 |
 |
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EBBINGHAUS - EC -
ÉCHANTILLON - ÉCHELLE - ED
- EFFET - EG - EJ
- ÉMOTION - EM -
EN - ENS - ENT
- EP - EQ - ER
- ES - ET -
EU/EV - EX - EYSENK |
 Eagly
Alice H. (Los Angeles 1938-) : Psychosociologue
et féministe américaine,
spécialisée dans l'étude du genre,
des rôles sociaux, des
attitudes et des différences
sexuelles. Elle s'intéresse également au leadership.
Collaboratrice de Albarracin,
Baron, Chaiken,
Rose,
Stroebe, Stroebe, Wood
et Zentner.
  |
EAGLY, A.H. (1983). Gender and social influence : A social
psychological analysis. American Psychologist, 38 (9),
971-981. [PDF] |
|
EAGLY, A.H. & STEFFEN, V.J. (1986). Gender and
aggressive behavior : A meta-analytic review of the social
psychological literature. Psychologica Bulletin, 100
(3), 309-330. [PDF] |
|
EAGLY, A.H. & WOOD, W. (1999). The origins of sex
differences in human behavior : Evolved dispositions
versus social roles. American Psychologist, 54,
408-423. [PDF] |
|
EAGLY, A.H. & CARLI, L.L. (2003). The female
leadership advantage : An evaluation of the evidence. The
Leadership Quarterly, 14, 807-834. [PDF] |
|
EAGLY, A.H., EATON, A., ROSE, S.M., RIGER S. & McUGH,
M. (2012). Feminism and Psychology : Analysis of a
half-century of research on women and gender. American
Psychologist, 67, 211-230. [PDF] |
 |
|
Ear & Hearing : Revue scientifique multidisciplinaire qui consacre ses pages à
l'étude de l'ouïe et de la
compréhension des sons et de la
parole. Éditeur : Wolters Kluwerparole.
LUCE, P.A. & PISONI, D.B. (1998). Recognizing spoken
words : The neighborhood activation model. Ear &
Hearing, 19, 1-36. [PDF]
|
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 |
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Earls
Christopher M. ( ) : Psychologue
béhavioriste québécois
et professeur à l'Université de
Montréal. Ses travaux portent sur l'agression
sexuelle et la prostitution.
Collaborateur de Castonguay,
Marshall et Quinsey.
 |
EARLS, C.M. & PROULX, J. (1986). The differentiation
of francophone rapists and non-rapists using penile
circumference measures. Criminal Justice &
Behavior, 13 (4), 419-429. |
|
EARLS, C.M., QUINSEY, V.L. & CASTONGUAY, L.-G. (1987).
A comparison of three methods of scoring penile
circumference changes. Archives of Sexual Behavior,
16, 493-500. |
|
EARLS, C.M. & DAVID, H. (1989). Male and female
prostitution : A review. Annals of Sex Research, 2,
5-28. |
|
CASTONGUAY, L.G. et EARLS, C. (2005). La délinquance
sexuelle : techniques d'intervention béhavioriste. Revue
Québécoise de Psychologie, 10 (2), 41-58. |
|
EARLS, C.M. & LALUMIÈRE, M.L. (2009). A case study of
preferential bestiality. Archives of Sexual Behavior,
38 (4), 605-609. [PDF] |
|
|
|
Early Child Development & Care : Revue
scientifique multidisciplinaire qui consacre ses pages à
l'étude du développement
des enfants. Éditeur :
Taylor & Francis.
SHARPLEY, C.F. & RODD, J. (1985). The effects of
real versus hypothetical stimuli upon preschool
children's helping behavior. Early Child
Development & Care, 22, 303-313.
|
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|
|
Easton Alexander ( ) : Neuropsychologue
britannique et spécialiste de l'étude de la mémoire,
notamment de la mémoire
épisodique. Collaborateur de Gaffan
et Nadel.
 |
EASTON, A. & GAFFAN, D. (2000). Comparison of
perirhinal cortex ablation and crossed unilateral lesions
of the medial forebrain bundle from the inferior temporal
cortex in the rhesus monkey : effects on learning and
retrieval. Behavioral Neuroscience, 114,
1041-1057. |
|
EASTON, A. & GAFFAN, D. (2001). Crossed unilateral
lesions of the medial forebrain bundle and either inferior
temporal or frontal cortex impair object' reward
association learning in rhesus monkeys. Neuropsychologia,
39, 71-82. |
|
EASTON, A. & PARKER, A. (2003). Cholinergic
explanation of dense amnesia. Cortex, 39,
813-826. |
|
EASTON, A. ZINKIVSKAY, A. & EACOTT, M.J. (2009).
Recollection is impaired, but familiarity remains intact
in rats with lesions of the fornix. Hippocampus, 19
(9), 837-843. |
|
EASTON, A. & EACOTT, M.J. (2010). Recollection of
episodic memory within the medial temporal lobe :
behavioural dissociations from other types of memory. Behavioural
Brain Research, 215 (2), 310-317. |
|
|
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Eastwood
John D. ( ) : Psychologue
béhavioriste et
spécialiste de l'étude de l'ennui
et des expressions faciales. Collaborateur
de Hunter et Smiilek.
 |
EASTWOOD, J.D., SMILEK, D. & MERIKLE, P.M. (2001).
Differential attentional guidance by unattended faces
expressing positive and negative emotion. Perception
& Psychophysics, 63 (6), 1004-1013. |
|
EASTWOOD, J.D., SMILEK, D. & MERIKLE, P.M. (2003).
Negative facial expression captures attention and disrupts
performance. Perception & Psychophysics, 65 (3),
352-358. |
|
EASTWOOD, J.D. & SMILEK, D. (2005). Functional
consequences of perceiving facial expressions of emotion
without awareness. Consciousness Cognition, 14
(3), 565-584. [PDF] |
|
EASTWOOD, J.D., CAVALIERE, C., FAHLMAN, S.A. &
EASTWOOD, A.E. (2007). A desire for desires : Boredom and
its relation to alexithymia. Personality &
Individual Differences, 42 (6), 1035-1045. |
|
EASTWOOD, J.D., FRISCHEN, A., FENSKE, M.J. & SMILEK,
D. (2012). The unengaged mind defining boredom in terms of
attention. Perspectives on Psychological Science, 7,
482-495. |
|
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Eating Behaviors : Revue
scientifique multidisciplinaire qui consacre ses pages à
l'étude des troubles
alimentaires. Éditeur : Elsevier.
LIEBERMAN, M., GAUVIN, L., BUKOWSI, W.M. & WHITE,
D.R. (2001). Interpersonal influence and disordered
eating behaviors in adolescent girls : The role of peer
modeling, social reinforcement, and body-related
teasing. Eating Behaviors, 2 (3), 215-236.
|
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Eaton
William W. ( ) : Épidémiologiste
américain.
|
EATON, W.W. (1987). The epidemiology of schizophrenia.
Epidemiologic Reviews, 7, 105-126. |
|
EATON, W.W. & KEYL, P. (1990). Risk factors for the
onset of Diagnostic Interview Schedule/DSM-III agoraphobia
in a prospective, population-based study. Archives of
General Psychiatry, 47, 819-824. |
|
EATON, W.W., ANTHONY, J.C., MANDELL, W.M. & GARRISON,
R.A. (1990). Occupations and the prevalence of major
depressive disorder. Journal of Occupational
Medicine, 32, 1079-1087. |
|
EATON, W.W., MORTENSEN, P.B. & FRYDENBERG, M. (2000).
Obstetric factors, urbanization, and psychosis. Schizophrenia
Research, 43, 117-123. |
|
EATON, W.W. & HARRISON, R.A. (2001). Life chances, life
planning, and schizophrenia : a review and interpretation
of research on social deprivation. International
Journal of Mental Health, 30, 58-81. |
|
|
|
Eau
: a) En psychologie,
on se sert de l'eau, sous forme de jet
appliqué sur la tempe, pour punir
positivement les comportement
d'automutilation chez les jeunes enfants.
b) Dans l'étude des animaux,
on utilise la consommation de l'eau pour renforcer
positivement certains comportements. L'eau est sans doute le
plus puissant renforcement
primaire. Eau, boire
et privation.
Water. c) Autres
usages de l'eau.
| |
|
| a |
|
DORSEY, M.F., IWATA, B.A., ONG, P. & McSWEEN, T.E.
(1980). Treatment of self-injurious behavior using a water
mist : initial response suppression and generalization. Journal
of Applied Behavior Analysis, 13 (2), 343-353. [PDF] |
ROJAHN, J. & McGONIGLE, J.J. (1987). Suppression of
pica by water mist and aromatic ammonia : A comparative
analysis. Behavior Modification, 11 (1), 65-74. |
|
BAILEY, S.L., POKRZYWINSKI, J. & BRYANT, L.E. (1983).
Using water mist to reduce self-injurious and stereotypic
behavior. Applied Research in Mental Retardation, 4
(3), 229-241. |
OSBORNE, J.G., BAGGS A.W., DARVISH, R., BLAKELOCK H.,
PEINE, H. & JENSON, W.R. (1992). Cyclical
self-injurious behavior, contingent water mist treatment,
and the possibility of rapid-cycling bipolar disorder. Journal
of Behavior Therapy & Experimental Psychiatry, 23
(4), 325-334. |
|
SINGH, N.N., WATSON, J.E. & WINTON, A.S. (1986).
Treating self-injury : water mist spray versus facial
screening or forced arm exercise. Journal of Applied
Behavior Analysis, 19 (4), 403-410. [PDF] |
ARNTZEN, E. & WERNER, S.B. (1999). Water mist
punishment for two classes of problem behaviour. Cognitive
Behaviour Therapy, 28 (2), 88-93. |
|
Voir aussi Jet d'eau |
| b |
|
MAGOUN, H.W., FISHER, C. & RANSON, S.W. (1939). The
neurohypophysis and water exchange in the monkey. Endocrinology,
25, 161-174. |
ROPER, T.J. (1980). Behaviour of rats during
self-initiated pauses in feeding and drinking, and during
periodic response-independent delivery of food and water.
Quarterly Journal of Experimental Psychology, 32, 459-472. |
|
STELLAR, E. & HILL, J.H. (1952). The rats rate of
drinking as a function of water deprivation. Journal
of Comparative & Physiological Psychology, 45 (1),
96-102. |
INNIS, N.K., REBERG, D., MANN, B., JACOBSON, J. &
TURTON, D. (1983). Schedule-induced behavior for food and
water : Effects of interval duration. Analysis
Letters, 3, 191-200. |
|
PREMACK, D., SCHAEFFER, R.W. & HUNDT, A. (1964).
Reinforcement of drinking by running : effect of fixed
ratio and reinforcement time. Journal of the
Experimental Analysis of Behavior, 7, 91-96.
|
CASE, D.A., NICHOLS, P. & FANTINO, E. (1995). Pigeons'
preference for variable-interval water reinforcement under
widely varied water budgets. Journal of the
Experimental Analysis of Behavior, 64 (3),
299-311. [PDF]
|
|
FALK, J.L. (1966). Analysis of the water and NaCl
solution acceptance by schedule-induced polydipsia. Journal
of the Experimental Analysis of Behavior, 9 (2),
111-114. [PDF]
|
|
|
JENKINS, H.M. & MOORE, B.R. (1973). The form of the
auto-shaped response with food or water reinforcers.
Journal of Experimental Analysis of Behavior, 20 (2),
163-181. [PDF] |
GREEN, L. & ESTLE, S.J. (2003). Preference reversals
with food and water reinforcers in rats. Journal of
the Experimental Analysis of Behavior, 79 (2),
233-242. [PDF]
|
HURSH, S.R. (1978). The economics of daily consump-
tion controlling food- and water-reinforced responding. Journal
of the Experimental Analysis of Behavior, 29 (5),
475-491. [PDF]
|
|
|
TOATES, F.M. (1979). Water and energy in the interaction
of thirst and hunger. In K. Brown & S. Cooper (Eds.),
Chemical influences on behaviour (pp. 135–200).
London : Academic Press. |
RIBES-INESTA, E., PALACIOS-PÉREZ, H.B. &
HERNÀNDEZ-ESCLAVA, V. (2020). Continuous measuring of
temporal and spatial changes un rats’ behavior under water
temporal schedules. The Psychological Record, 70,
267–278.
|
|
|
Voir aussi Boire
et Renforcement
primaire |
| c |
|
DOMJAN, M. (1976). Determinants of the enhancement of
flavored-water intake by prior exposure. Journal of
Experimental Psychology : Animal Behavior Processes, 2,
17-27. |
GELLER, E.S., ERICKSON, J.B. & BUTTRAM, B.A. (1983).
Attempts to promote residential water conservation with
educational, behavioral, and engineering strategies. Population
& Environment : Behavior & Social Issues, 6,
96-112. |
|
SWEETMAN, C. & MEDLAND, L. (2017). Introduction :
gender and water, sanitation and hygiene. Gender
& Development, 25 (2), 153-166. [PDF] |
 |
| |
|
Voir aussi
Homéostasie et Nourriture |
|
|
Eaves
Lindon J. (Walsall 1944–2022 Richmond) :
Psychiatre et généticien
américain, d'origine britannique, spécialisé dans l'étude des déterminants
biogénétiques des croyances
et de la ferveur religieuse.
Professeur de Hatemi. Collaborateur
de Eysenk, Heath,
Kendler et Kessler.
 |
EAVES, L.J. (1972). The multivariate analysis of certain
genotype-environment interactions. Behavior Genetics,
2, 241-244. |
|
EAVES, L.J. & EYSENK, H.J. (1974). Genetics and the
development of social attitudes. Nature, 249,
288-289. |
|
EAVES, L.J. (1977). Inferring the causes of human
variation. Journal of the Royal Statistical Society,
140 (3), 324-355. |
|
EAVES, L.J., MARTIN, N.G. & HEATH, A.G. (1990).
Religious affiliation in twins and their parents : Testing
a model of cultural inheritance. Behavior Genetics,
20 (1), 1-22. |
|
EAVES, L.J. & HATEMI, P.K. (2008). Transmission of
attitudes toward abortion and gay rights : Parental
socialization or parental mate selection ? Behavior
Genetics, 38, 247-256.
[PDF] |
|
|
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|
Ebbinghaus
Hermann (Barmen aujourd'hui Wuppertal/Bonn 1850-1909
Halle) :
Psychologue structuraliste
allemand. Co-fondateur avec Stumpf
de l'Institut de psychologie de l'Université de Berlin en 1886. Il
fut le premier psychologue à utiliser la méthode
expérimentale et les syllabes
non-sens pour étudier la rétention
et la mémoire. Professeur
de Stern. 
 |
EBBINGHAUS, H. (1885/1913/1965/2011). Memory : A
contribution to experimental psychology. New York :
Dover. / New York : Columbia University. La mémoire.
Recherches de psychologie expérimental. Edition
L'Harmattan. [LIRE] |
|
EBBINGHAUS, H. (1902). Grundzüge der Psychologic.
Leipzig, Germany : von Veit. |
|
EBBINGHAUS, H. (1908/1973). Psychology : An
elementary textbook. New York : Arno Press. |
|
|
|
|
WOODWORTH, R.S. (1909). Hermann Ebbinghaus. The
Journal of Philosophy, Psychology & Scientific
Methods, 6, 253-256. |
|
POSTMAN, L. (1965). Hermann Ebbinghaus. American
Psychologist, 23, 149-157. |
|
JAEGER, T. & POLLACK, R.H. (1977). Effect of contrast
level and temporal order on the Ebbinghaus circles
illusion. Perception & Psychophysics, 21,
83-87. |
|
TULVING, E. (1985). Ebbinghaus's memory : What did he
learn and remember ? Journal of Experimental
Psychology : Learning, Memory & Cognition, 11
(3), 480-484. [PDF] |
|
ROEDIGER, H.L. (1985). Remembering Ebbinghaus. Contemporary
Psychology, 30, 519- 523. [PDF] |
|
WERTHEIMER, M. (1986). The annals of the house that
Ebbinghaus built. In F. Klix & H. Hagendorf (Eds.), Human
memory and cognitive capacities : mechanisms and
performance. (pp. 35-43). Amsterdam : Elsevier
Science. |
|
FUCHS, A.H. (1997). Ebbinghaus's contributions to
psychology after 1885. American Journal of
Psychology, 110, 621-633. |
|
WOZNIAK, R.H. (1999). Memory/Hermann Ebbinghaus
(1885/1913). In Classics in Psychology, 1855-1914 :
Historical Essays. Bristol, UK : Thoemmes Press. [LIRE] |
|
WIXTED, J.T. & CARPENTER, S.K. (2007). The Wickelgren
power law and the Ebbinghaus savings function. Psychological
Science, 18, 133-134. [PDF] |
|
|
|
|
| EA - ECCLES
- ÉCHANTILLON -
ÉCHANTILLONNAGE - ÉCHAPPEMENT -
ÉCHEC - ÉCHELLE -
ÉCO - ÉCOLE - ÉCOLOGIE
- ÉCONOMIE - ÉCRIRE
- ED |
|
|
Écart-type
: (S) : En statistique,
mesure de dispersion
développée par Pearsons,
et qui consiste en la racine carré de la variance.
Cette mesure évalue l'écart-moyen entre chaque résultat d'une
distribution et la moyenne de cette distribution.
= S.
Standard deviation.
| |
 |
| SCHERRER,
B. (1984). Biostatistique. Chicoutimi : Gaëtan
Morin. |
|
|
|
|
Eccles John Carew (Melbourne 1903-1997 Locarno) :
Neurophysiologiste, neurocognitiviste
et épistémologue australien et
ardent défenseur du dualisme
interactioniste (ou structuraliste). Il s'est notamment
intéressé au fonctionnement de la synapse.
Il a également proposé une solution mentaliste
au problème de la relation entre le corps
et l'esprit (mind body problem). Lauréat du prix
Nobel de médecine en 1963 pour ses travaux sur les
mécanismes ioniques impliqués dans l'excitation
et l'inhibition des portions périphérique et centrale de la
membrane cellulaire des nerfs (avec Hodgkin). Finalement, on lui
doit la formulation de la
loi du tout ou rien. Étudiant de Sherrington.
Collaborateur de Popper.
 |
ECCLES, J.C. (1959). Excitatory and inhibitory synaptic
action. Annals of the New York Academy of Sciences,
81, 247-264. |
|
ECCLES, J.C. (1964). The physiology of synapses.
Berlin : Springer. |
|
POPPER, K.R. & ECCLES, J. (1977). The self and
its brain : Argument for interactionism. Berlin :
Springer-Verlag. |
|
ECCLES, J.C. (1990). A unitary hypothesis of mind-brain
interaction in the cerebral cortex. Proceedings of
the Royal Society B : Biological Sciences, 240 (1299),
433-451. |
|
ECCLES, J.C. (1994). How the self controls its brain.
New York : Springer-Verlag. |
|
|
WATSON, D.E. & WILLIAMS, B.O. (2003). Eccles' model of
the self controlling its brain : The irrelevance of
dualist-interactionism. NeuroQuantology, 1,
119-128. [PDF]
+ [PDF] |
|
|
|
Eccles
Jacquelynne S. (1944-) : Psychosociologue
américaine, spécialisée en éducation,
et plus particulièrement dans l'étude de la motivation
scolaire. Elle s'intéresse également aux différences
sexuelles. = Jacquelyne Eccles
Pearsons. Collaboratrice de
Denissen, Larson, Madon,
Meece et Wigfield.
 |
PARSONS, J.E., KACZALA, C.M. & MEECE, J.L. (1982).
Socialization of ach ievement attitudes and beliefs :
Classroom influences. Child Development, 53, 322-339. |
|
ECCLES, J.S., JACOBS, J.E. & HAROLD, R.D. (1990).
Gender role stereotypes, expectancy effects, and parents'
socialization of gender differences. Journal of
Social Issues, 46, 183-201. [PDF] |
|
ECCLES, J.S. & HAROLD, R.D. (1991). Gender differences
in sport involvement : Applying the Eccles'
expectancy-value model. Journal of Applied Sport
Psychology, 3, 7-35. [PDF] |
|
ECCLES, J.S (1999). The development of children ages 6 to
14. The Future of Children, 9 (2), 30-44. [PDF] |
|
ECCLES, J.S. & WIGFIELD, A. (2002). Motivational
beliefs, values, and goals. Annual Review of
Psychology, 53, 109-132.
[PDF] |
|
|
|
Échanger
: Échange : Comportement qui consiste à offrir une
chose (information, bien, service, etc.) à autrui en retour d'un
chose comparable, mais pas nécessairement.
|
Échantillon : Fraction de la population
à l'étude, choisie ou non de manière aléatoire
afin de participer à
une recherche. Le
procédé ou la technique qui permet de choisir des sujets
pour constituer un échantillon se nomme échantillonnage.
On peut diviser l'échantillon en groupe,
qui seront ensuite soumis aux différents niveau de la variable
indépendante manipulée/provoquée. = fraction.
/recensement.
Sample.
| |
|
|
BARTLETT, M.S. (1934). The vector representation of a
sample. Mathematical Proceedings of the Cambridge
Philosophical Society, 30 (93), 327-340. |
SIMONTON, D.K. (1999). Significant samples : The
psychological study of eminent individuals. Psychological
Methods, 4 (4), 425-451. |
|
WALD, A. & WOLFOWITZ, J. (1940). On a test whether two
samples are from the same population. Annals of
Mathematical Statistics, 11 (2), 147-162. |
LEHMANN, E.L. (1999). Elements of large-sample
theory. New York : Springer. |
|
SCHEFFÉ, H. & TUKEY, J.W. (1944). A formula for sample
sizes for population tolerance limits. Annals of
Mathematical Statistics, 15, 217. |
MacCALLUM, R.C., WIDAMAN, K.F., ZHANG, S. & HONG, S.
(1999). Sample size in factor analysis. Psychological
Methods, 2 (3), 84-99. |
|
FESTINGER, L. (1959). Sampling and related problems in
research methodology. American Journal of Mental
Deficiency, 64, 358-366. |
LEE, C.W., TAYLOR, G. & DUNN, J. (1999). Factor
structure of the schema questionnaire in a large clinical
sample. Cognitive Therapy & Research, 23,
441-451. |
|
YATES, F. (1960). Sampling methods for censuses and
surveys. London : Griffin. |
MAXWELL, S.E. (2000). Sample size and multiple regression
analysis. Psychological Methods, 5 (4),
434-458. |
|
KRAEMER, H.C. & THIEMANN, S. (1987). How many
subjects ? Statistical power analysis in research.
Newbury Park, CA : Sage Publications. |
LENTH, R.V. (2001). Some practical guidelines for
effective sample size determination. The American
Statistician, 55, 187-193. |
|
DESU, M.M. & RAGHAVARAO, D. (1990). Sample size
methodology. Boston : Academic Press. |
VAUGHN, B.E., VOLLENWEIDER, M., BOST, K.K., AZRIA-EVANS,
M.R. & SNIDER, J.B. (2003). Negative interactions and
social competence for preschool children in two samples :
Reconsidering the interpretation of aggressive behavior
for young children. Merrill-Palmer Quarterly :
Journal of Developmental Psychology, 49 (3),
245-278. |
|
PIRES, A. (1997). Échantillonnage et recherche qualitative
: essai théorique et méthodologique. Dans J. Poupart, J.P.
Deslauriers, L.H. Groulx, A, Laperrière, R. Mayer et A.
Pires, A. (Dirs.), La recherche qualitative. Enjeux
épistémologiques et méthodologiques (p. 113-167).
Montréal : Gaëtan Morin. |
HENRICH, J., HEINE, S.J. & NORENZAYAN, A. (2010). The
weirdest people in the world ? Behavioral & Brain
Science, 33, 61-135. [PDF] |
|
| |
| SCHERRER,
B. (1984). Biostatistique. Chicoutimi : Gaëtan
Morin. |
Voir aussi Population,
Sujet et Échantillonnage |
|
|
|
|
Échantillon
(Petit) : Petit échantillon,
validité externe et
puissance d'un
test.
Small sample.
| |
|
|
FISHER, R.A. (1921). On the probable error of a
coefficient of correlation deduced from a small sample.
Metron, 1, 3-32. |
|
TUKEY, J.W. (1958). Bias and confidence in not-quite large
samples. The Annals of Mathematical Statistics, 29
(2), 614. |
|
KRAEMER, H.C. & THIEMANN, S. (1987). How many
subjects ? Statistical power analysis in research.
Newbury Park, CA : Sage Publications. |
|
CRAWFORD, J.R. & HOWELL, D.C. (1998). Comparing an
individual's test score against norms derived from small
samples. The Clinical Neuropsychologist, 12, 482-486. |
|
DOCHTERMANN, N.A. & JENKINS, S.H. (2011). Multivariate
methods and small sample sizes. Ethology, 117
(2), 95-101. [PDF] |
|
BUTTON, K.S., IOANNIDIS, J.P.A., MOKYSZ, C., NOSEK, B.A.,
FLINT, J., ROBINSON, E.S.J. & MUNAFÖ, M.R. (2013).
Power failure : Why small sample size undermines the
reliability of neuroscience. Nature Reviews
Neuroscience, 14, 365-376. [PDF] |
|
|
Voir aussi
Échantillonnage, Validité
externe, Puissance
d'un test et Échantillon |
| SCHERRER,
B. (1984). Biostatistique. Chicoutimi : Gaëtan
Morin. |
|
|
Échantillon
(Sous-) : Fraction d'un échantillon
qui sera traitée comme un regroupement lors de l'analyse
statistique, après la recherche. =
groupe de sujets formé après la recherche. Subsample.
|
Échantillon
(Taille) : En statistique,
nombre d'individus qui forment l'échantillon
à l'étude. On désigne ce nombre par la lettre n.
=
nombre de sujets ou de participants de l'échantillon.
= n, petit n.
Sample sizes.
| |
|
|
SCHEFFÉ, H. & TUKEY, J.W. (1944). A formula for sample
sizes for population tolerance limits. Annals of
Mathematical Statistics, 15, 217. |
ABRAMI, P.C. & d'APOLLONIA, S. (1991).
Multidimensional students' evaluations of teaching
effectiveness generalizability of "N = 1" research :
Comment on Marsh (1991). Journal of Educational
Psychology, 30, 221-227. |
|
KREJCIE, R.V. & MORGAN, D.W. (1970). Determining
sample size for research activities. Educational
& Psychological Measurement, 30 (3), 607-610. |
MORSE, D.T. (1998). Minsize : A computer program
forobtaining minimum sample size as an indicator of effect
size. Educational & Psychological Measurement,
58, 142-153. |
|
ORWIN, R. (1983). Fail-safe N for effect size. Journal
of Educational Statistics, 8, 157-159. |
MacCALLUM, R.C., WIDAMAN, K.F., ZHANG, S. & HONG, S.
(1999). Sample size in factor analysis. Psychological
Methods, 2 (3), 84-99. |
| |
MORSE, J.M. (2000). Determining sample size. Qualitative
Health Research, 10, 3-5. |
|
OLEJNIK, S.F. (1984). Planning educational research :
Determining the necessary sample size. Journal of
Experimental Education 53, 40-48. |
MAXWELL, S.E. (2000). Sample size and multiple regression
analysis. Psychological Methods, 5 (4),
434-458. |
|
WUNSCH, D.R. (1986). Survey research : Determining sample
size and representative response. Business Education
Forum, 40 (5), 31-34. |
LENTH, R.V. (2001). Some practical guidelines for
effective sample size determination. The American
Statistician, 55 (3), 187-193. |
| |
MAAS, C.J. & HOX, J.J. (2005). Sufficient sample sizes
for multilevel modeling. Methodology, 1, 86-92. |
| |
SIM, J. & WRIGHT, C.C. (2005). The Kappa statistic in
reliability studies : Use, interpretation, and sample size
requirements. Physical Therapy, 85, 257-268.
[PDF] |
|
KRAEMER, H.C. & THIEMANN, S. (1987). How many
subjects ? Statistical power analysis in research.
Newbury Park, CA : Sage Publications. |
IACOBUCCI, D. (2010). Structural equations modeling : Fit
indices, sample size, and advanced topics. Journal of
Consumer Psychology, 20 (1), 90-98. [PDF] |
|
DESU, M.M. & RAGHAVARAO, D. (1990). Sample size
methodology. Boston : Academic Press. |
LAZIC, S.E., CLARKE-WILLIAMS, C.J. & MUNAFÖ, M.R.
(2018). What exactly is "N" in cell culture and animal
experiments ? PLOS BIO, 16 (4), 1-4. [PDF] |
|
| |
|
Voir aussi
Échantillonnage, Validité
externe, Puissance
d'un test et Échantillon |
| SCHERRER,
B. (1984). Biostatistique. Chicoutimi : Gaëtan
Morin. |
|
|
Échantillon apparié : Opération qui consiste à former des paires
de sujets/ participants
qui se ressemblent le plus possible, afin de réduire les
fluctuations naturelles de l'échantillonnage.
Ces paires de sujets sont ensuite mesurées et comparées entre
elles; si une différence est observée, elle pourra être attribuée
à la variable indépendante. Le
cas idéal, qui permet de réduire au minimum les différences entre
les paires, consiste à mesurer deux fois le même sujet et à
comparer ensuite ce sujet à lui-même, chaque mesure constituant
ainsi un échantillon. Échantillons appariés et groupe
à mesures répétées.
|
Échantillon
auto-sélectionné : Self-selecting
sample.
| |
|
|
STELLMACK, M.A. (2013). Attenders versus slackers : A
classroom demonstration of quasi-experimentation and
self-selecting samples. Teaching of Psychology, 40, 238-241. |
| |
|
Voir aussi
Échantillonnage
Biais d'auto-sélection et Échantillon |
| SCHERRER, B. (1984). Biostatistique. Chicoutimi : Gaëtan
Morin. |
|
|
|
|
|
|
Échantillon
représentatif/Non-représentatif : Dans une
recherche scientifique, se dit d'un échantillon
qui conserve les caractéristiques ou les propriétés de la population,
tant sur le plan de sa composition (proportion des
caractéristiques) que de sa complexité (nombre des
caractéristiques). En principe, seule la sélection
au hasard des sujets garantit un haut degré de
représentativité de l'échantillon. Cependant, le hasard fait mieux
les choses lorsque le nombre de sujets (n)
de l'échantillon est grand .
Faut-il le rappeler la représentativité
n'a rien à voir avec le nombre de sujets/participants d'une
recherche. Ce nombre a par contre un effet important sur la puissance
des tests statistiques choisis pour analyser les données. La
représentativité est un élément important de l'inférence
statistique qui permet au chercheur de généraliser
les résultats de sa recherche
à l'ensemble de la population
à l'étude.
= échantillon aléatoire,
fraction représentative.
Representative
sampling, representativeness, representative community sample,
representativeness of survey response.
| |
| EXEMPLE
D'UN ÉCHANTILLON REPRÉSENTATIF |
| |
|
|
Échantillon
de la recherche |
| Caractéristique
1 |
Caractéristique
3 |
 |
|
| C1 |
C3 |
| Caractéristique
2 |
Caractéristique
4 |
C2 |
C4 |
| |
| |
|
| EXEMPLE
D'UN ÉCHANTILLON NON-REPRÉSENTATIF |
| |
| Population
à l'étude |
|
Échantillon
de la recherche |
| Caractéristique
1 |
Caractéristique
3 |
|
|
| C1 |
C3 |
| Caractéristique
2 |
Caractéristique
4 |
C2 |
C4 |
| |
| |
|
|
KRUSKAL, W. & MOSTELLER, F. (1979). Representative
sampling I. Non-scientific literature. International
Statistical Review, 47, 13-24. |
LAURENCELLE, L. (2005). La représentativité d'un
échantillon et son test par le Khi-deux. Lettres
Statistiques, 12, 131-146. |
|
KRUSKAL, W. & MOSTELLER, F. (1979). Representative
sampling II. Scientific literature, excluding statistics.
International Statistical Review, 47, 111-122. |
JULIEN, D. et CHARTRAND, E. (2005). Recension des études
utilisant un échantillon représentatif de population sur
la santé des personnes gaies, lesbiennes et bisexuelles.
Psychologie Canadienne/Canadian Psychology, 46,
235-250. |
|
KRUSKAL, W. & MOSTELLER, F. (1979). Representative
sampling III. The current statistical literature. International
Statistical Review, 47, 245-265. |
SAVOIE-ZAJC, L. (2007). Comment peut-on construire un
échantillonnage scientifiquement valide ? Recherches
Qualitives, 5 (S), 99-111. [PDF] |
| |
BETHELEMEN, J., COBBEN, F. & SCHOUTEN, B. (2008). Indicators
for the representativeness of survey response.
Proceedings of Statistics Canada Symposium. [PDF] |
| |
STROUD, L.R., PASTER, R.L., GOODWIN, M.S., SHENASSA, E.,
BUKA, S., NIAURA, R., ROSENBLITH, J.F. & LIPSITT, L.P.
(2009). Maternal smoking during pregnancy and neonatal
behavior : A representative community sample.
Pediatrics, 123, 842-848. [PDF] |
|
KRUSKAL, W. & MOSTELLER, F. (1988). Representative
sampling. In S. Kotz & N.L. Johnson (Eds.), Encyclopedia
of statistical sciences (Vol. 8, pp. 77-81). New
York : Wiley. |
BLASIUS, J. & BRANDT, M. (2010). Representativeness in
online surveys through stratified samples. Bulletin
de Méthodologie Sociologique, 107, 5-21.
[PDF] |
|
| |
|
Voir aussi Représentativité,
Échantillon, Inférence
et Biais
d'échantillonnage |
| SCHERRER,
B. (1984). Biostatistique. Chicoutimi : Gaëtan
Morin. |
|
|
Échantillonnage : Échantillonner
: En méthodologie,
opération qui consiste à
choisir (un échantillon), faute de pouvoir tout examiner (la
population). On peut échantillonner à peu près n'importe quoi; des
objets, si la chose choisie
est inanimée, des sujets, si
elle est vivante. En science
humaine, il peut s'agir des caractéristiques des individus
choisis - que l'on nomme alors «participants»
- de leurs comportements
ou d'éléments d'un contenu écrit ou visuel produit par ces
participants. Rappelons que l'on échantillonne pour gagner du
temps - car il serait beaucoup trop long d'étudier tous les cas -
ou parce qu'il est impossible de réunir tous les objets//sujets de
la population à l'étude. EX: Il serait trop long d'interroger
tous les Chinois sur leur conception de la démocratie ou
impossible de réunir tous les moustiques pour étudier leur
techniques de vol. Échantillon, recensement
et population.
Sampling.
|
Échantillonnage des participants/sujets : En méthodologie,
opération qui consiste à
choisir un nombre x d'individus
au sein d'une population afin
de les étudier. À moins d'observer ou de questionner tous les
individus d'une population (=
recensement), cette étape est nécessaire à toute recherche.
Les éléments de la population à l'étude sont d'abord choisis
selon un ensemble de critères. S'il s'agit d'humains, les
individus retenus sont ensuite sollicités pour participer
à la recherche. S'ils acceptent, ils feront alors partis de l'échantillon.
= sélection des sujets, technique
d'échantillonnage, procédure d'échantillonnage.
/recensement.
( ): Voir tableau
ci-dessous.
Sampling, sampling technique,
sampling method, sampling survey.
| |
|
|
COX, D.R. (1952). Estimation by double sampling. Biometrika, 39, 217-227. |
DESU, M.M. & RAGHAVARAO, D. (1990). Sample size
methodology. Boston : Academic Press. |
|
COCHRAN, W.G. (1953/77). Sampling techniques.
New York : Wiley. [LIRE] |
BEAUD, J.P. (1993). L'échantillonnage. Dans B. Gauthier
(Dir.), Recherche sociale (p. 195-226). St-Foy :
Presses de l'Université du Québec. |
|
STEPHAN, F.F., et McCARTHY, P.J. (1958). Sampling
opinions. New York : John Wiley & Sons, Inc. |
|
|
YATES, F. (1960). Sampling methods for censuses and
surveys. London : Griffin. |
PIRÈS, A.P. (1997). Échantillonnage et recherche
qualitative : essai théorique et méthodologique. Dans J.
Poupart, J.-P. Deslauriers, L.-H. Groulx, A. Laperrière,
P. Mayer & A.P. Pirès (Dirs.), La recherche
qualitative : Enjeux épistémologiques et méthodologiques
(p.113-172). Boucherville : G. Morin. |
|
KISH, L. (1965). Survey sampling. New York :
John Wiley & Sons, Inc. |
AUSTER, C.J. (2000). Probability sampling and inferential
statistics : an interactive exercise using M & M'S. Teaching
Sociology, 28, 379-385. |
|
ROYALL, R.M. (1968). An old approach to finite population
sampling. Journal of the American Statistical
Association, 63, 1269-1279. |
BART, J. & EARNST, S. (2002). Double sampling to
estimate density and population trends in birds. The
Auk, 119 (1), 36-45. [PDF] |
|
| |
SHAUGHNESSY, J.M., CIANCETA, M. & CANADA, D. (2004).
Types of student reasoning on sampling tsk. Proceedings
of the 28th Conference of the International Group for
the Psychology of Mathematics Education, 4, 177-184.
[PDF] |
|
BRASE, G.L., FIDDICK L. & HARRIES, C. (2006).
Participant recruitment methods and statistical reasoning
performance. Quarterly Journal of Experimental
Psychology, 59 (5), 965–976. |
|
SUDMAN, S. (1973). The uses of telephone directories for
survey sampling. Journal of Marketing Research, 10,
204-207. |
TEDDLIE, C. & YU, F. (2007). Mixed methods sampling :
A typology with examples. Journal of Mixed Methods
Research, 1 (1), 77-100. [PDF] |
|
WAKSBERG, J. (1978). Sampling methods for random digit
dialing. Journal of the American Statistical
Association, 73, 40-46. |
SAVOIE-ZAJC, L. (2007). Comment peut-on construire un
échantillonnage scientifiquement valide ? Recherches
Qualitives, 5 (S), 99-111. [PDF] |
|
TREMBLAY, V. (1981). La sélection dans le bottins
téléphoniques : ampleur et conséquences de la
non-inscription. Montréal, Centre de sondage : Université
de Montréal. |
ONWUEGBUZIE, A.J. & COLLINS, K.M.T. (2007). A typology
of mixed methods sampling designs in social science
research. The Qualitative Report, 12 (2),
281-316. [PDF] |
|
LEGENDRE, P., LEGENDRE, L. et FRONTIER, S. (1984).
Stratégie d'échantillonnage en écologie.
Masson-PUQ. |
BEAUD, J.P. (2009). L'échantillonnage. Dans B. Gauthier
(Dir.), Recherche sociale; de la problématique à la
collecte des données (p. 251-284). Sillery, Québec
: Presses de l'Université du Québec. |
|
KRAEMER, H.C. & THIEMANN, S. (1987). How many
subjects ? Statistical power analysis in research.
Newbury Park, CA : Sage Publications. |
RAO, J.N.K. & FULLER, W.A. (2017). Sample survey
theory and methods : Past, present, and future directions.
Survey Methodology, 43 (2), 145-160. [PDF] |
|
|
| SCHERRER,
B. (1984). Biostatistique. Chicoutimi : Gaëtan
Morin. |
Voir aussi
Échantillonnage, Échantillon
et Validité
externe |
|
|
Échantillonnage (Observation des comportements) :
Observation des comportements
(ou d'autres unités
d'observation) au moment chosis par le chercheur. Sampling
method.
| |
| Échantillonnages
des comportements |
| Selon
le moment |
Selon
la situation |
Selon
le moment et la situation |
| |
| |
|
|
BINDRA, D. & BLOND, J. (1958). A time-sample method
for measuring general activity and its components. Canadian
Journal of Psychology, 12, 74-76. |
LEHNER, P.N. (1979). Handbook of ethological methods.
Cambrige : Cambrige University Press. |
|
ALTMANN, J. (1974). Observational study of behaviour :
Sampling methods. Behaviour, 49, 227-267. [PDF] |
ARY, D. & SUEN, H.K. (1983). The use of momentary time
sampling to assess both frequency and duration of
behavior. Journal of Behavioral Assessment, 5,
143-150. |
|
THOMSON, C., HOLMBERG, M. & BAER, D.M. (1974). A brief
report on a comparison of time-sampling procedures. Journal
of Applied Behavioral Analysis, 7 (4), 623-626.
[PDF] |
BRITTLE, R.A. & REPP, A.C. (1984). An investigation of
the accuracy of momentary time sampling procedures with
time series data. British Journal of Psychology, 75,
481-488. |
|
POWELL, J., MARTINDALE, A. & KULP, S. (1975). An
evaluation of time-sample measures of behavior.
Journal of Applied Behavior Analysis, 8 (4),
463-469.
[PDF] |
|
|
SIMPSON, M.J.A. & SIMPSON, A.E. (1977). One-zero and
scan methods for sampling behaviour. Animal
Behaviour, 25, 726-731. |
WIRTH, O., SLAVEN, J. & TAYLOR, M. (2014). Interval
sampling methods and measurement error : A computer
simulation. Journal of Applied Behavior Analysis, 47 (1),
83-10. |
|
| |
| BEAUGRAND,
J. (1988). Observation directe du comportement. M. Robert
(Dir.), Fondements et étapes de la démarche
scientifique (p. 277-310). Saint-Hyacinthe :
Édisem. |
Voir aussi
Échantillonnage et Échantillon |
|
|
Échantillonnage accidentel : Procédure d'échantillonnage
qui consiste à choisir les sujets
à l'aveuglette, parce qu'ils sont facilement disponibles.
= échantillonnage de commodité, échantillonnage de
convenance, échantillonnage à l'aveuglette, échantillonnage du
premier venu.
Opportunity sampling,
convenience sample.
|
|
|
Échantillonnage de volontaires : Procédure d'échantillonnage
qui consiste à choisir des individus qui acceptent de participer
à une recherche à la suite d'une demande en ce sens, formulée
privément (téléphone, poste, etc.) ou publiquement (petites
annonces, message à la radio ou sur Internet, etc.).
Volunteer sampling, volunteer panel.
| |
|
|
ROSEN, E. (1951). Differences between volunteers and
non-volunteers for psychological studies. Journal of
Applied Psychology, 35, 185-193. |
PIEDMONT, R.L., McCRAE, R.R., RIEMANN R. & ANGLEITNER,
A. (2000). On the invalidity of validity scales : Evidence
from self-reports and observer ratings in volunteer
samples. Journal of Personality & Social
Psychology, 78, 582-593. [PDF] |
|
CARR, J.E. & WHITTENBAUGH, J.A. (1968). Volunteer and
nonvolunteer characteristics 1 in an outpatient population
Journal of Abnormal Psychology, 73 (1), 16-17. [PDF] |
|
|
ROSNOW, R.L. & ROSENTHAL, R. (1969). volunteer
subject. In R. Rosenthal & R.L. Rosnow (Eds.),
Artifact in behavioral research (pp. 59-118). New
York : Academic Press. |
|
|
ROSNOW, R.L., ROSENTHAL, R., McCONOCHIE, R.W. & ARMS,
R.L. (1969). Volunteer effects on experimental outcomes. Educational
& Psychological Measurement, 29, 825-846. |
|
|
ROSNOW, R.L. & ROSENTHAL, R. (1970). Volunteer effects
in behavioral research. In K.H. Craik (Ed.), New
directions in psychology 4 (pp. 211- 277). New York
: Holt, Rinehart & Winston. |
LEE, S. & VALLIANT, R. (2009). Estimation for
volunteer panel Web surveys using propensity score
adjustment and calibration adjustment. Sociological
Methods & Research, 37 (3), 319-343. [PDF] |
|
ROSNOW, R.L. & ROSENTHAL, R. (1976). The volunteer
subject revisited. Australian Journal of Psychology,
28, 97-108. |
|
|
LYKKEN, D.T., TELLEGEN, A. & DERUBEIS, R. (1978).
Volunteer bias in twin research : The rule of two-thirds.
Social Biology, 25, 1-9. |
VAN LANGE, P.A.M., SCHIPPERS, M. & BALLIET, D. (2011).
Who volunteers in psychology experiments ? An empirical
review of prosocial motivation in volunteering. Personality
& Individual Differences, 51 (3), 279–284. [PDF] |
|
SEARS, D.O. (1986). College sophomores in the laboratory :
Influences of a narrow data base on social psychology's
view of human nature. Journal of Personality &
Social Psychology, 51 (3), 515–530. [PDF] |
|
|
| |
|
Voir aussi
Biais du volontaire et
Échantillon |
|
|
Échantillonnage
multi-niveaux : Procédure d'échantillonnage
par étapes, qui fait parfois appel à diverses procédures,
et dont l'objectif est de sélectionner des ensembles, puis des
sous-ensembles, et finalement les éléments qui feront l'objet de
la recherche. EX: Choisir, au
hasard de préférence, quelques provinces (1 er
niveau), puis un certain nombre de villes parmi ces quelques
provinces (2 e niveau) et, enfin, plusieurs habitants de
ces villes (3 e niveau).
=
procédure d'échantillonnage à
plusieurs phases, échantillonnage multi-phases, échantillonnage
par étapes.
Multistage sample, multilevel sample.
| |
|
|
SHAO, J. & RAO, J.N.K. (1993). Standard errors for low
income proportions estimated from stratified multistage
samples. Sankhya, Ser. B, 55, 393-414. |
|
NIGAM, A.K. & RAO, J.N.K. (1996). On balanced
bootstrap for stratified multistage samples.
Statistica Sinica, 6, 199-214. |
|
RABE-ESKETH, S. & SKRONDAL, A. (2006). Multilevel
modeling of complex survey data. Journal of the Royal
Statistical Society-Series A, 169, 805-827. |
|
ASPAROUHOV, T. (2006). General multi-level modeling with
sampling weights. Communications in statistics. Theory
& methods, 35 (3), 439-460. |
|
CARLE, A.C. (2009). Fitting multilevel models in complex
survey data with design weights : Recommendations. BMC
Medical Research Methodology, 9 [49], 1-13. |
| |
|
Voir aussi
Échantillonnage et Échantillon |
|
|
Échantillonnage
non-probabiliste : Ensemble de procédures
d'échantillonnage qui ne se fonde pas sur le hasard.
Dans ce type d'échantillonnage, tous les individus de la population
n'ont pas une probabilité
connue, égale ou non-nulle de faire partie de l'échantillon.
( ): Voir tableau ci-dessous.
Non-random
sampling, non-probability samples.
| |
|
|
EDGINGTON, E.S.N. (1966). Statistical inference and
nonrandom samples. Psychological Bulletin, 66,
485-487. |
|
SMITH, T.M.F. (1983). On the validity of inferences from
non-random samples. Journal of the Royal Statistical
Society – Series A (General), 146 (4), 394-403. |
|
YEAGER, D.S., KROSNICK, J.A., CHANG, L., JAVITZ, H.S.,
LEVENDUSKY, M.S., SIMPSER, A. & WANG, R. (2011).
Comparing the accuracy of RDD telephone surveys and
Internet surveys conducted with probability and
non-probability samples. Public Opinion Quarterly, 75
(4), 709-747. [PDF] |
|
|
Voir aussi
Échantillonnage et Échantillon |
|
|
|
|
|
|
Échantillonnage
par choix raisonnés : Procédure d'échantillonnage
qui consiste à choisir des sujets
parce que l'on croit qu'ils feront de bons sujets ou qu'ils sont
susceptibles de confirmer nos hypothèses.
= échantillonnage au jugé, échantillonnage de
jugement, échantillonnage à choix raisonnés, échantillonnage
opportuniste, échantillonnage raisonné.
Purposive selection.
| |
|
|
NEYMAN, J. (1934). On the two different aspects of the
representative method : the method of stratified sampling
and the method of purposive selection. Journal of the
Royal Statistical Society, 97 (4), 558-606. [PDF] |
| |
|
Voir aussi
Échantillonnage et Échantillon |
|
|
Échantillonnage
par grappes : Procédure d'échantillonnage dans laquelle
la population est divisée géographiquement en sous-groupes - que
l'on nomme grappes - à l'intérieur desquelles sont choisis les
individus, au hasard ou
non.
= échantillonnage par
sous-groupes.
Cluster sampling.
|
|
|
Échantillonnage par quotas : Échantillonnage non-probabiliste qui consiste à former des sous-groupes de sujets/participants égaux ou quasi-égaux (= les quotas) afin d'obtenir des groupes
équivalents et ainsi neutraliser
l'effet de certains variables
parasites.
Quota sampling.
| |
|
|
SUDMAN, S. (1966). Probability sampling with quotas. Journal
of the American Statistical Association, 61,
749-771. |
|
STEPHENSON, C.B. (1979). Probability sampling with quotas
: An experiment. Public Opinion Quarterly, 43
(4), 477-496. |
|
MARCH, C. & SCARBOROUGH, E. (1990). Testing nine
hypotheses about quota sampling. Journal of the Market
Research Society, 32 (4), 485-506. |
|
DEVILLE, J.C. (1991). A theory of quota surveys. Survey
Methodology, 17, 163-181. |
| |
|
Voir aussi Échantillon |
|
|
Échantillonnage probabiliste : Mode d'échantillonnage
qui se fonde sur le hasard.
= échantillonnage aléatoire,
échantillonnage au hasard.
*Distribuer les sujets au hasard dans les n groupes.
( ): Voir tableau ci-dessous.
Random sampling, probability sampling.
| |
|
|
SUDMAN, S. (1973). The uses of telephone directories for
survey sampling. Journal of Marketing Research, 10,
204-207. |
|
TULL, D.S. & ALBAUM, G.S. (1977). Bias in random digit
dialed surveys. Public Opinion Quarterly, 41,
389-395. |
|
WAKSBERG, J. (1978). Sampling methods for random digit
dialing. Journal of the American Statistical
Association, 73, 40-46. |
|
STEPHENSON, C.B. (1979). Probability sampling with quotas
: An experiment. Public Opinion Quarterly, 43
(4), 477-496. |
|
AUSTER, C.J. (2000). Probability sampling and inferential
statistics : an interactive exercise using M & M'S. Teaching
Sociology, 28, 379-385. |
|
YEAGER, D.S., KROSNICK, J.A., CHANG, L., JAVITZ, H.S.,
LEVENDUSKY, M.S., SIMPSER, A. & WANG, R. (2011).
Comparing the accuracy of RDD telephone surveys and
Internet surveys conducted with probability and
non-probability samples. Public Opinion Quarterly, 75
(4), 709-747. [PDF] |
|
|
Voir aussi Échantillon |
|
|
Échantillonnage par strates :
= Échantillonnage stratifié.
Stratified simple.
| |
|
|
NEYMAN, J. (1934). On the two different aspects of the
representative method : the method of stratified sampling
and the method of purposive selection. Journal of the
Royal Statistical Society, 97 (4), 558-606. [PDF] |
|
SHAO, J. & RAO, J.N.K. (1993). Standard errors for low
income proportions estimated from stratified multistage
samples. Sankhya, Ser. B, 55, 393-414. |
|
RAO, J.N.K. & SHAO, J. (1996). On balanced half-sample
variance estimation in stratified random sampling. Journal
of the American Statistical Association, 91, 343-348. |
|
BLASIUS, J. & BRANDT, M. (2010). Representativeness in
online surveys through stratified samples. Bulletin
de Méthodologie Sociologique, 107, 5-21.
[PDF] |
|
|
Voir aussi Échantillon |
|
|
Échantillonnage systématique :
= Échantillonnage par intervalles.
Systematic sampling.
|
Échantillonnage
temporel : Observation des comportements/ unité
observation au moment choisi par le intervalle ou fixée
au hasard.
Time-sampling.
| |
| Échantillonnage
temporel/Critère |
| Continu |
Par intervalles |
Au hasard |
| |
| |
|
|
THOMSON, C., HOLMBERG, M. & BAER, D.M. (1974). A brief
report on a comparison of time-sampling procedures. Journal
of Applied Behavioral Analysis, 7 (4), 623-626.
[PDF] |
|
POWELL, J., MARTINDALE, A. & KULP, S. (1975). An
evaluation of time-sample measures of behavior.
Journal of Applied Behavior Analysis, 8 (4),
463-469.
[PDF] |
|
ARY, D. & SUEN, H.K. (1983). The use of momentary time
sampling to assess both frequency and duration of
behavior. Journal of Behavioral Assessment, 5,
143-150. |
|
BRITTLE, R.A. & REPP, A.C. (1984). An investigation of
the accuracy of momentary time sampling procedures with
time series data. British Journal of Psychology, 75,
481-488. |
|
WIRTH, O., SLAVEN, J. & TAYLOR, M. (2014). Interval
sampling methods and measurement error: A computer
simulation. Journal of Applied Behavior Analysis, 47 (1),
83-10. |
|
|
Voir aussi Échantillon |
|
|
Échappement : Échapper : Réponse opérante
de l'organisme qui met
fin à une situation aversive.
Techniquement, l'échappement est un comportement
renforcé
négativement. Échappement, navette
d'évitement et décharge
électrique.
*Évitement.
= Comportement d'échappement.
Escape behavior, escape responding, escape learning.
| |
|
|
SCHOENFELD, W.N. (1950). An experimental approach to
anxiety, escape, and avoidance behavior. In P.H. Hoch
& J. Zubin (Eds.), Anxiety (pp. 70-99). New
York : Grune & Stratton. |
DOMJAN, M. & ROWELL, J.W. (1969). Discrimination
between escapable and inescapable shock. Psychological
Reports, 24, 111-114. |
|
KAPLAN, M. (1956). The maintenance of escape behavior
under fixed-ratio reinforcement. Journal of
Comparative & Physiological Psychology, 49,
153-157. |
INCE, L.P. (1969). Escape and avoidance conditioning of
responses in the plegic arm of stroke patients : A
preliminary study. Psychonomic Science, 16, 49-50. |
|
DINSMOOR, J.A., HUGHES L.H. & MATSUOKA, Y. (1958).
Escape-from-shock training in a free-response situation. American
Journal of Psychology, 71 (2), 325-337. |
HINELINE, P.N. & RACHLIN, H. (1969). Notes on
fixed-ratio and fixed-interval escape responding in the
pigeon. Journal of the Experimental Analysis of
Behavior, 12 (3), 397-401. [PDF] |
|
DINSMOOR, J.A., MATSUOKA, Y. & WINOGRAD, E. (1958).
Bar-holding as a preparatory response in escape-from-shock
training. Journal of Comparative Physiology &
Psychology, 51 (5), 637-639. |
BOLLES, R.C. (1969). Avoidance and escape learning :
Simultaneous acquisition of different responses. Journal
of Comparative Psychology & Physiology, 68,
355-358. |
|
DINSMOOR, J.A. & WINOGRAD, E. (1958). Shock intensity
in variable-interval sscape schedules. Journal of the
Experimental Analysis of Behavior, 1 (2), 145-148.
[PDF] |
BADIA, P. & CULBERTSON, S. (1970). Behavioral effects
of signalled vs. unsignalled shock during escape training
in the rat. Journal of Comparative &
Physiological Psychology, 72, 216-222. |
|
WEISS, B. & LATIES, V.G. (1959). Titration behavior on
various fractional escape programs. Journal of the
Experimental Analysis of Behavior, 2 (3),
227-2481. [PDF] |
MOROKOFF, P. & TIMBERLAKE, W. (1971). Cue exposure and
overt fear responses as determinants of extinction of
avoidance in rats. Journal of Comparative &
Physiological Psychology, 77, 432-438. [PDF] |
|
BAER, D.M. (1960). Escape and avoidance response of
preschool children to two schedules of reinforcement
withdrawal. Journal of the Experimental Analysis of
Behavior, 3 (2), 155-159.
[PDF] |
BROWN, T.G. & FLORY, R.K. (1972). Schedule-induced
escape from fixed-interval reinforcement. Journal of
the Experimental Analysis of Behavior, 17 (3),
395-403. [PDF] |
|
ULRICH, R.E. & AZRIN, N H. (1962). Elimination of
undesired escape from
footshock. Journal of the Experimental Analysis of
Behavior, 5 (1), 72.
[PDF] |
KNUTSON, J.F. & BAILEY, M.I. (1974). Free-operant
escape-avoidance of noise by rats. Journal of
Experimental Analysis of Behavior, 22 (1), 219-229.
[PDF] |
|
| |
DINSMOOR, J.A. (1977). Escape, avoidance and punishment :
Where do we stand ? Journal of the Experimental
Analysis of Behavior, 28 (1), 83-95. [PDF] |
|
AZRIN, N.H., HOLZ, W.C., HAKE D.F. & AYLLON T. (1963).
Fixed-ratio escape reinforcement. Journal of the
Experimental Analysis of Behavior, 6 (3), 449-456.
[PDF] |
CAMHI, J.M., WINSTON, T. & VOLMAN, S. (1978). The
escape behavior of the cockroach Periplaneta americana. Journal
of Comparative Physiology, 128 (3), 203-212. |
|
MIGLER, B. (1963). Experimental self-punishment and
superstitious escape behavior. Journal of the
Experimental Analysis of Behavior, 6 (3), 371-385.
[PDF] |
CARR, E.G., NEWSON, C.D. & BINKOFF, J.A. (1980).
Escape as a factor in the aggressive behavior of two
retarded children. Journal of Applied Behavior
Analysis, 13 (1), 101-117. [PDF] |
|
GOODALL, G. (1984). Cerebellar involvement in avoidance
and escape learning. Brain Research, 6 (2-3),
219-220. |
|
MIGLER, B. (1963). Bar holding during escape conditioning.
Journal of the Experimental Analysis of Behavior, 6 (1),
65-72. [PDF] |
IWATA, B.A., PACE, G.M., KALSHER, M.J., COWDERY, G.E.
& CATALDO, M.F. (1990). Experimental analysis and
extinction of self-injurious escape behavior. Journal
of Applied Behavior Analysis, 23 (1), 11-27. [PDF] |
|
AZRIN, N.H., HAKE, D.F., HOLZ, W.C. & HUTCHINSON, R.R.
(1965). Motivational aspects of escape from punishment.Journal
of the Experimental Analysis of Behavior, 8 (1),
31-44. [PDF] |
SCHMAJUK, N.A. & ZANUTTO, B.S. (1997). Escape,
avoidance, and imitation : a neural network approach. Adaptive
Behavior, 6 (1), 63-129. |
|
WINOGRAD, E. (1965). Escape behavior under different fixed
ratios and shock intensities. Journal of the
Experimental Analysis of Behavior, 8 (2), 117-124.
[PDF] |
COLEMAN, C.L. & HOLMES, P.A. (1998). The use of
noncontingent escape to reduce disruptive behaviors in
children with speech delays. Journal of Applied
Behavior Analysis, 31, 687-690. [PDF] |
|
AZRIN, N.H., HUTCHISON, R.R. & HAKE, D.F. (1967).
Attack, avoidance, and escape reactions to aversive shock.
Journal of the Experimental Analysis of Behavior, 10 (2),
131-148. [PDF] |
LALLI, J.S., VOLLMER, T.R., PROGAR, P.R., WRIGHT, C.,
BORRERO, J., DANIEL, D., BARTHOLD, C.H., TOCCO, K. &
MAY, W. (1999). Competition between positive and negative
reinforcement in the treatment of escape behavior. Journal
of Applied Behavior Analysis, 32 (3), 285-296.[PDF] |
| |
McCOMAS, J.J., HOCH, H., PAONE, D. & EL-ROY, D.
(2000). Escape behavior during academic tasks : A
preliminary analysis of idiosyncratic establishing
conditions. Journal of Applied Behavior Analysis, 33
(4), 479-493.
[PDF] |
| |
ROMANIUK, C., MILTENBERGER, R., CONYERS, C., JENNER, N.,
JURGENS, M. & RINGENBERG, C. (2002). The influence of
activity choice on problem behaviors maintained by escape
versus attention. Journal of Applied Behavior
Analysis, 35 (4), 349-362. [PDF] |
|
SELIGMAN, M.E.P. & MAIER, S.F. (1967). Failure to
escape traumatic shock. Journal of Experimental
Psychology, 74 (1), 1-9.
[PDF] |
EBANKS, M.E. & FISHER, W.W. (2003). Altering the
timing of academic prompts to treat destructive behavior
maintained by escape. Journal of Applied Analysis of
Behavior, 36 (3), 355-359. [PDF] |
|
OVERMIER, J.B. & SELIGMAN, M.E.P. (1967). Effects of
inescaplable shocks upon subsequent escape and avoidance
responding. Journal of Comparative &
Physiological Psychology, 63, 28-33. |
HAYES, S.C., STROSAHL, K.D., WILSON, K.G., BISSETT, R T.,
PISTORELLO, J., TOARMINO, D., POLUSNY, M.A., DYKSTRA,
T.A., BATTEN, S.V., BERGAN, J., STEWART, S.H., ZVOLENSKY,
M.J., EIFERT, G.H., BOND, F.W., FORSYTH, J.P., KAREKLA, M.
& MCCURRY, S.M. (2004). Measuring experiential
avoidance : A preliminary test of a working model. The
Psychological Record, 54, 553-578. [PDF] |
| |
GEIGER, K.B., CARR, J.E. & LEBLANC, L.A. (2010).
Function-based treatments for escape-maintained problem
behavior : A treatment-selection model for practicing
behavior analysts. Behavior Analysis in Practice, 3
(1), 22-32. [PDF] |
|
|
|
Voir aussi Conditionnement
opérannt, Décharge
électrique, Évitement et Navette
d'évitement |
MALCUIT,
G., POMERLEAU, A. et MAURICE, P. (1995). Psychologie
de l'apprentissage : termes et concepts.
St-Hyacinthe : Edisem.
|
|
|
Échauffement : Échauffer : Le terme a une seule signification qui varie légèrement selon le contexte : a) En
apprentissage, plus particulièrement lors de la phases d'acquisition, l'échauffement est une mise en train plus ou moins longue qui permet à un organisme
d'atteindre un niveau optimal de préparation
avant l'exécution d'une tâche
motrice ou verbale. Dans certaines conditions, cette mise en train
hausse le niveau de performance
du sujet. Ces conditions sont : court laps de temps entre
l'échauffement et la tâche, échauffement qui ressemble à la tâche,
qui ne crée pas de fatigue ou
expose le sujet à une blessure, etc. Échauffement, habileté
motrice et exercice.
Warm-up, warm-up effect.
b) On
peut également s'échauffer avant un exercice physique ou la
pratique d'un sport.
Échauffement, athlète et
exercice physique.
= étirement, préparation, routine.
Warm-up, stretching.
| |
|
| a |
|
IRION, A.L. (1949). Retention and warming-up effects in
paired associate learning. Journal of Experimental
Psychology, 39, 669-675. |
NACSON, J. & SCHMIDT, R.A. (1971). The activity-set
hypothesis for warm-up decrement. Journal of Motor
Behavior, 3, 318-325. [PDF] |
|
IRION, A.L. & WHAM, D.S. (1951). Recovery from
retention loss as a function of amount of pre-recall
warming-up. Journal of Experimental Psychology, 55,
270-272. |
SCHMIDT, R.A. & WRISBERG, C.A. (1971). The
activity-set hypothesis for warm-up decrement in a
movement' speed task. Journal of Motor Behavior, 3,
318-325. |
|
HAMILTON, C.E. & MOLA, W.A. (1953). Warm-upeffect in
human maze learning. Journal of Experimental
Psychology, 45, 437-441. |
HINELINE, P. (1978). Warmup in avoidance as a function of
time since prior training. Journal of the
Experimental Analysis of Behavior, 29 (1), 87-103.
[PDF] |
|
ADAMS, J.A. (1961). The second facet of forgetting : A
review of warm-up decrement. Psychological Bulletin,
58 (4), 257-273. |
HINELINE, P. & ALLOY, L.B. (1978). Warm-up effects in
free-operant avoidance in a shuttle box. Bulletin of
the Psychonomic Society, 12, 447-450. |
|
BARCH, A.M. (1963). Bilateral transfer of warm-up in
rotary pursuit. Perceptual & Motor Skills, 17, 723-726. |
|
|
CATALANO, J.F. & WHALEN, P. M. (1967). Factors in
recovery from performance decrement : activation.
inhibition, and warm-up. Perceptual & Motor
Skills, 24, 1223-1231. |
|
|
SPATZ, K.C. & IRION, A.L. (1969). Note on the transfer
of bilateral warm-up to pursuit rotor performance.
Journal of Experimental Psychology, 81, 607-608. |
|
|
SCHMIDT, R.A. (1971). Further tests of the activity-set
hypothesis for warm-up decrement. Journal of
Experimental Psychology, 90, 56-64. |
HINELINE, P. (1978). Warm-up in free-operant avoidance as
a function of the response-shock = shock-shock interval.
Journal of the Experimental Analysis of Behavior, 30
(3), 281-291.
[PDF] |
|
| MALCUIT,
G., POMERLEAU, A. et MAURICE, P. (1995). Psychologie
de l'apprentissage : termes et concepts.
St-Hyacinthe : Edisem. |
Voir aussi Habileté
motrice et Apprentissage |
| b |
|
TOMARAS, E. & MacINTOSH, B. (1985). Less is more :
standard warm-up causes fatigue and less warm-up permits
greater cycling power output. Journal of Applied
Physiology, 111, 228-235. |
TAYLOR, K.-L., SHEPPARD, J.M., LEE, H. & PLUMMER, N.
(2009). Negative effect of static stretching restored when
combined with a sport specific warm-up component.
Journal of Science & Medicine in Sport, 12 (6),
657-661. |
| |
SAMSON, M., BUTTON, D.C., CHAOUACHI, A. & BEHM, D.G.
(2012). Effects of dynamic and static stretching within
general and activity specific warm-up protocols.
Journal of Sports Science & Medicine, 11 (2),
279-285. |
|
| |
|
Voir aussi Sport,
Athlète et Exercice
physique |
|
|
|
|
Échec : Échouer : *Défaite.
/réussite.
Failure.
| |
|
|
MILLER, D.T. (1976). Ego-involvement and attributions for
success and failure. Journal of Personality &
Social Psychology, 34, 901-906. |
|
RYCKMAN, D. & PECKMAN, P. (1987). Gender differences
in attributions for success and failure. Journal of
Early Adolescence, 7, 47-63. |
|
HOUSTON, B. & KELLY, K. (1987). Type A behavior in
housewives : Relation to work, marital adjustment, stress,
tension, health, fear of failure, and self esteem. Journal
of Psychosomatic Research, 31, 55–61. |
|
WIGFIELD, A. (1988). Children's attributions for success
and failure : Effects of age and attentional focus. Journal
of Educational Psychology, 80 (1), 76-81.
[PDF] |
|
WATZLAWICK, P.J. (1988). Comment réussir à échouer.
Paris : Éditions du Seuil. |
|
ZEDELIUS, C. M., VEILING, H. & AARTS, H. (2013). I was
unaware and I needed the money! Success and failure in behavioral regulation toward consciously and
unconsciously perceived monetary cues. Social Cognition, 31 (1), 81–93.
|
|
|
Voir aussi Défaite
et Réussite |
|
|
Échec scolaire : Pour un élève/ étudiant,
incapacité à atteindre les objectifs
d'apprentissage d'un cours ou d'un programme, qui se traduit
par une note inférieure à la note
de passage, et parfois par le décrochage
scolaire. Les causes de l'échec scolaire sont multiples et
bien connues : manque d'effort
ou de motivation
des élèves, problème d'attention
ou d'indiscipline, méthode
pédagogique inefficace, encadrement
parental et scolaire
inadéquat, surpeuplement
des classes, laxisme des directions d'école, réforme pédagogique nébuleuse et nonscientifique, formation
des maîtres, matériel scolaire désuet (biliothèque,
ordinateur, etc.). Échec, redoubler
un cours et rendement
scolaire.
/réussite
scolaire.
