir d'extraits de
texte, d'extraits sonore ou d'image. NDLR : La
confusion qui règne autour de cette expression tient
essentiellement à deux raisons : 1) d'abord au
fait qu'elle renvoie à deux phases biens distinctes mais
successives de la recherche (d'abord
la collecte de données, puis la préparation et l'analyse
de ces données); Dans un premier temps, il faut savoir que
les données d'une recherche peuvent être aussi bien quantitatives
que qualitatives. Certaines recherches ne produisent qu'un type de
données, alors que d'autres fournissent aussi bien des données
quantitatives que qualitatives. En effet, lors de la collecte, le
phénomène à l'étude peut être aussi bien mesuré
qu'évalué; s'il est
mesuré, la donnée obtenue au moyen de cette opération sera notée
sous forme de chiffre (échelle
de rapports et échelles
d'intervalles); si le phénomène est évalué, la donnée
obtenue sera notée sous forme de mot, que l'on pourra ensuite ou
non traduire en chiffre (échelle
nominale et échelle
ordinale).2) derrière l'expression analyse
qualitative se cache également deux conceptions de la
science quasi diamétralement opposées (la science
nomothétique et la science
idiographique). Ce n'est donc pas la nature des données -
quantitative ou qualitatitve - qui permet de qualifier une
recherche de qualitative ou de quantitative, mais plutôt ce que
l'on fait par la suite avec ces données, c-à-d la manière de les
analyser. En effet, pour les tenants de la science nomothétique,
toute donnée doit faire l'objet d'une analyse
statistique, qu'elle soit de nature quantitative ou
qualitative. C'est à partir de cette analyse statistique que
seront interprétés
les résutats et vérifiées les hypothèses de la recherche. Au
contraire, pour les partisans de la science idiographique,
l'analyse statistique est une opération nuisible, au mieux
inutile. Inutile parce qu'elle ne permet pas d'extraire des
données la signification ou le sens «profond» que les participants
donnent à leurs gestes et paroles. Nuisible parce que les calculs
mathématiques et les tests réduisent,
selon eux, l'être humain à des dimensions secondaires ou
superficielles, qui nous éloignent de l'essentiel, c-à-d comprendre
le point de vue des participants. Il convient cependant de
préciser qu'il existe une trosième voie - intermédaire à ces deux
positions exclusives - qui considère que le type l'analyse -
qualitative ou quantitative - dépend essentiellement de la nature
du problème, et non de la conception épistémologique du chercheur
; qui plus est, dans certains cas, ces chercheurs préconisent le
recours à l'un et l'autre dans une même recherche (méthode
mixte). Analyse, méthodeetdonnées
qualitatives.=méthode
qualitative, recherche
qualitative, approche qualitative. =
analyse qualitative. /analyse
quantitative.Qualitative analysis,
qualitative data analysis, qualitative approach, qualitative
inquiry.
SI
Type de méthodes
et d'outils
Type
de données
Type
d'analyse
Type de
recherche
Méthodes
et outils quantitatifs
Tout
outil qui permet de transformer un phénomène en chiffre
(Test, questionnaire, grille d'observation)
Donnée
quantitative
La
donnée mesurée est chiffrée (EX: je fais «102»
degrés de fièvre)
OU
Analyse
quantitative
La
donnée «102» est utilisée telle quelle par
un test statistique
DONC
Recherche
quantitative
Analyse
qualitative
La donnée «102»
est transformée en classe, ordonnée ou non, avant
d'être analysée par un test statistique
DONC
Recherche
quantitative
Choix de la méthode et de
l'outil
Collecte
des données
Préparation
et analyse de ces données
SI
Méthodes
et outils qualitatifs
Tout outil qui permet de transformer un phénomène en mot
(entrevue, observation libre, etc.)
Donnée qualitative
La donnée évaluée est notée sous forme de mot (EX: Je fais «beaucoup»
de fièvre)
OU
Analyse
qualitative
La
donnée «beaucoup» est utilisée telle quelle lors de
l'interprétation
DONC
Recherche
qualitative
Analyse
quantitative
La donnée «beaucoup» est
transformée en chiffre avant d'être analysée par un test
statistique
DONC
Recherche
quantitative
LAZARSFELD, P. (1972). Qualitative analysis.
Historical and critical essays. Boston : Allyn
& Bacon.
WEITZMAN, E.A. & MILES, M.B (1995). Computer
programs for qualitative data analysis. London/New
Delhi : Sage Publications.
HALFPENNY, P. (1979). The analysis of qualitative data.
The Sociological Review, 27 (4), 799-825.
PAIILÉ, P. (1996). De l'analyse qualitative en général et
de l'analyse thématique en particulier. Recherches
qualitatives, 15, 179-194.
CLIFF, N. (1996). Ordinal methods for behavioral data
analysis. Hillsdale, NJ : Lawrence Erlbaum
Associates Inc.
DUFFY, M.E. (1985). Designing research the
qualitative-quantitative debate. Journal of Advanced
Nursing, 11 (3), 225-232.
COX, D.R. & FAREWELL, V.T. (1997). Qualitative and
quantitative aspects should not be confused. British
Medical Journal, 314, 73-77. [PDF]
ELLIOTT, S.J. & GILLIE, J. (1998). Moving experiences
: A qualitative analysis of health and migration.
Health & Place, 4 (4), 327-339.
BENOLIEL, J.Q. (1985). Advancing qualitative approaches. Western
Journal of Research, 7 (2), 1-8.
WILLIG, C. (2001). Introducing qualitative research
in psychology. Buckingham, UK : Open University
Press.
EZZY, D. (2002). Qualitative analysis : Practice and
innovation. Crows Nest, Australia : Allen &
Unwin.
STRAUSS, A.L. (1987). Qualitative analysis for social
scientists. New York : Cambridge University Press.
BAILEY, D.M. & JACKSON, J.M. (2003). Qualitative data
analysis : Challenges and dilemmas related to theory and
method. American Journal of Occupational Therapy, 57
(1), 57-65.
PAILLÉ, P. et MUCHIELLI, A. (2003). L'analyse
qualitative en sciences humaines et sociales. Paris
: Armand Colin.
STRAUSS, A.L. & CORBIN, J. (1990/2004). Basics of
qualitative research : Grounded theory procedures and
techniques / Les fondements de la recherche qualitative.
Techniques et procédures de développement de la théorie
enracinée. Fribourg Suisse : Academic Presse
Fribourg/Éditions Saint-Paul.
HUBERMAN, A.M. & MILES, M.B. (2003). Analyse des
données qualitatives. Bruxelles : De Boeck.
HUBERMAN, A.M. & MILES, M.B. (1991). Analyse des
données qualitatives : recueil de nouvelles méthodes.
Bruxelles/St-Laurent : De Boeck Wesmael/ERPI.
AYRES, L., KAVANAUGH, K. & NAFL, K.A. (2003).
Within-case and across-case approaches to qualitative data
analysis. Qualitative Health Research, 13,
871-883.
CORNER, J. (1991). In search of more complete answers to
research questions : Quantitative versus qualitative
research methods is there a way forward ? Journal of
Research, 16 (3), 718-727.
HSIEH, H.F. & SHANON, S.E. (2005). Three approaches to
qualitative content analysis. Qualitative Health
Research, 15 (9), 1277-1288. [PDF]
GUBA, E. (1991). Subjectivity and objectivity. In E.
Eisner & A. Peshkin (Eds.), Qualitative inquiry
in education. New York : Teachers College Press.
BAZELEY, P. (2006). The contribution of computer software
to integrating qualitative and quantitative data analyses.
Research in the Schools, 13 (1), 64-74.
CONSTAS, M.A. (1992). Qualitative data analysis as a
public event : The documentation of category development
procedures. American Educational Research Journal, 29,
253-266.
THOMAS, D.R. (2006). A general inductive approach for
analyzing qualitative evaluation data. American
Journal of Evaluation, 27 (2), 237-246. [PDF]
DEY, I. (1993). Qualitative data analysis : A
user-friendly guide for social scientists. London
: Routledge.
LAFLAMME, S. (2007). Analyses qualitatives et
quantitatives : deux visions, une même science. Nouvelles
Perspectives en Sciences Sociales : Revue Internationale
de Systémique Complexe et d'Études Relationnelles, 3
(1), 141-149. [PDF]
CRESWELL, J.W. & PLANO CLARK, V.L. (2007/11). Designing
and conducting mixed methods research. Thousand
Oaks, California, London : Sage.
PÉLADEAU, N. et MERCIER, C. (1993). Approches qualitative
et quantitative en évaluation de programmes. Sociologie
et Sociétés, 25 (2), 111-124. [PDF]
HUSSAIN, Z. & GRIFFITHS, M. (2009). The attitudes,
feelings, and experiences of online gamers : A qualitative
analysis. Cyberpsychology & Behavior, 12 (6),
747-753. [PDF]
BRYMAN, A. & BURGESS, R.G. (Eds.) (1994).
Analyzing qualitative data. London : Routledge.
BAZELEY, P. (2009). Analysing qualitative data : More Than
"identifying themes". Malaysian Journal of Qualitative
Research, 2, 6-22.
[PDF]
WOLCOTT, H.F. (1994). Transforming qualitative data :
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Oaks, CA : Sage.
RUSSELL, B.H. & RYAN, B.G. (2010). Analyzing
qualitative data : Systematic approaches. Thousand
Oaks, CA : Sage.
RITCHIE, J. & SPENCER, L. (1994). Qualitative data
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R. Burgess (Eds.), Analyzing qualitative data
(pp. 173-194). London : Sage.
LEJEUNE, C. (2010). Montrer, calculer, explorer, analyser.
Ce que l'informatique fait (faire) à l'analyse
qualitative. Recherches Qualitatives, 9,
15-32.
ALTHEIDE, D.L. & JOHNSON, J.M. (1994). Criteria for
assessing interpretive validity in qualitative research.
In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of
qualitative research (pp. 485-499). Thousand Oaks,
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KRIEF, N. & ZARDET, V. (2013). Analyse de données
qualitatives et recherche-intervention. Recherches en
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MILES, M.B. & HUBERMAN, A.M. (1994). Qualitative
data analysis : An expanded sourcebook. Thousand
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BAZELEY, P. (2013). Qualitative data analysis :
practical strategies. London : Sage.
KELLE, U., PREIN, G. & BIRD, K. (1995). Computer-aided
qualitative analysis : Theory, methods and practice. London
: Sage.
MILES, M.B., HUBERMAN, A.M. & SALDANA, J. (2014). Qualitative
data analysis : A methods sourcebook. Thousand
Oaks, CA : Sage.
Tout
outil qui permet de transformer un phénomène en chiffre
(Test, questionnaire, grille d'observation)
Donnée
quantitative
La
donnée mesurée est chiffrée (EX: je fais «102»
degrés de fièvre)
OU
Analyse
quantitative
La
donnée «102» est utilisée telle quelle par
un test statistique
DONC
Recherche
quantitative
Analyse
qualitative
La donnée «102»
est transformée en classe, ordonnée ou non, avant
d'être analysée par un test statistique
DONC
Recherche
quantitative
Choix de la méthode et de
l'outil
Collecte
des données
Préparation
et analyse de ces données
SI
Méthodes
et outils qualitatifs
Tout outil qui permet de transformer un phénomène en mot
(entrevue, observation libre, etc.)
Donnée qualitative
La donnée évaluée est notée sous forme de mot (EX: Je fais «beaucoup»
de fièvre)
OU
Analyse
qualitative
La
donnée «beaucoup» est utilisée telle quelle lors de
l'interprétation
DONC
Recherche
qualitative
Analyse
quantitative
La donnée «beaucoup» est
transformée en chiffre avant d'être analysée par un test
statistique
DONC
Recherche
quantitative
ABELSON, R.P. & TUKEY, J.W. (1963). Efficient
utiliztion of non-numerical information in quantitative
analysis : General theory and the case of simple order. The
Annals of Mathematical Statistics, 34, 1347-1369.
CORNER, J. (1991). In search of more complete answers to
research questions : Quantitative versus qualitative
research methods is there a way forward ? Journal of
Research, 16 (3), 718-727.
NEVIN, J.A. (1984). Quantitative analysis. Journal of
Experimental Analysis of Behavior, 42 (3), 421-434.
[PDF]
COX, D.R. & FAREWELL, V.T. (1997). Qualitative and
quantitative aspects should not be confused. British
Medical Journal, 314, 73-77. [PDF]
DUFFY, M.E. (1985). Designing research the
qualitative-quantitative debate. Journal of Advanced
Nursing, 11 (3), 225-232.
ANTONIUS, R. (2003). Interpreting quantitative data
with SPSS. London : SAGE.
BLAKLEY, E. & POLING, A. (1986). Some thoughts on
quantitative analysis. Experimental Analysis of Human
Behavior Bulletin, 2, 31-33.
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to integrating qualitative and quantitative data analyses.
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55-129). Louvain-la-Neuve : CIACO.
LAFLAMME, S. (2007). Analyses qualitatives et
quantitatives : deux visions, une même science. Nouvelles
Perspectives en Sciences Sociales : Revue Internationale
de Systémique Complexe et d'études Relationnelles, 3
(1), 141-149. [PDF]
MOORE, J.C. (2008). A critical appraisal of contemporary
approaches in the quantita- tive analysis of behavior. The
Psychological Record, 58, 641–664.
Analyse
secondaire (des données) :Analyse
statistique réalisée à partir des données
(secondaires) qui ne sont pas recueillies dans le but de vérifier
l'hypothèse (ou
l'objectif) d'une recherche. Il peut s'agir de : 1)
la relation entre la variable indépendante
(X) et et les
indicateurs secondaires de la recherche; 2)Tout autre Xou cause potentiel et les
principaux indicateurs de la recherche; 3)
Tout autre X ou cause potentiel et les indicateurs secondaires de
la recherche. Par tout autre X, on entend l'ensemble des variables
susceptibles d'agir comme des causes (X). Il peut donc s'agir de
variables parasites que le chercheur a contrôlées (EX:
sexe, âge, lieu de la recherche, heure, ethnie, programme d'étude,
etc.). Dans un rapport
scientifique ou un article
empirique, on ne fait mention de ces analyses que si elles
sont significatives.
Analyse secondaire, indicateur
secondaireetautre
X.=
analyse des données secondaires, analyse des variables
secondaires. Data crunching, secondary
data analysis.
CHURCH, R.M. (2001). The effective use of secondary data.
Learning & Motivation, 33, 32-45. [PDF]
LAMOUREUX,
A. (2000). Recherche et méthodologie en sciences
humaines. Laval : Beauchemin.
COHEN, J. (1965). Some statistical issues in psychological
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psychology (pp. 95-121). New York : McGraw-Hill.
FERGUSON, G.A. (1966). Statistical analysis in
psychology and education. New York : McGraw-Hlil.
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Scientist, 76 (2), 159-165. [PDF]
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analysis : A model comparison approach. San Diego,
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COHEN, J. (1992). Statistical power analysis. Current
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LAURENCELLE, L. (2005). Les analyses statistiques. In S.
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SCHERRER,
B. (1984). Biostatistique. Chicoutimi : Gaëtan
Morin.
Analyse
stratégique : Expression utilisée par Crozier
et Friedberg pour
désigner un angle d'analyse particulier des comportements sociaux
et des groupes qui met l'accent sur les stratégies
individuelles que les acteurs
utilisent pour protéger leur zone
d'incertitude et accroître leur
pouvoir. Ce type d'analyse a depuis donné naissance à une
nouvelle perspective
sociologique.
CROZIER, M. et FRIEDBERG, E. (1977). L'acteur et le
système. Paris : Seuil.
ANSART, P. (1990). Les sociologies contemporaines.
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THEORET M. et GLADU S. (1984). Analyse "systémique" de
l'influence de l'idéologie sexuelle dominante sur les
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Analyse
théorique : Analyse scientifique d'un problème et de
ses solutions possibles sur le plan logique et conceptuel. Cette
analyse peut donner lieu à un livre,
un chapitre de livre,
une conférence ou un article
théorique. /analyse empirique,
analyse factuelle.
Analyse
transactionnelle (AT) : Nom donné à
la théorie de
la personnalité et à la thérapie développées par Berne,
qui se fonde sur les jeux
de rôle et les différents états ou status de la
personnalité (parent, adulte, enfant).
Analyse
transversale :Analyse
qui se concentre sur des phénomènes qui se déroulent pendant un
intervalle de temps donné (par exemple une année) entre plusieurs
cohortes ou populations. Analyse et
recherche transversale.
CHIRZO, P. & BUCHANAN, T.M. (2023). We the People.
Who ? The face of future American politics is shaped by
perceived foreignness of candidates of color.
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LEIGLAND S. (1996). The functional analysis of
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Analysis of Verbal Behavior, 17, 167-173.
Analyste
: Souvent utilisé comme synonyme de thérapeute,
surtout lorsqu'il s'agit d'un psychanalyste.
Dans ce contexte, le patient devient
l'analysé et le thérapeute, l'analysant. =cure.Analyst.
STEIN, R. (1997). The shame experiences of the analyst. Progress
in Self Psychology, 13, 109-123.
RENIK, O. (1998). The analyst’s subjectivity and the
analyst’s objectivity. International Journal of
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Anamnèse
: Du grec àna (remontée) et mnémè (souvenir).
Ensemble des renseignements
recueillis auprès d'un patient
relatifs à son histoire personnelle et à sa maladie.
Cette démarche fait partie de la troisième étape d'une thérapie,
l'évaluation, puisque l'anamnèse oriente le diagnostic
et le traitement.
= auto-biographie, entretien clinique. *récit
de vie.Anamnesis.
LÜTSCHG, J. & SCHOBER, H. (2012). Lorsque seules
l’anamnèse et la clinique donnent le diagnostic :
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Anaphore
:Répétition
d'une idée au moyen de synonyme
ou d'expression équivalente dans le but de mettre l'accent sur
cette idée, de l'appuyer. métaphoreetanalogie.Anaphora.
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Anarchie : Anarchisme
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et d'ordre. Désigne également une idéologie ou un programme
politique qui prône une organisation sociale dont la structure
légale et juridique serait réduite à sa plus simple expression.
Anarchie et anarcho-capitalisme.Anarchy.b) En
science, le terme est parfois utilisé pour qualifier une pratique
scientifique qui refuse d'observer certains principes
méthodologiques. Epistemological
anarchism.
a
PROUDHON, P.J. (1841). Avertissement aux
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b
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: Théorie politique qui soutient que l'existence de
l'État est illégitime et inutile, et que ses fonctions peuvent, en
conséquence, être remplies par l'entreprise privée.
LEPAGE, H. (1978). Demain le capitalisme. Paris
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VICQ D'AZIR, F. (1779). Observations anatomiques. Paris
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VICQ D'AZIR, F. (1786). Traité d'anatomie et de
physiologie avec des planches coloriées représentant au
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Anatomie
comparée : Branche de la biologie,
qui consiste à étudier les différences biologiqes entre les
espèces.
VICQ D'AZIR, F. (1786). Suite des recherches sur la
structure du cerveau des animaux comparé avec celui de
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troisième sexe. Androgyny.
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Sexe
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Masculin
Féminin
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[PDF]
BEM, S.L. & ANDERSEN, S.M. (1981). Sex typing and
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WIGGINS, J.S. & HOLZMULLER, A. (1981). Further
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SPENCE, J.T. & HELMREICH, R.L. (1981). Androgyny
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negative androgyny and their relationship with
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HEILBRUN, A.B. (1981). Gender differences in the
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GALE-ROSS, R., BAIRD, A. & TOWSON, S. (2009). Gender
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TAYLOR, M.C. & HALL, J.A. (1982). Psychological
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LUBINSKI, D., TELLEGEN, A. & BUTCHER, J.N. (1983).
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as distinct concepts. Journal of Personality &
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JACKSON, L.A. (1983). The perception of androgyny and
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BEM, S.L. (1974). The measurement of psychological
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BEM, S.L. (1976). Sex typing and the avoidance of
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BEM, S.L. (1981). Bem Sex Role Inventory :
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BEM, S.L. (1981). The BSRI and gender schema theory : A
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ANDRONIS, P.T. (1991). Rule-governance : Enough to make a
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Contingency adduction of "symbolic aggression" by pigeons.