Academic failure.
| |
|
|
GUSKEY, T.R. (1981). Measurement of the responsibility
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BOURGEOIS, J.P. (1983). Comment les instituteurs
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HALL, B.W., VILLEME, G. & BURLEY, W. (1989). Teachers'
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FALLU, J.S. & JANOSZ, M. (2003). La qualité des
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LAUTREY, J. (1989). Réussite et échec scolaires :
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|
|
DEPREEUW, E. (1990). Fear of failure : A complex
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|
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ISAMBERT-JAMATI, V. (1992). Quelques rappels de
l'émergence de l'échec scolaire comme "problème social"
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|
GOSLING, P. (1992). Qui est responsable de l'échec
scolaire ? : représentations sociales, attributions et
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CRAHAY, M. (2005). Peut-on lutter contre l'échec
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BECKERS, J. (1995). Les futurs enseignants se sentent-ils
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GAUTHIER, C. (2005). Échec scolaire et réforme
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source du problème. Presses de l'Université de
Laval. |
|
|
Voir aussi Motivation
scolaire et Réussite
scolaire |
|
|
Échecs : Jeu qui nécessite à la fois une grande capacité de
raisonnement et beaucoup de créativité
et de mémoire. /jeu
de hasard. Chess.
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BINET, A. (1893). Les grandes memoires : Resumé d'une
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SAARILUOMA, P. (1991). Aspects of skilled imagery and
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Cognitive reorganization and the development of chess
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SAARILUOMA, P. (1989). Chess players' recall of auditorily
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Experimental Analysis of Behavior, 94 (3), 373-386.
[PDF] |
|
|
|
Voir aussi
Résolution de problème, Raisonnement
et Jeu |
|
|
Échelle : Le terme a deux acceptions complémentaires qui
renvoient à l'idée de mesure
ou d'évaluation.
Scale.
|
Échelle ASRS : Échelle d'auto-évaluation du trouble
deficitaire de l'attention avec hyperactivité chez
l'adulte.
ADHD Self-report Scale.
| |
|
|
KESSLER, R.C., ADLER, L, AMES, M., DEMLER, O., FARAONE,
S., HIRIPI, E., HOWES, M.J., JIN, R., SECNIK, K., SPENCER,
T., USTUN, T.B. & WALTERS, E.E. (2005). The World
Health Organization Adult ADHD Self-Report Scale (ASRS): a
short screening scale for use in the general population. Psychological
Medicine, 35 (2), 245-256. |
|
KESSLER, R.C., ADLER, L, GRUBER, M.J., SARAWATE, C.A,
SPENCER, T. & VAN BRUNT, D.L. (2007). Validity of the
World Health Organization Adult ADHD Self-Report Scale
(ASRS) Screener in a representative sample of health plan
members. International Journal of Methods in
Psychiatric Research, 16 (2), 52-65. [PDF] |
|
YEH, C.B., GAU, S.S., KESSLER, R.C. & WU, Y.Y. (2008).
Psychometric properties of the Chinese version of the
adult ADHD Self-report Scale. International Journal
of Methods in Psychiatric Research, 17 (1), 45-54.
|
| |
|
Voir aussi Échelle
d'évaluation et Trouble
deficitaire de l'attention avec hyperactivité |
| |
|
|
Échelle de mesure et d'évaluation :
En science,
l'échelle est une façon systématique d'apprécier un phénomène.
Le concept recouvre deux réalités complémentaires : Évaluer et
mesurer. 1) Mesurer consiste à associer les propriétés
des nombres aux objets
(ou à leurs propriétés). = quantifier.
Scales of measurement.
2) En psychologie,
la plupart de ces échelles sont des
échelles d'évaluation (et non de mesure). Échelle
qualitative qui permet de classer
ou d'ordonner les
propriétés d'un phénomène. La confusion provient du fait que l'on
traduit souvent le mot « scale» par mesure, alors que le
sens du mot est plus large et recouvre à la fois la mesure et
l'évaluation.
( ):
Rating scale, response scale.
| Types
d'échelle |
Évaluer/Qualifier |
Mesurer/Quantifier |
| Nominale |
Ordinale
|
D'intervalles |
De
rapports (ratio) |
| Synonyme |
Classe= Étiquette = Catégorie =
échelle binaire = qualitative = subjective |
Hiérarchie,
rang |
Quantitative,
relative |
Quantitative,
Métrique |
| En
anglais |
Nominal
scale, categorical scale |
Ordinal
scale, ranking scale |
Interval-scale |
Ratio-scale |
| Exemple |
Genre/Sexe
1= homme/2 = femme
|
Niveau de scolarité
3 = Universitaire
2 = Cégep
1= secondaire
0= primaire
|
30o = Température en degré celcius
|
9,87 secondes pour parcourir un cent mètres
|
| Exemple
en psy |
1 = névrose
2 = psychose
3 = «normal»
|
QI =
104 |
26 de
Cote R au cégep |
Se
laver 8 fois les mains, retenir 7 mots |
| Opérations
mathématiques ou logiques permises |
= ? |
<
> |
+ et - |
+ - ×÷ |
| Type de
comparaisons permises |
Égalité |
Ordre |
Distance |
Proportion |
| Transformations
permises |
On peut
remplacer les chiffres par des lettres A= homme/B= femme |
On peut
transformer cette échelle en échelle nominale |
On peut
transformer cette échelle en échelle ordinale ou nominale
|
On peut
transformer cette échelle en échelle ordinale, nominale ou
à intervalles |
| Statut
des nombres |
Choisis
de façon arbitraire |
Respectent
un certain ordre de grandeur |
Préservent
l'écart ou la distance entre eux |
Relations
absolues (point 0) |
| Statut
du zéro |
Désigne
par convention une classe
0= homme/1 = femme |
Désigne
par convention le bas de l'échelle, la plus petite valeur
du phénomène mesuré |
Zéro
arbitraire ou conventionel; ne désigne pas l'absence
du phénomène mesuré |
Zéro
absolu; désigne l'absence ou la nullité du phénomène
mesuré |
| Niveau
d'information |
Minimal |
+ que
nominale
- qu'à intervalles |
+
qu'ordinal
- que par rapport |
Maximal |
|
|
Tableau
original conçu par Jean
Bégin/Légèrement
modifié par l'auteur de ce site  |
|
|
| |
|
|
STEVENS, S.S. (1946). On the theory of scales of
measurement. Science, 103 (2684), 677-680. [PDF] |
GAITO, J. (1980). Measurement scales and statistics :
Resurgence of an old misconception. Psychological
Bulletin, 87, 564-567. |
|
VAN DER VEN, A.H.G.S (1980). Introduction to scaling.Chichester
: Wiley. |
|
BENDING, A.W. (1953). The reliability of self-ratings as a
function of amount of verbal anchoring and of the number
of categories on the scale. Journal of Applied
Psychology, 37, 38-41. |
WRIGHT, B.D. & MASTERS, G.N. (1982). Rating scale
analysis. Chicago : MESA Press. |
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BURKE, C.J. (1953). Additive scales and statistics. Psychological
Review, 60 (1), 73-75. |
TOWNSEND, J.T. & ASHBY, F.G. (1984). Measurement
scales and statistics : The misconception misconceived.
Psychological Bulletin, 96, 394-401. [PDF] |
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WRIGHT, B.D. (1985). Additivity in psychological
measurement. In E. Roskam (Ed.), Measurement and
personality assessment (pp. 101-112). North
Holland : Elsevier Science Ltd. |
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TORGERSON W.S. (1958). Theory and methods of scaling.
New York : John Wiley. |
MICHELL, J. (1986). Measurement scales and statistics : A
clash of paradigms. Psychological Bulletin, 100,
398-407. |
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GREENLEAF, E.A. (1992). Improving rating scale measures by
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methods in psychology. London : Sage. |
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measurement. Synthese, 16, 170-233. |
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LICHTENSTEIN, S. & NEWMAN, J.R. (1967). Empirical
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ZURIFF, G.E. (2002). A behavioral interpretation of
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GARDNER, P.L. (1975). Scales and statistics. Renew of
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PENTA, M., ARNOULD C. & DECRUYNAERE, C. (2005). Développer
et interpréter une échelle de mesure. Applications du
modèle de Rasch Sprimont : Mardaga. |
| |
CICCHETTI, D., BRONEN, R., SPENCER, S. HAUT, S. BERG, A.,
OLIVER, P. & TYRER, P. (2006). Rating scales, scales
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critical issues for clinicians and researchers. The
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BECH, P. (2006). Rating scales in depression : Limitations
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|
|
|
SCHERRER, B. (1984). Biostatistique. Chicoutimi :
Gaëtan Morin. |
Voir Échelle d'évaluation |
|
|
Échelle binaire : Échelle nominale
qui consiste à classer les variations d'un phénomène
en fonction de deux catégories (d'où le mot binaire) exhaustives
et mutuellement exclusives. Exhaustif
signifie que toutes les variations connues du phénomène peuvent
être classées dans ces deux catégories. Mutuellement exclusif
signifie qu'une variation ne peut être classée que dans une et une
seule catégorie. EX: Sexe --» 1 = hommes et 2 =
femmes.Tous les individus ont un sexe (catégories exhaustives) et
tous sont soit des hommes, soit des femmes (catégories
mutuellement exclusives). Dans cette échelle 1 et 2 sont des
symboles qui servent à désigner les classes et non des nombres ou
des quantités, on ne peut donc pas les additionner ou les
multiplier.
= échelle
nominale ou qualitative, échelle
dichotomique.
Binary scale.
| Exemples d'échelle binaire |
| Sexe
|
Femme ou Homme |
| Réponse à une question |
Oui ou Non |
| Âge |
Plus jeune ou Plus vieux |
| Résultat d'un cours |
Échec ou Réussite |
|
|
| |
|
|
BERTOLI-BARSOTTI, L. & PUNZO, A. (2013). Rasch
analysis for binary data with nonignorable nonresponses. Psicologica
: International Journal of Methodology and Experimental
Psychology, 34 (1), 97-123 [PDF] |
|
| SCHERRER,
B. (1984). Biostatistique. Chicoutimi : Gaëtan
Morin. |
Voir aussi Échelle nominal et Donnée
binaire |
|
|
|
|
|
|
Échelle d'évaluation de la déficience cognitive : Échelle d'évaluation du trouble deficitaire de l'attention avec hyperactivité. Impairment rating scale.
| |
|
|
FABIANO, G.A. & PELHAM, W.E. (2002). Measuring
impairment in children with attention deficit
hyperactivity disorder. The ADHD Report, 10,
6-10. |
|
FABIANO, G.A., PELHAM, W.E., WASCHBUSCH, D.A., GNAGY,
E.M., LAHEY, B.B., CHRONIS, A.M., ONYANGO, A.N., KIPP, H.,
LOPEZ-WILLIAMS, A. & BURROWS-MACLEAN, L.A. (2006).
Practical measure of impairment : psychometric properties
of the impairment rating scale in samples of children with
attention deficit hyperactivity disorder and two
school-based samples. Journal of Clinical Child &
Adolescent Psychology, 35 (3), 369-385. |
|
MUGNAINI, D. & FABIANO, G.A. (2006). The evaluation of
impairment in the attention deficit/hyperactivity disorder
: the contribution of the impairment rating scale. Minerva
Pediatrica, 58 (2), 159-166. |
| |
|
Voir aussi Échelle
d'évaluation et Troubles
deficitaire de l'attention avec hyperactivité |
| |
|
|
Échelle d'évaluation de l'impulsivité de Barratt : Échelle d'évaluation de l'impulsivité.
Impairment rating scale.
| |
|
|
BARRATT, E.S. (1965). Factor analysis of some psychometric
measures of impulsiveness and anxiety. Psychological
Reports, 16, 547–554. |
|
BARRATT, E.S., PATTON, J.H. & STANFORD, M.S. (1995).
Factor structure of the Barratt Impulsiveness scale. Journal
of Clinical Psychology, 51, 768–764. |
|
COTLEE, C. G., POLITZER, C.S., HOYLE, R.H. & HUETTEL,
S.A. (2014). An Abbreviated Impulsiveness Scale
constructed through confirmatory factor analysis of the
Barratt Impulsiveness Scale Version 11. Archives of
Scientific Psychology, 2 (1), 1–12. |
|
STANDFORD, M.S., MATHIAS, C.W., DOUGHERTY, D.M., LAKE,
S.L., ANDERSON, N.E. & PATTON, J.H. (2009). Fifty
years of the Barratt Impulsiveness Scale : An update and
review. Personality & Individual Differences, 47,
385–395. [PDF] |
|
STEINBERG, L., SHARP, C., STANFORD, M. & THARP, A.T.
(2013). New tricks for an old measure : The development of
the Barratt Impulsiveness Scale-Brief (BIS-Brief). Psychological
Assessment, 25 (1), 216-226. [PDF]
|
|
|
Voir aussi Échelle
d'évaluation etImpulsivité |
|
|
|
Échelle d'intervalles : Échelle quantitative qui consiste à repérer des variations d'un phénomène dont les intervalles sont constants. Intervalle constant signifie que la distance entre les repaires est connue,
quantitative et constante. EX: La température :
L'écart entre 10 et 12°C est identique à l'écart entre 14° et
16°C. On peut classer la température (chaude ou froide),
l'ordonner (plus ou moins chaude) l'additionner (s'il fait 20°C et
que la température augmente de cinq degrés, on dira qu'il fait
25°C., mais on ne peut la multiplier ou la diviser. L'échelle
d'intervalles ne mesure pas une réalité physique, elle ne fait que
graduer de manière constante l'espace entre deux points limites
fixés arbitrairement (Le point de congélation, 0, et le point
d'ébullition, c, sur une colonne de mercure divisée par cent unité
dans le cas l'échelle Celcius. Ou l'heure sur le cadran d'une
montre divisée en douze unités de soixante minutes). Pour cette
raison, on ne peut affirmer que 40°C est deux fois plus chaud que
20°C (le double de 20°C est en fait 293,15°C). Les échelles de
rapport par intervalle possèdent un
zéro arbitraire.
= Échelle
relative.
Interval-scale.
|
|
| Température |
0
Celcius ou 0 Farenheit ne signifie pas une absence de
température |
| L'heure |
Minuit
ou 0h. ne signifie pas l'absence d'heure |
|
|
| Types d'échelle |
Évaluer/Qualifier |
Mesurer/Quantifier |
| Nominale |
Ordinale
|
D'intervalles |
De
rapports (ratio) |
| Synonyme |
Classe= Étiquette = Catégorie =
échelle binaire = qualitative = subjective |
Hiérarchie,
rang |
Quantitative,
relative |
Quantitative, Métrique |
| En
anglais |
Nominal
scale, categorical scale |
Ordinal
scale, ranking scale |
Interval-scale |
Ratio-scale |
| Exemple |
Genre/Sexe
1= homme/2 = femme
|
Niveau de scolarité
3 = Universitaire
2 = Cégep
1= secondaire
0= primaire
|
30o = Température en degré celcius
|
9,87 secondes pour parcourir un cent mètres
|
| Exemple
en psy |
1 = névrose
2 = psychose
3 = «normal»
|
QI =
104 |
26 de
Cote R au cégep |
Se
laver 8 fois les mains, retenir 7 mots |
| Opérations
mathématiques ou logiques permises |
= ? |
<> |
+ et - |
+ - ×÷ |
| Type de
comparaisons permises |
Égalité |
Ordre |
Distance |
Proportion |
| Transformations
permises |
On peut
remplacer les chiffres par des lettres A= homme/B= femme |
On peut
transformer cette échelle en échelle nominale |
On peut
transformer cette échelle en échelle ordinale ou nominale
|
On peut
transformer cette échelle en échelle ordinale, nominale ou
à intervalles |
| Statut
des nombres |
Choisis
de façon arbitraire |
Respectent
un certain ordre de grandeur |
Préservent
l'écart ou la distance entre eux |
Relations
absolues (point 0) |
| Statut
du zéro |
Désigne
par convention une classe
0= homme/1 = femme |
Désigne
par convention le bas de l'échelle, la plus petite valeur
du phénomène mesuré |
Zéro
arbitraire ou conventionel; ne désigne pas l'absence
du phénomène mesuré |
Zéro
absolu; désigne l'absence ou la nullité du phénomène
mesuré |
| Niveau
d'information |
Minimal |
+ que
nomimale
- qu'à intervalles |
+
qu'ordinal
- que par rapport |
Maximal |
|
|
| Tableau
original conçu par Jean
Bégin/Légèrement modifié par l'auteur de ce site |
|
| |
|
|
VELLEMAN, P.F. & WILKINSON, L. (1993). Nominal,
ordinal, interval, and ratio typologies are misleading.
The American Statistician, 47 (1), 65-72. [PDF] |
|
|
SCHERRER, B. (1984). Biostatistique. Chicoutimi :
Gaëtan Morin. |
Voir aussi Échelle
quantitative |
|
|
|
|
Échelle de Bayley : Échelle
d'évaluation du développement
(de la naissance à trois ans 1/2).
Bayley Scales of Infant Development.
| |
|
|
WASHINGTON, K. (1998). The Bayley Scales of Infant
Development-II and children with developmental delays : a
clinical perspective. Journal of Developmental &
Behavioral Pediatrics, 19, 346-349. |
GAGNON, S.G. & NAGLE, R.J. (2000). Comparison of the
revised and original versions of the Bayley Scales of
Infant Development. School Psychology International,
21 (3), 293-305. |
|
WASHINGTON, K., SCOTT, D.T., JOHNSON, K.A., WENDEL, S.
& HAY, A.E. (1998). The Bayley Scales of Infant
Development-II and children with developmental delays : A
clinical perspective. Journal of Developmental &
Behavioral Pediatrics, 19 (5), 346-349. |
SCHULER, M.E., NAIR, P. & HARRINGTON, D. (2003).
Developmental outcome of drug-exposed children through 30
months : A comparison of Bayley and Bayley-II. Psychological
Assessment, 15 (3), 435-438. |
|
GAUTHIER, S.M., BAUER, C.R., MESSINGER, D.S. &
CLOSIUS, J.M. (1999). The Bayley Scales of Infant
Development. II : Where to start. Journal of
Developmental & Behavioral Pediatrics, 20, 197
/ Journal of Developmental & Behavioral
Pediatrics, 20, 75-79. |
ALFONSO, V.C., RUSSO, P.M., FORTUGNO, D.A. & RADER,
D.E. (2005). Critical review of the Bayley Scales of
Infant Development-Second Edition : Implications for
assessing young children with developmental delays.
The School Psychologist, 1, 67-73. |
|
BLACK, M.M. & MATULA, K. (1999). Essentials of
Bayley Scales of Infant Development II Assessment.
New York : John Wiley. |
HACK, M., TAYLOR, H.G., DROTAR, D., SCHLUCHTER, M.,
CARTAR, L., WILSON-COSTELLO, D., KLEIN, N., FRIEDMAN, H.,
MERCURI-MINICH, N. & MORROW, M. (2005). Poor
predictive validity of the Bayley Scales of Infant
Development for cognitive function of extremely low birth
weight children at school age. Pediatrics, 116
(2), 333-341.
[PDF] |
|
|
Voir aussi Échelle
d'évaluation et Développement |
|
|
Échelle de bien-être et de satisfaction de la vie : Satisfaction With Life Scale, SWLS.
| |
|
|
DIENER, E., EMMONS, R.A., LARSEN, R.J. & GRIFFIN, S.
(1985). The Satisfaction with Life Scale. Journal of
Personality Assessment, 49, 71-75. |
|
DIENER, E., COLVIN, C.R. & SANDVIK, E. (1991). Further
validation of the Satisfaction with Life Scale : Evidence
for the cross-method convergence of well-being measures. Journal
of Personality Assessment, 57, 149-161. |
|
PAVOT, W.G. & DIENER, E. (1993). Review of the
Satisfaction With Life Scale. Psychological
Assessment, 5 (2), 164-172. [PDF] |
|
|
Voir aussi Bien-être |
|
|
Échelle de Brazelton : Échelle
d'évaluation et de classement des
nouveaux-nés, développée par
Brazelton.
Brazelton Neonatal
Assessment Scale (BNAS), Neonatal Behavioral Assessement scale.
| |
|
ALS, H., TRONICK, E., LESTER, B.M. & BRAZELTON, T.B.
(1977). The Brazelton Neonatal Behavioral Assessment Scale
(BNBAS). Journal of Abnormal Child Psychology, 5 (3),
215–231.
|
BRAZELTON, T.B. (1978). The Brazelton Neonatal Behavior
Assessment Scale : introduction. Monographs of the
Society for Research in Child Development, 43 (5–6),
1–13.
|
BRAZELTON, T.B. (1983). Neonatal behavior evaluation
scale. Neuropsychiatrie de l'Enfance et de
l'Adolescence, 31 (2–3), 61–96.
|
|
BRAZELTON, T.B. (2001). Échelle de Brazelton. Médecine
& Hygiène. |
BRAZELTON, T.B. & NUGENT, J.K. (2011). Neonatal
behavioral assessment scale. London : Mac Keith
Press.
|
|
Voir aussi Échelle
d'évaluation, Enfant
né prématurément et Nouveaux-nés
|
|
|
|
|
|
Échelle de complètement des énoncés : Échelle d'accord qui
comporte 11 degrés.
Phases completion scale.
| |
|
|
HODGE, D.R. & GILLEPSIE, D.F. (2003). Phrase
completions : An alternative to Likert scales. Social
Work Research, 27 (1), 45-55. |
|
HODGE, D.R. & GILLEPSIE, D.F. (2005). Phrase
completion scales. In K. Kempf-Leonard (Ed.), Encyclopedia
of social measurement (Vol. 3, pp. 53-62). San
Diego : Academic Press. |
|
HODGE, D.R. & GILLEPSIE, D.F. (2007). Phrase
completion scales : A better measurement approach than
Likert scales ? Journal of Social Service Research,
33 (4), 1-12. |
|
|
Voir aussi
Question à échelle d'accord |
|
|
Échelle de Conners : Échelle
d'évaluation, inventée par Conners, du trouble
déficitaire de l'attention avec hyperactivité.
Conners Parent and Teacher Rating Scales.
| |
|
|
CONNERS, C.K. (1969). A teacher rating scale for use in
drug studies with children. American Journal of
Psychiatry, 126, 884-888. |
EPSTEIN, J.N., MARCH, J.S., CONNORS, C.K. & JACKSON,
D.L. (1998). Racial differences on the Conners Teacher
Rating Scale. Journal of Abnormal Child Psychology,
26, 109-118. |
|
WERRY, J.S. & SPRAGUE, R.L. & COHEN, M. (1975).
Conners' Teacher Rating Scale for use in drug studies with
children an empirical study. Journal of Abnormal
Child Psychology, 3, 217-229. |
CONNORS, C.K., SITARENOIS, G., PARKER, J.D. & EPSTEIN,
J.N. (1998). The revised Conners Parent Rating Scale
(CPRS-R) : factor structure, reliability, and criterion
validity. Journal of Abnormal Child Psychology, 26,
257-268. |
|
GLOW, R.A., GLOW, P.H. & RUMP, E.E. (1982). The
stability of child behavior disorders: A one year
test-retest of Adelaide versions of the Conners Teacher
and Parent Rating Scales. Journal of Abnormal Child
Psychology, 10, 33-60. |
GUMPEL, T., WILSON, M. & SHALEV, R. (1998). An item
response theory analysis of the Conners Teacher's Rating
Scale. Journal of Learning Disabilities, 31 (6),
525-532. |
|
CONNORS, C.K. (1997). Conners' rating scales :
Revised technical manual. North Towanda, NY :
Multi-Health Systems. |
CONNORS, C.K. (1999). Clinical use of rating scales in
diagnosis and treatment of attention-deficit/hyperactivity
disorder. Pediatric Clinics of North America, 46
(5), 857-870. |
|
FANTUZZO, J.W., GRIM, S., MORDELL, M., McDERMOOT, P.,
MILLER, L. & OOLAHAN, K. (2001). A multivariate
analysis of the revised Conners' Teacher Rating Scale with
low-income, urban preschool children. Journal of
Abnormal Child Psychology, 29, 141-152. |
|
CORDES, M. & McLAUGHLIN, T.F. (2004). Attention
deficit hyperactivity disorder and rating scales with a
brief review of the Connors Teacher Rating Scale (1998).
International Journal of Special Education, 19 (2),
23-34. [PDF] |
|
|
Voir aussi Échelle
d'évaluation et TDAH |
|
|
Échelle de dépression de Montgomery et Asberg : Échelle d'évaluation
de la dépression développé
par Montgomerey et Äsberg.
Montgomery-Asberg Depression Rating
Scale, MADRS, SIGMA.
| |
|
|
MONTGOMERY, S.A. & ÄSBERG, M. (1979). A new depression
scale designed to be sensitive to change. British
Journal of Psychiatry, 134, 382-389. [PDF] |
ZIMMERMAN, M., POSTERNAK, M.A. & CHELMINSKI, I.
(2004). Derivation of a definition of remission on the
Montgomery- Asberg depression rating scale corresponding
to the definition of remission on the Hamilton rating
scale for depression. Journal of Psychiatric Research,
38, 577-582. |
|
MONTGOMERY, S.A., SMEYTAKY, N., DE RUITER, M. &
MONTGOMERY, D.B. (1985). Profiles of antidepressant
activity with the Montgomery-Asberg Depression Rating
Scale. Acta Psychiatrica Scandinavica, 320 (S),
38-42. |
ZIMMERMAN, M., POSTERNAK, M.A. & CHELMINSKI, I.
(2004). Defining remission on the Montgomery-Åsberg
depression rating scale. Journal of Clinical
Psychiatry, 65, 163-168. |
|
WILLIAMS J.B.W. (1996). Structured interview guide
for the Montgomery-Äsberg Depression Rating Scale
(SIG-MA). Biometrics Research Department. |
CARMODY, T., RUSH, J., BERNSTEIN, I., WARDEN, D., BRANNAN,
S., BURNHAM, D., WOO, A. & TRIVEDI, M. (2006). The
Montgomery-Asbergand and the Hamilton ratings of
depression :a comparison of measures. European
Neuropsychopharmacology, 16, 601-611. [PDF] |
|
HAMMOND, M.F. (1998). Rating depression severity in the
elderly physically ill patient : reliability and factor
structure of the Hamilton and the Montgomery-Äsberg
Depression Rating Scales. International Journal of
Geriatry & Psychiatry, 13, 257-261. |
MÖLLER, H.J. & SCHNITKER, J. (2007). Prospective study
using a modified Montgomery-Åsberg Depression Scale. Nervenarzt,
78, 685-690. |
|
SVANBORG, P. & ASBERG, M. (2001). A comparison between
the Beck Depression Inventory (BDI) and the self-rating
version of the Montgomery-Äsberg Depression Rating Scale
(MADRS). Journal of Affective Disorders, 64
(2-3), 203-216. |
WILLIAMS, J.B.W. & KOBAK, K.A. (2008). Development and
reliability of a structured interview guide for the
Montgomery-Äsberg Depression Rating Scale (SIGMA). British
Journal of Psychiatry, 192 (1), 52-58. |
|
KHAN, A., KHAN, S.R., SHANKLES, E.B. & POLISSAR, N.F.
(2002). Relative sensitivity of the Montgomery-Äsberg
Depression Rating Scale, the Hamilton Depression rating
scale and the Clinical Global Impressions rating scale in
antidepressant clinical trials. International
Clinical Psychopharmacology, 17, 281-285. |
CUSIN, C., YANG, H., YEUNG, A. & FAVA, M. (2009).
Rating Scales for depression. In L. Baer and M.A. Blais
(Eds.), Handbook of clinical rating scales and
assessment in psychiatry and mental health (pp.
7-35). Human Press. [PDF] |
|
HAWLEY, C.J., GALE, T.M. & SIVAKUMARAN, T. (2002).
Defining remission by cut off score on the MADRS :
selecting the optimal value. Journal of Affective
Disorders, 72, 177-184. |
CUNNINGHAM, J.L., WENROTH, L., VON KNORRING, L. &
EKSELIUS, L. (2011). Agreement between physicians' and
patients' ratings on the Montgomery & Äsberg
Depression Rating Scale. Journal of Affective
Disorders, 135 (1-3), 148-153. |
|
|
|
Vor aussi Dépression
et Échelle d'évaluation |
|
|
Échelle de Guttman : Échelle
d'évaluation des
attitudes développé par Guttman.
Guttman scale.
| |
|
|
GUTTMAN, L. (1944). A basis for scaling qualitative data.
American Sociological Review, 9 (2), 139-150. [PDF] |
GUEST, G. (2000). Using Guttman Scaling to rank wealth :
Integrating quantitative and qualitative Data. Field
Methods, 12 (4), 346-357. [PDF] |
|
EDWARDS, A. (1948). On Guttman's scale analysis. Educational
& Psychological Measurement, 8, 313-318. |
ABDI, H. (2000). Guttman scaling. In N. Salkind (Ed.), Encyclopedia
of research design. Thousand Oaks, CA : Sage. [PDF] |
|
KAY, P. (1964). A Guttman scale model of Tahitian consumer
behavior. Southwestern Journal of Anthropology, 20,160-167. |
|
|
KRONEFELD, D.B. (1972). Guttman scaling : Problems of
conceptual domain, unidimensionality, and historical
inference. Man 7, 255-276. |
ENGELHARD, G. (2005). Guttman scaling. In K. Kempf-Leonard
(Ed.), Encyclopedia of social measurement (Vol.
2, pp. 167-174). San Diego, CA : Academic Press/Elsevier
Science. |
|
MARSHALL, M. & BORTHWICK, M. (1974). Consensus,
dissensus and Guttman scales : The Namoluk case.
Journal of Anthropological Research, 30, 252-270. |
|
|
KENNY, D.A. & RUBIN, D.A. (1977). Chance
reproducibility in Guttman scaling. Social Science
Research, 6, 188-196. |
|
|
|
Vor aussi Attitudes
et Échelle d'évaluation |
|
|
Échelle de Hamilton : Échelle
d'évaluation de la dépression
conçue en 1960 par Hamilton.
= Échelle de dépression de
Hamilton. Hamilton Rating
Scale for Depression (HRSD),
HAM-D.
| |
|
|
HAMILTON, M. (1960). A rating scale for depression. Journal
of Neurology, Neurosurgery & Psychiatry, 23,
56-62. [PDF] |
|
|
HAMILTON, M. (1966). Assessment of change in psychiatric
state by means of rating scales. Proceedings of the
Royal Society of Medicine, 59 (S1), 10-13. |
MOBERG, P.J., LAZARUS, L.W., MESHOLAM, R.I., BILKER, W.,
CHUY, I.L., NEYMAN, I. & MARKVART, V. (2001).
Comparison of the standard and structured interview guide
for the Hamilton Depression Rating Scale in depressed
geriatric inpatients. American Journal of Geriatry
& Psychiatry, 9, 35-40 |
|
HAMILTON, M. (1967). Development of a rating scale for
primary depressive illness. British Journal of Social
& Clinical Psychology, 6, 278-296. |
WILLIAMS, J.B. (2001). Standardizing the Hamilton
depression rating scale : past, present, and future.
European Archives of Psychiatry & Clinical, 251
(S2), 6-12. |
|
HAMILTON, M. (1969). Standardised assessment and recording
of depressive symptoms. Psychiatria, Neurologia,
Neurochirurgia, 72, 201-205. |
MÖLLER, H.J. (2001). Methodological aspects in the
assessment of severity of depression by the Hamilton
Depression Scale. European Archives of Psychiatry
& Clinical Neurosciences, 251 (S2), 13-20. |
|
BAILEY, J. & COPPEN, A. (1976). A comparison between
the Hamilton Rating Scale and the Beck Inventory in the
measurement of depression. British Journal of
Psychiatry, 128, 486-469. |
|
|
HEDLUND, J.L. & VIEWIG, B.W. (1979). The Hamilton
rating scale for depression : a comprehensive review. Journal
of Operational Psychiatry, 10, 149-165. |
|
|
HAMILTON, M. (1980). Rating depressive patients.
Journal of Clinical Psychiatry, 41, 21-24. |
KHAN, A., KHAN, S.R., SHANKLES, E.B. & POLISSAR, N.F.
(2002). Relative sensitivity of the Montgomery-Äsberg
Depression Rating Scale, the Hamilton Depression rating
scale and the Clinical Global Impressions rating scale in
antidepressant clinical trials. International
Clinical Psychopharmacology, 17, 281-285. |
|
BECH, P., ALLERUP, P., GRAM L.F., REISBY, N., ROSENBERG,
R., JACONSEN, O. & NAGY, A. (1981). The Hamilton
depression scale. Evaluation of objectivity using logistic
models. Acta Psychiatrica Scandinavica, 63,
290-299. |
MULLER, M.J. & DRAGIECEVIC, A. (2003). Standardized
rater training for the Hamilton Depression Rating Scale
(HAMD-17) in psychiatric novices. Journal of Affective
Disorders, 77, 65-69. |
|
|
KEARNS, N.P., CRUICKSHANK, C.A., MCGUIGAN, K.J., RILEY,
S.A., SHAW, S.P. & SNAITH, R.P. (1982). A comparison
of depression rating scales. British Journal of
Psychiatry, 141, 45-49. |
KOBAK, K.A., LIPSITZ, J.D. & FEIGER, A. (2003).
Development of a standardized training program for the
Hamilton Depression Scale using internet-based
technologies: results from a pilot study. Journal of
Psychiatric Research, 37, 509-515. |
|
BECH, P., ALLERUP, P., REISBY, N. & GRAM, L.F. (1984).
Assessment of symptom change from improvement curves on
the Hamilton depression scale in trials with
antidepressants. Psychopharmacology, 84,
276-281. |
BAGBY, R.M., RYDER, A.G., SCHULLER, D.R. & MARSHAL,
M.B. (2004). The Hamilton depression rating scale : has
the gold standard become a lead weight ? American
Journal of Psychiatry, 161, 2163-2177. |
|
WILLIAMS, J.B. (1988). A structured interview guide for
the Hamilton depression rating scale. Archives of
General Psychiatry, 45, 742-747. |
MORITZ, S., MEIER, B., HAND, I., SCHICK, M. & JAHN, H.
(2004). Dimensional structure of the Hamilton depression
rating scale in patients with obsessive-compulsive
disorder. Psychiatry Research, 125, 171-180. |
|
BERRIOS, G.E. & BULBENA, A. (1990). The Hamilton
Depression Scale and the numerical description of the
symptoms of depression. In P. Bech & A. Coppen (Eds.),
The Hamilton Scales (pp. 80-92). Heildeberg :
Springer. |
ZIMMERMAN, M., POSTERNAK, M.A. & CHELMINSKI, I.
(2004). Is the cut off to define remission on theHamilton
Ratin gScale for Depression too high? The Journal of
Nervous & Mental Disease, 193, 170-175. |
|
STEINMEYER, E.M. & MÖLLER, H.J. (1992). Facet
theoretic analysis of the Hamilton-D scale. Journal
of Affective Disorders, 25, 53-61. |
CARMODY, T., RUSH, J., BERNSTEIN, I., WARDEN, D., BRANNAN,
S., BURNHAM, D., WOO, A. & TRIVEDI, M. (2006). The
Montgomery-Asberg and the Hamilton ratings of depression :
a comparison of measures. European
Neuropsychopharmacology, 16, 601-611. [PDF] |
|
BECH, P., ALLERUP, P., MAIER, W., ALBUS, M., LAVORI P.
& AYUSO, J.L. (1992). The Hamilton scales and the
Hopkins Symptom Checklist (SCL-90). A cross-national
validity study in patients with panic disorders.
British Journal of Psychiatry, 160, 206-211. |
|
|
ANGST, J., SCHEIFFEGER P. & STABL, M. (1993). Efficacy
of moclobemide in different patient groups : results of
new subscales of the Hamilton Rating Scale. Clinical
Neuropharmacology, 16 (S2), 55-62. |
BECH, P. (2009). Fifty years with the Hamilton scales for
anxiety and depression. A tribute to Max Hamilton. Psychotherapy
& Psychosomatics, 78, 202-211. |
|
HAMMOND, M.F. (1998). Rating depression severity in the
elderly physically ill patient: reliability and factor
structure of the Hamilton and the Montgomery-Asberg
Depression Rating Scales. International Journal of
Geriatric Psychiatry, 13, 257-261. |
KRISTON, L. & VON WOLFF, A. (2011). Not as golden as
standards should be : Interpretation of the Hamilton
Rating Scale for depression. Journal of Affective
Disorders, 128 (1-2), 175-177. |
|
|
|
Voir Dépression
et Échelle
d'évaluation |
|
|
Échelle de Likert : Échelle d'accord
ordinale des attitudes en cinq degrés développée par Likert.
Likert scale, five-point Likert items.
| EX: Ce
lexique est utile. Êtes-vous : ________________ avec cette
affirmation. |
| Fortement
en accord |
En
accord |
Ni
accord/désaccord |
Fortement
en désaccord |
En
désaccord |
|
| |
|
|
LIKERT, R. (1932). A technique for the measurement of
attitudes. Archives of Psychology, 140, 1-55. |
JAMIESON, S. (2004). Likert scales : How to (ab)use them.
Medical Education, 38, 1212-1218. |
|
JACOBY, J. & MATELL, M.S. (1971). Three-point Likert
scales are good enough. Journal of Marketing Research,
8, 495-500. |
NANNA, M.J. & SAWILOWSKY, S.S. (1998). Analysis of
Likert scale data in disability and medical rehabilitation
research. Psychological Methods, 3 (1),
255-267. |
|
LARSEN, K.S., REED, M. & HOFFMAN, S. (1980). Attitudes
of heterosexuals toward homosexuality : A Likert-type
scale and construct validity. Journal of Sex Research,
16, 245-257. |
HODGE, D.R. & GILLEPSIE, D.F. (2007). Phrase
completion scales : A better measurement approach than
Likert scales ? Journal of Social Service Research,
33 (4), 1-12. |
|
BAGGALEY A. & HULL, A. (1983). The effect of nonlinear
transformations on a Likert scale. Evaluation &
the Health Professions, 6, 483-491. |
CARIFIO, J. & PERLA, R.J. (2007). Ten common
misunderstandings, misconceptions, persistent myths and
urban legends about likert scales and likert response
formats and their antidotes. Journal of Social
Sciences, 3 (3), 106-116. [PDF] |
|
BIRKETT, N.J. (1986). Selecting the number of response
categories for a Likert-type scale. Proceedings of
the American Statistical Association 1987 Annual Meetings,
Section on Survey Research Methods. |
ALLEN, E. & SEAMAN, C.A. (2007). Likert scales and
data analyses. Quality Progress, 40, 64-65. |
|
ALBAUM, G. & MURPHY, B.D. (1988). Extreme response on
a Likert scale. Psychological Reports, 63 (2),
501-502. |
NORMAN, G. (2010). Likert scales, levels of measurement
and the "laws" of statistics. Advances in Health
Sciences Education, 15 (5), 625-632. [PDF] |
|
VAN ALPHEN, A., HALFENS, R., HASMAN A. & IMBOS, T.
(1994). Likert or Rasch ? Nothing is more applicable than
a good theory. Journal of Advanced Nursing, 20,
196-201. |
BROWN, J.D. (2011). Likert items and scales of measurement
? Shiken : JALT Testing & Evaluation SIG
Newsletter, 15 (1), 10-14.
[PDF] |
| |
RUBIE-DAVIES, C.M. & HATTIE, J.C. (2012). The dangers
of extreme positive responses in Likert scales
administered to young children. The International
Journal of Educational & Psychological
Assessment, 11, 75–89. |
|
ALBAUM, G. (1997). The Likert scale revisited : An
alternate version. Journal of the Market Research
Society, 39, 331-349. [PDF] |
DE WINTER, J.C.F. & DODOU, D. (2012). Five-Point
Likert Items : t test versus Mann-Whitney-Wilcoxon.
Practical Assessment, Research & Evaluation, 15
(11), 1-16. [PDF] |
|
MAURER J. & PIERCE, H.R. (1998). A comparison of
Likert scale and traditional measures of self-efficacy. Journal
of Applied Psychology, 83, 324-329. |
MELLOR, D. & MOORE, K.A. (2014). The use of Likert
scales with children. Journal of Pediatric
Psychology, 39 (3), 369–379. [PDF] |
|
|
|
Voir aussi Échelle d'accord ordinale
|
|
|
|
|
Échelle de motivation dans le sport : ÉMS :
Échelle d'évaluation de la motivation
dans le sport Sport Motivation Scale (SMS).
| |
|
|
PELLETIER, L.G., TUSON, K.M., FORTIER, M.S., VALLERAND,
R.J., BRIÈRE, N.M. & BLAIS, M.R. (1995). Sport
psychology toward a new measure of intrinsic motivation,
extrinsic motivation, and amotivation in sports : The
Sport Motivation Scale (SMS). Journal of Sport &
Exercise Psychology, 17 (1), 35-53. [PDF]
+
[PDF] |
|
VALLERAND, R.J. & FORTIER, M.S. (1998). Measures of
intrinsic and extrinsic motivation in sport and physical
activity : A review and critique. In J. Duda (Ed.),
Advancements in sport and exercise psychology
measurement (pp. 81–101). Morgantown. Fitness
information technology, Inc.
|
|
Voir aussi
Mesure et évaluation de la motivation et Motivation
dans le sport
|
|
|
|
Échelle de motivation en éducation : ÉMÉ :
Échelle d'évaluation de la
motivation à l'école.
Academic Motivation Scale.
| |
|
|
VALLERAND, R.J., BLAIS, M.R., BRIÈRE, N.M. &
PELLETIER, L.G. (1989). Construction et validation de
l'Échelle de Motivation en Éducation (ÉMÉ) [Construcation
and Validation of the Academic Motivation Scale]. Canadian
Journal of Behavioral Science, 21, 323-349. |
|
VALLERAND, R.J., PELLETIER, L.G., BLAIS, M.R., BRIÈRE,
N.M., SENÉCAL, C.B. & VALIÈRES, E.F. (1993). On the
assessment of intrinsic, extrinsic, and amotivation in
education : Evidence on the concurrent and construct
validity of the Academic Motivation Scale. Educational
& Psychological Measurement, 53, 159-172.
[PDF] |
|
|
Voir aussi
Mesure et évaluation de la motivation et Motivation
à l'école |
|
|
|
|
|
Échelle de rapports : Échelle
quantitative qui consiste à mesurer les variations d'un phénomène
dont les intervalles et les rapports sont constants. Variations
constantes signifie que l'écart entre les mesures est toujours
identique. Rapport constant signifie que les rapports entre les
variations sont également constants. EX: Le
temps. L'écart entre 5 et 10 secondes est identique à l'écart qui
existe entre 15 et 20 secondes. 20 secondes est deux fois plus
long que 10 secondes, et quatre fois plus que 5 secondes. Les
échelles de rapport relative possèdent un zéro
absolu.
=
échelle à proportion ou métrique ou échelle absolue, à variation
relative.
Ratio-scale, metric scale.
| Exemples d'échelle de rapports |
| Le
temps |
0
seconde ou 0 minute= absence de temps |
| La
fréquence de mots ou de comportements |
0
comportement = absence de comportement |
|
|
| Types d'échelle |
Évaluer/Qualifier |
Mesurer/Quantifier |
| Nominale |
Ordinale
|
D'intervalles |
De
rapports (ratio) |
| Synonyme |
Classe= Étiquette = Catégorie =
échelle binaire = qualitative = subjective |
Hiérarchie,
rang |
Quantitative,
relative |
Quantitative,
Métrique |
| En
anglais |
Nominal
scale, categorical scale |
Ordinal
scale, ranking scale |
Interval-scale |
Ratio-scale |
| Exemple |
Genre/Sexe
1= homme/2 = femme
|
Niveau de scolarité
3 = Universitaire
2 = Cégep
1 = Secondaire
0 = Primaire
|
30o = Température en degré celcius
|
9,87 secondes pour parcourir un cent mètres
|
| Exemple
en psy |
1 = névrose
2 = psychose
3 = «normal»
|
QI =
104 |
26 de
Cote R au cégep |
Se
laver 8 fois les mains, retenir 7 mots |
| Opérations
mathématiques ou logiques permises |
= ? |
<> |
+ et - |
+ - ×÷ |
| Type de
comparaisons permises |
Égalité |
Ordre |
Distance |
Proportion |
| Transformations
permises |
On peut
remplacer les chiffres par des lettres A= homme/B= femme |
On peut
transformer cette échelle en échelle nominale |
On peut
transformer cette échelle en échelle ordinale ou nominale
|
On peut
transformer cette échelle en échelle ordinale, nominale ou
à intervalles |
| Statut
des nombres |
Choisis
de façon arbitraire |
Respectent
un certain ordre de grandeur |
Préservent
l'écart ou la distance entre eux |
Relations
absolues (point 0) |
| Statut
du zéro |
Désigne
par convention une classe
0= homme/1 = femme |
Désigne
par convention le bas de l'échelle, la plus petite valeur
du phénomène mesuré |
Zéro
arbitraire ou conventionel; ne désigne pas l'absence
du phénomène mesuré |
Zéro
absolu; désigne l'absence ou la nullité du phénomène
mesuré |
| Niveau
d'information |
Minimal |
+ que
nomimale
- qu'à intervalles |
+
qu'ordinal
- que par rapport |
Maximal |
|
|
| Tableau
original conçu par Jean
Bégin/Légèrement
modifié par l'auteur de ce site |
|
| |
|
|
STEVENS, S.S. & GALANTER, E.H. (1957). Ratio scales
and category scales for a dozen perceptual continua. Journal
of Experimental Psychology, 54, 377-411. |
|
PRICE D.D., McGRATH, P.A., RAFII, A. & BUCKINGHAM, B.
(1983). The validation of visual analogue scales as ratio
scale measures for chronic and experimental pain. Pain
17 (1), 45-56. |
|
VELLEMAN, P.F. & WILKINSON, L. (1993). Nominal,
ordinal, interval, and ratio typologies are misleading.
The American Statistician, 47 (1), 65-72. [PDF] |
| |
|
Voir aussi Échelle quantitative |
|
|
|
|
Échelle
de Thurstone : Échelle ordinale
des attitudes développée
par Thurstone.
Thurstone's
scale, Thurston Attitude Scale
| EX: Dans
quelle mesure êtes-vous satisfait de ce lexique ? |
| Très
satisfait |
Plutôt
satisfait |
Ni
in-satisfait |
Plutôt
insatisfait |
Très
insatisfait |
| 10 |
9 |
8 |
7 |
6 |
5 |
4 |
3 |
2 |
1 |
|
| |
|
|
THURSTONE, L.L. (1928). Attitudes can be measured. American
Journal of Sociology, 33, (4), 529-544. [LIRE] |
|
THURSTONE, L.L. (1929). Theory of attitude measurement.
Psychological Review 36, 222-241. [LIRE] |
|
THURSTONE, L.L. (1930). A scale for measuring attitude
toward the movies. Journal of Educational Research,
22, 89-94. [LIRE] |
|
SHERIF, M. & HOVLAND, C.I. (1952). Judgmental phenomena
and scales of attitude measurement : Item displacement in
Thurstone scales. Journal of Abnormal & Social
Psychology, 47, 822-832. |
|
WRIGHT, J.H. & HICKS, J.M. (1966). Construction and
validation of a Thurstone scale liberalism-conservatism. Journal Psychology, 50, 9-12. |
|
ANDRICH, D. (1978). Relationships between the Thurstone
and Rasch approaches to item scaling. Applied
Psychological Measurement, 2, 449-460. |
|
KRUS, D.J., SHERMAN, J.L. & KENNEDY, P.H. (1977).
Changing values over the last half-century : the story of
Thurstone's crime scales. Psychological Reports, 40,
207-211. |
| |
|
Voir aussi Échelle ordinale des attitudes |
|
|
Échelle de timidité de Cheek et Buss : Échelle d'évaluation de la timidité.
Cheek and Buss Shyness Scale.
| |
|
|
CHEEK, J.M. & BUSS, A.H. (1981). Shyness and
sociability. Journal of Personality & Social
Psychology, 41, 330-339. |
|
HOPKO, D.R., STOWELL, J., JONES, W.H., ARMENTO, M.E.A.
& CHEEK, J.M. (2005). Psychometric properties of the
revised Cheek and Buss Shyness Scale. Journal of
Personality Assessment, 84 (2), 185-192. |
|
|
Voir aussi Échelle
d'évaluation et Timidité |
|
|
Échelle de Weiss : Échelle
d'évaluation des troubles
deficitaire de l'attention avec hyperactivité développée
par Weiss. =
test de Weiss.
Weiss functional impairment
rating scale (WFIRS).
| |
|
|
WEISS, M. (2010). The unique aspects of assessment of
ADHD. Primary Psychiatry, 17 (5), 21-25. |
|
TARAKCOGLU, M.C., MEMIK, N.C., OLGUN, N.N., AYDEMIR, O.
& WEISS, M. (2014). Turkish validity and reliability
study of the Weiss Functional Impairment Rating
Scale-Parent Report. ADHD : Attention Deficit &
Hyperactivity Disorders, 7 (2), 129-139. |
|
|
Voir aussi Échelle
d'évaluation et TDAH |
|
|
Échelle de Wender : WURS-25 : Échelle
d'évaluation du trouble
déficitaire de l'attention avec hyperactivité développée
par Wender.
= Échelle de WURS.
Wender Utah ADHD Rating Scale (WURS), WURS-25.
| |
|
|
WARD, M.F., WENDER, P.H. & REIMHERR, F.W. (1993). The
Wender Utah Rating Scale : an aid in the retrospective
diagnosis of childhood attention deficit hyperactivity
disorder. American Journal of Psychiatry, 150 (6),
885-890. [PDF] + [PDF] |
|
REIMHERR, F.W. (1993). The Wender Utah Rating Scale : An aid in the retrospective diagnosis of childhood attention deficit hyperactivity disorder. American Journal of Psychiatry, 150 (6), 885-890.
[PDF] |
|
ROSSINIE, D. & O'CONNOR, M.A. (1995). Retrospective
self-reported symptoms of attention-deficit hyperactivity
disorder : reliability of the Wender Rating Scale. Psychological
Reports, 77, 751-754. |
|
STEIN, M.A., SANDOVAL, R., SZUMOWSKI, E., ROIZEN, N.,
REINECKE, M.A., BLONDIS, T.A. & KLEIN, Z. (1995).
Psychometric characteristics of the Wender Utah Rating
Scale (WURS) : reliability and factor structure for men
and women. Psychopharmacology Bulletin, 31
(2), 425-433. |
|
McCANN, B.S., SCHEELE, L., WARD, N. & ROY-BYRNE, P.
(2000). Discriminant validity of the Wender Utah Rating
Scale for Attention-Deficit/Hyperactivity disorder in
adults. The Journal of Neuropsychiatry & Clinical
Neurosciences, 12 (2), 240-245. [PDF] |
|
FOSSATI, A., DI CEGLIE, A., ACQUARINI, E., DONATI, D.,
DONINI, M., NOVELLA, L. & MAFFEI, C. (2001). The
retrospective assessment of childhood attention deficit
hyperactivity disorder in adults : reliability and
validity of the Italian version of the Wender Utah Rating
Scale. Comprehensive Psychiatry, 4 (2), 326-336. |
|
BAYLÉ, F.J., KREBS, M.O., MARTIN, C. BOUVARD, M.P. &
WENDER, P.H. (2003). Version française du Wender Utah
rating scale (WURS). Revue Canadienne de
Psychiatrie/Canadian Journal of Psychiatry, 48 (2),
132. |
|
WIERZBICKI, M. (2005). Reliability and validity of the
Wender Utah Rating Scale for college students. Psychological
Report, 96 (3), 833-839. [PDF] |
| |
|
Voir aussi Échelle
d'évaluation et TDAH |
|
|
|
|
Échelles
du bien-être psychologique de Ryff : Échelle
d'évaluation du bonheur
et du bien-être.
| |
|
|
RYFF, C.D. (1989). Happiness is everything, or is it ?
Explorations on the meaning of psychological well-being.
Journal of Personality & Social Psychology, 57
(6), 1069-1081. |
| RYFF, C.D. & ESSEX, M.J. (1992). The interpretation of
life experience and well-being : the sample case of
relocation. Psychology & Aging, 7 (4),
507-517. |
|
BOUFFARD, L. & LAPIERRE, S. (1997). La mesure du
bonheur. Revue Québécoise de Psychologie, 18 (2),
273-316. |
|
|
Voir aussi Échelle
d'évaluation, Bonheur
et Bien-être |
|
|
Échelles du fonctionnement social de Fabiano et Pelham : Échelle
d'évaluation du fonctionnement social des enfants conçu par
Fabiano et Pelham.
Il existe une version pour les parents ou les enseigants.
Cette échelle est notamment utilisée pour diagnostiquer le
trouble déficitaire de l'attention avec hyperactivité.
Impairment
Rating Scale (IRS).
| |
|
|
FABIANO, G.A. & PELHAM, W.E. (2002). Measuring
impairment in children with attention deficit
hyperactivity disorder. The ADHD Report, 10,
6-10. |
|
FABIANO, G.A., PELHAM, W.E., WASCHBUSCH, D.A., GNAGY,
E.M., LAHEY, B.B., CHRONIS A.M., ONYANGO, A.N., KIPP, H.,
LOPEZ-WILLIAMS, A. & BURROWS-MACLEAN, L.A. (2006).
Practical measure of impairment : psychometric properties
of the impairment rating scale in samples of children with
attention deficit hyperactivity disorder and two
school-based samples. Journal of Clinical Child &
Adolescent Psychology, 35 (3), 369-385. |
|
MUGNAINI, D. & FABIANO, G.A. (2006). The evaluation of
impairment in the attention deficit/hyperactivity disorder
: the contribution of the impairment rating scale. Minerva
Pediatrica, 58 (2), 159-166. |
| |
|
Voir Trouble
déficitaire de l'attention avec hyperactivité |
|
|
Échelle
F : Échelle
d'évaluation de la
personnalité qui s'inspire de la théorie d'Adorno,
et qui contient une échelle d'évaluation du pouvoir
et de l'autorité. Ici F =
fascisme, mais en français
l'usage du mot autoritarisme
serait sans doute plus indiqué.
F-scale, California F scale.
| |
|
|
ADORNO, T.W., FRENKEL, B.E., SANFORD, R.N. & LEVINSON,
D.J. (1950). The authoritarian personality. New
York : Harper & Bros. |
RAY, J.J. (1972). A new balanced F scale -- And its
relation to social class. Australian Psychologist 7,
155-166.
[LIRE] |
|
COHN, T.S. (1952). "Is the F scale indirect ?". The
Journal of Abnormal & Social Psychology, 47
(3), 732. |
KOHN, P.M. (1972). The Authoritarian-Rebellion scale: A
balanced F-scale with left-wing reversals. Sociometry,
35, 176-189. |
|
PROTHRO, E.T. & MELILIAN, L. (1953). The California
public opinion scale in an authoritarian culture. Public Opinion Quarterly, 17, 353-362. |
|
|
TITUS, H.E. & HOLLANDER, E.P. (1957). The California F
scale in psychological research : 1950-1955.
Psychological Bulletin, 54 (1), 47-64. |
RAY, J.J. (1979). A short balanced F scale. Journal of
Social Psychology, 109, 309-310. [LIRE] |
|
CAMILLIERI, S.F. (1959). A factor analysis of the F scale.
Social Forces 37: 316-323. |
RAY, J.J. (1980). Authoritarianism in California 30 years
later : With some cross-cultural comparisons. Journal
of Social Psychology, 111, 9-17. [LIRE] |
|
ZUCKERMAN, M. & NORTON, J. (1959). Response Set and
Content Factors in the California F Scale and the Parental
Attitude Research Instrument. The Journal of Social
Psychology, 53 (2), 199-210. |
RAY, J.J. (1988). Why the F scale predicts racism : A
critical review. Political Psychology 9 (4),
671-679. [LIRE] |
|
|
DEUTSCH, M. (1960). Trust, trustworthiness and the F.
Scale. Journal of Abnormal & Social Psychology,
61, 138-140. |
GUI, F. & RAY, J.J. (1989). Pitfalls in using the F
Scale to measure authoritarianism in accounting rsearch.
Behavioral Research in Accounting, 1, 182-192. |
|
KRUG, R. (1961). An analysis of the F scale : I. Item
factor analysis. The Journal of Social Psychology, 53
285-291. |
|
|
KELMAN, H.C. & BARCLAY, J. (1963). The F scale as a
measure of breadth of perspective. The Journal of
Abnormal & Social Psychology, 67 (6), 608–615. |
MELOEN, J. (1993). The F-scale as a predictor of fascism :
An overview of 40 years of authoritarianism research. In
W.F. Stone, G. Lederer & R. Christie (Eds.), Strength
and weakness : The authoritarian personality today.
New York : Springer Verlag. |
|
BERKOWITZ, N.H. & WOLKON, G.H. (1964). A forced-choice
form of the F scale : Free of acquiescent response set. Sociometry,
27, 54-65. |
|
|
PFLAUM, J. (1964). Development and evaluation of
equivalent forms of the F scale. Psychological
Reports, 15, 663-669. |
|
|
PEABODY, D. (1966). Authoritarianism scales and response
biad. Psychological Bulletin, 65, 11-23. |
|
|
TITUS, H.E. (1968). F-scale validity considered against
peer nomination criteria. Psychological Record, 18, 395-403.
|
|
|
|
|
|
Voir aussi Autoritarisme,
Fascisme et Autorité |
|
|
|
|
Échelle multidimensionnelle d'évaluation du perfectionnisme :
Almost Perfect Scale, Multidimensional
Perfectionism Scale.
| |
|
|
HEWITT, P.L., FLETT, G.L., TURNBULL-DONOVAN, W. &
MIKAIL, S. (1991). The Multidimensional Perfectionism
Scale : Reliability, validity, and psychometric properties
in psychiatric samples. Psychological Assessment, 3,
464-468. |
|
SLANEY, R.B., RICE, K.G., MOBLEY, M. TRIPPI, J. (2001).
The revised Almost Perfect Scale. Measurement &
Evaluation in Counseling & Development, 34,
130-145. |
|
RICE, K.G. & PREUSSER, K.J. (2002). The
Adaptive/Maladaptive Perfectionism Scale. Measurement
& Evaluation in Counseling & Development, 34,
210-222. |
|
HAASE, A.M. & PRAPAVESSIS, H. (2003). Assessing the
factor structure and composition of the Positive and
Negative Perfectionism Scale in sport. Personality
& Individual Differences, 36, 1725-1740. |
|
DOUILLEZ, C. et HÉNOT, E. (2013). Mesures du
perfectionnisme chez l'adolescent: Validation des versions
Francophones de deux questionnaires. Canadian Journal
of Behavioural Science / Revue Canadienne des Sciences
du Comportement, 45 (1), 64-71. |
| |
|
Voir aussi Mesure
et Évaluation du perfectionnisme |
|
|
Échelle nominale : Échelle qualitative
qui consiste à classer et
nommer les variations
d'un phénomène en
fonction de catégories exhaustives et mutuellement exclusives.
Exhaustif
signifie que toutes les variations connues d'un phénomène peuvent
être classées dans ces deux catégories. Mutuellement exclusive
signifie qu'une variation ne peut être classée que dans une
catégorie. EX: Origine ethnique --» 1 = Italien,
2 = Espagnol, 3 = Allemand. Dans cette échelle 1, 2 et 3 sont des
symboles qui servent à désigner les classes et non des nombres ou
des quantités, on ne peut donc les additionner ou les multiplier.
On utilise parfois le terme échelle binaire
pour désigner le l'échelle nominale qui ne possède qu'une
variation (ou deux classes).
= échelle
qualitative ou catégorielle ou subjective,
échelle dichotomique.
Nominal scale,
categorical scale, categorical data.
| |
| Exemples
d'échelle nominale |
| Exemple |
| La réponse à une question |
Oui ou Non |
Échelle binaire |
| Le
sexe |
Homme
ou Femme |
Échelle binaire |
| La
nationalité |
Québécois
d'origine italienne ou Québécois d'origine haïtienne ou
Québécois d'origine algérienne ou Québécois de souche |
Échelle nominale |
|
|
|
|
| Types
d'échelle |
Évaluer/Échelle qualitative |
Mesurer/Échelle
quantitative |
| Nominale |
Ordinale
|
D'intervalles |
De
rapports (ratio) |
| Synonyme |
Classe= Étiquette = Catégorie =
échelle binaire = qualitative = subjective |
Hiérarchie,
rang |
Quantitative,
relative |
Quantitative,
Métrique |
| En
anglais |
Nominal
scale, categorical scale |
Ordinal
scale, ranking scale |
Interval-scale |
Ratio-scale |
| Exemple |
Genre/Sexe
1= homme/2 = femme
|
Niveau de scolarité
3 = Universitaire
2 = Cégep
1= secondaire
0= primaire
|
30o = Température en degré celcius
|
9,87 secondes pour parcourir un cent mètres
|
| Exemple
en psy |
1 = névrose
2 = psychose
3 = «normal»
|
QI =
104 |
26 de
Cote R au cégep |
Se
laver 8 fois les mains, retenir 7 mots |
| Opérations
mathématiques ou logiques permises |
= ? |
<> |
+ et - |
+ - ×÷ |
| Type de
comparaisons permises |
Égalité |
Ordre |
Distance |
Proportion |
| Transformations
permises |
On peut
remplacer les chiffres par des lettres A= homme/B= femme |
On peut
transformer cette échelle en échelle nominale |
On peut
transformer cette échelle en échelle ordinale ou nominale
|
On peut
transformer cette échelle en échelle ordinale, nominale ou
à intervalles |
| Statut
des nombres |
Choisis
de façon arbitraire |
Respectent
un certain ordre de grandeur |
Préservent
l'écart ou la distance entre eux |
Relations
absolues (point 0) |
| Statut
du zéro |
Désigne
par convention une classe
0= homme/1 = femme |
Désigne
par convention le bas de l'échelle, la plus petite valeur
du phénomène mesuré |
Zéro
arbitraire ou conventionel; ne désigne pas l'absence
du phénomène mesuré |
Zéro
absolu; désigne l'absence ou la nullité du phénomène
mesuré |
| Niveau
d'information |
Minimal |
+ que
nomimale
- qu'à intervalles |
+
qu'ordinal
- que par rapport |
Maximal |
|
|
| Tableau
original conçu par Jean
Bégin/Légèrement modifié par l'auteur de ce site |
|
| |
|
|
SCOTT, W. (1955). Reliability of content analysis : The
case of nominal scale coding. Public Opinion
Quarterly, 17, 321-325. |
BOCK, D.R. (1972). Estimating item parameters and latent
ability when responses are scored in two or more nominal
categories. Psychometrika, 37 (1), 29-51. |
|
COHEN, J.A. (1960). A coefficient of agreement for nominal
scales. Educational & Psychological Measurement,
20 (1), 37-46. [PDF] |
LANDIS, J.R. & KOCH, G.G. (1977). The measurement of
observer agreement for categorical data. Biometrics,
33, 159-174. |
|
COHEN, J.A. (1968). Weighted kappa : Nominal scale
agreement with provision for scaled disagreement or
partial credit. Psychological Bulletin, 70,
213-220. |
VELLEMAN, P.F. & WILKINSON, L. (1993). Nominal,
ordinal, interval, and ratio typologies are misleading.
The American Statistician, 47 (1), 65-72. [PDF] |
|
FLEISS, J.L. (1971). Measuring nominal scale agreement
among many raters. Psychological Bulletin, 76,
378-381. |
AGRESTI, A. (1996/02). An introduction to categorical
data analysis. New York : Wiley. |
|
| SCHERRER,
B. (1984). Biostatistique. Chicoutimi : Gaëtan
Morin. |
Voir aussi Échelle qualitative |
|
|
|
|
Échelle ordinale : Échelle qualitative
qui consiste à classer et
à mettre en ordre les variations
d'un phénomène selon un
critère connu. Noter X 1 > X 2.
EX: La scolarité est un phénomène dont les variations
peuvent être classées et ordonnées de la façon suivante (4 =
Université > 3 = Cégep > 2 = Secondaire 1 = Primaire). Dans
cette échelle 1, 2 3 et 4 sont des semi-nombres,
c-à-d qu'il désigne un rang (ordinal)
mais non une quantité (cardinal).
Ainsi on peut donc affirmer que les universitaires ont plus de
scolarité que les cégépiens. Toutefois, comme les écarts entre les
niveaux ne sont pas nécessairement constants, on ne peut affirmer
qu'un universitaire (=4) a deux fois plus d'années de scolarité
qu'un élève du secondaire (=2). On peut comparer les mesures, mais
on ne peut les multiplier ni les additionner puisque primaire +
secondaire n'égalent pas cégep.
=
échelle de rang, échelle hiérarchique, semi-quantitative. Échelle
ordinale et question
à échelle de rang.
Ordinal scale, ranking scale, ordered response categories, rank order
categories.
| Exemples
|
| Le
niveau de scolarité |
Doctorat
> Maîtrise > BAC > DEC > DES |
| L'âge |
Très
vieux > Vieux > Jeune > Très jeune |
|
|
| Types
d'échelle |
Évaluer/Échelle
qualitative |
Mesurer/Échelle
quantitative |
| Nominale |
Ordinale
|
D'intervalles |
De
rapports (ratio) |
| Synonyme |
Classe= Étiquette = Catégorielle =
échelle binaire = qualitative = subjective |
Hiérarchie,
rang |
Quantitative,
relative |
Quantitative,
Métrique |
| En
anglais |
Nominal
scale, categorical scale |
Ordinal
scale, ranking scale |
Interval-scale |
Ratio-scale |
| Exemple |
Genre/Sexe
1= homme/2 = femme
|
Niveau de scolarité
3 = Universitaire
2 = Cégep
1= secondaire
0= primaire
|
30o = Température en degré celcius
|
9,87 secondes pour parcourir un cent mètres
|
| Exemple
en psy |
1 = névrose
2 = psychose
3 = «normal»
|
QI =
104 |
26 de
Cote R au cégep |
Se
laver 8 fois les mains, retenir 7 mots |
| Opérations
mathématiques ou logiques permises |
= ? |
<> |
+ et - |
+ - ×÷ |
| Type de
comparaisons permises |
Égalité |
Ordre |
Distance |
Proportion |
| Transformations
permises |
On peut
remplacer les chiffres par des lettres A= homme/B= femme |
On peut
transformer cette échelle en échelle nominale |
On peut
transformer cette échelle en échelle ordinale ou nominale
|
On peut
transformer cette échelle en échelle ordinale, nominale ou
à intervalles |
| Statut
des nombres |
Choisis
de façon arbitraire |
Respectent
un certain ordre de grandeur |
Préservent
l'écart ou la distance entre eux |
Relations
absolues (point 0) |
| Statut
du zéro |
Désigne
par convention une classe
0= homme/1 = femme |
Désigne
par convention le bas de l'échelle, la plus petite valeur
du phénomène mesuré |
Zéro
arbitraire ou conventionel; ne désigne pas l'absence
du phénomène mesuré |
Zéro
absolu; désigne l'absence ou la nullité du phénomène
mesuré |
| Niveau
d'information |
Minimal |
+ que
nomimale
- qu'à intervalles |
+
qu'ordinal
- que par rapport |
Maximal |
|
|
| Tableau
original conçu par Jean
Bégin/ Légèrement modifié par l'auteur de ce site |
|
| |
|
|
KENDALL M.G. (1938). A new measure of rank correlation. Biometrika,
30, 81-93. |
JOHNSON, D.R. & CREECH, J.C. (1983). Ordinal measures
in multiple indicator models : A simulation study of
categorization error. American Sociological Review,
48, 398-407. |
|
KENDALL, M.G. (1945). The treatment of ties in ranking
problems. Biometrika, 33, 239-251. |
AGRESTI, A. (1984). Analysis of ordinal categorical
data. NY : Wiley. |
|
KRUSKAL, W. (1958). Ordinal measures of association. Journal
of the American Statistical Association, 53, 814-861. |
VELLEMAN, P.F. & WILKINSON, L. (1993). Nominal,
ordinal, interval, and ratio typologies are misleading.
The American Statistician, 47 (1), 65-72. [PDF] |
|
KENDALL, M.G. (1962). Rank correlation methods.