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Animal models of psychopathology : The establishment,
maintenance, attenuation, and persistence of head-banging
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Anecdocte
: Anecdotique : Tout événement - dont l'authenticité
ou la véracité n'a pas
été vérifiée - rapporté par un locuteur
par intérêt (savoureuse anecdote) ou par simple plaisir (amusante
anecdote) ou encore parce que le locuteur en a été témoin
(témoignage). L'anectode n'est donc, a priori, ni vraie ni
fausse; s'il elle s'avère, on dira qu'elle est un un
fait; sinon, elle deviendra une
croyance (si le locuteur l'a tient pour vraie) ou une rumeur
(si d'autres locuteurs la transmettent) ou carrément un mensonge
(si le locuteur sait pertinamment qu'elle est fausse).
Anérotique
: Absence d'attrait sexuel, d'érotisme.EX: Homer Simpson est totalement anérotique (sauf
pour Marge, ce qui demeure un épais mystère pour la science...). /érotique.
Anesthésie
: Suspension plus ou moins longue de la sensibilité
d'une partie ou de l'ensemble du corps, consécutive à une maladie
ou volontairement produite par un gaz en vue d'une
chirurgie. L'anesthésie s'accompagne parfois d'une perte de
conscience (anesthésie générale). C'est en 1844 que le dentiste
américain Horace Wells a découvert les effets anesthésiants du
protoxyde d'azote (gaz hilarant). Anesthesia.
BERT, P. (1878). Sur la possibilité d'obtenir, a l'aide du
protoxyde d'azote, une insensibilité de longue durée, et
sur l'innocuité de cet anesthésique. Les Comptes
Rendus de l'Académie des Sciences, 87, 728.
JAMES, C.D. (1975). Mesmerism : a prelude to anaesthesia.
Proceedings of the Royal Society of Medicine, 68
(7), 446-447.
ROTTENSTEIN, J.B. (1880). Traite d'anesthésie
chirurgicale contenant la description et les
applications de la méthode anesthésique de M. Paul Bert.
Paris : Librairie Garmer Baillier.
KREUTZMANN, H.H. (1887). Anaesthesia by chloroform and
oxygen combined. Pacific M. & S.J., 30, 462.
BUXTON, D.W. (1895). Nitrous oxide anaesthesia. British
Journal of Denstistry, 38, 865.
LOFTUS, E.F. SCHOOLER, J., LOFTUS, G.R. & GLAUBER,
D.T. (1985). Memory for events occurring under anesthesia.
Acta Psychologica, 59, 123-128.
BUXTON, D.W. (1896). The nature of anaesthesia. British
Dental Journal - SCI Journal, 39, 104.
ROSEN, G. (1946). Mesmerism and surgery : A strange
chapter in the history of anesthesia. Journal of the
History of Medicine & Allied Sciences, 1 (4),
527-550.
MAGOUN, H.W. (1954). A neural basis for the anesthetic
state. In Symposium on Ssedative and hypnotic drugs (pp.
1-19). Baltimore : Williams and Wilkins.
KIHLSTROM, J.F. & SCHACHTER, D.L. (1990). Anesthesia,
amnesia, and the cognitive unconscious. In B. Bonke, W.
Fitch & K. Millar (Eds.), Memory and awareness
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& Zeitlinger.
LINDSLEY, O.R., HOBIKA, J.H. & ETSTENB, E. (1961).
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(1992). Unconscious learning during anaesthesia.
Anaesthesia, 47, 835-837.
SAIDMAN, L.J. & EGER, E.I. (1964). Effect of nitrous
oxide and of narcotic premedication on the alveolar
concentration of halothane required for anesthesia. Anesthesiology,
52, 302-306.
GHONEIM, M.M. & BLOCK, R.I. (1997). Learning and
memory during general anesthesia : an update. Anesthesiology,
87, 387-410
SMITH, W.D.A. (1966). A history of nitrous oxide and
oxygen anaesthesia part ix: the introduction of nitrous
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Anaesthesia, 38, 950-962.
DEAMICI, D., KLERSY, C., RAMAJOLI, F., BRUSTIA, L. &
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longitudinal clinical study : The case of anesthesia.
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BROCA, P. (1856). Des anévrismes et de leur
traitement. Paris.
Angélisme
scientifique : Croyance
de certains scientifiques en la pureté et l'objectivité
absolue de la science.
Pour certains scientifiques, ces vertus placent la science
au-dessus de tous les autres systèmes de connaissance. On observe
le même phénomène chez certains journalistes, qui croient dur
comme fer en l'objectivité du métier (le fameux quatrième
pouvoir). Cette croyance s'appuie en grande partie sur
l'ignorance des mécanismes
de production de la connaissance(subvention
de recherche,chaire
de recherche, etc.) et du jeu politique qui anime les
acteurs de la scène scientifique. La connaissance et l'information
sont des produits de consommation comme tout les autres produits.
À ce titre, ils n'échappent pas aux règles du marché : il existe
donc de bons et de mauvais produits; idem pour la connaissance
scientifique ou l'information produite par les médias.
Cela ne signifie pas que tout ce que fait la science est mauvais;
au contraire, de nombreuses recherches
répondent aux plus hauts
standards de la science.
TETLOCK, P.E. (1994). Political psychology or politicized
psychology : Is the road to scientific hell paved with
good moral intentions ? Political Psychology, 15
(3), 509-530. [PDF]
BRUHN, J.G., ZAJAC, G., AL-KAZEMI, A.A. & PRESCOTT,
L.D. (2002). Moral positions and academic conduct :
Parameters of tolerance for ethics failure. The
Journal of Higher Education, 73 (4), 461-493.
Angel
Hans-Ferdinand ( ) : Biologiste
allemand, spécialisé dans l'étude des fondements neurobiologiques
des croyances. Il
s'intéresse aussi aux religions.
ANGEL, H.-F. (2013). Religiosity. In A.L.C. Runehov
& L. Oviedo (Eds.), Encyclopedia of sciences and
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Springer.
ANGEL, H.-F. & SEITZ, R.J. (2016). Process of
believing as fundamental brain function : The concept of
credition. SFU Research
Bulletin, 4 (1),
1-20.
ANGEL, H.-F. (2020). A history of the evolution of
religion : From religion to religiosity to the processes
of believing. In J.R. Feierman & L. Oviedo (Eds.), The
evolution of religion, religiosity, and theology
(pp. 87-103). London : Routledge.
ANGEL, H.-F. & SEITZ, R.J. (2024). Credition and the
neurobiology of belief : the brain function in believing.
Academia Biology, 2, 1-5. [PDF]
LABOV, W. (1964). Stages in the acquisition of standard
English. In R. Shuy (Ed.), Social dialects and Language
Learning, Champaign (Illinois) : National Council of
Teachers of English.
LABOV, W. (1966). The social stratification of English
in New York City. Washington, DC : Center for Applied
Linguistics .
LABOV, W. (1972). The logic of nonstandard English. In W.
Labov (Ed.), Language in theinner City (pp. 201-240).
Philadelphia : University of Pennsylvania Press.
LABOV, W. (1972). Negative attraction and negative concord
in English grammar. Language, 48,773-818
LABOV, W. (1983). Recognizing Black English in the
classroom. In J. Chambers (Ed.), Black English :
Educational equity and the law (pp. 29-55). Ann Arbor
: Karoma Press.
Anglais
(En...) : De nos jours la
psychologie, à l'instar des autres sciences, se développe
davantage en anglais que dans tout autre langue. Bien que l'on
puisse déplorer ce fait, il est nécessaire pour approfondir cette
science et en suivre les développements de connaître les termes
anglais utilisés pour désigner ses principaux concepts, qu'ils
aient été à l'origine formulés en allemand, en français ou dans
une autre langue. Vous trouverez donc dans ce lexique la
traduction de la plupart des concepts, ainsi qu'une liste
interactive de tous les
mots anglais. Voir Index.
Anglicanisme
: Anglican : Du latin ecclesia anglicana qui
signifie «église anglaise». Il s'agit d'une forme de religion
chrétienne, catholique mais réfomée , qui naquit en Angleterre en
1534. =Église
d'Angleterre, épiscopalien. Anglican
RATABOUI, L.J. (1982). L'anglicanisme. Presses
universitaires de France.
SACHS, W. (1993). The transformation of Anglicanism :
From state Cchurch to global community. Cambridge
University Press.
PICTON, H. (2006). Histoire de l'église d'Angleterre.
Ellipses.
FRANCIS, L.J., JONES, S., JACKSON, C.J. & ROBBINS, M.
(2001). The feminine personality profiles of male Anglican
clergy in Britain and Ireland. Review of Religious
Research, 43, 14-23.
WARD, K. (2006). A history of global Anglicanism.
Cambridge, UK : Cambridge University Press
BETHMONT, R. (2010). L'anglicanisme. Un modèle pour le
christianisme à venir ? Labor et Fides.
Anglicisme (en psychologie) : Il existe de
nombreux anglicismes en psychologie.
Cela s'explique par le fait que de nos jours cette science de
développe essentiellement en anglais (même si à ses tout débuts
l'allemand et le français étaient aussi dominants). On peut
diminuer l'ampleur de ce phénomène en traduisant correctement les
termes. Prenons un exemple, le mot monitoring,
souvent traduit par monitorage. Ce concept renvoie à l'idée
d'observer attentivement un comportement ou un processus et d'en
corriger les erreurs au besoin, au fur et à mesure qu'elles se
produisent (pendant l'exécution, donc en temps
réel). Ce concept se décompose
donc en deux opérations : observer et corriger. En quoi le
mot monitoring ou monitorage est-il plus adéquat que surveillance
? Lorsqu'on demande à son plus grand de surveiller les petits, on
comprend très bien qu'il doit non seulement les observer
attentivement, mais aussi, au besoin, intervenir pour résoudre un
conflit ou faire respecter une règle (ce qui sous-tend l'idée de
correction). Si cette surveillance est planifiée, on peut utiliser
le mot encadrement, ou encadrement serré si on veut insister sur
la fréquence élevée des observations et des corrections.
BRUNEAU, M. (1997). Le tutorat et le monitorat : Faits et
questions. Dans L. Langevin et L. Villeneuve (Dirs.), L’encadrement
des étudiants. Un défi du XXIe siècle (p.
280-300). Montréal : Les Éditions Logiques.
Angoff
William H. (Boston 1919-1993 Princeton) : Spécialiste
américain de la mesure et
de l'évaluation. Il a
contribué à la révision du SAT.
ANGOFF, W.H. (1953). Test reliability and effective test
length. Psychometrika, 18, 1-14
ANGOFF, W.H. & SCHRADER, W.B. (1953). A study of
hypotheses basic to the use of rights and formula scores.
Journal of Educationnal Measurement, 21 (1),
1-17.
ANGOFF, W.H. (1962). Scales with nonmeaningful origins and
units of measurement. Educationnal &
Psychological Measurement, 22 (1), 27-34.
ANGOFF, W.H. (1968). How we calibrate College Board
Scores. College Board Review, 68, 11-14.
ANGOFF, W.H. (1986). Some contributions of the College
Board SAT to psychometric theory and practice.
Educational Measurement, 5 (3), 7-11.
Angoisse
: Chez Freud,
malaise ou inquiétude causé par un
conflit intrapsychique ou un danger réel. Il y a deux
formes d'angoisse causées par un conflit intrapsychique : l'angoisse
morale et l'angoisse
névrotique.= anxiété, ce qui ne
trompe pas. ( ): angoisse morale,
angoisse névrotique. Anxiety.
FREUD, S. (1926). Inhibition, symptôme et angoisse.
Paris : Presses Universitaires de France.
DIEL, P. (1968). La peur et l'angoisse. Paris
: Payot.
LACAN, J. (2004). L’angoisse, séminaire X. Paris
: Seuil.
TAVRIS,
C., WADE, C., GAGNON, A., GOULET, C. et WIEDMANN, P.
(1999/2007). Introduction à la psychologie : les
grandes perspectives. St-Laurent : ERPI.
Angoisse
de castration : Chez Freud,
terme désignant la peur fantasmatique ou l'inquiétude ressentie
par le jeune garçon à l'idée d'être castré
par le père tout puissant, peur qui mène éventuellement à la
résolution du complexe
d'Oedipe et à l'identification
du fils au père. Castration anxiety.
Angoisse morale :Angoisse produite par
l'existence d'un conflit
intrapsychique entre le surmoi
et le moi. Le moi craint de
ne pas être à la hauteur des attentes et des exigences morales du
surmoi, qui lui tend vers la perfection
(morale, physique, sociale et intellectuelle).
Angoisse
névrotique : Angoisse produite
par l'existence d'un conflit
intrapsychique entre le ça
et le moi. Le moi craint de ne
pouvoir satisfaire entièrement les besoins
du ça, de perdre la maîtrise de ses pulsions.
CHAPMAN, L.J., CHAPMAN, J.P. & RAULIN, M.L. (1976).
Scales for physical and social anhedonia. Journal of
Abnormal Psychology, 85, 374-382.
LOAS, G. (2002). L'Anhédonie : L'insensibilité au
plaisir. Paris : Doin.
BERENBAUM, H., SNOWHITE, R. & OLTMANNS, T.F. (1987).
Anhedonia and emotional responses to affect evoking
stimuli. Psychological Medicine, 17, 677-684.
ANISMAN, H., KOKKINIDIS, L. & MERALI, Z. (2002).
Further evidence for the depressive effects of cytokines :
anhedonia and neurochemical changes. Brain, Behavior
& Immunity, 16, 544-546.
BERENBAUM, H., OLTMANNS, T.F. & GOTTESMAN, I.I. (1990).
Anhedonia in schizophrenics and their twins.
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HORAN, W.P., KRING, A.M. & BLANCHARD, J.J. (2006).
Anhedonia in schizophrenia : A review of assessment
strategies. Schizophrenia Bulletin, 32, 259-273.
MARKOU, A. & KOOB, G.F. (1991), Post-cocaine anhedonia
: An animal model of cocaine withdrawal. Neuropsychopharmacology,
4 (1), 17-26.
GARD, D.E., KRING, A.M., GERMANS GARD, M., HORAN, W P.
& GREEN, M F. (2007). Anhedonia in schizophrenia :
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BOURGEOIS, M.-L. (1999). L'Anhédonie : Le non-plaisir
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distinct from apathy, anhedonia, or depression.
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Animal
de compagnie : Tout animal maintenu
en captivité dans une
ferme, pour des fins récréatives.= cinquième membre de la famille.
( ): Voir
tableau ci-dessous.
Animal
de ferme : Tout animal maintenu
en captivité dans une
ferme, pour des fins alimentaires et commerciales, parfois
récréatives. = bétail, élevage. (
): Voir tableau ci-dessous.
Cattle, farm animal.
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groups of zoo-housed adult female Asian elephants (Elephas
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[PDF]
Animal
en captivité : Animal
sauvage qui vit dans une maison ou dans une cage, comme simple animal
de compagnie ou comme sujet de
laboratoire. Captivité etbien-être
animal. Condition of captivity,
captivity, home cage, confinement.
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Journal of Primatology, 16, 155-164.
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and compulsory regimes in laboratory studies. Science,
143, 490.
SCHNEIDER, S.M. (1988). Rats' behavior in two different
home cages. Humane Innovations & Alternatives, 2,
39-42.
PERKINS, L.A. (1992). Variables that influence the
activity of captive orangutans. Zoo Biology, 11,
177–186.
DUTTON, D., CLARK, R.A. & DICKINS, D.W. (1997).
Personality in captive chimpanzees : Use of a novel rating
procedure. International Journal of Primatology, 18 (4),
539-552.
RABB, G.B., WOOLPY, J.H. & GINSBURG, E. (1967). Social
relationships in a group of captive wolves. American
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VERVAECKE, H., DE VRIES, H. & VAN ELSACKER, L. (1999).
An experimental evaluation of the consistency of
competitive ability and agonistic dominance in different
social contexts in captive bonobos. Behaviour, 136, 423-442.
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Des différences liées au sexe dans les stratégies de
répartition spatiale chez des poissons Porte-épée
(Xiphophorus helleri) maintenus en captivité. Naturaliste
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VANITHA, V., THIYAGESAN, K. & BASKARAN, N. (2011).
Social life of captive asian elephants (Elephas maximus)
in southern india : implications for elephant welfare. Journal
of Applied Animal Welfare Science, 14, 42-58.
STEIRN, J.N., WEAVER, J.E. & ZENTALL, T.R. (1995).
Transitive inference in pigeons : simplified procedures
and a test of value transfer theory. Animal Learning
& Behavior, 23, 76–82.
KAVANAU, J.L. (1963). Behaviour : Confinement, adaptation,
and compulsory regimes in laboratory studies. Science,
143, 490.
DUKE, J.L., ZAMMIT, T.G. & LAWSON, D.M. (2001). The
effects of routine cage-changing on cardiovascular and
behavioral parameters in male Sprague-Dawley rats. Contemporary
Topics in Laboratory Animal Science, 40 (1),
17-20.
WÜRBEL, H. (2001). Better housing for better science
(Comment). Chemical Industry London, 5 (8), 237.
WÜRBEL, H. (2001). Ideal homes ? Housing effects on rodent
brain and behaviour. Trends in Neurosciences, 24, 207-211.
LAWLER, M.M. (2002). Comfortable quarters for rats in
research institutions, In V. Reinhardt & A. Reinhardt
(Ed.), Comfortable quarters for laboratory animals (pp.
26-32). Washington, D.C.: Animal Welfare Institute.
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Animalisme
: Tendance à préférer la compagnie des animaux
à celle des humains. NDLR
: Si vous préférez un épagneul aux yeux tristes à
votre petite amie, celle qui n'aime que les "belles choses", vous êtes
un animaliste... Hé oui..
Animalism.
Animisme
: Tendance à croire que les objets matériels sont doués
d'un esprit, d'une volonté
ou de sentiments. Pour
Piaget,croyance
enfantine selon laquelle la nature est régie par une volonté
propre, analogue à la volonté humaine. Selon lui, l'animisme
résulte d'une assimilation des
mouvements physiques à l'activité
intentionelle. EX: « Où vont les
nuages ? Sont-il heureux ? Syndiqués ? » demande l'enfant.
Animalisme et religion.Animism.
McDOUGALL, W. (1913). Body and mind : A history and
a defense of animism. London : Methuen & Co.
Anna
O. (Vienne 1859-1936) : Patiente de
Breuer. Son vrai nom est Bertha
Pappenheim. Breuer a raconté ce cas à Freud
pour illustrer l'hystérie
et son traitement par hypnose.
Anna O. aurait utilisé le terme «cure
par le langage» pour désigner les méthodes thérapeutiques de
Breuer.
HUNT,
M. (1994). The story of psychology. New York :
Double Day.
Annales
Médico-Psychologiques : Revue
scientifique de médecine et de psychologie. Éditeur :
Elsevier.
VAUCLAIR, J. & SCOLA, C. (2008). Dépression,
alexythimie et latéralisation dans la façon de porter un
nouveau-né. Annales Médico-psychologiques, 166,
269-276. [PDF]
SARAFINO, E.P. & GOERING, P. (2000). Age comparisons
in acquiring biofeedback control and success in reducing
headache pain. Annals of Behavioral Medicine, 22,
1-9.
BACKLUND, E., SORLIE, P.D. & JOHNSON, N.J. (1996).
The shape of the relationship between income and
mortality in the United States. Evidence from the
National Longitudinal Mortality Study. Annals of
Epidemiology, 6, 12-20.
STEINMETZ, H., VOLKMAN, J., JANCKE, L. & FREUND,
H-J. (1991). Anatomical left-right asymmetry of
language-related temporal cortex is different in left-
and right-handers. Annals of Neurology, 29,
315-319.
CRAMÉR, H. (1976). Half a century with
probability theory : Some personal recollections . Annals of Probability, 4 (4),
509–546.
Annals
of the New York Academy of Science :Revue
scientifique. Éditeur : Wiley. =
Ann. N-Y Acad. Sci.
VAN MIER, H. & PETERSEN, S.E. (2002). Role of the
cerebellum in motor cognition. Annals of the New
York Academy of Sciences, 878 (3), 34-353. [PDF]
Année
de publication : Dans la notice
d'un livre, d'un chapitre de livre ou d'un article scientifique,
désigne l'année de publication de l'ouvrage. Dans le modèle de
référence de l'American
Psychological Association, cette information est placée
entre le nom de l'auteur et
le titre de l'ouvrage dans le cas d'un article
scientifique(1) et d'un livre(2) ou entre le nom de l'auteur et le titre du
chapitre dans le cas d'un
livre par chapitres(3).
(1)
BÉLANGER, J. (1978). Images
et réalités du béhaviorisme. Philosophiques, 5
(1), 3-110.