Londres : Griffin. |
CLIFF, N. (1993). Dominance statistics : Ordinal analyses
to answer ordinal questions. Psychological Bulletin,
114, 494-509. |
|
LABOVITZ, S. (1970). The assignment of numbers to rank
order categories. American Sociological Review, 35 (3),
515-524. |
CLIFF, N. (1996). Ordinal methods for behavioral data
analysis. Mahwah, NJ : Erbaum. |
|
CICCHETTI, D.V. (1972). A new measure of agreement between
rank ordered variables. Proceedings of the American
Psychological Association, 7, 17-18. |
GONZALEZ R. & NELSON, T.O. (1996). Measuring ordinal
association in situations that contain tied scores. Psychological
Bulletin, 119, 159-165. |
|
UZGIRIS, I.E. & HUNT, J.M. (1975). Assessment in
infancy : Ordinal scales of psychologic development.
Urbana : University of Illinois Press. |
|
|
ANDRICH D. (1978). A rating formulation for ordered
response categories. Psychometrika, 43, 357-374. |
JAKOBSON, U. (2004). Statistical presentation and analysis
of ordinal data in nursing research. Scandinavian
Journal of Caring Sciences, 18, 437-440. |
| |
| SCHERRER,
B. (1984). Biostatistique. Chicoutimi : Gaëtan
Morin. |
Voir aussi Échelle qualitative |
|
|
Échelle qualitative : Échelle qui permet de classer
ou d'ordonner les
propriétés d'un phénomène.
Échelle, analyse et Méthode
qualitative.
( ): échelle
nominale, binaire, ordinale.
Scaling qualitative data.
| Types d'échelle |
Évaluer/Échelle qualitative |
Mesurer/Échelle
quantitative |
| Nominale |
Ordinale
|
D'intervalles |
De rapports (ratio) |
| Synonyme |
Classe= Étiquette = Catégorie =
échelle binaire = qualitative = subjective |
Hiérarchie,
rang |
Quantitative,
relative |
Quantitative,
Métrique |
| En
anglais |
Nominal
scale, categorical scale |
Ordinal
scale, ranking scale |
Interval-scale |
Ratio-scale |
| Exemple |
Genre/Sexe
1= homme/2 = femme
|
Niveau de scolarité
3 = Universitaire
2 = Cégep
1= secondaire
0= primaire
|
30o = Température en degré celcius
|
9,87 secondes pour parcourir un cent mètres
|
| Exemple
en psy |
1 = névrose
2 = psychose
3 = «normal»
|
QI =
104 |
26 de
Cote R au cégep |
Se
laver 8 fois les mains, retenir 7 mots |
| Opérations
mathématiques ou logiques permises |
= ? |
<> |
+ et - |
+ - ×÷ |
| Type de
comparaisons permises |
Égalité |
Ordre |
Distance |
Proportion |
| Transformations
permises |
On peut
remplacer les chiffres par des lettres A= homme/B= femme |
On peut
transformer cette échelle en échelle nominale |
On peut
transformer cette échelle en échelle ordinale ou nominale
|
On peut
transformer cette échelle en échelle ordinale, nominale ou
à intervalles |
| Statut
des nombres |
Choisis
de façon arbitraire |
Respectent
un certain ordre de grandeur |
Préservent
l'écart ou la distance entre eux |
Relations
absolues (point 0) |
| Statut
du zéro |
Désigne
par convention une classe
0= homme/1 = femme |
Désigne
par convention le bas de l'échelle, la plus petite valeur
du phénomène mesuré |
Zéro
arbitraire ou conventionel; ne désigne pas l'absence
du phénomène mesuré |
Zéro
absolu; désigne l'absence ou la nullité du phénomène
mesuré |
| Niveau
d'information |
Minimal |
+ que
nomimale
- qu'à intervalles |
+
qu'ordinal
- que par rapport |
Maximal |
|
|
| Tableau
original conçu par Jean
Bégin/Légèrement modifié par l'auteur de ce site |
|
| |
|
|
GUTTMAN, L. (1944). A basis for scaling qualitative data.American
Sociological Review, 9 (2), 139-150. [PDF] |
|
COX, D.R. & FAREWELL, V.T. (1997). Qualitative and
quantitative aspects should not be confused. British
Medical Journal, 314, 73-77. [PDF] |
|
|
Voir aussi Analyse,
Méthode,
Recherche,
Données
qualitatives et Qualité |
|
|
|
Échelle quantitative : Échelle
qui permet de mesurer la
quantité X d'un phénomène.
( ): échelle
d'intervalles, échelle de rapports. Metric scale, quantitative scale.
| Types d'échelle |
Évaluer/Échelle
qualitative |
Mesurer/Échelle
quantitative |
| Nominale |
Ordinale
|
D'intervalles |
De
rapports (ratio) |
| Synonyme |
Classe= Étiquette = Catégorie =
échelle binaire = qualitative = subjective |
Hiérarchie,
rang |
Quantitative,
relative |
Quantitative,
Métrique |
| En
anglais |
Nominal
scale, categorical scale |
Ordinal
scale, ranking scale |
Interval-scale |
Ratio-scale |
| Exemple |
Genre/Sexe
1= homme/2 = femme
|
Niveau de scolarité
3 = Universitaire
2 = Cégep
1= secondaire
0= primaire
|
30o = Température en degré celcius
|
9,87 secondes pour parcourir un cent mètres
|
| Exemple
en psy |
1 = névrose
2 = psychose
3 = «normal»
|
QI =
104 |
26 de
Cote Z au cégep |
Se
laver 8 fois les mains, retenir 7 mots |
| Opérations
mathématiques ou logiques permises |
= ? |
<> |
+ et - |
+ - ×÷ |
| Type de
comparaisons permises |
Égalité |
Ordre |
Distance |
Proportion |
| Transformations
permises |
On peut
remplacer les chiffres par des lettres A= homme/B= femme |
On peut
transformer cette échelle en échelle nominale |
On peut
transformer cette échelle en échelle ordinale ou nominale
|
On peut
transformer cette échelle en échelle ordinale, nominale ou
à intervalles |
| Statut
des nombres |
Choisis
de façon arbitraire |
Respectent
un certain ordre de grandeur |
Préservent
l'écart ou la distance entre eux |
Relations
absolues (point 0) |
| Statut
du zéro |
Désigne
par convention une classe
0= homme/1 = femme |
Désigne
par convention le bas de l'échelle, la plus petite valeur
du phénomène mesuré |
Zéro
arbitraire ou conventionel; ne désigne pas l'absence
du phénomène mesuré |
Zéro
absolu; désigne l'absence ou la nullité du phénomène
mesuré |
| Niveau
d'information |
Minimal |
+ que
nomimale
- qu'à intervalles |
+
qu'ordinal
- que par rapport |
Maximal |
|
|
| Tableau
original conçu par Jean
Bégin/Légèrement modifié par l'auteur de ce site |
|
| |
|
|
BURKE, C.J. (1953). Additive scales and statistics. Psychological
Review, 60 (1), 73-75. |
| WELLER, S.C. & ROMNEY, A.K. (1990). Metric
scaling : Correspondence analysis. Thousand Oaks
CA : Sage. |
|
COX, D.R. & FAREWELL, V.T. (1997). Qualitative and
quantitative aspects should not be confused. British
Medical Journal, 314, 73-77. [PDF] |
|
|
Voir aussi Analyse,
Méthode,
Recherche,
Données
quantitatives et Quantité |
| |
|
|
|
|
|
|
Échelle subjective de dépression de Zung :
Zung Self-Report Depression Scale.
| |
|
|
CUSIN, C., YANG, H., YEUNG, A. & FAVA, M. (2009).
Rating Scales for depression. In L. Baer and M.A. Blais
(Eds.), Handbook of clinical rating scales and
assessment in psychiatry and mental health (pp.
7-35). Human Press. [PDF] |
|
|
|
Échelle SNAP : Échelle
d'évaluation et de diagnostic
du trouble déficitaire de
l'attention avec hyperactivité, développé par Swanson.
SNAP Ratings Scale.
| |
|
|
SWANSON, J., SCHUCK, S., MANN, M., CARLSON C., HARTMAN,
K., SERGEANT, J., CLEVENGER, W., WASDELL, M. &
MCCLEARY, R. (2005). Categorical and dimensional
definitions and evaluations of symptoms of ADHD : The SNAP
and the SWAN Ratings Scale. [PDF] |
|
SWANSON, J.N., SCHUCK, S., PORTER, M.M., CARLSON, C.,
HARTMAN, C.A., SERGEANT, J.A., CLEVENGER, W., WASDELL, M.,
MCCLEARY, R., LAKES, K. & WIGAL, T. (2012).
Categorical and Dimensional Definitions and Evaluations of
Symptoms of ADHD : History of the SNAP and the SWAN Rating
Scales. The International Journal of Educational
& Psychological Assessment, 10 (1), 51-69. |
| |
|
Voir aussi Échelle
d'évaluation et Trouble
déficitaire de l'attention avec hyperactivité |
|
|
|
Échelle
SWAN : Échelle
d'évaluation et de diagnostic
du trouble déficitaire de
l'attention avec hyperactivité, développé par Swanson.
Strengths and Weaknesses of ADHD-symptoms and
Normal-Behavior (SWAN) scale, SWAN Rating Scales.
| |
|
|
SWANSON, J.M., SCHUCK, S., MANN, M., CARLSON C., HARTMAN,
K., SERGEANT, J., CLEVENGER, W., WASDELL, M. &
MCCLEARY, R. (2005). Categorical and dimensional
definitions and evaluations of symptoms of ADHD : The SNAP
and the SWAN Ratings Scale. International Journal of
Educational & Psychological Assessment, 10 (1),
51–70. [PDF]
+
[PDF] |
|
POLDERMAN, T.J., DERKS, E.M., HUDZIAK, J.J., VERHULST,
F.C., POSTHUMA, D. & BOOMSMA, D.I. (2007). Across the
continuum of attention skills : a twin study of the SWAN
ADHD rating scale. Journal of Child Psychology &
Psychiatry, 48 (11), 1080-1087.
[PDF] |
|
HAY, D.A., BENNETT, K.S., LEVY, F., SERGEANT, J. &
SWANSON, J.N. (2007). A twin study of
attention-deficit/hyperactivity disorder dimensions rated
by the strengths and weaknesses of ADHD- symptoms and
normal-behavior (SWAN) scale. Biological Psychiatry 61
(5), 700-705.
[PDF] |
|
SWANSON, J.M., SCHUCK, S., PORTER, M.M., CARLSON, C.,
HARTMAN, C.A., SERGEANT, J.A., CLEVENGER, W., WASDELL, M.,
MCCLEARY, R., LAKES, K. & WIGAL, T. (2012).
Categorical and Dimensional Definitions and Evaluations of
Symptoms of ADHD : History of the SNAP and the SWAN Rating
Scales. The International Journal of Educational
& Psychological Assessment, 10 (1), 51-69. |
|
LAKES, K.D., SWANSON, J.M. & RIGGS, M. (2012). The
reliability and validity of the English and Spanish
Strengths and Weaknesses of ADHD and Normal behavior
rating scales in a preschool sample : continuum measures
of hyperactivity and inattention. Journal of
Attention Disorders, 16 (6), 510-516. [PDF] |
|
ARNETT, A.B., PENNINGTON, B.F., FRIEND, A., WILLCUTT,
E.G., BYRNE, B., SAMUELSSON, S. & OLSON, R.K. (2013).
The SWAN captures variance at the negative and positive
ends of the ADHD symptom dimension. Journal of
Attention Disorders, 17 (2), 152-162. |
| |
|
Voir aussi Échelle
d'évaluation et Trouble
déficitaire de l'attention avec hyperactivité |
|
|
|
Échelle
Vanderbilt : Échelle
d'évaluation et de diagnostic
du trouble déficitaire de
l'attention avec hyperactivité. Vanderbilt
attention-deficit hyperactivity disorder diagnostic.
| |
|
|
WOLRAICH, M.L., FEURER, I.D., BAUMGAERTAL, A. &
PINNOCK, T.Y. (1998). Obtaining systematic teacher reports
of disruptive behavior disorders utilizing DSM-IV.
Journal of Abnormal Child Psychology, 26 (2),
141-152. |
|
WOLRAICH, M.L., LAMBERT, E., DOFFING, M.A., BICKMAN, L.,
SIMMONS, T. & WORLEY, K. (2003). Psychometric
properties of the Vanderbilt ADHD diagnostic Parent Rating
Scale in a referred population. Journal of Pediatric
Psychology, 28 (8), 559-568. [PDF] |
|
BARD, D.E., WOLRAICH, M.L., NEAS, B., DOFFING, M. &
BECK, L. (2013). The psychometric properties of the
Vanderbilt attention-deficit hyperactivity disorder
diagnostic parent rating scale in a community population.
Journal of Developmental & Behavioral Pediatrics,
34 (2), 72-82. |
|
WOLRAICH, M.L., BARD, D.E., NEAS, B., DOFFING, M. &
BECK, L. (2013). The psychometric properties of the
Vanderbilt attention-deficit hyperactivity disorder
diagnostic teacher rating scale in a community population.
Journal of Developmental & Behavioral Pediatrics,
34 (2), 83-93. |
|
|
Voir aussi Échelle
d'évaluation et Trouble
déficitaire de l'attention avec hyperactivité |
|
|
|
Échelle
Yale-Brown. : Échelle
d'évaluation et de diagnostic
du trouble obsessionnel-compulsif.
Yale-Brown Obsessive-Compulsive Scale
(Y-BOCS).
| |
|
|
GOODMAN, W.K., PRICE, L.H., RASMUSSEN, S.A., MAZURE, C.,
FLEISCHMANN, R.L., HILL, C.L., HENINGER, G.R. &
CHARNEY, D.S. (1989). The Yale-Brown Obsessive Compulsive
Scale. I. Development, use, and reliability. Archives
of General Psychiatry, 46, 1006-1011. |
STEKETEE, G.S., FROST, R.O. & BOGERT, K. (1996). The
Yale-Brown Obsessive-Compulsive Scale: Interviewer versus
self-report. Behaviour Research & Therapy, 34, 675-684. |
|
GOODMAN, W.K., PRICE, L.H., RASMUSSEN, S.A., MAZURE, C.,
DELGADO, P., HENINGER, G.R. & CHARNEY, D.S. (1989).
The Yale-Brown Obsessive Compulsive Scale (Y-BOCS) : Part
II. Validity. Archives of General Psychiatry, 46,
1012-1016. |
DEACON, B.J. & ABRAMOWITZ, J.S. (2005). The Yale-Brown
Obsessive Compulsive Scale : factor analysis, construct
validity, and suggestions for refinement. Journal of
Anxiety Disorders, 19, 573-585. |
|
MCKAY, D., DANYKO, S., NEZIROGLU, F. & YARYURA, T.J.A.
(1995). Factor structure of the Yale-Brown Obsessive
Compulsive Scale : A two dimensional measure. Behaviour
Research & Therapy, 33, 865-869. |
TOBIAS, M. & THYER, B.A. (2006). Using the Yale-Brown
Obsessive-Compulsive Scale (Y-BOCS) in social work
assessment : Issues of reliability and validity.Journal
of Evidence-based Social Work, 3, 49-60. |
|
WOODY, S.R., STEKETEE, G. & CHAMBLESS, D.L. (1995).
Reliability and validity of the Yale-Brown
Obsessive-Compulsive Scale. Behavior Research &
Therapy, 33, 597-605. |
PERTUSA, A., FERNANDEZ, D.L.C., ALONSO, P., MENCHON, J.M.
& MATAIX-COLS, D. (2012). Independent validation of
the dimensional Yale-Brown obsessive-compulsive scale
(DY-BOCS). European Psychiatry, 27, 598-604. |
|
|
Voir aussi Échelle
d'évaluation et de
diagnostic du trouble
obsessionnel-compulsif. |
|
|
|
Écholalie
: Du grec echo qui signifie "répéter" et lalie
qui signifie "langage". Tic du
langage qui consiste à répéter systématiquement les derniers mots
entendus d'une phrase. On observe ce comportement verbal chez les
autistes, les schizophrènes
et les individus atteints du syndrome
de Gille la Tourette, qui agissent ainsi pour répondre à
leur interlocuteur ou mettre fin à la conversation. Écholalie et
psittacisme. Echolalia.
| |
|
|
RISLEY, T.R. & WOLF, M.M. (1967). Establishing
functional speech in echolalic children. Behavior
Research & Therapy, 5, 73-88. |
PHILLIPS, G.M. & DYER, C. (1977). Late onset echolalia
in autism and alied disorders. British Journal of
Developmental Dichotomy of Speech & Language
Disorders of Communication, 12, 47-59. |
| |
SCHREIBMAN, L. & CARR, E.G. (1978). Elimination of
echolalic responding to questions through the training of
a generalized verbal response. Journal of Applied
Behavior Analysis, 11 (4), 453-463. |
|
FAY, W.H. (1967). Childhood echolalia. Folia
Phoniatrics, 19, 297-306. |
TUCKER, G.H., O'DELL, S.L. & SUIB, M.R. (1978),
Control of selective echolalia via the instatement of
general alternative response. Behaviour Research
& Therapy, 16, 302-306. |
|
FAY, W.H. & BUTLER, B.V. (1968). Echolalia, I.Q.,and
the in autism and alied disorde. Journal of Speech
& Hearing Research, 11, 365-371 |
PALYO, W.J., COOKE, T.P., SCHULER, A.L. & APOLLONI, T.
(1979). Modifying echolalic speech in preschool children :
Training and generalization. American Journal of
Mental Deficiency, 83, 480-489. |
| |
PRIZANT, B.M. & DUCHAN, J.F. (1981). The functions of
immediate echolalia in autistic children. Journal of
Speech & Hearing Disorders, 46 (3), 241-249. |
|
FAY, W.H. (1969). On the basis of autistic echolalia. Journal
of Communication Disorders, 2, 38-47. |
CHARLOP, M.H. (1983). The effects of echolalia on
acquisition and generalization of receptive labeling in
autistic children. Journal of Applied Behavior
Analysis, 16 (1), 111-126.
[PDF] |
| |
RYDELL, P.J. & MIRENDA, P. (1994). Effects of high and
low constraint utterances on the production of immediate
and delayed echolalia in young children with autism. Journal
of Autism & Developmental Disorders, 24 (6),
719-735. |
|
FREEMAN, B.J., RITVO, E. & MILER, R. (1975). An
operant procedure to teach an echolalic, autistic child to
answer questions apropriately. Journal of Autism
& Chilhood Schizophrenia, 5, 169-176. |
TARPLEE, C. & BARROW, E. (1999). Delayed echoing as an
interactional resource : a case study of a 3-year-old
child on the autistic spectrum. Clinical Linguistics
& Phonetics, 13 (6), 449-482. |
|
|
|
Voir aussi Autisme,
Schizophrènie
et Tic |
| DUBOIS, J., GIACOMO, M., GUESPIN, L., MARCELLESI, C., MARCELLESI,
J.-P. et MÉVEL, J.-P. (1999). Dictionnaire
linguistique et des sciences du langage. Paris :
Larousse. |
|
|
|
|
Échopraxie
: Répétition
automatique des gestes, des attitudes ou des mouvements, notamment
observé chez les
schzophrènes.
|
Eckstein Daniel ( ) : Psychologue
américain, spécialisée dans l'étude des effets psychologiques de
l'ordre des naissances. Collaborateur de Tobacyk.
|
ECKSTEIN, D. (1978). Leadership, popularity, and
birth-order in women. The Journal of Individual
Psychology, 34, 63-66. |
|
ECKSTEIN, D. & DRISCOLL, R. (1983). Leadership,
popularity, and birth order in women. Individual
Psychology : Journal of Adierian Theory, Research &
Practice, 34, 70-77. |
|
ECKSTEIN, D., SPERBER, M.A. & MILLER, K.A. (2009). A
couple's activity for understanding birthorder effects :
Introducing the Birth Order Research-Based Questionnaire
(BORQ). The Family Journal, 17 (4), 342-349. |
|
ECKSTEIN, D., AYCOCK, K.J. SPERBER, M.A., McDONALD, J.,
WIESNER, V.V., WATTS, R.E. & GINSBURG, P. (2010). A
review of 200 birth-order studies : Lifestyle
characteristics. The Joumal of Individual Psychology,
66 (4), 408-434. [PDF] |
|
ECKSTEIN, D. & KAUFMAN, J.A. (2012). The role of birth
order in personality : An enduring intellectual legacy of
Alfred Adler. Journal of Individual Psychology, 68
(1), 60-74. |
|
|
|
Éclairage
:
Indoor lighting.
| |
|
|
BARON, R.A., REA, M.S. & DANIELS, S.G. (1992). Effects
of indoor lighting (illuminance and spectral distribution)
on the perfor- mance of cognitive tasks and interpersonal
behavior : The potential mediating role of positive
affect. Motivation & Emotion, 16, 1-55. |
|
|
Voir aussi Rythme
circadien, Épiphyse,
Mélatonine et Lumière |
|
|
|
Éclectisme
: Doctrine
philosophique qui emprunte aux différentes théories
d'un domaine les concepts les plus éclairants et les
techniques les plus efficaces pour résoudre un problème donnée,
même si ces concepts et ces techniques sont entre eux en partie ou
totalement incompatibles sur le plan théorique. Éclectisme et
pluralisme.
/psychologie
unifiée.
Eclecticism, eclectic
treatments.
| |
|
|
NORCROSS, J., GLASS, C.R., ARNKOFF, D.B., HOROWITZ, M.J.,
KARASU, B., LAMBERT, M.J., SHOHAM, V., STILES, W.B.,
SHAPIRO, D.A., BARKHAM, M. & STRUPP, H.H. (1995). A
roundtable on psychotherapy integration : Common factors,
technical eclecticism, and psychotherapy research. Journal
of Psychotherapy Practice & Research, 4, 248-271. |
|
GARFIELD, S.L. (2000). Eclecticism and integration : A
personal retrospective view. Journal of Psychotherapy
Integration, 10 (4), 341-355. |
|
HOWARD, J.S., SPARKMAN, C.R., COHEN, H.G., GREEN, G. &
STANISLAW, H. (2005). A comparison of intensive behavior
analytic and eclectic treatments for young children with
autism. Research in Developmental Disabilities, 26,
359-383. |
|
DOUBLE, D.B. (2007). Eclecticism and Adolf Meyer's
functional understanding of mental illness. Philosophy,
Psychiatry & Psychology, 14, 356-358.
[PDF] |
|
|
|
|
|
Éco
: Le préfixe
éco vient du grec oikos, qui signifie «maison, habitat,
résidence".
|
|
|
École
: Le terme a deux acceptions : a) En
éducation, il désigne le
lieu (ensemble des classes)
où se fait l'instruction/éducation publique/nationale des
citoyens, notamment des enfants
(scolarisation). École,
réussite scolaire
et enseigner.
= milieu scolaire, lieu
d'apprentissage, établissement scoalaire.
School.
b) En histoire
des sciences, le mot désigne un point de vue particulier sur
l'objet d'étude ou les
méthodes d'une
science ou d'un domaine.
= perspective,
école de pensée, cadre de référence, grille d'analyse.
System, perspective, approach.
| |
|
| a |
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RICE, J.M. (1893). The public school system of the
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ELDER, G.H. (1969). Peer socialization school. Educational
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[PDF]
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Voir aussi Scolarisation,
Apprentissage,
Classe, Enseigner, Étudier, Motivation
à l'école et Harcèlement
à l'école |
| b |
|
MARX, M.H. & HILLIX, W.A. (1973). Systems and
theories in psychology. New York : McGraw-Hill. |
|
|
|
Voir aussi École
scientifique et Perspective |
|
|
École
(Directeur) : Tout individu
responsable de
l'organisation et de la gestion
d'une école. Principal.
| |
|
|
PRAWAT, R.S. (1993). The role of the principal in the
development of learning communities. Wingspan, 9
(3), 7-9. |
|
REITZUG, U.C. (1994). A case study of empowering principal
behavior. American Educational Research Journal, 31
(2), 283-307. |
|
BLASE, J. & BLASE, J. (2000). Effective instructional
leadership Teachers' perspectives on how principals
promote teaching and learning in schools. Journal of
Educational Administration, 38 (2), 130-141. |
|
BRASSARD, A., CLOUTIER, M., DE SAEDELEER, S., CORRIVEAU,
L., FORTIN, R., GÉLINAS, A. et SAVOIE-ZACK, L. (2004).
Rapport à l'activité éducative et identité professionnelle
chez les directeurs d'établissement des ordres
d'enseignement préscolaire et primaire. Revue de
Science de l'Éducation, 30 (3), 487-508. |
|
CATTONAR, B., LESSARD, C., BLAIS, J.G., LAROSE, F.,
RIOPEL, M.C., TARDIF, M., BOURQUE, J. et WRIGHT, A.
(2007). Les directeurs et les directrices d'école au
Canada : Contexte, profil et travail. Enquête
pancanadienne auprès des directions et des enseignants
d'écoles primaires et secondaires (2005-2006).
Montréal, Québec : Chaire de recherche du Canada sur le
personnel et les métiers de l'Éducation. |
|
ARCHAMBAULT, J. et HARNOIS, L. (2009). Diriger une
école primaire de milieu défavorisé. Éthique
Publique, 11 (1), 86-93. |
|
SHEARD, A.G., KAKABADSE, N. & KAKABADSE, A. (2013).
Destructive behaviours and leadership : the source of the
shift from a functional to dysfunctional workplace ? International
Journal of Social Science Studies, 1 (1), 73-89. |
|
|
Voir aussi Organisation
et École |
|
|
École
(Préparation) : Chez l'enfant,
ensemble des habiletés
cognitives et sociales,
acquises grâce aux
parents, qui lui permettent de réussir
son entrée à l'école.
Readiness
for school.
| |
|
|
LIN, H., LAWRENCE, F.R. & GORRELL, J. (2003).
Kindergarten teachers' views of children's readiness for
school. Early Childhood Research Quarterly, 18,
225-237. |
|
KONOLD, T.R. & PLANTA, R.C. (2005).
Empirically-derived, person-oriented patterns of school
readiness in typically-developing children : Description
and prediction to first-grade achievement. Applied
Developmental Science, 9, 174-187. |
|
DUNCAN, G.J., DOWSETT, C.J., CLAESSENS, A., MAGNUSON, K.,
HUSTON, A.C., KLEBANOV, P., PAGANI, L.S., FEINSTEIN, L.,
ENGEL M., BROOKS-GUNN, J.M., SEXTON, H., DUCKWORTH. K.
& JAPEL, C. (2007). School readiness and later
achievement. Developmental Psychology, 43 (6),
1428-1446. [PDF] |
|
|
Voir aussi École |
|
|
|
|
|
|
|
|
École
de Berlin : Berlin school.
| |
|
|
SUNDQVIST, F. (2007). The
gestalt according to the Berlin school (The crossroads
between empiricism and rationalism : Part III. Gestalt
Theory, 29 (1), 223-241. |
|
|
Voir aussi École de pensée |
|
|
École
de Chicago (en économie) : (
): Friedmann,
Stiegler.
|
École
de Chicago (en psychologie) : Groupe
de philosophes et de psychologues réunis autour des travaux de Dewey,
entre 1910 et 1935. ( ): Angell,
Dewey.
Chicago school.
|
École
de Chicago (en sociologie) : Groupe
de sociologues réunis
autour des travaux de Small, Thomas et Park, et qui s'est d'abord
fait connaître par ses Études sur les relations interethniques, le
racisme et la délinquance.
( ): Becker,
Goffman, Hughes,
Lasswell,
Mead, Park, Small,
Thomas, Znaniecki.
Chicago school.
|
École
de Francfort : ( ): Adorno,
Fromm, Horkheimer,
Lazarsfeld, Lewin
et Marcuse. Frankfurt
school.
| |
|
|
BOTTOMORE, T. (1984). The Frankfurt school.
Tavistock Publication, Key Sociologists. |
|
McLAUGLIN, N. (1999). Origin myths in the social sciences
: Fromm, the Frankfurt school and the emergency of
critical theory. Canadian Journal of Sociology, 24, 109-139. |
|
|
Voir aussi École de pensée |
|
|
|
|
|
|
École
de Palo Alto : Palo Alto est une ville de la Californie
située près de l'Univerité Stanford. L'expression désigne trois
groupes multidisciplinaires constitués de scientifiques
(psychologues, linguistes, sociologues, chimistes, etc.), de
psychiatres et de philosophes. Le premier groupe,
surnommé le Groupe de Palo Alto, s'intéresse plus
particulièrement à la communication
et aux contraintes liées à sa pratique, notamment chez les
schizophrènes. Il est fondé en 1952 par Bateson, Weakland, Healy
et Fry. = Bateson Project. Le
second groupe, orienté vers la psychothérapie, a été
fondé en 1958 par Jackson, Satir et Riskin et se nomme Mental
reasearch Institute. En 1967, Fish, Watzlawick, Weakland et
Bodin créent un troisième groupe autour du Brief
Therapy Center, une clinique de psychothérapie brève.
( ): Bateson, Fisch,
Jackson, Haley, Mucchielli,
Satir, Watzlawick,
Weakland, Wilden.
| |
EDMOND, M. et PICARD, D. (1984). L'École de Palo Alto.
Retz editions. |
|
WITTEZEALE, J. et GARCIA, T. (1992/2006). À la
recherche de l'École de Palo Alto. Paris : Seuil. |
|
Watzlawick, Fish et Weakland (Dans
l'ordre)
|
| |
|
|
|
|
|
|
|
|
École
expérimentale allemande : Groupe de physiologistes
et d'anatomiste allemands
réunis autour des travaux de Müller. ( ):
Brücke, Dubois-Reymond,
Fechner, Helmholtz,
Henle, Kühne, Ludwig,
Müller, Schwann,
Virchow, Weber
et Wundt.
|
|
|
|
|
|
|
École primaire :
Elementary school.
| |
|
|
HALADYNA, T.M. & THOMAS, G.P. (1979). The attitudes of
elementary school children toward school and subject
matters. Journal of Experimental Education, 48,
18-23. |
|
OLENCHAK F.R. & RENZULLI, J.S. (1989). The
effectiveness of the schoolwide enrichment model on
selected aspects of elementary school change. Gifted
Child Quarterly, 32, 44-57. |
|
VAN LEEUWEN, M., VAN DEN BERG, S.M., VAN BEIJSTERVELDT,
T.C.E.M. & BOOMSMAN, D.I. (2005). Effects of twin
separation in primary school. Twins Research &
Human Genetics, 8, 384-391. |
|
ARCHAMBAULT, J. et HARNOIS, L. (2009). Diriger
une école primaire de milieu urbain défavorisé. Éthique
publique. Justice Scolaire et École Publique, 11
(1), 86-93. |
|
ARCHAMBAULT, J. & GARON, R. (2011). Elementary school
principals in low socio-economic-status schools: a
university-based research programme designed to support
mandated reform. International Journal of
Leadership in Education, 15 (1), 1-22. |
ARCHAMBAULT, J. et HARNOIS, L. (2012). Diriger
une école primaire de milieu urbain défavorisé :
les perceptions des directions d’écoles à propos de leur
travail. Revue Canadienne de l’Éducation, 35 (1),
3-21. |
|
SHAHAN, C. & SHAHAN, T. (2014). Does disciplinary
literacy have a place in elementary school ? The
Reading Teacher, 67 (8), 636-639. |
|
Voir aussi École |
|
|
École
privée : Voir École.
/école
publique. Private school.
| |
|
|
SAN SEGUNDO, M.J. (1988). Do private schools make a
difference ? Working paper, Southern European Economics
Discussion Series. Leioa, Vizcaya, Spain : Inst. Economia
Publica. |
ZIMMER, R.W. & TOMA, E.F. (2000). Peer effects in
private and public schools across countries. Journal
of Policy Analysis & Management, 19, 75-92. |
|
ROUSE, C. (1998). Private school vouchers and student
achievement : An evaluation of the Milwaukee Parental
Choice Program. Quarterly Journal of Economics, 113
(2), 553-602. |
GREEN, F., MACHIN, S., MURPHY, R. & ZHU, Y. (2012).
The changing economic advantage from private school.
Economica, 79 (316), 658-679. |
|
SANDER, W. (1999). Private schools and public school
achievement. Journal of Human Resources, 34 (4),
697-709. |
JEYNES, W.H. & BEUTTLER, F. (2012). What private &
public schools can learn from each other. Peabody
Journal of Education, 87 (3), 285-304. |
|
NECHYBA, T. (2000). Mobility, Targeting and Private-School
Vouchers. American Economic Review, 90 (1),
130-146. |
BRYSON, A. & GREEN, F. (2018). Do private schools
manage better ? National Institute Economic Review,
243 (1), 17-26. |
|
|
Voir aussi École publique et
École |
|
|
École
publique : Voir École. /école
privée. Public school.
| |
|
|
RICE, J.M. (1893). The public school system of the
United States. New York : The Century Company. |
HOXBY, C.M. (2000). Does competitionamong public schools
benefit stude nts and taxpayers ? American Economic
Review, 90 (5), 1209-1238. |
|
CARD, D. & KRUEGER, A.B. (1992). Does school quality
matter ? Returns to Education and the Characteristics of
Public Schools in the United States. The Journal of
Political Economy, 100 (1), 1-40. [PDF] |
ZIMMER, R.W. & TOMA, E.F. (2000). Peer effects in
private and public schools across countries. Journal
of Policy Analysis & Management, 19, 75-92. |
|
DEE, T. (1998). Competition and the quality of public
schools. Economics of Education Review, 17 (4),
419-427. |
ABDEL, M. & EL-SAYED, M. (2004). Social and academic
support and self-efficacy in light of the varying levels
of academic achievement among first-grade students in
public secondary education. Educational & Socio
Studies - Egypt, 10 (4), 201-278. |
| |
LABAREE, D.V. (2010). Someone has to fail : The
zero-sum game of public schooling. Cambridge:
Harvard University Press. |
|
SANDER, W. (1999). Private schools and public school
achievement. Journal of Human Resources, 34 (4),
697-709. |
JEYNES, W.H. & BEUTTLER, F. (2012). What private &
public schools can learn from each other. Peabody
Journal of Education, 87 (3), 285-304. |
|
|
Voir aussi École privée et École |
|
|
École
russe : Désigne le programme de recherche
expérimentale mis sur pied par
Bechterev et Pavlov
pour étudier les réflexes
et le conditionnement
répondant. = école de réflexologie.
Reflexology.
| |
|
|
BROZEK, J. (1973). Soviet historiography of psychology :
Sources of biographic and bibliographic information.
Journal of the History of the Behavioral Sciences, 9, 152-161. |
|
IVERSEN, I.H. (1992). Skinner's early research : From
reflexology to operant conditioning. American
Psychologist, 47, 1318-1328. |
|
|
Voir aussi École de pensée |
|
|
École secondaire : Secondary
school.
| |
|
|
KESSLER, S., ASHENDEN, R.W., CONNELL, R.W. & DOWSETT,
G.W. (1985). Gender relations in secondary schooling.
Sociology of Education, 5 (1), 34-48. |
|
LEE V., BRYK, A. & SMITH, J. (1993). The organization
of effective secondary schools. Review of Research in
Education, 19, 171-267. |
|
VASALAMPI, K., SALMELA-ARO, K. & NURM, J.-E. (2010).
Education-related goal appraisals and self-esteem during
the transition to secondary education : A longitudinal
study. International Journal of Behavioral
Development, 4, 481-490. [PDF] |
|
|
|
DUFOUR, M., BRUNELLE, N., GENDRON, A., LECLERC, D,
COUSINEAU, M. (2013). L'utilisation d'Internet chez les
jeunes adolescents au secondaire. Écho-Toxico, 23 (1),
11-13. |
|
DUFOUR, M., BRUNELLE, N., TREMBLAY, J., LECLERC, D,
COUSINEAU, M.M., KHAZAAL, Y., LÉGARÉ, A.-A., ROUSSEAU, M.
& BERDICHE, J. (2016). Gender difference in internet
use and internet problems among Quebec high school
students. The Canadian Journal of Psychiatry / La
Revue Canadienne de Psychiatrie, 61 (10) 663-668. [PDF] |
|
|
Voir aussi École |
|
|
|
|
Écologie : Écologiste : Le terme a au moins cinq acceptions plus ou moins
complémentaires qui tous mettent l'accent sur l'intéraction entre
l'individu et son milieu. : a) À l'origine, il
désigne une branche de la biologie
qui étudie le lien étroit entre une espèce
et sa niche, les comportements
des individus de cette espèce et les ressources de leur milieu. = écologie
animale. Ecology, animal ecology.
b) Par extension, le terme désigne également une
branche de la psychologie
qui étudie la relation entre un humain
et son milieu organisée en
système. =
écologie humaine.
Human
ecology. c) Le mot renvoie aussi à la
discipline au carrefour de la psychologie
béhavioriste et de l'écologie
animale, qui, comme son nom l'indique, considère que cette
relation avec le milieu ou l'environnement s'établit
essentiellement au moyen de comportement.
Behavioral ecology, behavioural ecology.
d) Le mot désigne
également - à la manière du féminisme
- une idéologie
doublée d'un mouvement
social et politique de respect, de défense et de
préservation de l'environnement humain et de la
faune. = mouvement contestataire
en faveur de l'environnement, contre la pollution, le gaspillage,
groupes écologistes, militant
écologiste. = écologisme, écologie
politique. e) Finalement, et plus récemment, on
utilise l'expression psychologie écologique pour désigner
la branche de la psychologie scientifique qui étudie les
comportements individuels et sociaux qui contribuent à l'augmentation/diminution de la
pollution, du réchauffement
climatique et du
développement durable.
Conservation psychology.
| |
|
| a |
|
ADAMS, C.C. (1913). Guide to the study of animal
ecology. MacMillan Company : New York. |
ACOT, P. ET DROUIN, J.-M. (1997). L'introduction en France
des idées de l'écologie scientifique américaine dans
l'entre deux-guerres. Revue d'Histoire des Sciences,
50 (4), 461-480. |
|
ELTON, C.H. (1927). Animal ecology. Londres :
Sidgwick & Jackson. |
BENSON, K.R., 2000, The emergence of ecology from natural
history. Endeavour, 4 (2), 59-62. |
|
ADAMS, C.C. (1935). General ecology and human ecology.
Ecology, 16, 316-335. |
O'CONNOR, R.J. (2000). Why ecology lags behind biology.The
Scientist, 14 (20), 35. |
|
DANSEREAU, P. (1957). Biogeography. An ecological
perspective.The Ronald Press Co. |
|
|
ACOT, P. (1988). Histoire de l'écologie. PUF :
Paris. |
BLANDIN, P. (2009). Le concept de mosaïque en écologie :
plus qu'une métaphore ? Bulletin d'Histoire et
d'Epistémologie des Sciences de la Vie, 16 (1),
95-103. |
|
ACOT, P. (1997). The lamarckian cradle of scientific
ecology. Acta Biotheoretica, 45, 185-193. |
BIRKHEAD, T.R. (2015). Stormy outlook for long-term
ecology studies. Nature, 514 (7523), 405. [PDF] |
|
|
Voir Écologie animale |
| b |
|
BARKER, R.G. (1965). Explorations in ecological
psychology. American Psychology, 20 (1), 1-14. |
|
WINTER, D.D. (1996). Ecological psychology : Healing
the split between planet and self. New York :
Harper Collins. |
|
SHAW, R., TURVEY, M.T. & MACE, W. (1982). Ecological
psychology : The consequences of a commitment to realism.
In W. Weimer & D. Palermo (Eds.), Cognition and
the symbolic processes H. Hillsdale, NJ : Erlbaum. |
|
ZEBROWITZ, L.A. & BARON R.M. (1983). Toward an
ecological theory of social perception. Psychological
Review, 90, 215-238. |
|
|
Voir Écologie humaine |
| c |
|
WILLEMS, E.P. (1974). Behavioral technology and behavioral
ecology. Journal of Applied Behavior Analysis, 7 (1),
151-165. [PDF] |
|
Voir Écologie béhavioriste
|
| d |
|
DANSEREAU, P. (1976). Le cadre d'une recherche
écologique interdisciplinaire. Montréal : Presses de
l'Université de Montréal. |
|
JOIREMAN, J., VAN LANGE, P.A.M. & VAN VUGT, M. (2004).
Who cares about the environmental impact of cars ? Those
with an eye toward the future. Environment &
Behavior, 35, 1-20.
[PDF] |
|
LIPIETZ, A. (2007). Écologie politique et mondialisation.
L'Economie Politique, 34, 1-8. [PDF] |
|
LIPIETZ, A. (2012). Qu'est-ce que l'écologie poltique
? La grande transformation du XXIe siècle. Paris :
Les Petits Matins. |
|
LEBLANC, J. & MAHEU, A. (2014). La place du discours
critique du Réseau québécois des groupes écologistes et de
ses membres dans les médias. Nouveaux Cahier du
Socialisme, 11, 114-128. |
|
|
Voir Réchauffement
climatique, Développement
durable, Rapport
du Club de Rome et Mouvement
social et politique |
| e |
|
OSKAMP, S. (1995). Applying social psychology to avoid
ecological disaster. Journal of Social Issues, 51
(4), 217-238. |
|
OSKAMP, S. (2000). Psychological contributions to
achieving an ecologically sustainable future for humanity.
Journal of Social Issues, 56 (3), 373-390.
[PDF] |
|
CLAYTON, S. & BROOK, A. (2005). Can psychology help
save the world ? A model for conservation psychology. Analyses
of Social Issues & Public Policy, 5 (1),
87-102. [PDF] |
|
|
|
|
|
|
Écologie
animale : Branche de la biologie,
au carrefour de l'éthologie
et de la psychologie
animale, qui étudie l'influence du milieu
sur les stratégies évolutive
des espèces (croissance, reproduction, organisation
sociale, mode d'alimentation, agressivité),
et sur les statégies
d'adaptation des individus (stratégie
alimentaire, apprentissage,
etc.), alors que l'éthologie
classique s'intéresse davantage aux déterminants
neurogénétique. = écologie
comportementale, écologie béhaviorale, bioécologie. (
): Davies, Caraco,
Côté, Elton,
Giraldeau, Kacelnik,
Kramer,
Krebs, Krief, Lack,
Lefebvre, Lickliter.
Animal ecology, behavioral écology.
| |
|
|
ELTON, C.H. (1927). Animal ecology. Londres :
Sidgwick & Jackson. |
LICKLITER, R. (2000). An ecological approach to behavioral
development : Insights from comparative psychology. Ecological
Psychology, 12, 319-334.
[PDF] |
|
ELTON, C.H. (1927). Animal ecology and evolution.
Oxford : Clarendon Press. |
KREBS, C.J. (2005). Ecology. Benjamin Cummins. |
|
DANCHIN, É., GIRALDEAU, L.-A. et CÉZILLY, F. (Dirs.)
(2005). Introduction à l'écologie comportementale :
Comportement, adaptation et évolution. Paris :
Dunod Éditeur. |
|
CODY, M.L. (1974). Optimization in ecology. Science,
183, 1156-1164. |
OWENS, I.P.F. (2006). Where is behavioural ecology going ?
Trends in Ecology & Evolution, 21, 356-361. [PDF] |
|
WRANGHAM, R.W. (1980). An ecological model of
female-bonded primate groups. Behaviour, 75, 262-300. |
GIRALDEAU, L.A. et DUBOIS, F. (2009). Le comportement
animal. Paris : Dunod. |
|
ARNQVIST, G. & WOOSTER, D. (1995). Meta-analysis :
synthesizing research findings in ecology and evolution. Trends
in Ecology & Evolution 10, 236-240. |
BIRKHEAD, T.R. (2015). Stormy outlook for long-term
ecology studies. Nature, 514 (7523), 405. [PDF] |
|
|
Voir aussi Éthologie et
Animal |
|
|
Écologie behaviorale : Discipline au carrefour de la psychologie
béhavioriste et de l'écologie
humaine. = écologie
comportementale. ( ): Behavioural
ecology.
| |
|
|
WILLEMS, E.P. (1974). Behavioral technology and behavioral
ecology. Journal of Applied Behavior Analysis, 7 (1),
151-165. [PDF]
|
BOSMA, A. & MULICK, J.A. (1990). Brief report :
Ecobehavioral assessment using transparent scatter plot :
Behavioral Residential Treatment, 5, 137-140. |
|
WINETT, R.A. & NIETZEL, M. (1975). Behavioral ecology
: Contingency management of residential energy use.
American Journal of Community Psychology, 3,
123-133. |
|
|
KRANTZ, P.J. & RISLEY, T.R. (1977). Behavioral
ecology in the classroom. In D.K.O'Leary & S.G.
O'Leary (Eds.), Class
room management : The sucesful use of behavior
modification(pp.
349-366). New York : Pergamon Press. |
SCHROEDER, S.R. (Ed.). (1990). Ecobehavioral analysis
and developmental disabilities : The twenty-first
century. New York : Springer-Verlag. |
|
ROGERS-WARREN, A. & WARREN, S.F (Eds.) (1977).
Ecological perspectives in behavior analysis. Baltimore :
University Park Press. |
THOMPSON, N.S. & DERR, P.G. (1995/966). On the use of
mental terms in behavioral ecology and sociobiology. Behavior
& Philosophy, 23 (3)/24 (1), 31-37. [PDF] |
|
SCHROEDER, S.R., ROJAHN, J. & MULICK, J.A. (1978).
Ecobehavioral organisation of developmental day forr the
chronically self-injurious. Journal of Pediatric
Psychology, 3, 81-88. |
KAISER, F. G., WOLFING, S. & FUHRER, U. (1999).
Environmental attitude and ecological behaviour.
Journal of Environmental Psychology, 19, 1-19. [PDF]
|
|
TIMBERLAKE, W. (1984). An ecological approach to learning.
Learning & Motivation, 15, 321-333. [PDF] |
LICKLITER, R. (2000). An ecological approach to
behavioral development : Insights from comparative
psychology. Ecological Psychology, 12, 319-334.
|
|
VYSE, S., MULICK, J.A & THAYER, B. (1980). An
ecobehavioral assessment of a special educaytion
classroom. Applied research in Mental Retardation, 5,
3395-408. |
|
|
|
FANTINO, E. (1985). Behavior analysis and behavioral
ecology : A synergistic coupling. The Behavior
Analyst, 8 (2), 151-157. [PDF] |
MORRIS, E.K. (2009). Behavior analysis and ecological
psychology : past, present, and future : a review of Harry
Heft's ecological psychology in context. Journal of
Experimental Analysis of Behavior, 92 (2),
275-304. [PDF] |
|
VAN HOUTEN, R. & ROLIDER, A., NAU P., BECKER, M.,
CHALDOVSKI, I., SCHERER, M. & FRIEDMANN, R. (1985).
Large scale reduction in speeding and accidents in Canada
and Israel : A behavioral ecological perspective. Journal
of Applied Behavior Analysis, 18 (1), 87-93. [PDF] |
BABAJOLA, S. & LAWAN, U. (2009). Factors predicting
BCG immunization status in northern Nigeria : a
behavioral-ecological perspective.Journal of Child Health Care, 13 (1),
46-62. [PDF]
|
|
VYSE, S. & MULICK, J.A. (1980). Ecobehavioral
assessment of a special classroom : Teacher-student
behavioral covariation. Journal of the Miltihandicaped
Person, 1, 201-216. |
GARAMSZEGI, L.Z., CALHIM, S., DOCHTERMANN, N., HEGYI, G.,
HURD, P.L., JORGENSEN, C., KUTSUKAKE, N., LAJEUNESSE,
M.J., POLLARD, K.A., SCHIELZETH, H., SYMONDS, M.R.E. &
NAKAGAWA, S. (2009). Changing philosophies and tools for
statistical inferences in behavioral ecology. Behavioral
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TARNOWSKI, K.J., RASNAKE, L., MULICK, J.A. & KELLY,
P.A. (1989). Acceptability of behavioral
interventions for self-injurious behavior. American
Journal of Mental Retardation, 2 (3), 191-200.
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Voir aussi Béhaviorisme
et Écologie humaine |
|
|
Écologie
humaine : Perspective
psychologique qui a pour objet d'étude l'accommodation mutuelle et
progressive entre l'individu en croissance et les propriétés
changeantes des milieux,
immédiats ou non, dans lesquels vit cet individu. Bronfenbrenner
est l'un des fondateurs de cette
perspective. Écologie humaine et psychologie
communautaire = écologie sociale,
approche communautaire, analyse éco-systémique, approche
systémique. ( ): Adler,
Barker, Belsky, Berry,
Bouchard, Brody,
Bronfenbrenner, Burgess,
Caron,
Catalano, Ceci,
Chamberland, Dooley, Garbarino,
Garon, Hanker,
Hazan,
Hobbs, Huston,
Julien, Keating,
McLoyd, Mishara, Morris,
Nadeau, Novaco, Rappaport,
Richerson, Stokols,
Tarabulsy, Tessier,
Théorêt, Tousignant,
Tsai, Volling,
Weinstein, Wenger,
Whalen, Ying,
Youngblade. Human ecology, ecological
perspective, ecological psychology, social ecology.
| |
|
|
ALIHAN, M.A. (1938). Social ecology : A critical
analysis. Cooper Square Publishers, Inc., New York. |
STOKOLS, D. (1996). Translating social ecological theory
into guidelines for community health promotion. American
Journal of Health Promotion, 10, 282-298. |
|
BARKER, R.G. (1965). Explorations in ecological
psychology. American Psychology, 20, 1-14. |
BRONFENBRENNER, U. (1996). Le modèle
Processus-Personne-Contexte-Temps dans la recherche en
psychologie du développement : Principes, applications et
implications. In R. Tessier & G.M. Tarabulsy (Eds.), Le
"modèle écologique" dans l'étude du développement de
l'enfant (pp. 9-58). Ste-Foy, Qc : Presses de
l'Université du Québec. |
|
GORDON, T. (1967). Issues in the ecological study of delinquency
927-944.
KUNKEL, J.H. (1967). Some behavioral aspects of the
ecological approach to social organization. American
Journal of Sociology, 73 (1), 12-29. |
STOKOLS, D., ALLEN, J. & BELLINGHAM, R.L. (1996). The
social ecology of health promotion: Implications for
research and practice. American Journal of Health
Promotion, 10, 247-251. |
|
GORDON, T. (1967). Issues in the ecological study of delinquency
927-944. |
|
BARKER, R.G. (1968). Ecological psychology. Concepts
and methods for studying the environment of human
behaviour. Stanford : Stanford University Press.
|
STOKOLS, D., PELLETIER, K.R. & FIELDING, J.E. (1996).
The ecology of work and health : Research and policy
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WIRTH, L. (1969). Human Ecology. In In R. Sennett. (Ed.),
Classic essays on the cultures of cities. New
York : Appleton-Century-Crofts. |
EGGER, G. & SWINBURN, B. (1997). An “ecological”
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GRAUBARD, P.S., ROSENBERG, H. & MILLER, M.B. (1971).
Student applications of behavior modification to teachers
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FRASER, M. (1997). Risk and resilience in childhood :
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GRAUBARD, P.S., ROSENBERG, H. & MILLER, M.B. (1971).
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education: behavior analysis (pp.
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GILLEPSIE, C.W., PELREN, S.L. & TWARDOSZ, S. (1998).
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BINDER, A. (1972). A new context for psychology : Social
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BATESON, G. (1972). Steps to an ecology of mind. N.Y.:
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BRONFENBRENNER, U. & MORRIS, P.A. (1998). The ecology
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BRONFENBRENNER, U. (1977). Toward an experimental ecology
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BRONFENBRENNER, U. (1977). The ecology of human
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NATSOULAS, T. (1999). An ecological and phenomenological
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CARR, T. H., COOKE, T. P., STRAIN, P.S. & McILLAN, D.
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CATALANO, R. (1979). Health, behavior, and the
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STOKOLS, D. (2000). Social ecology and behavioral
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MOOS, R.H. (1979). Social ecological perspectives on
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BELSKY, J. (1980). Child maltreatment : an ecological
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BRONFENBRENNER, U. (2001). The bioecological model of
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WHALEN, C.K. & HENKER, B. (Eds.) (1980). Hyperactive
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MARTEN, G. (2001). Human ecology. Basic concepts for
sustainable development. London : Earthscan. |
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OGBU, J.U. (1981). Origins of human competence : A
cultural-ecological perspective. Child Development,
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REVENSON, T., D'AUGELLI, A., FRENCH, S., HUGHES, D.,
LIVERT, D., SEIDMAN, E., SHINN, M. & YOSHIKAWA, H.
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BRONFENBRENNER, U. (1981). The ecology of human
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RIGER, S., LEBAILLY, R. & GORDON, M. (1981). Community
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McARTHUR, L.Z. & BARON, R.M. (1983). Toward an
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WICKER, A.W. (1984). An introduction to ecological
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SLAUGHTER-DEFOE, D.T., NAKAGAWA, K., TAKANISHI, R. &
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BERRY, J.W. (1994). De la psychologie culturelle et
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|
| |
| BRONFENBRENNER,
U. (1977). The ecology of human development.
Cambridge : Harvard University Press. |
Voir aussi Système
de Bronfenbrenner |
|
|
|
|
Ecology
: Revue scientifique
d'écologie humaine.
COWHILL, U. (1966). Season of birth in man. Contemporary
situation with special reference to Europe and the
Southern Hemisphere. Ecology, 47, 614-623.
|
| |
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Ecology
& Society : Revue
scientifique d'écologie
humaine.
STOKOLS, D., LEJANO, R. & HIPP. J. (2013). Enhancing
the resilience of human-environment systems : A social
ecological perspective. Ecology & Society, 18 (1),
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Économétrie
: Econometric.
| |
|
|
LEAMER, E. (1983). Let's take the con out of econometrics.
American Economic Review, 73, 31-43. |
|
|
|
Économie
: Économiste : Du grec oikos qui signifie
«demeure ou maison» et nomos qui signifie «administrer
ou gérer». Science
empirique qui étudie la production, la distribution et la consommation
des biens et
services dans une société,
ainsi que les systèmes d'échange, monétaire ou non, qui permettent
la réalisation de ces trois fonctions. L'économie est sans doute
la science humaine la plus formalisée.
( ): Allais,
Arrow, Atkouf,
Attali, Banerjee, Battalio,
Becker,
Bentham, Behrman, Black,
Buchanan, Card, Catalano,
Cherry, Chossudovsky,
Curtin,
Cyert, Deaton,
Diamond, Dostaler, Duflo,
Ellsberg,
Fehr, Fortin, Frank,
Friedman, Galbraith,
Gill, Gorlely,
Green, Grinols,
Hanushek, Hayek, Hicks,
Jevons, Juster,
Herman, Kagel,
Keynes, Kremer,
Krueger, Krugman,
Laffer, Landry,
Lemieux, Leontief,
Lepage, Levitt, Levitt-Polanyi,
Lipietz, List,
List, Loomes,
Malthus, March, Maris,
Marshall, Marx,
Menger,
Mises, Morgenstern,
Nyameh,
Olson, Orivel,
Pareto, Parizeau,
Paulsen, Petrella,
Pigou, Piketty,
Ricardo, Rifkin, Rochon,
Roth, Rothbard, Roubini,
Samuelson, Say, Schelling,
Schumacher,
Schumpeter, Simon,
Smith, Stiglitz, Sugden,
Thaler,
Tobin, Tullock, Von
Mises, Urunuela,
Van Audenrode, Veblen, Wallis,
Walras, Zimmerman.
Economy.
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VEBLEN, T. (1898). Why is economics not an evolutionary
science ? Quarterly Journal of Economics 12,
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KAHNEMAN, D. & THALER, R. (1991). Economic analysis
and the psychology of utility : Applications to
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KATONA, G. (1953). Rational behavior and economic
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BARBEZAT, D.A. (1992). The market for new Ph.D.
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262-276. |
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FRIEDMAN, M. (1953/95). The methodology of positive
economics/La méthodologie de l'économie positive. In M.
Friedman (1953/95), Essays in positive economics /
Essais d'économie positive. Chicago/Paris :
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BECKER, G.S. (1992). Fertility and the economy. Journal
of Population Economics, 5 (3), 185-201. |
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STIGGLER, G.J. (1954). The economist plays with blocs. American
Economic Review, 44, 7-14. |
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ARROW, K.J. & DEBREU, G. (1954). Existence of an
equilibrium for a competitive economy. Econometrica,
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FRANK, R.H., GILOVICH, T. & REGAN, D.T. (1993). Does
studying economics inhibit cooperation ? Journal of
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HICKS, J.R. (1957). A rehabilitation of
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WINKLER, R.C. (1971). The relevance of economic theory and
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BUCHANAN, J.M. & TOLLISON, G. (Ed) (1972). Theory
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BAIROCH, P. (1994). Mythes et paradoxe de
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TULLOCK, G. (1986). The economics of wealth and
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TIMBERLAKE, W. & PEDEN, B.F. (1987). On the
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|
BLACHETON, B. (2017). Mythes économiques : En finir
avec les idées reçus en économie. Paris : Ellipse. |
|
| |
|
Voir aussi Économie
comportementale et expérimentale |
|
|
|
|
|
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Économie
(Nobel) : Voir Nobel
d'économie. = prix de la Banque
de Suède en Sciences Économiques en Mémoire d'Alfred Nobel.
|
Économie
classique : ( ) : Smith,
Ricardo, Malthus,
Say,
Mill. Classical economic.
| |
|
|
HICKS, J.R. (1957). A rehabilitation of
"classical"economics ? Economic Journal, 67,
278-289. |
|
|
|
Économie cognitive : Discipline
au au carrefour de l'économieet des sciences cognitives. Ce terme est parfois utilisé comme synonyme de neuro-économie ou d'économie
comportementale. En fait, elle met
davantage l'accent sur l'apport des théories cognitives dans
l'explication des comportements de nature économique (et laisse de
côté les explications béhavioristes de l'économie comportementale
et expérimentale). À cet égard, les biais cognitifs constituent les principales explications de cette discipline.
Cognitive economy.
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|
|
TVERSKY, A. & KAHNEMAN, D. (1974). Judgment under
uncertainty : Heuristics and biases. Science, 185,
1124-1130. |
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KAHNEMAN, D. & TVERSKY, A. (1979). Prospect theory : An analysis of decision under risk. Econometrica, 47, 263-291. |
|
RESCHER, N. (1989). Cognitive economy :
Economic perspectives in the theory of knowledge. UPA. |
|
|
|
Économie comportementale et expérimentale : ECE :
Discipline au carrefour
de l'économie, de l'analyse
fonctionelle et expérimentale
du comportement (béhaviorisme)
et des sciences
cognitives. Cette discipline cherche à expliquer
pourquoi les comportements individuels s'écartent souvent des
choix rationnels ou optimaux. Ici le mot «expérimental»
renvoie à l'importance accordée par cette discipline au fait
d'appuyer les explications
de ces comportements sur des données
obtenues au moyen de recherche
expérimentale et
quasi-expérimenale,
notamment avec des animaux.Contrairement à la neuroéconomie,
cette discipline ne cherche pas systématiquement à localiser dans
le cerveau les mécanismes
explicatifs des comportements. Il ne s'agit cependant pas d'une
négation du rôle du cerveau; simplement les chercheurs de cette
discipline considèrent que l'on peut fonder l'explication dde ces
comportement sur le conditionnement
et le traitement
de l'information. À cet égard, la
loi de l'appariement de Herrnstein.
l'économie de jetons et
les biais congnitifs
constituent les principales explications de cette discipline.
( ) : économie expérimentale, économie comportementale,
ECE. ( ) :
Ainslie, Battalio,
Baum, Cherry, Green,
Herrnstein, Kagan, List,
Prelec, Rachlin,
Slovic,
Thaler et Winkler. Behavioral
economic, experimental economic.
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TARDE, G. (1881). La psychologie en économie politique. Revue
Philosophique, 12, 232-250/401-418. |
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TARDE, G. (1902). La psychologie économique.
Paris : Alcan. |
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CASTRO, B. & WEINGARTEN, K. (1970). Toward
experimental economics. Journal of Political Economy,
78, 598-607. |
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WINKLER, R.C. (1971). The relevance of economic theory and
technology to token reinforcement systems. Behavior
Research & Therapy, 9 (2), 81-88. |
SLOVIC, P., FINUCANE, M., PETERS, E. & MacGREGOR, D.
(2002). Rational actors or rational fools : Implications
of the affect heuristic for behavioral economics. Journal
of Socio-Economics, 31, 329-342. |
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KAGEL, J.H. & WINKLER, R.C. (1972). Behavioral
economics : Areas of cooperative research between
economics and applied behavioral analysisi. Journal of
Applied Behavioral Analysis 5 (3), 335-342.[PDF] |
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|
TVERSKY, A. & KAHNEMAN, D. (1974). Judgment under
uncertainty : Heuristics and biases. Science, 185,
1124-1130. |
|
|
BATTALIO, R.C., FISCHER, E.B, KAGEL, J.H, BASMANN, R.L,
WINKLER, & KRASNER, L. (1974). An experimental
investigation of consumer behavior in a controlled
environment. Journal of Consumer Research, 1 (2),
52–60. |
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RACHLIN, H., GREEN, L., KAGEL, J.H. & BATTALIO, R.C.
(1976). Economic demand theory and psychological studies
of choice. In G. Bower (Ed,), The psychology of
learning and motivation (Vol. 10, pp. 129–54). New
York : Academic Press. |
|
|
KAHNEMAN, D. & TVERSKY, A. (1979). Prospect theory :
An analysis of decision under risk. Econometrica, 47,
263-291. |
|
|
ALLISON, J. (1979).
Demand economics and experimental psychology. Behavioral
Science, 24 (6), 403-415. |
|
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WINKLER, R.C. (1980). Behavioral economics, token
economies and applied behavior analysis. In Staddon,
J.E.R. (Ed.), Limits to action : The allocation of
individual behavior. New York : Academic Press. |
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|
RACHLIN, H., BATTALIO, R., KAGEL, J. & GREEN, L.
(1981). Maximization theory in behavioral psychology. Behavioral
& Brain Sciences, 4 (3), 371-388. |
|
|
ALLISON, J. (1983). Behavioral economics. Praeger
scientific |
|
|
WALKER, J. (1987). Experimental economics in the
classroom. The Journal of Economic Education, 18
(1), 51-57. |
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|
BELSKY, G. & GILOVICH, T. (1999). Why smart people
make big money mistakes and how to correct them :
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New York : Simon and Schuster. |
THALER, R.H. (2018). Misbehaving : Les découvertes de
l'économie comportementale. Paris : Seuil. |
|
|
|
Voir aussi Économie
et Psychologie |
|
|
Économie
d'énergie : Économiser l'énergie : Comportement
pro-environnemental.
Energy consumption,
energy conservation, reducing household energy consumption.
| |
|
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HASS, J.W., BAGLEY, G.S. & ROGERS, R.W. (1975). Coping
with the energy crisis : Effects of fear appeals upon
attitude toward energy consumption. Journal of
Applied Psychology, 60, 754-756. |
McCLELLAND, S.L. & COOK, S.W. (1980). Energy
conservation effects of continuous in-home feedback in
all-electric homes. Journal of Environmental Systems,
9 (2), 29-38. |
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KOHLENBERG, R.J., PHILLIPS, T. & PROCTOR, W. (1976). A
behavioral analysis of peaking in residential
electrical-energy consumers. Journal of Applied
Behavior Analysis, 9 (1), 13-18. [PDF] |
HAYES, S.C. & CONE, J.D. (1981). Reduction of
residential consumption of electricity through simple
monthly feedback. Journal of Applied Behavior
Analysis, 14 (1), 81-88. [PDF] |
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GELLER, E.S. (1981). Evaluating energy conservation
programs : Is verbal report enough ? Journal of
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WINETT, R.A. & NIETZEL, M. (1975). Behavioral ecology
: Contingency management of residential energy use.
American Journal of Community Psychology, 3,
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HESLOP, L.A., MORAN, L. & COUSINEAU, A. (1981).
Consciousness' in energy conservation behavior : an
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299-305. |
| |
GELLER, E.S. (1981). Water reduction and resource
recovery: Strategies for energy conservation. In A. Baum
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perspectives (pp. 115-154). Hillsdale, NJ :
Eribaum. |
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SEAVER, W.B. & PATTERSON, A.H. (1976). Decreasing
fuel-oil consumption through feedback and social
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147-152. [PDF] |
WINETT, R.A., HATCHER, J.W., FORT, T.R. LECKLITER, I.N.
LOVE, S.Q. RILEY, A.W. & FISHBACK, J.F. (1982). The
effects of videotape modeling and daily feedback on
residential electricity conservation, home temperature and
humidity, perceived comfort, and clothing worn : Winter
and summer. Journal of Applied Behavior Analysis, 15
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HAYES, S.C. & CONE, J.D. (1977). Reducing residential
electrical energy use : payments, information, and
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VAN RAAIJ, W.F. & VERHALLEN, T.M.M. (1983). A
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GELLER, E.S (1983). The energy crisis and behavioral
science : A conceptual framework for large-scale
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PALMER, M.H., LLOYD, M.E. & LLOYD, K.E. (1977). An
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MACEY, S.M. & BROWN, M.A. (1983). Residential energy
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CUNNINGHAM, W.H. & JOSEPH, B. (1978). Energy
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WINETT, R.A., LECKLITER, I.N., CHINN, D.E., STAHL, B.
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DARLEY, J.M. (1978). Energy conservation techniques as
innovations and their diffusion. Energy &
Buildings, 1, 339-343. |
BLACK, J.S., STERN, P.C. & ELWORTH, J.T. (1985).
Personal and contextual influences on household energy
adaptations. Journal of Applied Psychology, 70 (1),
3-21. |
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WINETT, R.A. (1978). Prompting tuming-out lights in
unoccupied rooms. Journal of Environmental Systems,
6, 237-241. |
HUTTON, B.R., MAUSER, G.A., FILIATRAULT, P. & ANTOLA,
O.T. (1986). Effects of cost-related feedback on consumer
knowledge and consumption behavior : A field experimental
approach. Journal of Consumer Research, 13, 327-336. |
|
WINETT, R.A., KAGEL, J.H., BATTALIO, R.C. & WINKLER,
R. C. (1978). Effects of monetary rebates, feedback, and
information on residential electricity conservation. Journal
of Applied Psychology, 63, 73–80. |
MIDDEN, C.J. & RITSEMA, B.S. (1986). The meaning of
normative processes for energy conservation. Journal
of Economic Psychology, 4, 37-55. |
| |
NEUMAN, K. (1986). Personal values and commitment to
energy conservation. Environment & Behavior, 18 (1),
53-74. |
|
WINETT, R.A., NEALE, M.S. & GRIER, H.C. (1979).
Effects of self-monitoring and feedback on residential
electricity consumption. Journal of Applied Behavior
Analysis, 12 (2), 173-184. [PDF] |
VAN RAAIJ, W.F. & VAN HOWELINGEN, J.H. (1989). The
effect of goal-setting and daily electronic feedback on
in-home energy use. Journal of Consumer Research, 16,
98-105. |
|
BITTLE, R.G., VALESANO, R.M. & THALER, G.M. (1979-80).
The effects of daily feedback on residential electricity
usage as a function of usage level and type of feedback
information. Journal of Environmental Systems, 9
(3), 275-287. |
BRANDON, G. & LEWIS, A. (1999). Reducing household
energy consumption : A qualitative and quantitative field
study. Journal of Environmental Psychology, 19, 75-85.
[PDF] |
| |
ABRAHAMSE, W., STEG, L., VIEK, C. & ROTHENGATTER, T.
(2007). The effect of tailored information, goal setting,
and tailored feedback on household energy use,
energy-related behaviors, and behavioral antecedents.
Journal of environmental psychology, 27 (4),
265-276. |
| |
STEG, L. (2008). Promoting household energy conservation L
Steg Energy Policy, 36 (12), 4449-4453 |
| |
ABRAHAMSE, W. & STEG, L. (2011). Factors related to
household energy use and intention to reduce it : The role
of psychological and socio-demographic variables. Human
Ecology Review, 18 (1), 30-40.
[PDF] |
|
CLICHE, Y. (2022). Jusqu'à plus soif :
Pétrole-gaz-éolien-solaire : Enjeux et conflits
énergétiques. Anjou : Fides. |
|
| |
|
Voir aussi Polluer,
Recycler, Réchauffement
climatique et
Comportement de propreté |
|
|
|
Économie
de jetons : Technique
de modification du comportement
inventée par Stats, qui se
déroule en deux étapes : 1) d'abord on utilise des
renforçements secondaires, appelés jetons, pour renforcer
les comportements souhaités du sujet/malade/patient; 2) le
sujet/malade/patient accumule ses jetons dans le but de les
échanger contre des renforcements
primaires ou d'autres renforçateurs secondaires. EX:
À l'école, les enseignants utilisent de l'argent de
Monopoly (renforcements secondaires) pour renforcer les «bons
comportements» de leur élèves. Cet argent pourra ensuite être
échangé contre des heures de jeu ou de la nourriture
(renforcement primaire). Le terme «économie» renvoie donc à l'idée
d'accumuler des jetons/renforcements. Économie de jetons, façonnement
et renforcement
positifs. = système
de jetons. Token economy, token system,
token reinforcement program.
|
|
|
| |
|
|
WOLFE, J.B. (1936). Effectiveness of token-rewards for
chimpanzees. Comparative Psychology Monographs, 12, 1-72. |
ROBINSON, P.W., NEWBY, T.J. & GANZELL, S.L. (1981). A
token system for a class of underachieving hyperactive
children. Journal of Applied Behavior Analysis, 14
(3), 307-315. [PDF] |
|
STAATS, A.W., MINKE, K.A, FINLEY, J.R., WOLF, M.M. &
BROOKS, L.O. (1964). A reinforcer system and experimental
procedure for the laboratory study of reading acquisition.
Child Development, 35, 209-231. |
KAZDIN, A.E. (1982). The token economy : a decade later. Journal
of Applied Behavior Analysis, 15 (3), 431-445. [PDF] |
| |
HOWIE, P.M. & WOODS, C.L. (1982). Token reinforcement
during the instatement and shaping of fluency in the
treatment of stuttering. Journal of Applied Behavior
Analysis, 15 (1), 55-64.
[PDF] |
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BIRNBRAUER, J.S. & LAWLER, J. (1964). Token
reinforcement for learning. Mental retardation, 33,
275-279. |
MILTENBERGER, R.G. & FUQUA, W. (1983). Effects of
token reinforcement schedules on work rate : A case study.
American Journal of Mental Deficiency, 88, 229-232. |
| |
INGHAM, R.J. (1983). On token reinforcement and stuttering
therapy : Another view on findings reported by Howie and
Woods (1982). Journal of Applied Behavior Analysis,
15 (4), 465-470. [PDF] |
|
BINBRAUER, J.S., WOLF, M.M., KIDDER, J.D. & TAGUE,
C.E. (1965). Classroom behavior of retarded pupils with
token reinforcement. Journal of Experimental Child
Psychology, 2, 219-235. |
HOWIE, P.M. (1983). A response to "On token reinforcement
and stuttering therapy : Another view on findings reported
by Howie and Woods (1982)". Journal of Applied
Behavior Analysis, 16 (4), 471-475. [PDF] |
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MALAGODI, E.F. (1967). Acquisition of the token-rewrd
habit in the rart. Psychological Reports, 20
(3), 1335-1342. |
JASON, L.A. (1985). Using a token-actuated timer to reduce
television viewing. Journal of Applied Behavior
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|
O'LEARY, K.D. & BECKER, W.C. (1967). Behavior
modification of an adjustment class : A token
reinforcement program. Exceptional Child, 33,
637-642. |
WILLIAMS, B.F., WILLIAMS, R.L. & McLAUGHLIN, T.F.
(1989). The use of token economies with individuals who
have developmental disabilities. In E. Cipani (Ed.), The
treatment of severe behavior disorders (pp. 3-18).
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MALAGODI, E.F. (1967). Fixed-ratio schedules of token
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GLYNN, S.M. (1990). Token economy approaches for
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BASHORE, C. & McLAUGHLIN, T.F. (1995). The effects of
precision teaching and a token economy on handwriting
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AYLLON, T. & AZRIN, N. (1968). The token economy
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JACKSON, K. & HACKENBERG, T.D. (1996). Token
reinforcement, choice, and self-control in pigeons.
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ATTHOWE, J.H. & KRASNER, L. (1968). Preliminary report
on the application of contingent reinforcement procedures
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CAVALIER, A.C., FERRETTI, R.P. & HODGES, A.E. (1997).
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SWAIN, J.C. & McLAUGHLIN, T.F. (1998). The effects of
bonus contingencies in a classwide token program on math
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CLARK, M., LACCHOWITZ, J. & WOLFF, M.M. (1968). A
pilot basic education program for school drop-outs
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TRUCLINA, M., McLAUGHLIN, T.F. & SWAIN, J.C. (1998).
Effects of token reinforcement and response cost on the
accuracy of spelling performance with middle-school
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Behavioral Interventions, 13, 1-10. |
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KUYPERS, D.S., BECKER, W.C. & O'LEARY, K.D. (1968).
How to make a token system fail. Exceptional Children,
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CHARLOP-CHRISTY, M.H. & HAYMES, L.K. (1998). Using
objects of obsession as token reinforcers for children
with autism. Journal of Autism & Developmental
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WOLF, M.M., GILES, D. & HALL, R.V. (1968). Experiments
with token reinforcement in a remedial classroom. Behaviour
Research & Therapy, 6 (1), 51-64. |
AYLLON, T. (1999). How to use token economy and point
systems. Austin, Texas : Pro-Ed. |
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PHILLIPS, E.L. (1968). Achievement place : token
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McGOEY, K.E. & DUPAUL, G.J. (2000). Token
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ATTHOWE, J.M. & KRASNER, L. (1968). Preliminary report
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ZIMMERMAN, E.H., ZIMMERMAN, J. & RUSSELL, C.D. (1969).
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O'LEARY, K.D., BECKER, W.C., EVANS, M.B. & SAUDARGAS,
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MILLER, L.K. & SCHNEIDER, R. (1970). The use of a
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BAKER, J.G., STANISH, B. & SHAPSON, S. (1971). A
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PHILLIPS, E.L., PHILLIPS, E.A., FIXSEN, D.L. & WOLF,
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WADDELL, T.R., LEANDER, J.D., WEBBE, F.M. & MALAGODI,
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and coaching of teacher skills in a preschool classroom to
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CARLSON, C.G., HERSEN, M. & EISLER, R.M. (1972). Token
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WINGKLER, R.C. (1972). A theory of equilibrium in token
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punishment via token loss with pigeons. Behavioral
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KAGEL, J. (1972). Token economics and experimental
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DICKERSON, F.B., TENHULA, W.N. & GREEN-PADEN, L.D.
(2005). The token economy for schizophrenia : review of
the literature and recommendations for future research.
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BAKER, J.G., STANISH, B. & FRASER, B. (1972).
Comparative effects of a token economy in nursery school.
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Voir aussi
Façonnement et Renforcement
positif
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Écosystème : Système
animal ou humain.
Ecosystem.
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HOBBS, N. (1978). Families, schools, and communities : An
ecosystem for children. Teachers College Record, 79
(4), 756-766. |
|
BERKES, F., KISLALIOGLU, M., FOLKE, C. & GADGIL, M.
(1998). Exploring the basic ecological unit :
Ecosystem-like concepts in traditional societies. Ecosystems,
1, 409-415. [PDF] |
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Écoute : Écouter : Écouter, comportement
verbal et ouïe.
= écouter.
Hearing,
listening.
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KUBOVY, M., CUTTING, J.E. & McGUIRE, R.M. (1974).
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MERTON, J.B. & MUNAKATA, Y. (2002). Rethinking infant
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WILSON, S.M., SAYGUN, A.P., SERENO, M.I. & IACOBONI,
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WATKINS, K.E., STRAFELLA, A.E. & PAUS, T. (2003).
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VOULOUMANOS, A. & WERKER, J.F. (2007). Listening to
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SCHONBERGER, T. (1990). Understanding and the listener. The
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impacted sound sources : The role of information accuracy
and exploitability. Journal of Experimental
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& Performance, 36 (2), 462-476.
[PDF] |
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Voir aussi Surdité
et Ouïe |
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Écoute active : Technique
thérapeutique non directive, développée par les humanistes,
notamment Rogers, qui
consiste à écouter son client
avec empathie, sans
jugement, sans l'interrompre, de manière à favoriser chez lui la
description authentique
de ses expériences.
L'objectif de cette technique est d'amener le client à préciser ou
approfondir sa pensée, tout en évitant de poser un jugement
clinique sur son point de vue, ses affirmations,
ses doutes. Écoute
active, sollicitude et Technique
thérapeutique non-directive.
|
Écoute
dichotique : Dichotic listening.
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KONECNI, V.J. & SLAMECKA, N.J. (1972). Awareness in
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HOLENDER, D. (1986). Semantic activation without conscious
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and visual masking : a survey and appraisal. Behavioral
& Brain Sciences, 9, 1-23. |
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Écrire
: Écriture : Utilisation des lettres
et du code
linguistique d'une langue
pour produire des mots et les
assembler en phrases qui
forment un tout signifiant.
Écrire, dysorthograpie
et
orthographe.
= composer,
rédiger.
Writing, creative writing,
composition, writing instruction, written language.
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|
| |
|
Voir aussi Écrire
à la main,
Agraphie, Lire,
Noter, Lettre,
Dysgraphie, Motivation
scolaire et Dysortographie |
|
|
|
Écriture manuscrite : Habileté
motriceà tracer les lettres,
pour former les mots.
= écriture à la main, écriture manuelle, graphomotricité,
geste d'écriture. ( ): écriture
cursive, écriture scripte.
/écriture
par ordinateur.
Handwriting.
| |
|
|
LEMKE, E.A. & KIRCHNER, J.H. (1971). Multivariate
study of handwriting, intelligence and personality
correlates. Journal of Personality Assessment, 35,
584-592. |
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sixth-grade students. American Journal of Occupational
Therapy, 56, 34–39. |
|
LIPPA, R.A. (1977). Androgyny, sex-typing, and the
perception of masculinity-femininity in handwritings. Journal
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(2009). Children's cognitive effort and fluency in writing
: Effect of genre and of handwriting automatisation. Learning
& Instruction, 19, 299-308. |
|
GRAY, N. (1978). L'écriture scripte ? : un handicap pour
les enfants. Communication et langages, 40,
29–41 |
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WANN, J.P. (1986). Handwriting disturbance : developmental
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WANN, J.P. & KARDIRKAMANATHAN, M. (1991). Variability
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VAN DOORN, R.R.A. & KEUSS, P.J.G. (1993). Does the
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718-726. |
|
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BRUNNER, M., McLAUGHLIN, T.F. & SWEENEY, W.J. (1993).
Employing error drill and feedback to improve the
legibility of manuscript and cursive handwriting. Journal
of Precision Teaching, 11 (1), 32-37 |
SCHWELLNUS, H., CAMERON, D. & CARNAHAN, H. (2012).
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FREEMAN, G. & HAUGHTON, E. (1993). Handwriting
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|
VAN GALEN, G.P., PORTIER, S.J., SMITS-ENGELSMAN, B.C.M.
& SCHOMAKER, L.R.B. (1993). Neuromotor noise and poor
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(1-3), 161-178. |
|
|
PHILLPS, J.G., BRADSHAW, J.L, CHIU, E. & BRADSHAW,
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BASHORE, C. & McLAUGHLIN, T.F. (1995). The effects of
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[PDF] |
|
TETT, R.P. & PALMER, C.A. (1997). The validity of
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BERNINGER, V.W., VAUGHAN, K.B., ABBOTT, R.D., ABBOTT,
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PRUNTY, M. et BARNNET, A.L. (2017). Understanding
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GRAHAM, S. (1999). Handwriting and spelling instruction
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MORIN, M-F., BARA, F. et ALAMARGOT, D. (2017).
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|
| |
|
Voir aussi Agraphie,
Écriture, Lettre,
Dysgraphie et Dysortographie |
| |
|
|
|
|
Ectasy
:
Drogue synthétique à la fois stimulante
et hallucinogène,
qui influence l'humeur.
Ectasy.
| |
|
|
BREGGIN, P.R. (2001). From Prozac to Ecstasy : the
implication of new evidence for drug-induced brain damage.
Ethical Human Sciences & Services, 3, 3-5. |
|
DIAMOND, S., BERMUDEZ, R. & SCHENSUL, J. (2006).
What's the rap about ecstasy ? Journal of Adolescent
Research, 21, 269-298. |
|
|
|
Écureuil (Sciurus niger, Sciurus vulgaris, Sciurus
carolinensis, Spermophilus lateralis, Spermophilus beechey,
Spermophilus beldingi, Tamiasciurus hudsonicus, Tamiasciurus
Hudsonicus) : Petit mammifère
rongeur, à longue queue
touffue, qui vit dans les bois et les villes
et se nourrit de graines, de fruits secs et des tomates de
jardin de mon voisin...
= fouquet, rat à queue.
Squirrel.
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Voir aussi rongeur et Animal |
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|
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Eczéma : Maladie de la
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sickness absence. Occupational Medicine, 64 (7),
509-515.
[PDF] |
|
|
Voir aussi Dermatose
et Stress |
|
|
| EC
- EDELMAN
- ÉDINGER - ÉDITEUR
- ÉDUCATION - EDWARDS
- EELEN - EFFET - EFFICACITÉ
- EFFORT - EFRON - EG |
Edelman Gerald Maurice (New York 1929-2014 La Jolia) :
Biologiste,
neuropsychologue et lauréat du prix
Nobel de physiologie et de médecine en 1972 pour ses
travaux sur la structure chimique des anticorps. Il est l'un des
principaux opposants au modèle dualiste
de traitement de
l'information. Il a développé une théorie de la mémoire
et de la conscience qui
s'articule autour du principe de la «sélection
naturelle» des liaisons entre les neurones.
Collaborateur de Tononi.
 |
EDELMAN, G. (1987). Neuronal darwinism : The theory
of neuronal group selection. New York : Basic
Books. |
|
EDELMAN, G. (1990). The remembered present : A
biological theory of consciousness. New York :
Basic Books. |
|
EDELMAN, G. (1994). Biologie de la conscience.
Paris : Odile Jacob. |
|
EDELMAN, G. et TONONI, G. (2000). How matter becomes
imagination. New York : Basic Books / Comment
la matière devient conscience. Paris : Éditions
Odile Jacob. |
|
EDELMAN, G. (2006). Second nature : Brain science and
human knowledge. Yale University Press. |
|
| |
|
|
Eden Guinevere F. ( ) : Neuropsychologue
américaine, d'origine allemande, spécialisée dans l'étude du développement
et des troubles
d'apprrentissage, notamment de la dyslexie.
|
EDEN, G.F., STERN, J.F., WOOD, M.H. & WOOD, B. (1995).
Verbal and visual problems in dyslexia. Journal of
Learning Disabilities, 28, 272-290. |
|
EDEN, G.F., VANMETER, J.W. & RUMSEY, J.M. (1996). The
visual deficit theory of developmental dyslexia. NeuroImage,
4, 108-117. |
|
EDEN, G.F. & ZEFFIRO, T.A. (1998). Neural systems
affected in developmental dyslexia revealed by func-
tional neuroimaging. Neuron, 21, 279-282. |
|
EDEN, G.F. & MOATS, L. (2002). The role of
neuroscience in the remediation of students with dyslexia.
Nature Neuroscience, 5 (S), 1080-1084. |
|
EDEN, G.F., JONES, K.M., CAPPELL, K., GAREAU, L., WOOD,
F.B., ZEFFIRO, T.A., DIETZ, N.A.E., AGNEW, J.A. FLOWERS,
D.L. (2004). Neural changes following remediation in adult
developmental dyslexia. Neuron, 44, (3),
411-422. |
|
|
|
Edgeworth Francis Ysidro (Edgeworthstown 1845-1926 Oxford)
: Philosophe,
économiste et statisticien
irlandais.
|
EDGEWORTH, F.Y. (1883). The method of least squares.
Philosophical Magazine, 16, 360-375. |
|
EDGEWORTH, F.Y. (1884). The philosophy of chance. Mind
9, 223-235. |
|
EDGEWORTH, F.Y. (1884). A priori probabilities.
Philosophical Magazine, 18, 204-210. |
|
EDGEWORTH, F.Y. (1895). On some recent contributions to
the theory of statistics. Journal of the Royal
Statistical Society, 58, 506-515. |
|
EDGEWORTH, F.Y. (1905). The law of error. Transactions
of the Cambridge Philosophical Society, 20, 35-65,
113-141. |
|
|
|
Edgington Eugene S. (1924-2013) : Statisticien
et méthodologiste
canadien.
|
EDGINGTON, E.S. (1966). Statistical inference and
nonrandom samples. Psychological Bulletin, 66,
485-487. |
|
EDGINGTON, E.S. (1967). Statistical inference from N = 1
experiments. Journal of Psychology, 65, 195-199. |
|
EDGINGTON, E.S. (1969). Statistical inference : The
distribution-free approach. New York : McGraw-Hill. |
|
EDGINGTON, E.S. (1972). = 1 experiments : Hypothesis
testing. The Canadian Psychologist, 13 (1),
121-135. |
|
EDGINGTON, E.S. (1995). Randomization tests. New
York : Marcel-Dekker. |
|
|
|
Edinger Jack D. ( ) : Psychologue
cognitivo-béhavioriste
américain, spécialisé dans l'étude du sommeil
et de l'insomnie.
Collaborateur de Bootzin, Buysse,
Epsie et Morin.
|
EDINGER, J.D., WOHLGEMUTH, W.K., RADTKE, R.A., MARSH, G.R.
& QUILLIAN, R.E. (2001). Cognitive behavioral therapy
for treatment of chronic primary insomnia : a randomized
controlled trial. Journal of American Medicine
Assoicaition, 285, 185-1864. |
|
EDINGER, J.D. & SAMPSON, W.S. (2003). A primary care
"friendly" cognitive-behavioral insomnia therapy.
Sleep, 2, 177-182 |
|
EDINGER, J.D., WOHLGEMUTH, W.K., KRYSTAL, A.D. & RICE,
J.R. (2005). Behavioral insomnia therapy for fibromyalgia
patients : a randomized clinical trial. Archives of
Internal Medicine, 165, 2527-2555. |
|
EDINGER, J.D., WOHLGEMUTH, W.K., RADTKE, R.A., COFFMAN,
C.J. & CARNEY, C. (2007). Dose-response effects of
cognitive- behavioral insomnia therapy : a randomized
clinical trial. Sleep, 30 (2), 203-212. [PDF] |
|
EDINGER, J.D., OLSEN, M.K., STECHUCHAK, K.M., MEANS, M.K.,
LINEBERGER, M.D., KIRBY, A. & CARNEY, C.E. (2009).
Cognitive behavioral therapy for patients with primary
insomnia or insomnia associated predominantly with mixed
psychiatric disorders : a randomized clinical trial. Sleep,
32 (4), 499-510.
[PDF] |
|
|
|
Éditeur : Dans la notice
d'un livre (1) ou d'un article
de livre (2), désigne la maison d'édition qui publie
l'ouvrage concerné. Dans le modèle de référence de l'American Psychological Association, cette information est placée après le lieu de
l'édition, à la fin de la notice.
= Maison d'édition.
*Directeur/trice d'une revue.
Publisher.
| |
| (1) |
SKINNER, B.F. (1971). L'analyse expérimentale du
comportement. Paris : Seuil.
|
| (2) |
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 : Edisem.
|
| |
|
Éditorial
: Court Article
rédigé par la direction
d'une revue
scientifique, dont le but est généralement de susciter la
réflexion ou de répondre à une critique.
Editorial, letter from editor.
| |
FREYD, J.J. (2007). Archiving dissociation as a
precaution against dissociating dissociation.
[Editorial] Journal of Trauma & Dissociation, 8
(3), 1-5. [PDF]
|
| |
|
|
MILENKOVIÆ, P. (2002). Editorial communication with
authors. Archive of Oncology, 10 (2), 91-92. [PDF] |
|
|
|
Edmonds
Ronald R. (Ypsilanti 1935-1983) :
Historien américain et spécialiste de
l'éducation. Il s'intéresse notamment aux conditions qui
permettent d'améliorer l'école,
et notamment de mieux l'adapter aux afro-américains,
de manière à favoriser leur
réussite.
|
EDMONDS, R.R., BILLINGSLEY, A., COMER, J., DYER, J., HALL,
W., HILL, R., McGEHE, N., REDDICK, L., TAYLOR, H. &
WRIGHT, S. (1973). A Black response to Christopher
Jencks's inequality and certain other issues. Harvard
Education Review, 43 (1), 76-91. |
|
EDMONDS, R.R. (1979). A discussion of the literature and
issues related to effective schooling. Paper prepared for
the national conference on urban education, St. Louis, MO. |
|
EDMONDS, R.R. (1979). Effective schools for the urban
poor. Educational Leadership, 37 (1), 15-27. [PDF] |
|
EDMONDS, R.R. (1981). Making public schools effective. Social
Policy, 12, 56-60. |
|
EDMONDS, R.R. (1982). Programs of school improvement : An
overview. Educational Leadership, 40, 4-11. |
|
|
|
Edney
Julian J. ( ) : Psychosociologue
américain, spécialisé dans l'étude des effets
pervers. Il s'intéresse également au concept de territoire.
Collaborateur de Bell.
|
EDNEY, J.J. (1974). Human territoriality.
Psychological Bulletin, 81 (12), 959-975. |
|
EDNEY, J.J. & HARPER, C.S. (1978). The effects of
information in a resource management problem : A social
trap analog. Human Ecology, 6 (4), 387-395. |
|
EDNEY, J.J. (1980). The commons problem : Alternative
perspectives. American Psychologist, 35, 131-150. |
|
EDNEY, J.J. & BELL, P.A. (1984). Group-outcome
orientation, external disaster, and stealing in a
simulated commons. Small Group Behavior, 15,
87-108. |
|
EDNEY, J.J. & BELL, P.A. (1987). Freedom and equality
in a simulated commons. Political Psychology, 8,
229-243. |
|
|
|
Éducation : Éducateur : Éduquer : Du latin educare qui
signifie "nourrir, instruire" . Le terme a trois
acceptions complémentaires : a) Au sens large,
il désigne ce qu'une société transmet
à ses citoyens (comportements,
règles, valeurs,
connaissances, etc.)
par l'entremise de ses
institutions (la famille,
l'école, le travail,
les médias, etc.). En ce
sens, le terme englobe aussi des éléments moins positifs comme les
préjugés, les stéréotypes
ou le racisme. =
socialisation, élever un
enfant. b) Il désigne plus précisément ce
qui est transmis systématiquement et formellement par l'école
- les matières
- aux enfants (parfois des adultes), par l'entremise des enseignants/ professeur.
Certains éducateurs ont une formation en psychologie,
on utilise alors le terme psycho-éducateur
ou psychopédagogue
pour les désigner. = enseignement
ou planification et organisation de l'enseignement. =
instruction publique, apprentissage
des savoirs, scolarisation.
c) Par extension, il en est venu à désigner le
domaine des sciences qui étudie a et b (voir ci-dessus). =
sciences de l'éducation, formation
des maîtres, pédagogie.
( ): Abrami,
Achilles,
Adams, Aichorn, Allen,
Ames, Anderman,
Anderman, Anderson,
Axelrod, Ayres,
Babad, Baby,
Baillargeon, Baker,
Barbeau, Barton,
Bartsch, Bear,
Becker, Bennett,
Benton, Beran,
Bereiter,
Berk, Berliner, Bernard,
Biklen, Binder,
Black, Blais,
Blatchford, Bloom,
Borg, Borman,
Bouchard, Bovet,
Brophy, Bruner,
Byrne, Cameron,
Campione,
Canter, Carroll, Cashin,
Centra, Chandler,
Chesebro, Chi,
Chickering, Claparède,
Clément, Cohen,
Cole, Combs,
Cooper, Coplan,
Covington, Crahay,
Cronin, Cunningham,
Darling-Hammond,
De Jong, Debesse,
Delabarre, Delaquadri,
Dion, Dolch,
Donald, Driscoll,
Dunn, Dupéré,
Eccles, Edmonds,
Elliott, Emmer,
Epstein,
Evertson, Feldman,
Fennema, Fichten,
Finn, Fischer,
Gage, Gagné,
Gagné, Gamson, Garon,
Gauthier, Glaser, Glass,
Groff,
Gorham, Gottfredson,
Greene,
Guba, Guilford, Gunawardena,
Guthrie, Haladyna,
Hall, Hambleton,
Hedges, Hershkowitz,
Hidi, Holmberg,
Houston,
Hsu, Jeynes,
Jimerson, Jones, Judd,
Karsenti, Kauffman,
kazdin Klassen,
Konstantopoulos, Kulik,
Kulik Leighton,
Lemke, Lincoln,
Lindquist, Linnenbrink-Garcia,
Lohman,
Ma, MacArthur, Marsh,
Martens,
Marzano, Matthews,
Mayer, McCabe, Nolen,
McCroskey,
McIsaac, McKevitt,
McLauhlin, Meece,
Meirieu, Mercer,
Merrill, Messick,
Miles, Montessori,
Morine-Dershimer, Murray,
Nicholls, Niemi,
Ninness,
Nunnally, Nye,
Olkin, O'leary,
Palinscar, Paris,
Péladeau, Piaget, Piéron,
Pintrich, Rasinski,
Richmond, Riesman,
Sanders, Sapon-Shevin,
Schaughency, Scheeler,
Scardamalia, Scheffler,
Schiefel, Schiefel,
Schön,
Schrodt, Schunk,
Schuster, Sfard, Shaughnessy,
Shulman, Skinner, Skinner,
Shapiro, Sheldon,
Shulman, Slater,
Slavin, Smith,
St-amant, Stiggins,
Swanson, Symonds, Tabachnick,
Tardif, Tardif,
Taub, Teddlie,
Terrisse, Teven,
Thorndike,
Thorndike, Théorêt,
Tinto, Titsworth,
Tompson,
Tonnessen,
Torgessen, Van Houten,
Van Voorhis, Vargas,
Vernon, Viau, Vrasidas,
Wentzel, Wagner,
Wambach, Wentzel, Wheeless,
Wigfield, Willms,
Witt, Wittrock,
Wolff,
Wright, Zembylas.
Education, science teaching.
| |
|
| a |
|
LOCKE, J. (1690). De l'éducation des enfants. |
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[PDF] |
|
|
Voir aussi
Socialisation |
| b |
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Voir aussi
Apprentissage, Scolarisation
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|
| |
|
Voir aussi
Formation des maîtres et
Pédagogie |
|
|
Éducation
à distance : Voir Apprentissage
à distance. Distance education, On-line
learning, distance learning, on-line education, E-learning,
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| |
|
|
GUNAWARDENA, C.N. & McISSAC, M.S. (2004). Distance
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Associates. |
|
|
Voir aussi Apprentissage
à distance |
|
|
|
|
Education & Child Psychology : Revue
scientifique de de
psychologie qui consacre ses pages à l'éducation.
Éditeur : .
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|
| |
|
|
|
|
|
|
Éducation religieuse :
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| |
|
|
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| |
|
Voir aussi Éducation et Religion
|
|
|
Éducation
scientifique : Science education.
|
Éducation
sexuelle : Sex education.
| |
|
|
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|
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|
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| |
|
Voir aussi Éducation |
|
|
Éducation
spécialisée : Branche de l'éducation
qu vise à développer des programmes d'enseignement destinés à des
enfants qui souffrent de déficience
intellectuelle ou qui présentent de sévères troubles
d'apprentissage. ( ): Anastasiou,
Cronin, Kauffman,
Langevin, MacArthur, McLauglin,
Patton,
Terrisse.
Special education, learning
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Effet
: Ce mot, très utilisé en science,
a plusieurs acceptions : a) Résultat,
conséquence ou produit d'une cause;
Effect.
b) Phénomène
dont la régularité a été empiriquement constatée et décrite, sans
par ailleurs avoir été nécessairement expliquée (cause);
s'apparente alors à une loi
scientifique. c) Phénomène hypothétique,
souvent extraordinaire, dont l'existence n'a pas été montrée. EX:
Effet Mozart; d) Résultat prévisible d'un
procédé ou d'une technique. On donne souvent à un effet le nom de
celui qui l'a découvert ou mis systématiquement en évidence. EX:
Effet Stroop. Effet et cause.
= produit de la cause,
conséquence de la cause, variable Y, variable mesurée. e)
Certains effets peuvent aussi être considérés comme des biais
cognitifs.
Effect.
| X |
 |
Y |
| Cause |
Effet |
|
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|
|
| |
|
Voir aussi Lois et Biais
|
|
|
Effet
(Taille ou ampleur de l'...) : Groupe
de tests statistiques
qui permettent de déterminer dans quelle mesure (= taille) un
phénomène donné existe (effet dans la population). L'ampleur ou la
taille de l'effet permet d'estimer
dans quelle mesure l'hypothèse nulle est fausse : plus l'ampleur
de l'effet est grand, plus le chercheur est justifié de rejeter l'hypothèse
nulle. Dans le cas d'une comparaison entre deux groupes, on
exprime la différence de moyennes entre les groupes en nombre
d'écart types. Cela se fait en divisant la différence moyenne
par l'écart type. Plus précisément, selon Cohen,
cette mesure correspond à la moyenne du groupe
expérimental/traitement (M 1) moins la moyenne du groupe
contrôle (M 2) divisé par l'écart-type du groupe
expérimental (S 1) moins l'écart-type du groupe contrôle
(S 2), divisé par deux. EX: Le
quotient intellectuel d'une distribution d'élèves a un écart-type
de 10. Si le groupe A a un QI moyen de 110 et le groupe B 100, on
obtient une taille d'effet de 1 écart d= (110-100)/10 = 1. Taille
de l'effet et méta-analyse.
= degré de l'effet, ampleur de l'effet,
importance de l'effet, grandeur de l'effet, intensité de l'effet.
( ): Voir tableau ci-dessous.
Effect size, effect size estimation.
| |
| d
= M1 -M2/[(S1 + S2)
/ 2] |
| |
| Indice
d |
Interprétation
de 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 |
| |
|
|
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|
| |
| |
Voir aussi Effets et Méta-analyse |
|
|
Effet aha :
"Aha" effects.
| |
|
|
AUBLE, P.M., FRANKS, J.J. & SORACI, S.A. (1979).
Effort toward comprehension : Elaboration or "aha!"? Memory
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WILLS, T.W., ESTOW S., SORACI, S.A. & GARCIA, J.
(2006). The aha effect in groups and other dynamic
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|
GARNER, R.L. (2006). Humor in pedagogy : How Ha-Ha can
lead to Aha! College Teaching, 54 (1), 177-180. |
|
|
Voir aussi Effets |
|
|
Effet
antagoniste :
| |
|
|
FONTAINE, O. & RICHELLE, M. (1967). Antagonisme des
effets cérébraux et périphériques de la trémorine par deux
sympathicolytiques : l'atropine et la scopolamine.
Psychopharmacologia, 11, 154-164. |
|
Voir aussi Effets |
|
|
Effet anti-papal : À l'instar du pape, qui est infaillible, certaines personnes font pas ou peu d'erreurs, mais quand elles en
font, leur entourage les souligne à grand trait et insiste pour
que les dites erreurs soit admises, voire expiées. Dans ce
contexte, la peine est souvent disproportionnée eu égard à
l'erreur... EX: «AU Québec, l'erreur
stratégique» de Jacques Parizeau,
le soir du second référedum.
|
|
|
Effet
Baldwin : Baldwin effect.
| |
|
|
SIMPSON, G.G. (1953). The Baldwin effect. Evolution,
7, 110-117. |
|
WADDINGTON, C.H. (1953). The "Baldwin effect", "genetic
assimilation" and "homeostasis". Evolution, 7
(4), 386-387. |
|
GRIFFITHS, P.E. (2003). James Mark Baldwin's 'social
heredity', epigenetic inheritance and niche-construction.
In B.H. Weber & D.J. Depew (Eds.), Evolution and
learning : The Baldwin effect reconsidered.
Cambridge, Mass. : MIT Press. |
|
GRIFFITHS, P.E. (2006). The Baldwin effect and genetic
assimilation : contrasting explanatory foci and gene
concepts in two approaches to an evolutionary process. In
P. Carruthers, S. Laurence & S. Stich (Eds.), The
innate mind : : Culture and cognition (Vol. 2, pp.
91-101). Oxford : Oxford University Press. [PDF] |
|
|
Voir aussi Effets |
|
|
Effet Barnum : Biais cognitifs qui consiste à considérer des énoncés généraux sur la personnalité, généralement positifs, comme s'appliquant à soi. Ce phénomène est notamment à l'origine du succès des horoscopes.
Cet effet, mis en évidence en 1948 par le psychologue B.R.
Forer, a été baptisé ainsi en l'honneur de Phineas T.
Barnum, propriétaire du cirque du même nom, qui aurait un jour
déclaré : « À chaque minute naît un gogo ». /effet
Forer. Barnum effect, forer effect, personal
validation fallacy.
| |
|
|
FORER, B.R. (1949). The fallacy of personal validation : A
classroom demonstration of gullibility. Journal of
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DICKSON, D.H. & KELLY I.W. (1985). The "Barnum effect"
in personality assessment : A review of the literature. Psychological
Reports, 57, 367-382. |
| |
JOHNSON, J.T., CAIN, L.M., FALKE, T.L., HAYMAN, J. &
PERILLO, E. (1985). The "Barnum effect" revisited :
Cognitive and motivational factors in the acceptance of
personality descriptions. Journal of Personality &
Social Psychology, 49 (5), 1378-1391. [PDF] |
| |
HOLMES, C.B., BUCHANNAN, J.A., DUNGAN, D.S. & REED, T.
(1986). The Barnum effect in Luscher Color Test
interpretation. Journal of Clinical Psychology, 42,
133-136. |
|
FORER, B.R. (1968). Personal validation and the person.
Psychological Reports, 3, 12-14. |
FURNHAM A. & SCHOEFIELD, S. (1987). Accepting
personality test feedback : A review of the Barnum effect.
Current Psychological Research & Reviews, 6, 162-178. |
|
SNYDER, C.R. SHENKEL, R.J. & LOWERY, C.R. (1977).
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GLICK, P., GOTTESMAN, N.D. & JOLTON, J. (1989). The
fault is not in the stars : susceptibility of skeptics and
believers in astrology to the Barnum effect. Personality
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FICHTEN, C.S. & SUNERTON, B. (1983). Popular
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(1991). Belief in astrology : A test of the Barnum effect.
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| |
BEINS, B.C. (1993). Using the Barnum effect to teach about
ethics and deception in research. Teaching of
Psychology, 20, 33-35. |
|
| |
| VALLERAND,
R.J. (Dir.) (1994). Les fondements de la psychologie
sociale. Montréal : Gaëtan Morin. |
Voir aussi Effets |
|
|
|
|
Effet buffet à volonté : Tendance à participer à des activités sociales si de la nourriture - gratuite et ad libitum - est disponible sur place. Cet effet a été
observé par Goulet lors des
assemblées syndicales, des vernissages et des rassemblements
politiques. Il s'agit en fait d'une variation sur le thème des
renforcements primaires distribués selon un programme
de renforcement continu (ici on remplace le syndiqué par un
pigeon ou un rat, au choix). On observe un effet semblable avec
l'alcool (mais davantage d'effets secondaires nuisibles...). =
effet deux homards pour le prix d'un, effet boeuf. Free
food effect.
| |
|
|
OSBORNE, S.R. (1977). The free food (contrafreeloading)
phenomenon : A review and analysis. Animal Learning
& Behavior, 5, 221-235. |
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Voir aussi Effets |
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Effet caméléon : Tendance à se comporter (expression faciales et verbales, mimiques, postures, etc) comme les gens qui nous
entournent, à se fondre dans le décor.
Chameleon effect.
| |
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CHARTRAND, T. & BARGH, J.A. (1999). The chameleon
effect : The perception-behavior link and social
interaction. Journal of Personality & Social
Psychology, 76 (6), 893-910. [PDF] |
|
LAKIN, J.L., JEFFERIS, V.E., CHENG, C.M. & CHARTRAND,
T. (2003). The chameleon effect as social glue : Evidence
for the evolutionary significance of nonconscious mimicry.
Journal of Nonverbal Behavior, 27, 145-162. |
|
BAILENSON J.N. & YEE, N. (2005). Digital chameleons :
Automatic assimilation of nonverbal gestures in immersive
virtual environments. Psychological Science, 16,
814-819. |
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|
Voir aussi Effets |
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Effet cathartique : Au sens large, signifie libération.
En psychanalyse, il
s'agit d'une méthode mise au point par Breuer
et Freud (1895), afin de
permettre au patient d'abréagir
c-à-d de libérer un affect
pathogène (émotion désagréable, de la colère, de l'agressivité) en
se remémorant par la parole les événements traumatiques associés
au refoulement de l'affect en question. Plusieurs études semblent
montrer que cette méthode ne fonctionne pas; elle produirait même
l'effet contraire, c-à-d une augmentation de l'agressivité. =
effet cathartique, hypothèse de la catharsis, se défouler.
Catharsis, punching bag effect.
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FESHBAGH, S. (1956). The catharsis hypothesis and some
consequences of interaction with aggressive and neutral
play objects. Journal of Personality, 24 (4),
449-462. |
LEWIS W.A. & BUCHER, A.M. (1992). Anger, catharsis,
the reformulated frustration-aggression hypothesis and
health consequences. Psychotherapy, 29, 385-392. |
|
KONECNI, V.J. & DOOB, A.N. (1972). Catharsis through
displacement of aggression. Journal of Personality
& Social Psychology, 23 (3), 379-387. [PDF] |
BUSHMAN, B.J., BAUMEISTER, R.F. & STACK, A.D. (1999).
Catharsis, aggression, and persuasive influence :
Self-fulfilling or self-defeating prophecies ? Journal
of Personality & Social Psychology, 76,
367-376. |
|
GEEN, R.G., STONNER, D. & SHOPE, G.L. (1975). The
facilitation of aggression by aggression : Evidence
against the catharsis hypothesis. Journal of
Personality & Social Psychology, 31, 721-726. |
BUSHMAN, B.J., BAUMEISTER, R.F. & PHILLIPS, C.M.
(2001). Do people aggress to improve their mood ?
Catharsis beliefs, affect regulation opportunity, and
aggressive responding. Journal of Personality &
Social Psychology, 81, 17-32. |
|
KONECNI, V.J. (1975). Annoyance, type and duration of
postannoyance activity, and aggression : The "cathartic
effect". Journal of Experimental Psychology :
General, 104 (1), 6-102. [PDF] |
BUSHMAN, B.J. (2002). Does venting anger feed or
extinguish the flame ? Catharsis, rumination, distraction,
anger, and aggressive responding. Personality &
Social Psychology Bulletin, 28, 724-731. [PDF] |
|
GEEN, R.G. & QUANTY, M.B. (1977). The catharsis of
aggression : An evaluation of a hypothesis. Advances
in Experimental Social Psychology, 10, 1-37. |
BUSHMAN, B.J. & WHITAKER, J L. (2010). Like a magnet :
Catharsis beliefs attract angry people to violent video
games. Psychological Science, 21 (6), 790-792.
[PDF] |
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Voir aussi Effets et Abréaction |
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Effet cocktail party : Effet découvet par Cherry.
Cocktail party phenomenon.
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CHERRY, E.C. (1953). Some experiments on the recognition
of speech, with one and with two ears. The Journal of
the Acoustical Society of America, 25 (5), 975.
[PDF] |
|
WOOD, N.L. & COWAN, N. (1995). The cocktail party
phenomenon revisited : Attention and memory in the classic
selective listening procedure of Cherry (1953). Journal
of Experimental Psychology : Learning, Memory &
Cognition, 21, 255-260. |
|
CONWAY, A.R.A., COWAN, N. & BUNTING, M F. (2001). The
cocktail party phenomenon revisited : The importance of
working memory capacity. Psychonomic Bulletin &
Review, 8, 331-335. [PDF] |
|
|
Voir aussi Effets |
|
|
Effet Colavita : Sur le plan de l'attention,
primat ou dominance de la vision
sur l'audition. EX:
En présence de deux signaux simultanés - l'un visuel,
l'autre auditif - on a tendance à ne répondre qu'au signal visuel
(ou à y répondre en premier). Colavita visual
dominance effect.
|
|
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COLAVITA, F.B. (1974). Human sensory dominance. Perception
& Psychophysics, 16, 409-412. |
|
KOPPEN, C. & SPENCE, C. (2007). Spatial coincidence
modulates the Colavita visual dominance effect. Neuroscience Letters, 417 (2), 107-111. |
|
KOPPEN, C. & SPENCE, C. (2007). Seeing the light :
exploring the Colavita visual dominance effect. Experimental Brain Research, 180 (4), 737-754. |
|
|
Voir aussi Effets |
|
|
Effet d'affordance :
Affordance effect.
| |
|
|
GIBSON, J.J. (1977). The Theory of Affordances. In R. Shaw
& J. Bransford (Eds.), Perceiving, acting, and
knowing : Toward an ecological psychology (pp.
67-82). Hillsdale, NJ : Lawrence Erlbaum. |
YOON, E.Y., HUMPHREYS, W.W. & RIDDOCH, M.J. (2010).
The paired-object affordance effect. Journal of
Experimental Psychology : Human Perception &
Performance, 36 (4), 812-824. |
|
WARREN, W.H. (1984). Perceiving affordances : Visual
guidance of stair climbing. Journal of Experimental
Psychology : Human Perception & Performance, 10,
683–703. |
|
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KONCZAK, J., MEEUWSEN, H.J. & CRESS, M.E. (1992).
Changing affordances in stair climbing : The perception of
maximum climbability in young and older adults.
Journal of Experimental Psychology : Human Perception
& Performance, 18, 691–697. |
|
|
MICHAELAS, C.F. (1993). Destination compatibility,
affordances, and coding rules : A reply to Proctor, Van
Zandt, Lu and Weeks. Journal of Experimental
Psychology : Human Perception & Performance, 19, 1121-1127. |
CHO, D.T. & PROCTOR, R.W. (2010). The object-based
Simon effect : grasping affordance or relative location of
the graspable part ? Journal of Experimental
Psychology : Human Perception & Performance, 36
(4), 853-861. |
|
ELLIS, R. & TUCKER, M. (2000). Micro-affordance : the
potentiation of components of action by seen objects. British
Journal of Psychology, 91 (4), 451-471. [PDF] |
PELLICANO, A., IANI, C., BORGHI, A.M., RUVICHI, S. &
NICOLETTI, R. (2010). Simon-like and functional affordance
effects with tools : the effects of object perceptual
discrimination and object action state. Quarterly
Journal of Experimental Psychology, 63 (1),
2190-2201. [PDF] |
|
ZWART, R.A., LEDEBT, A., FONG, B.F., de VRIES, H. &
SAVELSBERGH, G.J.P. (2005). The affordance of gap crossing
toddlers. Infant Behavior & Devlopment, 28
(2), 145-154. [PDF] |
COSTANTINI, M. & SINIGAGLIA, C. (2011). Grasping
affordance : a window onto social cognition. In A. Seemann
(Ed.). Joint attention : New developments.
Cambridge, MA : MIT press. |
|
TIPPER, S.P., PAUL, M.A. & HAYES, A.E. (2006).
Vision-for-action: the effects of object property
discrimination and action state on affordance
compatibility effects. Psychonomic Bulletin &
Review, 13 (3), 493-498. |
BORGHI, A.M. & CIMATTI, F. (2010). Embodied cognition
and beyond : acting and sensing the body.
Neuropsychologia, 48 (3), 763-773. [PDF] |
|
SYMES, E., ELLIS, R. & TUCKER, M. (2007). Visual
object affordances : object orientation. Acta
Psychologica, 124 (2), 238-255. |
ANELLI, F., BORGHI, A.M. & NICOLETTI R. (2012).
Grasping the pain : motor resonance with dangerous
affordances. Consciousness & Cognition, 21
(4), 1627-1639. [PDF] |
|
FISCHER, M.H. & DAHL, C. (2007). The time course of
visuo-motor affordances. Experimental Brain Research,
176 (3), 519-524. |
SEVOS, J. (2014). Quand le corps n'en fait qu'à sa tête :
étude des effets d'affordance dans la schizophrénie.
[Thèse de doctorat]. Montpellier : Université Paul Valéry.
[PDF] |
|
BUCCINO, G., SATO, M., CATTANEO, L., RODÀ, F. &
RIGGIO, L. (2009). Broken affordances, broken objects : a
TMS study. Neuropsychologia, 47 (14),
3074-3078. [PDF] |
RIOUX-SIBILON, A., KALÉNINE, S., PICHAT, C. & PEYRIN,
C. (2018). Dorsal and ventral stream contribution to the
paired-object affordance effect. Neuropsychologia,
112, 125-134. [PDF] |
|
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Voir aussi
Schizophrénie |
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|
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Effet d'agrégation : Effet cumulatif de
plusieurs causes ou
facteurs distincts.
|
|
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Effet d'arche :
Bow effect, U- shaped curve.
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|
|
LACOUTURE, Y. (1997). Bow, range, and sequential effects
in absolute identification : A response-time analysis. Psychological
Review, 60, 121-133. |
|
KENT, C. & LAMBERTS, K. (2005). An exemplar account of
the bow effect and set-size effects in absolute
identification. Journal of Experimental Psychology :
Learning, Memory, & Cognition, 31, 289-305. |
|
DODDS, P., DONKIN, C., BROWN, S.D., HEATHCOTE, A. &
MALRLEY, A.A.J. (2011). Stimulus-specific learning :
disrupting the bow effect in absolute identification. Attention,
Perception, & Psychophysics, 73 (6), 1977-1986
[PDF] +
[PDF] |
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Voir aussi Effets |
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Effet d'assoupissement : Effet découvert par Hovland. On observe ce phénomène lorsqu'un individu, exposé à un message persuasif livré par une source peu crédible,
dissocie après un certain temps le message de sa source, au point
de considérer le message comme valable, et donc de se laisser
persuader. Le terme assoupissement renvoie ici à l'idée que même
les individus vigilants ("Ce message a peu de valeur car il émane
d'une source peu crédible") finissent avec le temps par baisser
leur garde (oublier la relation entre le message et la source) et
se laisser convaincre. Effet d'assoupisemnt et persuasion.
= Baisser la garde. Sleepeer
effect.
| |
|
|
HOVLAND, C.I., LUMSDALE, A.A. & SHEFFIELD, F.D.
(1949). Experiments on mass communication : Studies
in social psychology in World War II : Volume III. Princeton
: Princeton University Press. |
COOK, T.D., GRUDER, C.L., HENNIGAN, K.M. & FLAY, B.R.
(1979). History of the sleeper effect : Some logical
pitfalls in accepting the null hypothesis. Psychological
Bulletin, 86 (4), 662-679. |
|
HOVLAND, C.I., JANIS, I.L. & KELLEY, H.H. (1953). Communications
and persuasion : Psychological studies in opinion
change. New Haven, CT : Yale University Press. |
SITTON, S.C. & GRIFFIN, S. (1980). The sleeper effect
in reconstructive memory. Journal of General
Psychology, 103 (1), 21-25. |
|
WEISS, W.A. (1953). A "sleeper" effect in opinion change.
Journal of Abnormal & Social Psychology, 48, 173-180. |
HANNAH, D.B. & STERNTHAL, B. (1984). Detecting and
explaining the sleeper effect. The Journal of
Consumer Research, 11 (2), 632-642. |
|
CATTON, W.R. (1960). Changing cognitive structure as a
basis for the "sleeper effect". Social Forces, 38
(4), 348-354. |
MAZURSKY, D. & SCHUL, Y. (1988). The effects of
advertisement encoding on the failure to discount
information : implications for the sleeper effect. Journal
of Consumer Research, 15 (1), 24-36. |
|
SCHULMAN, G.I. & WORALL, C. (1970). Salience patterns,
source credibility, and the sleeper effect. Public
Opinion Quarterly, 34 (3), 371-382. |
PRATKANIS, A.R., GREENWALD, A.G., LEIPPE, M.R. &
BAUMGARDNER, M.H. (1988). In search of reliable persuasion
effects : III. The seeper effect is dead. Long live the
sleeper effect. Journal of Personality & Social
Psychology, 54 (2), 203-218. [PDF] |
|
WEBER, S.J. (1971). Source primacy-recency effects and the
sleeper effect. Proceedings of the 79th Annual
Convention of the American Psychological Association, 6,
385-386. |
UNDERWOOD, J. & PEZDEK, K. (1998). Memory
suggestibility as an example of the sleeper effect. Psychonomic Bulletin & Review, 5 (3), 449-453. |
|
CAPON, N. & HULBERT, J. (1973). The sleeper effect :
An awakening. Public Opinion Quarterly, 37 (3),
333-358. |
PRIESTER, J., WEGENR, D., PETTY, R. & FABRIGAR, L.
(1999). Examining the psychological process underlying the
sleeper effect : The elaboration likelihood model
explanation. Media Psychology, 1 (1), 27-48. |
|
GILLIG, P.M. & GREENWALD, A.G. (1974). Is it time to
lay the sleeper effect to rest ? Journal of
Personality & Social Psychology, 29, 132-139.
[PDF] |
LARISCY, R.A.W. & TINKMAN, S.F. (1999). The sleeper
effect and negative political advertising. Journal of
Advertising, 28 (4), 13-30. |
|
GRUDER, C.L., COOK, T.D., HENNIGAN, K.M., FLAY, B.R. &
HALAMAJ, J. (1978). Empirical tests of the absolute
sleeper effect predicted from the discounting cue
hypothesis. Personality Social Psychology, 36
(10), 1061-1074.
[PDF] |
KUMKALE, G.T. & ALBARRACIN, D. (2004). The sleeper
effect in persuasion : A meta-analytic review. Psychological Bulletin, 130 (1), 143-172. [PDF] |
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Voir aussi Effets et Persuasion |
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Effet d'audience : Le fait de se savoir observer par une ou plusieurs personnes (foule) peut
augmenter ou diminuer la perfomrance d'un individu. Effet
d'audience,
Facilitation sociale et effet
de groupe.
= Effet de foule.
Audience influence.
| |
|
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ALLPORT, F.H. (1919). Editorial comment upon the effect of an audience. Journal of Abnormal & Social
Psychology, 18, 342-344.
[LIRE]
|
|
TRAVIS, L.E. (1925). The effect of a small audience upon
eye-hand coordination. Journal of Abnormal and
Social Psychology, 20 (2), 142-146. |
TERRY, D.J. & KEARNES, M. (1993). Effects of an
audience on the task performance of subjects with high and
low self-esteem. Personality & Individual
Differences, 15 (2), 137-145. |
|
PAIVIO, A. (1965). Personality & audience influence.
In B. Maher (Ed.), Progress in experimental
personality research (Vol. 2, pp. 127-173). New
York : Academic Press |
|
|
COTTRELL, N.B., SEKERAK, G.J., WACK, D.L. & RITTLE,
R.H. (1968). Social facilitation of dominant responses by
the presence of an audience and the mere presence of
others. Journal of Personality & Social
Psychology, 9, 245-250. |
WRIGHT, E.F., VOYER, D., WRIGHT, R.D. & RONEY, C.
(1995). Supporting audiences and performance under
pressure : The home-ice disadvantage in hockey
championships. Journal of Sport Behavior, 18,
21-28. |
|
MARTENS, R. (1969). Effect of an audience on learning and
performance of a complex motor skill. Journal of
Personality & Social Psychology, 12 (3),
252-260. |
SETA, C.A. & SETA, J.J. (1995). When audience presence
is enjoyable : The influences of audience awareness of
prior success on performance and task interest. Basic
& Applied Social Psychology, 16, 95-108. |
|
PAULUS, P.B. & MURDOCH, P. (1971). Anticipated
evaluation and audience presence in the enhancement of
dominant responses. Journal of Experimental Social
Psychology, 7, 280-291. |
GEISLER, W.W.G. & LEITH, L.M. (1997). The effect of
self-esteem, self-efficacy, and audience presence on
soccer penalty shot performance. Journal of Sport
Behavior, 20 (3), 322-337. |
|
QUARTER, J. & MARCUS, A. (1971). Drive level and the
audience effect : A test of Zajonc's theory. The
Journal of Social Psychology, 83, 99-105. |
WALLACE, H.M., BAUMEISTER, R. & VOHS, K.D. (2005).
Audience support and choking under pressure : A home
disadvantage ? Journal of Sports Sciences, 23
(4), 429-438. [PDF] |
|
BERKEY, A.S. & HOPPE, R.A. (1972). The combined effect
of audience and anxiety on paired-associates learning. Psychonomic
Science, 29 (6A), 351-353. |
GOLLUB, E. (2005). On audience activities during
presentations.Journal of Computing Sciences in
Colleges, 20, 38-46. |
|
| |
|
Voir aussi Effets, Facilitation
sociale, Avantage
du terrain, Foule
et Indolence sociale |
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Effet d'entraînement : Tendance à penser ou à faire comme la majorité des gens, à faire ce qui est populaire, ce que les autres
font. Effet d'entraînement, pensée
de groupe et conformisme.
= effet remorque, effet de mode, effet
Hygrade (La saucisse...), vague, rouleau compresseur. /
Bandwagon, bandwagon effect.
| |
|
|
GALLUP, G.H. & RAE, S.F. (1940). Is there a bandwagon
vote ? Public Opinion Quarterly, 4 (2), 244-249. |
|
ZECH, C.E. (1975). Leibensteinís bandwagon effect as
applied to voting. Public Choice, 21, 117-122. |
|
STAFFIN, P.D. (1977). The bandwagon curve. American
Journal of Political Science, 21, 695-709. |
|
TVERSKY, A. & KAHNEMAN, D. (1981). Bandwagon and
underdog effects and the possibility of election
predictions. Quarterly Journal of Economics, 106,
1039-1061. |
|
McALLISTER, I. & STUDLAR, D.T. (1991). Bandwagon,
underdog, or projection ? Opinion polls and electoral
choice in Britain, 1979-1987. The Journal of Politics,
53, 720-740. |
|
|
Voir aussi Effets et Conformisme |
|
|
Effet d'espacement (des périodes d'apprentissage) :
Désigne le fait qu'il est préférable d'espacer les séances d'apprentissage
d'un comportement/ connaissance
si l'on veut en augmenter la période de rétention (mémoire),
plutôt que de les concentrer en un court laps de temps (effet
de concentration); il est donc préférable d'étudier
souvent (répétition) pendant
peu de temps plutôt qu'une seul fois très longtemps.
/effet de concentration des apprentissages.
Spacing effect, SE, effect of spaced repetitions, spaced repetition, distributted practice.
| |
|
|
JOST, A. (1897). The strength of associations in their
dependence on the distribution of repetitions. Zeitschrift
fur Psychologie und Physiologie der Sinnesorgane, 16,
436-472. |
TOPPINO, T.C. (1991). The spacing effect in young
children's free recall : Support for automatic-process
explanations. Memory & Cognition, 19, 159-167. |
|
EBBINGHAUS, H. (1913). Memory : A contribution to
experimental psychology. New York : Columbia
University. |
TOPPINO, T.C., KASSERMAN, J.E. & MRACEK, W.A. (1991).
The effect of spacing repetitions on the recognition
memory of young children and adults. Journal of
Experimental Child Psychology, 51, 123-138. |
|
SCHNEIDER, S.M. & MORRIS, E.K. (1992). Sequences of
spaced responses : Behavioral units and the role of
contiguity. Journal of the Experimental Analysis of
Behavior, 58 (3), 537-555.
[PDF] |
|
MACE, C.A. (1932). The psychology of study.
London : Methuen & Co. Ltd. |
CHALIS, B.H. (1993). Spacing effects on cued-memory tests
depend on level of processing. Journal of
Experimental Psychology : Learning, Memory, &
Cognition, 19 (2), 389-396. |
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BAHRICK, H.P., BAHRICK, L.E., BAHRICK, A.S. & BAHRICK,
P.O. (1993). Maintenance of foreign language vocabulary
and the spacing effect. Psychological Science, 4, 316-321. |
| |
KAHANA, M.J. & GREENE, R.L. (1993). The effects of
spacing on memory for homogeneous lists. Journal of
Experimental Psychology : Learning, Memory &
Cognition, 19, 159-162. [PDF] |
|
PETERSON, L.R., WAMPLER, R., KIRKPATRICK, M. &
SALTZMAN, D. (1963). Effect of spacing presentations on
retention of a paired associate over short intervals.
Journal of Experimental Psychology, 66, 206-209. |
CHALIS, B.H. (1993). Spacing effects on cued-memory tests
depend on level of processing. Journal of
Experimental Psychology : Learning, Memory &
Cognition, 19, 389-396. |
|
REYNOLDS, J.H. & GLASER, R. (1964). Effects of
repetition and spaced review upon secondary school
students. Journal of Educational Psychology, 55,
297-308. |
WOZNIAK, P.A. & GORZELANCYK, E.J. (1994). Optimization
of repetition spacing in the practice of learning.
Acta Neurobiologiae Experimentalis, 54, 59-62. |
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AUSUBEL, D.P. & YOUSSEF, M. (1965). The effect of
spaced repetition on meaningful retention. Journal of
General Psychology, 73, 147-150. |
CERMAK, L.S., VERFAELLIE, M., LANZONI, S., MATHER, M.
& CHASE, K.A. (1996). Effect of spaced repetitions on
amnesia patients' recall and recognition performance. Neuropsychology,
10 (2), 219-227. |
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MELTON, A.W. (1970). The situation with respect to the
spacing of repetitions and memory. Journal of Verbal
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depends on an encoding deficit, retrieval, and time in
working memory : Evidence from once-presented words. Memory,
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BJORK, R.A. & ALLEN, T.W. (1970). The spacing effect :
Consolidation or differential encoding ? Journal of
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RUSSO, R., PARKIN, A.J., TAYLOR, S.R. & WILKS, J.
(1998). Revising current two-process accounts of spacing
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161-172. |
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DONOVAN, J.J. & RADOSEVICH, D.J. (1999). A meta-analytic review of the
distribution of practice effect : Now you see it, now
you don't. Journal of Applied Psychology, 84
(5), 795–805. |
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TOPPINO, T.C. & SCHNEIDER, M.A. (1999). Observation :
The mix-up regarding mixed and unmixed lists in
spacing-effect research. Journal of Experimental
Psychology : Learning, Memory, & Cognition, 25, 1071-1076. |
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HINTZMAN, D.L., BLOCK, R.A. & SUMMERS, J.J. (1973).
Modality tags and memory for repetitions : Locus of the
spacing effect. Journal of Verbal Learning &
Verbal Behavior, 12, 229-238. |
TOPPINO, T.C. & BLOOM, L.C. (2002). The spacing
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look. ournal of Experimental Psychology : Learning,
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HINTZMAN, D.L. (1974). Theoretical implications of
the spacing effect. Theories in cognitive psychology :
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RUSSO, R., MAMMARELLA, N. & AVONS, S.E. (2002). Toward
a unified account of spacing effects in explicit
cued-memory tasks. Journal of Experimental Psychology
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BELLEZZA, F.S. & WINKLER, H.B. & ANDRASIK, F.
(1975). Encoding processes and the spacing effect. Memory
& Cognition, 3, 451-457. |
WILLINGHAM, D.T. (2002). Allocating student study time:
massed vs. distributed practice. American Educator,
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JOHNSTON, W.A. & UHL, C.N. (1976). The contribution of
encoding effort and variability to the spacing effect on
free recall. Journal of Experimental Psychology :
Human Learning & Memory, 2, 153-160. |
MAMMARELLA, N., RUSSO, R. & AVONS, S.E. (2002).
Spacing effects in cued-memory tasks for unfamiliar faces
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SHAUGHESSY, J.J. (1976). Persistence of the spacing effect
in free recall under varying incidental learning
conditions. Memory & Cogition, 4, 369-377. |
RUSSO, R. & MAMMARELLA, N. (2002). Spacing effects in
recognition memory : When meaning matters. European
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CORNOLDI, C. & LONGONI, A. (1977). The MP-DP effect
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DE BOER, V. (2003). Optimal learning and the spacing
effect : Theory, application and experiments based on
the memory chain model. Artificial Intelligence
Master's Thesis for Computational Psychology, University
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WHITTEN, W.B. & BJORK, R.A. (1977). Learning from
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GLENBERG, A.M. (1977). Influences of retrieval processes
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SHAUGHESSY, J.J. (1977). Long-term retention and the
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MAMMARELLA, N., AVONS, S.E & RUSSO, R. (2004). A
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in explicit cued-memory tasks for unfamiliar stimuli. European
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|
ROSS, B. & LANDAUER, T. (1978). Memory for at least
one of two items : Test and failure of several theories of
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Verbal Behavior, 17, 669-680. |
VERKOEIJEN, P.P.J.L., RIKERS, R.M.J.P. & SCHMIDT, H.G.
(2005). Detrimental influence of contextual change on
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|
GLENBERG, A.M. (1979). Component-levels theory of the
effects of spacing of repetitions on recall and
recognition. Memory & Cognition, 7, 95-112. |
CARPENTER, S.K. & DELOSH, E.L. (2005). Application of
the testing and spacing effects to name learning. Applied
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BAHRICK, H.P. & HALL, L.K. (2005) The importance of
retrieval failures to long term retention : A
metacognitive explanation of the spacing effect. Journal
of Memory & Language, 52, 566-577.
|
|
GLENBERG, A.M. & LEHMAN, T.S. (1980). Spacing
repetitions over 1 week. Memory & Cognition, 8,
528-538. |
KAHANA, M.J. & HOWARD, M.C. (2005). Spacing and lag
effects in free recall of pure lists. Psychonomic
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GLENBERG, A.M. & SMITH, S.M. (1981). Spacing
repetitions and solving problems are not the same. Journal
of Verbal Learning & Verbal Behavior, 20,
110-119. |
KAHANA, M.J. & HOWARD, M.W. (2005). Spacing and lag
effects in free recall of pure lists ?Psychonomic
Bulletin & Review, 12 (1), 159-164.
[PDF] |
| |
VERKOEIJEN, P.P.J.L., RIKERS, R.M.J.P. & SCHMIDT, H.G.
(2005). Limitations to the spacing effect demonstration of
an inverted u-shaped relationship between interrepetition
spacing and free recall. Experimental Psychology, 52
(4), 257-263.
[PDF] |
|
REDER, L. & ANDERSON, J. (1982). Effects of spacing
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|
APPLETON-KNAPP, S.L., BJORK, R.A. & WICKENS, T.D.
(2005). Examining the spacing effect in advertising :
Encoding variability, retrieval processes, and their
interaction. Journal of Consumer Research, 32 (2),
266-276. |
|
TOPPINO, T.C. & DIGEORGE, W. (1984). The spacing
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& Cognition, 12, 118-122. |
BENJAMIN, A.S. & BIRD, R.D. (2006). Metacognitive
control of the spacing of study repetitions. Journal
of Memory & Language, 55, 126-137. |
|
TOPPINO, T.C. & DeMESQUITA, M. (1984). Effects of
spacing repetitions on children's memory. Journal of
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CEPEDA, N.J., PAHSLER, H., VUL, E., WIXTED, J.T. &
ROHRER, D. (2006). Distributed practice in verbal recall
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LEICHT, K.L. & OVERTON, R. (1987). Encoding
variability and spacing repetitions. American Journal
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KARPICKE, J.D. & ROEDIGER, H.L. (2007). Expanding
retrieval practice promotes short-term retention, but
equally spaced retrieval enhances long-term retention. Journal
of Experimental Psychology : Learning, Memory &
Cognition, 33 (4), 704-719. |
|
BIRD, C.P. (1987). Influence of the spacing of trait
information on impressions of likability. Journal of
Experimental Social Psychology, 23 (6), 481-497. |
GREENE, R.L. (2008). Repetition and spacing effects. In
H.L. Roediger (Ed.), Learning and memory : A
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|
PERRUCHET, P. (1987). Pourquoi apprend-on mieux quand les
répétions sont espacés ? Une évaluation des réponses
contemporaines. Année Psychologique, 87, 253-272. |
VERKOEIJEN, P.P.J.L., RIKERS, R.M.J.P. & ÖZSOY, B.
(2008). Distributed rereading can hurt the spacing effect
in text memory. Applied Cognitive Psychology, 22,
685-695. |
| |
BJORK, R.A., KORNELL, N. & BJORK, R.A. (2008).
Learning concepts and categories : Is spacing the "enemy
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585-592. [PDF] |
|
DEMPSTER, F.N. (1988). The spacing effect : A case study
in the failure to apply the results of psychological
research. American Psychologist, 43 (8), 627-634.
|
TOPPINO, T.C., COHEN, M.S., DAVIS, M.L. & MOORA, A C.
(2009). Metacognitive control over the distribution of
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DEMPSTER, F.N. (1989). Spacing effects and their
implications for theory and practice.
Educational Psychology Review, 1, 309-330. |
TOPPINO, T.C., FEARNOW-KENNEY, M.D., KIEPERT, M.H. &
TEREMULA, A.C. (2009). The spacing effect in intentional
and incidental free recall by children and adults : Limits
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| |
DELANEY, P.F., VERKOEIJEN, P.P. & SPIRGEL, A. (2010).
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and at times discursive review of the literature. Psychology
of Learning & Motivation, 53, 63-147. |
|
GREENE, R.L. (1989). Spacing effects in memory : Evidence
for a two-process account. Journal of Experimental
Psychology : Learning, Memory & Cognition, 15
(3), 371-377. |
CARPENTER, S.K., CEPEDA N.J., ROHRER D., KANG, S.H.K.
& PASHLER, H. (2012). Using spacing to enhance diverse
forms of learning : Review of recent research and
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|
SETTLES, B. & MEEDER, B. (2016). A trainable
spaced repetition model for language learning. Proceedings
of the 54th Annual Meeting of the Association for
Computational Linguistics (pp. 1848–1858). |
|
PERRUCHET, P. (1989). The effect of spaced practice on
explicit and implicit memory. British Journal of
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WISEHEART, M., D'SOUZA, A.A. & CHAE, J. (2017). Lack
of spacing effects during piano learning. PLoS ONE,
12, 1-13. [PDF] |
|
| |
|
Voir aussi Effet
de concentration, Effets, Répétition,
Effet test,
Oubli et Rythme
des apprentissages |
| |
|
|
Effet
d'éventail : Effet, mis en évidence par Anderson,
qui révèle que plus un réseau
de concepts est dense, plus il est long et difficile de récupérer
les informations de ce réseau; et plus on commet des erreurs
lorsque tente de le faire. = effet de
réseau. Fan effect.
| |
|
|
ANDERSON, J.R. (1974). Retrieval of propositional
information from long-term memory. Cognitive
Psychology, 6 (4), 451-474. |
RADVANSKY, G.A. (1999). The fan effect : A tale of two
theories. Journal of Experimental Psychology :
General, 128 (2), 198-206. |
|
MOESER, S.D. (1979). The role of experimental design in
investigations of the fan effect. Journal of
Experimental Psychology : Human Learning & Memory, 5
(2), 125-134. |
GOETZ, P. & WALTERS, D. (2000). A neuronal basis for
the fan effect. Cognitive Science, 24 (1),
151-167. |
|
REDER, L.M. & ROSS, B.H. (1983). Integrated knowledge
in different tasks : The role of retrieval strategy on fan
effects. Journal of Experimental Psychology :
Learning, Memory & Cognition, 9, 55-72. [PDF] |
REDER, L.M., DONAVOS, D.K. & ERICKSON, M.A. (2002).
Perceptual match effects in direct tests of memory : The
role of contextual fan. Memory & Cognition, 30 (2),
312-323. |
|
REDER, L.M. & WIBLE, C. (1984). Strategy use in
question-answering : Memory strength and task constraints
on fan effects. Memory & Cognition, 12,
411-419. |
GOMEZ-ARIZA, C. & BAJO, M.T. (2003). Interference and
integration: The fan effect in children and adults.
Memory, 11 (6), 505-523. |
|
GERARD, L., ZACKS, T.R., HASHER, L. & RADVANSKY, G.A.
(1991). Age deficits in retrieval : The fan effect. Journal
of Gerontology : Psychological Sciences, 46 (4),
131-136. [PDF] |
SOHN, M.-H., ANDERSON, J.R., REDER, L.M. & GOODE, A.