(2)
SKINNER, B.F. (1971).L'analyse
expérimentale du comportement. Paris : Seuil.
(3)
BEAUGRAND, J. (1988).
Démarche scientifique et cycle de la recherche. Dans
M. Robert (Dir.), Fondements et étapes de la
recherche scientifique en psychologie (p.
1-34). St-Hyacinthe : Édisem.
Année
Psychologique (L') : Première
revue française de psychologie
fondée en 1894 par Binet et
Beaunis.
BINET, A. et SIMON, T. (1905). Méthodes nouvelles pour
la diagnostic du niveau intellectuel des anormaux. L'Année
Psychologique, 11, 191-244. [PDF]
NICOLAS, S. (1997). Alfred Binet et "L'Année
Psychologique" d'après une correspondance inédite. L'Année
Psychologique, 97 (4), 665-699. [PDF]
Annexe
: Partie d'un article scientifique
(ou de tout rapport) qui contient tout ce qui est important mais
susceptible d'allourdir la lecture du rapport. Il peut s'agir de
tableaux ou de figures complémentaires, de données brutes, de
croquis, de développement mathématique, du programme d'une
simulation, etc.
Annotation
: Annoter un texte : Note que l'on griffonne en marge
d'un texte que l'on est en train de lire
(ou que l'on met en évidence grace à un marqueur) et qui en
facilite la compéhension
et le rappel lors de
l'étude.Textbook annotation,
highllighting.
FOWLER, R.L. & BARKER, A.S. (1974). Effectiveness of
highllighting for retention of text material. Journal
of Applied Psychology, 59, 358-364.
SIMPSON, M.L. & NIST, S.L. (1990). Textbook annotation
: An effective and efficient study strategy for college
students. Journal of Reading, 34, 122-129. [PDF]
DEROOIJ, E.A., GREEN, D.P. & GERBER, A.S. (2009).
Field experiments on political behavior and collective
action. Annual Review of Political Science, 12,
389-395.
FISHBEIN, M. & AJZEN, I. (1972). Attitudes and
opinions. Annual Review of Psychology, 23, 487-544.
Annuary
of Clinical & Health Psychology :
Revue scientifique de psychologie.
Éditeur : Université de Séville. =
Anuario de Psicología Clínica y de la Salud.
LOPEZ-CEPERO-BORREGO, J. & JIMENEZ-CALDERON, E.J.
(2009). Ten major reviews about positive psychology. Annuary
of Clinical & Health Psychology, 5, 47-53. [PDF]
CAMERER, C.F. & THALER, R. (1995). Anomalies :
Dictators, ultimatums, and manners. Journal of
Economic Perspectives, 9, 209-219.
Anomalie
congénitale : Modification accidentelle du code
génétique qui peut engendrer des malformations physiques,
notamment sur le plan sexuel (Intersexué).
= malformation physique.
WOODHOUSE, C.R.J. (1994). The sexual and reproductive
consequences of congenital genitourinary anomalies. Journal
of Urology, 152, 645-651.
KAHNEMAN, D., KNETSCH, J.L. & THALER, R.H. (1991).
Anomalies : The endowment effect, loss aversion, and
status quo bias. The Journal of Economic Perspective,
5 (1), 193-206. [PDF]
CHILD, W. (1993). Anomalism, uncodifiability, and
psychophysical relations. Philosophical Review 102,
215-245.
KUHN, T.S. (1957/90). The copernican revolution :
Planetary astronomy in the development of western
thought / La révolution copernicienne. Cambridge,
MA/Paris : Harvard University Press/Gallimard.
Anomie
(cérébrale) : Difficulté ou
incapacité à nommer les
objets. Elle s'observe régulièrement à la suite d'une lésion
du gyrus angulaire.Anomia, pure anomia.
ZINGESER, L.B. & BERNDT, R.S. (1988). Grammatical
class and context effects in a case of pure anomia -
Implications for models of language production. Cognitive
Neuropsychology, 5 (4), 473-516.
ZINGESER, L.B. & BERNDT, R.S. (1990). Retrieval of
nouns and verbs in agrammatism and anomia. Brain &
Language, 39 (1), 14-32.
GRAHAM, K.S., PATTERSON, K. & HODGES, J.R. (1995).
Progressive pure anomia : Insufficient activation of
phonology by meaning. Neurocase, 1 (1), 25-38.
GRAHAM, K.S., PATTERSON, K. & HODGES, J.R. (1998).
Semantic dementia and pure anomia : Two varieties of
progressive fluent aphasia. In E. Visch-Brink & R.
Bastiaanse (Eds.), Linguistic levels in aphasia
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LAMBON RALPH, M.A., SAGE, K. & ROBERTS, J. (2000).
Classical anomia : A neuropsychological perspective on
speech production. Neuropsychologia, 38,
186-202. [PDF]
HARNISH, S.M. (2015). Anomia and anomic aphasia :
Implications for lexical processing. In A.M. Raymer and L.
Gonzalez-Rothi (Eds.), The Oxford handbook of aphasia
and language disorders.[PDF]
Anomie
(sociale) : Du grec an
qui signifie "absence" et de nomos qui signifie «normes
ou lois». Selon Durkeim,
désigne l'état d'une société
caractérisée par une désintégration des normes
qui règlent la conduite des individus et assurent l'ordre
social. Toujours selon Durkeim, cet état pourrait expliquer
le suicide.Anomia.
DURKHEIM, E. (1897/1967). Le suicide : Étude de
sociologie. Paris : Les Presses universitaires de
France.
MERTON, R.K. (1938). Social structure and anomie. American
Sociological Review, 3 (5), 672-682.
CARAUNA, A. & EWING, M.T. (2000). The effect of anomie
on academic dishonesty of university students. The
International Journal of Educational Management, 14
(1), 23-29. [PDF]
Anonymat
(Préserver) : Principe
éthique de la thérapie
et de la recherche
qui oblige le thérapeute/chercheur
à ne pas dévoiler à quiconque le noms de ses patients/participants
sous peine de sanction (poursuite légale, blâme, perte temporaire
du droit de pratique, etc.). Il convient de noter qu'en science
les chercheurs connaissent rarement le nom des participants que
l'on identifie par un code (sauf si la recherche se déroule avec
des patients ou des malades). Anonymat, code
de déontologieetdevoirs
du professionnel. Anonymity.
JOINSON, A. (1999). Social desirability, anonymity, and
internet-based questionnaires. Behaviour Research
Methods, Instruments & Computers, 31, 433-438.
[PDF]
Anorexie
(mentale) :
Trouble alimentaire à prévalence féminine (6 à 10 filles
pour un garçon) qui se caractérise par un désir pathologique et la
plupart du temps inavoué de perdre du
poids. Les principaux symptômes
de l'anorexie sont : le manque d'appétit, la perte de poids et
l'arrêt des menstruations (aménorrhée). L'anorexie mentale
s'accompagne aussi parfois de la perte du volume musculaire, de
cheveux et d'ongles cassants, d'une prédisposition aux infections,
d'obsessions alimentaires, de boulimie
(rage alimentaire) et d'un désir absolu de contrôle
de soi et de perfection
(sur le plan physique, esthétique, moral, scolaire, sportif,
etc.). Anorexie, orthorexieetboulimie.= anorexie mentale, anorexie nerveuse,
trouble alimentaire. Anorexia, anorexia
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Il s'agit de la plus récente classe d'antidépresseurs.
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empêchant sa recapture dans le neurone
pré-synaptique.= seconde
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Voir tableau ci-bas. SRI,
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la peur diffuse, les cauchemars,
la colère, les tremblements, les serrements de gorge, la nausée,
les palpitations cardiaques, l'essoufflement, la crispation, etc.
Pour Freud, l'anxiété
(angoisse) est le produit conscient des conflits
intrapsychiques inconscients. Anxiété,
inquiétudeettrouble
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Anxiété
(Prévention) : Ensemble de
mesures prises afin de diminuer la probabilité qu'un individu
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Anxiété
(Traitement/Thérapies) : Ensemble des
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d'une personne qui ne souffre pas d'un trouble d'anxiété
généralisée. Thérapie/Traitement de l'anxiété et
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Anxiété
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télé, un courriel, une augmentation soudaine de votre titre en
bourse préféré, etc.).Fear of
missing out, FOMO, peur de
rater quelque chose, syndrome FOMO
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Apathie
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de certaines maladie mentale (dépression, schizophrénie,
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chez les droitiers, plus précisément dans le gyrus
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dans l'insula, et qui
affecte la production du langage (parole);
le vocabulaire
est réduit, le débit est ralenti, l'élocution/articulation est
laborieuse, le rythme de la parole est saccadé et la syntaxe/grammaire
sont souvent incorrectes ou approximatives. =
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Aphasie
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Aphasie
de Wernicke : Aphasie,découverte par Wernicke,
consécutive à une lésion dans l'aire de
Wernicke (situé dans le lobe
pariétal gauche, chez les droitiers) et qui affecte la
compréhension du langage. Wernicke's aphasia.
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Aphorisme :Sentence
indémontrable, en raison de son caractère moral ou général, mais
qui ne semble jamais totalement fausse. L'aphorisme résume parfois
un raisonnement complexe ou une longue démonstration. =
fond de vérité, maxime, figure se style. EX :
Les lois sont le prix à payer pour vivre sans violence
quotidienne. Aphorism.
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Aplysie : Gastéropode qui possède des neurones
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limace. Aplysia.
BYRNE, J.H., CASTELLUCI, V. & KANDEL, E.R. (1974).
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Apnée du sommeil :Trouble
du sommeil. Il s'agit d'un arrêt involontaire de de la
respiration au cours du sommeil.
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Aporie
: Dans une théorie ou un raisonnement,
contradiction que l'on ne peut résoudre ou éliminer.
Apostasie
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= déchirer sa carte de fidèle,
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Appareil
psychique : Expression générique et commune à plusieurs
théories pour désigner "ce qui se passe dans la tête", tant sur la
plan conscientqu'inconscient.
Cette expression est souvent utilisé pour marquer un contraste ou
une opposition avec "l'appareil biologique". Dans ce sens, cette
expression est synonyme d'esprit
car elle s'oppose aux propriétés matérielles du corps. Cependant,
le mot appareil, qui lui a un sens mécanique, rappelle
que cet esprit n'est pas totalement désincarné. Précisons
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psychanalytique qu'à toutes autres perspectives.=
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utilsation du savoir
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visuel et kinesthésique/tactile et écrire/lire (?). Par exemple,
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manipulant des legos (kinesthésique/tactile), d'autres en les
regardant (visuel). NDLR : Il est à noter que
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d'être confirmé par des recherches faibles sur le plan méthodologique, de
mal définir les styles cognitifs et d'être en porte-à-faux avec
les connaissances empiriques en apprentissage et en cognition,
etc. Précisons également que personne ne nie l'existence des préférences; ce
qui n'existe pas clairement, c'est le lien de causalité entre ces préférences
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(Sur-) : Méthode d'apprentissage
qui consiste à répéter
un comportement même
si objectivement ce comportement a atteint un haut niveau de
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automatisation. Overlearning, overtraining.
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pour apprendre il faut être actif et autonome,
donc agir, par opposition à un apprentissage plus traditionnel où
l'élève/étudiant écoute "sagement" le professeur. Agir nécessite
des efforts, par exemple en
posant des questions
en classe, en prenant
des notes lors d'un cours, en cherchant des informations sur
un site internet au
moyen d'un ordinateur, en rédigeant des fiches
de lecture, en faisant les exercices proposés par
l'enseignant, en répondant à ses questions-éclair,
bref en participant
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efforteteffet
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WHITLEY, J.D. (1970). Effects of practice distribution on
learning a fine motor task. Research Quarterly, 41,
576-583.
DOYON, J. (1997). Skill learning. International Review
of Neurobiology, 41, 273-294.
DOYON, J. (2008). Motor sequence learning and movement
disorders. Current Opinion in Neurology, 21,
478-483.
SPENCE, W.K. (1936). The nature of discrimination learning
in animals. Psychological Review, 43, 427-449.
LYTTON, H. & ROMNEY, D.M. (1991). Parents'
differential socialization of boys and girls : A
meta-analysis. Psychological Bulletin, 109,
267-296.
SPENCE, W.K. (1952). The nature of the response in
discrimination learning. Psychological Review, 59,
89-93.
BUTLER, R.A. (1953). Discrimination learning by rhesus
monkeys to visual-exploration motivation. Journal of
Comparative & Physiological Psychology, 46,
95-98.
WYKOFF, L.B. (1952). The role of observing responses in
discrimination learning. Psychological Review, 59,
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SENF, G. & MILLER, N.E. (1967). Evidence for positive
induction in discrimination learning. Journal of
Comparative & Physiological Psychology, 64,
121-127.
KELLEHER, R.T. (1956). Discrimination learning as a
function of reversal and nonreversal shifts. Journal
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LEA, S.G.E. & WILLS, A.J. (2008). Use of multiple
dimensions in learned discriminations. Comparative
Cognition & Behavior Reviews, 3, 115-133.
FREY, P.W. & COLLIVER, J.A. (1973). Sensitivity and
responsivity measures for discrimination learning. Learning
& Motivation, 4 (3), 327-342.
PEARCE, J.M., ESBERG. R., GEORGE D.N. & HASELGROVE, M.
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AUSUBEL, D.P. (1963). The psychology of meaningful
verbal learning. New York : Grune & Stratton.
ALWIN, D. (1991). Family of origin and cohort differences
in verbal ability. American Sociological Review, 56,
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EHRI, L.C. & McCORMICK, S. (1998). Phases of word
learning : Implications for instruction with delayed and
disabled readers. Reading & Writing Quarterly :
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HART, B. & RISLEY, T.R. (1999). The social world
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BLOOM, P. (2000). How children learn the meanings of
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HALBERDA, J. (2003). The development of a word-learning
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Apprentissage-éclair
: Acquisition rapide d'un comportement
par conditionnement
répondant, qui souvent ne nécessite aucune répétition.= apprentissage instantané,
apprentissage au premier essai, du premier coup.
Apprentissage-éclair et sensibilité
aux contingences.One-trial learning,
quick learning, rapid word learning.
ASHER, J.J. (1963). Evidence for genuine one-trial
learning. International Review of Applied Linguistics
in Language Teaching, 1 (1), 98-103.
CRAWFORD, J., HUNT, E. & PEAK, G. (1967). One-trial
learning of disjunctive concepts. Journal of Verbal
Learning & Verbal Behavior, 6 (2), 207-212.
ÖHMAN, A., ERIKSSON, A. & OLOFSSON, C. (1975).
One-trial learning and superior resistance to extinction
of autonomic responses conditioned to potentially phobic
stimuli. Journal of Comparative & Physiological
Psychology, 88 (2), 619-627.
RICE, M.L. (1990). Preschoolers’ QUIL : Quick incidental
learning of words. In G. Conti-Ramden & C.E. Snow
(Eds.), Children’s language (Vol. 7 pp. 171-195).
Hillsdale, NJ : Lawrence. Erlbaum
WOODWARD, A.L., MARKMAN, E.M. & FITZSIMMONS, C.M.
(1994). Rapid word learning in 13- and 18-month-olds. Developmental
Psychology, 30, 553-566.
OETTING, J.B., RICE M.L. & SWANK, L.K. (1995). Quick
incidental learning (QUIL) of words by school-age children
with and without SLI. Journal of Speech & Hearing
Research, 38, 434-445
BOUCHARD, P. et ST-AMANT, J.C. (1996). Réussite scolaire
des filles et émancipation des rôles sociaux de sexe. Apprentissage
et Socialisation, 17 (1-2), 35-47.
Apprentissage
expérientiel : Pour Kolb,
cette forme d'apprentissage,
qui repose sur des processus cognitifs, consiste à poser des
gestes, à observer les résultats obtenus, puis à tenter
d'expliquer ces résultats à l'aide d'hypothèses qui seront par la
suite soumises à un test de la réalité.
Experiential learning.
KOLB, D.A. & FRY, R. (1975). Toward an applied theory
of experiential learning. In C. Cooper (Ed.), Theories
of group process. London : John Wiley.
Apprentissage implicite :Apprentissage
réalisée sans intention d'apprendre, dans un contexte qui ne
cherche par expicitement à favoriser l'acquisition de nouvelles connaissances
ou de nouveaux comportements.
Apprentissage implicite etconnaissance
implicite.Implicit learning.
REBER, A.S. (1989). Implicit learning and tacit knowledge.
Journal of Experimental Psychology : General, 118,
219-235.
VINTER, S. & P. PERRUCHET (Dir.) (2002). Mémoires
et apprentissages implicites. Presses
universitaires franc-comtoises.
REBER, A.S. (1993). Implicit learning and tacit
knowledge : An essay on the cognitive unconscious.
New York : Oxford University Press.
PERRUCHET, S. et PACTON, S. (2004). Qu’apportent à la
pédagogie les travaux de laboratoire sur l’apprentissage
implicite ? L’Année Psychologique, 104, 121-146.
BERRY, D.C. & DIENES, Z. (1993). Implicit learning
: Theoretical and empirical issues. Hove, East
Sussex, UK : Lawrence Erlbaum Associates.
POPLAWSKA, A. (2007). Implicit learning - practical
implications of empirical research. Polish Journal of
Applied Psychology, 1 (5), 61-70.
EITAM, B., HASSIN, R.R. & SCHUL, Y. (2008).
Nonconscious goal pursuit in novel environments : The case
of implicit learning. Psychological Science, 19,
261-267.
ALTMAN, G.T.M., DIENES, Z. & GOODE, A. (1995).
Modality independence of implicitly learned grammatical
knowledge. Journal of Experimental Psychology :
Learning, Memory, & Cognition, 21, 899-912.
BERRY, D.C. (Ed.) (1997). How implicit is implicit
learning ? New York : Oxford Universty. Press.
FINE, A.B. & JAEGER, T.F. (2013). Evidence for
implicit learning in syntactic comprehension. Cognitive
Science, 37, 578-591. [PDF]
BIGAND, E., PERRUCHET, P. & BOYER, M. (1998). Implicit
learning of an artificial grammar of musical timbres. Cahiers
De Psychologie Cognitive/Current Psychology of
Cognition, 17, 577-600.
WILLINGHAM, D.B. & GOEDERT-ESCHMANN, K. (1999). The
relation between implicit and explicit learning : Evidence
for parallel development. Psychological Science, 10,
531-534.
PERRUCHET, P. (2016). Apprentissage implicite.
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DIENES, Z., ALTMANN, G. & GAO, S-J. (1999). Mapping
across domains without feedback : A neural network model
of implicit learning. Cognitive Science, 23,
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SCARDAMALIA, M. & BEREITER, C. (1989). Intentional
learning as a goal of instruction. In L.B. Resnick (Ed.),
Knowing, learning, and instruction : Essays in Honor
of Robert Glaser (pp. 361-392). Hillsdale, New
Jersey : Lawrence Erlbaum Associates.
Apprentissage
latent : Concept développé par Tolman
pour désigner un apprentissage qui
ne se manifeste pas immédiatement par une performance
(comportement).
Latent learning.
KENDLER, H.H. (1948). An investigation of latent learning in a T-maze. Journal of Comparative & Physiological Psychology, 40,
(4), 265-270.
MEEHL, P.E. & MacCORQUODALE, K.B. (1948). A further
study of latent learning in the T-maze. Journal of
Comparative & Physiological Psychology, 41,
372-396.
DEESE, J.E. (1950). A quantitative derivation of latent
learning. Psychological Review, 57, 291-294.
BAHRICK, H.P. (1952). Latent learning as a function of the
strength of unrewarded need states. Journal of
Comparative & Physiological Psychology, 45,
192-197.
KENDLER, H.H. (1952). What is learned ? A theoritical
blind alley. Psychological Review, 59, 269-277.
MEEHL, P.E. & MacCORQUODALE, K.B. (1953). Drive
conditioning as a factor in latent learning. Journal
of Experimental Psychology, 45, 20-24.
CHAMIZO, V.D. & MACKINTOSH, N.J. (1989). Latent
learning and latent inhibition in maze discriminations. Quarterly
Journal of Experimental Psychology, 41B, 21-31.
GÉRARD, P. et SIGAUD, O. (2001). Généralisation et
apprentissage latent dans les systèmes de classeurs. Extraction
des Connaissances et Apprentissage : Apprentissage
Automatique et Évolution Artificielle, 3 (1),
87-114.
SCHMAJUK, N.A. & VOICU, H. (2002). Latent learning,
detours, short cuts and cognitive mapping. Behavioral
Processes, 59, 67-86.