(2004). Differential fan effect and attentional focus. Psychonomic
Bulletin & Review, 11 (4), 729-734. [PDF] |
|
RADVANSKY, G.A. & ZACKS, T.R. (1991). Mental models
and the fan effect. Journal of Experimental Psychology
: Learning, Memory, & Cognition, 17, 940-953. [PDF] |
BUNTIG, M.F., CONWAY A. & HEITZ, R.P. (2004).
Individual differences in the fan effect and working
memory capacity. Journal of Memory & Language,
51, 604-621. |
|
ANDERSON, J.R. & REDER, L.M. (1999). The fan effect :
New results and new theories. Journal of
Experimental Psychology : General, 128 (2),
189-197. [PDF] |
SCHNEIDER, D.W. & ANDERSON, J.R. (2012). Modeling Fan
Effects on the time course of associative recognition. Cognitive
Psychology, 64 (3), 127-160.
[PDF] |
|
| |
|
Voir aussi Effets |
|
|
Effet d'exposition : Ensemble des conséquences qui résultent du fait de se trouver en présence ou en contact avec un stimulus,
généralement à plusieurs reprises, notamment la familiarité
(qui, à son tour, augmente la préférence pour ce stimulus ou
sa valeur
renforçante).
= exposition.
Exposure effect, mere exposure effect, effect of repetition.
| |
|
|
ZAJONC, R.B. (1968). Attitudinal effects of mere exposure.
Journal of Personality & Social Psychology, 9,
1-27. |
MORELAND, R.L. & ZAJONC, R.B. (1982). Exposure effects
in person perception : Familiarity, similarity, and
attraction. Journal of Experimental Social Psychology,
18, 395-415. |
|
ZAJONC, R.B. & RAJECKI, D.W. (1969). Exposure and
affect : A field experiment. Psychonomic Science, 17,
216-217. |
SEAMON, J., MARSH, R.L. & BRODY, N. (1984). Critical
importance of exposure duration for affective
discrimination of stimuli that are not recognized.
Journal of Experimental Psychology : Learning, Memory
& Cognition, 10, 465-469 |
|
HINTZMAN, D.L. (1970). Effects of repettion and exposure
duration on memory. Journal of Experimental
Psychology, 83, 435-444. |
BORNSTEIN, R.F. (1992). Stimulus recognition and mere
exposure. Journal of Personality & Social
Psychology, 63 (4), 545-552. [PDF] |
|
KRUGMAN, H.E. (1972). Why three exposures may be enough. Journal
of Advertising Research, 12, 11-14. |
|
|
ZAJONC, R.B., SHAVER P.R., TAVRIS, C. & VAN KREVELD,
D. (1972). Exposure, satiation, and stimulus
discriminability. Journal of Personality & Social
Psychology, 21, 270-280. |
MORELAND, R.L. & BEACH, S. (1992). Exposure effects in
the classroom : The development of affinity among
students. Journal of Experimental Social Psychology,
28, 255-276. |
|
SAEGERT S., SWAP, W. & ZAJONC, R. (1973). Exposure,
Context, and Interpersonal Attraction. Journal of
Personality & Social Psychology, 25 (2),
234-242. |
PERETZ, I., GAUDREAU, D. & BONNEL, A.-M. (1998).
Exposure effects on music preference and recognition. Memory
& Cognition, 26, 884-890 |
|
STANG, D.J. (1974). Methodological factors in mere
exposure research. Psychological Bulletin, 81, 1014-1025 |
BORNSTEIN, R.F. & D'AGOSTINO, P.R. (1992). Stimuls
recognition and the mere exposure affect. Journal of
Personality & Social Psychology, 63 (4),
545-552. |
|
ZAJONC, R.B., MARKUS, H. & WILSON, W.R. (1974).
Exposure effects and associative learning. Journal of
Experimental Social Psychology, 10, 248-263. |
SEAMON, J., WILLIAMS, P., CROWLEY, M., KIM, I., LANGER,
S., ORNE, P. & WISHENGRAD, D. (1995). The mere
exposure effect is based on implicit memory-effects of
stimulus type, encoding conditions, and number of
exposures on recognition and affect judgments. ournal
of Experimental Psychology : Learning, Memory &
Cognition, 21, 711-721. |
|
ZAJONC, R.B., CRANDALL, R., KAIL, R.V. & SWAP, W.
(1974). Effect of extreme exposure frequencies on
different affective ratings of stimuli. Perceptual
& Motor Skills, 38, 667-678. |
CUSUMANO, D.L. & THOMPSON, J.K. (1997). Body image and
body shape ideals in magazines : exposure, awareness, and
internalization. Sex Roles, 37 (9-10), 701-721. |
|
MILLER, R.L. (1976). Mere exposure, psychological
reactance and attitude change. Journal of Abnormal
& Social Psychology, 59, 1-9. |
MONAHAN, J.L., MURPHY, S.T. & ZAJONC, R.B. (2000).
Subliminal mere exposure : Specific, general, and diffuse
effects. Psychological Science, 11 (6), 462-466. |
|
|
MORELAND, R.L. & ZAJONC, R.B. (1976). A strong test of
exposure effects. Journal of Experimental Social
Psychology, 12, 170-179. |
HARMON-JONES, E. (2000). The role of affect in the mere
exposure effect : Evidence from psychophysiological and
individual differences approaches. Personality &
Social Psychology Bulletin, 27 (7), 889-898. [PDF] |
|
MILLER, R.L. (1976). Mere exposure, psychological
reactance and attitude change. Journal of Abnormal
& Social Psychology, 59, 1-9. |
RHODES, G., HALBERSTADT, J. & BRAJKOVIC, G. (2001).
Generalization of mere exposure effects to averaged
composite faces. Social Cognition, 19, 57-70. |
| |
ZAJONC, R.B. (2001). Mere exposure : A gateway to the
subliminal. Current Directions in Psychological
Science, 10 (6), 224-228. |
|
MORELAND, R.L. & ZAJONC, R.B. (1977). Is stimulus
recognition a necessary condition for the occurrence of
exposure effects ? Journal of Personality &
Social Psychology, 35, 191-199. |
SZPUNAR K.K., SCHELLENBERG, E.G. & PLINER, P. (2004).
Liking and memory for musical stimuli as a function of
exposure. Journal of Experimental Psychology :
Learning, Memory & Cognition, 30, 370-381. |
|
SWAP, W.C. (1977). Interpersonal attraction and repeated
exposure to rewards and punishers. Personality &
Social Psychology Bulletin, 3, 248-251. |
PESKIN, M. & NEWELL, F. (2004). Familiarity breeds
attraction : Effects of exposure on the attractiveness of
typical and distinctive faces. Perception, 33,
147-157. |
| |
BARR. R. MUENTENER, P., GARCIA, A., FUJIMOTO, M. &
CHAVEZ, V. (2007). The effect of repetition on imitation
from television during infancy. Developmental
Psychobiology, 49 (2), 196-207. |
|
HARRISSON, A.A. (1977). Mere exposure. In L. Berkowitz
(Ed.), Advances in Experimental social psychology
(pp. 39-83). New York : Academic Press. |
ZEBROWITZ, L.A., WEINEKE, K. & WHITE, B. (2008). Mere
exposure and racial prejudice : Exposure to other-race
faces increases liking for strangers of that race.
Social Cognition, 26, 259-275. [PDF] |
|
MORELAND, R.L. & ZAJONC, R.B. (1979). Stimulus
recognition may not mediate exposure effects. Journal
of Personality & Social Psychology, 37, 1985-1989. |
CARTER, T.J., FERGUSON, M.J. & HASSIN, R.R. (2011). A
single exposure to the American flag shifts support toward
Republicanism up to 8 months later. Psychological
Science, 22 (8), 1011-1018. [PDF] |
|
WILSON, W.R. (1979). Feeling more than we can know :
Exposure effects without learning. Journal of
Personality & Social Psychology, 37 (6),
811-821. |
CARUSO, E.M., VOHS, K.D., BAXTER, B. & WAYTZ, A.
(2013). Mere exposure to money increases endorsement of
free- market systems and social inequality. Journal
of Experimental Psychology : General, 142, 301-306. |
|
| |
|
Voir aussi Effets et Familiarité |
|
|
Effet d'exposition aux écrans : Effet
d'exposition aux différentes formes d'écran.
Le concept d'écran englobe tout appareil électronique - intéractif
ou non - qui transmet visuellement
de l'information (téléphone,
ordinateur, tablette
et télévision) au
moyen des ondes électromagnétiques.
Electronic
screen exposure, screen viewing, television and video exposure,
exposure to media violence.
| |
|
|
TISSERON, S. (2002). Éducation aux images : Pourquoi ?
Comment ? Crace Valence, 1-7. |
HARLÉ, B. et DESMURGET, M. (2012). Effets de l'exposition
chronique aux écrans sur le développement cognitif de
l'enfants. Archives de Pédiatrie, 19, 772-776.
[PDF] |
|
HUESMANN, L.R., MOISE-TITUS, J., PODOLSKI, C.P. &
ERON, L.D. (2003). Longitudinal relations between
childhood exposure to media violence and adult aggression
and violence : 1977-1992. Developmental Psychology,
39 (2), 201-221.
[PDF] |
THOMPSON, A.L., ADAIR, L.S. & BENTLEY, M.E. (2013).
Maternal characteristics and perception of temperament
associated with infant TV exposure. Pediatrics, 131
(2), 390-397. [PDF] |
|
CHRISTAKIS, D.A., ZIMMERMAN, F.J., DI GUISEPPE, D.L. &
McCARTY, C.A. (2004). Early television exposure and
subsequent attentional problems in children. Pediatrics,
113 (4), 708-713. |
BACH. J.F., HOUDÉ, O., LÉNA, P. et TISSERON, S. (2013). L'enfant
et les écrans. Avis de l'Académie des sciences. Le
Pommier. [PDF]
+ [PDF] |
|
FUNK, J.B., BALDACCI, B., PASOLD, T. & BAUMGARDNER, J.
(2004). Violence exposure in real-life, video games,
television, movies, and the internet : is there
desensitization ? Journal of Adolescence, 27, 23-39.
[PDF] |
KIRKORIAN, H. & CHOI, K. (2016). Toddlers' word
learning from contingent and noncontingent video on touch
screens. Child Development, 87, 405-413. |
|
AGLIATA, D. & TANLEFF-DUNN, S. (2004). The impact of
media exposure on males' body image. Journal of
Social & Clinical Psychology, 23, 7-22. |
TWENGE, J.M., JOINER, T.E., ROGERS, M.L. & MARTIN, G.
N. (2017). Increases in depressive symptoms,
suicide-related outcomes, and suicide rates among U.S.
adolescents after 2010 and links to increased new media
screen time. Clinical Psychological Science, 6, 3-17. |
|
STEVENS, T. & MULSOW, M. (2006). There is no
meaningful relationship between television exposure and
symptoms of attention-deficit/hyperactivity disorder. Pediatrics,
117 (3), 665-672. |
SOCIÉTÉ CANADIENNE DE PÉDIATRIE (2017). Le d'écran et les
jeunes enfants : promouvoir la santé et le développement
dans un monde numérique. Paediatric Child Health, 22
(8), 469-477. [PDF]
|
|
|
MENDELSOHN, A.L., BERKULE, S.B., TOMOPOULOS, S.,
TAMIS-LEMONDA, C.S., HUBERMAN, H.S., ALVIR, J. &
DREYER, B.P. (2008). Infant television and video exposure
associated with limited parent-child verbal interactions
in low socioeconomic status households. Archives of
Pediatrics & Adolescent Medicine, 162 (5),
411-417. [PDF] |
KIRKORIAN, H. & CHOI, K. (2017). Associations between
toddlers' naturalistic media exposure and observed
learning from screens. Infancy, 22, 271-277. |
|
CHRISTAKIS, D.A. (2009). The effects of infant media usage
: what do we know and what should we learn ? Acta
Paediatrica, 98 (1), 8-16. [PDF] |
ESSEILY, R., GUELLAÏ, B. et SOMOGYI, E. (2017). L'écran
est-il bon ou mauvais pour le jeune enfant ? : Une revue
de la littérature sur la prévalence de l'écran et ses
effets sur le développement cognitif précoce. Spirale,
83 (3), 28-40. [PDF]
|
|
STIEGLER, B. & TISSERON, S. (2009). Faut-il
interdire les écrans aux enfants ? Mordicus. |
HERMAWATI, D., RAHMADI, F.A., SUMEKAR, T.A. & WINARNI,
T.I. (2018). Early electronic screen exposure and
autistic-like symptoms. Intractable & Rare
Diseases Research Advance Publication, 7 (1),
69-71. [PDF]
|
| |
TWENGE, J.M., MARTIN, G.N. & CAMPBELL, W.K. (2018).
Decreases in psychological well-being among American
adolescents after 2012 and links to screen time during the
rise of smartphone technology. Emotion, 18, 765-780. |
|
TOMOPOULOS, S., DREYER, B.P., BERKULE, S., FIERMAN, A.H.,
BROCKMEYER, C. & MENDELSOHN, A.L. (2010). Infant media
exposure and toddler development. Archives of
Pediatrics & Adolescent Medicine, 164 (12),
1105-1111. |
LEROUX, Y. (2018). Les jeunes enfants et les écrans.
Research Gate. [PDF]
|
|
CILLERO, I.H. & JAGO, R. (2010). Systematic review of
correlates of screen-viewing among young children. Preventive
Medicine, 51 (1), 3-10. |
HAUT CONSEIL DE LA SANTÉ PUBLIQUE (2019). Avis
relatif aux effets de l'exposition des enfants et des
jeunes au écrans. Paris : Direction Générale de la
Santé. [PDF]
|
|
BARR, R., DANZIGER, C., HILLIARD, M.E., ANDOLINA, C. &
RUSKIS, J. (2010). Amount, content and context of infant
media exposure : a parental questionnaire and diary
analysis. International Journal of Early Years
Education, 18 (2), 107-122. |
ORBEN, A. & PRZBYLSKI, A.K. (2019). Screens, teens,
and psychological well-being : Evidence from three
time-use-diary studies. Psychological Science, 30
(5), 682–696. [PDF]
|
|
BARR. R., LAURICELLA, A., ZACK, E. & CALVERT, S.L.
(2010). Infant and early childhood exposure to
adult-directed and child-directed television programming :
Relations with cognitive skills at age four. Merrill-Palmer
Quarterly, 56 (1), 21-48. |
TISSERON, S. (2019). Les impacts des écrans sur les
enfants et les moyens de les en protéger. Revue
Francophone d'Orthoptie, 12 (4), 176-179. |
|
HUTTON, J.S., DUDLEY, J., HOROWITZ-KRAUS, T., DeWWITT, T., & HOLLAND, S.K. (2020). Associations between screen-based media use and brain white matter integrity in preschool-aged children. JAMA pediatrics, 174 (1), [LIRE] |
|
| |
|
Voir aussi Image, Média,
Téléphone, Ordinateur,
Tablette,
Télévision, Dépendance
à internet, Vision
et Jeux
vidéo |
| |
|
|
|
|
Effet
d'inertie : Voir Inertie.
Inertia.
|
|
|
|
|
|
|
Effet
d'ordre : Dans un plan
à mesures répétées, effet parasite d'une variable
non-contrôlée qui influence davantage le sujet lors de la
première mesure que lors de la seconde, ou vice-versa. EX:
Si on demande à un groupe de sujets de résoudre des problèmes
mathématiques, il est possible qu'ils soient plus fatigués
(variable parasite nuisible) lors de la seconde mesure. Par
contre, les effets d'apprentissage ou de familiarité avec la tâche
(effet parasite favorable) se feront davantage sentir lors de
seconde mesure. Effet d'ordre, ordre
de présentation et contrebalancement.
Effect of order, effect of item order
| |
|
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TULVING, E. (1965). The effect of order of presentation on
learning of "unrelated" words. Psychonomic Science, 3,
337-338. [PDF] |
|
LAFFITTE, R.G. (1984). Effects of item order on
achievement test scores and students' perceptions of test
difficulty. Teaching of Psychology, 11 (4),
212-214. |
|
SERRA, M. & NAIRNE, J.S. (1993). Design controversies
and the generation effect : Support for an item-order
hypothesis. Memory & Cognition, 21 (1),
34-40. |
|
ENGLEKAMP, J. & DEHN, D.M. (2000). Item and order
information in subject-performed tasks and
experimenter-performed tasks. Journal of Experimental
Psychology : Learning, Memory, & Cognition, 26, 671–682. |
|
JONKER, T.R., LEVENE, M. & MacLEOD, C.M. (2014).
Testing the item-order account of design effects using the
production effect. Journal of Experimental Psychology
: Learning, Memory, & Cognition, 40 (2),
441-448. [PDF] |
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Voir aussi Effets et Contrebalancement |
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Effet de compensation : Compensation
effect.
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KERVYN, N., JUDD, C.M. & YZERBYT, V.Y. (2009). You
want to appear competent ? Be mean ! You want to appear
sociable ? Be lazy ! Group differentiation and the
compensation effect. Journal of Experimental Social
Psychology, 45, 363-367. |
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Voir aussi Effets |
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Effet de concentration (des essais/périodes d'apprentissage)
: /Effet
d'espacement. Effect of massed, effects
of massed repetition.
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|
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EBBINGHAUS, H. (1913). Memory : A contribution to
experimental psychology. New York : Columbia
University. |
|
UNDERWOOD, B.J. (1961). Ten years of massed practice on
distributed practice. Psychological Review, 68, 229-247. |
|
HOUSTON, J.P. & REYNOLDS, J.H. (1965). First-list
retention as a function of list differentiation and
second-list massed and distributed practice. Journal
of Experimental Psychology, 69, 387-392. |
|
BLOOM, K.C. & SHUELL, T.J. (1981). Effects of massed
and distributed practice on the learning and retention of
second-language vocabulary. Journal of Educational
Research, 74, 245-248. [PDF] |
|
CHALIS, B.H. & SIDHU, R. (1993). Dissociative effects
of massed repetition on implicit and explicit measures of
memory. Journal of Experimental Psychology :
Learning, Memory, & Cognition, 19, 115-127. |
|
CHALIS, B.H. & SIDHU, R. (1997). Effects of massed
repetition with level of processing on implicit and
explicit memory tests. Tsukuba Psychological
Research, 9, 21-27. [PDF] |
|
DONOVAN, J.J. & RADOSEVICH, D.J. (1999). A meta-analytic review of the
distribution of practice effect : Now you see it, now
you don't. Journal of Applied Psychology, 84
(5), 795–805. |
|
Voir aussi Effets et Effet
d'espacement |
|
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Effet de contraste :
Contrast effect, contrast.
| |
|
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REYNOLDS, G.S. (1961). Behavioral contrast. Journal
of the Experimental Analysis of Behavior, 4 (1),
57-71.
[PDF] |
MALONE, J.C. & STADDON, J.E.R. (1973). Contrast
effects in maintained generalization gradients. Journal
of the Experimental Analysis of Behavior, 19 (1),
167-179. [PDF] |
|
REYNOLDS, G.S. (1961). Contrast, generalization, and the
process of discrimination. Journal of the Experimental
Analysis of Behavior, 4 (4), 289-294. [PDF] |
KELLER, K. (1974). The role of elicited responding in
behavioral contrast. Journal of the Experimental
Analysis of Behavior, 21 (2), 249-257. [PDF] |
|
REYNOLDS, G.S. & CATANIA, A.C. (1961). Behavioral
contrast with fixed-interval and low-rate reinforcement. Journal
of the Experimental Analysis of Behavior, 4 (4),
387-393. [PDF] |
SHIMP, C.P. & MENLOVE, R.L. (1974). Contrast as a
function of component duration. Bulletin of the
Psychonomic Society, 4, 193-194. |
|
TERRACE, H.S. (1963). Discrimination learning, the peak
shift, and behavioral contrast. Journal of the
Experimental Analysis of Behavior, 6 (1), 727-741.
[PDF] |
MACKINTOSH, N.J. (1974). A search for contrast effects in
discrete-trial discrimination learning by pigeons. Learning
& Motivation, 5, 311-327. |
|
REYNOLDS, G.S. (1963). Some limitations on behavioral
contrast and induction during successive discrimination. Journal
of the Experimental Analysis of Behavior, 6 (1),
131-139. [PDF] |
SCHWARTZ, B. (1974). Behavioral contrast in thepigeon
depends upon the location of the stimulus. Bulletin
of the Psychonomic Society, 3, 365-368. |
|
NEVIN, J.A. & SHETTLEWORTH, S.J. (1966). An analysis
of contrast effects in multiple schedules. Journal of
the Experimental Analysis of Behavior, 9 (4),
305-315. [PDF] |
BENINGER, R.J. & KENDALL, S.B. (1975). Behavioral
contrast in rats with different reinforcers and different
response topographies. Journal of the Experimental
Analysis of Behavior, 24 (3), 267-280. [PDF] |
|
BLOOMFIELD, T.M. (1966). Two types of behavioral contrast
discrimination learning would establish stimulus
discrimination learning. Journal of the Experimental
Analysis of Behavior, 9 (2), 155-161. [PDF] |
SCHWARTZ, B. (1975). Discriminative stimulus location as a
determinant of positive and negative behavioral contrast
in the pigeon. Journal of the Experimental Analysis of
Behavior, 23 (2), 167-176. [PDF] |
|
BLOOMFIELD, T.M. (1967). Some temporal properties of
behavioral contrast. Journal of the Experimental
Analysis of Behavior, 10 (2), 159-164.
[PDF] |
ALLISON, J. (1976). Contrast, induction, facilitation,
suppression, and conservation. Journal of the
Experimental Analysis of Behavior, 19 (2), 185-198.
[PDF] |
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JAEGER, T. & POLLACK, R.H. (1977). Effect of contrast
level and temporal order on the Ebbinghaus circles
illusion. Perception & Psychophysics, 21,
83-87. |
|
TERRACE, H.S. (1968). Discrimination learning, the peak
shift, and behavioral contrast. Journal of the
Experimental Analysis of Behavior, 11 (6),
727-741. [PDF] |
JUDD, C.M. & HARCKIEWITZ, J.M. (1980). Contrast
effects in attitude judgment : An examination of the
accentuation hypothesis. Journal of Personality &
Social Psychology, 38, 390-398. |
|
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PREMACK, D. (1969). On some boundary conditions of
contrast. In J. Tapp. (Ed.), Reinforcement and
behavior (pp. 120-145). New York : Academic Press. |
JAEGER, T. (1981). Assimilation and contrast in the
parallel lines illusion ? Perceptual & Motor
Skills. 52 (3), 837-838. |
|
WINTON, R.N. & GAY, R.A. (1969). Behavioral contrast
in one component of a multiple schedule as a function of
the reinforcement conditions operating in the following
component. Journal of the Experimental Analysis of
Behavior, 12 (2), 239-246. [PDF] |
WILLIAMS, B.A. (1983). Another look at contrast in
multiples chedules. Journal of the Experimental
Analysis of Behavior, 39 (2), 345-384. [PDF] |
|
HALLIDAY, M.S. & BOAKES, R.A. (1971). Behavioral
contrast and response independent reinforcement. Journal
of the Experimental Analysis of Behavior, 16 (3),
429-434. [PDF] |
WILLIAMS, B.A. & WIXTED, J.T. (1994). Shortcomings of
the behavioral competition theory of contrast : Reanalysis
of McLean (1992). Journal of the Experimental
Analysis of Behavior, 61 (1), 107-112. [PDF] |
|
PEAR, J.J. & WILKIE, D.M. (1971). Contrast and
induction in rats on multiple schedules. Journal of
the Experimental Analysis of Behavior, 15 (3),
289-296. [PDF] |
HANTULA, D.A. & CROWELL, C.R. (1994). Behavioral
contrast in a two-option analogue task of financial
decision making. Journal of Applied Behavior Analysis,
27 (4), 607-617. [PDF] |
|
WAITE, W.W. & OSBORNE, J.G. (1972). Sustained
behavioral contrast in children. Journal of the
Experimental Analysis of Behavior, 18 (1), 115-117.
[PDF] |
LEONARDS, U. & SINGER, W. (1997). Selective temporal
interactions between processing streams with differential
sensitivity for colour and luminance contrast. Vision
Research, 37 (9), 1129-1140. [PDF] |
|
WEXLEY, K.N., YUKL, G.A., KOVACKS, S.Z. & SANDERS, R.
(1972). Importance of contrast effects. Journal of
Applied Psychology, 56, 45-58. |
PRINZMETAL, W., NWACHUKU, I., BODANSKI, L., BLUMENFELD, L.
& SHIMIZU N. (1997). The phenomenology of attention.
2. Brightness and contrast. Consciousness &
Cognition, 6 (2-3), 372-412. |
|
HARRISON, M. & PEPITONE, A. (1972). Contrast effect in
the use of punishment. Journal of Personality &
Social Psychology, 23 (3), 398-404. |
LEONARDS, U. & SINGER, W. (1998). Two segmentation
mechanisms with differential sensitivity for color and
luminance contrast. Vision Research, 38 (1),
101-109. |
|
BIRNBAUM, M.H. & VEIT, C.T. (1973). Judgmental
illusion produced by contrast with expectancy. Perception
& Psychophysics, 13 (1), 149-152. [PDF] |
NOTHDURFT, H.-C. (2000). Salience from feature contrast :
Variations with texture density. Vision Research, 40,
3181-3200. |
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JAEGER, T. & LANG, J. (2004). Contrast influences
perceived duration of brief time intervals. Perceptual
& Motor Skills 98 (2), 682-684. |
|
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Voir aussi Effets, Salience,
Vividité et
Effets |
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Effet de convergence : Convergence aléatoire
de deux phénomènes qui
finissent par se recouper dans le temps et l'espace, donnant ainsi
l'impression que leur rencontre a été planifiée et organisée. =
causalité illusoire, planification illusoire.
Convergence.
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HUMBAD, M.N., DONNELLAN, B., IACONO, W.G., McGUE, M. &
BURT, S.A. (2010). Is spousal similarity for personality a
matter of convergence or selection ? Personality
& Individual Differences, 49 (7), 827-830. [PDF] |
|
|
Voir aussi Effets |
|
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|
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Effet de génération : Effet découvert par Slamecka
et Graf, et qui révèle que
l'on retient mieux une information qui nécessite un effort pour
la produire ou l'obtenir (= actif), qu'une information
que l'on obtient par simple observation (=passif). EX: Les étudiants
retiennent mieux la matière lorsque les professeurs leur
fournissent des notes de cours troués (= actif), que des notes de
cours entières (= passif). Effet de génération et apprentissage
actif.
= effet de l'effort, effet production. Generation effect.
| |
|
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SLAMECKA, N.J. & GRAF, P. (1978). The generation
effect : Delineation of a phenomenon. Journal of
Experimental Psychology : Human Learning & Memory, 4
(6), 592-604. |
BURNS, D.J. (1990). The generation effect : A test between
single and multifactor theories. Journal of
Experimental Psychology : Learning, Memory &
Cognition, 16, 1060-1067. |
|
THOMPSON, C.P. & BARNETT, C. (1981). Memory for
product names: The generation effect. Bulletin of the
Psychonomic Society, 18, 241-243. |
BEGG, I., VINSKI, E., FRANKOVITCH, L. & HOLGATE, B.
(1991). Generating makes words memorable, but so does
effective reading. Memory & Cognition, 19,
487-497. |
|
McELROY, L.A. & SLAMECKA, N.J. (1982). Memorial
consequences of generating nonwords : Implications for
theories of the generation effect. Journal of Verbal
Learning & Verbal Behavior, 21, 249- 259. |
McDANIEL, M., RIEGLER, G.L. & WADDILL, P.J. (1990).
Generation effects in free recall : Further support for a
three-factor theory.Journal of Experimental
Psychology: Learning, Memory & Cognition, 16,
789-798. |
|
GARDINER, J.M. & ARTHUR, F.S. (1982). Encoding context
and the generating effect in multitrial free-recall
learning. Canadian Journal of Psychology, 36,
527-531. |
TOTH, J.P. & HUNT, R.R. (1990). Effect of generation
on a word-identification task. Journal of
Experimental Psychology : Learning, Memory &
Cognition, 16, 993-1003. |
|
GRAF, P. (1982). The memorial consequences of generation
and transformation. Journal of Verbal Learning &
Verbal Behavior, 21, 539-548. |
NAIRNE, J.S., RIEGLER, G.L. & SERRA, M. (1991).
Dissociative effects of generation on item and order
information. Journal of Experimental Psychology :
Learning, Memory & Cognition, 17 (4), 702-709.
[PDF] |
|
SLAMECKA, N.J. & FEVREISKI, J. (1983). The generation
effect when generation fails. Journal of Verbal
Learning & Verbal Behavior, 22, 153-163. |
FIEDLER, K., LACHNIT, H., FAY, D. & KRUG, C. (1992).
Mobilization of cognitive resources and the generation
effect. Quarterly Journal of Experimental Psychology,
45A, 149-171. |
|
GARDINER, J.M. & ROWLEY, J.M. (1984). A generation
effect with numbers rather than words. Memory &
Cognition, 12, 443-445. |
SCHMIDT, S.R. (1992). Evaluating the role of
distinctiveness in the generation effect. Quarterly
Journal of Experimental Psychology, 44A, 237-260. |
|
GARDINER, J.M. & HAMPTON, G.A. (1985). Semantic memory
and the generation effect : Some tests of the lexical
activation hypothesis. Journal of Experimental
Psychology : Learning, Memory & Cognition, 11,
732-741. |
BURNS, D.J. (1992). The consequences of generation. Journal
of Memory & Language, 31, 615-633. |
|
GLISKY, E.L. & RABINOWITZ, J.C. (1985). Enhancing the
generation effect through repetition of operations.
Journal of Experimental Psychology : Learning, Memory
& Cognition, 11, 193-205. |
CARROLL, M. & NELSON, T.O. (1993). Failure to obtain a
generation effect during naturalistic learning. Memory
& Cognition, 21, 361-366. |
|
NAIRNE, J.S., PUSEN, C. & WIDNER, R.L. (1985).
Representation in the mental lexicon : Implications for
theories of the generation effect. Memory &
Cognition, 13, 183-191. |
BROWN, J.C., NIINIKOSKI, J. & DUKE, L.W. (1993).
Generation effect and frequency judgment in young and
elderly adults. Experimental Aging Research, 19,
147-164. |
|
PAYNE, D.G., NEELY, J.H. & BURNS, D.J. (1986). The
generation effect : Further tests of the lexical
activation hypothesis. Memory & Cognition, 14, 246-252. |
BURNS, D.J., CURTI, E.T. & LAVIN, J.C. (1993). The
effects of generation on item and order retention in
immediate and delayed recall. Memory & Cognition,
21, 846-852. |
|
SOLOWAY, R.M. (1986). No generation effect without
semantic activation. Bulletin of the Psychonomic
Society, 24, 261-262. |
SERRA, M. & NAIRNE, J.S. (1993). Design controversies
and the generation effect : Support for an item-order
hypothesis. Memory & Cognition, 21, 34-40. |
|
RABINOWITZ, J.C. & CRAIK, F.I.M. (1986). Specific
enhancement effects associated with word generation. Journal
of Memory & Language, 25, 226-237. |
GROSOFSKY, A., PAYNE, D.G. & CAMPBELL, K.D. (1994).
Does the generation effect depend upon selective displaced
rehearsal ? American Journal of Psychology, 107, 53-68. |
|
|
DENNER, P.R. & RICKARDS, J.P. (1987). A developmental
comparison of the effects of provided and generated
questions on text recall. Contemporary Educational
Psychology, 12, 135-146. |
FOOS, P.W., MORA, J.J. & TKACZ, S. (1994). Student
study techniques and the generation effect. Journal
of Educational Psychology, 86 (4), 567-576.
[PDF] |
|
NAIRNE, J.S. & WIDNER, R.L. (1987). Generation effects
with nonwords : The role of test appropriateness.
Journal of Experimental Psychology : Learning, Memory
& Cognition, 13, 164-171. |
SCHWEICKERT, R., McDANIEL, M.A. & RIEGLER, G.L.
(1994). Effects of generation on immediate memory span and
delayed unexpected free recall. Quarterly Journal of
Experimental Psychology, 47A, 781-804. |
|
REARDON, R., DURSO F.T., FOLEY, M.A. & McGAHAN, J.R.
(1987). Expertise and the generation effect. Social
Cognition, 5, 336-348. |
CLARK, S.E. (1995). The generation effect and the modeling
of associations in memory. Memory & Cognition, 23,
442-455. |
|
BEGG, I. & SNIDER, A. (1987). The generation effect :
Evidence for generalized inhibition. Journal of
Experimental Psychology : Learning, Memory &
Cognition, 13, 553-563. |
DEWINSTANLEY, P.A. (1995). A generation effect can be
found during naturalistic learning. Psychonomic
Bulletin & Review, 2 (4), 538-554. |
|
SLAMECKA, N.J. & KATSAITI, L.T. (1987). The generation
effect as an artifact of selective displaced rehearsal. Journal
of Memory & Language, 26, 589-607. |
BURNS, D.J. (1996). The item-order distinction and the
generation effect : The importance of order information in
long-term memory. American Journal of Psychology,
109, 567-580. |
|
PRING, L. (1988). The "reverse-generation" effect : A
comparison of memory performance between blind and sighted
children. British Journal of Psychology, 79, 387-400. |
SOULIEZ, L., PASQUIER, F., LEBERT, F., LECONTE, P. &
PETIT, H. (1996). Generation effect in short term verbal
and visuospatial memory : Comparisons between dementia of
the Alzheimer type and dementia of the frontal lobe type.
Cortex, 32 (2), 347-356. |
|
GARDINER, J.M. (1988). Generation and priming effects in
word- fragment completion. Journal of Experimental
Psychology : Learning, Memory & Cognition, 14,
495-501. |
DEWINSTANLEY, P.A., BJORK, E.L. & BJORK, R.A. (1996).
Generation effects and the lack thereof : The role of
transfer-appropriate processing. Memory, 4 (1),
31-48. |
|
GREENE, R.L. (1988). Generation effects in frequency
judgment. Journal of Experimental Psychology :
Learning, Memory & Cognition, 14, 298-304. |
PESTA, B.J., SANDERS, R.E. & NEMEC, R.J. (1996). Older
adults' strategic superiority with mental multiplication :
A generation effect assessment. Experimental Aging
Research, 22, 155-169. |
|
WATKINS, M.J. & SECHLER, E.S. (1988). Generation
effect with an incidental memorization procedure. Journal
of Memory & Language, 27, 537-544. |
NICOLAS, S. & TARDIEU, H. (1996). The generation
effect in a word-stem completion task : The influence of
conceptual processes. European Journal of Cognitive
Psychology, 8, 405-424. |
|
JOHNS, E.E. & SWANSON, L. G. (1988). The generation
effect with nonwords. Journal of Experimental
Psychology: Learning, Memory, & Cognition, 14,
180-190. |
WESRERMAN, D.L. & GREENE, R.L. (1997). The effects of
visual masking on recognition memory : Similarities to the
generation effect. Journal of Memory & Language,
37 (4), 584-596. |
|
GARDINER, J.M. & HAMPTON, G.A. (1988). Item-specific
processing and the generation effect : Support for a
distinctiveness account. American Journal of
Psychology, 101 (4), 495-504. [PDF] |
GREENE, R.L., THAPAR, A. & WESTERMAN, D.L. (1998). The
effects of generation on memory for order. Journal of
Memory & Language, 38, 255-264. |
|
NAIRNE, J.S. & WIDNER, R.L. (1988). Familiarity and
lexicality as determinants of the generation effect.
ournal of Experimental Psychology : Learning, Memory
& Cognition, 14 (4), 694-699. |
SMITH, R.W. & HEALY, A.F. (1998). The time-course of
the generation effect. Memory & Cognition, 26,
135-142. |
|
GARDINER, J.M., HAMPTON, G.A. & GREGG, V.H. (1988).
Word frequency and generation. Effect Journal of
Experimental Psychology : Learning, Memory &
Cognition, 14 (4), 687-693. [PDF] |
PESTA, B.J., SANDERS, R.E. & MURPHY, M.D. (1999). A
beautiful day in the neighborhood : What factors determine
the generation effect for simple multiplication problems ?
Memory & Cognition, 27, 106-115. |
|
HIRSHMAN, E. & BJORK, R.A. (1988). The generation
effect : Support for a two-factor theory. Journal of
Experimental Psychology, 14 (3), 484-494. [PDF] |
JURICA, P.J. & SHIMAMURA, A.P. (1999). Monitoring item
and source information : Evidence for a negative
generation effect in source memory. Memory &
Cognition, 27, 648-656. |
|
|
McDANIEL, M., WADDILL, P.J. & EINSTEIN, G.O. (1988). A
contextual account of the generation effect : A
three-factor theory, Journal of Memory &
Language, 27, 521-536. |
CHECHILE, R.A. & SORACI, S.A. (1999). Evidence for a
multiple process account of the generation effect.
Memory, 7, 483-508. |
|
JOHNS, E.E. & SWANSON, L.G. (1988). The generation
effect with nonwords. Journal of Experimental
Psychology : Learning, Memory & Cognition, 14, 180-190. |
MacLEOD, C.M. & DANIELS, K.A. (2000). Direct versus
indirect tests of memory : Directed forgetting meets the
generation effect. Psychonomic Bulletin & Review,
7 (2), 354-359.
[PDF] |
|
CHARLES, A. (1988). L'effet Production : dix ans d'études
(1978-1988). L'année psychologique, 88 (4),
563-590. [PDF] |
McNAMARA, D.S. & HEALY, A.F. (2000). A procedural
explanation of the generation effect for simple and
difficult multiplication problems and answers. Journal
of Memory & Language, 43 (4), 652-679. |
| |
KINJO, H. & SNODGRASS, J.G. (2000). Does the
generation effect occur for pictures ? American
Journal of Psychology, 113 (1), 95-21. |
|
BEGG, I., SNIDER, A., FOLEY, F. & GODDARD, R. (1989).
The generation effect is no artifact: Generating makes
words distinctive. Journal of Experimental Psychology
: Human Learning & Memory, 15 (5), 977-989. |
MULLIGAN, N.W. (2001). Generation and hypermnesia. Journal
of Experimental Psychology : Learning, Memory, &
Cognition, 27 (2), 436-450. |
|
PEYNIRCIOGLU, Z.F. (1989). The generation effect with
pictures and non-sense figures. Acta Psychologica, 70
(2), 153-160. |
MULLIGAN, N.W. (2001). The emergent generation effect and
hypermnesia : Influences of semantic and nonsemantic
generation tasks. Journal of Experimental Psychology
: Learning, Memory, & Cognition, 28 (3),
541-554. [PDF] |
|
PEYNIRCIO, Z.F. (1989). The generation effect with
pictures and nonsense figures. Acta Psychologica, 70
(2), 153-160. |
DE WINSTANLEY, P.A. & BJORK, E.L. (2004). Processing
strategies and the generation effect : Implications for
making a better reader. Memory & Cognition, 32
(6), 945-955. [PDF] |
|
KINOSHITA, S. (1989). Generation enhances semantic
processing ? The role of distinctiveness in the generation
effect. Memory & Cognition, 17, 563-571. |
TACONNAT, L. & ISINGRINI, M. (2004). Cognitive
operations in the generation effect on a recall test :
Role of aging and divided attention. Journal of
Experimental Psychology : Learning, Memory &
Cognition, 30, 827-837. |
|
GARDINER, J.M. (1989). A generation effect in memory
without awareness. British Journal of Psychology, 80,
163-168. |
MULLIGAN, N.W., LOZITO, J.P. & ROSNER, Z.A. (2006).
Generation and context memory. Journal of Experimental
Psychology : Learning, Memory & Cognition, 32
(4), 836-846. |
|
HERTEL, P.T. (1989). The generation effect : A reflection of cognitive effort ? Bulletin of the Psychonomic
Society, 27, 541-544. |
BERTSCH, S., PESTA, B.J., WISCOTT, R. & McDANIEL, M.A. (2007). The generation effect : A meta-analytic review. Memory
& Cognition, 35 (2), 201-210. [PDF] |
|
SCHMIDT, S.R. & CHERRY, K. (1989). The negative
generation effect : Delineation of a phenomenon. Memory & Cognition, 17, 359-369. |
LANE, S.M. & ZARAGOVA, M.S. (2007). A little
elaboration goes a long way : The role of generation in
eyewitness suggestibility. Memory & Cognition, 35 (6), 1255-1266. [PDF] |
| |
KARPICKE, J.D. & ZAROMB, F.M. (2010). Retrieval mode distinguishes the testing effect from the generation
effect. Journal of Memory & Language, 62,
227–239. |
|
CRUTCHER, J. & HEALY, A.F. (1989). Cognitive
operations and the generation effect. Journal of
Experimental Psychology : Learning, Memory &
Cognition, 15, 669-675. |
ROSNER, Z.A., ELMAN, J.A. & SHIMAMURA, A.P. (2013).
The generation effect : Activating broad neural circuits
during memory encoding. Cortex, 49, 1091-1909.
[PDF] |
|
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Voir aussi Effets et Apprentissage
actif |
|
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|
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Effet de groupe positif : Effet observé chez certains
groupes qui réalisent plus efficacement une tâche que si les
membres de ce groupe avaient déjà effectué cette tâche
individuellement. Assembly bonus effect.
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WATSON, G.B. (1928). Do groups think more effectively than
individuals ? Journal of Abnormal & Social
Psychology, 23, 328-336. |
|
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SHAW, M.E. (1932). A comparison of individuals and small
groups in the rational solution of complex problems. American
Journal of Psychology, 44, 491-504. |
TINDALE, R.S. & LARSON, J.R. (1992). Assembly bonus
effect or typical group performance? A comment on
Michaelsen, Watson, and Black (1989). Journal of
Applied Psychology, 77 (1), 102-105. |
|
COLLINS, B.E. & GUETZKOW, H.S. (1964). A social
psychology of group processes for decision-making. Wiley. |
TZINER, A. (1993). The assembly bonus effect : A commet on
the dispute between Michalesen et al. (1989, 1992) and
Tindale and Larson (1992). International Journal of
Selection & Assessment, 1 (4), 241-243. |
|
SHAW, M.E. & ASHTON, N. (1976). Do assembly bonus
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PROPP, K.M. (2003). In search of the assembly bonus
effect. Human Communication Research, 29 (4),
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|
MICHAELSEN, L.K., WATSON, W.E. & BLACK, R.H. (1989). A
realistic test of individual versus group consensus
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LAUGHLIN, P.R., HATCH, E.C., SILVER, J.S. & BOH, L.
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letters-to-numbers problems : Effects of group sze. Journal
of Personality & Social Psychology, 90 (4),
644-651. |
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Voir aussi Effets |
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Effet
de halo : Biais
cognitif qui consiste à associer entre eux les traits
positifs (ou négatifs) de la personnalité. EX: D'une
belle personne (trait positif de la personnalité), on dira qu'elle
est sûrement intelligente (autre trait positif); alors que si elle
est laide, on sera enclin à croire qu'elle n'est pas très
intelligence ou gentille (traits négatifs).
Halo effect, halo error.
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NISBETT, R.E. & WILSON, T.D. (1977). The halo effect :
Evidence for unconscious alteration of judgments.
Journal of Personality & Social Psychology, 35
(4), 250-256. |
NATHAN, B.R. & TIPPINS, N. (1990). The consequences of
halo error in performance ratings : A field study of the
moderating effect of halo test validation results. Journal
of Applied Psychology, 75 (3), 290-296. |
|
TIMMERMAN, K. & HEWITT, J. (1980). Examining the halo
effect of physical attractiveness. Perceptual &
Motor Skills, 51 (2), 607-612. |
MURPHY, K.R., JAKO, R.A. & ANHALT, R.L. (1993). Nature
and consequences of halo error : A critical analysis. Journal
of Applied Psychology, 78 (2), 218-225. |
|
COOPER, W.H. (1981). Ubiquitous halo. Psychological
Bulletin, 90, 218-244. |
SOLOMONSON, A.L. & LANCE, C.E. (1997), Examination of
the relationship between true halo and halo error in
performance ratings. Journal of Applied Psychology,
82 (5), 665-674. |
|
COOPER, W.H. (1981), Conceptual similarity as a source of
illusory halo in job performance ratings. Journal of
Applied Psychology, 66, 302-307. |
FEELEY, T. (2002). Evidence of halo effects in student
evaluations of communication instruction.
Communication Education, 5 (3), 225-236. |
|
LANCE, C.E. & WOEHR, D.J. (1986), Statistical control
of halo : clarification from two cognitive models of the
performance appraisal process, Journal of Applied
Psychology, 71 (4), 679-685. |
ROSENZWIG, P. (2007). The halo effect ... and the
eight other business delusions that deceive managers.
Free Press. |
| FELDMAN, J.M. (1986). Anote on the statistical correction of halo error. Journal of Applied Psychology 71 (1), 173-176. |
|
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PHELPS, L., SCHMITZ, C.D. & BOATRIGHT, B. (1986). The
effects of halo and leniency on cooperating teacher
reports using Likert-yype rating scales. Journal
Educational Research, 79 (3), 151-154. |
YZERBYT, V.Y., KERVYN, N. & JUDD, C.M. (2008).
Compensation versus halo : The unique relations between
the fundamental dimensions of social judgment. Personality
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|
FORGAS, J.R. (2011). She just doesn’t look like a
philosopher... ? Affective influences on the halo effect
in impression formation. European Journal of Social
Psychology, 41, 812–817.
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Voir aussi Jugement,
Attribution et
Effets |
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Effet de la lune : L'effet de la lune sur les phénomènes
physiques, notamment les marées, est réel. Ici l'expression
désigne plutôt un pseudophénomène
qui consiste en l'influence "psychologique" de la lune sur les
individus. Effet de la lune, croyance
et astrologie. Lunar
influence, moon cycle effect, Lunar madness, lunacy, effect of
the full moon.
| |
|
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TRAPP, C.A. (1937). Lunacy and the moon. American
Journal of Psychiatry, 94, 339-343. |
WILSON, J.E. & TOBACYK, J.J. (1990). Lunar phases and
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Psychoogy, 130 (1), 47-51. |
|
GUNN, D.L., JENKIN, P.M., GUNN, A.L. (1937). Lunar
periodicity in Homo sapiens L. Nature, 139, 841. |
KELLY, I.W., SAKLOFSKE, D.H. & CULVER, R. (1990).
Worldwide disasters and moon phase. Spekptical
Inquirer, 14, 298-301. |
|
KELLEY, D. (1942). Mania and the moon. Psychoanalytic
Review, 29, 406-426. |
HICKS-CASKEY, W.E. & POTTER, D.R. (1991). Effect of
the full moon on a sample of developmentally delayed
institutionalised women. Perceptual & Motor
Skills, 73, 1375-1380. |
|
OLIVEN, J.P. (1943). Moonlight and nervous disorders : A
historical review. American Journal of Psychiatry,
99, 579-584. |
MATHEW, V.M., LINDSAY, J, SHANMUGANATHAN, N. & EAPEN,
V. (1991). Attempted suicide and the lunar cycle. Psychological
Reports, 68, 927-930. |
|
MENAKER, W. & MENAKER, A. (1959). Lunar periodicity in
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Journal of Obstetrics & Gynecology, 77,
905-914. |
ROGERS, T.D., MASTERTON, G. & McGUIRE, R. (1991).
Parasuicide and the Lunar cycle. Psychoogical
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|
MENAKER, W. (1967). Lunar periodicity with reference to
live births. American Journal of Obstetrics &
Gynecology, 98,1002-1004. |
LAVERTY, W.H., KELLY, I.W., FLYNN, M. & ROTTON, J.
(1992). Geophysical variables and behavior : LXVIII.
Distal and lunar variables and traffic accidents in
Saskatchewan 1984 to 1989. Perceptual Motor Skills,
74, 483-488. |
|
LESTER, D., BROCKOPP, G.W. & PRIEBE, K. (1969).
Association between a full moon and complete suicide. Psychological
Reports, 25, 598. |
BYRNE, G. & KELLY, I.W. (1992). Crisis calls and lunar
circles : a twenty-year review. Psychological
Reports, 71, 779-785. |
|
TAYLOR, L.J. & DIESPECKER, D.D. (1972). Moon phases
and suicide attempts in Australia. Psychological
Reports, 31 (1), 110. |
MARTIN, S.J., KELLY, I.W. & SUKLOFSKE, D.H. (1992).
Suicide and lunar year review over 28 years.
Psychological Reports, 71, 787-795. |
|
LIEBER, A. & SHERIN, C. (1972). Homicides and the
lunar cycle : Toward a theory of lunar influence on human
emotional disturbance. American Journal of
Psychiatry, 129, 69-73. |
GORVIN, J.J. & ROBERTS, M.S. (1994). Lunar phases and
psychiatric hospital admissions. Psychological
Reports, 75, 1435-1440. |
|
OSLEY, M., SUMMERVILLE, D. & BORST, L.B. (1973).
Natality and the moon. American Journal of Obstetrics
& Gynecology, 117, 413-415. |
|
|
LIEBER, A. (1973). Lunar effect on homicides : A
confirmation. International Journal of Chronobiology,
4, 338-339. |
ANGUS, M.D. (1995). The rejection of two explanations
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|
WEISKOTT, G. (1974). Moon phases and telephone counseling
calls. Psychological Reports, 35, 752-754. |
VANCE, D.E. (1995). Belief in lunar effects on human
behavior. Psychological Reports, 76 (1),
32-34. |
|
POKORNY, A. & JACHIMCZYK, J. (1974). The questionable
relationship between homicides and the lunar cycle. American
Journal of Psychiatry, 131, 827-329. |
YVONNEAU, M. (1996). Views from Dordgne, and the moon, on
suicide. L'Encephale, 22, 52-57. |
|
|
WALTERS, E., MARKLEY, R.P. & TIFFANY, D.W. (1975).
Lunacy : A type I error ? Journal of Abnormal
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MASON, T. (1997). Seclusion and the lunar cycles. Journal
of Psychosocial Nursing & Mental Health Services, 35
(6), 14-18. |
|
WEISKOTT, G. & TIPTON, G.B. (1975). Moon phases and
state hospital admissions. Psychological Reports, 37,
486. |
OSLEY M, SUMMERVILLE D, BORST LB: (1973). Natality and the
moon. American Journal of Obstetrics &
Gynecology, 117, 413-415. |
|
TASSO, J. & MILLER, E. (1976). The effects of the full
moon on human behavior. Journal of Psychology, 93,
81-33. |
AMADDEO, F., BISOFFI, G., MICCIOLO, R., PICENELLI, M.
& TANSELLA, M. (1997). Frequency of contact with
community-based psychiatric services and the lunar cycle :
a 10-year case-register study. Social Psychiatry &
Psychiatric Epidemiology, 32 (6), 323-326. |
|
DE VOGE, S.D. & MIKAWA, J.K. (1977). Moon phases and
crisis calls : a spurious relationship. Psychological
Reports, 40 (2), 387-390. |
GUTIERREZ-GARCIA, J.M. & TUSELL, F. (1997). Suicides
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(1), 243-250. |
|
CLIMENT, C.E. & PLUTCHIK, R. (1977). Lunar madness :
an empirical study. Comprehensive Psychiatry, 18
(4), 369-374. |
WILKINSON, G., PICCINELLI, M., ROBERTS, S., MICCIOLO, R.
& FRY, J. (1997). Lunar cycle and consultations for
anxiety and depression in general practice.
International Journal of Social Psychiatry, 43 (1),
29-34. |
|
JONES, P.K. & JONES, S.L. (1977). Lunar association
with suicide. Suicide & Life Threatening
Behavior, 7, 31-33. |
OWEN, C., TARANTELLO, C., JONES, M. & TENNANT, C.
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& New Zealand Journal of Psychiatry, 32,
496-499. |
|
GARTH, J. & LESTER, D. (1978). The moon and suicide. Psychological
Reports, 43, 678. |
RAISON, C., HAVEN, M.K. & STECKLER, M. (1999). The
moon and madness reconsidered. Journal of Affective
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|
CAMPBELL, D.E. & BEETS, J.L. (1978). Lunacy and the
moon. Psychological Bulletin, 85 (5), 1123-1129. |
MUNOZ-DELGADO, J., SANTILLÁN-DOHERTY, A.-M.,
MONDRAGÓN-CEBALLOS, R. & ERKERT, H.S. (2000). Moon
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ABELL, G.O. & GREENSPAN, B. (1979). Human births and
the phase of the moon. New England Journal of
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|
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BONK, J.R. (1979). Don't pass the buck : the full moon is
not responsible for an increase in the occurrence of
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|
|
ABELL, G.O. (1979). Review of the lunar effect by Arnold
Lieber. Skeptical Inquirer, 3 (4), 69-73. |
BARR, W. (2000). Lunacy revisited : the influence of the
moon on mental health and quality of life. Journal of
Psychosocial Nursing & Mental Health Service, 38, 28-35. |
|
THAKUR, C.P., SHARMA, D. & AKTAR, H.S. (1980). Full
moon and poisoning. British Medical Journal, 281, 1684-1686. |
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full moon on general practice consultation rates.
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TEMPLER, D. & VELEBER, D.M. (1980). The moon and
madness : A comprehensive perspective. Journal of
Clinical Psychology, 36 (4), 865-868. |
ADAMOU, M. (2001). Relationship of the lunar cycle and the
presentation of individuals with psychiatric problems to
an accident and emergency department : A case-control
study. Primary Care Psychiatry, 7 (3), 115-116.
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FIEZHUGH, L.C., MULVANEY, D.E. & HUGHES, L.H. (1980).
Phase of the moon and seizure activity. Psychological
Reports, 46, 1261-1262. |
NUNEZ, S., PEREZ-MENDEZ, L. & AGUIRRE-JAIME, A.
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127-130. |
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ROTTON, J., KELLY, I.W. & FREY, J. (1983). Geophysical
variables and behavior. X. Detecting lunar periodicities :
something old, new, borrowed, and true. Psychological
Reports, 52 (1), 111-116. |
ROMAN, E.M., SORIANO, G., FUENTES, M., LUZ-GALVEZ, M.,
FERNANDEZ, C. (2004). The influence of the full moon on
the number of admissions related to gastro-intestinal
bleeding. International Journal of Nursing Practice,
10 (6), 292-296. |
|
|
RUSSELL, G.W. & DUA, M. (1983). Lunar influences on
human aggression. Social Behavior & Personality,
11, 41-46. |
SNELSSON, A. (2004). Under the brighton full moon.
Mental Health Practice, 8 (4), 30-34. |
|
TEMPLER, D., BROONER, R. & CORGIAT, M. (1983). Lunar
phase and crime : Fact or artifact. Perceptual &
Motor Skills, 57, 993-994. |
BENADIS, S.R., CHANG, S., HUNTER, J. & WANG, W.
(2004). The influence of the full moon on seizure
frequency : myth or reality ? Epilepsy &
Behavior, 5, 596-597. |
|
KELLY, I.W. & ROTTON, J. (1983). Geophysical variables
and behavior : XIII. Comment on "Lunar phase and accident
injuries" : The dark side of the moon and lunar research.
Perceptual Motor Skills, 57, 919-921. |
|
|
WITTER, F.R. (1983). The influence of the moon on
deliveries. American Journal of Obstetrics &
Gynecology, 145, 637-679. |
IOSIF, A. & BALLON, B. (2005). Bad moon rising : the
persistent belief in lunar connections to madness. Canadian
Medical Association Journal, 173 (12), 1498-1500. |
|
THAKUR, C.P. & SHARMA, D. (1984). Full moon and crime.
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BIERMANN, T., ESTEL, D., SPERLING, W., BLEICH, S.,
KORNHUBER, J. & REULBACH, U. (2005). Influence of
lunar phases on suicide : The end of a myth ? A population
based study. Chronobiology International, 22
(6), 1137-1143. |
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ROTTEN, J. & KELLY, I. (1985). A scale for assessing
belief in lunar effects : Reliability and concurrent
validity. Psychological Reports, 57 (1),
239-245. |
RÖÖSLI, M., JÜNI, P., BRAUM-FAHRLÄNDER, C., BRINKOFF, M.W.
& LOW, N. & EGGER, M. (2006). Sleepless night, the
moon is bright : longitudinal study of moon phase and
sleep. Journal of Sleep Research, 15 (2),
149-153. |
|
DURM, M.W., TERRY, C.L. & HAMMONDS, C.R. (1986). Lunar
phase and acting-out behavior. Psychological Reports,
59, 987-990. |
ZIMECKI, M. (2006). The lunar cycle : effects on human and
animal behavior and physiology. Postepy Higieny I
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|
SINCLAIR, R. (1987). Moonlight and circadian rhythms.
Science, 235 (9), 145. |
SCHREDL, M., FULDA, S. & REINHARD, I. (2006). Dream
recall and the full moon. Perceptual & Motor
Skills, 102 (1), 17-18. |
|
DANZL, D.F. (1987). Lunacy. The Journal of Emergency
Medicine, 5 (2), 91-95. |
MCLAY, R.N., DAYLO, A. & HAMMER, P. (2006). No effect
of lunar cycle on psychiatric admissions or emergency
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|
CYR, J.J. & KALPIN, R.A. (1987). Geophysical variables
and behavior : XLVI. The lunar-lunacy relationship : a
poorly evaluated hypothesis. Psychological Reports,
61 (2), 391-400. |
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: The lunar cycle and psychopathology. German Journal
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|
MARTIN, S., KELLY, I. & SAKLOFSKE, D. (1988). Lunar
phase and birthrate : A fifty-year critical review. Psychological
Reports, 63, 923-934. |
BIERMANN, T., AEMANN, C., McAULIFFE, C., STRÖBEL, A.,
KELLER, J., SPERLING, W., BLEICH, S., KORNHUBER, J. &
REULBACH, U. (2009). Relationship between lunar phases and
serious crimes of battery : a population-based study. Comprehensive
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|
COHEN-MANSFIELD, J., MARX, M.S. & WERNER, P. (1989).
Full moon : does it influence agitated nursing home
residents ? Journal of Clinical Psychology, 45
(4), 611-614. |
TEJEDOR, M.J., ETXABE, M.P. & AGUIRRE-JAIME, A.
(2010). Emergency psychiatric condition, mental illness
behavior and lunar cycles : Is there a real or an
imaginary association ? Actas Españolas de
Psiquiatría, 38 (1), 50-56.
[PDF] |
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Voir aussi Effets, Illusion
de la lune Effets, Croyance
et Astrologie |
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Effet
de la présence des autres : Presence
of others.
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COTTRELL, N.B., SEKERAK, G.J., WACK, D.L. & RITTLE,
R.H. (1968). Social facilitation of dominant responses by
the presence of an audience and the mere presence of
others. Journal of Personality & Social
Psychology, 9, 245-250. [PDF] |
|
MARKUS, H. (1978). The effect of mere presence on social
facilitation : An unobtrusive test. Journal of
Experimental Social Psychology, 14, 389-397. [PDF] |
|
GUERIN, B. (1986). Mere presence effects in humans : A
review. Journal of Experimental Social Psychology, 22
(1), 38-77. |
|
ROBINSON-STAVELEY, K. & COOPER, J. (1990). Mere
presence, gender, and reactions to computers : Studying
human-computer interaction in the social context. Journal
of Experimental Social Psychology, 26, 168-183. |
|
TERRY, D.J. & KEARNES, M. (1993). Effects of an
audience on the task performance of subjects with high and
low self-esteem. Personality & Individual
Differences, 15 (2), 137-145. |
|
HUGUET, P., GALVAING, M.P., MONTEIL, J.M. & DUMAS, F.
(1999). Social presence effects in the Stroop task :
Further evidence for an attentional view of social
facilitation. Journal of Personality & Social
Psychology, 77 (5), 1011-1025. |
|
GRANT, T. & DAJEE, K. (2003). Types of task, types of
audience, types of actor : Interactions between mere
presence and personality type in a simple mathematical
task. Personality & Individual Differences, 35 (3),
633-639. |
| |
|
Voir aussi Effets,
Comparaison sociale, Effet
d'audience et Facilitation
sociale |
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Effet
de la température (du milieu) : Variable
qui influence certains comportements,
notamment l'agressivité
et la violence.
=
chaleur.
Heat, hot temperature.
| |
|
|
HERSH, A.H. (1924). The effects of temperature upon the
heterozygotes in the bar series of drosophila. Journal
of Experimental Zoology, 39, 55-71. |
BELL, P.A. (1992). In defense of the negative affect
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| |
HAYNE, H., RICHARDSON, R. & BYRON, A. (1992).
Developmental constraints on the expression of behavioral
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ambient temperature. Campbell Developmental
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HAYNE, H., RICHARDSON, R. & BYRON, A. (1992).
Developmental constraints on the expression of behavioral
and heart-rate orienting responses : II. The role of
ambient temperature. Campbell Developmental
Psychobiology, 25, (1), 51-65. |
|
GRIFFITT, W. (1970). Environmental effects on
interpersonal affective behavior : Ambient effective
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|
BARON, R.A. (1972). Aggression as a function of ambient
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WYON, D., WYON, I. & NORIN, F. (1996). Effects of
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|
BARON, R.A. & LAWTON, S.F. (1972). Environmental
influences on aggression : The facilitation of modeling
effects by high ambient temperatures. Psychonomic
Science, 26, 80-83. |
ANDERSON, C.A., ANDERSON, K.B. & DEUSER, W.E. (1996).
Examining an affective aggression framework : Weapon and
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|
BELL, P.A. & BARON, R.A. (1974). Environmental
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|
BARON, R.A. & BELL, P.A. (1975). Aggression and heat :
Mediating effects of prior provocation and exposure to an
aggressive model. Journal of Personality & Social
Psychology, 31, 825-832. |
MARZUK, P.M., TARDIFF, K., LEON, A.C., HIRSCH, C.,
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|
BELL, P.A. & BARON, R.A. (1976). Aggression and heat :
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ANDERSON, C.A. & ANDERSON, K.B. (1998). Temperature
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aggression : Theories, research and implications for
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Press.
[PDF] |
|
BELL, P.A. & BARON, R.A. (1977). Aggression and
ambient temperature : The facilitating and inhibiting
effects of hot and cold environments. Bulletin of the
Psychonomic Society, 9, 443-445. |
ANDERSON, C.A., ANDERSON, K.B., DORR, N., DENEVE, K.M.
& FLANAGAN, M. (2000). Temperature and aggression. In
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BELL, P.A. (1978). Effects of heat and noise stress on
primary and subsidiary task performance. Human
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|
BELL, P.A. (1980). Effects of heat, noise stress, and
provocation on retaliatory evaluative behavior.
Journal of Social Psychology, 40, 97-100. |
NIEMELA, R., HANNULA, M., RAUTIO, S., REIJULA, K., RAILIO,
J. (2002). The effect of indoor air temperature on labour
productivity in call centers : a case study. Energy
& Buildings, 34, 759-764. |
|
BELL, P.A. (1981). Physiological, comfort, performance,
and social effects of heat stress. Journal of Social
Issues, 37, 71-94. |
RASHOTTE, M.E., ACKERT, A.M. & OVERTON, J.M. (2002).
Ingestive behavior and body temperature during the ovarian
cycle in normotensive and hypertensive rats. American
Journal of Physiology : Regulatory, Integrative &
Comparative Physiology, 282, 216-225. [PDF] |
|
|
BRIÈRE, J., DOWNES, A. & SPENSLEY J. (1983). Summer in
the city : Urban weather conditions and psychiatric
emergency room visits. Journal of Abnormal
Psychology, 92, 77-80. [PDF] |
BUSHMAN, B.J., WANG, M.C. & ANDERSON, C.A. (2005). Is
the curve relating temperature to aggression linear or
curvilinear? Assaults and temperature in Minneapolis
reexamined. Journal of Personality & Social
Psychology, 89, 62-66. [PDF] |
| |
SEPPÄNEN, O., FISK, W.J. & LEI, Q.H. (2006). Effect of
temperature on task performance in offfice environment
(Rapport LBNL-60946). Finnish Academy.
[PDF] |
|
BELL, P.A. & DOYLE, D.P. (1983). Effects of heat and
noise on helping. Psychological Reports, 53,
955- 959. |
HSEE, C.K. & TANG, J. (2007). Sun and water : On a
modulus-based measurement of happiness. Emotion, 7, 213-218.
[PDF] |
|
BELL, P.A., LOOMIS, R.J. & CERVONE, J.C. (1982).
Effects of heat, social facilitation, sex differences, and
task difficulty on reaction time. Human Factors, 24,
19-24. |
WILLIAMS, L.E. & BARGH, J.A. (2008). Experiencing
physical warmth promotes interpersonal warmth.
Science, 322, 606-607. [PDF] |
| |
DENISSEN, J.J.A., L. BUTALID, L. PENKE,L. M.A.G. VAN AKEN,
M.A.G. (2008). The effects of weather on daily mood : A
multilevel approach. Emotion 8 (5), 662–670. |
|
ANDERSON, C.A. & ANDERSON, D.C. (1984). Ambient
temperature and violent crime : Tests of the linear and
curvilinear hypotheses. Journal of Personality &
Social Psychology, 46, 91-97. [PDF] |
RISEN, J.L & GILOVICH, T. (2008). Why people are
reluctant to tempt fate. Journal of Personality &
Social Psychology, 95, 293-307. [PDF] |
|
FORGAS, J.R. GGOLDENBERG, L. & UNKELBACH, C. (2009).
Can bad weather improve your memory? A field study of mood
effects on memory in a real-life setting. Journal of
Experimental Social Psychology, 54, 254-257.
|
|
BELL, P.A., GARNAND, D.B. & HEATH, D. (1984). Effects
of ambient temperature and seating arrangement on personal
and environmental evaluations. Journal of General
Psychology, 110, 197-200. |
DEWALL, C.N. & BUSHMAN, B J. (2009). Hot under the
collar in a lukewarm environment : Hot temperature primes
increase aggressive thoughts and hostile perceptions.
Journal of Experimental Social Psychology, 45 (4),
1045-1047. |
|
BELL, P.A., HUMMEL, C.F. & FUSCO, M.E. (1985). Effects
of high ambient temperature on judgments of air quality. Perceptual
& Motor Skills, 60, 664. |
JOIREMAN, J., TRUELOVE, H.B. & DUELL, B. (2010).
Effect of outdoor temperature, heat primes and anchoring
on belief in global warming. Journal of Environmental
Psychology, 30, 358-367.
[PDF] |
|
COTTON, J.L. (1986). Ambient temperature and violent
crime. Journal of Applied Social Psychology, 16, 786-801. |
GAMBLE, J.L. & HESS, J.J. (2012). Temperature and
violent crime in Dallas, Texas : Relationships and
implications of climate change. Western Journal of
Emergency Medicine, 13 (3), 239-246. [PDF] |
| |
GUÉGUEN, N. & LAMY, L. (2013). Weather and helping :
Additional evidence of the effect of the sunshine
samaritan. The Journal of Social Psychology, 153 (2),
123-126. |
|
ANDERSON, C.A. (1989). Temperature and aggression :
Ubiquitous effects of heat on occurrence of human
violence. Psychological Bulletin, 106, 74-96. [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] |
|
|
|
Voir aussi Effets, Agressivité
et Violence |
|
|
Effet
de masquage : Voir Masquage.
Overshadowing.
|
| Effet
de masse : Voir Effet
de concentration. Effect of massed
practice. |
|
|
|
|
|
|
Effet
de polarisation : Voir
polarisation.
Polarizing effect, group
polarization.
|
Effet
de position : Désigne le fait que la probabilité de
retenir un mot dans une liste est en partie déterminé par la
position que ce mot occupe dans la liste; les mots ont une plus
gande probabilité d'être retenu s'ils sont placés au début (effet de primauté) ou à la fin de la liste (effet de récence). Effet de position et rappel.
( ): effet de
primauté, effet de récence.