Apprentissage
moteur : Ensemble des comportements moteurs et des habiletés
motrices acquises grâce à l'exercice (plutot que
naturellement par développement). Motor
learning.
THELEN, E. (1995). The improvising infant : Learning about
learning to move. In M.R. Merrens & G.G. Brannigan
(Eds.), The developmental psychologists : Research
adventures across the lifespan (pp. 21-36). New
York : McGraw-Hill.
ADOLPH, K.E. (2008). Learning to move. Current
Directions in Psychological Science, 17, 213-218.
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DREWS, R., CHIVIACOSWSKY, S. & WULF, G. (2013).
Children's motor skill learning iIs influenced by their
conceptions of ability. Journal of Motor Learning
& Development, 1, 38-44. [PDF]
KITAGO, T. & KRAKAUER, J.W. (2013). Motor learning
principles for neurorehabilitation. In M.P. Barnes &
D.C. Good (Eds.), Handbook of Clinical Neurology
(Vol. pp. 93-103). Elsevier.
Apprentissage
par contingences : Dans la théorie de Skinner,
forme d'apprentissage qui consiste à
associer en contingence
un comportement à ses
conséquences en
présence d'un stimulus
discriminatif (ou Sd-R-C). =
conditionnement opérant et conditionnement opérant par
contingences.
Contingency governed behavior,
contingency-shaped .
HINELINE, P.N. & WANCHISEN, B.A. (1989). Correlated
hypothesizing and the distinction between
contingency-shaped and rule-governed behavior. In S.C.
Hayes (Ed.), Rule-governed behavior : cognition,
contingencies and instructional control (pp.
221-236). New York : Plenum.
Apprentissage
par essais et erreur : Forme d'apprentissage
au cours duquel l'organisme produit d'abord des comportements au
hasard (les essais), puis graduellement élimine ceux qui ne mènent
pas au but (les erreurs), pour ne produire finalement que ceux qui
y conduisent (comportement appris).
Trial-and-error
learning.
HULL, C.L. (1930). Simple trial-and-error learning : A
study in psychological theory. Psychological Review,
37, 241-256.
KAISER, D.H., ZENTALL, T.R. & GALEF, B.G. (1997). Can
imitation in pigeons be explained by local enhancement
together with trial-and-error learning ? Psychological
Science, 8, 459-465.
KOCH, K. SCHACHTZABEL, C., WAGNER, G., REICHENBACH, J.R.,
SAUER, H. & SCHLÖSSER, R. (2008). The neural
correlates of reward-related trial-and-error learning : An
fMRI study with a probabilistic learning task. Learning
Memory, 15, 728-732.
Apprentissage
par observation : Forme d'apprentissage
au cours duquel un individu
acquiert de nouveaux comportements
en observant
le comportement d'un objet ou d'un autre individu (le
modèle) plutôt qu'en faisant directement l'expérience de ce
comportement (par contingences). L'observation peut également
inclure les circonstances du comportement, ainsi que les conséquences.
Selon Bandura,
quatre processus cognitifs sont à l'oeuvre dans l'apprentissage
par modèle : attention, rétention,
reproduction, motivation.= apprentissage par modèle, apprentissage
vicariant.*imitation.Learning by observation, observational
learning, vicarious learning, social learning, modeling.
BANDURA, A. (1971/76). Social learning theory. /
L'apprentissage social. New York : General
Learning Press/Bruxelles : Mardaga.
BANDURA, A., ROSS, D. & ROSS, S.A. (1963). A
comparative test of the status envy, social power, and
secondary reinforcement theories of identificatory
learning. Journal of Abnormal & Social
Psychology, 67, 527-534. [PDF]
DEL RUSSO, J.E. (1975). Observational learning of
discriminative avoidance in hooded rats. Animal
Learning & Behavior, 3, 76-80.
BANDURA, A. (1965). Vicarious processes : A case of
no-trial learning. In L. Berkowitz (Ed.), Advances in
experimental social psychology (Vol. 2, pp. 1-55).
New York : Academic Press.
KOHN, B. (1976). Observation and discrimination learning
in the rat : Effects of stimulus substitution. Learning
& Motivation, 7, 303-312.
McAULEY, E. (1985). Modeling and self-efficacy : A test of
Bandura's Model. Journal of Sport Psychology, 7,
283-295.
[PDF]
BANDURA, A., GRUSEC, J.E. & MENLOVE, F.L. (1966).
Observational learning as a function of symbolization and
incentive set. Child Development, 37, 499-506.
BANDURA, A. (1968). A social learning interpretation of
psychological dysfunctions. In P. London & D.L.
Rosenhan (Eds.), Foundations of abnormal psychology.
New York : Holt, Rinehart & Winston.
TOMASELLO, M., DAVIS-DAVSILVA, M. CAMAK, L. & BARD, K.
(1987). Observational learning of tool-use by young
chimpanzees. Human Evolution, 2 (2), 175-183.
DEL RUSSO, J.E. (1971). Observational learning in hooded
rats. Psychonomic Science, 24, 37-45.
HEYES, C.M. & DAWSON, G.R. (1990). A demonstration of
observational learning in rats using a bidirectional
control. Quarterly Journal of Experimental
Psychology, 42, 59-71. [PDF]
LEIFER, A.D., COLLINS, W.A. GROSS, B.M., TAYLOR, P.H.,
ANDREW, L. & BLACKMER, E.R. (1971). Developmental
aspects of variables relevant to observational learning.
Child Development, 42 (5), 1509-1516.
GERGELY, G. (2003). What should a robot learn from an
infant ? Mechanisms of action interpretation and
observational learning in infancy. Connection Science,
13 (4), 191-209. [PDF]
PINKMAN, A.M. & JASWAL, V.K. (2011). Watch and learn ?
Infants privilege efficiency over pedagogy during
imitative learning. Infancy, 16 (5), 535-544.
TAVRIS,
C., WADE, C., GAGNON, A., GOULET, C. et WIEDMANN, P.
(1999/2007). Introduction à la psychologie : les
grandes perspectives. St-Laurent : ERPI.
Apprentissage
par problème :Problem-based
learning.
GUILBERT, L. et OUELLET, L. (1997). Étude de cas -
Apprentissage par problèmes. Québec : Presses de
l'Université du Québec.
BIGSBY, E. McMANUS, I.C., McCRORIE, P. & EDGWICK, P.
(2013). Which medical students like problem-based learning
? Education in Medicine Journal, 5 (1), 72-76.
Apprentissage
par renforcement artificiel : Forme d'apprentissage
artificiel qui consiste à utiliser un reforcement pour
apprendre une tâche à un robot ou
à tout autre machine équipée d'un ordinateur.
Reinforcement learning.
DAYAN, P. & BALLEINE, B.W. (2002). Reward, motivation
and reinforcement learning. Neuron, 36, 285-298.
[PDF]
DAYAN, P. & NIV, Y. (2008). Reinforcement learnin g :
The good, the bad and The ugly. Current Opinion in
Neurobiology, 18, 1-12.
[PDF]
DAYAN, P. & DAW, N.D. (2008). Decision theory,
reinforcement learning, and the brain. Cognitive,
Affective, & Behavioral Neuroscience, 8, 429-453.
[PDF]
PRADOS, J., CHAMIZO, V.D. & MACKINTOSH, N.J. (1999).
Latent inhibition and perceptual learning in a swimming
pool navigation task. Journal of Experimental
Psychology : Animal Behavior Processes, 25, 37-44.
GIBSON, E.J. (1991). An odyssey in Learning and
Perception. Cambridge, MA : MIT Press
BENNETT, C.H. & MACKINTOSH, N.J. (1999). Comparison
and contrast as a mechanism of perceptual learning ? Quarterly
Journal of Experimental Psychology, 52B, 253-272.
MACKINTOSH, N.J., KAYE, H. & BENNETT, C.H. (1991).
Perceptual learning in flavour aversion conditioning.
Quarterly Journal of Experimental Psychology, 43B, 297-322.
BENNETT, C.H., SCAHILL, V.L., GIFFITHS, D.P. &
MACKINTOSH, N.J. (1999). The role of inhibitory
associations in perceptual learning. Animal Learning
& Behavior, 27, 333-345.
TROBALON, J.B., CHAMIZO, V.D & MACKINTOSH, N.J.
(1992). Role of context in perceptual learning in maze
discriminations. Quarterly Journal of Experimental
Psychology, 44B, 57-73.
RICHARD, M. et BISSONNETTE, S. (2002). Le danger qui
guette la réforme de l’éducation québécoise : confondre
les apprentissages scolaires avec les apprentissages de la
vie. Vie Pédagogique, 123, 45-49.
ROSS, S.M., MORRISON, G.R. & LOWTHER, D.L. (2010).
Educational technology research past and present :
Balancing rigor and relevance to impact school learning. Contemporary
Educational Technology, 1 (1), 17-35. [PDF]
NOVAK, J.D. (2002). Meaningful learning : the essential
factor for conceptual change in limited or appropriate
propositional hierarchies (LIPHs) leading to empowerment
of learners. Science Education, 86 (4),
548-571. [PDF]
Apprentissage
social : Cette expression englobe un groupe de
théories, cognitives pour la plupart, qui met l'accent sur la
façon dont notre compréhension du milieu social influence nos comportements
(= apprentissages). Social learning.
MILLER, N. & DOLLARD, J. (1941). Social learning
and imitation. New Haven, CT : Yale University
Press.
FREEBERG, T.M. (2000). Culture and courtship in
vertebrates : a review of social learning and transmission
of courtship systems and mating patterns. Behavioural
Processes, 51, 177-192. [PDF]
MACCOBY, E.E. (1959). Role-taking in childhood and its
consequences for social learning. Child Development,
30, 239-252.
SMITH, V.A., KING, A.P. & WEST, M.J. (2002). The
context of social learning : association patterns in a
captive flock of brown-headed cowbirds. Animal
Behaviour, 63, 23-35. [PDF]
BANDURA, A. & WALTERS, R.H. (1963). Social
learning and personality development. New York :
Holt, Rinehart & Winston.
HAYNE, H. (2002). All forms of social learning are not
created equal. Developmental Science, 5 (1),
32-34.
WHITEHURST, G.J. (1978). The contributions of social
learning to language acquisition. Journal of
Contemporary Education, 3, 2-10.
BROWN, C. & LALAND, K.N. (2002). Social learning of a
novel avoidance task in the guppy : conformity and social
release. Animal Behaviour, 64, 41-47. [PDF]
GEWIRTZ, J.L. (1978). Social learning in early human
development. In A.C. Catania & T.A. Brigham (Eds.), Handbook
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READER, S.M. (2004). Distinguishing social and asocial
learning using diffusion dynamics. Learning &
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AKERS, R.L., KROHNL, M.D., LANZA-KADUCE, L. &
RADOSEVICH, M. (1979). Social learning and deviant
behavior : a specific test of a general theory. American
Sociological Review, 44, 636-655. [PDF]
CALL, J. & CARPENTER, M. & TOMASELLO, M. (2005).
Copying results and copying actions in the process of
social learning : chimpanzees (Pan troglodytes) and human
children (Homo sapiens). Animal Cognition, 8, 151-163.
[PDF]
FORTIN, A. (1985). Apprentissage social et conflit
cognitif. Cahiers de Psychologie Cognitive, 5
(1), 89-106.
OLSSON, A. & PHELPS, E.A. (2007). Social learning of
fear. Nature Neuroscience, 10, 1095-1102.
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GALEF, B.G. (1995). Why behavior patterns that animals
learn socially are locally adaptive. Animal Behaviour,
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FLYNN, E. & WHITEN, A. (2010). Studying childre's
social learning experimentally "in the wild". Learning
& Behavior, 38, 284-296.
NEILSEN, M., SUBIAUL, F., GALEF, B.G., ZENTALL, T.R. &
WHITEN, A. (Eds.) (2012). Social learning in humans and
non-human animals : theoretical and empirical dissections
: Special Issue. Journal of Comparative Psychology,
126, 109-205.
HEYES, C.M. & GALEF B.G. (1996). Social learning
and imitation : The roots of culture. New York :
Academic Press.
ZENTALL, T.R., CLEMENT, T.S., BHATT, R.S. & ALLEN, J.
(2012). Perspectives on social learning. Journal of Comparative
Psychology, 126, 114-128
HEYES, C.M. (2012). What's social about social learning ?
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MUTHUKRISHNA, M., MORGAN, T.J.H. & HENRICH, J. (2016).
The when and who of social learning and conformist
transmission. Evolution & Human Behavior, 37 (1),
10-20. [PDF]
TAVRIS, C., WADE, C., GAGNON, A., GOULET, C. et WIEDMANN,
P. (1999/2007). Introduction à la psychologie : les
grandes perspectives. St-Laurent : ERPI.
LE NY, J.-F. (1961). Généralisation et discrimination d'un
stimulus verbal dans un apprentissage stochastique chez
des enfants. L'Année Psychologique, 61, 79-96.
Apprentissage
spatial : Ensemble des
apprentissages qui permettent à un organsime de se se
déplacet et de s'orienter dans l'espace.
Spatial Learning, where to respond.
MIYAKAWA, T, YARED, E., PAK, J.H., HUANG, F.L., HUAMG,
K.P. & CRAWLEY, J.N. (2001). Neurogranin null
mutant mice display performance deficits on spatial
learning tasks with anxiety related components.
Hippocampus, 11 (6), 763-75.
MAHUT, H. & ZOLA, S. (1973). A non-modality specific
impairment in spatial learning after fornix lesions in
monkeys. Neuropsychologia, 11, 255-269
MORRIS, R.G.M. (1984). Developments of a water-maze
procedure for studying spatial learning in the rat. Journal
of Neuroscience Methods, 11, 47-60.
SHELTON, A.L. & GABRIELLI, J.D.E. (2004). Neural
correlates of individual differences in spatial Learning
strategies. Neuropsychology, 18 (3), 442-449.
GALLAGHER, M. & PELLEYMOUNTER, M.A. (1988). Spatial
learning deficits in old rats : A model for memory decline
in the aged. Neurobiology of Aging, 9, 549-56.
PEARCE, J.M. GRAHAM, M., GOOD, M.A., JONES, P.M. &
McGREGOR, A. (2006). Potentiation, overshadowing, and
blocking of spatial learning based on the shape of the
environment. Journal of Experimental Psychology :
Animal Behavior Processes, 32, 201-214.
BARNES, C.A. (1988). Spatial learning and memory processes
: The search for their neurobiological mechanisms in the
rat. Trends in Neurosciences, 11, 163-169.
O'LEARY, T.P., SAVOIE, V. & BROWN, R.E. (2011).
Learning, memory and search strategies of inbred mouse
strains with different visual abilities on the Barnes
maze. Behavioural Brain Research, 216 (2),
531-542.
PITTS, M.W. (2018). Barnes maze procedure for spatial
learning and memory in mice. Bio-protocol, 8 (5),
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Approche
: En psychologie,
ce terme a deux acceptions bien distinctes : a)Comportement qui
permet de réduire la distance qui sépare l'individu du stimulus
appétitif(congénère ou
objet convoité). Quand il concerne une congénère, l'approche peut
être considéré comme un comportement
prosocial; on parle davantage de curiosité
quand il s'agit d'un objet. Approach.b) Le terme
est aussi synonyme de perspective,
d'orientation, de théorie,
etc. Il renvoie à l'angle particulier que l'on emprunte pour
examiner une question, un objet
d'étude. Approach
a
KOHN, M. (1966). The child as a determinant of his peers
approach to him. Journal of Genetic Psychology, 109,
91-100.
FÖRSTER, J., HIGGINS, E.T. & IDSON, L.C. (1998).
Approach and avoidance strength during goal attainment :
Regulatory focus and the "goal looms larger" effect. Journal
of Personality & Social Psychology, 75,
1115-1131.
GREITEMEYER, T. & WEINER, B. (2003). Asymmetrical
attributions for approach versus avoidance behavior.
Personality & Social Psychology Bulletin, 29,
1371-1382.
CORR, P.J. & McNAUGHTON, N. (2012). Neuroscience and
approach/avoidance personality traits : A two stage
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St-Hyacinthe : Edisem.
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Approprier : Appropriation : Au sens strict, consiste à devenir
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(s'arroger). Ce terme est aussi utiliser de manière métaphorique
pour désigner une idée ou une thèse que l'on fait sienne (et avec
laquelle nous sommes tellement d'accord qu'elle devient notre
"propriété intellectuelle"). NDLR :Au Québec,
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désigner l'apprentissage d'une idée ou d'un concept, ce qui est à
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Approvisionnement
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choisir,
capturer, manger et
défendre ses ressources. Approvisionnement etcomportement
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Apraxie
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Donnée
réelle
Résultat
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8,6
9
8,67
8,7
8,4
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provoquée. Parfois, il s'agit du phénomène à l'étude, qui
n'existe qu'en laboratoire.=phénomène
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role of sex, gender, health factors, and job context in
workplace accommodation use among men and women with
Arthriti. Annals of Work Exposures & Health, 62
(4), 490-504.
GIGNAC, M.A.M., KRISTMAN, V., SMITH, P.M., BEATON, D.E.,
BADLEY, E.M., IBRAHIM, S. & MUSTARD, C.A. (2018). Are
there differences in workplace accommodation needs, use
and unmet needs among older workers with arthritis,
diabetes and no chronic conditions ? Examining the role of
health and work contex. Work Aging Retirement, 4 (4),
381-398. [PDF]
ARTHUR, W., DAY, E.A., BENNETT, W., McNELLY, T.L. &
JORDAN, J.A. (1997). Dyadic versus individual training
protocols : Loss and reacquisition of a complex skill.
Journal of Applied Psychology, 82, 783-791.
[PDF]
ARTHUR, W., BENNETT, W., STANUSH P.L. & McNELLY,
T.L. (1998). Factors that influence skill decay and
retention : A quantitative review and analysis. Human
Performance, 11, 57-101. [PDF]
ARTHUR W., BENNETT, W., EDENS, P.L. & BELL, S.T.
(2003). Effectiveness of training in organizations : A
meta-analysis of design and evaluation features. Journal
of Applied Psychology, 88 (2), 234-245. [PDF]
ARTHUR, W., TUBRE, T.C., PAUL, D.S. & EDENS, P.S.
(2003). Teaching effectiveness : The relationship
between reaction and learning evaluation criteria. Educational
Psychology, 23, 275-285. [PDF]
ARTHUR, W. & VILLADO, A.J. (2008). The importance of
distinguishing between constructs and methods when
comparing predictors in personnel selection research and
practice. Journal of Applied Psychology, 93,
435-442. [PDF]
Arthurs
Harry W. (Toronto 1935-) :
Avocat canadien et spécialiste de l'étude du
traval.
ARTHURS, H.W. (1971). Collective bargaining
by public employees in Canada : Five models. University
of Michigan-Wayne State University.
ARTHURS, H.W. (1984).
Labour law and industrial relations in Canada.
Butterworths.
ARTHURS, H.W. (1985). Without the law :
Administrative justice and legal pluralism in
nineteenth-century England. University of Toronto
Press.
ARTHURS, H.W. (2014). From theory and research to policy
and practice in work and employment - and beyond ? Relations
Industrielles/Industrial Relations, 69 (2),
423-446.
ARTHURS, H.W. (2019). Connecting the dots : The life
of an academic lawyer. McGill-Queen's University
Press.
Article
: Court texte publié dans une revue
scientifique. Il s'agit de la forme privilégiée par les scientifiques
pour communiquer
à la communauté
scientifique le résultat de leurs travaux de recherche
(découverte).
Il est rédigé dans un style
particulier, dit "scientifique". Cet ouvrage
se décline en plusieurs formats (Voir tableau ci-sessous). De nos
jours, la majorité des articles scientifiques sont évalués par des
comités de lecture
avant d'être publiés. Les textes qui ont l'allure d'un article
mais qui ne satisfont pas aux critères
scientifiques de la démarche scientifique sont des articles-bidon.
Parfois, certains articles sont publiés en supplément.
Noticeet article scientifique. (
): Voir tableau ci-dessous. =
article, papier. Scientific paper, paper,
scientific publication, research paper.
BÉLANGER, J. (1978). Images et réalités du béhaviorisme.
Philosophiques, 5 (1), 3-110. [PDF]
NOM,
INITIALE DU PRÉNOM (Année de l'édition). Titre de
l'article. Nom de la revue, Volume (Numéro),
Première et dernière pages de l'article.
O'CONNER, M. & WOODFORD, F.P. (1976). Writing
scientific papers in English. Amsterdam : Elsevier.
BLANCETT, S.S., FLANAGIN, A. & YOUNG, R.K. (1995).
Duplicate publication in the nursing literature. IMAGE
Journal of Nursing Scholarship, 27, 51-56.
APA Publication Manual Task Force. (1977). Guidelines for
nonsexist language in APA journals : Publication Manual
change sheet 2. American Psychologist, 32,
487-494.
KAZDIN, A.E. (1995). Preparing and evaluating research
reports. Psychological Assessment, 7, 228-237.
COX, W.M. (1977). Some changes in articles pub-
lished in the Journal ofAppliedPsychologyduring
a twenty-year period. Journal of Applied Psy-
chology, 62, 241-244.
DIENER, E. & CRANDALL, R. & (1978). Determining
authorships of scientific papers. Drug Intelligence
& Clinical Pharmacy, 12, 375.
BEM, D.J. (1995). Writing a review article for
Psychological Bulletin. Psychological Bulletin, 118,
172-177.
PEREC, G. (1981). Experimental demonstration of the
tomatotopic organization in the Soprano (Cantatrix
sopranica L.) [PDF]
+ [LIRE]
ARMSTRONG, J.S. (1984). Peer-review of scientific papers.
Journal of Biological Responses Modifiers, 3, 10-14.
[PDF]
EPSTEIN, S. (1995). What can be done to improve the
journal review process. American Psychologist, 50, 883-885.
DEE-LUCAS, D. & LARKIN, J.H. (1986). Novice strategies
for processing scientific texts. Discourse Processes,
9, 329-354.
BLAXTER, M. (1996). Criteria for the evaluation of
qualitative research papers. Medical Sociology News,
22 (1), 68-71. [PDF]
KOREN, G. (1986). A simple way to improve the chances for
acceptance of your scientific paper. New England
Journal of Medecine, 315, 1298.
BERO, L.A. & RENNIE, D. (1996). Influences on the
quality of published drug studies. International
Journal of Technology Assessment in Health Care, 12, 209-237.
SKINNER, B.F. (1987). "A thinking aid". Journal of
Applied Behavior Analysis, 20 (4), 379-380.
[PDF]
DEES, R. (1997). Writing the modern research paper.
Boston : Allyn & Bacon.
BEM, D.J. (1987). Writing the empirical journal article.
In M.P. Zanna & J.M. Darley (Eds.), The complete
academic : A practical guide for the beginning social
scientist (pp. 171-201). New York : Random House.
SUPPE, F. (1998). The structure of a scientific paper.
Philosophy of Science, 65 (3), 381-405.
DEE-LUCAS, D. & LARKIN, J.H. (1988). Novice rules for
assessing importance in science texts. Journal of
Memory & Language, 27, 288-308.
RIND, B., BAUSERMAN, R. & TROMOVITCH, P. (2000).
Science versus orthodoxy : Anatomy of the congressional
condemnation of a scientific article and reflections on
remedies for future ideological attacks. Applied
& Preventive Psychology, 9, 211-226.
ANGELL, M. & RELMAN, A.S. (1989). Redundant
publication. New England Journal of Medicine, 320, 1212-14.
DAVIDOFF, F., DeANGELIS, C.D., DRAZEN, J.M., HOEY, J.,
HOJGAARD, L., HORTON, R., KOTZIN, S., NICHOLLS, M.G.,
NYLENNA, M., OVERBEKE, J., SOX, H.C., VAN DER WEYDEN, M.B.
& WILKES, M.S. (2001). Sponsorship, authorship, and
accountability. Lancet, 25, 854-856. [PDF]
CHALMERS, I. (1990). Underreporting research is scientific
misconduct. Journal of Americam Medical Association,
263, 1405-1408.
NAKHAIE, M.R. (2002). Gender differences in publication
among university professors in Canada. The Canadian
Review of Sociology & Anthropology, 39 (2),
151-179.
GOPEN, G.D. & SWAN, J.A. (1990). The science of
scientific writing. American Scientist, 78,
550-558.
GREENAHIGH, T. (2003). How to read a paper.
London : BMJ Publishing Group.
BENOS, D., KIRK, K. & HALL, J. (2003). How to review a
paper. Advances in Physiology Education, 27 (2),
47–52.
HIGGINS, E.T. (1992). Increasingly complex but less
interesting articles : Scientific progress or regulatory
problem ? Personality & Social Psychology
Bulletin, 18, 489-492.
IOANNIDIS, J.P.A. (2005). Why most published research
findings are false. PLoS Medicine, 2, e124. [PDF]
KIRMAN, J. (1992). Good style : writing for science
and technology. London : E. & F.N. Spon.
WÜRBEL, H. (2007). Publications should include an animal
welfare section. Nature, 446, 257.
FINE, M.A. & KURDEK, L.A. (1993). Reflections on
determining authorship credit and authorship order on
faculty-student collaborations. American Psychologist,
48, 1141-1147. [PDF]
APA PUBLICATIONS & COMMUNICATIONS BOARD (2008).
Reporting standards for research in psychology : Why Do We
need them ? What might they be ? American
Psychologist, 63 (9), 839-851. [PDF]
HASLAM, N., BAN, L., KAUFMANN, L., LOUGHNAN, S., PETERS,
K., WHELAN, J. & WILSON, S. (2008). What makes an
article influential ? Predicting impact in social and
personality psychology. Scientometrics, 76,
169-185.
FORCHUK, C. & ROBERTS, J. (1993). How to critique
qualitative research articles. Journal of Canadian
Nursing Research, 25 (4), 47-55. [PDF]
ROSNOW, R.L. & ROSNOW, M. (2008). Writing papers
in psychology. Wadsworth/Cengage Learning.
BEINS, B.C. & BEINS, A.M. (2008). Effective
writing in psychology : Papers, posters, and
presentations. Malden : Blackwell Publishing.
KASHY, D.A. LUCAS, R.E. & DONNELLAN, M.B.
(2009). Ten ways to increase a paper’s chances for success
in the review process. Dialogue, 24, 8-9.
MILOSEVIC, I. & RADOMSKY, A.S. (2009). Review of
effective writing in psychology : Papers, posters, and
presentations. Canadian Psychology/Psychologie
Canadienne, 50 (3), 214-216.
ROSENFELD, R.M. (2010). How to review journal manuscripts.
Otolaryngology-Head & Neck Surgery, 142
(4), 472–486.
DAY, R.A. (Ed.) (1994). How to write and publish a
scientific paper. Phoenix : Oryx.
LARSEN, P.O. & VON INS, M. (2010). The rate of growth
in scientic publication and the decline in coverage
provided by Science Citation Index. Scientometrics,
84, 575-603.
GANS, J.S. & SHEPERD, G.B. (1994). How are the mighty
fallen-rejected classic articles by leading economists. Journal
of Economic Perspectives, 8 (1), 165-179.
COOPER, H. (2011). Reporting research in psychology :
How to meet the new standards for journal articles. Washington
DC : APA
THOMPSON, B. (1994). The big picture(s) in deciding
authorship order. American Psychologist, 49 (12),
1095–1096.
BORNMANN, L. & MUTZ, R. (2015). Growth rate of modern
science : a bibliometric analysis based on the number of
publications and cited references. Journal of the
Association for Information Science & Technology,
66, 2215-2222.
CIKARA, M., RUDMAN, L. & FISKE, S. (2012). Dearth by a
thousand cuts ? Accounting for gender differences in
top-ranked publication rates in social psychology. Journal
of Social Issues, 68, 263-285.
Article bidon : Article qui a des
allures scientifiques, mais dont les résultats ou la méthode ont
été inventés de toute pièce ou trafiqués
afin de confirmer les hypothèses
du chercheur ou de l'entreprise qui engage le chercheur. Bref, ces
articles ne satisfont pas aux critères de scientificité
de la communication
scientifique. Ils sont souvent signés par des auteurs
anonymes (ghost writer), parfois par des auteurs connus (Perec,
Sokal, Boghossian,
etc) qui cherchent à parodier un genre, une théorie ou un courant
de pensée. Article bidon, étude
indépendanteet fraude
scientifique.= faux article,
données contrefaites, bidouillages des résultats, falsification
des données. Fake publication, haunted
manuscript.
LAGNADO, M. (2002). Haunted papers. Lancet, 359,
902.
NGAI, S., GOLD, J.L., GILL, S.S. & ROCHON, P.A.
(2005). Haunted manuscripts : Ghost authorship in the
medical literature. Accountability in Research, 12
(2), 103-114.
LABBÉ, D. (2007). Experiments on authorship attribution by
intertextual distance in english. Journal of
Quantitative Linguistic, 14 (1), 33-80. [PDF]
LABBÉ, C. & LABBÉ, D. (2012). L'ordinateur peut-il
écrire ? Communication au Séminaire mathématique et
société. Université de Neuchâtel. [PDF]
LABBÉ, C. & LABBÉ, D. (2013). Duplicate and fake
publications in the scientific literature : how many
SCIgen papers in computer science ? Scientometrics,
94 (1), 379-396. [PDF]
SABEL, B.A., KNAACK, E., GIGERENZER, G. & BILC, M. (
). Fake publications in biomedical science : Red-flagging
method indicates mass production. MedRxiv.[PDF]
Exemples
PEREC, G. ( ). Experimental demonstration of the
tomatotopic organization in the Soprano (Cantatrix
sopranica L.) [PDF]
SOKAL, A. (1996). Transgressing the boundaries : Toward a
transformative hermeneutics of quantum gravity. Social
Text, 46/47, 217-252.
LINDSAY, J. & BOYLE, P. (2017). The conceptual penis
as a social construct. Cogent Social Science, 3
(1), 1-7. [PDF]
+ [PDF]
+ [PDF]
GONZALEZ, M. & JONES, L.A. (2018). Our struggle Is my
struggle : Solidarity feminism as an intersectional reply
to neoliberal and choice feminism. Affilia : Journal
of Women & Social Work. [PDF]
WILSON, H. (2018). Human reactions to rape culture and
queer performativity at urban dog parks in Portland,
Oregon. Gender, Place & Culture, 27 (2),
307-326. [PDF]
BALDWIN, R. (2018). Who are they to judge ? Overcoming
anthropometry and a framework for fat bodybuilding. Fat
Studies, 7 (3), 1-13. [PDF]
TRAMER, M.R., REYNOLDS, D.J., MOORE, R.A. & MCcQUAY,
H.J. (1997). Impact of covert duplicate publication on
meta-analysis : a case study. British Medical
Journal, 315 (7109), 635-640.
MORSE, W.H. & SKINNER, B.F. (1958). Some factors
involved in the stimulus control of operant behavior. Journal
of the Experimental Analysis of Behavior, 1 (1),
103-107. [PDF]
BEINS, B.C. & BEINS, A.M. (2008). Effective
writing in psychology : Papers, posters, and
presentations. Malden : Blackwell Publishing.
Article
historique : Format d'article
scientifique peu fréquent qui a pour objectif de rappeler
qui les événements marquants ou les découvertes d'un domaine de
recherche, qui la contribution d'un-e scientifique émérite, qui le
développement d'une théorie célèbre ou d'une méthode ou d'un outil
de recherche qui a fait école.
POSTMAN, L. (1947). The history and present status of
the law of effect. Psychological Bulletin, 44
(6), 489-563. [PDF]
Article
retiré :Article
scientifique retiré par la revue
qui a choisi de le publier. Les raisons de ce retrait sont
multiples : conflit d'intérêt non-déclaré ou trop marqué, fausses
données, article-cloné, fraude,
etc. Ces articles peuvent être corrigés et soumis de
nouveau. Retracted paper, retracted
article, retractions in academic publishing.
LEWANDOWSKY, S., COOK, J., OBERAUER, K. & MARRIOTT,
M. (2013). Recursive fury : Conspiracist ideation in the
blogosphere in response to research on conspiracist
ideation. Frontiers in Psychology, 4, 73.
/Retraction : Recursive fury : conspiracist ideation in
the blogosphere in response to research on conspiracist
ideation. Frontiers in Psychology, 5, 293. [PDF]
LOLORDO V.M. & ROSS R.T. (1990). Retraction of Ross
and LoLordo findings concerning blocking in serial
feature-positive discriminations. Journal of
Experimental Psychology : Animal Behavior Processes,
16 (4), 402–406.
NATH, S.B., MARCUS SC, DRUSS, B.G. (2006). Retractions in
the research literature : misconduct or mistakes ? The
Medical journal of Australia 185, 152-154.
ELANGO, B. (2021). Retracted articles in the
biomedical literature from Indian authors.
Scientometrics, 126, 3965-3981
BOZZO, A., BALI, A., EVANIEW, N. & GHERT, M.
(2017). Retractions in cancer research : a
systematic survey. Research Integrity & Peer
review, 2, 1-7.
BROWN, S.J., BAKKER, C.J. & THEIS-MAHON, N.R. (2022).
Retracted publications in pharmacy systematic reviews Journal
of the Medical Library Association, 110, 47-55
Article
soumis :Manuscrit
que l'on soumet à l'éditeur
d'une revue.
Pour être accepté, ce manuscrit doit satisfaire à au moins 4
conditions : 1) son sujet doit
correspondre aux intérêts de recherche de la revue; 2) Le contenu
du manuscrit correspond au
niveau actuel des connaissances du domaine d'étude; 3) Le
format du manuscrit respecte les normes
de rédaction de la revue; 4) Les corrections exigées par
l'éditeur ou le comité
de lecture doivent être faites à la satisfaction de
l'éditeur/comité de lecture, et ce dans les délais prescrits. Review
article.
Caractéristiques
d'un article soumis
Sujet
conforme aux intérêts de la revue
Contenu
logiquement et théoriquement compatible avec ce
que l'on sait
BARRETTE, C. (2004). Vers une méta-synthèse des impacts
des TIC sur l’apprentissage et l’enseignement dans les
établissements du réseau collégial québécois. De la
recension des écrits à l’analyse conceptuelle. Clic,
55, 8-15. [LIRE]
BISSONNETTE, S., RICHARD, M., GAUTHIER, C. et BOUCHARD,
C. (2010). Quelles sont les stratégies d’enseignement
efficaces favorisant les apprentissages fondamentaux
auprès des élèves en difficulté de niveau élémentaire ?
Résultats d’une méga-analyse. Revue de Recherche
Appliquée sur l’Apprentissage, 3.
FORNESS, S.R., KAVALE, K.A., BLUM, I.M. & LLOYD, J.W.
(1997). Mega-analysis of meta-analysis : What works in
special education. Teaching Exceptional Children, 19
(6), 4-9.
Article
sous forme de recension des écrits : Forme d'article
scientifique qui présente les découvertes, les faits
saillants et les avancées empiriques et théoriques d'un domaine de
recherche. Il ne s'agit pas d'un simple résumé puisque l'auteur
doit séparer le bon grain de l'ivraie, mais plutôt d'un texte
habituellement assez volumineux, rédigé à la suite d'une recension
des sources écrites, et qui présente l'état
de la question (ce que l'on sait dans un domaine donné). =
panorama, tour d'horizon. Review of
litterature.
RICHARD-BESSETTE, S. (1996). Les habiletés
hétérosociales des adolescents agresseurs sexuels : une
recension des écrits. Revue sexologique, 4
(1), 55-76.
Artificiel
: Artificiellement : Le mot a trois sens voisins : a)
Il qualifie tout objet ou
situation qui copie ou reproduit les propriétés essentielles d'un
modèle que l'on tient pour vrai ou original. L'artificiel est donc
un faux qui se donne des airs de vrai. NDLR :
Selon Goscinny, célèbre psychologue gaulois : «il faut un vrai pour
faire un faux sinon le faux ne fait pas vrai, pas vrai ?». / Naturel.b)
Le terme désigne également tout objet naturel transformé par
l'humain. /naturel.
c) Finalement, par opposition au milieu
naturel d'un objet d'étude, le mot artificiel renvoie aux
conditions mises en place par un chercheur pour reproduire
et étudier un phénomène en
laboratoire, et que l'on appelle une
expérience scientifique. Bien qu'elles puissent être
équivalentes aux caractéristiques du milieu naturel du sujet, ces
conditions ne sont jamais parfaitement identiques. =
intervention humaine. Artificiel, validité
écologiqueetlaboratoire.
Artificial.
SIMON, H.A. (1969/2004). Sciences of the artificial /
Les sciences de l'artificiel. Cambridge/Paris : MIT
Press/Gallimard.
SIMON, H.A. (1980). Cognitive science : The newest science
of the artificial. Cognitive Science 4, 33-46.
LEE, K. & CHOO, H. (2011). A critical review of
selective attention : an interdisciplinary perspective.
Artificial Intelligence Review, 40 (1), 27-50.
Artiste
: = créateur.Artist.
SKAGER, R.W., KLEIN, S.P. & SCHULTZ, C.B. (1967).
The prediction of academic and artistic achievement at a
school of design. Journal of Educational
Measurement, 4, 105-117.
FEIST, G.J. (1991). Synthetic and analytic thought :
Similarities and differences among art and science
students. Creativity Research Journal, 4, 145-155.
HAMMOND, J. & EDELMANN, R.J. (1991).The act of being
: Personality characteristics of professional actors,
amateur actors and non-actors. In G. Wilson (Ed.), Psychology
and performing arts (pp. 123-131). Amsterdam :
Swets & Zeitlinger.
MARCHANT-HAYCOCK, S.E. & WILSON, G.D. (1992).
Personality and stress in performing artists. Personality
& Individual Differences, 13, 1061-1068.
FEIST, G.J. (1998). A meta-analysis of personality in
scientific and artistic creativity. Personality
& Social Psychology Bulletin, 2, 290-309.
AGNOLI, S., CORAZZA, G.E. & RUNCO, M.A. Measuring
creativity through a multiple-measurement approach
within scientific and artistic domains. Creativity
Research Journal, 28 (2), 171-176.
ASARNOW, J.R. & BEN-MEIR, S. (1988). Children with
schizophrenia spectrum and depressive disorders : a
comparative study of premorbid adjustment, onset pattern
and severity of impairment. Journal of Child
Psychology & Psychiatry, 29, 477-488.
ASARNOW, J.R. & CARLSON, G. (1988). Suicide attempts
in preadolescent child psychiatry inpatients. Suicide
Life Threat Behavior, 18, 129-136.
ASARNOW, R.F., ASAMEN, J. GRANHOLM, E., SHERMAN, T. &
BECKWITH, L. (1994). Cognitive/neuropsychological studies
of children with a schizophrenic disorder. Schizophrenia
Bulletin, 20, 647-669.
ASARNOW, R.F., BROWN, W., STRANDBURG, R. & NELSON, P.
(1995). Children with a schizophrenic disorder :
Neurobehavioral studies. European Archives of
Psychiatry & Clinical Neuroscience, 245, 70-79.
ÄSBERG, M., THORÉN, P., TRÄSKMAN, L., BERTILSSON, L. &
RINGBERGER, V.-A. (1967). Serotonin depression : A
biochemical subgroup within affective disorders ? Science,
191 (4226), 478-480.
ÄSBERG, M., KRAGH-SORENSEN, P., MINDHAM, R.H. & TUCK,
J.R. (1973) International reliability and communicability
of a rating scale for depression.
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ÄSBERG, M., RINGBERGER, V.A., SJOQVIST, F., THORN, P.,
TRASKMAN, L. & TUCK, J.R. (1977). Monoamine
metabolites in the cerebrospinal fluid and serotonin
uptake inhibition during treatment with clomipramine.
Clinical Pharmacology & Therapeutics, 21, 201-207.
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the Beck Depression Inventory (BDI) and the self-rating
version of the Montgomery Äsberg Depression Rating Scale
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ASCH, S., BLOCK, H. & HERTZMAN, M. (1938). Studies in
the principles of judgments and attitudes : I. Two basic
principle of judgment. Journal of Psychology, 5,
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ASCH, S.E. (1946). Forming impressions of personality. Journal
of Abnormal & Social Psychology, 41, 258-290.
ASCH, S.E. (1951). Effects of group pressure on the
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Conformity to the experimenter and/or to the group ?
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Ashton
Heather Chrytal ( ) : Spécialiste
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ASHTON, M.C., LEE, K. & SON, C. (2000). Honesty as the
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ASHTON, M.C., LEE, K., PERUGINI, M., SAROTA, P., DE VRIES,
R.E., DI BLAS, L., BOIES, K. & DE RAAD, B. (2004). A
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A.J. (2011). An examination of happiness as a buffer of
the rumination-adjustment link : Ethnic differences
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YU, B., ZHANG, W., JING, Q., PENG, R., ZHANG, G. &
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AHMAD, K. (2001). Call for decriminalisation of
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(2002). Correlates of suicidal behaviors among Asian
American outpatient youths. Cultural Diversity &
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TSAI, J.L. & LEVENSON, R.W. (1997). Cultural
influences on emotional responding : Chinese American and
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600-625.