Serial position effect, serial effects, position effect, serial position curve.
| |
| Position |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
| Mots
en mémoire |
pomme |
yogourt |
fromage |
navet |
lait |
poire |
carotte |
| |
|
 |
|
|
|
ROBINSON, E.S. & BROWN, M.A. (1926). Effect of serial
position upon memorization. American Journal of
Psychology, 37, 538-552. |
POHL, R.F. (1990). Position effects in chunked linear
orders. Psychological Research, 52, 68-75. |
|
DEESE, J. & KAUFMAN, R.A. (1957). Serial effects in
recall of unorganized and sequentially organized verbal
material. Journal of Experimental of Psychology, 54 (3),
180-187. |
FRENSCH, P.A. (1994). Composition during serial learning :
a serial position effect. Journal of Experimental
Psychology : Learning, Memory & Cognition, 20 (2),
423-443. |
|
CONRAD, R. (1960). Serial order intrusions in immediate
memory. British Journal of Psychology, 51, 45-48. |
|
|
FEIGENBAUM, E.A. & SIMON, H.A. (1962). A theory of the
serial position effect. British Journal of Psychology,
53, 307-320. [PDF]
|
JONES, T.C. & ROEDIGER, H.L. (1995). The experiential
basis of serial position effects. European Journal of
Cognitive Psychology, 7, 65-80. [PDF] |
|
MURDOCK, B.B. (1962). The serial position effect in free
recall. Journal of Experimental Psychology, 64,
482-488. [PDF] |
HERMANN, B.P., SEIDENBERG, M., WYLER, A. & DAVIES, K. (1996).
The effects of human hippocampal resection on the serial
position curve. Cortex, 32, 323-334. |
|
MANDLER, G. & MANDLER, J.M. (1964). Serial position
effects in sentences. Journal of Verbal Learning &
Verbal Behavior, 3, 195-202. |
WARD, J. & ROMANI, C. (1998). Serial position effects
and lexical activation in spelling : Evidence from a
single case study. Neurocase, 4, 189-206. |
|
WICKELGREN, W.A. & NORMAN, D.A. (1966). Strength
models and serial position in short-term recognition
memory. Journal of Mathemaical Psychology, 3,
316-347. [PDF] |
HOWARD, M.W. & KAHANA, M.J. (1999). Contextual
variability and serial position effects in free recall. Journal
of Experimental Psychology : Learning, Memory &
Cognition, 25 (4), 923-941. |
|
JAHNKE, J.C. (1968). Delayed recall and the
serial-position effect of short-term memory. Journal
of Experimental Psychology, 76 (4), 618-622. |
HEALY, A.F., HAVAS, D.A. & PARKOUR, J.T. (2000).
Comparing serial position effects in semantic and episodic
memory using reconstruction of order tasks. Journal
of Memory & Language, 42, 147-167. |
|
|
LE NY, J.-F. (1969). Études sur l'étude : L'effet de
position dans un apprentissage intentionnel de série. L'Année
Psychologique, 69, 81-92. |
SCHILLER, N.O., GREENHALL, J.A., SHELTON, J.R. &
CARAMAZZA, A. (2001). Serial order effects in spelling
errors : Evidence from two dysgraphic patients. Neurocase,
7, 1-14. |
|
RHINE, J.B. (1969). Position effects in psi test results.
Journal of Parapsychology, 33, 136-157. |
OBERAUER, K. (2003). Understanding serial position curves
in short-term recognition and recall. Journal of
Memory & Language, 49, 469-483. [PDF] |
|
WEBER, S.J. (1971). Source primacy-recency effects and the
sleeper effect. Proceedings of the 79th Annual
Convention of the American Psychological Association, 6,
385-386. |
TALMI, D., GRADY, C.L., GOSHEN-GOTTSTEIN, Y. &
MOSCOVITCH, M. (2005). Neuroimaging the serial position
curve. A test of single-store versus dual-store models. Psychological
Science, 16, 716-723. |
|
SEAMON, J.G. (1972). Serial position effects in probe
recall : Effect of rehearsal on reaction time. Journal
of Experimental Psychology, 96, 460-462. |
HAY, D.C., SMYTH, M.M., HITCH, G.J. & HORTON, N.J.
(2007). Serial position effects in short-term visual
memory : A simple explanation ? Memory &
Cognition, 35 (1), 176-190. |
|
HINTZMAN, D.L., BLOCK, R.A. & SUMMERS, J.J. (1973).
Contextual associations and memory for serial position. Journal
of Experimental Psychology, 97, 220-229. |
AZAZIAN, A. & POLICH, J. (2007). Evidence for
attentional gradient in the serial position memory curve
from event-related potentials. Journal of Cognitive
Neuroscience, 19 (12), 2071-2081.
[PDF] |
|
HASHER, L. (1973). Position effects in free recall. American
Journal of Psychology, 86, 389-397. [PDF]
|
TYDGAT, I. & GRAINGER, J. (2009). Serial position
effects in the identification of letters, digits, and
symbols. Journal of Experimental Psychology : Human
Perception & Performance, 35, 480-498.
[PDF] |
|
ROEDIGER, H.L. & CROWDER, R.G. (1976). A serial
position effect in recall of United States Presidents.
Bulletin of the Psychonomic Society, 8, 275-278. [PDF] |
OLSON, A., ROMANI, C. & CARAMAZZA, A. (2010). Analysis
and interpretation of serial position data. Cognitive
Neuropsychology, 27 (2), 134-151.
[PDF] |
|
MURDOCK, B.B. (1983). A distributed memory model for
serial-order information. Psychological Review, 90,
316-338. |
CHANCEAUX, M. & GRAINGER, J. (2012). Serial position
effects in the identification of letters, digits, symbols,
and shapes in peripheral vision. Acta Psychologica,
141, 149-158.
[PDF] |
|
| |
|
Voir aussi Rappel, Effets,
Effet de primauté et Effet
de récence |
| |
|
|
Effet de primauté : Tendance, lors du rappel d'une liste
d'éléments, à retenir plus fréquemment les premiers éléments de la
liste que les derniers. Effet de primauté et effet
de récence.
Primacy effect, law of
primacy.
| Position |
Effet
de primauté |
2 |
3 |
4 |
5 |
6 |
7 |
| Mots
en mémoire |
pomme |
yogourt |
fromage |
navet |
lait |
poire |
carotte |
| |
|
|
WELCH, G.B. & BURNETT, C.T. (1924). Is primacy a
factor in association formation ? American Journal of
Psychology, 35, 396-401. |
BROOKS, B.M. (1999). Primacy and recency in primed free
association and associative cued recall. Psychonomic
Bulletin & Review, 6 (3), 479-485. |
|
JERSILD, A. (1929). Primacy, recency, frequency, and
vividness Journal of Experimental Psychology, 12 (1),
58-70. |
TAN, L. & WARD, G. (2000). A recency-based account of
the primacy effect in free recall. Journal of
Experimental Psychology : Learning, Memory, &
Cognition, 26 (6), 1589-1626. |
| |
MILLER, J.K., WESTERMAN, D.L. & LLOYD, M.E. (2004).
Are first impressions lasting impressions ? An exploration
of the generality of the primacy effect in memory for
repetitions. Memory & Cognition 32 (8),
1305-1315. |
|
ANDERSON, N.H. & BARRIOS, A.A. (1961). Primacy effects
in personality formation. Journal of Abnormal &
Social Psychology, 63, 346-350. |
SIKSTRÖM, S. (2006). The isolation, primacy, and recency
effects predicted by an adaptive LTD/LTP threshold in
postsynaptic cells. Cognitive Science, 30,
243-275. [PDF] |
|
HENDRICK, C. & CONSTANTINI, A.F. (1970). Effects of
varying trait inconsistency and response requirements on
the primacy effect in impression formation. Journal
of Personality & Social Psychology, 15, 158-164. |
TULVING, E. (2007). On the law of primacy. In M.A. Gluck,
J.R. Anderson & S.M. Kosslyn (Eds.), Memory and
mind : A Festschrift for Gordon H. Bower (pp.
31-48). New Jersey : Lawrence Erlbaum Associates. [PDF] |
|
WEBER, S.J. (1971). Source primacy-recency effects and the
sleeper effect. Proceedings of the 79th Annual
Convention of the American Psychological Association, 6,
385-386. |
CASTEL, A.D. (2008). Metacognition and learning about
primacy and recency effects in free recall : The
utilization of intrinsic and extrinsic cues when making
judgments of learning. Memory & Cognition, 36,
429-437. [PDF] |
|
YATES, J.F. (1986). Contingency judgement : Primacy
effects and atention decrement. Acta Psychologica, 62,
293-302. [PDF] |
FORGAS, J.R. (2011). Can negative affect eliminate the
power of first impressions? Affective influences on
primacy and recency effects in impression formation.
Journal of Experimental Social Psychology, 47,
425-429. |
|
| |
|
Voir aussi Effet de position
et Effet de récence |
| TAVRIS,
C., WADE, C., GAGNON, A., GOULET, C. et WIEDMANN, P.
(1999/2007). Introduction à la psychologie : les
grandes perspectives.St-Laurent : ERPI. |
|
|
Effet
de production : Effet découvert par MacLeod
et ses collègues, et qui révèle que l'on retient mieux une information
que l'on récite à haute voix, qu'une information qu'on lit à voix
basse. Effet de production et mémoire.
Production effect, PE.
| |
|
|
HOURIHAN, K.L. & MacLEOD, C.M. (2008). Directed
forgetting meets the production effect : Distinctive
processing is resistant to intentional forgetting. Canadian
Journal of Experimental Psychology/Revue canadienne de
psychologie expérimentale, 62, 242–246. |
OZUBKO, J.D., MAJOR, J. & MacLEOD, C.M. (2014).
Remembered study mode : Support for the distinctiveness
account of the production effect. Memory, 22, 470-480. |
|
OZUBKO, J.D. & MacLEOD, C.M. (2010). The production
effect in memory : Evidence that distinctiveness underlies
the benefit. Journal of Experimental Psychology :
Learning, Memory, & Cognition, 36, 1543– 1547. |
PUTNAM, A.L., OZUBKO, J.D. MacLEOD, C.M. & ROEDIGER,
H.L. (2014). The production effect in paired-associate
learning : Benefits for item and associative information.
Memory & Cognition, 42, 409-420. |
| |
FORRIN, N.D., JONKER, T.R. & MacLEOD, C.M. (2014).
Production improves memory equivalently following
elaborative vs. non-elaborative processing. Memory,
22, 509-524. |
|
MacLEOD, C.M., GOPIE, N., HOURIHAN, K.L., NEARY, K.R.
& OZUBKO, J.D. (2010). The production effect :
delineation of a phenomenon. Journal of Experimental
Psychology : Learning, Memory, & Cognition, 36,
671-685. |
ICHT, M., MAMA, Y. & ALGOM, D. (2014).The production
effect in memory: multiple species of distinctivenes.
Frontiers effect in memory : multiple species of
distinctivenss. Frontiers in Psychology, 5
[886], 1-7. [PDF] |
|
MacLEOD, C.M. (2011). I said, you said : the production
effect gets personal. Psychonomic Bulletin &
Review, 18, 1197–1202 |
BODNER, G.E., TAIKH, A. & FAWCETT, J.M. (2014).
Assessing the costs and benefits of production in
recognition. Psychonomic Bulletin & Review, 21, 149-154.
[PDF] |
|
BODNER, G.E. & TAIKH, A. (2012). Reassessing the basis
of the production effect in memory. Journal of
Experimental Psychology : Learning, Memory, &
Cognition, 38, 1711–1719. |
JONKER, T.R., LEVENE, M. & MacLEOD, C.M. (2014).
Testing the item-order account of design effects using the
production effect. Journal of Experimental Psychology
: Learning, Memory, & Cognition, 40 (2),
441-448. [PDF] |
|
LIN, O.Y.H. & MacLEOD, C.M. (2012). Aging and the
production effect: A test of the distinctiveness account.
Canadian Journal of Experimental Psychology, 66,
212-216. |
JONES, A.C. & PYC, M.A. (2014). The production effect
: Costs and benefits in free recall. Journal of
Experimental Psychology : Learning, Memory, &
Cognition, 40, 300–305. |
|
|
FORRIN, N.D., MacLEOD, C.M. & OZUBKO, J.D. (2012).
Widening the boundaries of the production effect. Memory
& Cognition, 40, 1046–1055. |
JAMIESON, R.K. & SPEAR, J. (2014). The offline
production effect. Canadian Journal of Experimental
Psychology, 68, 20–28. |
|
FAWCETT, J.M., QUINLAN, C.K., TAYLOR, T.L. (2012).
Interplay of the production and picture superiority
effects : A signal detection analysis. Memory, 20,
655–666. |
JAMIESON, R.K., MEWHORT, D.J.K. & HOCKLEY, W.E.
(2016). A computational account of the production effect :
Still playing twenty questions with nature. Canadian
Journal of Experimental Psychology, 70, 154–164. |
|
OZUBKO, J.D., HOURIHAN, K.L. & MacLEOD, C.M. (2012).
Production benefits learning : The production effect
endures and benefits memory for text. Memory, 20, 717–727.
|
LAMBERT, A.M., BODNER, G.E. & TAIKH, A. (2016). The
production effect in long-list recall : In no particular
order ? Canadian Journal of Experimental Psychology,
70, 165–176. |
| |
HOURIBAN, K.L. & SMITH, A.R.S. (2016). Production does
not improve memory for face-name associations. Canadian
Journal of Experimental Psychology, 70, 147–153. |
|
OZUBKO, J.D., GOPIE, N. & MacLEOD, C.M. (2012).
Production benefits both recollection and familiarity. Memory,
& Cognition, 40, 326–338 |
BODNER, G.E. & MacLEOD, C.M. (2016). The benefits of
studying by production... and of studying production :
Introduction to the special issue on the production effect
in memory. Canadian Journal of Experimental
Psychology, 70, 89–92. |
| |
FAWCETT, J.M. & OZUBKO, J.D. (2016). Familiarity, but
not recollection, supports the between-lists production
effect in recognition memory. Canadian Journal of
Experimental Psychology, 70, 99–115. |
|
FAWCETT, J.M. (2013). The production effect benefits
performance in between-subject designs: A meta-analysis. Acta
Psychologica, 142 (1), 1–5. |
TAIKH, A. & BODNER, G.E. (2016). Evaluating the basis
of the between-group production effect in recognition.
Canadian Journal of Experimental Psychology, 70, 186–194. |
|
QUINLAN, C.K. & TAYLOR, T.L. (2013). Enhancing the
production effect in memory. Memory, 21, 904–915.
|
MacLEOD, C.M. & BODNER, G.E. (2017). The production
effect in memory. Current Directions in Psychological
Science, 26 (4), 390-395. |
|
| |
|
Voir aussi Effets |
|
|
Effet
de profondeur : Depth effect.
| |
|
|
ATTNEAVE, F. & OLSON, R.K. (1966). Inferences about
visual mechanisms from monocular depth effects. Psychonomic
Science, 4, 133-134. |
|
Voir aussi Effets |
|
|
|
|
|
Effet
de rareté : Scarcity.
| |
|
|
LYNN, M. (1989). Scarcity effects on desirability :
Mediated by assumed expensiveness ? Journal of
Economic Psychology, 10, 257-274. |
|
HARRIS, J., LYNN, M. & CLAIR, S. (1991). Scarcity's
polarization of evaluations : Current theories and null
results. Representative Research in Social
Psychology, 19, 121-135. |
|
LYNN, M. (1991). Scarcity effects on value : A
quantitative review of the commodity theory literature. Psychology
& Marketing, 8, 43-57. |
|
LYNN, M. (1992). The psychology of unavailability:
Explanations for scarcity and cost effects on value.
Basic & Applied Social Psychology, 13, 3-7. |
|
LYNN, M. (1992). Scarcity's enhancement of desirability :
The role of naive economic theories. Basic &
Applied Social Psychology, 13, 67-78. |
|
LYNN, M. & BOGERT, P. (1996). The effect of scarcity
on anticipated price appreciation. Journal of Applied
Social Psychology, 26, 1978-1984. |
|
KROSCH, A.R. & AMODIO, D.M. (2014). Economic scarcity
alters the perception of race. Proceedings of the
National Academy of Science, 111, 9079-9084. [PDF] |
|
Voir aussi Effets et Prix |
|
|
|
Effet de rebond : Réapparition d'un symptôme
qui s'était atténué ou qui avait disparu à la suite d'une thérapie
médicamenteuse, mais qui réapparait lorsque ce traitement
est interrompu ou lorsque la dose du dit médicament
est réduite.
Rebound effect.
| |
|
|
KALES, A., SCHARF, M.B. & KALES, J.D. (1978). Rebound
insomnia : A new clinical syndrome. Science, 201,1039-1041. |
|
CHOUINARD, G. (1986). Rebound anxiety : incidence and
relationship to subjective cognitive impairment. Journal
of Clinical Psychiatry Monograph Series, 4 (1),
12-16. |
|
LEE, A. & LADER, M. (1988). Tolerance and rebound
during and after short-term administration of quazepam,
triazolam and placebo to healthy human volunteers. International
Clinical Psychopharmacology, 3 (1), 31-47. |
|
BHANJI, N.H., CHOUINARD, G., KOLIVAKIS, T. &
MARGOLESE, H.C. (2006). Persistent tardive rebound panic
disorder, rebound anxiety and insomnia following
paroxetine withdrawal : a review of rebound-withdrawal
phenomena. The Canadian Journal of Clinical
Pharmacology, 13 (1), 69-74. [PDF] |
|
|
Voir aussi Effets |
|
|
Effet de récence : Tendance, lors du rappel
d'une liste d'éléments, à retenir plus fréquemment les derniers
éléments de la liste (donc les plus frais en mémoire
à court terme) que les premiers. Effet de récence et effet
de primauté.
Recency effect.
| |
| Position |
1 |
2 |
3 |
4 |
5 |
6 |
Effet
de récence |
| Mots
en mémoire |
pomme |
yogourt |
fromage |
navet |
lait |
poire |
carotte |
|
|
|
|
JERSILD, A. (1929). Primacy, recency, frequency, and
vividness Journal of Experimental Psychology, 12 (1),
58-70. |
GREENE, R.L. & SAMUEL, A.G. (1986). Recency and suffix
effects in serial recall of musical stimuli. Journal
of Experimental Psychology : Learning, Memory, &
Cognition, 12, 517-524. |
|
PETERSON, L.R., SALTZMAN, D. & HILLNER, K., LAND,
V. (1962). Recency and frequency in paired-associate
learning. Journal of Experimental Psychology, 63,
396-403. |
|
|
JAHNKE, J.C. (1965). Primacy and recency effects in
serial-position curves of immediate recall. Journal
of Experimental Psychology, 70 (1), 130-132. |
GREENE, R.L. (1986). A common basis for recency effects in
immediate and delayed recall. Journal of Experimental
Psychology : Learning, Memory, and Cognition, 12, 413-418. |
|
WEBER, S.J. (1971). Source primacy-recency effects and the
sleeper effect. Proceedings of the 79th Annual
Convention of the American Psychological Association, 6,
385-386. |
VALLAR, G. & PAPAGNO, C. (1986). Phonological
short-term store and the nature of the recency effect :
Evidence from neuropsychology. Brain & Cognition,
5, 428-442. |
|
MILLER, N. & CAMPBELL, D.T. (1959). Recency and
primacy in persuasion as a function of the timing of
speeches and measurements. Journal of Abnormal &
Social Psychology, 59, 1-9. |
GREENE, R.L. (1986). Sources of recency effects in free
recall. Psychological Bulletin, 99, 221-228. |
|
TZENG, O.J.L. (1973). Positive recency effect in delayed
free recall. Journal of Verbal Learning & Verbal
Behavior, 12, 436-439. |
GREENE, R.L. & CROWDER, R.G. (1986). Recency effects
in delayed recall of mouthed stimuli. Memory &
Cognition, 14, 355-360. |
|
ENGLE, R.W. (1973). The interaction between presentation
rate, retention test and the negative recency effect. Dissertation
Abstracts International, 34 (5-B), 23-36. |
NAIRNE, J.S. (1988). A framework for interpreting recency
effects in immediate serial recall. Memory &
Cognition, 16, 343-352. [PDF] |
|
ENGLE, R.W. (1974). Negative recency in delayed
recognition. Journal of Verbal Learning & Verbal
Behavior, 13, 209-216.
[PDF] |
BADDELEY, A.D. & HITCH, G.J. (1993). The recency
effect : implicit learning with explicit retrieval ? Memory
& Cognition, 21, 146-155. |
|
FLEXSER, A.J. & BOWER, G.H. (1974). How frequency
affects recency judgments : A model for recency
discrimination. Journal of Experimental Psychology,
103, 706-716. |
BORNSTEIN, B.H., NEELY, C.B. & LECOMPTE, D.C. (1995).
Visual distinctiveness can enhance recency effects. Memory
& Cognition, 23 (3), 273-278. [PDF] |
|
|
BADDELEY, A.D. & HITCH, G.J. (1977). Recency
re-examined. In S. Dornic (Ed.), Attention and
Performance (Vol 1, pp. 647-667). Hillsdale,
NJ : Erlbaum. |
BROOKS, B.M. (1999). Primacy and recency in primed free
association and associative cued recall. Psychonomic
Bulletin & Review, 6, 479-485. |
|
ALDRIDGE, J.W. & FARRELL, M.T. (1977). Long-term
recency effects in free recal. The American Journal of
Psychology, 90 (3), 475-479 |
BEAMAN, C.P. & MORTON, J. (2000). The separate but
related origins of the recency effect and the modality
effect in free recall. Cognition, 77, 59-65. [PDF] |
|
WHITTEN, W.B. (1978). Initial-retrieval "depth" and the
negative recency effect. Memory & Cognition, 6 (6),
590-598. |
TAN, L. & WARD, G. (2000). A recency-based account of
the primacy effect in free recall. Journal of
Experimental Psychology : Learning, Memory, &
Cognition, 26 (6), 1589-1626. |
|
MUTER, P. (1979). Response latencies in discriminations of
recency. Journal of Experimental Psychology :
Learning, Memory, & Cognition, 5, 160–169 |
HINTZMAN, D.L. (2003). Judgments of recency and their
relation to recognition memory. Memory &
Cognition, 31, 26-34. |
|
HACKER, M.J. (1980). Speed and accuracy of recency
judgments for events in short- term memory. Journal
of Experimental Psychology : Learning, Memory, &
Cognition, 6, 651-675. |
SIKSTRÖM, S. (2006). The isolation, primacy, and recency
effects predicted by an adaptive LTD/LTP threshold in
postsynaptic cells. Cognitive Science, 30,
243-275. [PDF] |
|
MARMUREK, H.H.C. (1983). Negative recency in final free
recall : Encoding or retrieval. The American Journal
of Psychology, 96 (1), 17-35 |
CASTEL, A.D. (2008). Metacognition and learning about
primacy and recency effects in free recall : The
utilization of intrinsic and extrinsic cues when making
judgments of learning. Memory & Cognition, 36,
429-437. [PDF] |
|
WATKINS, M.J. & PEYNIRCIOGLU, Z.E. (1983). Three
recency effects at the same time. Journal of Verbal
Learning & Verbal Behavior, 22, 375-384. |
HINTZMAN, D.L. (2010). How does repetition affect memory ?
Evidence from judgments of recency. Memory &
Cognition, 38, 102-115. [PDF] |
|
FORGAS, J.R. (2011). Can negative affect eliminate the
power of first impressions? Affective influences on
primacy and recency effects in impression formation.
Journal of Experimental Social Psychology, 47,
425-429. |
| |
MORRISON, A.B., CONWAY, A.R.A. & CHEIN, J.M. (2014).
Primacy and recency effects as indices of the focus of
attention. Frontiers in Human Neuroscience, 8 (6),
1-14. [PDF] |
|
|
Voir aussi Effets, Rappel
libre, Effets, Effet
de position et Effet de
primauté |
| TAVRIS,
C., WADE, C., GAGNON, A., GOULET, C. et WIEDMANN, P.
(1999/2007). Introduction à la psychologie : les
grandes perspectives. St-Laurent : ERPI. |
|
|
|
|
Effet
de répétition Hebb (ERH) : =
Effet de répétition de Hebb. Hebb effect,
Hebbian learning rule.
| |
|
|
HEBB D.O. (1961). Distinctive features of learning in the
higher animal. In J.F. Delafresnaye (Ed.), Brain
mechanisms and learning (pp. 37–46). Oxford :
Blackwell. |
|
McKELVIE, S.J. (1987). Learning and Awareness in the Hebb
Digits Task. The Journal of General Psychology, 114,
75-88. |
|
McCLELAND, J., THOMAS, A.G., McCANDLISS, B. & FIEZ, J.
(1999). Understanding failures of learning : Hebbian
learning, compétition for representational space, and some
preliminary data. Progress in Brain Research, 121,
75-80. |
|
CUMMING N., PAGE, M. & NORRIS, D. (2003). Testing a
positional model of the Hebb effect. Memory, 11,
43-63. |
|
SHEA, G. & CLEGG, B.A. (2006). Stimulus and response
chunking in the Hebb Digits task. Psychological
Research, 70, 180-192. |
|
CAPORALE, N. & DAN, Y. (2008). Spike timing-dependent
plasticity : a Hebbian learning rule. Annual Review
of Neuroscience, 31, 25–46. |
|
|
Voir aussi Effets |
|
|
|
Effet
de révélation : Revelation effect.
| |
|
| |
CAMERON, T. E. & HOCKLEY, W.E. (2000). The revelation
effect for item and associative recognition: Familiarity
versus recollection. Memory & Cognition, 28, 176-183. |
|
WATKINS, M.J. & PEYNIRCIOGLU, Z.F. (1990). The
revelation effect : When disguising test items induces
recognition. Journal of Experimental Psychology :
Learning, Memory, & Cognition, 16 (6),
1012-1020. |
WESTERMAN, D.L. (2000). Recollection-based recognition
eliminates the revelation effect in memory. Memory
& Cognition, 28, 167-175. |
| |
NIEWIADOMSKI, M.W. & HOCKLEY, W.E. (2001). Interrupting
recognition memory: Tests of familiarity-based accounts of
the revelation effect. Memory & Cognition, 29,
1130-1138. |
|
WESTERMAN, D.L. & GREENE, R.L. (1996). On the
generality of the revelation effect. Journal of
Experimental Psychology : Learning, Memory, &
Cognition, 22 (5), 1147-1153. |
BERNSTEIN, D.M., WHITTLESEA, B.W.A. & LOFTUS, E.F.
(2002). Increasing confidence in remote autobiographical
memory and general knowledge: Extensions of the revelation
effect. Memory & Cognition, 30, 432-438. |
|
WESTERMAN, D.L. & GREENE, R.L. (1998). The revelation
that the revelation effect is not due to revelation. Journal
of Experimental Psychology: Learning, Memory, &
Cognition, 24, 377-386. |
VERDE, M.F. & ROTELLO, M.C. (2003). Does familiarity
change in the revelation effect ? Journal of
Experimental Psychology : Learning, Memory &
Cognition, 29, 739-746. [PDF] |
| |
BERNSTEIN, D.M., GODFREY, R.D., DAVISON, A. & LOFTUS,
E.F. (2004). Conditions affecting the revelation effect
for autobiographical memory. Memory & Cognition,
32 (3), 455-462. [PDF] |
| |
VERDE, M.F. & ROTELLO, M.C. (2004). ROC curves show
that the revelation effect is not a single phenomenon.
Psychonomic Bulletin & Review, 11, 560-566. [PDF] |
| |
|
Voir aussi Effets |
|
|
|
|
Effet
de sélection : = biais de
sélection. Selection bias, selection effect.
| |
|
|
CHAVES, A.C. & SEEMAN, M.V. (2006). Sex selection bias
in schizophrenia antipsychotic trials. Journal of
Clinical Psychopharmacology, 26 (5), 489-494. |
|
HUMBAD, M.N., DONNELLAN, B., IACONO, W.G., McGUE, M. &
BURT, S.A. (2010). Is spousal similarity for personality a
matter of convergence or selection ? Personality
& Individual Differences, 49 (7), 827-830. [PDF] |
|
|
Voir aussi Effets |
|
|
|
|
|
|
Effet
de surjustification : Diminution de la motivation
intrinsèque engendrée par l'obtention de récompense.
Cet effet a été découvert par
Lepper, Greene et Nisbett.
Ce phénomène fait
l'objet d'une controverse; pour certains psychologues, la
récompense/renforcement diminue la motivation intrinsèque, alors
que pour d'autres cet effet est soit faible, soit inexistant.
Surjustification , motivation
intrinsèque et renforcement
extrinsèque. Overjustification,
overjustification effect, overjustification hypothesis.
| |
|
|
LEPPER, M.R., GREENE, D. & NISBETT, R.E. (1973).
Undermining children's intrinsic interest with extrinsic
reward : A test of the "overjustification" hypothesis. Journal
of Personality & Social Psychology, 28 (1),
129-137. [PDF] |
ROSENFIELD, D., FOLGER, R. & ADELMAN, H.F. (1980).
When rewards reflect competence : A qualification of the
overjustification effect. Journal of Personality &
Social Psychology, 39 (3), 368-376. |
|
FEINGOLD, B.D. & MAHONEY, M.J. (1975). Reinforcement
effects on intrinsic interest : Undermining the
overjustification hypothesis. Behavior Therapy, 6, 357-377. |
WILLIAMS, B.W. (1980). Reinforcement, behavior constraint
and the overjustification effect. Journal of
Personality & Social Psychology, 39, 599-614. |
|
GREENE, D., STERNBERG, B. & LEPPER, M.R. (1976).
Overjustification in a token economy. Journal of
Personality & Social Psychology, 34, 1219-1234. |
MORGAN, M. (1981). The overjustification effect : A
developmental test of self perception interpretations.
Journal of Personality & Social Psychology, 40,
809-821. |
|
MYNATT, C., OAKLEY, D., PICCIONE, A., MARGOLIS, R. &
ARKKELIN, J. (1978). An examination of overjustification
under conditions of extended observation and multiple
reinforcement : Overjustification or boredom ? Cognitive
Therapy & Research, 2, 171-177. |
BOGGIANO, A.K., RUBLE, D.N. & PITTMAN, T.S. (1982).
The mastery hypothesis and the overjustification effect. Social
Cognition, 1, 38-49. |
|
SMITH, T.W. & PITTMAN, T.S. (1978). Reward,
distraction, and the overjustification effect. Journal
of Personality & Social Psychology, 36,
565-573. |
DELOACH, L.L., GRIFFITH, K. & LABARBA, R.C. (1983).
The relationship of group context and intelligence to the
overjustification effect. Bulletin of the Psychonomic
Society, 21, 291-293. |
|
BOGGIANO, A.K. & RUBLE, D.N. (1979). Competence and
the overjustification effect : A developmental study. Journal
of Personality & Social Psychology, 37,
1462-1468. |
PRETTY, G.H. & SELIGMAN, C. (1984). Affect and the
overjustification effect. Journal of Personality &
Social Psychology, 46, 1241-1253. |
|
TANG, S.H. & HALL, V. C. (1995). The overjustificaiton
effect : A meta-analysis. Applied Cognitive
Psychology, 9 (5), 365-404. |
|
| |
|
Voir aussi Effets,
Récompense et
Motivation intrinsèque |
|
|
Effet
des écrans : Voir Effet
d'exposition aux écrans. Electronic
screen exposure, screen viewing, television and video exposure,
exposure to media violence.
|
Effet
des longs espacements (des apprentissages) :
Des études ont montré que, lors d'un apprentissage,
plus le laps de temps entre deux répétitions
est long (espacement), plus
grand est le nombre d'informations retenues par le sujet.
Lag effect.
| |
|
|
MADIGAN, S.A. (1969). Intraserial repetition and coding
processes in free recall. Journal of Verbal Learning
& Verbal Behavior, 8, 828- 835. |
|
UNDERWODD, B.J. (1969). Some correlates of item repetition
in free-recall learning. Journal of Verbal Learning
& Verbal Behavior, 8, 83- 94. |
|
MELTON, A.W. (1970). The situation with respect to the
spacing of repe- titions and memory. Journal of Verbal
Learning & Verbal Behavior, 9, 596-606. |
|
GLENBERG, A.M. (1976). Monotonic and nonmonotonic lag
effects in paired-associate and recognition memory
paradigms. Journal of Verbal Learning & Verbal
Behavior, 15, 1-16. |
|
TOPPINO, T.C. & GRACEN, T.F. (1985). The lag effect
and differential organization theory : Nine failures to
replicate. Journal of Experimental Psychology :
Learning, Memory, & Cognition, 11, 185-191. |
|
KAHANA, M.J. & HOWARD, M.W. (2005). Spacing and lag
effects in free recall of pure lists ? Psychonomic
Bulletin & Review, 12 (1), 159-164.
[PDF] |
| |
|
Voir aussi Effet d'espacement
et Effets |
|
|
Effet
des tests de mémoire : Voir Mémoire.
|
|
|
|
|
Effet
domino : Par analogie avec ce jeu, qui consiste à
faire basculer des dominos les uns sur les autres, ce terme rend
compte de l'effet d'un phénomène
(ou d'un individu) sur un autre phénomène, puis sur un autre, et
ainsi de suite. Cette suite de phénomènes peut être des comportements,
des groupes ou même des
pays ( EX: La théorie des dominos du président
Reagan au sujet de l'influence communiste). =
influence
multiple, effet multiplicateur. Domino
effect.
|
|
|
Effet
du moment de la naissance : Role of
season of birth.
| |
|
|
ZIPURSKY, R.B. & SCHULTZ, S.C. (1987). Seasonality of
birth and CT findings in schizophrenia. Biological
Psychiatry, 22, 1288-1292. |
|
KETTL, P.A., COLLINS, T., SREDY, M. & BIXEL, E.O.
(1991). Seasonal differences in suicide birth rate in
alaska natives compared to other populations. Annual
Meeting of the American Psychiatric Association, 6
(1), 1-10. [PDF] |
|
SACCHETTI, E., CALZERONI, A., VITA, A., TERZI, A.,
POLLASTRO, F. & CAZZULLO, C.L. (1992). The brain
damage hypothesis of the seasonality of births in
schizophrenia and major affective disorders : evidence
from computerized tomography. British Journal of
Psychiatry, 160, 390-397. |
|
PALLAST, E.G.M., JONGBLOET, P.H., STRAATMAN, H.M. &
ZIELHUIS, G.A. (1994). Excess seasonality of births among
patients with schizophrenia and seasonal ovopathy. Schizophrenia
Bulletin, 20, 269-276. |
|
PARKER G., MAHENDRAN, R., SENG KOH, E. & MACHIN, D.
(2000). Season of birth in schizophrenia : no latitude at
the equator. British Journal of Psychiatry, 176,
68-71. [PDF] |
|
ST-HILAIRE, A., HOLOWKA, D., CUNNINGHAM, H., CHAMPAGNE,
F., PUKALL, M. & KING, S. (2005). Explaining variation
in the premorbid adjustment of schizophrenia patients :
the role of season of birth and family history, Schizophrenia
Research, 73, 39-48. [PDF] |
|
EISENBERG, D.T.A., MACKILLOP, J., LUM, J.K. & WILSON,
D.S. (2007). Season of birth and dopamine receptor gene
associations with impulsivity, sensation seeking and
reproductive behaviors. Plos one, 11, 1-10. [PDF] |
|
|
Voir aussi Effets |
|
|
Effet
du négligé : Tendance qui consiste à sousestimer
autrui (le négligé) et, par conséquent, à agir de manière
inadéquate dans les circonstances. EX: La fable du
lièvre et de la tortue.
Underdog effect.
| |
|
|
TVERSKY, A. & KAHNEMAN, D. (1981). Bandwagon and
underdog effects and the possibility of election
predictions. Quarterly Journal of Economics, 106,
1039-1061. |
|
McALLISTER, I. & STUDLAR, D.T. (1991). Bandwagon,
underdog, or projection ? Opinion polls and electoral
choice in Britain, 1979-1987. The Journal of Politics,
53, 720-740. |
|
VANDELLO, A., GOLDSCHMIED, N. & RICHARDS D.A.R.
(2007). The appeal of the underdog. Personality and
Social Psychology Bulletin, 33, 1603–1616. |
|
PAHARIA, N., EINAN, A., AVEY, J. & SCHOR, J.B. (2011).
The underdog efect The marketing of disadvantage and
determination through brand biography get. Journal of
Consumer Research, 37 (5), 775–790. |
GOLDSCHMIED, N. & VANDELLO, A. (2012). The future is
bright : The underdog label, availability, and optimism. Basic
& Applied Social Psychology, 34, 34–43.
|
|
GLADWELL, l.M. (2013). David and Goliath : Underdogs,
misfits, and the art of battling giants. New York: Little
Brown & Co. |
|
NAGAR, K. (2017). Support for the underdog brand biography
: Effects on consumer attitude and behavior. Journal
of Marketing Communications, 25 (5), 477-493.
|
|
O'KEEFE, C. (2019). The underdog effect. The Psychologist,
32, 44-47. |
|
|
Voir aussi Effets et Effet
d'entraînement
|
|
|
> Effet du passant : Effet du témoin : Concept développé par Latane
et Darley pour
désigner le fait que certains individus sont moins enclins à aider
une victime (dans une situation problématique ou dangereuse) s'il
y a un ou d'autres passants
ou témoins en mesure de le faire (= bystander), que s'ils sont
seuls avec la victime. Cet effet peut s'expliquer par la diffusion
de responsabilité. Comportement
d'aide et effet du passant. =
effet du témoin, effet du spectateur.
Bystander
effect, bystander apathy, bystander intervention.
| |
|
|
DARLEY, J.M. & LATANÉ, B. (1968). Bystander
intervention in emergencies : Diffusion of responsibility.
Journal of Personality & Social Psychology, 8
(4), 377-383. [PDF]
+ [PDF] |
HUSTON, T.L., RUGGIERO, M., ROSS, C. & GEIS, G.
(1981). Bystander intervention into crime : A study based
on naturally occurring episodes. Social Psychology
Quarterly, 44, 14-23. |
|
LATANÉ, B. & DARLEY, J. (1968). Group inhibition of
bystander intervention in emergencies. Journal of
Personality & Social Psychology, 10 (3),
215-221. [PDF] |
LATANÉ, B. & NIDA, S. (1981). Ten years of research on
group size and helping. Psychological Bulletin, 89 (2),
308-324. |
|
LATANÉ, B. & DARLEY, J. (1969). Bystander "apathy". American
Scientist, 57 (2), 244-268. [PDF] |
CRAMER, R.E., McMASTER, M.R., BARTEL, P.A. & DRAGMA,
M. (1988). Subject competence and minimisation of the
bystander effect. Journal of Applied Social
Psychology, 18, 1133-1148. |
|
LATANÉ, B. & RODIN, J. (1969). A lady in distress :
Inhibiting effects of friends and strangers on bystander
intervention. Journal of Experimental Social
Psychology, 5 (2), 189-202. [PDF] |
DOVIDIO, E., PILIAVIN, J.A., GAERTNER, S., SCHROEDER, D.A.
& CLARK, R.D. The arousal : Cost-reward model and the
process of bystander intervention : A review of the
evidence (pp. 86-118). In M.S. Clark (Ed.), Prosocial
behavior. Newbury Park, CA : SAGE. |
|
LATANÉ, B. & DARLEY, J. (1970). The unresponsive
bystander : why doesn't he help ? New York :
Appleton-Century-Crofts. |
CHRISTY, C. & VOIGT, H. (1994). Bystander responses to
episodes of child Abuse. Journal of Applied Social
Psychology, 24 (9), 824-847. |
|
BOROFSKY, G.L., STOLLAK, G.E. & MESSE, L.A. (1971).
Sex differences in bystander reactions to physical
assault. Journal Experimental Social Psychology, 7, 313-318. |
LEVINE, M. (1999). Rethinking bystander nonintervention :
Social categorization and the evidence of witnesses at the
James Bulger murder trial. Human Relations, 52,
1133-1155. |
|
LEVY, P., LUNDGREN, D., ANSEL, M., FELL, D., FINK, B.
& MCGRATH, J.E. (1972). Bystander effect in
demand-without-threat situation. Journal of
Personality & Social Psychology, 24 (2),
166-171. |
GARCIA, S.M., WEAVER, K., MOSKOWITZ, G.B. & DARLEY,
J.D. (2002). Crowded minds : The implicit bystander
effect. Journal of Personality & Social
Psychology, 83 (4), 843. |
|
CLARK, R.D. & WORD, L.E. (1972). Why don't bystanders
help ? Because of ambiguity ? Journal of Personality
& Social Psychology, 24 (3), 392-400. [PDF] |
HOEFNAGELS, C. & ZWIKKER, M. (2001). The bystander
dilemma and child abuse: Extending the Latane and Darley
model to domestic violence. Journal of Applied Social
Psychology, 31, 1158-1183. |
|
WALSTER, E. & PILIAVIN, J.A. (1972). Equity and the
innocent bystander. Journal of Social Issues, 28, 165-190. |
GARCIA, S., WEAVER, K, DARLEY, J. & MOSKOVITZ, G.
(2002). Crowded minds: The implicit bystander effect. Journal
of Personality & Social Psychology, 83,
843-853. [PDF] |
|
HURLEY, D. & ALLEN, B.P. (1974). The effect of the
number of people present in a nonemergency situation.
Journal of Social Psychology, 92, 27-29. |
CHEKROUN, P. & BRAUER M. (2002). The bystander effect
and social control behavior : The effect of the presence
of others on people's reactions to norm violations.
European Journal of Social Psychology, 32, 853-866.
[PDF] |
|
|
HOWARD, W. & CRANO, W.D. (1974). Effects of sex,
conversation location, and size of observer group on by-
stander intervention in a high risk situation.
Sociometry, 37, 491-507. |
CHEKROUN, P. & BRAEUR M. (2004). Contrôle social et
effet spectateur : L'impact de l'implication personnelle.
L'Année Psychologique, 104, 83-102.
[PDF] |
|
KONECNI, V.J. & EBBESEN, E.B. (1975). Effects of the
presence of children on adults' helping behavior and
compliance : Two field studies. Journal of Social
Psychology, 97, 181-193. |
HUDSON, J.M. & BRUCKMAN, A.S. (2004). The bystander
effect : A lens for understanding patterns of
participation. The Journal of the Learning Sciences,
13 (2), 165-195. [PDF] |
|
HUSTON, T.L. & KORTE, C. (1975). The responsive
bystander. Why he helps. In T. Lichona (Ed.), Morality
: Theory, research and social issues. New York :
Holt, Rhinehart & Winston. |
FISCHER, P., GREITEMEYER, T., POLLOZEK, F. & FREY, D.
(2006). The unresponsive bystander : are bystanders more
responsive in dangerous emergencies ? European
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|
LATANÉ, B. & DARLEY, J. (1975). Help in a crisis
: bystander response to an emergency. Morriston NJ
: General Learning Press. |
LEVINE, M. & CROWTHER. S. (2008). The responsive
bystander : How social group membership and group size can
encourage as well as inhibit bystander intervention. Journal
of Personality & Social Psychology, 96 (6),
1429-1439. |
|
SHOTLAND, R.L. & STRAW, M.K. (1976). Bystander
response to an assault : when a man attacks a woman.
Journal of Personality & Social Psychology, 34,
990-999. |
VOELPEL, S.C., ECKHOFF, R.A. & FÖRSTER, J. (2008).
David against Goliath ? Group size and bystander effects
in virtual knowledge sharing. Human Relations, 61 (2),
271-295. [PDF] |
|
CRAMER, R.E., MCMASTER, R.M., BARTELL, P.A. & DRAGNA,
M. (1988). Subject competence and minimization of the
bystander effect. Journal of Applied Social
Psychology, 18 (13), 1133-1148. |
THORNBERG, R. (2010). A student in distress : Moral frames
and bystander behavior in school. The Elementary
School Journal, 110, 585-608. [PDF] |
|
BORGES, M. (1977). Effect of third party intercession on
bystander intervention. Journal of Social Psychology,
103, 27-32. |
FISCHER, P., KRUEGER, J.I., GREITEMEYER, T., VOGRINCIC,
C., KASTENMÜLLER, A. & FREY, D., HEENE, M., WICHER, M.
& KAINBACHER, M. (2011). The bystander-effect : A
meta-analytic review on bystander intervention in
dangerous and non-dangerous emergencies. Psychological
Bulletin, 37 (4), 517-537. [PDF]
+ [PDF] |
|
MORGAN, C. (1978). Bystander intervention : Experimental
test of a formal model. Journal of Personality &
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PLÖTNER, M., OVER, H., CARPENTER, M. & TOMASELLO, M.
(2015). Young children show the bystander effect in
helping situations. Psychological Science, 26 (4)
499-506. [PDF] |
|
| |
|
Voir aussi Effets, Diffusion
de responsabilité et Comportement
d'aide |
| |
|
|
|
|
Effet
du soleil : Influence du soleil sur certains de nos comportements.
Effect of sun, effect of the sunshine, sun
exposure.
| |
|
|
GUÉGUEN, N. & LAMY, L. (2013). Weather and helping :
Additional evidence of the effect of the sunshine
samaritan. The Journal of Social Psychology, 153 (2),
123-126. |
|
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] |
|
PROCHASKA, J.O., VELICER, W.F., ROSSI, J.S., REDDING,
C.A., GREENE, G.W., ROSSI, S.R., SUN, X., FAVA, J.L., LAFORGE, R. &
PLUMMER, B.A. (2004). Multiple risk expert system
interventions : Impact of simultaneous stage-matched
expert system interventions for smoking, high fat diet and
sun exposure in a population of parents. Health
Psychology, 23, 503–516. |
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Voir aussi Effets et Effet
de la température |
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Effet
Dunning-Kruger : Biais
cognitif qui consiste à surestimer ses
capacités à réaliser une tâche intellectuelle ou motrice, en
raison notamment d'un manque de connaissance ou d'habiletés et à
son incapacité à reconnaître cette lacune. Généralement, moins on
a de connaissance, plus on surestime notre compétence. Effet
découvert par Kruger et Dunning,
Dunning-Kruger
effect.
| |
|
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KRUGER, J. & DUNNING, D. (1999). Unskilled and unaware
of It : How difficulties in recognizing one's own
incompetence lead to inflated self-assessments. Journal
of Personality & Social Psychology, 77 (6),
1121-1134. [PDF] |
|
KRUGER, J. & DUNNING, D. (2002). Unskilled and unaware
- But why ? A reply to Krueger & Mueller. Journal
of Personality & Social Psychology, 82, 189-192 |
|
DUNNING, D. & EHRLINGER, J. (2003). How chronic
self-views influence (and potentially mislead) estimates
of performance. Journal of Personality and Social
Psychology, 84, 5–17. |
|
DUNNING, D., JOHNSON, K.L., EHRLINGER, J. & KRUGER, J.
(2003). Why people fail to recognize their own
incompetence. Current Directions in Psychological
Science, 12, 83-86. [PDF]
|
|
AMES, D.R. & KAMMRATH, L.K. (2004). Mind-reading and
metacognition : Narcissism, not actual competence,
predicts self-estimated ability. Journal of Nonverbal
Behavior, 28 (3), 187–209. [PDF] |
|
DUNNING, D. (2005). Self-insight : Roadblocks and
detours on the path to knowing thyself. New York :
Psychology Press. |
|
DUNNING, D. (2011). The Dunning-Kruger effect : On being
ignorant of one's own ignorance. In Advances in
experimental social psychology (Vol. 44, pp.
247-296). Academic Press. |
|
|
Voir aussi Effets et Confiance
excessive |
|
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Effet
Einstellung : Tendance à recourir à des solutions
éprouvées, même lorsque des solutions efficaces et plus simples
existent. Ce cas illustre très bien la primauté du conditionnement
opérant par contingences (d'un comportemment
efficace déjà renforcé) sur le recours à une règle
de contingence (qui décrit un autre comportement encore plus
efficace, mais pas encore renforcé). Effet découvert par Luchins
en 1942.
Einstellung effect, water-jar.
| |
|
|
LUCHINS, A.S. (1942). Mechanization in problem solving :
The effect of Einstellung. Psychological Monographs,
54 (6), 1-95. |
|
LUCHINS, A.S. & LUCHINS, E.H. (1987). "Einstellung
effects". Science, 238 (4827), 598. |
|
LUCHINS, A.S. & LUCHINS, E.H. (1994). The water jar
experiments and Einstellung effects : Part II. Gestalt
psychology and past experience. Gestalt Theory :
Official Journal of the Society for Gestalt Theory &
its Application, 16 (4), 205-259. |
| |
|
Voir aussi Luchins
et Effets |
|
|
|
Effet
Flynn : Accroissement lent et constant du rendement
moyen d'une population
à des tests de quotient
intellectuel depuis près de 100 ans, mis en évidence par Flynn.
Flynn effect.
| |
|
|
FLYNN, J.R. (1984). The mean IQ of Americans : Massive
gains 1932 to 1978. Psychological Bulletin, 95, 29-51.
[PDF] |
REYNOLDS, C.R., NILAND, J., WRIGHT, J.E. & ROSENN, M.
(2010). Failure to apply the Flynn correction in death
penalty litigation: Standard practice of today maybe, but
certainly malpractice of tomorrow. Journal of
Psychoeducational Assessment, 28, 477-481. |
|
FLYNN, J.R. (1984). The "Flynn effect" and Flynn's
paradox. Intelligence, 41 (6), 851-857. |
HAGAN, L.D., ROGIN E.Y. & GUILMETTE, T.J. (2010). IQ
scores should not be adjusted for the Flynn effect in
capital punishment cases. Journal of
Psychoeducational Assessment, 28, 474-476. |
|
FLYNN, J.R. (1987). Massive IQ gains in 14 nations : What
IQ tests really measure. Psychological Bulletin, 101,
171-191. [PDF] |
WEISS, L.G. (2010). Considerations on the Flynn effect. Journal
of Psychoeducational Assessment, 28, 482-493. |
|
FLYNN, J.R. (1996). What environmental factors affect
intelligence : The relevance of IQ gains over time. In D.
Detterman (Ed.), Current topics in human intelligence
(Vol 5). Norwood, NJ : The Environment, Ablex. |
CECI, S.J. & KANAYA, T. (2010). Apples and oranges are
both round : Furthering the discussion on the Flynn
effect. Journal of Psychoeducational Assessment, 28,
441-447. [PDF] |
|
RODGERS, J.L. (1998). A critique of the Flynn effect :
Massive IQ gains, methodological artifacts, or both? Intelligence,
26, 337-356. |
McGREW, K. (2010). The Flynn effect and its critics :
Rusty linchpins and "lookin" for g and Gf in some of the
wrong places. Journal of Psychoeducational
Assessment, 28, 448-468. |
|
NEISSER, U. (Ed.) (1998). The rising curve.
Washington, DC : American Psychological Association. |
STERNBERG, R.J. (2010). The Flynn effect : So what ? Journal
of Psychoeducational Assessment, 28, 434-441. |
|
MUST, O., MUST, A. & RAUDIK, V. (2003). The secular
rise in IQs : In Estonia the Flynn effect is not a Jensen
effect. Intelligence, 167, 1-11. |
|
|
SUNDET J.M., BARLAUG, D.F. & TORJUSSEN, T.M. (2004).
The end of the Flynn effect ? A study of secular trends in
mean intelligence test scores of Norwegian conscripts
during half a century. Intelligence, 32,
349-362. |
ZHOU, X., ZHU, J. & WEISS, L.G. (2010). Peeking inside
the "black box" of the Flynn effect : Evidence from three
Wechsler instruments. Journal of Psychoeducational
Assessment, 28, 399-411. |
|
WICHERTS, J.W., DOLAN, C.V., OOSTERVELD, P., VAN BAAL,
G.C.V., BOOMSMA, D.I. & SPAN, M.M. (2004). Are
intelligence tests measurement invariant over time?
Investigating the nature of the Flynn effect.
Intelligence, 32, 509-537. |
FLETCHER, J.M., STUEBING, K.K. & HUGHES, L.C. (2010).
IQ scores should be corrected for the Flynn effect in
high-stakes decisions. Journal of Psychoeducational
Assessment, 28, 469-473. |
|
TEASDALE, T.W. & OWEN, D.R. (2005). A long-term rise
and recent decline in intelligence test performance : The
Flynn effect in reverse. Personality & Individual
Differences, 39, 837-843. |
RUSHTON, J.P. & JENSEN, A.R. (2010). The rise and fall
of the Flynn effect as a reason to expect the narrowing of
the Black-White gap. Intelligence, 38, 213-219. |
| |
KAUFMAN, A.S. (2010). In what way are apples and oranges
alike ? A critique of Flynn's interpretation of the Flynn
effect. Journal of Psychoeducational Assessment, 28,
382-398.
[PDF] |
|
| |
WOODLEY, M.A. (2011). Heterosis doesn't cause the Flynn
effect : A critical examination of Mingroni (2007). Psychological
Review, 118, 689-693. |
| |
TE NIJENHUIS, J., MURPHY, R. & VAN EEDEN, R. (2011).
The Flynn effect in South Africa. Intelligence, 39 (6),
456-467. |
|
MINGRONI, M.A. (2007). Resolving the IQ paradoxe :
Heterosis as a cause of the Flynn effect and other trends.
Psychological Review, 114 (3), 806-829. |
BANDEIRA, D.R., COSTA, A. & ARTECHE, A. (2012). The
Flynn effect in Brazil : Examining generational changes in
the draw-a-person and in the Raven's Coloured Progressive
Matrices. Revista Latinoamericana de Psicologia, 44 (3),
9-18. [PDF] |
| |
TE NIJENHUIS, J., CHO, S.H., MURPHY, R. & LEE, K.H.
(2012). The Flynn effect in Korea : Large gains. Personality
& Individual Differences, 53 (2), 147-151. |
| |
TE NIJENHUIS, J. (2012). The Flynn effect, group
differences, and g loadings. Personality &
Individual Differences, 55 (3), 224-228. [PDF] |
|
DICKINS, T.E. (2008). Humane intelligence : A review of
What is Intelligence ? Beyond the Flynn Effect by James R.
Flynn. Journal of Cultural & Evolutionary
Psychology 6 (1), 85-88. |
WOODLEY, M.A. (2012). The social and scientific temporal
correlates of genotypic intelligence and the Flynn effect.
Intelligence, 40 (2), 189-204. [PDF] |
|
TEASDALE, T.W. & OWEN, D.R. (2008). Secular declines
in cognitive test scores: A reversal of the Flynn effect.
Intelligence, 36, 121-126. |
LARIVÉE, S., SÉNÉCHAL, C. & AUDY, P. (2012). L'effet
Flynn et ses paradoxes. L'Année Psychologique, 112 (3),
465-497. |
|
BEAUJEAN, A. & OSTERLIND, S.J. (2008). Using item
response theory to assess the Flynn effect in the National
Longitudinal Study of Youth 79 Children and Young Adults
Data. Intelligence, 36, 455-463. |
BANDEIRA, D.R., COSTA, A. & ARTECHE, A. (2012). The
Flynn effect in Brazil : Examining generational changes in
the draw-a-person and in the Raven's coloured progressive
matrices. Revista Latinoamericana de Psicología, 44
(3), 9-18. [PDF] |
|
FLYNN, J.R. (2009). Requiem for nutrition as the cause of
IQ gains : Raven's gains in Britain 1938-2008. Economics
& Human Biology, 7, 18-27. |
YOUNG, G.A. (2012). A more intelligent and Just Atkins :
Adjusting for the Flynn effect in capital determinations
of mental retardation or intellectual disability. Vandebilt
Law Review, 65 (2), 615-675. [PDF] |
| |
TE NIJENHUIS, J. & VAN DER FLIER, H. (2013). Is the
Flynn Effect on g ? A meta-analysis. Intelligence, 41,
802-807. [PDF] |
|
SHAYER, M. & GINSBURG, D. (2009). Thirty years on A
large anti-Flynn effect ? 11: 13-year olds. Piagetian
tests of formal operations norms 1976-2006/7. British
Journal of Educational Psychology, 79, 409-418 |
WOODLEY, M.A. & MEISENBERG, G. (2013). In the
Netherlands the anti-Flynn Effect is a Jensen Effect. Personality
& Individual Differences, 54, 871-876. |
|
CHEYNE, J.A. (2009). Intelligence, science, and the
decline of belief. Skeptic, 15 (2), 33-37. [PDF] |
TRAHAN, L., STUEBING, K.K., HISCOCK, M.K. & FLETCHER,
J.M. (2014). The Flynn effect : A meta-analysis. Psychological
Bulletin, 140 (5), 1332-1360. [PDF] |
| |
DUTTON, E., VAN DER LINDEN, D. & LYNN, R. (2016). The
negative Flynn effect : A systematic literature review. Intelligence,
59, 163-169. [PDF] |
|
|
|
|
Voir aussi Effets, Intelligence
et Quotient
intellectuel |
|
|
|
|
Effet
Garcia : Garcia effect.
| |
|
|
SHETTLEWORTH, S.J. (1979). The "Garcia effect" and other
learning mechanisms in food selection : State of current
research. Contemporary Psychology, 23, 829-830.
|
| |
|
Voir aussi Effets |
|
|
Effet
Garner : Garner effect.
| |
|
|
SHALEV, L. & ALGOM, D. (2000). Stroop and Garner
effects in and out of Posner’s beam : Reconciling two
conceptions of selective attention. Journal of
Experimental Psychology : Human Perception &
Performance, 26, 997-1017. [PDF] |
|
WANG, Y., FU, X., JOHNSTON, R.A. & YAN, Z. (2013).
Discriminability effect on Garner interference : evidence
from recognition of facial identity and expression. Frontiers
of Psychology, 4 [943], 1-10. [PDF] |
|
|
Voir aussi Effets |
|
|
Effet
Hawthorne : Résultats de recherche - positifs ou
négatifs - qui ne sont pas attribuables aux facteurs manipulés par
le chercheur (variable
indépendante), mais plutôt à l'effet psychologique produit
chez les participants
qui ont conscience de participer à une recherche, d'être observés.
Chez les sujets, cette prise de conscience produit généralement
une augmentation de la motivation. Cet effet parasite
a été découvert en 1933 par Mayo,
alors qu'il menait des recherches sur la productivité
à l'usine Western Electric de Cicero, tout près de Chicago
de 1924 à 1932. Effet Hawthorne, méthode
expérimentale et effet
Pygmalion. = désirabilité
sociale, attente
des participants, prise de conscience du contexte, effet de
la participation.
Hawthorne effect, Hawthorne
experiment.
| |
|
|
MAYO, E. (1933). The human problems of an industrial
civilization. New York : MacMillan. |
SONNENFELD, J.A. (1985). Shedding Light on the Hawthorne
Studies. Journal of Occupational Behavior, 6
(2), 111-130. |
| |
WREGE, C. (1986). Facts and fallacies of Hawthorne :
A Historical study of the origins, procedures, and
results of the Hawthorne illumination tests and their
influence upon the Hawthorne studies. New York :
Garland. |
|
ROETHLISBERGER, F.J. & DICKINSON, W.J. (1939/50). Managment
and the worker : An account of a research program
conducted by the Western Electric Company, Hawthorne
Works, Chicago. Cambridge, Massachusetts : Harvard
University Press. |
GILLEPSIE, R.P. (1988). The Hawthorne experiments and the
politics of experimentation. In J.G. Morawski (Ed.), The
rise of experimentation in American psychology (pp.
114-137). New Haven, CT : Yale University Press. |
|
HART, C.M.W. (1943). The Hawthorne experiments. Canadian
Journal of Economics & Political science, 9 (2),
150-163. |
ADAIR, J.G., SHARPE, D. & HUYNH, C.L. (1989).
Hawthorne control procedures in educational experiments :
A reconsideration of their use and effectiveness. Review
of Educational research, 59 (2), 215-228. |
|
MAYO, E. (1949). Hawthorne and the Western Electric
Company, The social problems of an industrial
civilisation. New York : Routledge. |
GILLEPSIE, R.P. (1991). Manufacturing knowledge : a
history of the Hawthorne experiments. Cambridge :
Cambridge University Press. |
|
LANDSBERGER, H.A. (1958). Hawthorne revisited. Ithaca,
NY : Cornell University. |
GRANBERG, D. & HOLMBERG, S. (1992). The Hawthorne
effect in election studies : The impact of survey
participation on voting. British Journal of Political
Science, 22 (2), 240-247. |
|
COOK, D.L. (1962). The Hawthorne effect in educational
research. Phi delta Kappan, 44 (3), 116-122. |
JONES, S.R.G. (1992). Was there a Hawthorne effect ? The
American Journal of Sociology, 98 (3), 451-468. |
|
CAREY, A. (1967). The Hawthorne studies : a radical
criticism. American Sociological Review, 32, 403-416. |
RICE, B. (1992). The Hawthorne defect : Persistence of a
flawed theory. Psychology Today. |
|
COOK, D.L. (1967) The impact of the Hawthorne effect in
experimental designs in education research - Final report.
In U.S. DEPARTEMENT OF HEALTH, E.A.W. (Ed.). Ohio State
University : Columbus. |
ADAIR, J.G. (1996). The Hawthorne effect is a common
artifact in social research. The Public Perspective,
14-16. [PDF] |
|
SOMMER, R. (1968). The Hawthorne dogma. Psychological
Bulletin, 70 (6), 592-595. |
SHIVERS, C.H. (1998). Halos, horns & Hawthorne :
Potential flaws in the evaluation process.
Professional Safety, 43 (3), 38-41. |
|
ZDEP, S.M. & IRVINE, S.H. (1970). A reverse Hawthorne
effect in educational evaluation. Journal of School
Psychology, 8, 89-95. |
GAUFFMANM S. (199). Complexity and the Hawthorne effect in
community trials. Epidemiology, 10, 209-210. |
|
O'LEARY, V.E. (1972). The Hawthorne effect in reverse :
Trainee orientation for the hard-core unemployed woman. Journal
of Applied Psychology, 56 (6), 491-494. |
SUNDSTROM, E., MCINTYRE, M., HALFHILL, T. & RICHARDS,
H. (2000). Work groups : From the Hawthorne studies to
work teams of the 1990s and beyond. Group Dynamics :
Theory, Research & Practice, 4 (1), 44-67. |
|
PARSONS, H.M. (1974). What happened at Hawthorne ? Science,
183, 922-932 |
WICKSTRÖM, G. & BENDIX, T. (2000). The "Hawthorne
effect" what did the original Hawthorne studies actually
show ? Scandinavian Journal of Work, Environment
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LEVINE, R. & COHEN, E. (1974). The Hawthorne effect. Clinical
Research, 22, 111-112. |
DEAMICI, D., KLERSY, C., RAMAJOLI, F., BRUSTIA, L. &
POLITI, P. (2000). Impact of the Hawthorne effect in a
longitudinal clinical study : The case of anesthesia.
Controlled Clinical Trials, 21 (2), 103-114. |
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PARSONS, H.M. (1974). What caused the Hawthorne effect ? A
scientific detective story. Administration in social
work, 10, 259-283. |
WICKSTROM, M.D. & BENDIX, T. (2000). The "Hawthorne
effect" what did the original Hawthorne studies actually
show ? Scandinavian Journal of Work, Environment &
Health, 26 (4), 363-367. |
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WREGE, C.D. (1976). Solving Mayo's mystery : The first
complete account of the origin of the Hawthorne studies.
In C.E. Snow and H. Hibarger (Eds.), Academy of
management conference (pp. 12-16). Briarcliff
Manor, NY : Academy of Management. |
GALE, E.A.M. (2004). The Hawthorne studies : A fable for
our times ? Quarterly Journal of Medicine, 97
(7), 439-449. |
|
| |
VERSTAPPEN, W.H.J.M., WEIJDEN, T., RIET, G., GRIMSHAW, J.,
WINKENS, R. & GROL, R.P.T.M. (2004). Block design
allowed for control of the Hawthorne effect in a
randomised controlled trial of test ordering. Journal
of Clinical Epidemiology, 57, 1119-1123. |
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FRANKE, R.H. & KAUL, J.D. (1978). The Hawthorne
experiments : First statistical interpretation. American
Sociological Review, 43, 623-643. |
KOMPIER, M.A.J. (2006). The "Hawthorne effect" is a myth,
but what keeps the story going ? Scandinavian Journal
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LEONARD, K. & MASATU, M.C. (2006). Outpatient process
quality evaluation and the Hawthorne effect. Social
Science & Medicine, 63 (9), 2330-2340. |
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McCARNEY, R., WARNER, J., ILLIFFE, S., Van HASELEN, R.,
GRIFFIN, M. & FISHER, P. (2007). The Hawthorne effect
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MACEFIELD, R. (2007). Usability studies and the Hawthorne
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CHIESA, M. & HOBBS, S. (2006). Making sense of social
research: how useful is the Hawthorne effect ? European
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BARNES, B.R. (2010). The Hawthorne effect in community
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FRANKE, R.H. (1979). The Hawthorne experiments : review. American
Sociological Review, 44, 861-867. |
IZAWA, M.R., FRENCH, M.D. & HEDGE, A. (2011). Shining
new light on the hawthorne illumination experiments. Human
Factors : The Journal of the Human Factors &
Ergonomics Society, 53 (5), 528-547. |
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BRAMEL, D. & FRIEND, R. (1981). Hawthorne, the myth of
the docile worker, and class bias in psychology.
American Psychologist, 36 (8), 867-878. |
LEVITT, S.D. & LIST, J.A. (2011). Was there really a
Hawthorne effect at the Hawthorne plant ? An Analysis of
the original illumination experiments. American
Economic Journal : Applied Economics, 3, 224-238.
[PDF] |
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RICE, B. (1982). The Hawthorne defect : Persistence of a
flawed theory. Psychology Today, 16 (2), 71-74. |
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Organizational implications of the physical work
environment. Research in Organizational Behavior, 32,
3-22. [PDF] |
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VOGEL, W. (1982). A Judeo-Christian rejoinder to Bramel
and Friend's Marxist critique of the capitalist Hawthorne
effect. American Psychologist, 37 (7), 859-860. |
BORNMANN, L. (2012). The Hawthorne effect in journal peer
review. Scientometrics, 91, 857-862. [PDF] |
|
GREENWOOD, R.G., BOLTON, A.A. & GREENWOOD, B.A.
(1983). Hawthorne a half century later : relay assembly
participants remember. Journal of Management, 9
(2), 217-231. |
SCHWARTZ, D., FISCHHOFF, B., KRISHNAMURTI, T. &
SOMELL, F. (2013). The Hawthorne effect and energy
awareness.Proceeding of National Academy of Sciences,
110 (38), 15242-5246.
[PDF] |
|
BLOOMBAUM, M. (1983). The Hawthorne experiments : A
critique and reanalysis of the first statistical
interpretation by Franke and Kaul. Sociological
Perspectives, 26 (1), 71-88. |
McCAMBRIDGE, J., WITTON, J. & ELBOURNE, D.R. (2014).
Systematic review of the Hawthorne effect : New concepts
are needed to study research participation effects. Journal
of Clinical Epidemiology, 67 (3), 267-277. [PDF] |
| |
WOODLEY, M.A., TE NIJENHUIS, J., MUST, O. & MUST, A.
(2014). Controlling for increased guessing enhances the
independence of the Flynn effect from g : The return of
the Brand effect. Intelligence, 43, 27-34 |
| ADAIR, J.G. (1984) The Hawthorne effect : A
reconsideration of the methodological artifact. Journal
of Applied Psychology, 69, 334-345. |
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|
| |
|
Voir aussi Effets, Mayo
et Désirabilité
sociale |
|
|
Effet
Hollywood : Conception erronée de la réalité créée de
toute pièce par le cinéma et
son pouvoir d'influence sur les spectateurs. EX:
En raison des nombreux films sur le sujet, bien des gens
croient que nos ancêtres, «les hommes des cavernes», ont vécu à la
même époque que les dinosaures. Effet Hollywood, croyance
et rumeur.
| |
|
|
SMITH, S.M., McINTOSH, W.D. & BAZZINI, D.G. (1999).
Are the beautiful good in Hollywood ? An investigation of
the beauty-and-goodness stereotype on film. Basic
& Applied Social Psychology, 21 (1), 69-80. [PDF] |
| |
|
Voir aussi Cinéma,
Croyance,
Effet et Rumeur |
|
|
Effet
idéomoteur : Fausse attribution
faite à la suite d'un mouvement involontaire et inconscient qui
provoque un effet fortement attendu. Pour certains chercheurs, cet
effet explique les croyances
aux phénomènes
parapsychologiques que certaines personnes développent en
jouant au Ouija. Ideomoteur effect.
| |
|
|
CARPENTER, W.B. (1852). On the influence of suggestion in
modifying and directing muscular movement, independently
of volition. Proceedings of the Royal Institution of
Great Britain, 1, 147-153. |
|
SPITZ, H. (1997). Nonconscious movements : From
mystical messages to facilitated communication.