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gender role conflict : The role of Asian values,
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& CHO, S. (2007). Comparison of the child behavior
checklist profiles between community- and clinic-based
children with attention deficit hyperactivity disorder in
korea. The Canadian Journal of Psychiatry / La Revue
Canadienne de Psychiatrie, 52 (1), 61-65.
TSAI, Y.-W., TSAI, T.-I., YANG, C.-L & KUO, K.N.
(2008). Gender differences in smoking behaviors in an
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SOMEYA, T., TAKAGI, S., USHIJIMA, S., YAMAUCHI, K. &
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with ADHD in korea. Early Child Development &
Care, 178 (4), 399-414.
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LYNN, M. (2013). A comparison of Asians', Hispanics' and
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Asile
: Du grec asulon qui signifie «lieu
inviolable, où l'on trouve refuge». Il désigne les établissements
où sont soignés les malades mentaux. Les premiers asiles ont été
construits en France au début du 19e siècle. De nos
jours, on lui préfère le terme institut
psychiatrique.= maison de fous,
boîte à fous. Asylum.
GOFFMAN, E. (1961/88). Asylums : Essays on the social
situation of mental patients and other inmates . Garden
City, New York : Anchor Books. / Asiles. Études sur
la condition sociale des malades mentaux et autres
reclus. Paris : Minuit.
ROTHMAN, D.J. (1971). The discovery of the asylum :
Social order and disorder in the new republic.
Boston : Little, Brown.
BOUDREAU, F. (1984). De l’asile à la santé mentale.
Montréal : Les éditions coopératives Albert Saint-Martin.
GELLER, J. & HARRIS, M. (1994). Women of the
asylum. New York : Doubleday.
Asperger
Hans (Vienne 1906-1980 Vienne) : Psychiatre
et pédiatre autrichien.
En 1944, il a découvert et décrit une variante de l'autisme
qui porte aujourd'hui son nom, le syndrome
d'Asperger.
ASPERGER, H. (1944). Die "aunstisehen psychopathen" im
kindesalter. Archiv fur Psychiatrie und
Nervenkrankheiten, 117, 76-136.
ASPERGER, H. (1968). Zur differentialdiagnose des
kindlichen autismus. Acta Paedopsychiatrica, 35, 136-145.
ASPERGER, H. (1979). Problems of infantile autism. Communication,
13, 45-52.
Aspiration(s)
: Souvent au pluriel. Ce qu'un
individu souhaite faire ou devenir. Aspiration,
carrière et rêves. NDLR
: Généralement utilisé au pluriel.
Aspiration.
GARDNER, J.W. (1939). Level of aspiration in response to a
preaaranged sequence of scores. Journal of
Experimental Psycholgy, 25, 601-621.
SEARS, P.S. (1940). Level of espiration in academically
successful and unsuccessful children. Journal of
Abnormal & Social Psychology, 35, 498-536.
CHAPMAN, D.W. & VOLKMANN, J.A. (1939). Asocial
determinant of the level of aspiration. Journal of
Abnormal & Social Psychology, 34, 225-238.
FESTINGER, L. (1942). Wish, expectation and group standars
as factors influencing level of aspiration. Journal
of Abnormal & Social Psychology, 37, 184-200.
GOULD, R. (1939). An experimental analysis of "level of
aspiration". Genetic Psychology Monographs, 21, 1-116.
LEWIN, K., DEMBO, T., FESTINGER, L. & SEARS, P.S.
(1944). Leval of aspiration. Personality & the
Behavior Disorders, 1, 333-378.
ANDERSON, H.H. & BRANDT, H.F. (1939). Study of
motivation involving self-annoounced goals of fifth grade
children and the conceot of level of aspiration. Journal
of Social Psychology, 10, 209-232.
LEWIN, K., DEMBO, T., FESTINGER, L. & SEARS, P.S.
(1944). Level of aspiration. In J. McHunt (Ed.), Personality
and the behavior disorders (Vol. 1, pp. 333-378).
New York : Ronald Press.
Assassinat
:Meurtre
planifié et commis par un individu
instrumentalisé ou un meurtrier professionnel, généralement
pour des raisons politiques ou idéologiques.
ASSÉO, H. (1981). Le mestier de Bohesme. Mobilité et
stratégie de survie des Tziganes dans la société française
du XVe au XVIIe. Les Révoltes
Logiques, 14-15, 4-20.
ASSÉO, H. (1993). La politique nazie de liquidation des
tsiganes. Ethnies, 15, 25-36.
ASSÉO, H. (1999). Le sort des Tsiganes en Europe sous le
régime nazi. Revue d’Histoire de la Shoah, 167,
8-19.
ASSÉO, H. (2002). Les Tsiganes dans la transition à l'Est.
Historiens et Géographes, 77, 195-218.
ASSÉO, H. (2007). Marginalité inclusive et asocialité sous
le nazisme. Cahiers du Centre de recherches
Historiques, 40, 31-47.
Asseoir
: Sitting.
TWARDOSZ, S. & SAJWAJ, T. (1972). Multiple effects of
a procedure to increase sitting in a hyperactive, retarded
boy. Journal of Applied Behavior Analysis, 5
(1), 73-78. [PDF]
LINARES SCOTT, T.J., SHORT, E.J., SINGER, L.T., RUSS,
S.W. & MINNES, S. (2006). Psychometric properties of
the Dominic interactive Assessment : A computerized
self-report for children. Assessment, 13 (1),
16-26.
Assessment & Evaluation in Higher Education :Revue
scientifique qui s'intéresse à la
mesure et à l'évaluation
dans les collèges et à l'université.
Éditeur : Taylor & Francis.
WATCHEL, H.K. (1998). Student evaluation of college
teaching effectiveness : A brief review. Assessment
& Evaluation in Higher Education, 23,
191-210. [PDF]
Assimilation
: Ce mot a au moins deux acceptions : a)
Dans la théorie de Piaget,fonction cognitive
qui consiste à incorporer ou à intégrer un objet
(ou ses propriétés) à l'intérieur d'un schème
(structure cognitive). EX: Schème de préhension
: Écraser une tomate mûre en la saisissant comme s'il s'agissait
d'une balle dure. C-EX: Saisir un oeuf
délicatement en tenant compte de sa forme, de sa fragilité.
Accommodationet assimilation. =
intégrer, incorporer, absorber. b) Plus
largement, le terme renvoie aux nombreux changements
psychologiques vécus par un nouvel arrivant/immigrant qui épouse
totalement les formes de sa société
d'accueil (parfois jusqu'à en oublier ses propres
racines/origines). NDLR : En science, ce terme
semble tomber en désuétude au profit du mot acculturation.Assimilation.
a
LEGENDRE-BERGERON,
M.F. (1980). Lexique de la psychologie du
développement de Jean Piaget. Montréal : Gaëtan
Morin.
b
GORDON, M.M. (1964). Assimilation in American life.
New York, NY : Oxford University Press.
LEVIN, S., MATTHEWS, M., GUIMOND, S., SIDANIUS, J.,
PRATTO, F., KTEILY, N., PIPITAN, E.V. & DOVER, T.
(2012). Assimilation, multiculturalism, and colorblindness
: Mediated and moderated relationships between social
dominance orientation and prejudice. Journal of
Experimental Social Psychology, 48, 207-212. [PDF]
Association
: Associer : Ce mot a au moins trois acceptions
voisines : a) il désigne un regroupement formel
d'individus (au moins
trois) autour d'un projet ou d'un objectif
commun. En ce sens, il est synonyme de groupe
formel. Il existe de nombreuses associations dont le mandat et de faire et de promouvoir la science. Association, équipe de recherche et entreprise.
= groupe formel.
Association, society, college, reseearch team.b)
En apprentissage, il
désigne un lien créée dans le cerveau
sous l'influence du milieu.
Il peut s'gir d'une association entre deux stimuli(conditionnement répondant),
d'une association entre un comportement
et un stimulus-conséquence (conditionnement
opérant), d'une association entre différentes formes
d'information (images, proposition, etc.). Sur le plan biologique,
ces liens seraient tissés entre les neurones
(synapses) sous
l'influence du milieu (acquis) ou du code génétique (inné).
Association, associative learning.c) Finalement
en statistique, ce terme est synonyme de relation, de liaison ou
de corrélation.
= liaison, relation. Association,
correlation, pathway.
KANTOR, J.R. (1921). Association as a fundamental process
of objective psychology. Psychological Review, 28,
385-424.
SLAMECKA, N.J. (1985). Ebbinghaus : Some associations.
Journal of Experimental Psychology : Learning, Memory
& Cognition, 11, 496-500.
WINDHOLZ, G. & LAMAL, P.A. (1986). Pavlov and the
concept of association. Pavlovian Journal of
Biological Science, 21, 12-15.
WASSERMAN, E.A. & MILLER, R.R. (1997). What's
elementary about associative learning ? Annual Review
of Psychology, 48, 573-607.
WADDELL, S. & SHORS, T.J. (2008). Neurogenesis,
learning and associative strength. European Journal
of Neuroscience, 28, 5290-5294.
[PDF]
c
YULE, G.U. (1900). On the association of attributes in
statistics. Philosophical Transactions of the Royal
Society : London A, 194, 257-319.
YULE, G.U. (1912). On the methods of measuring association
between two attributes. Journal of the Royal
Statistical Society, 75, 579-642.
YULE, G.U. (1922). On the application of the x2 method to
association and contingency tables, with experimental
illustrations. Journal of the Royal Statistical
Society : Series B, 85, 95-104.
SCHERRER,
B. (1984). Biostatistique. Chicoutimi : Gaëtan
Morin.
Association
Américaine d'Anthropologie :American
Anthropological Association.
AMERICAN ANTHROPOLOGICAL ASSOCIATION (1998). American
Anthropological Association statement on "race". [LIRE]
Association
Américaine de Psychiatrie :Association
américaine de psychiatrie.American Psychiatric
Association, APA.
Association
Américaine de Psychologie : APA :Association
de psychologues fondée
en 1892. Elle compte alors 42 membres. Son premier président est Stanley
Hall.American Psychological
Association, APA.
Association
Américaine pour l'Étude Scientifique des Phénomènes Paranormaux
et des Pseudosciences : Voir Comité
d'Enquête des Sceptiques.
Association
des Professeur-e-s du du Réseau Collégial Québecois : APPRCQ
: Association fondée
il y a plus de vingt ans, l'APPRCQ regroupe, comme son nom
l'indique, tous ceux et celles qui enseignent
dans le réseau collégial du
Québec. En plus de publier un bulletin - L'Empan - qui
paraît quatre fois entre septembre et mai, cette association
organise chaque fin d'année scolaire un stage de perfectionnement,
appelé Psycho-stage, dont les ateliers peuvent porter sur des
thèmes aussi variés que des exercices de laboratoire, des
discussions autour du programme de sciences humaines, ou encore de
nouveaux développements dans un secteur de la psychologie.
MORRIS, E.K. TODD, J.T., MIDGLEY, B.D., SCHNEIDER, S.M.
& JOHNSON, L M. (1990). The history of behavior
analysis : Some historiography and a bibliography. The
Behavior Analyst, 13, 131-158. [PDF]
MORRIS, E.K., BAER D.M., FAVELL, J.E., GLENN, S.S.,
HINELINE, P.N., MALOTT, M.E. & MICHAEL, J. (2001).
Some reflections on twenty-five years of the Association
for Behavior Analysis. The Behavior Analyst, 24,
125-146. [PDF]
Association
Francophone d'Éthologie, d'Écologie et d'Évolution : AFEEE
:
Association
Française pour l'Information Scientifique : AFIS
:
Association
Internationale pour l'Évaluation du Rendement Scolaire : AIE : Cette association
mène deux vastes enquête -
TEIMS et PIRLS
- qui évaluent l'acquisition des habiletés en mathématiques,
en français et en
sciences. IEA.
Association libre : Technique
thérapeutique développée par Freud
qui vise à faire resurgir les conflits
inconscients et qui consiste pour le patient
à dire spontanément tout ce qui lui vient à l'esprit (même si cela
peut sembler mal ou vexant pour son psychologue/thérapeute). Free
association.
JUNG, C.G. (1910). The association method. American
Journal of Psychology, 21, 219-269.
JONES, E. (1959). Free associations : Memoirs of a
psycho-analyst. London : Hogarth Press.
KRIS, A. (1982). Free association : Method and
process. New Haven, Ct : Yale University Press.
SILLAMY,
N. (1989). Dictionnaire de la psychologie. Paris
: Larousse.
Association
pour la Recherche au Collégiale : ARC :
Voir Cégep/Collège.
Association
Psychanalytique Internationale :Association
fondée par Freud en 1910
pour contrer les nombreuses impostures des psychanalystes
autodidactes et auto-proclamés.
International
Psychoanalytical association.
HUME, D. (1748/1983). An enquiry concerning human
understanding / Enquête sur l'entendement humain.
Paris : Flammarion.
RYDER, D. & FAVOROV, O.V. (2001). The new
Associationism : A neural explanation for the predictive
powers of cerebral cortex. Brain & Mind, 2,
161-194.
TIMBERLAKE, W. (1994). Behavior systems, associationism,
and Pavlovian conditioning. Psychonomic Bulletin
& Review, 1, 405-420.
DICKINSON, A. (2002). Opposing associationism. Trends
in Cognitive Science, 6 (12), 538
MACKINTOSH, N.J. (2003). Pavlov and associationism. The
Spanish Journal of Psychology, 6, 177-184. [PDF]
Assuétude : Dépendance
à une substance ou à une activité qui n'est pas nécessairement nocive
ou toxique pour
l'organisme. EX: Le chocolat. NDLR :
Si la substance ou l'activité est nocive ou toxique, comme une
drogue, on utilise de préférence le terme dépendance.
= dépendance, accoutumance, attachement, besoin. Addiction.
Astéréognosie : Du grec stereo, qui signifie "solide,
forme" et de gnosie qu veut dire "connaître". Incapacité
à nommer un objet
même si on reconnaît
ses propriétés,
notamment par le toucher. Astereognosis, visual agnosia, psychic
blindness.
GERTSMANN, J. (2001). Pure tactile agnosia. Cognitive
Neuropsychology, 18 (3), 267-274.
CREER, T.L. (1979). Asthma therapy : A behavioral
health care system for respiratory disorders. New
York : Springer.
COHEN, S. & RODRIGUEZ, M. (2000). Stress, asthma and
upper respiratory infections. In D.P. Skoner (Ed.),
Asthma and respiratory infections. New York :
Marcel Dekker. [LIRE]
CREER, T.L. & KOTSES, H. (1983). Asthma : Psychologic
aspects and management. In E. Middleton, C.E. Reed &
E.F. Ellis (Eds.), Allergy : Principles and practice
(pp. 1016-1035). St. Louis : Mosby.
BROWN, E.S., KHAN, DA., NEJTEK, V.A., THOMAS, N.R. &
MAHADI, S.F. (2001). Depressive symptoms and functioning
in asthma patients. Primary Care Psychiatry, 6 (4),
155-161.
DEVINE, E.C. (1996). Meta-analysis of the effects of
psychoeducational care in adults with asthma. Research
in Nursing & Health, 19, 367-376.
LEHRER P., FELDMAN, J., GIARDINO, N., SONG, H.-S. &
SCHMALING, K. (2002). Psychological aspects of asthma. Journal
of Consulting & Clinical Psychology, 70,
691-711.
LAVOIE, K.L., CARTIER, A., LABRECQUE, M., BACON, S.L.,
LEMIÈRE, C., MALO, J.-L., LACOSTE, G., BARONE, S.,
VERRIER, P. & DITTO, B. (2005). Are psychiatric
disorders associated with worse asthma control and quality
of life in asthma patients ? Respiratory Medicine, 99
(10), 1249-1257.
LAVOIE, K.L. & BACON, S.L. BARONE, S, CARTIER, A,
DITTO, B. & LABRECQUE, M. (2006). What is worse for
asthma control and quality of life : depressive disorders,
anxiety disorders, or both ? Chest, 130 (4),
1039-1047.
WRIGHT, R.J., RODRIGUEZ M. & COHEN, S. (1999). Review
of psychosocial stress and asthma : An integrated
biopsychosocial approach. Thorax, 53, 1066-1074.
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ASHER, M.I., MONTEFORT, S., BJOKSTEN, B., LAI, C.K.W.,
STRACHAN, D.P., WEILAND, S.K. & WILLIAMS, H. (2006).
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Asymétrie
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acceptions : a) Au sens strict, absence de
symétrie.= A=B.
/symétrie.
Asymmetry. b) En
statistique, désigne la position de la moyenne par rapport à
la médiane. On dira d'une distribution qu'elle a une asymétrie nulle
(égalité ou symétrie) si la médiane et la moyenne sont
identiques; que l'asymétrie est positive si quelques valeurs
supérieures aux autres déplacent la moyenne vers la droite de la
médiane; que l'asymétrie est négative si quelques valeurs
supérieures aux autres déplacent la moyenne vers la gauche de la
médiane. Skewness.c)
En éthologie et en
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dominance sociale, qui indique l'écart entre deux individus sur le
plan physique (taille, poids, force, etc.), comportemental
(agressivité, reconnaissance, familiarité avec le milieu) ou
environnemental (accès aux ressources sexuelles et alimentaires).
On utilise également ce concept pour désigner la différence entre
les ressources de deux
individus. = A > B. Social
asymmetry. d) Finalement, on utilise
ce terme pour désigner l'inégale contribution des deux hémisphères
du cerveau au
fonctionnement biologique et psychologique des animaux,
y compris les humains. =latéralisation
des hémisphères, asymétrie fonctionnelle, asymétrie
cérébrale.
Brain asymmetry.
a
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c
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d
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lequel l'individu ferait usage de sa raison
sans être influencé par ses émotions
ou ses sentiments.=
raison pure, effet Spock.
Atavisme
: Réapparition chez un individu d'un caractère
quelconque des ascendants, caractère demeuré latent dans le génotype
de l'espèce pendant une ou
plusieurs générations.
Athéisme
: Athé : Doctrine
philosophique qui nie l'existence d'un dieu ou d'une force suprême
au dessus des humains et de la nature (divinité).
Il y a plusieurs raisonnements qui mènent à cette conclusion; l'un
d'eux - la preuve empirique de l'inexistence de dieu - consiste à
affirmer que les phénomènes qui n'ont jamais été observés
directement ou indirectement, quels qu'ils soient, n'existent tout
simplement pas (jusqu'à preuve du contraire). Un autre
raisonnement - la preuve de l'incohérence de l'existence de dieu -
soutient qu'aucune théorie (évolution, relativité, etc) ne permet
de postuler l'existence de dieu; en conséquence, cette croyance
est en contradiction totale avec le savoir actuel. La plupart des
athés considèrent les
religions actuelles comme nuisibles. Certains auteurs
considèrent cependant que, chez nos ancêtres, la religion à
favoriser la constitution et la cohésion de grands
groupes en accordant au leader
de ces groupes une autorité divine
qui décuple son pouvoir de
persuasion (Vous irez en enfer !) et sa capacité de punir
(Dieu vous regarde...), toute chose de nature à convaincre... un
sceptique. Bref, pour les athés, l'humain a créé dieu, et non
l'inverse, pour servir ses intérêts iindividuel et, parfois,
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Attachement
(Styles) :Ainsworth
décrit trois formes d'attachementchez l'humain : 1)
l'attachement empreint de sécurité (la forme la plus fréquente). Maternal
secure-base, secure attachment.2)
l'attachement empreint d'anxiété (ou d'angoisse); 3)
l'attachement empreint d'ambivalence. Ces deux dernières formes
sont anxiogènes et peuvent conduire au développement
de pathologies.
Attitudinal ambivalence toward
parents and attachment style. Main et Salomon proposent
une quatrième forme : l'attachement insécurisant désorganisé.
Certains psychologues considèrent que la mère ne peut s'attacher à
son enfant car l'attachement nécessite non seulement un lien
émotif, mais également un sentiment
de sécurité que seul l'enfant ressent. =
profil d'attachement. Attachment
styles, pattern of attachement.
Tous
les styles
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Support seeking and support giving within couples in an
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Psychology, 62, 434-446.