Manwah, NJ : Lawrence Erlbaum. |
|
STOCK, A. & STOCK, C. (2004). A short history of
ideo-motor action. Psychological Research, 68 (2-3),
176-188. |
| |
|
Voir aussi Effets et Phénomène
parapsychologique |
|
|
Effet
indésirable : Effet premier ou
secondaire non-désiré d'un traitement
ou d'un médicament. Adverse
effect.
| |
|
|
ASHTON, H. (1986). Adverse effects of prolonged
benzodiazepine use. Adverse Drug Reaction Bulletin,
118, 440-443. |
|
EDWARDS, V.J., HOLDEN, G.W., FELITTI, V.J. & ANDA,
R.F. (2003). Relationship between multiple forms of
childhood maltreatment and adult mental health in
community respondents : Results from the adverse childhood
experiences study. American Journal of Psychiatry,
160, 1453-1460. [PDF] |
|
|
Voir aussi Effets |
|
|
|
Effet
Jensen : Jensen effect.
| |
|
|
RUSHTON, J.P. (1998). The "Jensen effect" and the
"Spearman-Jensen hypothesis" of Black-White IQ
differences. Intelligence, 26, 217-225. [PDF] |
|
WOODLEY, M.A. & MEISENBERG, G. (2013). A Jensen effect
on dysgenic fertility : An analysis involving the National
Longitudinal Survey of Youth. Personality &
Individual Differences, 55 (3), 279-282. |
|
|
Voir aussi Effets |
|
|
|
|
|
Effet
Köhler : Découvert par Köhler en 1927. On observe ce
phénomène dans les groupes
lorsque un membre, moins habile ou moins confiant en ses moyens,
se montre plus efficace lorsqu'il réalise une tâche avec
d'autres individus que lorsqu'il effectue cette tâche seul. Il
semble que l'individu le moins compétent du groupe (maillon
faible) redouble d'ardeur pour ne pas être l'objet de jugement
négatif ou de raillerie de la part de ses pairs
(comparaison
sociale). Köhler Effect.
| |
|
|
KÖHLER, O. (1927). Über den Gruppenwirkungsgrad der
menschlichen Körperarbeit und die Bedingung optimaler
Kollektivkraftreaktion / Group efficiency in physical
work and the condition of optimal collective strength
reaction. Industrielle Psychotechnik/Industrielle
Psychotechnik, 4, 209-226. |
|
HERTEL, G., KERR, N.L., MESSÉ, L.A. (2000). Motivation
gains in groups: Paradigmatic and theoretical advances
on the Koehler effect. Journal of Personality &
Social Psychology, 79, 580-601. |
|
KERR, N.L. MESSÉ, L. M., PARK, E.S. & SAMBOLEC, E.
(2005). Identifiably, performance feedback and the
Köhler effect. Group Processes & Intergroup
Relations, 8 (4), 375-390. |
|
LOUNT, R.B., KERR, N.L. MESSÉ, L.M., SEOK, D.-H. &
PARK, E.S. (2008). An examination of the stability and
persistence of the Köhler motivation gain effect. Group
Dynamics : Theory, Research, & Practice, 12
(4), 279-289. |
|
FELTZ, D.L., KERR, N.L. & IRWIN, B. (2011). Buddy up
: The Köhler Effect applied to health games. Journal
of Sport & Exercise Psychology, 33 (4),
506-526. |
|
KERR, N.L. (2009). The Köhler effect. In J.M. Levine
& M.A. Hogg (Eds.), Encyclopedia of group
processes and intergroup. Relations. Sage :
Thousand Oaks, CA. |
|
|
Voir aussi Effets |
|
|
|
Effet
Lucifer : Lucifer effect.
|
|
|
ZIMBARDO P. (2008). The Lucifer effect. New York :
Random House Trade Paperbacks.
NY
|
|
|
| |
Voir aussi Zimbardo |
|
|
|
Effet
Matilda : En science,
discrimination faite aux femmes, qui se traduit
soit par l'absence de reconnaissance de leur travaux, soit par la minimisation de la contribution des chercheures, soit par
l'absence de reconnaissance. EX: Marion Diamond et la neuroplasticité. Cet effet, découvert par Rossiter, a été nommé en l'honneur de Matilda Joslyn Gage.
= discrimination en science, sexisme en science.
Matilda effect.
| |
|
ROSSITER, M.W. (1993). The Matthew Matilda effect in science. Social Studies of Science, 23 (2),
325-341. [PDF] |
|
LINCOLN, A.W., PINCUS, S., BANDOWS, J. & LEBOY, P.S.
(2012). The Matilda effect in science : Awards and prizes
in the US, 1990s and 2000. Social Studies of Science,
42 (2), 307-320. [PDF] |
|
MOSS-RACUSIN, C. A., DOVIDIO, J.F., BRESCOLL, V.L.,
GRAHAM, M.J. & HANDELSMAN, J. (2012). Science
faculty's subtle gender biases favor male students. Proceedings
of the National Academy of Sciences, 109 (41),
16474-16479. [PDF] |
|
KNOBLOCH-WESTERWICK, S. & GLYNN, C.J. (2013). The
Matilda effect : Role congruity effects on scholarly
communication : A citation analysis of communication
research and journal of communication articles. Communication
Research, 40 (1), 3-26. [PDF] |
|
KNOBLOCH-WESTERWICK, S., GLYNN, C.J. & HUGE, M.
(2013). The Matilda effect in science communication : An
experiment on gender bias in publication quality
perceptions and collaboration interest. Science
Communication, 35 (5), 603-625. [PDF] |
| |
|
Voir aussi Sexisme,
Femme et Effets |
|
|
Effet Matthieu : Effet Matthews : En référence à l'évangile selon
saint Matthieu : «Car on donnera à celui qui a, et il sera dans
l'abondance, mais à celui qui n'a pas on ôtera même ce qu'il a».
Il s'agit donc d'une tendance que l'on observe dans certains
groupes
chez qui les individus les plus favorisés - sur le plan cognitifs
physique, monétaire ou autre - accroissent leurs conditions et
leurs avantages au détriment des autres; les plus favorisés au
départ le sont de plus en plus; et les moins favorisés... de moins
en moins.
= Effet cumulatifs positifs
(ou négatifs), effet de spirale ascendante (ou descendante),
effets des variations de départ.
=
effet d'inertie des inégalités.
Matthew
effect.
| |
|
|
MERTON, R.K. (1968). The Matthew effet. Science,
3810, 56-63. [PDF] |
|
WALBERG, H.J. & TSAI, S.L. (1983). Matthew effects in
education. American Educational Research Journal, 20
(3), 359-373. [PDF] |
|
STANOVICH, K.E. (1986). Matthew effects in reading : Some
consequences of individual differences in the acquisition
of literacy. Reading Research Quarterly, 21 (4),
360-407. [PDF] |
ROSSITER, M.W. (1993). The Matthew Matilda effect
in science. Social Studies of Science, 23 (2),
325-341. [PDF] |
|
SCRABOROUG, H.S. & PARKER, J.D. (2003). Effects in
children with learning disabilities : Development of
reading, IQ, and psychosocial problems from grade 2 to
grade 8. Annals of Dyslexia, 53, 47-71. [PDF] |
|
STREVENS, M. (2012). The role of the Matthew effect in
science. Studies in History & Philosophy of
Science, 37, 159–170. |
|
PFOST, M., HATTIE, J.A.C., DORFLER, T. & ARTELT, C.
(2014). Individual differences in reading development : A
review of 25 years of empirical research on Matthew
effects in reading. Review of Educational Research,
84 (2), 203-244. |
| |
|
Voir aussi Effets, Boucle
de rétroaction, Lecture
et Effets |
|
|
|
|
Effet miroir :
*Test
du miroir.
Mirror effect.
| |
|
|
REDER, L.M., AANSTADT, P., CARY, M., ERIKSON, M.A. &
AYERS, M.A. (2002). A reexamination of stimulus-frequency
effects in recognition : Two mirrors for low- and
high-frequency pseudowords. Journal of Experimental
Psychology : Learning, Memory & Cognition, 28,
138-152. [PDF] |
|
REDER, L.M., NHOUYVANSIVONG, A., SCHUNN, C.D., AYERS,
M.S., ANGTADT, P. & HIRAKI, K. (2000). A mechanistica
account of the mirror effect for word frequency: A
computational model of remember/know judgements in a
continuous recognition paradigm. Journal of
Experimental Psychology : Learning, Memory, &
Cognition, 26 (2), 294-320. [PDF] |
|
MURDOCK, B.B. (1998). The mirror effect and
attention-likelihood theory : A reflective analysis.
Journal of Experimental Psychology : Learning, Memory,
& Cognition, 24, 524-534. [PDF] |
| |
|
Voir aussi Effets |
|
|
Effet
modéré : Effet mitigé mais
néanmoins réel que les tests
statistiques ne parviennent pas toujours à mettre en
évidence.
Moderating effect.
| |
|
|
MORRIS, J.H., SHERMAN, J.D. & MANSFIELD, E.R. (1986).
Failures to detect moderating effects with ordinary least
squares-moderated multiple regression : Some reasons and a
remedy. Psychological Bulletin, 99, 282-288. |
|
DUNLAP, W.P. & KEMERY, E.R. (1987). Failure to detect
moderating effects : Is multicollinearity the problem ? Psychological Bulletin, 102, 418-420. |
| McCLELLAND G.H. & JUDD, C.M. (1993). Statistical
difficulties of detecting interactions and moderator
effects. Psychological Bulletin, 114, 376-390. |
| STONE-ROMERO, E.F. & ANDERSON, L.E. (1994). Relative
power of moderated multiple regression and the comparison
of subgroup correlation coefficients for detecting
moderating effects. Journal of Applied Psychology, 79
(3), 354-359. |
| |
|
|
Voir aussi Effets |
|
|
Effet Mozart : Hypothèse de Rauscher
selon laquelle le développement de l'intelligence
des enfants de moins de trois ans serait accélérée lorsqu'ils
écoutent de la musique,
notamment celle de Mozart. Il convient de noter que l'existence de
ce phénomène n'a jamais été confirmèe. Dans ce contexte, l'usage
du mot effet est donc un abus de langage. Effet Mozart et
musique.
Mozart effect.
| |
|
|
RAUSCHER, F.H., SHAW, G.L. & KY, K.N. (1993). Music and
spatial task performance. Nature, 365, 611. [PDF] |
STEELE, K.M. (2000). Arousal and mood factors in the
«Mozart effect». Perceptual & Motor Skills, 91, 188-190.
[PDF]
|
| |
BRIDGETT, D. & CUEVAS, J. (2000). Effects of listening
to Mozart and Bach on the performance of a mathematical
test. Perceptual & Motor Skills, 90 (3),
1171-1175. |
| |
HETLAND, L. (2000). Listening to music enhances
spatial-temporal reasoning: Evidence for the "Mozart
effect". Journal of Aesthetic Education, 34
(3-4), 105-148. |
|
RAUSCHER, F.H., SHAW, G.L. & KY, K.N. (1995). Listening
to Mozart enhances spatial-temporal reasoning : Toward a
neurophysiological basis. Neuroscience Letters, 185,
44-47. |
HUGHES, J.R. & FINO, J.J. (2000). The Mozart effect:
Distinctive aspects of the music-a clue to brain coding. Clinical
Electroencephalography, 31, 94-103. |
|
NEWMAN, J., ROSENBACH, J.H., BURNS, K.L., LATIMER, B.C.,
MATOCHA, H.R. & VOGT, E.R. (1995). An experimental
test of "the mozart effect". Perceptual & Motor
Skills, 81, 1379-1387. |
STEELE, K.M. (2001). The "Mozart effect" : An example of
the scientific method in operation. Psychology Teacher
Network, 11, 2-5. [PDF] |
|
CARSTENS, C.B., HUSKINS, E. & HOUNSHELL, G.W. (1995).
Listening to Mozart may not enhance performance on the
revised Minnesota Paper Form board Test. Psychology
Reports, 77, 111-114. |
THOMPSON, W.F., SCHELLENBERG, E.G. & HUSSAIN, G.
(2001). Arousal, mood, and the Mozart effect. Psychological
Science, 12 (3), 248-251.
[PDF] |
| |
JENKINS, J.S. (2001). The Mozart effect. Journal of
the Royal Society of Medicine, 24, 170-172. |
| |
McKELVIE, K. & LOW, J. (2002). Listening to Mozart
does not improve children's spatial ability: Final
curtains for the Mozart effect. British Journal of
Developmental Psychology, 20, 241-258. |
| |
TWOMEY, A. & ESGATE, A. (2002). The Mozart effect may
only be demonstrable in nonmusicians. Perceptual
& Motor Skills, 95, 1013-1026. |
|
STEELE, K.M., BALL, K.E. & RUNK, R. (1997). Listening
to Mozart does not enhance backward digit span
performance. Perceptual & Motor Skills, 84,
1179-1184. [PDF] |
IVANOV, V.K. & GEAKE, J.G. (2003). The Mozart effect
and primary school children. Psychology of Music, 31
(4), 405-413. |
|
WILSON, T.L. & BROWN, T.L. (1997). Reexamination of
the effect of Mozart's music on spatial-task performance.
The Journal of Psychology, 131 (4), 365-370. [PDF] |
STEELE, K.M. (2003). Do rats show a Mozart effect ? Music
Perception, 21, 251-265. [PDF]
+ [PDF] |
|
CAMPBELL, D. (1997). The Mozart effect. New
York : Avar Book. |
BANGERTER, A. & HEATH, C. (2004). The Mozart effect :
Tracking the evolution of a scientific legend. British
Journal of Social Psychology, 43, 1-37. |
|
| |
JACKSON, C.S. & TLAUKA, M. (2004). Route-learning and
the Mozart effect. Psychology of Music, 32 (2),
213-220. |
| |
JAUSOVEC, N. & HABE K. (2004). The in uence of
auditory background stimulation (Mozart's sonata K. 448)
on visual brain activity. International Journal of
Psychophysiology, 51, 261-271. |
| |
STEELE, K.M. (2006). Unconvincing evidence that rats show
a Mozart effect. Music Perception, 23, 455-458.
[PDF] |
|
RAUSCHER, F.H. & SHAW, G.L. (1998). Key components of
the Mozart effect. Perceptual & Motor Skills, 86,
835-841. [PDF] |
JAUSOVEC, N., JAUSOVEC, K. & GERLOC, I. (2006). The
influence of Mozart's music on brain activity in the
process of learning. Clinical Neurophysiology, 117,
2703-2714. |
| |
JONES, M.H., WEST, S.D. & ESTELL, D.B. (2006). The
Mozart effect : Arousal, preference, and spatial
performance. Psychology of Aesthetics, Creativity,
& the Arts, S (1), 26-32. |
| |
RAUSCHER, F.H. (2006). The Mozart effect in rats: Response
to Steele. Music Perception, 23, 447-453. |
| |
HUI, K. (2006). Mozart effect in preschool children? Early
Child Development & Care, 176 (3-4), 411-419. |
|
CHABRIS, C.F. (1999). Prelude or requiem for the "Mozart
effect" ? Nature, 400, 826-827. |
RAUSCHER, F.H. & HINTON, S.C. (2006). The Mozart effect
: Music listening is not music instruction. Educational
Psychology, 41 (4), 232-238. |
|
RAUSCHER, F.H. (1999). Rauscher replies : Prelude or requiem
for the "Mozart effect" ? Nature, 400(26),
826-827. |
WATERHOUSE, L. (2006). Multiple intelligences, the Mozart
effect, and emotional intelligence : A critical review.
Educational Psychology, 41 (4), 247-255. [PDF] |
|
STEELE, K.M., BROWN, J.D. & STOEKER, J.A. (1999).
Failure to confirm the Raushcer and Shaw description of
recovery of the Mozart effect. Perceptual & Motor
Skills, 88, 843-848. [PDF] |
JONES, M.H., WEST, S.D. & ESTELL, D.B. (2007).
Exploring the Mozart Effect among High School Students. Psychology
of Aesthetics, Creativity, & the Arts, 1 (4),
219- 224 |
|
STEELE, K.M., BASS, K.E. & CROOK, M.D. (1999). The
mystery of the Mozart effect : Failure to replicate. Psychological
Science, 10 (4), 366-369. [PDF] |
STANDING, L. G., VERPAEIST, C.C. & ULMER, B. K.
(2008). A demonstration of nonlinear demand
characteristics in the "Mozart effect" experimental
paradigm. North American Journal of Psychology, 10
(3), 553-564. |
|
RIDEOUT, B.E. (1999). Performance suppression from control
procedures is not the basis of the Mozart effect. Perceptual
& Motor Skills, 89, 890. |
ZHU, W., ZHAO, L., ZHANG, J., DING, X., LUI, H., NI, E.,
MA, Y. & ZHOU, C. (2008). The influence of Mozart's
sonata K. 448 on visual attention : An ERPs study.
Neuroscience Letters, 434, 35-40. |
|
NANTAIS, K.M. & SCHELLENBERG, E.G. (1999). The Mozart
effect : an artifact of preference. Psychological
Science, 10, 370-373. |
BANGERTER, A. (2008). La diffusion des croyances
populaires : Le cas de l'effet de Mozart. PUG. |
|
STEELE, K.M., DALLA BELLA, S., PERETZ, I., DUNLOP, T.,
DAWE, L.A., HUMPHREY, G.K., SHANNON, R.A., KIRBY, J.L.
& OLMSTEAD, C.G. (1999). Prelude or requiem for the
«Mozart effect» ? Nature, 400, 827. |
TAYLOR, J.M. & ROWE, B.J. (2012). "Mozart Effect" and
the mathematical connection. Journal of College
Reading & Learning, 42 (2), 51-66. [PDF] |
|
| |
|
Voir aussi Effets, Intelligence
et Musique |
|
|
Effet
nocebo : Douleur
ou effet déagréable ressenti par le participant d'un groupe
placebo à la suite d'un traitement neutre sans agent actif.
Effet nocebo, psychosomatique
et effet placebo.
/agent
ou principe actif.
Nocebo effect.
| |
|
|
SCHWEIGER, A. & PARUDCCI, A. (1981). Nocebo : the
psychologic induction of pain.The Pavlovian Journal of
Biological Science, 16, 140-143. |
CHASSANY, O. (2000). Effet de la représentation des
médicaments : effet placebo-nocebo. Le Courrier de
l'Observance thérapeutique, 1 (2), 1-2. [PDF] |
| |
BENEDETTI, F., POLLO, A., LOPIANO, L., LANOTTE, M.,
VIGHETTI, S. & RAINERO, I. (2003). Conscious
expectation and unconscious conditioning in analgesic,
motor, and hormonal placebo/nocebo responses. Journal
of Neuroscience, 23, 4315-4323. |
|
DRICI, M.D., RAYBAUD, F., DE LUNARDO, C., IACONO, P. &
GUSTOVIC, P. (1995). Influence of the behaviour pattern on
the nocebo response of healthy volunteers. British
Journal of Clinical Pharmacology, 39, 204-206. |
BOOTZIN, R.R. & BAILEY, E.T. (2005). Understanding
placebo, nocebo, and iatrogenic treatment effects.
Journal of Clinical Psychology, 61, 871-880. |
|
HAHN, R.A. (1997). The nocebo phenomenon : concept,
evidence, and implications for public health.
Preventive Medecine, 26 (5), 607-611. |
LORENZ, J., HAUCK, M., PAUR, R.C., NAKAMURA, Y.,
ZIMMERMANN, R., BROMM, B. & ENGEL, A.K. (2005).
Cortical correlates of false expectations during pain
intensity judgments : A possible manifestation of
placebo/nocebo cognitions. Brain, Behavior, &
Immunity, 19 (4), 283-295. [PDF] |
| |
BENEDETTI, F., AMANZIO, M., VIGHETTI, S. & ASTEGIANNO,
G. (2006). Thebiochemical and neuroendocrine bases of the
hyperalgesic nocebo effect. Journal of Neurosciences,
26, 12014-12022. |
|
HAHN, R.A. (1997). The nocebo phenomenon : Scope and
foundations. In A. Harrington (Ed.), The placebo
effect : An interdisciplinary exploration (pp.
56-76). Cambridge, MA : Harvard University Press. |
SCOTT, D.J., STOHLER, C.S., EGNATUK, C.M., WANG, H.
KOEPPE, R.A. & ZUBIETA, J.K. (2008). Placebo and
nocebo effects are defined by opposite opioid and
dopaminergic responses. Archives of General
Psychiatry, 65 (2), 220-231. |
|
BNEDETTI, F., DURANDO, J. & VIGHETTI, S. (2014).
Nocebo and placebo modulation of hypobaric hypoxia headache involves the
cyclooxygenase-prostaglandins pathway. Pain, 155, 921–928. [PDF] |
|
FLATEN, M.A. SIMONSEN, T. & OLSEN, H. (1999).
Drug-related information generates placebo and nocebo
responses that modify the drug response. Psychosomatic
Medicine, 61, 250-255. |
POZGAIN, I., POZGAIN, Z. & DEGMECIC, D. (2014).
Placebo and nocebo effect : A mini-review. Psychiatria
Danubina, 26 (2), 100-107. [PDF] |
|
| |
|
Voir aussi Effets et Effet
placebo |
|
|
Effet Obama : Effets consécutifs à l'élection
d'Obama, notamment sur la condition des
Afro-Américains.
Obama effect.
| |
|
|
MARX, D.M., KO, S.J. & FRIEDMAN, R.A. (20009). The
"Obama effect" : How a salient role model reduces
race-based performance differences. Journal of
Experimental Social Psychology, 45, 953-956. [PDF] |
DELLAVIGNA, S. (2010). The obama effect on economic
outcomes : Evidence from event studie, 1-33. [PDF] |
|
ARONSON, J., JANNONE, S., MCGLONE, M.S. &
JOHNSON-CAMPBELL, T. (2009). The Obama effect : An
experimental test. Journal of Experimental Social
Psychology, 45 (4), 957-960. |
DONOVAN, T. (2010). Obama and the White vote. Political
Research Quarterly, 63 (4), 863-874. |
|
BOBO, L.D. (2009). Obama and the burden of race. Focus
Magazine 37 (4), 16-17. [PDF] |
NYHAN, B. (2010). Why the "death panel" myth wouldn't die
: misinformation in the Health Care Reform debate. The
Forum, 8 (1), 1-25. [PDF] |
|
PLANT, E.A., DEVINE, P.G., COX, W.T.L., COLUM, C., MILLER,
S.B., GOPLEN, J. & PERUCHE, M.B. (2009). The Obama
effect : Decreasing implicit prejudice and stereotyping. Journal
of Experimental Social Psychology, 45, 961-964. |
HEHMAN, E., GAERTNER, S.L. & DOVIDIO, J.F. (2011).
Evaluations of presidential performance : Race, prejudice,
and perceptions. Journal of Experimental Social
Psychology, 47, 430-435. [PDF] |
| |
|
Voir aussi États-Unis, Afro-Américain,
Effets et Élection |
|
|
|
|
Effet permafrost : Expression utilisée par Bahrick
(1984) pour désigner - par analogie avec un sol qui demeure
constamment gelé, même en été - les informations
stockées en mémoire à long terme qui
resistent à l'oubli sur de
très longues périodes de temps.
Permastore
effect.
|
|
| |
BAHRICK, H.P. (1984). Semantic memory content in
permastore : 50 years of memory for Spanish learned in
school. Journal of Experimental Psychology : General,
111, 1-29. |
|
|
|
Voir aussi Bahrick,
Mémoire à long terme et Oubli |
|
|
Effet pervers : Effet non escompté et nuisible
engendré par l'agrégation ou la composition de choix
qui, sur le plan individuel, apparaisent avantageux, du moins à
court terme. EX: La plupart des individus ont
avantage à s'acheter une voiture (effet bénéfique individuel),
même si collectivement nous subissons tous les effets nuisibles de
la pollution (effet pervers à court, moyen et long terme)
engendrés par ces choix individuels.
=
effet de composition, effet d'aggrégation.
class="rouge">* conséquence
nuisible.
Perverse effect, social trap,
social dilemma.
| |
|
|
HARDIN, G. (1968). The tragedy of the commons. Science,
162, 1243-1248. |
CROSS, J.G. & GUYER, M.J. (1980). Social traps.
Ann Arbor : University of Michigan Press. |
|
RAWLS, J. (1971). A theory of justice.
Cambridge. |
MESSICK, D.M. & McCLELLAND, M.L. (1983). Social traps
and temporal traps. Personality & Social
Psychology Bulletin, 9 (1), 105-110. |
|
PLATT, J. (1973). Social traps. American
Psychologist, 28, 642-651. [PDF] |
COSTANZA, R. (1984). Review essay : The nuclear arms race
and the theory of social traps. Journal of Peace
Research, 21 (1), 79-86. |
|
BRECHNER, K.C. (1977). An experimental analysis of social
traps. Journal of Experimental Social Psychology, 13,
552-564. |
ASSOGBA, Y. (1984). Le paradigme des effets pervers
et l'inégalité des chances en éducation. Québec :
Université Laval. |
|
BOUDON, R. (1977). Effet pervers et ordre social.
Paris : Presses Universitaires de France. |
BRECHNER, K.C. (1987). Social Traps, individual
Traps, and theory in social psychology. Pasadena,
CA : Time River Laborator. |
|
CASS, R. & EDNEY, J.J. (1978). The commons dilemma : A
simulation testing the effects of resource visibility and
territorial division. Human Ecology, 6, 371-386. |
ROTHSTEIN, B. (2005). Social traps and the problem of
trust. Cambridge : Cambridge University Press. |
|
EDNEY, J.J. & HARPER, C.S. (1978). The effects of
information in a resource management problem : A social
trap analog. Human Ecology, 6 (4), 387-395. |
ANDERSON, M., RONNING, E., DE VRIES, R. & MARTINSON B.
(2007). The perverse effects of 483 competition on
scientists' work and relationships. Science &
Engineering Ethics, 13 (4), 437-461. |
|
URLACHER, B.L. (2008). Walking out of two-level social
traps (with a little help from my friends). Simulation
& Gaming, 39 (4), 453-464. |
|
| |
|
Voir aussi Biais, Effets,
Choix et Action
collective |
|
|
Effet placebo : Effet bénéfique
obtenu lors d'une recherche
dans laquelle le patient ou le participant
d'une recherche croit subir les effets d'un traitement,
alors que dans les faits il prend une pilule de sucre et d'amidon
que l'on nomme placebo.
Cette pilule, sans molécule active, est utilisée par les
chercheurs comme statégie
de contrôle au cours d'une expérience
où l'on cherche généralement à montrer l'effet actif d'un
traitement ou d'un médicament.
Elle n'est donnée qu'à la moitié des participants
d'une recherche (groupe
placebo), alors que l'autre moitié reçoit l'agent
actif ou traitement (groupe
expérimental), ce qui permet de comparer
les deux groupes
et de mettre en évidence, par comparaison ou contraste, l'effet
réel du traitement (si effet réel il y a).
La différence entre le groupe
de contrôle et le groupe placebo réside dans le fait que les
participants du groupe placebo croient recevoir le traitement
(ou agent actif présumé). Pour les tenants de la théorie de l'expectation, c'est cette attente
ou croyance induite par
la pseudo-médication et le contexte de la recherche qui serait à
l'origine de l'effet
placebo. Pour d'autres chercheurs, l'effet placebo serait le
produit d'un conditionnement répondant. Il convient de noter qu'il
existe deux types de placebo : a) le placebo
passif ou inerte, qui est une pilule fait d'une substance neutre
(amidon + sucre), de moins en moins utilisé en recherche.
= pilule de sucre.
Inert placebo;
b)
le placebo actif, qui est aussi une pilule d'amidon et de sucre
sans molécule active mais qui contient néanmoins ce qu'il faut -
souvent de l'atropine - pour produire chez le participant une
légère réponse
physiologique (excitation, légère accélération du rythme
cardiaque, etc).
= atropine. Active placebo.
On observe également l'effet placebo dans
la vie quotidienne, hors du contexte scientifique, lorsqu'on
attribue à un objet des vertus qu'il n'a pas mais que l'on agit ou
réagit comme si cet objet avait bel et bien ces vertus. Effet
placebo, groupe placebo
et effet
nocebo.
= simulacre, effet
neutre.
/
principe
ou agent actif.
Placebo effect,
placebo response, placebo analgesia, inert placebo.
| |
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|
|
|
Voir aussi Double aveugle/Double
insu, Effets, Groupe
placebo et Croyance |
| b |
|
PARK, L.C. & COVI, L. (1965). Nonblind placebo trial :
An exploration of neurotic patients responses to placebo
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BYSTRITSKY, A. & WAIKAR, S.V. (1994). Placebo versus
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[PDF] |
|
MONCRIEFF, J., WESSELEY, S. & HARDY, R. (1998),
Meta-analysis of trials comparing antidepressants with
active placebos. British Journal of Psychiatry, 172,
227-231. |
MONCRIEFF, J., WESSELEY, S. & HARDY, R. (2008). Active
placebos versus antidepressants for depression (Cochrane
Review). Oxford : Update Software. |
|
| |
|
Voir aussi Effets, Groupe
placebo et Effet
nocebo |
|
|
|
|
Effet
plafond/plancher : Tendance d'un ensemble de données à
se stabiliser (point
d'équilibre) à un maximum (effet plafond) ou à un minimum
(effet plancher). Cet effet peut être attribuable à la nature même
du phénomène ou à une manière inadéquate de le mesurer (variable
parasite). EX: Un professeur désire évaluer
l'efficacité d'une nouvelle méthode pédagogique auprès de ses
étudiants. Avant d'utiliser sa méthode, il mesure les
connaissances de son échantillon au moyen d'un examen (niveau
de base); tous les étudiants obtiennent 100 %. Ensuite, il
applique sa méthode et de nouveau la classe obtient 100 % au même
examen. Dans cet exemple l'effet de plafonnement de la moyenne à
100 % empêche toute évaluation adéquate de la méthode pédagogique.
En effet, si l'examen avait été + diffficile (niveau de base = 70
%), on aurait pu observer un effet favorable à l'apprentissage (si
moyenne du traitement = 75 %), un effet nuisible (si moyenne du
traitement = 65 %) ou l'absence d'effet (si moyenne du traitement
= 70 %). = effet de plateau, variable
parasite.
|
Effet
plafond de verre : Ensemble d'obstacles, sociaux et
psychologiques, qui empêchent les femmes
de progresser dans leur carrière et d'atteindre les hautes sphères
de l'état, du monde des affaires et de certaines professions, et
qui, ce faisant, crée une sous-représentation
des femmes au sein de ces organisations.
Ces obstacles sont souvent de "pures inventions" - mythe
ou stéréotype - et
constituent en ce sens une forme de sexisme.
EX: Les femmes sont incapables de prendre des
décisions rationelles ou d'élever le ton, au besoin. Effet plafond
de verre, gestion et
inégalité des sexes.
Glass ceiling.
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New York : Russell Sage Foundation. |
|
LYNESS, K.S. & THOMPSON, D.E. (1997). Above the glass
ceiling ? A comparison of matched samples of female and
male executives. Journal of Applied Psychology, 82
(3), 359-375. |
MARCHAND, I., SAINT-CHARLES, J. et CORBEIL, C. (2007).
L'ascension professionnelle et le plafond de verre dans
les entreprises privées au Québec. Recherches
Féministes, 20 (1), 27-54. [PDF] |
|
| |
|
Voir aussi Effets, Sous-représentation,
Gestion et Quota |
|
|
Effet
primaire : Effet premier : Effet prévu par le plan
ou le protocole de recherche; résultat attendu.
/effet secondaire.
|
Effet
Pygmalion : Biais
cognitif crée par des attentes
ou des croyances trop élevées (ou trop faibles), qui se traduit
par des comportements qui confirment cette perception. Découvert
en laboratoire par Rosenthal,
puis dans le milieu scolaire grâce à ses travaux en collaboration
avec Jacobson. Dans
son expérience original, Rosenthal a simulé une expérience sur des
rats dans une situation d'apprentissage d'un labyrinthe. Il a
faire croire à un groupe d'étudiants que les rats qu'ils
s'apprêtent à utiliser dans une expérience ont été choisis en
raison de leur intelligence exceptionnelle, tandis qu'à un autre
groupe d'étudiants, on prétend que leurs rats ont plutôt été
sélectionnés pour leur très médiocres capacités. En réalité, la
répartition des rats dans les deux groupes a été effectuée au
hasard. Les résultats de la recherche révèlent que les rats
soi-disant intelligents sont beaucoup plus performants que les
rats soi-disant stupides; les premiers sont "devenus intelligents"
grâce aux comportements des expérimentateurs, tandis que les
seconds sont moins devenus "stupides". Effet Pymalion, attente
des enseignants et Pygmalion.
= effet Rosenthal, prophétie
auto-réalisante, effet oedipien de la prédiction, effet de
l'anticipation de l'expérimentateur, prophétie qui s'exauce.
Pygmalion effect, teacher expectation, teacher prophecy.
| |
| Étapes
|
Exemple |
| Point
de départ |
On m'a
dit que mes rats sont très intelligents |
 |
|
| Attente/Croyance/Perception |
Je
crois que mes rats sont effectivement plus intelligents
que la moyenne des ours |
|
|
| Comportement
|
Donc
j'aide mes rats à apprendre, à être aussi bons que je le
crois |
|
|
| Conséquence
du comportement |
Mes
rats obtiennent effectivement d'excellents résultats au
test du labyrinthe |
|
|
| Confirmation
de l'attente |
Les
résultats de mes rats confirment mes
attentes/croyances/perceptions |
|
|
| Donc
retour au point de départ |
On m'a
dit que mes rats sont très intelligents = C'est vrai |
| |
|
| |
|
ROSENTHAL, R. & JACOBSON, L. (1968). Pygmalion in
the classroom. Holt-Rinehart-Winston. |
GOOD, T.L. (1987). Two decades of research on teacher
expectations : Findings and future directions. Journal
of Teacher Education, 38, 32-47. |
|
THORNDIKE, R.L. (1968). Review of Pygmalion in the
classroom. American Educational Research Journal, 5, 708-711. |
WEINSTEIN, R.S., MARSHALL, H.H., BOTKIN, M. & SHARP,
L. (1987). Pygmalion and the student : Age and classroom
differences in children's awareness of teacher
expectations. Child Development, 58, 1079-1093. |
|
SNOW, R.E. (1969). Unfinished Pygmalion. Contemporary
Psychology, 14, 197-200. |
JUSSIM, L. (1989). Teacher expectations : Self-fulfilling
prophecies, perceptual biases, and accuracy. Journal
of Personality & Social Psychology, 57,
469-480. [PDF] |
|
RIST, R.C. (1970). Student social class and teacher
expectations : The self-fulfilling prophecy in ghetto
education. Harvard Educational Review, 40,
411-451. |
BABAD, E.Y. (1993). Pygmalion - 25 years after interperso-
nal expectations in the classroom. In P. D. Blanck (Ed.),
Interpersonal expectations : Theory, research, and
application (pp. 125-153). London : Cambridge
University Press. |
|
ELASHOF, J.D. & SNOW, R.E. (1970). A case study in
statistical inference: Reconsideration of the
Rosenthal-Jacobson data on teacher expectancy. Stanford,
CA : Stanford Center for Research and Development in
Teaching, Stanford University. |
SNOW, R.E. (1995). Pygmalion and inteligence ? Current
Directions in Psychological Science, 4, 169-171. |
|
ELASHOF, J.D. & SNOW, R.E. (1971). Pygmalion
reconsidered : A case study in statistical
inference : Reconsideration of the Rosenthal &
Jacobson data on teacher expectancy. Worthington, OH :
Charles A. Jones. |
ROSENTHAL, R. (1995). Critiquing Pygmalion : A 25-year
perspective. Current Directions in Psychological
Science, 4, 171-172. |
| |
JUSSIM, L., ECCLES, J. & MADON, S. (1996). Social
perception, social stereotypes, and teacher expectations :
Accuracy and the quest for the powerful self-fulfilling
prophecy. In M. P. Zanna (Ed.), Advances in
experimental social psychology (Vol., 28, pp.
281-388). San Diego, CA : Academic Press. |
| |
MADON, S., JUSSIM, L. & ECCLES, J. (1997). In search
of the powerful self-fulfilling prophecy. Journal of
Personality & Social Psychology, 72 (4),
791-809. [PDF] |
|
|
BROPHY, J.E. & GOOD, T.L. (1972). Teacher expectations
: Beyond the Pygmalion controversy. Phi Delta Kappan,
54, 276-278. |
WEINSTEIN, R.S. & McKOWN C. (1998). Expectancy effects
in "context" : Listening to the voices of students and
teachers. Advances in Research on Teaching, 7, 215-242. |
|
RUBOVITS, P.C. & MAEHR, M.L. (1973). Pygmalion in
black and white. Journal of Personality & Social
Psychology, 25, 210-218. |
SPITZ, H.H. (1999). Beleaguered Pygmalion : A history of
the controversy over claims that teacher expectancy raises
inteligence. Inteligence, 27, 199-234. |
|
ZANNA, M.P., SHERAS, P., COOPER, J. & SHAW, C. (1975).
Pygmalion and Galatea : The interactive effect of teacher
and student expectancies. Journal of Experimental
Social Psychology, 11, 279-287. |
RHEM, J. (1999). Pygmalion in the classroom. The
national teaching & learning forum, 8 (2), 1-4. |
|
COOPER, H.M., BARON, R.M. & LOWE, C.A. (1975). The
importance of race and social class information in the
formation of expectancies about academic performance.
Journal of Educational Psychology, 67, 312-319. |
TROUILLOD, D. (2002). L'effet Pygmalion en EPS.
Réalité, processus médiateurs et variables modératrices
de l'influence des attentes de l'enseignant sur la
motivation et la performance des élèves. Grenoble :
Université Joseph Fourier. [PDF] |
|
WILLIAMS, T. (1976). Teacher prophecies and the
inheritance of inequality. Sociology of Education,
49, 223- 236. |
TROUILLOD, D. et SARRAZIN, P. (2002). L'effet Pygmalion
existe-t-il en education physique et sportive? Influence
des attentes des enseignants sur la motivation et la
performance des élèves. Science et Motricité, 46,
69-94. |
|
BRAUN, C. (1976). Teacher expectations : Sociopsycholo-
gical dynamics. Review of Educational Research, 46,
185-213. |
TROUILLOD, D.O., SARRAZIN, P.G., MARTINEK, T.G. &
GUILLET, E. (2002). The influence of teacher expectations
on students achievement in physical education classes :
Pygmalion revisited. European Journal of Social
Psychology, 32 (5), 591-607. [PDF] |
|
CRANO, W.D. & MELLON, P.M. (1978). Causal influence of
teachers' expectations on children's academic performance
: A cross-lagged panel analysis. Journal of
Educational Psychology, 70 (1), 39-49. |
TROUILLOD, D.O. et SARRAZIN, P.G. (2003). Les
connaissances actuelles sur l'effet Pygmalion : processus,
poids et modulateurs. Revue Française de Pédagogie,
145, 89-119. [PDF] |
|
BABAD E.Y., INBAR J., ROSENTHAL R. (1982). - Pygmalion,
Galatea, and the Golem : Investigations of biased and
unbiased teachers. Journal of Educational Psychology,
74 (4), 459-474. |
WEINSTEIN, R.S., GREGORY, A. & STRAMBLER, M. (2004).
Intractable self-fulfilling prophecies : Fifty years after
Brown v. Board of Education. American Psychologist,
59, 511-520.
[PDF] |
|
BROPHY, J.E. (1983). Research on the self-fulfilling
prophecy and teacher expectations. Journal of
Educational Psychology, 75, 631-661. [PDF] |
SARRAZIN, P.G., TROUILLOD, D.O. et BOIS, J. (2005).
Attentes du superviseur et performance sportive du
pratiquant. Amplitude, fonctionnement de l'effet Pygmalion
en contexte sportif ? Bulletin de Psychologie, 58
(1), 63-68. [PDF] |
|
COOPER, H.M. & GOOD, T.L. (1984). Pygmalion grows
up. New York, NY : Longman. |
JUSSIM, L. & HARBER, K.D. (2005). Teacher expectations
and self-fulfilling prophecies : Knowns and unknowns,
resolved and unresolved controversies. Personality
& Social Psychology Review, 9 (2), 131-155. [PDF] |
|
ROSENTHAL, R. (1985). From unconscious experimenter bias
to teacher expectancy effects. In J. Dusek (Ed.), Teacher
expectancies (pp. 37–65). Hillsdale, NJ : Lawrence
Erlbaum Associates, Inc. |
JUSSIM, L. ROBUSTELLI, S. & CAIN, T. (2009). Teacher
expectations and self-fulfilling prophecies. In A.
Wigfield and K. Wentzel (Eds.), Handbook of
Motivation at school (pp. 349-380). Erlbaum :
Mahwah, NJ. [PDF] |
|
| |
|
Voir aussi Prophétie
auto-réalisante, Effets, Biais
cognitif et Attente |
|
|
|
Effet
Ranschburg : Effet d'inhibition découvert par
Ranschburg. Lors d'un rappel
séquentiel, les éléments qui se ressemblent reviennent plus
facilement à la mémoire (effet de facilitation) que les éléments
répétés présentés de manière éparse (effet d'inhibition).
EX: la liste suivante - BEX, DOV, DEX, BOV, DEV -
(éléments qui se ressemblent) revient plus lentement en mémoire et
avec plus d'erreurs que la liste - DEG, VOK, NUX, ZAJ, KIF (liste
de mots distincts). De même, pomme, poire, pêche, citron et
melon sont plus dificiles à retenir que jambon,
voiture, chien, aiguille et mouchoir. =
effet inhibitif de répétition. Ranschburg
effect, Ranschburg phenomenon.
| |
|
|
JAHNKE, J.C. (1968). The Ranschburg paradox.
Michigan University Ann Arbor. |
|
JAHNKE, J.C. (1969). The Ranschburg effect. Psychological
Review, 76 (6), 592-605. |
|
JAHNKE, J.C. & BOWER, R.E. (1983). Are there two
Ranschburg effects ? The American Journal of
psychology, 99 (2), 275-288. |
|
GREENE, R.L. (1991). The Ranschburg effect : the role of
guessing strategies. Memory & Cognition, 19
(3), 313-317. |
|
HENSON, R.N.A. (1998). Item repetition in short-term
memory : Ranschburg repeated. Learning, Memory &
Cognition, 24 (5), 1162-1181 [PDF] |
|
MAYLOR, E.A. & HENSON R.N.A. (2000). Aging and the
Ranschburg effect : No evidence of reduced response
suppression in old age. Psychology & Aging, 15 (4),
657-670. |
|
FLORER, F.L. & ALLEN, G. (2000). Feelings of knowing
in the Ranschburg effect. The American Journal of
Psychology, 113 (2), 179-198. |
| |
|
Voir aussi Effets |
|
|
|
|
Effet
Ringelmann : Voir Flânerie
sociale. Ringelmann effect.
| |
|
|
RINGELMANN, M. (1913). Recherches sur les moteurs animés :
Travail de l'homm KRAVITZ, D. & MARTINe. Annales
de l'Institut National Agronomique, 12, 1-40. |
|
INGHAM, A.G., LEVINGER, G., GRAVES, J. & VAUGN, P.
(1974).The Ringelmann effect : Studies of group size and
group performance. Journal of Experimental Social
Psychology, 10 (4), 371-384. |
|
KERR, N.L. & BRUUN, S.E. (1981). Ringelmann revisited
: Alternative explanations for the social loafing effect.
Personality & Social Psychology Bulletin, 7
(2), 224-231. |
|
KRAVITZ, D.A. & MARTIN, B. (1986). Ringelmann
rediscovered : The original article. Journal of
Personality & Social Psychology, 50 (5),
936-941. |
| |
|
Voir Flânerie
sociale, Facilitation
sociale et Effets |
|
|
|
|
|
|
Effet
secondaire : Effet
involontaire, souvent
indésirable, engendré par un traitement psychologique (thérapie)
ou pharmacologique
(médicament), traitement et médicaments qui sont prescrits pour
leur effet premier anticipés, que l'on nomme traitement ou agent
actif. Lorsqu'ils sont indésirables, majeurs et persistants, ces
effets peuvent compromettre
l'efficacité d'un traitement et porter préjudice
aux patients/participants. Effet secondaire, prescription
et
contre-indication. (
): Voir tableau ci-dessous. /effet
primaire. Side effect.
| |
|
|
RISLEY, T.R. (1968). The effects and side effects of
punishing the autistic behaviors of a deviant child.
Journal of Applied Behavior Analysis, 1 (1),
21-34. [PDF] |
FIRESTONE, P., MONTEIRO-MUSTEN, L., PISTERMAN, S., MERCER,
J. & BENNETT, S. (1998). Short-term side effects of
stimulant medication are increased in preschool children
with attention-deficit/hyperactivity disorder : A
double-blind placebo-controlled study. Journal of
Child & Adolescent Psychopharmacology, 8,
13-25. |
|
SAJWAJ, T., TWARDOSZ, S. & BURKE, M. (1972). Side
effects of extinction procedures in a remedial preschool.
Journal of Applied Behavior Analysis, 5 (2),
163-175. [PDF] |
LANE, R.M. (1998). SSRI-induced extrapyramidal
side-effects and akathisia : Implications for treatment.
Journal of Psychopharmacology, 12, 192-214. |
|
BREMNESS, A.B. & SVERD, J. (1979).
Methylphenidate-induced Tourette syndrome : Case report. American
Journal of Psychiatry, 136, 1334-1335. |
LUDWIG, T.D. & GELLER, E.S. (1999). Behavioral impact
of a corporate driving policy : Undesirable side-effects
reflect countercontrol. Journal of Organizational
Behavior Management 19, 25-34. [PDF] |
|
BILGI, C. & CAMPBELL, R. (1979). Cardiovascular
effects of tricyclic and tetracyclic antidepressants. Canadian
Family Physician, 25, 619-620, 622, 624-625.
[PDF] |
LERMAN, D.C., IWATA, B.A. & WALLACE, M.D. (1999). Side
effects of extinction : prevalence of bursting and
aggression during the treatment of self-injurious
behavior. Journal of Applied Behavior Analysis, 32
(1), 201-204. [PDF] |
|
THOMSON, R. (1982). Side effects and placebo
amplification. British Journal of Psychiatry, 140,
64-68. |
RAPPORT, M.D. & MOFFITT, C. (2002). Attention
deficit/hyperactivity disorder and methylphenidate. A
review of height/weight, cardiovascular, and somatic
complaint side effects. Clinical Psychology Review,
22 (8), 1107-1131. |
|
BROD, T.M. (1989). Fluoxetine and extra pyramidal side
effects. American Journal of Psychiatry, 146,1353. |
SHARKO, A.M. (2004). Selective serotonin reuptake
inhibitor-induced sexual dysfunction in adolescents : A
review. Journal of the American Academy of Child
& Adolescent Psychiatry, 43 (9), 1071-1079. |
| |
VALDOVINOS, M.G. & KENNEDY, C.H. (2004). Behavior
analytic conceptualization of psychotropic medication side
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|
BOUCHARD, R.H., POURCHER, E. & VINCENT, P. (1989).
Fluoxetine and extrapyramidal side effects. American
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HU, X.H., BULL, S.A., HUNKELER, E.M., MING, F., LEE,
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and duration of side effects and those reported as
bothersome with selective serotonin reuptake inhibitor
treatment for depression : Patient report vs. physician
estimate. Journal of Clinical Psychiatry, 65
(7), 959-965. |
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BARKLEY, R.A., McMURRAY, M.B., EDELBROCK, C.S. &
ROBBINS, K. (1990). The side effects of Ritalin in ADHD
children : A systematic, placebo controlled evaluation. Pediatrics,
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BEASLEY, C.M., DORNSEIF, B.E., BOSOWORTH, J.C., SAYLER,
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McCAFFREY, R.J., McCOY, G.C., HAASE, R.F., ORTEGA, A.
& ORSILLO, S.M. (1991). Neuropsychological side
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SETTLE, E.C. (1992). Antidepressant side effects : Issues
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BREGGIN, P.R. (1992). A case of Fluoxetine-induced
stimulant side effects with suicidal ideation associated
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for people suffering from anxiety disorders. Journal
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PATAKI, C.S., CARLSON, G.A., KELLY, K., RAPPAPORT, M.D.
& BIANCANIELLO, T. (1993). Side effects of
methylphenidate and desipramine alone and in combination
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|
DAY, J., KINDERMAN, P. & BENTALL, R. (1997).
Discordant views of neuro leptic side-effects : a
potential source of conflict between patients and
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|
|
EGAN, M.F., APUD, J. & WYATT, R.T. (1997). Treatment
of tardive dyskinesia. Schizophrenia Bulletin, 23
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Computer & Information Technology, 1 (3),
20-32. [PDF] |
|
| |
|
Voir aussi Effets |
|
|
|
|
|
|
Effet Simon : Effet observé par
Simon selon lequel le temps de réaction et la précision des
réponses d'un sujet à une tâche qui consiste à pairer un stimulus
(noir) et un comportement (noir) sont déterminés par la
disposition de ce stimulus et de cette réponse (dans l'exemple
ci-dessous linéaire ou à angle) ; le temps de réaction sera plus
court et les erreurs moins nombreuses si la relation est linéraire
(a) que si elle est angulaire (b).
Simon effect, Simon task.
| |
|
 |
|
| |
|
BROWN, J.S. & SLATER-HAMMEL, A. T. (1949). Discrete
movements in the horizontal plane as a function of their
length and direction. Journal of Experimental
Psychology, 39, 84-95. |
|
|
SIMON, J.R. & WOLF, J.D. (1963). Choice reaction times as a function of angular stimulus-response correspondence and age. Ergonomics, 6 (1), 99-105. |
|
|
SIMON, J.R. & RUDELL, A.P. (1967). Auditory S-R
compatibility : the effect of an irrelevant cue on
information processing. Journal of Applied Psychology,
51, 300-304. |
HIETANEN, J.K. & RÄMÄ, P. (1995). Facilitation and
interference occur at different stages of processing in
Simon paradigm. European Journal of Cognitive
Psychology, 7, 183-199. |
|
SIMON, J.R. (1969). Reactions towards the source of
stimulation. Journal of experimental psychology, 81 (1),
174-176. [PDF] |
ZORZI, M. & UMILTÀ, C. (1995). A computational model
of the Simon effect. Psychological Research, 58,
193-205. |
|
SIMON, J.R. & BERBAUM, K. (1990). Effect of
conflicting cues : The "Stroop effect" vs the "Simon
effect". Acta Psychologica, 73, 159-170. [PDF] |
RUBICHI, S., NICOLETTI, R., UMILTÀ, C. & ZORZI, M.
(2000). Response strategies and the Simon effect. Psychological
Research, 63, 129-136. [PDF] |
|
HASBROUCQ, T. & GUIARD, Y. (1991). Stimulus-response
compatibility and the Simon effect : Toward a conceptual
clarification. Journal of Experimental Psychology :
Human Perception & Performance, 17, 246-266. |
TRECANNI, B., UMILTÀ, C. & TAGLIABUE, M. (2006). Simon
effect with and without awareness of the accessory
stimulus. Journal of Experimental Psychology. Human
Perception & Performance, 32, 268-286. |
|
HOMMEL, B. (1993). Inverting the Simon effect by intention
: Determinants of direction and extent of effects of
irrelevant spatial information. Psychological
Research, 55, 270-279. |
CHO, Y.S., PROCTOR, R.W. & YAMAGUCHI, M. (2008).
Influences of response position and hand posture on the
orthogonal Simon effect. The Quarterly Journal of
Experimental Psychology, 61, 1020-1035. |
|
O'LEARY, M. & BARBERT, P. (1993). Interference effects
in the Stroop and Simon paradigms. Journal of
Experimental Psychology : Human Perception &
Performance, 19, 830-844. |
|
|
KORNBLUM, S. (1994). The way irrelevant dimensions are
processed depends on what they overlap with : The case of
Stroop-and Simon-like stimuli. Psychological
Research, 56, 130-135. |
DOLK, T., HOMMEL, B., COLZATO, L.S., SCHÜTZ-BOSBACH, S.,
PRINZ, W. & LIEPELT, R. (2011). How "social" is the
social Simon effect ? Frontiers in Psychololgy, 2 [84],
1-9.
[PDF] |
|
| |
|
Voir aussi Effets |
|
|
Effet spécifique : Expression utilisée pour qualifier un médicament
conçu pour traiter un trouble en particulier ou un petit
nombre de troubles, par opposition à des médicaments
non-spécifiques que les médecins/psychiatres prescrivent pour le
traitement de nombreux troubles biologiques et mentaux.
/à
large spectre.
|
|
|
Effet
Stroop : Effet d'interférence
provoqué par le traitement
simultané ou quasi-simultané de deux informations
contradictoires. EX: ère information (un mot qui
désigne une couleur) et seconde information (la couleur de ce
mot). Ce phénomène a été découvert en 1935 par... Stroop.
Stroop effect, Stroop test, Stroop task, Stroop
phenomenon, Stroop color-word performance, Stroop process.
| |
|
| |
|
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|
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|
Voir aussi Effets, Catégorisation
et Temps de
réaction |
|
|
Effet
subliminal : Subliminal experience,
subliminal perception, subliminal stimulation, subliminal
suggestion.
| |
|
|
GOLDIAMOND, I. (1959). The hysteria over subliminal
advertising as a misunderstanding of science. American
Psychologist, 14, 598-599. |
LEE, I., TYRER, P. & HORN, S. (1983). A comparison of
subliminal, supraliminal and faded phobic cine-films in
the treatment of agoraphobia. British Journal of
Psychiatry, 143, 356-361. |
|
GUTHRIE, G. & WIENER, M. (1966). Subliminal perception
or perception of partial cue with pictorial stimuli. Journal
of Personality & Social Psychology, 3 (6),
619-628. |
PLUMBO, R. & GILLMAN, I. (1984). Effects of subliminal
activation of oedipal fantasies on competitive
performance. The Journal of Nervous & Mental
Disease, 172 (12), 737-741. |
|
BEISGEN, R.T. & GIBBY, R.G. (1969). Autonomic and
verbal discrimination of a subliminally learned task. Perceptual
& Motor Skills, 29, 503-507. |
BRYANT-TUCKETT, R. & SILVERMAN, L.H. (1984). Effects
of the subliminal stimulation of symbiotic fantasies on
the academic performance of emotionally handicapped
students. Journal of Counseling Psychology, 31
(3), 295-305. |
|
DIXON, N.F. (1971). Subliminal perception : The
nature of a controversy. London : McGraw Hill. |
FRAUMAN, D.C., LYNN, S.J., HARDAWAY, R. & MOLTENI, A.
(1984). Effect of subliminal symbiotic activation on
hypnotic rapport and susceptibility. Journal of
Abnormal Psychology, 93 (4), 481-483. |
|
SHEVRIN, H. (1973). Brain wave correlates of subliminal
stimulations, unconscious attention,
primary-and-secondary-process thinking and repressiveness.
Psychological Issue, 8 (2), 56-87. |
|
|
BROSGOLE, L. & CONTINO, A.F. (1973). Intrusion of
subthreshold learning upon later performance. Psychological
Reports, 32, 795-798. |
DAUBER, R.B. (1984). Subliminal psychodynamic activation
in depression : On the role of autonomy issues in
depressed college women. Journal of Abnormal
Psychology, 93 (1), 9-18. |
|
SACKEIM, H.A., PACKER, I.K. & GUR, R.C. (1977).
Hemisphericity, cognitive set, and susceptibility to
subliminal perception. Journal of Abnormal
Psychology, 86 (6), 624-630. |
KAPLAN, R., THORNTON, P. & SILVERMAN, L. (1985).
Further data on the effects of subliminal symbiotic
stimulation on schizophrenics. Journal of Nervous
& Mental Disease, 173 (11), 658-666. |
|
SILVERMAN, L.H., MARTIN, A., UNGARO, R. & MENDELSHON,
E. (1978). Effect of subliminal stimulation of symbiotic
fantasies on behavior modification treatment of obesity. Clinical
Psychology, 46 (3), 432-441. |
BORGEAT, F., ELIE, R., CHALOULT, L. & CHABOT, R.B.
(1985). Psychophysiological responses to masked auditory
stimuli. Canadian Journal of Psychiatry, 30, 22-27. |
|
CHARMAN, D.K. (1979). An examination of relationship
between subliminal perception, visual information
processing, levels of processing and hemispheric
asymmetries. Perceptual & Motor Skills, 49, 451-455. |
COOK, H. (1985). Effects of subliminal symbiotic
gratification and the magic of believing on achievement. Psychoanalytic
Psychology, 2 (4), 365-371. |
|
|
SAEGERT, J. (1979). Another look at subliminal perception.
Journal of Advertising Research, 19 (1), 55-57. |
|
|
LEE, I. & TYRER, P. (1980). Responses of chronic
agoraphobics to subliminal and supraliminal phobic motion
pictures. The Journal of Nervous & Mental
Disease, 168, 34-40. |
CUPERFAIN, R. & CLARKE T.A. (1985). New perspective of
subliminal perception. Journal of Advertising, 14 (1),
36-41. |
|
PALMATIER, J.R. & BORNSTEIN, P.H. (1980). Effects of
subliminal stimulation of symbiotic merging fantasies on
behavioral treatment of smokers.The Journal of Nervous
& Mental Disease, 68 (12), 715-720. |
SHEVRIN, H. (1986). Subliminal perception and dreaming.
The Journal of Mind & Behavior, 7 (2-3), 379
(249), 396 (266). |
|
BORGEAT, F., CHABOT, R. & CHALOULT, L. (1981).
Subliminal perception and levels of activation.
Canadian Journal of Psychiatry, 26 (4), 255-259. |
KASER, V.A. (1986). The effects of an auditory subliminal
perception message upon the production of images and
dreams. Journal of Nervous & Mental Disease, 174
(7), 397-407. |
|
PARKER, K.A. (1982). Effects of subliminal symbiotic
stimulation on academic performance : Further Evidence on
the adaptation-enhancing effects of oneness fantasies. Journal
of Counseling Psychology, 29 (1), 19-28. |
BORNSTEIN, R.F., LEONE, D.R. & GALLEY, D.J. (1987).
The generalizability of subliminal mere exposure effects :
Influence of stimuli perceived without awareness on social
behavior. Journal of Personality & Social
Psychology, 53 (6), 1070-1079. |
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SCHURTMAN R., PALMATIER, J.R. & MARTIN, E.S. (1982).
The activation of symbiotic gratification fantasies as an
aid in the treatment of alcoholics. The International
Journal of the Addictions, 17 (7), 1157-1174. |
KEMP-WHEELER, S.M. & HILL, A.B. (1987). Anxiety
responses to subliminal experience of mild stress. British
Journal of Psychology 78, 365-374. |
|
ARIAN, S. & SILLER, J. (1982). Effects of subliminal
oneness stimuli in Hebrew on academic performance of
Israeli high school students. Journal of Abnormal
Psychology, 91 (5), 343-349. |
|
|
BORGEAT, F. & GOULET, J. (1983). Psychophysiological
changes following auditory subliminal suggestions for
activation and deactivation. Perceptual & Motor
Skills, 56, 759-766. |
KHALIGHINEJAD, N., KUNNUMPURATHA, A., BERTINI, C.,
LADAVAS, E. & HAGGARD, A. (2017). Subliminal
modulation of voluntary action experience : A
neuropsychological investigation. Cortex, 90, 58-70.
|
|
|
|
Voir aussi Effets |
|
|
Effet
systémique : Ensemble des effets produits par la
rencontre d'éléments vivants ou non - généralement au même moment,
en un même lieu - qui développent des interactions (un système)
qui créent quelque chose de plus (émergence)
que la simple addition de ces éléments pris un à un. C-
EX: si vous alignez cinq cailloux sur un sol il n'y
pas d'effet systémique. EX: Si vous placez cinq
individus dans une pièce, il y aura un effet système avant
longtemps : un groupe (système)
se formera et il pourra notamment décider d'acheter un local
(effet de système) qu'aucun des membre n'aurait pu acheter
individuellement. Chez les animaux,
le groupe (meute, troupeau, banc, volée, essaim, etc.) agit par
exemple en chassant de plus grosses proies (lions) ou en se
protégeant des prédateurs (buffles), alors qu'individuellement ils
auraient été incapables de le faire. On observe ces effets
ailleurs, notamment en électronique (EX: ordinateur),
en mécanique (EX: voiture), en physyologie (intéraction entre les
organes d'un organisme).
= effet de
système, union fait la force, le tout est plus que la somme des
parties.
| |
|
|
JOHNSON, L.T. (2021). Modeling urban neighborhood violence
: The systemic model and variable effects of social
structure. Urban Affairs Review, 57 (1),
128-152. [PDF] |
|
|
Voir aussi Effets |
|
|
|
Effet
test : Effet bénéfique sur la
mémoire obtenu grâce à l'usage répété de tests et de
jeux-questionnaire (flashcard) qui permettent le rappel
fréquent et rapide de la matière retenue.
Testig effect, repeated testing, retrieval practice, practice testing.
| |
|
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ANDERSSON, M., JONSSON, B. & NYBERG, L. (2015). Lesser
neural pattern similarity across repeated tests is
associated with better long-term memory retention. Journal
of Neuroscience, 35, 9595–9602. |
|
CARPENTER, S.K. & DELOSH, E.L. (2006). Impoverished
cue support enhances subsequent retention: Support for the
elaborative retrieval explanation of the testing effect. Memory
& Cognition, 34, 268-276. |
MULLIGAN, N.W., PETERSON, D.J. (2015). The negative
testing and negative generation effects are eliminated by
delay. Journal of Experimental Psychology : Learning,
Memory, & Cognition, 41 (4), 1014-1025. |
|
KANG, S.H.K., McDERMOTT, K.B. & ROEDIGER, H.L. (2007).
Test format and corrective feedback modify the effect of
testing on long-term retention. European Journal of
Cognitive Psychology, 19, 528-558. |
STENLUND, T., SUNDSTRÖM, A. & JONSSON, B. (2016).
Effects of repeated testing on short- and long-term memory
performance across different test formats. Journal of
Educational Psychology, 36, 1710–1727. |
|
BUTLER, A.C. & ROEDIGER, H.L. (2007). Testing improves
long-term retention in a simulated classroom setting.
European Journal of Cognitive Psychology, 19,
514-527. |
YONG, P.Z. & LIM, S.W.H. (2016). Observing the testing
effect using coursera video-recorded lectures : a
preliminary study. Frontier Psychology, 6, 2064.
|
|
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McDANIEL, M. & ROEDIGER, H.L. & McDERMOTT, K.B.
(2007). Generalizing test-enhanced learning from the
laboratory to the classroom. Psychonomic Bulletin
& Review, 14 (2), 200-206. |
MULLIGAN, N.W. & PICKLESIMER, M. (2016). Attention and
the testing effect. Journal of Experimental Psychology
: Learning, Memory, & Cognition, 42 (6),
938–950. |
|
BUTLER, A.C., KARPICKE, J.D. & ROEDIGER, H.L. (2007).
The effect of type and timing of feedback on learning from
multiple-choice tests. Journal of Experimental
Psychology : Applied, 13, 273-281. |
ADESOPE, O.O., TREVIAN, D.A. & SUNDARARAJAN, N.
(2017). Rethinking the use of tests : A meta-analysis of
practice testing. Review of Educational Research, 87
(3), 659-701. |
|
KARPICKE, J.D. & ROEDIGER, H.L. (2007). Repeated
retrieval during learning is the key to long- term
retention. Journal of Memory & Language, 57,
151-162. |
RUMMER, R., SCHWEPPE, J., GERST, K. & WAGNER, S.
(2017). Is testing a more effective learning strategy than
note-taking ? Journal of Experimental Psychology :
Applied, 23 (3), 293–300. |
|
McDANIEL, M., ANDERSON, J.L., DERBISH, M.H. &
MORRISSETTE, N. (2007). Testing the testing effect in the
classroom. European Journal of Cognitive Psychology,
19, 494-513. |
BATSELL, W.R., PERRY, J.L., HANLEY, E., HOSTETTER, A.B.
(2017). Ecological validity of the testing effect : the
use of daily quizzes in introductory psychology.
Teaching Psychology, 44, 18-23. |
|
CARPENTER, S.K., PASHLER, H., WIXTED, J.T. & VUL, E.
(2008). The effects of tests on learning and forgetting. Memory
& Cognition, 36 (2), 438-448. [PDF] |
SCHWIEREN, J., BARENBERG, J. & DUTKE, S. (2017). The
testing effect in the psychology classroom : a
meta-analytic perspective. Psychology Learning &
Teaching, 16, 179-196. |
|
PYC, M.A. & RAWSON, K.A. (2009). Testing the retrieval
effort hypothesis : Does greater difficulty correctly
recalling information lead to higher levels of memory ? Journal
of Memory & Language, 60 (4), 437-447. |
FOSS, D.J. & PIROZOLLO, J.W. (2017). Four semesters
investigating frequency of testing, the testing effect,
and transfer of training. Journal of Educational
Psychology 109, 1067-1083. |
| |
PAN, S.C. & RICKARD, T.C. (2018). Transfer of
test-enhanced learning : meta-analytic review and
synthesis. Psychological Bulletin, 144, 710-756.
|
|
CRANNEY, J., AHN, M., McKINNON, R., MORRIS, S. &
WATTS, K. (2009). The testing effect, collaborative
learning, and retrieval-induced facilitation in a
classroom setting. European Journal of Cognitive
Psychology, 21, 919-940. |
GREVING, S. & RICHTER, T. (2018). Examining the
testing effect in university teaching : Retrievability and
question format matter. Frontiers in Psychology, 9,
1-10. [PDF] |
|
TOPPINO, T.C. & COHEN, M.S. (2009). The testing effect
and the retention interval : Questions and answers. Experimental
Psychology, 56, 252-257. |
BAE, C.L., THERRIAULT, D.L. & REDIFER, J.L. (2018).
Investigating the testing effect : Retrieval as a
characteristic of effective study strategies. Learning
& Instruction, 60, 206–214. |
|
CARPENTER, S.K. (2009). Cue strength as a moderator of the
testing effect : the benefits of elaborative retrieval.
Journal of Experimental Psychology : Learning, Memory,
& Cognition, 35 (6), 1563-1569. [PDF] |
YANG, C., POTTS, R. & SHANKS, D.R (2018). Enhancing
learning and retrieval of new information: a review of the
forward testing effect. Science of Learning, 3 [8].[PDF] |
| |
PASTÖTTER, B. & BÄUML, K.-H.T. (2019). Testing
enhances subsequent learning in older adults. Psychology
& Aging, 34, 242-250. |
| |
YANG, C., CHEW, S.-J., SUN, B. & SHANKS, D.R. (2019).
The forward effects of testing transfer to different
domains of learning. Journal of Educational
Psychology, 111, 809-826. |
| |
ABEL, M., HALLER, V., KÖCK, H., PÖTSCHKE, S., HEIB, D.,
SCHABUS, M. & BÄUML, K.-H.T. (2019). Sleep reduces the
testing effect - but not after corrective feedback and
prolonged retention interval. Journal of Experimental
Psychology : Learning, Memory, & Cognition, 45,
272-287. |
| |
PASTÖTTER, B. & FRINGS, C. (2019). The forward testing
effect is reliable and independent of learners' working
memory capacity. Cognition, 2 (1), 1-15. [PDF] |
|
| |
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Voir aussi Jeux-questionnaire,
Réussite
scolaire, Test
de lecture, Effet
d'espacement, Mémoire,
Oubli, Rétention
et Rappel |
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Effet
Titanic : Désigne toute entreprise
vouée à l'échec en raison de son inertie
organisationelle ou bureaucratique,
qui se traduit par l'incapacité à corriger sa trajectoire, son
développement, ses objectifs, sa manière d'agir, d'opérer, mais
aussi par une sorte de nonchalance des leaders ou des
responsables. Généralement, pendant que le bateau se dirige vers
un iceberg (menace) ou coule (danger), la direction danse sur le
pont supérieur au son de : «La mer ou Tout près de toi mon Dieu...