AINSWORTH, M.D.S., BLEHAR, M.C., WATERS, E. & WALL, S.
(1978). Patterns of attachment : A psychological
study of the strange situation. Hilldale NJ :
Erlbaum.
BUTNER J., DIAMOND, L.M. & HICKS, A.M. (2007).
Attachment style and two forms of emotion coregulation
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MACBETH, A., SCHWANNAUER, M. & GUMLEY, A. (2008). The
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Attaque
: Attaquer : Le terme a plusieurs acceptions a)
En Éthologie,comportement
agonostique qui consiste à s'approcher d'un congénère
(ou d'une proie), assez près pour le faire fuir,
lui infliger des douleurs
ou une blessure. Attaquer, agressionet combat.Attack, physical aggression, aggressive
behavior.b) En linguistique,
l'attaque désigne le premier son prononcé d'une syllabe. Attaque,
syllabe etrime.= début d'un mot. c) Dans le sport,
on utilise également le terme pour désigner les
joueurs chargés de marquer des points. Attaque etdéfense.
a
HUTCHINSON, R.R., AZRIN, N.H. & HUNT, G.M. (1968).
Attack produced by intermittent reinforcement of a
concurrent operant response. Journal of the
Experimental Analysis of Behavior, 11 (4), 489-495.
[PDF]
GEEN, R.G. (1968). Effects of frustration, attack, and
prior training in aggressiveness upon aggressive behavior.
Journal of Personality & Social Psychology,
9, 316-321.
FLORY, R. (1969). Attack behavior as a function of
minimum inter-food interval. Journal of the
Experimental
Analysis of Behavior, 12 (5), 825-828. [PDF]
GENTRY, W.D. (1968). Fixed-ratio schedule-induced
aggression. Journal of the Experimental Analysis of
Behavior, 11 (6), 813-817. [PDF]
AZRIN, N.H., RUBIN, H.B. & HUTCHISON, R.R. (1968).
Biting attack by rats in response to aversive shock.
Journal of the Experimental Analysis of Behavior, 11
(5), 633-639. [PDF]
POWELL, D.A., FRANCIS, J., BRAMAN, M.J. &
SCHNEIDERMAN, N. (1969). Frequency of attack in
shock-elicited aggression as a function of the performance
of individual rats. Journal of the Experimental
Analysis of Behavior, 12 (5), 817-823. [PDF]
KNUTSON, J.F. (1970). Aggression during the fixed-ratio
and extinction components of a multiple schedule of
reinforcement. Journal of the Experimental Analysis
of Behavior, 13 (2), 221-231. [PDF]
DOVE, L.D., RASHOTTE, M.E. & KATZ, H.N. (1974).
Development and maintenance of attack in pigeons during
variable-interval reinforcement of key pecking. Journal
of the Experimental Analysis of Behavior, 21 (3),
463-469.
[PDF]
ATTALI, J. (1973). Analyse économique de la vie
politique. Paris : Presses Universitaires de
France.
ATTALI, J. (1997). Économie de l'apocalypse - Trafic
et prolifération nucléaire. Paris : Fayard.
ATTALI, J. (2006). Une brève histoire de l'avenir. Paris
: Fayard.
ATTALI, J. (2002). Les Juifs, le monde et l'argent -
Essai. Paris : Fayard.
ATTALI, J. (2007). L'avenir du travail. Paris :
Fayard.
Attardo
Salvatore (Anderlecht 1962-) :Linguiste
américain, d'origine belge, et spécialiste de l'étude de
l'humour.
ATTARDO, S. (1988). Trends in European humor rsearch :
Towards a text model.Humor : International Journal of
Humor Research, 1 (4), 349-369.
ATTARDO, S. (1991). Script theory revis(it)ed : Joke
similarity and joke representation model. Humor :
International Journal of Humor Research, 4 (3/4),
347-411.
ATTARDO, S. (1997). The semantic foundations of cognitive
theories of humor. Humor : International Journal of
Humor Research, 10 (4), 395-420.
ATTARDO, S. (2000). Irony as relevant inappropriateness.
Journal of Pragmatics, 32, 793-826.
ATTARDO, S., HEMPELMANN, C.F. & DI MAIO, S. (2002).
Script oppositions and logical mechanisms : Modeling
incongruities and their resolutions. Humor :
International Journal of Humor Research, 15 (1),
3-46.
Attendre : Ce concept a au moins deux significations distinctes
(mais sans doute complémentaires) : a) Pour
certains auteurs, l'attente désigne simplement une absence de comportement
dans un contexte où un renforcement n'est pas encore
disponible. Attendre consiste donc à ne rien faire jusqu'à ce
quelle que chose (un renforcement) se produise. Dans ce sens, il
renvoie au concept de délai
de renforcement ou de gratification.
Pour les béhavioristes,
les comportements d'attente sont des comportements qu'un organisme
émet entre deux renforcements(délai de
renforcement). Certains programmes de renforcement augmentent
ou diminuent le
temps d'attente. En clair, on apprend à attendre. b)
Pour d'autres auteurs, «attendre» consiste à ne pas faire
immédiatement ce que l'on souhaite faire, donc à inhiber
ses comportements ou à faire autre chose entre temps (comportement
alternatif) jusqu'à ce que l'on puisse faire ce que l'on
souhaite (= obtenir un renforcement).
Attendre etpatience.Wait, waiting.
BEAUNIS, H.E. (1885). Influence de la durée de l'attente
sur le temps de réactions. Revue Philosophique, 20,
330-331.
KARNIOL, R. & MILLER, D.T. (1983). Why not wait ? : A
cognitive model of self-imposed delay termination. Journal
of Personality & Social Psychology, 45,
935-942.
HUTCHINSON, R.R., AZRIN, N.H. & HUNT, G.M. (1968).
Attack produced by intermittent reinforcement of a
concurrent operant response. Journal of the
Experimental Analysis of Behavior, 11 (4),
489-495.
[PDF]
WYNNE C.D.L., STADDON, J.E.R. & DELIUS, J.D. (1996).
Dynamics of waiting in pigeons. Journal of the
Experimental Analysis of Behavior, 65 (3), 603-618.
[PDF]
BRUNIA, C.H. & VAN BOXTEL, G.J. (2001). Wait and see.
International Journal of Psychophysiology, 43
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McGUIRE, K., KIMES, S., LYNN, M., PULLMAN, M. & LLOYD,
R. (2010). A framework for evaluating the customer wait
experience. Journal of Service Management, 21
(3), 269-290
Attente : État cognitif (ou comportement verbal chez les
béhavioristes) qui décrit ce que l'on croit qui devrait nous
arriver (EX : je vais réussir cet examen) ou ce que les autres
devraient faire (EX : L'examen de ce professeur sera difficile).
Attente, expectationet
prédire. = conséquence prévue,
conséquence attendue, appréhension. ( ):
Voir tableau ci-dessous. Expectation,
expectancy, expectancy effect.
MEEHL, P.E. & MacCORQUODALE, K. (1951). Some
methodological comments concerning expectancy theory. Psychological
Review, 58, 230-233.
HARRIS, M.J. (1991). Controversy and cumulation :
Meta-analysis and research on interpersonal expectancy
effects. Personality & Social Psychology
Bulletin, 17, 316-322.
MacCORQUODALE, K.B. & MEEHL, P.E. (1953). Preliminary
suggestions as to a formalization of expectancy theory. Psychological
Review, 60, 55-63.
WANOUS, J., POLAND, T., PREMACK, S. & DAVIS, S.
(1992). The effects of met expectations on newcomer
attitudes and behaviors : A review and meta-analysis.
Journal of Applied Psychology, 77 (3), 288-297. [PDF]
MURASKIN, J. & IVERSON, M.A. (1958). Social expectancy
as a function of judged social distance. Journal of
Social Psychology, 48, 11-14.
SCHLINGER, H.D. (1993). Learned expectancies are not
adequate scientific explanations. American
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WERNER, M.J., WALKER, L.S. & GREENE, J.W. (1993).
Alcohol expectancies, problem drinking, and adverse health
consequences. Journal of Adolescent Health, 14, 446-452.
ROTTER, J.B. (1966). Generalized expectancies for internal
versus external control of reinforcement. Psychological
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GEWIRTZ, J.L. & PÉLAEZ-NOGUERAS, M.
(1993)."Expectancy" : Sleight-of-hand mentalism, not
mechanism or process. American Psychologist, 48 (11),
1156-1157.
KATZELL, M.E. (1968). Expectations and dropouts in schools
of nursing. Journal of Applied Psychology, 72,
393-400.
TAYLOR, M.C. (1993). Expectancies and the perpetuation of
racial inequity. In P.D. Blanck (Ed.) Interpersonal
expectations : Theory, research, and application
(pp. 88-124). New York : Cambridge University Press.
TRAPOLD, M.A. (1970). Are expectancies based upon
different positive reinforcing events discriminably
different ? Learning & Motivation, 1, 129-140.
ROSENTHAL, R. (1994). Interpersonal expectancy effects : A
30-year perspective. Current Directions in
Psychological Science, 3, 176-179.
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OLSON, J.M., ROESE, N.J. & ZANNA, M.P. (1996).
Expectancies. In E.T. Higgins & A.W. Kruglanski
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principles (pp. 211-238). New York : Guilford.
ROSENTHAL, R. & RUBIN, D.B. (1978). Interpersonal
expectancy effects : The first 345 studies. The
Behavioral & Brain Sciences, 3, 377-386.
SOMMER, W., LEUTHOLD, H. & MATT, J. (1998). The
expectancies that govern the P300 amplitude are mostly
automatic and unconscious. Behavioral & Brain
Sciences, 21, 149-150.
PETERSON, G.B., WHEELER, R.L. & TRAPOLD, M.A. (1980).
Enhancement of pigeons'conditional discrimination
performance by expectancies of reinforcement and
nonreinforcement. Animal Learning & Behavior, 8,
22-30.
WALL, A., HINSON, R.E. & MCKEE, S.A. (1998). Alcohol
outcome expectancies, attitudes toward drinking and the
theory of planned behavior. Journal of Studies on
Alcohol, 59, 409-419.
DARLEY, J.M. & FAZIO, R.H. (1980). Expectancy
confirmation processes arising in the social interaction
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CROW, R., GAGE, H., HAMPSON, S. & HART, J. (1999). The
role of expectancies in the placebo effect and their use
in the delivery of health care : a systematic review. Health
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GREENHAUS, J.H., SEIDEL, C. & MARINIS, M. (1983). The
impact of expectations and values on job attitudes. Organizational
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JONES, B.T., CORBIN, W. & FROMME, K. (2001). A review
of expectancy theory and alcohol consumption.
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ALLOY, L.B. & TABACHNICK, N. (1984). Assessment of
covariation by humans and animals : The joint influence of
prior expectations and current situational information. Psychological
Review, 91, 112-149.
PALFAI, T.P. & OSTAFIN, B.D. (2003). The influence of
alcohol on the activation of outcome expectancies : The
role of evaluative expectancy activation in drinking
behavior. Journal of Studies on Alcohol, 64, 111-119.
MORELAND, R.L. & SWEENEY, P.D. (1984).
Self-expectancies and reactions to evaluations of personal
performance. Journal of Personality, 52, 156-176.
SAVAGE, L.M., BUZETTI, R.A. & RAMIREZ, D.R. (2004).
The effects of hippocampal lesions on learning, memory,
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HARRIS, M.J. & ROSENTHAL, R. (1985). Mediation of
interpersonal expectancy effects : 31 meta-analyses. Psychological
Bulletin, 97 (3), 363-386.
SCHULT, C.A. & McINTSOH, J.L. (2004). Employing
computer-administered exams in general psychology :
student anxiety and expectations. Teaching of
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KIRSCH, I. (1985). Response expectancy as a determinant of
experience and behavior. American Psychologist, 40 (11),
1189-1202.
ROESE, N.J. & SHERMAN, J.W. (2007). Expectancy. In
A.W. Kruglanski & E.T. Higgins (Eds.), Social
psychology : Handbook of basic principles (pp.
91-115). New York, NY : Guilford Press.
GOOD, T.L. (1987). Two decades of research on teacher
expectations : Findings and future directions. Journal
of Teacher Education, 38, 32-47.
BELLEBAUM, C. & DAUM, I. (2008). Learning-related
changes in reward expectancy are reflected in the
feedback-related negativity. European Journal of
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RATHER, B. C. & SHERMAN, M. F. (1989). Relationship
between alcohol expectancies and length of absti- nence
among Alcoholics Anonymous members. Addictive
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expectation enhance respons e to suggestion ?
De-automatization illuminates a conundrum. Consciousness
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NEUBERG, S.L. (1989). The goal of forming accurate
impressions during social interactions : Attenuating the
impact of negative expectancies. Journal of
Personality & Social Psychology, 56, 374-386.
ATLAS, L.Y. & WAGER, T.D. (2012). How expectations
shape pain. Neuroscience Letters, 520 (2),
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Attente des participants :
Lors d'une d'une recherche, ce qu'un sujet croit devoir faire (ou ne pas faire) ou dire (ou ne
pas dire) lors d'une recherche, et qui ne correspond pas toujours
aux consignes (mais plutôt à ce qui est désirable
de dire ou faire). Attentes des participants,
effet Hawthorne etdésirabilité
sociale.= attente des sujets.
Demand characteristics.
ORNE, M.T. (1959). On the social psychology of the psychological experiment : with particular reference to demand characteristics and their implications. American Psychologist, 17, 776-783.
ORNE, M.T. (1969). Demand characteristics and the concept of quasi-controls. In R. Rosenthal & R.L. Rosnow (Eds.), Artifact in behavioral research (pp. 143-179). New York : Academic Press.
ROSENTHAL, R. (1966). Experimenter effects in
behavioral research. New York : Appleton.
ORNE, M.T. (1969). Demand characteristics and the concept of quasi-controls. In R. Rosenthal & R.L. Rosnow (Eds.), Artifact in behavioral research (pp. 143-179). New York : Academic Press.
ROSENTHAL, R. & ROSNOW, R.L (Eds.) (1966). Artifact
in behavioral research. New York : Academic Press.
ROSENTHAL, R. (1994). Interpersonal expectancy effects : A
30-year perspective. Current Directions in Psychological
Science, 3 (6), 177-179. [PDF]
ROSENTHAL, R. (2009). Experimenter effects in behavioral
research. In R. Rosenthal & R.L. Rosnow (Eds.),
Artifacts in behavioral research (pp. 287-666).
Oxford, England : Oxford University Press.
ROSENTHAL, R. (2009). Interpersonal expectations : Effects
of the experimenter's hypothesis. In R. Rosenthal &
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Attente
des enseignants/professeur :Attente
des enseignants eteffet
pygmalion. Teacher expectation,
Pygmalion and the student.
ROSENTHAL, R. & JACOBSON, L. (1968). Pygmalion in
the classroom. New York : Holt, Rinehart and
Winston.
RIST, R.C. (1970). Student social class and teacher
expectations : The self-fulfilling prophecy in ghetto
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GOOD, T.L. & FINDLEY, M.J. (1985). Sex Role
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BAKSH, I. & MARTIN, W. (1984). Teacher Expectation and
the Student Perspective. The Clearing House, 57, 341-342.
GOOD, T.L. & DEMBO, M. (1973). Teacher expectations :
Self-report data. School Review, 81 (2),
247-253.
GOOD, T.L. & WEINSTEIN, R.S. (1986). Teacher
expectations, a framework for exploring classroom
effectiveness. In K. Kepler (Ed.), ASCD Yearbook :
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GOOD, T.L. (1987). Two decades of research on teacher
expectations : Findings and future directions. Journal
of Teacher Education, 38, 32-47.
WEINSTEIN, R.S., MARSHALL, H.H. & SHARP, L. &
BOTKIN, M. (1987). Pygmalion and the student : Age and
classroom differences in children's awareness of teacher
expectations. Child Development, 58 (4),
1079-1093.
GOOD, T.L. & BROPHY, J.E. (1973). The influence of
teacher attitudes and expectations upon classroom
behavior. In R. Coop & K. White (Eds.), Psychological
concepts in the classroom. New York : Harper &
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JUSSIM, L. (1989). Teacher expectations : Self-fulfilling
prophecies, perceptual biases, and accuracy. Journal
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SUTHERLAND, A. & GOLDSCHMID, M.L. (1974). Negative
teacher expectation and IQ change in children with
superior intellectual potential. Child Development,
45, 852-856.
COTTON, K. & WIKELUND, K. (1989). Expectations
and student outcomes. School Improvement Research
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COOPER, H.M., BARON, R.M. & LOWE, C.A. (1975). The
importance of race and social class information in the
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Attente dysfonctionnelle : État cognitif (ou comportement
verbal) qui décrit une conséquence peu probable ou impossible eu
égard à la nature du comportement émis ou des conditions dans
lesquelles ce comportement est émis.
Dysfonctional expectancy.
Attention
: Le concept a deux sens voisins, selon la perspective :
a)Fonction
cognitive qui trie ou sélectionne l'information
contenue dans les mémoires
sensorielles. Dans la théorie du traitement
de l'information de Shiffrin et Atkinson,
cette fonction joue le rôle d'un filtre entre les mémoires
sensorielles et la mémoire
à court terme. La masse d'information contenue dans les
mémoires sensorielles est tellement grande que le cerveau est
incapable de tout traîter simultanément : un tri doit donc être
fait. Dans la plupart des
modèles cognitifs, l'attention agit donc comme un filtre.
Pour jouer ce rôle, le cerveau doit d'abord se concentrer (sustain
function) sur un stimulus (objet ou tâche) de manière à retenir
les éléments essentiels (propriétés) de ce stimulus. La rétention
de ces éléments jouent notamment un rôle essentiel dans
l'exécution d'une tâche. Ensuite, le cerveau
doit être en mesure de décrocher (shift function). c'est-à-dire
cesser de se concentrer sur le stimulus choisi pour en détecter un
nouveau. b) Premier processus cognitif de l'apprentissage
par observation selon
Bandura, qui consiste à sélectionner les comportements ou
les caractéristiques observés chez le modèle.
= filtre attentionnel sélectif.
Attention etcontrôle
de l'attention. ( ): Voir
tableau ci-dessous. Attention, attentional
processes, attention skill, attentional filtering.
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Attribution (Erreur ou biais d') : Attribution
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et donc à privilégier des explications du comportement qui
reposent esentiellement sur des
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bias (de correpondance) lorsqu'elle est commise
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Attribution
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Le trouble panique (de
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(symptômes) que le malade attribue souvent à une crise cardiaque
(cause de nature biologique). Chez le malade, cette confusion peut
amplifier la panique et l'amener à se rendre à l'urgence alors
qu'un peu de détente ou de relaxation pourrait faire diminuer le
symptôme en question. Chez le médecin, cette confusion du patient
peut conduire à un mauvais diagnostic ou à augmenter le délai pour
poser un bon diagnostic. Biological
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Attribution
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SUMMERS, G. & FELDMAN, N.S. (1984). Blaming the victim
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Attribution
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BRODY, L.R. & CARTER, A. (1982). Children's emotional
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GOTLIB, I.H. & ABRAMSON, L.Y. (1999). Attributional
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GALPERIN, A., FESSLER, D.M.T., HASELTON, M.G. &
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Attribution
du sexe : Déclaration officielle faite à la naissance
d'un nouveau-né et qui consiste à déterminer s'il s'agit d'un
garçon ou d'une fille. Cette déclaration est retardée lorsque que
le sexe biologique du nouveau-né est ambigu
(intersexué). L'origine de cette ambiguïté est soit
génétique, soit lié à un incident (circonsision ou excision ratée,
accident de voiture, brûlure importante, mutilation des organes,
etc). = assignation du sexe.
Sex assignment, Assignment of sex.
TETER, J. & BOCZKOWSKI, K. (1965). Errors in
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Attribution
externe : Selon la théorie, processus
cognitif ou comportement verbal (règle
de contingence) qui consiste à attribuer la cause d'un
comportement à un facteur ou une situation externe à l'individu
(milieu physique ou social). EX: J'ai perdu ma
partie de tennis (comportement) en raison de la piètre qualité de
l'éclairage (cause externe). C-EX: J'ai perdu ma
partie de tennis (comportement) en raison de la piètre qualité de
mon service (cause interne). External
attribution, situational attribution.
GILMOR, T.M. & MINTON, H.L. (1974). Internal and
external attribution of task performance as a function of
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Attribution
interne : Suivant la théorie, processus
cognitif ou comportement verbal (règle
de contingence) qui consiste à attribuer la cause d'un
comportement à un facteur ou disposition interne (traits de
personnalité ou états biologiques). EX: J'ai
perdu ma partie de tennis (comportement) en raison de la piètre
qualité de mon service (cause interne). C-EX:
J'ai perdu ma partie de tennis (comportement) en raison de la
piètre qualité de l'éclairage (cause externe). Internal
attribution, dispositional attribution.
GILMOR, T.M. & MINTON, H.L. (1974). Internal and
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Audience : Auditoire
: Ensemble d'individus
qui assistent à un événement, qui observent ou écoutent un
individu (un politicien, une vedette, un
professeur, etc). Si ces individus contribuent à l'événement
ou soutiennent les parties prenantes, on les nomme
"partisan". La seule présence de ces individus influence le
comportement des acteurs.
Audience, effet
d'audienceet facilitation
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Austin
John Langshaw (Lancaster 1911-1960) : Philosophe
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AUSTIN, J.L. (1959). Sense and sensibilia.
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Australasian
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l'éducation et à ses problèmes. Éditeur : Australian
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Australian
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Auteur-e
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Co-authorship,
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Un
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l'on défend ou l'efficacité du médicament
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scientifique etétude
indépendante.= écrivain
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authentique Ming. =natuel,
véritable, vrai. Genuine, real.
b) Toute chose qui émane de la personne qui l'a créée.
EX : Ce tableau est un vrai Corno. /réplique.
c) Dans la perspective humaniste,
désigne une vertu thérapeutique favorisant la croissance
du client ou de la
personne, condition par laquelle le thérapeute doit faire preuve
de congruence en se
présentant à son client tel qu'il est réellement, sans censure
et sans artifices. = sincère, vrai. d)
En éducation, on
l'utilise également pour qualifier un exemple
ou un exercice qui se
rapproche du vécu ou du quotidien de l'élève/étudiant. EX
: faire compter des biscuits au chocolat plutôt que des
clous de six pouces. = familier,
concret. Authenticity.
a
b
c
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Auto-analyse
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européens. = Premières Nations,
nations autochtones, Amérindien, Indien, aborigène. Autochtone, cultureetlangues
autochtones. Indians, first nations,
Indigenous peoples, Indian society, aboriginal communities,
American-Indian, native, native
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elle-même. En dépit du peu de recherches, de la faible qualité de
celles-ci (pas de groupe de
contrôle ou placebo,
mesure peu valide
ou fidèle, manque de contrôle des variables parasites) ou de la
maigre récolte de
données probantes, les tenants de cette idée et leurs
défenseurs la propagent comme s'il s'agissait d'une indiscutable
vérité et toute contestation revêt les allures d'une hérésie ou
est assimilé à un complot.
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Autocratie
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individus qui dirigent le gouvernement tirent leur pouvoir du
pleuple (demos) - régime
politique qui repose sur le pouvoir
d'un seul inidividu, le monarque,
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Autodescription
: Renseignements fournis par le participant d'une
recherche ou le patient d'une thérapie sur sa "vie intérieure"
(cognition, émotion, opinion, crainte, etc.) ou ses relations avec
autrui (comportements sociaux). =
auto-évaluation, rapport
verbal. Self-report.
NISBETT, R.E. & WILSON, T.D. (1977). Telling more than
we can know : Verbal reports on mental processes. Psychological
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ZUCKERMAN, M., PORAC, J., LATHIN, D., SMITH, R. &
DECI, E.L. (1978). On the importance of self-determination
for intrinsically motivated behavior. Personality
& Social Psychology Bulletin, 4, 443-446.
DECI, E.L. & RYAN, R.M. (1985). Intrinsic
motivation and self-determination in human behavior.
New York, London : Plenum Press.
RYAN, R.M. & DECI, E.L. (2000). Self-determination
theory and the facilitation of intrinsic motivation,
social development, and well- being. American
Psychologist, 55, 68-78.
DECI, E.L., CONNELL, J.P. & RYAN, R.M. (1989).
Self-determination in a work organization. Journal of
Applied Psychology, 74, 580-590.
DECI, E.L. & RYAN, R.M. (2000). The "what" and "why"
of goal pursuits : Human needs and the self-determination
of behavior. Psychological Inquiry, 11 (4),
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DECI, E.L., VALLERAND, R.J., PELLETIER, L.G. & RYAN,
R.M. (1991). Motivation and education : The
self-determination perspective. The Educational
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RYAN, R.M., WILLIAMS, G.C., PATICK, H. & DECI, E.L.
(2009). Self-determination theory and physical activity :
The dynamics of motivation in development and wellness. Hellenic
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Autodétermination
(des peuples) : Capacité d'un
peuple à disposer de lui-même, donc à décider, généralement
par voie de référendum,
d'être ou non souverain
ou indépendant.
CHRISTAKIS, T. (1999). Le droit à l'autodétermination
en dehors des situations de décolonisation. CERIC,
Monde Européen et international.
Autodiagnostic
erroné :
EHLERS, A. MARGRAF, J., ROTH, W.T., TAYLOR, C.B. &
BIRBAUMER, N. (1988). Anxiety induced by false heart rate
feedback in patients with panic disorder. Behaviour
Research & Therapy, 26, 1-11.
EHLERS, A. & BREUER, P. (1992). Increased cardiac
awareness in panic disorder. Journal of Abnormal
Psychology, 101, 371-382.
Auto-efficacité
: Chez Bandura,
désigne le sentiment
de réussite plus ou moins grand qu'un individu éprouve à
l'idée d'exécuter une tâche, quelle qu'elle soit. =
sentiment d'efficacité, assurance. Self-efficacity.
BANDURA, A. (1977). Self-efficacy : Toward a unifying
theory of behavioral change. Psychological Review,
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WIEDENFELD, S.A., O'LEARY, A., BANDURA, A., BROWN, S.,
LEVINE, S. & RASKA, K. (1990). Impact of perceived
self-efficacy in coping with stressors on components of
the immune system. Journal of Personality &
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BANDURA, A. (1978). Reflections on self-efficacy. In S.
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empowerment effects : A self-efficacy analysis. Journal
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BANDURA, A. (1980). Gauging the relationship between
self-efficacy judgment and action. Cognitive Therapy
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ZIMMERMAN, B.J., BANDURA, A. & MARTINEZ-PONS, M.
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of self-efficacy beliefs and personal goal-setting. American
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BANDURA, A. & SCHUNK, D.H. (1981). Cultivating
competence, self-efficacy and intrinsic interest through
proximal self-motivation. Journal of Personality
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BANDURA, A. (1993). Perceived self-efficacy in cognitive
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BANDURA, A. (1981). Self-referent thought : A
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ZIMMERMAN, B.J., BONNER, S. & KOVICH, R. (1996). Developing
self-regulated learners : Beyond achievement to
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TELCH, M.J., VANCIGUERRA, P., AGRAS, P., STOUT. A.L. &
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BANDURA, A. (1984). Recycling misconceptions of perceived
self-efficacy. Cognitive Therapy & Research, 8,
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PASTORELLI, C., CAPRARA, G.V., BARBARANELLI, C., ROLA J.,
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children's perceived self-efficacy : A crossnational
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BANDURA, A. (1986). Fearful expectations and avoidant
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BANDURA, A., CAPRARA, G.V., BARBARANELLI, C., GERBINO, M.
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self-regulatory efficacy in diverse spheres of
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Theoretical issues in the study of trust and human
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MORAY, N., RODRIGUEZ, D. & CLEGG, B. (2000). Levels of
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ENDSLEY, M.R. & KIRIS, E.O. (1995). The
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MORAY, N., INAGAKI, T. & ITOH, M. (2000). Adaptive
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MUIR, B.M. & MORAY, N. (1996). Trust in automation.
Part II. Experimental studies of trust and human
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MADHAVAN P., WIEGEMANN, D.A. & LACSON, F.C. (2003).
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PARASURAMAN, R. & RILEY, V. (1997). Humans and
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MADHAVAN P., WIEGEMANN, D.A. (2004). A new look at the
dynamics of human-automation trust : Is trust in humans
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Automation failures on tasks easily performed by operators
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MADHAVAN P. & WIEGMANN, D.A. (2007). Similarities and
differences between human-human and human-automation trust
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Automatisme : Automatique : Automaticité
: Se dit d'un processus ou d'une fonction
qui se déroule sans interruption du début jusqu'à la fin dès que
certaines conditions sont réunies. Qualifie par extension un
processus psychologique. Automatisme et traitement
automatique.Automaticity, Automatic
human information processing.
JANET, P. (1889). L'automatisme psychologique.
Paris : Alcan.
PERRUCHET, P. (1988). Une évaluation critique du concept
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Automutilation
: Ensemble de comportements
qui consiste à se blesser volontairement, mais qui n'implique pas
nécessairement une intention
suicidaire. Plusieurs techniques de modification du
comportement sont utilisées pour diminuer la fréquence de ces
comportements, notamment le jet
d'eau sur la tempe et les décharges
électriques sur le bout des doigts, le retrait
d'une situation renforçante. Automutilation, parasuicideetsuicide.Self-mutilation, Self Injurious
Behavior, (SIB), nonsuicidal self-injury
(NSSI), self-injury, self-harm, deliberate self-harm, cutting,
aberrant behavior, dangerous behavior, self-mutilative behavior,
self-destruction, self-destructive behavior, head-banging,
non-suicidal self-injurious behavior.
MENNINGER, K. (1935). A psychoanalytic study of the
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IWATA, B.A., DORSEY, M.F., SLIFER, K.J., BAUMAN, K.E.
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LOVAAS, O.I., FREITAG, G., GOLD, V. & KASSORLA, I.C.
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Autonomie : Autonome
: Capacité de décider
et d'agir soi-même, sans l'aide
ou l'encadrement des
autres. L'autonomie fait l'objet de nombreuses recherches dans les
milieux scolaire et de travail.= indépendance. /dépendance.
Autonomy.
JESSOR, R. (1963). On studying autonomy - without
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Autopsie
: Examen médical post-mortem d'un corps ou d'un cerveau
dans le but de trouver les causes (ou indices) de cette mort.
Parmi ces causes, on compte les maladies,
notamment l'alzheimer. Autopsy.
COLEMAN, L.W., DIGRE, K.B. & STEPHENSON, G.M. (2002),
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Autorisation
: Permission formelle d'agir qu'une
autorité accorde à autrui, généralement par écrit.
Autorisation
de publication : Autorisation légale accordée par un auteur
à un éditeur pour
publier son texte dans le domaine privé ou public. Il va de soi
que cette permission n'autorise ni le plagiat
ni les emprunts sans citation de
la dite publication.Copyright permission.
Autoritarisme
: Le mot renvoie à trois réalités voisines : a)
Chez Adorno, l'autoritarisme
est un trait ou ou une forme
de personnalité qui se
caractérsise par des valeurs et
des attitudes qui
encouragent l'usage des gestes anti-démocratique
et dans certains cas le recourt à la force
et à la violence..
Autoritarisme etéchelle
F. b) Le mot renvoie également à un
style de comportement
ou de gestion (personnel,parental,gouvernemental,d'entreprise, etc.) qui
repose essentiellement sur le recours à la menace,
à la punition et
parfois à la force, toute
forme de pouvoir d'influence que confère l'autorité./Laisser-faire. =
personnalité autoritaire Authoritarian
personality. c) Caractérise un régime
politique qui recourt à la police
ou à l'armée pour réprimer,
généralement par la force et la violence, toute forme d'opposition
à son autorité ou toute opposition
susceptible de saper les fondements de cette autorité.
Autoristarisme, violence et idéologie. Authoritarianism.
a
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Auto-stop
: Comportement
d'aide qui consiste à transporter gratuitement une personne
qui en fait la demande sur la rue en levant son pouce.
Hitchhiking.
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Autosurveillance
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observer attentivement ses comportements
ou ses processus
cognitifs et à corriger ses erreurs,
au besoin, au fur et à mesure qu'elles se produisent (pendant
l'exécution d'une tâche, donc en temps
réel). Ce processus se déroule donc en deux opérations :
s'observer, puis se corriger. =
surveillance de soi. Self-monitoring.
Autoverbalisation
: Ce que se dit un sujet (comportement
verbal), à haute voix ou non, et qui peut soit guider, soit
nuire à l'exécution d'un comportement,
d'une tâche. Autoverbalisation et règle
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en présence d'une foule (= audience)
composée d'une majorité
de partisans.
Avantage du terrain, effet de la foule etpriorité
de résidence.= avantage de la
glace, du terrain, jouer à domicile, chez soi.
Home advantage, home field advantage.
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intervention messages on knowledge of gambling risk,
irrational beliefs and behaviour. International
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SKURNIK, I., YOON, C., PARK, D.C. & SCHWARZ, N.
(2005). How warnings about false claims become
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Aveugle
: Le mot a deux significations voisines : a)
En science, le
terme a un sens métaphorique et renvoie à l'idée que, lors d'une recherche,
il est préférable que les participants,
les chercheurs ou même
le comité de lecture
(chargé d'examiner l'article
qui rapportera cette recherche) soient tous volontairement tenu
dans l'ignorance de certaines informations qui pourraient modifier
leur comportement
pendant la recherche (participants), leur opinion
(participants), leur jugement,
(participants), leurs observations
(chercheur + assistant), leur
interprétation (chercheur), leur neutralité
et leur décision
de publier (comité), toute chose susceptible de compromettre
la validité interne
de cette recherche. À cette fin, il existe en science des plans
de recherche qui permettent de réduire ces menaces à la
validité interne. = sujet naïf, à
l'insu des participants. Blind. b)
Synonyme de cécité. Blindness.
Aveuglement
volontaire : Stratégie cognitive qui consiste à ignorer
volontairement une réalité que l'on considère comme désagréable ou
sans intérêt, même si cette réalité est objectivement importante.
Contrairement au a déni, que
l'on considère parfois comme synonyme, l'aveuglement volontaire
est en partie conscient. = faire
comme si de rien n'était, passer outre, se tromper soi-même, se
mentir.
Self-deception.
SACKEIM, H.A. & GUR, R.C. (1978). Self-deception,
self-confrontation, and consciousness. In Consciousness
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GUR, R.C. & ACKEIM, H.A. (1979).
Self-deception : A concept in search of a phenomenon.
Journal of Personality &Social Psychology, 37 (2),
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SACKEIM, H.A. & GUR, R.C. (1979). Self-deception,
other-deception, and self-reported psychopathology. Journal
of Consulting & Clinical Psychology, 47 (1),
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BACH, K. (1981). An analysis of self-deception.
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351.
ESTERSON, A. (2001). The mythologizing of psychoanalytic
history : Deception and self-deception in Freud's account
of the seduction theory episode. History of
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SACKEIM, H.A. & GUR, R.C. (1985). Voice recognition
and the ontological status of self-deception. Journal
of Personality & Social Psychology, 48 (5),
1365–1368.
PETERSON, J.B., DRIVER-LINN, E. & DEYOUNG, C.G.
(2002). Self-deception and impaired categorization of
anomaly. Personality & Individual Differences, 33
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JOHNSTON, M. (1988). Self-deception and the nature of
mind. In B. McLaughlin & A. O. Rorty (Eds.),
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NOREM, J.K. (2002). Defensive self-deception and social
adaptation among optimists. Journal of Research in
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SAHDRA, B.B. & THAGARD, P. (2003). Self-deception and
emotional coherence. Minds & Machines, 13, 213–231.
STROM, J. & BARONE, D.F. (1993). Self-deception,
self-esteem, and control over drinking at different stages
of alcohol involvement. Journal of Drug Issues, 23.
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BARNES, A. (2007). Seeing through self-deception.
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EREZ, A., JOHNSON, D.E. & JUDGE, T.A. (1995).
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GENTLER, T.S. (2007). Self-deception as pretense. Philosophical
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SHAPIRO, D. (1996). On the psychology of self-deception. Social
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VAN LEEUWEN, D.S.N. (2007). The spandrels of
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AMES, R.T. & DISSANAYKE, W. (Eds.) (1996).
Self and deception. New York : State University of
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BOAG, S. (2007). Realism, self-deception & the logical
paradox of repression. Theory & Psychology, 17 (3),
421-447.
SACKEIM, H.A. & GUR, R.C. (1997). Flavors of
self-deception : Ontology and epidemiology. Behavioral
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FERRARI, J.R., GROH, D.R., RULKA, G., JASON, L.A. &
DAVIS, M.I. (2008). Coming to terms with reality :
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BALCETIS, E. (2008). Where the motivation resides and
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BAYNE, T. & FERNÀNDEZ, J. (2009). Delusion
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VAN LEEUWEN, D.S.N. (2009). Self-deception won’t make you
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WALKER, M.J. (2010). Addiction and self-deception : A
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CHANCE, Z., NORTON, M.I., GINO, F. & ARIELY, D.
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SURBEY, M.K. (2011). Adaptive significance of low levels
of self-deception and cooperation in depression. Evolution
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BAXTER, P. & NORMAN, G. (2011). Self-assessment or
self deception ? A lack of association between nursing
students’ self-assessment and performance. Journal of
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LOPEZ, J.K. & FUXJAGER, M.J. (2012). Self-deception’s
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[PDF]
Aveuglette
(À l'...) : Expression utilisée pour
désigner le choix d'un objet sans critères préalables ou sans
critères évidents. EX : Choisir le première
personne qui se présente, la première saveur de crème glacée que
l'on voit. Souvent utilisée, à tort, comme synonyme d'aléatoire
ou hasard. =
accidentellement, au pif, sans justification, au hasard Balthazar,
les yeux bandés, sans critères. /hasard.
SIEBERICHS, S. & KLUGE, A. (2021). Why learning
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ÀVILA, C. (2001). Distinguishing BIS-mediated and
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Avis
: Le mot a un sens faible et un sens fort : a)
suggestion concernant un sujet particulier. =
opinion. b) Directive qui émane d'une autorité
compétente en la matière. =
recommandation. Guidelines, recommendation.
a
b
GOODWIN, G.M. (2009). Evidence-based guidelines for
treating bipolar disorder : revised second
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ALDISERT, R.J., CLOWNEY, S. & PETERSON, J.D. (2007).
Logic for law students : How to think like a lawyer. University
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AVOLIO, B.J., WALDMAN, D.A. & EINSTEIN, W.O. (1988).
Transformational leadership in a management game
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AVOLIO, B.J. & BASS, B.M. (1995). Individual
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Avortement
: Interruption volontaire de la grossesse
par divers procédés qui permettent de retirer le
foetus du ventre de la mère et de le tuer.Abortion.
OSOFSKY, M.J. & OSOFSKY, H.J. (1972). The
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Axiome
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Dans un sens général, l'axiome est tout énoncé faisant partie
d'une théorie ou d'un
modèle théorique, ce qui lui confère générélement un caractère
universel. Au sens strict, il s'agit d'un énoncé indémontrable
ou indémontré qui sert de prémisse de départ dans le raisonnement
hypothético-déductif d'un modèle théorique ou d'une théorie.
Un axiome peut être évident.
Il peut aussi constituer une assomption de base dont la validité
se verra appuyer par le fait qu'il donne lieu (en conjonction avec
d'autres énoncés, axiomes, postulats ou hypothèses) à des
conséquences plausibles, ou mieux vérifiables.
Sa cohérence
est alors dite "systémique". =
proposition indémontrable. Axiom.
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Axiomatisation
: Axiomatiser :Méthode
formelle qui consiste à transformer un énoncé du langage
naturel en une proposition
claire, précise et cohérente. Cette proposition, que l'on nomme axiome,
doit idéalement être exempte de
flous et de contradictions;
une théorie en prose en un système de propositions claires,
logiques et cohérentes. Axiomatisation et raisonnement
deductif. Axiomatization.
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Claude
Goulet/2003© l Comment citer ce lexique 
l Notre mission : Explorer la nébuleuse Psy !
Anglais
(En...) : De nos jours la
psychologie, à l'instar des autres sciences, se développe
davantage en anglais que dans tout autre langue. Bien que l'on
puisse déplorer ce fait, il est nécessaire pour approfondir cette
science et en suivre les développements de connaître les termes
anglais utilisés pour désigner ses principaux concepts, qu'ils
aient été à l'origine formulés en allemand, en français ou dans
une autre langue. Vous trouverez donc dans ce lexique la
traduction de la plupart des concepts, ainsi qu'une liste
interactive de tous les
mots anglais. Voir Index. 
![[]](http://m3.moostik.net/img/?pseudo=gouc&cpt=definitionsy&option=invisible)
Voir aussi 