». = point de non-retour, mouvement
irréversible.
|
Effet
turban : Turban effect.
| |
|
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UNKELBACH, C., FORGAS, J.P. & DENSON, T.F. (2008). The
turban effect : The influence of Muslim headgear and
induced affect on aggressive responses in the shooter bias
paradigm. Journal of Experimental Social Psychology,
44, 1409-1413. [PDF]
|
|
|
Voir aussi Effets |
|
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Effet
Uznadze : Effet consécutif à l'illusion
visuelle découverte par Uznadze.
Uznadze effect.
| |
|
|
PIAGET, J. et LAMBERCIER, M. (1944). Essai sur un effet
d'Einstellung survenant au cours de perceptions visuelles
(effet Uznadze). Archives de psychologie, 30,
95-138. |
|
DOBBINS, I. (1994). The Uznadze effect.
Washington : Western Washington University. |
|
UCELLI, S. & BRUNO, N. (2024). The effect of the Uznadze illusion is temporally dynamic in cloosed-loop but temporaly constant in open-lopp grasping. Quarterly Jourmal of Experimental Psychology, 77, (6), 1238-1249. |
|
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Voir aussi Effets et Illusion Uznadze. |
|
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Effet
Veblen : En économie,
cet effet paradoxal - découvert par Veblen
- se résume de la façon suivante : plus le prix d'un bien augmente
plus sa consommation augmente également. EX: Les
cosmétiques et autres produits de beauté, certains types de
voiture, vêtements griffés ou de marque, etc.). Cet effet illustre
bien que la valeur d'un produit ne se résume pas à son prix (Comparaison
sociale). = effet de snobisme.
|
Effet
Vivaldi : Vivaldi effect.
| |
|
|
MAMMARELLA, N., FAIRFIELD, B. & CORNOLDI, C. (2007).
Does music enhance cognitive performance in healthy older
adults ? The Vivaldi effect. Aging Clinical &
Experimental Research, 19 (5), 394-399. [PDF] |
| |
|
Voir aussi Effets |
|
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Effet
von Gouc : Observations faites par Goulet
qui tendent à montrer que l'on raconte davantage les événements
drôles de la vie quotidienne que les événements qui ne le sont
pas. = effet comique, effet Woody,
effet Groucho Marx. Von Gouc effect.
|
Effet
von Restorff : Effet découvert par Von
Restorff en 1933 qui tend à montrer que l'on se se souvient
mieux d'un élément d'une série qui se distingue des autres.
Confirme l'utilité dans un texte de mettre l'emphase sur certains
mots (caractère gras, italique, etc.). Effet von Restorff et
salience. =
effet d'isolement. Von Restorff effect,
isolation effect, von Restorff isolation effect.
| |
|
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VON RESTORFF, H. (1933). The effects of field formation in
the trace field. Psychologie Forschung, 18,
299-334. |
HUANG, I.N., SCALE, J. & McINTYRE, R. (1976). The von
Restorff isolation effect in response and serial order
learning. The Journal of General Psychology, 94
(2), 153-165. |
|
GOULET, L.R., BONE, R.N. & BARKER, D.D. (1967). Serial
position, primacy and the Von Restorff isolation effect. Psychonomic
Science, 9 (10), 529-530. |
HUANG, I.N. & WILLE, C. (1976). The Von Restorff
isolation effect in free recall. The Journal of
General Psychology, 101, 27-34. |
|
BONE, R.N. & GOULET, L.R. (1968). Serial position and
the Von Restorff isolation effect. Journal of
Experimental Psychology, 76 (3), 494-496. |
KARIS D., FABIANI, M. & DONCHIN, E. (1984)."P300" and
memory : Individual differences in the von Restorff
effect. Cognitive Psychology, 16 (2), 177-216. |
|
STEIL, P. & HYNUM, L. (1970). The von Restorff
isolation effect employing one and three isolates. Psychological
Reports, 27, 963-966. [PDF] |
WINTERS, J.J. & HOATS, D. L. (1989). On the
development of the isolation effect in free recall :
Isolation by color. Bulletin of the Psychonomic
Society, 27 (3), 219-222. |
|
BELLEZZA, F.S. & CHENEY, T.L. (1973). Isolation effect
in immediate and delayed recall. Journal of
Experimental Psychology, 99 (1), 55-60. |
KELLEY, M.R. & NAIRNE, J.S. (2001). Von Restorff
revisited : Isolation, generation and memory for order. Journal
of Experimental Psychology : Learning, Memory &
Cognition, 27, 54-66. [PDF] |
|
VAN DAM, G., PEECK, J., BRINKERICK, M. & GORTER, U.
(1974). The isolation effect in free recall and
recognition. American Journal of Psychology, 87
(3), 497-504. |
KISHIYAMA, M.M., YONELINAS, A.P. & LAZARRA, M.M.
(2004). The von Restorff effect in amnesia : The
contribution of the hippocampal system to novelty-related
memory enhancements. Journal of Cognitive
Neuroscience, 16, 15-23. |
|
BHATNAGAR, M. & SEN, A. (1973). The effect of the
Von-Restorff phenomenon on different temporal positions in
free learning. Indian Journal of Psychology, 48 (4),
53-63. |
|
|
BHATNAGAR, M. & SEN, A. (1973). The effect of the
Von-Restorff phenomenon on different temporal positions in
serial learning. Indian Journal of Psychology, 48
(4), 44-52. |
SIKSTRÖM.S. (2006). The isolation, primacy, and recency
effects predicted by an adaptive LTD/LTP threshold in
postsynaptic cells. Cognitive Science, 30,
243-275. [PDF] |
|
BELLEZZA, F.S. & HOFSTETTER, G.P. (1974). Isolation,
serial position, and rehearsal in free recall.
Bulletin of the Psychonomic Society, 3 (5A),
362-364. [PDF] |
ELHALAL, A., DAVELAAR, E.J. & USHER, M. (2014). The
role of the frontal cortex in memory : an investigation of
the Von Restorff effect. Frontiers in Human
Neuroscience, 8 [410], 1-20. [PDF] |
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Voir aussi Effets |
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Effet
Werther : Expression utiliée par Phillips pour désigner
cette hausse - plus hypothétique que réelle, semble-t-il - du
nombre de suicides à la
suite d'un suicide réel largement diffusé dans les médias.
Cet effet renvoie en fait à deux phénomènes distincts : 1)
soit le fait de se suicider en apprenant, via les médias, qu'une
personne qui nous est chère s'est enlevée la vie. Généralement,
dans ce premier cas, la personne se suicide pour éviter la douleur
de la perte. Elle ne cherche pas forcément à reproduire avec
exactitude les circonstances et les détails de ce suicide. 2)
soit le fait de se suicider en raison de la diffusion
répétée par les médias d'un scénario de suicide d'une célébrité ou
d'un cas insolite, qui attire l'attention du public. Dans ce
second cas, la personne qui passe à l'acte tente de reproduire les
circonstances du suicide de son "modèle". On peut se demander si
les gens qui copient ainsi le suicide d'autrui ne se seraient pas
suicidés autrement, de toute manière. =
mimétisme suicidaire.
Copycat suicide.
| |
|
|
PHILLIPS, D.S. (1974). The influence of suggestion on
suicide : Substantive and theoretical implications of the
Werther effect. American Sociological Review, 39,
(3), 340-354. [PDF]
|
POULIOT, L. et TOUSIGNANT, M. (2010). Les grappes de
suicides : Un phénomène psychosocial réel ou une
aberration statistique ? Canadian
Psychology/Psychologie Canadienne, 51 (2),
120-132. |
|
PHILLIPS, D.S. (1979). Suicide, motor vehicle fatalities,
and the mass media: Evidence toward a theory of
suggestion. American ]ourna of Sociology, 84
(1), 150-174. |
KUNRATH, S., BAUMERT, J. & LADWIG, K.H. (2011).
Increasing railway suicide acts a er media coverage of a
fatal railway accident ? An ecological study of 747
suicidal acts. Journal of Epidemiology &
Community Health, 65, 825-828. |
|
WASSERMAN, I.M. (1984). Imitation and suicide: A
reexamination of the Werther effect. American
Sociological Review, 49, 427-436. |
|
|
PHILLIPS, D.S. & CARSTENSTENN, L.L. (1986). Clustering
of teenage suicides after television news stories about
suicide. The New England Journal of Medicine, 315,
685-689. |
FU, K.-W. & CHAN, C.H. (2013). A study of the impact
of thirteen celebrity suicides on subsequent suicide rates
in South Korea from 2005 to 2009. PLoS One, 8
(1), 1-7. [PDF] |
|
JONAS, K. (1992). Modelling and suicide : a test of the
Werther effect. British Journal of Social Psychology,
4, 295-306. [PDF] |
MYUNG, W., WON, H.-H., FAVA, M., MISCHOULON, D., YEUNG,
A., LEE, D., KIM, D.K. & JEON, H.J. (2015). Celebrity
suicides and their differential influence on suicides in
the general population : A national population-based study
in Korea. Psychiatry Investigation, 12 (2),
204-211.
[PDF] |
|
CHENG, A.T., HAWRON, K., LEE, C.T., CHEN, T.H.H. (2007).
The influence of media reporting of the suicide of a
celebrity on suicide rates : a population-based study. International
Journal of Epidemiology, 3 (6), 1229-1234. |
YI, H., HWANG, J., BAE, H.-J., KIM, N. (2019). Age and sex
subgroups vulnerable to copycat suicide : evaluation of
nationwide data in South Korea. Scientific Reports, 9
(1), 1-9. |
|
NIEDERKROTENTHALER, T., VORACEK, M., HERBERTH, A., TILL,
B., STRAUSS, M., ETZERSDORFER, E., EISENWORT, B. &
SONNECK, G. (2010). Role of media reports in completed and
prevented suicide : Werther v. Papageno effects. The
British Journal of Psychiatry, 197 (3), 234-243. |
HA, J. & YANG, H.-S. (2021). The Werther effect of
celebrity suicides : Evidence from South Korea. PLoS
One, 16 (4), 1-15. [PDF] |
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| |
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Voir aussi Suicide Média,
Modèle, Suggestion
et Effets |
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Effet
Zeigarnik : Observations faites par Zeigarnick
et qui tendent à montrer que l'on se souvient mieux des tâches qui
ont été interrompues que des des tâches que l'on a complétées.
Zeigarnik effect.
| |
|
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GREEN, D.R. (1963). Volunteering and the recall of
interrupted tasks. Journal of Abnormal & Social
Psychology, 66, 397-401. |
|
HEIMBACH, J.T. & JACOBY, J. (1972). The Zeigarnik
effect in advertising. In M. Venkatesan (Ed.), Proceedings
of the Third Annual Conference of the Association for
Consumer Research (pp. 746-757). College Park. MD.
|
|
McGRAW, K.O. & FIALA, J. (1982). Undermining the
Zeigarnik effect : Another hidden cost of reward.
Journal of Personality, 50, 58-66. |
|
REEVE, J., COLE, S.G. & OLSON, B.C. (1986). The
Zeigarnik effect and intrinsic motivation : Are they the
same ? Motivation & Emotion, 10, 231-243. [PDF] |
|
LANDRUM, R.E. (1993). Sensitivity of implicit memory to
input processing and the Zeigarnik effect. Journal of
General Psychology, 120, 91-98. |
|
RICHARDSON, R.C. (1999). Heuristics; Black Box,
figure-ground, modularity, split brain effects and
Zeigarnik effect. In R. Audi (Ed.), The Cambridge
Dictionary of Philosophy (pp. 310-311, 379, 579,
874-5, 987). Cambridge : Cambridge University Press. |
|
|
Voir aussi Effets |
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Efficacité
: Efficace : Ce qui fonctionne, produit les résultats
escomptés. Le concept a plusieurs acceptions : a)
En psychologique,
l'efficacité est le rapport optimal entre les bénéfices de la thérapie
et ses effets secondaires. Efficacité et efficacité
des thérapies. Effectiveness of
psychotherapy. b)
Toujours en psychologie, on utilise le terme pour désigner le
fonctionnement optimal d'un groupe.
Group effectiveness. c)
L'idée a également été reprise en psychologie pour
désigner le sentiment de
faire ce qu'il faut, de bien faire les choses (do the right
thing). = efficacité personnelle. Self-efficacy.
d) En éducation,
le terme renvoie aussi bien à l'évaluation des techniques
d'enseignement qu'aux qualités intrinséques d'un enseignant.e. e)
En économie, l'efficacité
est le rapport optimal entre la qualité d'un biens/services et son
coût. = qui fonctionne, donne les
résultats escompés, c'est beau, ça marche Jean-marc !
Efficacy, efficiency, production, effectivenes.
|
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| a |
|
ELLIS, A. (1956). The effectiveness of psychotherapy with
individuals who have severe homosexual problems.
Journal of Consulting Psychology, 20, 191-195. |
GIBSON, S. & DEMBO, M.H. (1984). Teacher efficacy : A
construct validation. Journal of Educational
Psychology, 76, 569-582. |
|
|
Voir aussi Efficacité
des thérapies |
| b |
|
ROCK, M.L. & HAY, E.N. (1953). Investigation of the
use of tests as a predictor of leadership and group
effectiveness in a job evaluation situation. Journal
of Social Psychology, 38, 109-119. |
CARZO, R. (1963). Some effects of organization structure
on group effectiveness. Administrative Science
Quarterly, 7 (4), 393-424. |
|
|
Voir aussi Efficacité
du groupe |
| c |
|
HUGHES, M. & DEMO, D.H. (1989). Self-perception of
Black Americans : Self-esteem and personal efficacy. Amercain
Journal of Sociology, 95, 132-159. [PDF] |
BANDURA, A. & ADAMS, N.E. (1977). Analysis of
self-efficacy theory of behavioral change. Cognitive
Therapy & Research, 1 (4), 287-310. [PDF] |
|
|
Voir aussi Sentiment
d'auto-efficacité |
| d |
|
VALOS, B. & HADDAD, W. (1981). A review of teacher
effectiveness research in Africa, India, Latin America,
Middle East, Malaysia, Philippines, and Thailand :
Synthesis of results. Ottawa : IDRC. |
KULIK, J.A. & BANGERT-DROWNS, R.L. (1983).
Effectiveness of technology in precollege mathematics and
science teaching. Journal of Educational Technology
Systems, 12, 137-158. |
|
|
Voir aussi Évaluation et
efficacité des enseignements |
| e |
|
SCOTT, W.D. (1910). Increasing human efficiency in
business. New York : Macmillian.
[PDF] |
HUNTER, J.E. (1983). A causal analysis of cognitive
ability, job knowledge, and job performance, and
supervisory ratings. In R. Landy, S. Zedeck & J.
Cleveland (Eds.), Performance measurement and theory
(pp. 257-266). Hillsdale, NJ : Erlbaum. |
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Voir aussi
Efficacité au travail |
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Efficience
neurale : Hypothèse
selon laquelle le niveau d'activité
neurale serait positivement corrélé à l'intelligence
ou du moins à son utilisation selon les contextes; autrement dit,
plus un problème est difficile à résoudre,
plus on observe une grande activité du cerveau.
Neural efficiency.
| |
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GRABNER, R.H., STERN, E. & NEUBAUER, A.C. (2003). When
intelligence loses its impact : neural efficiency during
reasoning in a familiar area. International Journal
of Psychophysiology, 49, 89-98. [PDF] |
|
GRABNER, R.H., FINK, A. STIPACEK, A., NEUPER, C. &
NEUBAUER, A.C. (2004). Intelligence and working memory
systems : evidence of neural efficiency in alpha band ERD.
Cognitive Brain Research, 20 (2), 212-225. |
|
NEUBAUER, A.C., GRABNER, R.H. & STERN, E. (2005).
Intelligence and neural efficiency : further evidence of
the influence of task content and sex on the brain-IQ
relationship. Cognitive Brain Research, 25 (1),
217-225. |
|
GRABNER, R.H., NEUBAUER, A.C. & STERN, E. (2006).
Superior performance and neural efficiency : The impact of
intelligence and expertise. Brain Research Bulletin,
69, 422-439. [PDF] |
|
NUSSBAUMER, D., GRABNER, R.H. & STERN, E. (2015).
Neural efficiency in working memory tasks : The impact of
task demand. Intelligence, 50, 196-208. [PDF] |
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Voir aussi
Activité neurale |
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Effort
: Au sens large, l'effort est une dépense d'énergie.
Selon la perspective - béhavioriste ou cognitive - il s'agit de la
capacité d'émettre des comportements en l'absence de renforcement
ou entre l'obtention de deux renforcements (perspective
béhavioriste); ou la capacité de demeurer attentif entre deux informations
(perspective cognitive). =
persévérance, travail. /immobilité, paresse,
tout cuit dans le bec. Effort, persistence,
effortful processes, response effort.
| |
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DEWEY, J. (1897). The psychology of effort.
Philosophical Review, 6, 43-56. |
AMES, C. & ARCHER, J. (1987). Mothers' beliefs about
the role of ability and effort in school learning.
Journal of Educational Psychology, 79 (4),
409-414. |
|
GARDINER, H.N. (1906). The psychology of effort. Psychlogical
Review, 4 (4), 437-438. |
EISENBERGER, R., MITCHELL, M., McDERMITT, M. &
MASTERSON, F.A. (1984). Accuracy versus speed in the
generalized effort of learning-disabled children. Journal
of Experimental Analysis of Behavior, 42 (1),
19-36. [PDF] |
|
LEWIS, M. (1964). The effect of effort on value : An
exploratory study of children. Child Development, 35,
1337-1342. |
SOLOMON, G. (1984). Television is "easy" and print is
"tough" : the differential investment of mental eVort in
learning as a function of perceptions and attributions. Journal
of Educational Psychology, 76, 647-658. |
|
LEWIS, M. (1964). Some nondecremental effects of effort.
Journal of Comparative Physiological Psychology, 57,
367-372. |
JACKSON, J.M. & HARKINS, S. (1985). Social
loafing on difficult tasks : Working collectively can
improve performance. Journal of Personality &
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|
LEWIS, M. (1965). Effect of effort on choice : Values of a
secondary reinforcer. Psychological Reports, 16, 557-560. |
SCHUMAN, H., WALSH, E., OLSON, C. & ETHERIDGE, B.
(1985). Effort and reward : the assumption that college
grades are affected by quantity of study. Social
Forces, 63, 945-966. |
|
LEWIS, M. (1965). The psychological effect of effort. Psychological
Bulletin, 64, 183-190. |
NATRIELLO, G. & McDILL, E.L. (1986). Performance
standards, student effort on homework, and academic
achievement. Sociology of Education 59, 18-31. |
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STACHNIK, T. (1967). The role of response effort in
extinction : Much ado about nothing. Psychonomic
Science, 9, 517–518. |
JACKSON, J.M. & HARKINS, S. (1985). Equity in effort:
An explanation of the social loafing effect.
Journal of Personality and Social Psychology, 49
(5), 1199-1206 |
|
ELSEMORE, .T.F. (1971). Effects of response effort on
discrimination performance. The Psychological Record,
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EISENBERGER, R. & ADORNETTO, M. (1986). Generalized
self-control of delay and effort. Journal of
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|
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WALSH, D.A. & JENKINS, J.J. (1973). Effects of
orienting tasks on free recall in incidental learning :
"Difficulty", "effort", and "process" explanations.
Journal of Verbal Learning & Behavior, 12, 481-488. |
MICHAELS, J. & MIETHE, T. (1989). Academic effort and
college grades. Social Forces, 68 (1), 309-319. |
|
KAHNEMAN, D. (1973). Attention and effort.
Englewood Cliffs, NJ : Prentice-Hall. |
VERPLANKEN, B., HAZENBERG, P.T. & PALENEWEN, G.R.
(1992). Need for cognition and external information search
effort. Journal of Research in Personality, 26 (2),
128-136. |
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EISENBERGER, R., MYERS, A.K. & KAPLAN, R.M. (1973).
Persistent deprivation shift effort opposite in direction
to incentive contrast. Journal of Experimental
Psychology, 99, 400-404. |
MORGAN, W.P. (1994). Psychological components of effort
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PETTY, R.E., HARKINS, S.G., WILLIAMS, K.D. & LATANÉ,
B. (1977). The effects of group size on cognitivie effort
and evalaution. Personality & Social Psychology
Bulletin, 2 (4), 569-582. |
FRIMAN, P.C. & POLLING, A. (1995). Making life easier
with effort : Basic findings and applied research on
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WETZEL, J.N. (1977). Measuring student scholastic effort :
An economic theory of learning approach. The Journal
of Economic Education, 9, 34-41. |
IRVIN, D. S., THOMPSON, T.J., TURNER W.D. & WILLIAMS,
D E. (1998). Utilizing increased response effort to reduce
chronic hand mouthing. Journal of Applied Behavior
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CHARBONNIER, E., HUGUET, P., BRAUER, M. & MONTEIL,
J.-M. (1998). Social loafing and self-beliefs : People's
collective effort depends on the extent to which they
distinguish temselves as better than others. Social
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|
AUBLE, P.M. & FRANKS, J.J. (1978). The effects of
effort toward comprehension on recall. Memory &
Cognition, 6, 20-25. |
DRUCKER, P.M., DRUCKER, D.B., LITTO, T. & STEVENS, R.
(1998). Relation of task difficulty to persistence. Perceptual
& Motor Skill, 86, 787-794. |
| |
ARMUS, H.L. (1999). Effect of response effort on secondary
reward value. Psychological Reports, 84, 323-328. |
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COVINGTON, M.V. & OMELICH, C.L. (1979). Effort : The
double-edged sword in school achievement. Journal of
Educational Psychology, 71 (2), 169-182. |
GARON, R. et THÉORÊT, M. (2000). L'effort à l'école,
un goût à développer. Outremont : Les Éditions
Logiques. |
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CLEMENT, T.S., FELTUS, J., KAISER, D.H. & ZENTALL,
T.R. (2000). “Work ethic” in pigeons : Reward value is
directly related to the effort or time required to obtain
the reward. Psychonomic Bulletin & Review, 7
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TYLER, S.W., HERTEL, P.T., McCALLUM, M.C. & ELLIS,
H.C. (1979). Cognitive effort and memory. Journal of
Experimental Psychology : Human Learning & Memory, 5
(6), 607-617. |
ZHOU, L., GOFF, G. A. & IWATA, B.A. (2000). Effects of
increased response effort on self-injury and object
manipulation as competing responses. Journal of
Applied Behavior Analysis, 33 (1), 29-39. [PDF] |
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AUBLE, P.M., FRANKS, J.J. & SORACI, S.A. (1979).
Effort toward comprehension : Elaboration or "aha!" ? Memory
& Cognition, 7, 426-434. |
ARMUS, H.L. (2001). Effect of response effort on the
reward value of distinctively flavored food pellets. Psychological
Reports, 88, 1031-1034. |
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EISENBERGER, R., TERBORG, R. & CARLSON, J. (1979).
Transfer of persistence across reinforced behaviors.
Animal Learning & Behavior, 7, 493-498. |
VAN LEEUWENM E. & VAN KNIPPENBERG, D. (2002). How a
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EISENBERGER, R., CARLSON, J., GUILE, M. & SHAPIRO, N.
(1979). Transfer of effort across behaviors. Learning
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PROFFITT, D.R., STEFANUCCI, J., BANTON, T. & EPSTEIN,
W. (2003). The role of effort in perceiving distance.
Psychological Science, 14, 106-112. |
| EISENBERGER, R., HEERDT, W.A., HAMDI, M., ZIMET, S. &
BRUCKMEIR, M. (1979). Transfer of persistence across
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Learning & Memory, 5, 522-530. |
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ratings of student effort, student ability and teacher
input as correlates of student performance on
multiple-choice exams. Educational Research, 46,
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HASHER, L. & ZACKS, R.T. (1979). Automatic and
effortful processes in memory. Journal of
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Perceiving distance : A role of effort and intent. Perception,
33, 577-590. |
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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. |
|
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GARON, R. (2006). Pour transmettre de goût de l'effort en
classe. Résonances : Mensuel de l'école Valaisanne,
5, 8-9. |
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EISENBERGER, R. & LEONARD, J.M. (1980). Effects of
conceptual task difficulty on generalized persistence. American
Journal of Psychology, 93, 285-298. |
BUTLER, J. & ADAMS, R. (2007). The impact of
differential investment of student effort on the outcomes
of international studies. Journal of Applied
Measurement 8 (3), 279- 304. |
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PRITCHARD, R.D., HOLLENBACK, J. & DELEO, P.J. (1980).
The effects of continuous and partial schedules of
reinforcement on effort, performance, and satisfaction. Organizational
Behavior & Human Decision Processes, 25,
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SEGERSTROM, S.C. & SOLBERG NES, L. (2007). Heart rate
variability reflects self-regulatory strength, effort, and
fatigue. Psychological Science, 18, 275-281. |
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PERONE, M. & BARON, A. (1980). Reinforcement of human
observing behavior by a stimulus correlated with
extinction or increased effort. Journal of the
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[PDF] |
ZAROMB, F.M & ROEDIGER, H.L. (2009). The effects of
"effort after meaning" on recall : Differences in within-
and between-subjects designs Memory & Cognition,
37 (4), 447-463. [PDF] |
|
EISENBERGER, R. & MASTERSON, F.A. (1983). Required
high effort increases subsequent persistence and reduces
cheating. Journal of Personality & Social
Psychology, 44 (3), 593-599. |
DE FRAJA, G.T., D’OLIVEIRA, T. & ZANCHI, L. (2010).
Must try harder. Evaluating the role of effort on
examination results. The Review of Economics &
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|
DUNN, B. (1983). Try and try again. Journal of
Precision Teaching, 3 (4), 96-97. |
PATRON, H. & LOPEZ, S. (2011). Student effort,
consistency, and online performance. The Journal of
Educators Online, 8 (2), 1-10. [PDF] |
|
SALOMON, G. (1983). The differential investment of mental
effort in learning from different sources. Educational
Psychologist, 18 (1), 42-50. |
SCHWAB, F., HENNIGHAUSEN, C., ADLER, D.C. & CAROLUS,
A. (2018). Television is still "easy" and print is stil
"tough" ? More than 30 Years of research on the amount of
invested mental effort. Frontiers in Psychology, 9
[1098], 1-17. [PDF] |
| |
|
Voir aussi Participation
en classe et Travail
|
|
|
Effort
d'échantillonnage : Fraction plus ou moins grande de sujets
qui ont été sélectionnés pour participer à une
recherche. Rapport entre le nombre de sujets de la recherche
(n) et le nombre d'individus de la population (N).
| |
|
|
SCHERRER, B. (1984). Biostatistique. Chicoutimi :
Gaëtan Morin. |
|
|
Efron
Bradly (St-Paul 1938-) :
Statisticien américain. Il a mis au point une méthode
statistique d'auto-amorçage
(bootstrap). Il s'est aussi intéressé à la puissance
des tests statistiques. Collaborateur de Diaconis
et Tibshirani.
 |
EFRON, B. (1981). Censored data and the bootstrap. JASA,
76 (374), 312-319. |
|
EFRON, B. & DIACONIS, P. (1983). Computer intensive
methods in statistics. Scientific American, 248,
116-130. |
|
EFRON, B. & DIACONIS, P. (1985). Testing for
independence in a two-way table : New interpretations of
the chi-square statistic. Annals of Statistics, 13
(3), 845-913. |
|
EFRON, B. (1986). Why isn't everyone a Bayesian ? The
American Statistician, 40, 1-11. [PDF] |
|
EFRON, B. (2004). Large-scale simultaneous hypothesis
testing : The choice of a null hypothesis. Journal of
the American Statistical Association, 99 (465),
96-104. [PDF] |
|
|
|
| ED
- EGELAND
- EGETH -
ÉGOCENTRISME - EHLERS - EHRI
- EHRING -
EIBL-EIBESFELDT - EIFERT - EIKESETH
- EISENBERG/EISENBERGER
- EJ |
|
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|
|
|
|
Egan
Sarah J. ( ) : Psychologue
cognitivo-béhavioriste anglaise,
spécialisée dans l'étude et le traitement
du perfectionnisme.
Collaboratrice de Andersson,
Antony, Carlbring,
Shafran et Wade.
|
EGAN, S.J. & HINE, P. (2008). Cognitive behavioural
treatment of perfectionism : A single case experimental
design series. Behaviour Change, 25, 245-258. |
|
EGAN, S.J., WADE, T.D. & SHAFRAN, R. (2011).
Perfectionism as a transdiagnostic process : A clinical
review. Clinical Psychology Review, 31, 203-212. |
|
EGAN, S.J., WADE, T.D. & SHAFRAN, R. (2012). The
transdiagnostic process of perfectionism. Revista de
Psicopatología y Psicología Clínica, 17 (3),
279-294. [PDF] |
|
EGAN, S.J., WADE, T.D. & SHAFRAN, R. (2014). Cognitive-behavioral
treatment of perfectionism. New York, NY : Guilford
Press. |
|
EGAN, S.J., PIEK, J.P. & DYCK, M.J. (2015). Positive
and negative perfectionism and the big five personality
factors. Behaviour Change, 32 (2), 104-113. |
|
|
|
Egel
Andrew L. ( ) :
Psychologue béhavioriste
américain et spécialiste de l'autisme.
Collaborateur de Dunlap et
Koegel.
|
DUNLAP, G., KOEGEL, R.L. & EGEL, A.L. (1980).
Motivating autistic children through stimulus variation. Journal
of Applied Behavior Analysis, 13 (4), 619-627. [PDF] |
|
EGEL, A.L. (1980). The effects of constant vs. varied
reinforcer presentation on responding by autistic
children. Journal of Experimental Child Psychology,
30, 455-463. |
|
EGEL, A.L. (1981). Reinforcer variation : Implication for
motivating developmentally disabled children. Journal
of Applied Behavior Analysis, 14 (3), 345-350. [PDF] |
|
EGEL, A.L., RICHMAN, G.S. & KOEGEL, R.L. (1981).
Normal peer models and autistic children's learning. Journal
of Applied Behavior Analysis, 14 (1), 3-12. [PDF] |
|
EGEL, A.L. (2008). Classroom-based interventions for
children with Autism Spectrum Disorders (129-136). In B.K.
Shapiro & P.J. Accardo (Eds.), Autism frontiers :
Clinical issues and innovations. Baltimore, MD :
Paul Brookes Publishing Co. |
|
|
|
Egeland
Byron R. ( ) : Psychologue
américain spécialisé dans l'étude du développement,
et plus particulièrement du cycle
de violence et de maltraitance.
Collaborateur de Carlson,
Sroufe, Vaughn
et Waters.
 |
EGELAND, B. & BRUNNQUELL, D. (1979). An at-risk
approach to the study of child abuse : Some preliminary
findings. Journal of the American Academy of Child
Psychiatry, 18, 219-235. |
|
EGELAND, B. & SROUFE, L.A. (1981). Attachment and
early maltreatment. Child Development, 52,
44-52. |
|
EGELAND, B., JACOBVITZ, D. & SROUFE L.A. (1988).
Breaking the cycle of abuse : Relationship predictors. Child
Development, 59 (4), 1080-1088. |
|
EGELAND, B., YATES, T., APLEYARD, K. & VAN
DULMEN, M. (2002). The long-term consequences of
maltreatment in the early years. Children's Services
: Social Policy, Research & Practice, 5 (4),
249-260. |
|
EGELAND, B. (2009). Taking stock : Childhood emotional
maltreatment and developmental psychopathology. Child
Abuse & Neglect, 33, 22-36. |
|
|
|
Egelson
Paula ( ) : Spécialiste de l'éducation.
Elle s'intéresse notamment à l'apprentissage de la lecture
et l'effet de la taille des classes
sur l'apprentissage
et la réussite
scolaire. Collaboratrice d'Achilles.
|
ACHILLES, C.M., HARMAN, P. & EGELSON, P. (1995). Using
research results on class size to improve pupil
achievement outcomes. Research in the Schools, 2 (2),
23-30. |
|
EGELSON, P., HARMAN, P. & ACHILLES, C.M. (1996).
Does class size make a difference ? Recent findings from
state and district initiatives. Greensboro, NC :
Southeast Regional Vision for Education (SERVE). |
|
EGELSON, P. & HARMAN, P. (2000). Ten years of small
class size in Burke County, North Carolina. The CEIC
Review, 9, 14-15. |
|
EGELSON, P. & HARMAN, P. (2000). Ten years of small
class size in Burke County, North Carolina. In M.C. Wang
& J.D. Finn (Eds.), How small classes help
teachers do their best (pp. 279-297). Philadelphia
: Temple University Center for Research in Human
Development and Education. |
|
EGELSON, P., HARMAN, P., HOOD, A. & ACHILLES, C.M.
(2002). How class size makes a difference. Greensboro,
NC : SERVE Regional Educational Laboratory, 1-39. [PDF] |
|
|
|
Egeth Howard E. (Livington 1940-) : Psychologue
cognitiviste américain,
spécialisé dans l'étude de
l'attention, notamment la recherche
et l'attention visuelle.
Collaborateur de Deese, Hulse,
Jonides, McCloskey,
Mordkoff et Yantis.
 |
EGETH, H., JONIDES, J. & WALL, S. (1972). Parallel
processing of multi-element displays. Cognitive
Psychology, 3, 674-698. |
|
EGETH, H.E. & DAGENBACH, D. (1991). Parallel versus
serial processing in visual search. Journal of
Experimental Psychology : Human Perception &
Performance, 17, 550-559. |
|
EGETH, H.E. & YANTIS, S. (1997). Visual attention :
Control, representation, and time course. Annual
Review of Psychology, 48, 269-297. [PDF] |
|
EGETH, H.E., LEONARD, C.J. & PALOMARES, M. (2008). The
role of attention in subitizing : Is the magical number 1
? Visual Cognition, 16, 463-473. [PDF] |
|
EGETH, H.E., LEONARD, C.J. & LEBER, A.B. (2010). Why
salience is not enough : Reflections on top-down selection
in vision. Acta Psychologica, 135, 130-132. [PDF] |
|
|
|
Egger
Matthias ( ) : Statisticien
et épidémiologiste
britannique. Collaborateur de
Altman, Davey-Smith, Higgins
et Gotzsche.
|
EGGER, M., ZELLWEGER-ZAHNER, T., SCHNEIDER, M., JUNKER,
C., LENGELER C. & ANTES G. (1997). Language bias in
randomised controlled trials published in English and
German. Lancet, 350, 326-329. |
|
EGGER, M., DAVEY-SMITH, G. & PHILLIPS, A.N. (1997).
Meta-analysis : principles and procedures. British
Medical Journal, 315, 1533-1537. |
|
EGGER, M., DAVEY-SMITH, G., SCHNEIDER, M. & MINDER, C.
(1997). Bias in meta-analysis detected by a simple
graphical test. British Medical Journal, 315,
629-634. [PDF] |
|
EGGER, M., DAVEY-SMITH, G. & SCHNEIDER, M. (1997).
Meta-analysis : potentials and promise. British
Medical Journal, 315, 1371-1374. |
|
EGGER, M. & DAVEY-SMITH, G. (1998). Meta-analysis :
Bias in location and selection of studies. British
Medical Journal, 316, 61. |
|
|
|
Église
: Lieu de prière,
d'exercice de la religion
catholique.
Church.
| |
|
|
GILLILAND, A.R. (1940). The attitude of college students
toward God and the church. The Journal of Social
Psychology, 11, 11-18. |
|
AZZI, C. & EHRENBERG, R. (1975). Household allocation
of time and church attendance. Journal of Political
Economy 83:27–56. |
|
WALD, K.D., OWEN, D.E. & HILL, S.S. (1988). Churches
as political communities. American Political Science
Review 82, 533-548. |
|
TE GRITENHUIS, M. & SCHEEPERS, P. (2001). Churches in
Dutch : Causes of religious disaffiliation in the
Netherlands, 1937-1995. Journal for the Scientific
Study of Religion, 40, 591-606. |
|
LAPERRIÈRE, G. (2007). L'église du Québec et les années
1960 : l'ère de tous les changements. Cap-aux-Diamants
: la Revue d'Histoire du Québec, 89, 10-13.
[PDF] |
|
KASOMO, D. (2010). The role of women in the church in
Africa. International Journal of Sociology &
Anthropology, 2 (6), 126-139. [PDF] |
|
GERBER, A., HUBER, G.A. & HUNGERMAN, D.M. (2016). Does
church attendance cause people to vote ? Using blue laws
repeal to estimate the effect of religiosity on voter
turnout. British Journal of Political
Science, 46 (3), 481-500. [PDF] |
| |
|
Voir aussi Religiosité,
Croyance
religieuse et Religion |
|
|
Ego
: Du latin ego qui signifie soi-même. =
soi ou moi.
Ego.
| |
|
|
KLEIN, M. (1930). The importance of symbol-formation in
the development of the ego. International Journal of
Psychoanalysis, 11, 24-39. |
|
SEARL, N.M. (1930). The role of ego and libido in
development. International Journal of
Psycho-Analysis, 11, 125-149. |
|
SARTRE, J-P. (1936). Essai sur la transcendance de
l'ego. Paris : Vrin. |
|
ALLPORT, G.W. (1943). The ego in contemporary psychology.
Psychological Review, 50, 451-478. |
|
CARROLL, E.J. (1954). Acting out and ego development.
Psychoanalytic Quarterly, 23, 521-528. |
|
GREENWALD, A.G. (1980). The totalitarian ego : Fabrication
and revision of personal history. American
Psychologist, 35, 603-618. [PDF] |
|
|
Voir aussi Soi et Moi
|
|
|
|
Égocentrisme : Égocentrique : Qui se centre sur soi, sur ses émotions,
ses idées, par amour de soi
(narcissime), par désintérêt des autres (ermite) ou par
incapacité de prendre en considération le point de vue des autres.
= pensée égocentrique. Egocentric
biases.
| |
|
|
PIAGET, J. (1951). Pensée égocentrique et pensée
sociocentrique. Cahiers Internationaux de Sociologie,
10, 34-49. |
TIERNY, M.C. & RUBIN, K.H. (1975). Egocentrism and
conformity in early childhood. Journal of Genetic
Psychology, 126, 209-215. |
|
ELKIND, D. (1967). Egocentrism in adolescence. Child
Development, 38, 1025-1033. |
RUBIN, K.H. & MAIONI, T. (1975). Play preference and
its relationship to egocentrism, popularity, and
classification skills in preschoolers. Merrill-Palmer
Quarterly of Behavior & Development, 21, 171-179. |
|
KONECNI, V.J. (1971). Piaget's concept of egocentrism and
some related issues. Psihologija, 12, 197-210.
[PDF] |
SCHLENKER, B.R. & MILLER, R.S. (1977). Egocentrism in
groups : Self- serving biases or logical information
processing ? Journal of Personality & Social
Psychology, 35, 755-764. |
|
RUBIN, K.H. (1972). Relationship between egocentric
communication and popularity among peers. Developmental
Psychology, 7, 364. |
ROSS, M. & SICOLY, F. (1979). Egocentric biases in
availability and attribution. Journal of Personality
& Social Psychology, 37, 322-336. |
|
RUBIN, K.H. (1973). Egocentrism in childhood : A unitary
construct ? Child Development, 44, 102- 110. |
LAPSLEY, D.K. (1993). Toward an integrated theory of
adolescent ego development : The 'new look' at adolescent
egocentrism. American Journal of Orthopsychiatry, 63,
562-571. |
|
RUBIN, K.H. & SCHNEIDER, F.W. (1973). The relationship
between moral judgment, egocentrism, and altruistic
behavior. Child Development, 44, 661-665. |
|
|
RUBIN, K.H., ATTEWELL, P.W., TIERNY, M.C. & TUMOLO, P.
(1973). The development of spatial egocentrism and
conservation across the life-span. Developmental
Psychology, 8, 432. |
|
|
DE VILIERS, J.G. & DE VILIERS, P.A. (1974). On this,
that, and the other : Nonegocentrism in very young
children. Journal of Experimental Child Psychology,
18, 438-447. |
|
|
RUBIN, K.H. (1974). The relationships between spatial and
communicative egocentrism in children and young and old
adults. Journal of Genetic Psychology, 125, 295-301. |
HEO, J., HAN, S., KOCH, C. & AYDIN, H. (2012).
Piaget's egocentrism and language learning : Language
egocentrism (LE) and language dfferentiation (LD). Journal
of Language Teaching & Research, 2 (4),
733-739. [PDF] |
|
RUBIN, K.H. & ORR, R.R. (1974). Spatial egocentrism in
retarded and non-retarded children. American Journal
of Mental Deficiency, 79, 95-98. |
SURTEES, A. & APPERLY, I.A. (2012). Egocentrism and
automatic perspective-taking in children and adults. Child
Development, 83 (2), 452-460. [PDF] |
|
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Voir aussi
Narcissime |
|
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Égodystonie
: Égodystonique : Du latin ego qui signifie
soi-même, et dystonique qui signifie étranger. Qualifie
une émotion, une pensée ou
un comportement inhabituel,
qui ne correspond pas (dystonie) au comportement normal, à l'image
que l'individu a de lui-même (ego) et qui, de ce fait, rend
l'individu égodystonique mal à l'aise, honteux ou coupable, selon
le cas. /egosynchronique. Ego-dystonic.
| |
|
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LIEF, H.I & KAPLAN, H.S. (1986). Ego-dystonic
homosexuality. Journal of Sex & Marital Therapy,
12 (4), 259-266. |
|
ROSS, M.W. (1988). Ego-dystonic heterosexuality : a case
study. Journal of Homosexuality, 15 (1-2),
7-11. |
|
|
|
Égoïsme
: Consiste à agir uniquement dans son propre intérêt,
pour satisfaire ses besoins,
sans tenir compte des besoins ou de l'intérêt des autres. /altruisme.
Selfishness.
| |
|
|
RAND A. (1964). The virtue of selfishness. New
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|
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|
|
Voir aussi altruisme |
|
|
Égypte
: Voir Pays.
Egypt.
| |
|
|
OKASHA, A. (2000). The prevalence of obsessive compulsive
symptoms in a sample of Egyptian psychiatric patients.
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OKASHA, A. RAGHEB, K., ATTIA, A.H., SEIF, E.D.A., OKASHA,
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GELFAND, M.J., SEVERANCE, L., LEE, T., BRUSS, C.B., LUN,
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|
|
Voir aussi Pays |
|
|
|
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et de l'anorexie.
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Eikeseth Svein (1960-) : Psychologue
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Einarsen Stale (Stord-) : Psychologue
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Robert William (1943-2022) : Psychologue
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Richard J. (1945-) : Psychosociologue
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|
|
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| EG
- EKMAN
- ELDEVICK - ELDREGE
- ÉLECTION - ÉLECTRICITÉ
- É.-ENCÉPHALOGRAMME -
ELIOT/ELLIOT - ELLEMBERG
- ELLIS - ELMAN - EM |
Éjaculation
: Émission de sperme
par le pénis. Éjaculation,
relation sexuelle et masturbation.
( ): Éjaculation
précoce, éjaculation tardive.
Ejaculation.
| |
|
|
GRABER, B., ROHRBAUGH, J.W., NEWLIN, D.B., VARNER, J.L.
& ELLINGSON, R.J. (1985). EEG during masturbation and
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|
PERELMAN, M. (2004). Evaluation and treatment of
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sexual dysfunction. Philadelphia : Current
Medicine. |
|
|
|
Éjaculation
précoce : Lors des relations
sexuelles, éjaculation trop
rapide, qui ne satisfait
ni l'homme ni son/sa
partenaire. Premature ejaculation, rapid
ejaculation.
| |
|
| |
SYMONDS, T., ROBLIN, D. HART, K & HART, K, ALTHOF,
S.E. (2003). How does premature ejaculation effect a man's
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ZEISS, R.A., CHRISTENSEN, A. & LEVINE, A.G. (1978).
Treatment for premature ejaculation through male-only
groups. Journal of Sex & Marital Therapy, 4
(2), 139-143. |
PERELMAN, M. (2004). Evaluation and treatment of
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sexual dysfunction. Philadelphia : Current Medicine. |
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KAPLAN, H.S. (1989/1994). PE: how to overcome premature
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ALTHOF, S.E. (2005). Psychological treatment strategies
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ARAFA, M. & SHAMLOUL, R. (2006). Efficacy of
sertraline hydrochloride in treatment of premature
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|
ST. LAWRENCE, J. & MADAKASIRA, S. (1992). Evaluation
and treatment of premature ejaculation : a critical
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METZ, M. & McCARTHY, B. (2007). Ejaculatory problems.
In L. VandeCreek, F. Peterso & J. Bley (Eds.),
Innovations in clinical practice : Focus on sexual
health (pp. 135-155). Sarasota, FL : Professional
Resource Press. |
|
GRENIER, G. & BEYERS, E.S. (1995). Rapid ejaculation :
A review of conceptual, etiological, and treatment issues.
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WALDINGER, M.D. (2008). Premature ejaculation : Different
pathophysiologies and etiologies determine its treatment.
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METZ, M. & McCARTHY, B. (2003). Coping with
premature ejaculation. Oakland, CA : New Harbinger. |
JANNINI, E.A. & PORST, H. (2011). A practical approach
to premature ejaculation. The Journal of Sexual
Medicine, 8 (S4), 301-303. |
| |
|
Voir aussi Éjaculation
et Satisfaction
sexuelle |
|
|
|
Éjaculation
tardive : = éjaculation
retardée. Retarded ejaculation, delayed
ejaculation.
| |
|
|
APFELBAUM, B. (1980). The diagnosis and treatment of
retarded ejaculation. In S. Leiblum & L. Pervin
(Eds.), Principles and practice of sex therapy
(pp. 263-296). New York : Guilford Press. |
|
PERELMAN, M. (2004). Evaluation and treatment of
ejaculatory disorders. In T. Lui (Ed.), Atlas of male
sexual dysfunction. Philadelphia : Current Medicine. |
|
HARTMANN, U. & WALDINGER, M.D. (2007). Treatment of
delayed ejaculation. In S. Leiblum (Ed.), Principles
and practices of sex therapy. New York : Guilford. |
|
METZ, M. & McCARTHY, B. (2007). Ejaculatory problems.
In L. VandeCreek, F. Peterson & J. Bley (Eds.),
Innovations in clinical practice : Focus on sexual
health (pp. 135-155). Sarasota, FL : Professional
Resource Press. |
| |
|
Voir aussi Éjaculation
et Satisfaction
sexuelle |
|
|
Ekehammar
Bo (1943-) :
Psychosociologue suédois et spécialiste de l'étude des stéréotypes,
du sexisme et des
préjugés. Professeur de Akrami.
Collaborateur de Sidanius.
|
EKEHAMMAR, B. (1974). Sex differences in self-reported
anxiety for different situations and modes of response. Scandinavian
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EKEHAMMAR, B. & SIDANIUS, J. (1979). Political
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EKEHAMMAR, B. & AKRAMI, N. (2003). The relation
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person-centred approach. European Journal of
Personality, 17, 449-464.
[PDF] |
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EKEHAMMAR, B., AKRAMI, N. & ARAYA, T. (2003). Gender
differences in implicit prejudice. Personality &
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EKEHAMMAR, B., AKRAMI, N., HEDLUND, L.-E., YOSHIMURA, K.,
ONO, Y., ANDO, J. & YAMAGATA, S. (2010). The
generality of personality heritability : Big-Five trait
heritability predicts response time to trait items. Journal
of Individual Differences, 31, 209-214. |
|
|
|
Ekman Paul (Washington 1934-) : Psychologue
américain et spécialiste de l'étude des émotions
et de leur lien avec les expressions
faciales et la
communication non-verbale. Collaborateur de Blumenthal,
Davidson,
Etcoff, Friesen, Izard
et Scherer. 
No
59 |
EKMAN, P. (1973). Cross-cultural studies of facial
expression. In P. Ekman (Ed.), Darwin and facial
expression : A century of research in review (pp.
169-222). New York : Academic Press. |
|
EKMAN, P. (1992). Facial expression of emotion : new
findings, new questions. Psychological Science, 3,
34-38. |
|
EKMAN, P. (1992). Are there basic emotions? Psychological
Review, 99 (3), 550-553. [PDF] |
|
EKMAN, P. (1993). Facial expression of emotion. American
Psychologist, 48, 384-392. [PDF] |
|
EKMAN, P. (1998). Introduction, afterword and
commentaries. In C. Darwin (1872/1998), The
expression of the emotions in man and animals.
London : HarperCollins. |
|
|
TRACY, J.L. & RANDLES, D. (2011). Four models of basic
emotions : A review of Ekman and Cordaro, Izard, Levenson,
and Panksepp and Watt. Emotion Review, 3 (4),
397-405. [PDF] |
|
|
|
Élasticité
: Métaphore
empruntée à la physique des matériaux, par analogie avec une bande
élastique, pour décrire un certains nombres de phénomènes sociaux,
notamment la variation des prix,
qui est soumise à deux forces directement opposées, l'offre et la
demande. Ces deux forces "étirent le prix". L'ampleur de cet
étirement est donnée par le rapport entre la variation relative
des prix (offre) et la
variation relative de la consommation
(demande). L'ampleur du changement ou taux de variation entre
l'offre et la demande est généralement négatif puisque, sauf
exception (Bien de Giffen), la demande des biens et services chute
lorsque le prix de ces biens et services augmente. On observe donc
que lorsqu'une entreprise
augmente ses prix (variation +), les consommateurs en achètent
moins (variation -). Donc, pour reprendre notre métaphore, les
forces s'opposent est le prix "s'étire" comme s'il s'agissait d'un
objet en caoutchouc. Certains biens et services ont une faible
élasticité. Dans certains cas, on dira qu'ils sont inelastiques;
même si on augmente les prix, la demande demeure stable ( EX:
L'essence; on ne peut pas s'en passer et il n'y a pas de
substitut, alors on en achète quand même...). En physique des
matériaux, on sait que le béton a une faible élasticité
(contrairement à l'acier). A contrario, si vous haussez fortement
le prix d'une marque de chocolat, les consommateurs choissiront
de s'en passer, d'en manger moins ou d'acheter une marque moins
chère (concurrence). Le prix du chocolat a donc une forte
élasticité.
= Degré de sensibilité à
la fluctuation des prix. /inélastique.
Elasticity, price elasticities.
| |
|
|
SAMUELSON, P.A. (1965). Using full duality to show that
simultaneously additive direct and indirect utilities
implies unitary price elasticity of demand. Econometrica,
33 (4), 781-796. |
|
DEATON, A. (1987). Estimating own-and cross-price
elasticities from survey data. Journal of
Econometrics, 36, 7-30. [PDF] |
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HURSH, S.R. (1980). Economic concepts for the analysis of
behavior. Journal of the Experimental Analysis of
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|
HURSH, S.R. & NATELSON, B.H. (1981). Electrical brain
stimulation and food reinforcement dissociated by demand
elasticity. Physiology & Behavior, 26,
509-515. |
|
BOUSSARD, J.M. (1983). L'élasticité de l'offre de lait par
rapport au prix dans la CEE. Économie Rurale, 157,
57-66. |
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DIETSCH, M., BAYLE-TOURTOULOU & KRÉER, F. (2000). Les
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|
ZIEBA, M. (2009). Full income and price elasticities of
demand for German public theatre. Journal of Cultural
Economics, 33 (2), 85-108. |
|
|
Voir aussi Prix et
Inflation |
|
|
Elder-Vass
Dave ( ) : Philosophe
et épistémologue
britannique, chef de file du réalisme
critique.
|
ELDER-VASS, D. (2005). Emergence and the realist account
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|
ELDER-VASS, D. (2006) For emergence : Refining Archer’s
account of social structure. Journal for the Theory of
Social Behaviour, 37 (1), 25-44. |
|
ELDER-VASS, D. (2007). Social structure and social
relations. Journal for the Theory of Social Behaviour,
37 (4), 463-477. |
|
ELDER-VASS, D. (2019). Realism, values and critique. Journal
of Critical Realism, 18 (3), 314-318. [PDF] |
|
ELDER-VASS, D. (2022). Pragmatism, critical realism and
the study of value. Journal of Critical Realism, 21 (3),
261-287. |
|
|
|
Eldevik
Sigmund ( ) : Psychologue
béhavioriste norvégien
et spécialiste de l'étude et le traitement de
l'autisme. Collaborateur de Eikeseth,
Klintwall et
Smith.
|
ELDEVIK, S., EIKESETH, S., JAHR, E. & SMITH, T.
(2006). Effects of low- intensity behavioral treatment for
children with autism and mental retardation. Journal
of Autism & Developmental Disorders, 36,
211-224. |
|
ELDEVIK, S., HASTING, R.P., HUGHES, J.C., JAHR, E.
EIKESETH, S. & CROSS, S. (2009). Meta-analysis of
early intensive behavioral intervention for children with
autism. Journal of Clinical Child & Adolescent
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|
ELDEVIK, S., HASTING, R.P., HUGHES, J.C., JAHR, E.
EIKESETH, S. & CROSS, S. (2010). Using participant
data to extend the evidence base for intensive behavioral
intervention for children with autism. American
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Disabilities, 115, 381-405. |
|
ELDEVIK, S., JAHR, E., EIKESETH, S., HASTING, R. &
HUGHES, C.L. (2010). Cognitive and adaptive behavior
outcomes of behavioral intervention for young children
with intellectual disability. Behavior modification,
34 (1), 16-34. |
|
ELDEVIK, S., HASTING, R.P., HUGHES, J.C & JAHR, E
(2012). Outcomes of behavioral intervention for children
with autism in mainstream pre-school settings. Journal
of Autism and Developmental Disorders, 42, 210-220.
[PDF]
+ [PDF] |
|
|
|
Eldredge
Niles (New York 1943-) : Paléontologue
et évolutionniste américain. Pour
expliquer l'évolution
des espèces, il a élaboré
avec Gould une théorie évolutionniste - la théorie saltatoire des
équilibres ponctués - selon
laquelle les espèces
n'évoluent pas graduellement (comme l'affirmait Darwin),
mais restent stables pendant de longues périodes ponctuées par de
courtes phases de modifications rapides et importantes.
Collaborateur de Gould.
 |
ELDREDGE, N. & GOULD, S.J. (1972). Punctuated
equilibria : An alternative to phyletic gradualism. In
T.J.M. Schopf (Ed.), Models in paleobiology (pp.
82-115). San Francisco : Freeman, Cooper and Company. |
|
ELDREDGE, N. (1983). À la recherche du docteur Pangloss. The
Behavioral & Brain Sciences, 3, 361-362. |
|
ELDREDGE, N. & GOULD, S.J. (1997). On punctuated
equilibria. Science, 276, 337-341. |
|
ELDREDGE, N. (2000). The triumph of evolution... and
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and Co. |
|
ELDREDGE, N. (2004). Why we do it. Rethinking sex and
the selfish gene. New York : W.W. Norton. |
|
|
|
Élection
: Électeur : Pour un groupe
formel, consiste à choisir, par vote,
à l'issue d'un scrutin,
un-e candidat-e qui
représentera et défendra nos intérêts et nos valeurs.
Élection, démocratie
et vote.
Election.
| |
|
|
LAZARSFELD, P.F., BERELSON, B. & GAUDET, H. (1944). The
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BLAIS, A., NADEAU, R., GIDENGIL, E. & NEVITTE, N.
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|
BEAN, L.H. (1948). How to predict elections. New
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DURAND, C. & BLAIS, A. & VACHON, S. (2001). A late
campaign swing or a failure of the polls ? The case of the
1998 Quebec election. Public Opinion Quarterly, 65, 108-123. |
|
RAVEN, B.H. & GALLO, P.S. (1965). The effects of
nominating conventions, elections, and reference group
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DURAND, C. & BLAIS, A. & VACHON, S. (2002).
Accounting for biases in election surveys : The case of
the 1998 Quebec Election. Journal of Official
Statistics, 18, 25-44. |
|
YALCH, R.F. (1976). Pre-election interview effects on
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331-336. |
BENOIT, W.L. (2003). Presidential campaign discourse as a
causal factor in election outcome. Western Journal of
Communication, 67, 97-112. |
| |
MASSICOTTE, L., BLAIS, A. & YOSHINAKA, A. (2004). Establishing
the rules of the game. Election laws in
democracies. Toronto : University of Toronto
Press. |
|
LEARY, M.R. (1982). Hindsight distortion and the 1980
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LASLIER, J.F. et VAN DER STAETEN, K. (2004). Élection
présidentielle : une expérience pour un autre mode de
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McKELVEY, R.D. & ORDERSHOOK, P. (1986). Sequential
elections with limited information A formal analysis. Social
Choice & Welfare, 3 (3), 199-211. |
DURAND, C., BLAIS, A. & LAROCHELLE, M. (2004). The
polls in the 2002 French presidential election. Public
Opinion Quarterly, 68, 602-622. |
|
ANDERSON, B.A., SILVER, B.D. & ABRAMSON, P.R. (1988).
The effects of race of the interviewer on measures of
electoral participation by Blacks in SRC national election
studies. The Public Opinion Quarterly, 52 (1),
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TODOROV, A., MANDISODZA, A.N., GOREN, A. & HALL, C.C.
(2005). Inferences of competence from faces predict
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KINDER, D.R., ADAMS, G.S. & GRONKE, P.W. (1989).
Economics and politics in the 1984
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MATTES, K., SPEZIO,M., HACKJIN, K. TODOROV, A., ADOPHS, R.
& ALVAREZ, R.M. (2010). Predicting election outcomes
from positive and negative trait assessments of candidate
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BLAIS, A., LASLIER, J.F, LAURENT, A., SAUGER, N. & VAN
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elections : an experimental study. French Politics,
5, 278-286. |
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JOHNSTON R., BLAIS, A., BRADY, H. & CRÊTE, J. (1992).
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CASTELLI, L., CARRARO, L., GHITTI, C. & PASTORE, M.
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B.K., AKHTAR, O. & TOMPSON, T. (2009). Determinants of
turnout and candidate choice in the 2008 U.S. Presidential
election: Illuminating the impact of racial prejudice and
other considerations. Public Opinion Quarterly, 73,
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BLAIS, A., NEVITTE, N., GIDENGIL, E., BRADY, H. &
JOHNSTON, R. (1995). L'élection fédérale de 1993 : le
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AKHTAR, O. & TOMPSON, T. (2010). Implicit and explicit
prejudice in the 2008 American presidential election. Journal
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milliseconds: appearance-based trait inferences and
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BLAIS, A. & BOYER, M. (1996). Assessing the impact of
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MASSICOTTE, L. & BLAIS, A. (1997). Electoral formulas
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BLAIS, A. & NADEAU, R. (1998). Can people explain
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GLASER, J. & SALOVEY, P. (1998). Affect in electoral
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(2014). The impact of candidate name order on election
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WEEKS, B.E. & GARRETT, R.K. (2014). Electoral
consequences of political rumors : motivated reasoning,
candidate rumors, and vote choice during the 2008 U.S.
presidential election. International Journal of Public
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MASSICOTTE, L. & BLAIS, A. (1999). Mixed electoral
systems. A conceptual and empirical survey. Electoral
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BLAIS, A., PILET, J.K., VAN DER STRAETEN, K., LASLIER,
J.F. & HÉROUX-LEGAULT, M. (2014). To vote or to
abstain ? An experimental test of rational calculus in
first past the post and PR elections. Electoral
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|
BLAIS, A. & YOUNG, R. (1999). Why do people vote ? An
Experiment in rationality. Public Choice, 99,
39-55. |
PASEK, J. (2015). Following and predicting elections :
Tracking the tools to pool the polls. Public Opinion
Quarterly, 79 (2), 594-619. |
| |
WILSON, D.C. & KING-MEADOWS, T. (2016). Perceived
electoral malfeasance and resentment over the election of
Barack Obama. Electoral Studies, 44, 35-45. |
|
DURAND, C. & BLAIS, A. (1999). Why did the polls go
wrong in the 1998 Quebec election ? The answer from
post-election polls. Bulletin de Méthodologie
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(2017). Social pressure and voting : A field experiment
conducted in a high-salience election. Electoral
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| |
CHRISTIAN, J., NAYYAR, D., RIGGIO, R.E. & ABRAMS, D.
(2018). Them and us : Did Democrat inclusiveness and
Republican solidarity lead to the 2016 U.S. Presidential
election outcome ? Leadership, 14 (5), 524-542. |
|
| |
|
Voir aussi Psychologie
sociale, Candidat,
Démocratie, Discours,
Sondage, Système
parlementaire et Voter |
| |
|
|
Electoral Studies : Revue
scientifique de sciences
politiques.
BLAIS, A., PILET, J.K., VAN DER STRAETEN, K., LASLIER,
J.F. & HÉROUX-LEGAULT, M. (2014). To vote or to
abstain ? An experimental test of rational calculus in
first past the post and PR elections. Electoral
Studies, 36, 39-50.
[PDF]
|
| |
|
|
Électoralisme
: Désigne les pratiques, les
discours et les décisions
prises par un parti
ou une autorité politique afin d'agmenter sa cote de
popularité et recueillir le maximum de votes lors des élections.
|
Électricité
: Électro : Le terme renvoie à quatre réalités
voisines : a) Sur le plan physique,
l'électricité est une forme d'énergie. Électricité et
Effet électromagnétique. Electric
power. b) En psychologie,
on recourt à un stimulus aversif, notamment l'électricité, lors
d'une thérapie
aversive pour punir
un comportement nuisible dont on veut éteindre
la fréquence.
= décharge
électrique de faible intensité. Electric
aversion therapy. c) En psychiatrie,
on utilise l'électricité en électrothérapie,
notamment pour soigner la dépression
majeure. = courant électrique. Electroshock.
d) Finalement, sur le plan biologique,
il s'agit d'un faible courant qui est transmis le long de l'axone
et que, de nos jours, on appelle
influx nerveux. = activité
cérébrale. Découverte par Galvini.
= électricité animale, activité
électrique cérébrale. Animal electricity,
brain activity, electrical wave
activity.
| |
|
| a |
|
FURBY, L., SLOVIC, P., FISCHHOFF, B. & GREGORY, R.
(1988). Public perceptions of electric power transmission
lines. Journal of Environmental Psychology, 8, 19-43. |
|
FURBY, L., GREGORY, R., SLOVIC, P. & FISCHHOFF, B.
(1988). Electric power transmission lines, property
values, and compensation. Journal of Environmental
Management, 27, 69-83. |
|
|
Voir aussi Effet
électromagnétique |
| b |
|
BARLOW, M.C. (1933). The influence of electric shock in
mirror tracing. American Journal of Psychology, 45,
478- 487. |
|
LOVAAS, O.I., SCHAEFFER, B. & SIMMONS, J.Q. (1965).
Building social behavior in autistic children by use of
electric shock. Journal of Experimental Research in
Personality, 1, 99-109.
[PDF] |
|
HAMILTON-RUSSELL, M.A. (1970). Effect of electric aversion
on cigarette smoking. The British Medical Journal, 1
(5688), 82-86. |
|
BAUMEISTER, A.A. & FOREHAND, R. (1972). Effects of
contingent shock and verbal command on body rocking of
retardates. Journal of Clinical Psychology, 28,
586-590. |
|
FOXX, R.M., MCMORROW, M.J., BITTLE, R.G. & BECHTEL,
D.R. (1986). The successful treatment of a dually
diagnosed deaf man's aggression with a program that
included contingent electric shock. Behavior
Therapy, 17, 170-186. |
|
FOXX, R.M., MCMORROW, M.J., RENDLEMAN, L. & BITTLE,
R.G. (1986). Increasing staff accountability in shock
programs : Simple and inexpensive shock device
modifications. Behavior Therapy, 17, 187-189. |
|
|
Voir aussi Thérapie
aversive et
Décharge électrique de faible intensité |
| c |
|
BRENGELMAN, J.C. (1959). The effect of repeated
electroshocks on learning in depressives. Berlin :
Springer. |
|
|
Voir aussi
Thérapie électroconvulsive |
| d |
|
ADRIAN, E.D. (1932). The mechanism of nervous action
: electrical studies of the neurone. University of
Pennsylvania Press. |
|
DIBNER, B. (1952). Galvani - Volta. A controversy
that led to the discovery of useful electricity.
Norwalk : Burndy Library. |
|
BURNISTON-BRAZIER, M.A. (1961). A history of the
electrical activity of the brain : The first half
century. Pitman. |
|
PERA, M. (1996). The ambiguous frog : The
Galvani-Volta controversy on animal electricity.
Princeton : Princeton University Press. |
|
KUTAS, M. (1997). Views on how the electrical activity
that the brain generates reflects the functions of various
language structures. Psychophysiology, 34 (4),
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|
LABERGE, D. (2001). Attention, consciousness, and
electrical wave activity within the cortical column. International
Journal of Psychophysiology, 43, 5-24. |
|
|
|
Voir aussi EEG
et Influx
nerveux |
|
|
|
|
Électro-encéphalographie
: Électro-encéphalogramme : EEG : Appareil
de mesure et d'enregistrement graphique de l'activité
électrique du cerveau. Cette
mesure est réalisée au moyen d'électrodes placées sur le crâne
(cuir chevelu ou scalp) ou
parfois de microélectrodes implantées directement dans le cerveau.
EEG et potentiel
évoqué.
= EEG.
Electroencephalogram,
EEG.
| |
|
|
WIBLE, C.L. & JENNESS, A. (1936). Electrocardiograms
during sleep and hypnosis. Journal of Psychology, 1, 235-245. |
MILLETT, D. (2001). Hans Berger : From Psychic Energy to
the EEG. Perspectives in Biology & Medicine, 44
(4), 522-542. [PDF] |
|
JASPER, H.H. & KERSHMAN, J. (1941).
Electroencephalographic classification of the epilepsies.
Archives of Neurology & Psychiatry, 45,
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Voir aussi Appareil
de mesure et Cerveau |
|
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Electroencephalography
& Clinical Neurophysiology : Revue
scientifique de psychologie
qui s'intéresse à la mesure de l'activité électrique du cerveau. Éditeur : Elsevier. = Electroencephalogr
Clin Neurophysiol.
DEMENT, W.C. & KLEITMAN, N. (1957). Cyclic
variations in EEG during sleep and their relation to eye
movements, body motility and dreaming. Electroencephalography
& Clinical Neurophysiology, 9, 673-690.
|
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Électromyograhie
: Électromyogramme : EMG : Appareil
de mesure et d'enregistrement graphique
de l'activité électrique des muscles,
notamment ceux du visage. Electromyogram,
EMG.
|
|
| |
DIMBERG, U. (1990). Facial electromyography and
emotional reactions. Psychophysiology, 27 (5),
481-494. |
|
WOLF, K., MASS, R., KIEFER, F., WIEDEMANN, K. & NABER,
D. (2006). Characterization of the facial expression of
emotions in schizophrenia patients : Preliminary findings
with a new electromyography method. The Canadian
Journal of Psychiatry, 51 (6), 335-341. [PDF] |
|
|
|
Electronic
Journal of Research in Educational Psychology : Revue
scientifique de psychologie
qui s'intéresse à la mesure de l'activité électrique du cerveau.
Éditeur : Elsevier.
BECKER, A., McLAUGLIN, T., WEBER, K.P. & GOWER, J.
(2009). The effects of ccopy, cover, and compare with
and without additional error drill on multiplication
fact fuency and accuracy. Electronic Journal of
Research in Educational Psychology, 7 (2),
747-760. [PDF]
|
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Électrophysiologie
: Branche de la biologie, inventé par Volta et Galvini,
qui étudie la physiologie
du cerveau, notamment au
moyen de l'électro-encéphalogramme.
| |
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SEGALOWITZ, S.J. & DAVIES, P.L. (2004). Charting the
maturation of the frontal lobe : an electrophysiological
strategy. Brain & Cognition, 55, 116-133. |
|
WIEDMANN, C.T., MOLLISON, M.V. & KAHANA, M.J. (2009).
Electrophysiological correlates of high-level perception
during spatial navigation. Psychonomic Bulletin &
Review 16 (2), 313-319. |
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Élément
(d'une liste) : Souvent utilisé pour
désigner les questions ou
les éléments d'un questionnaire
ou d'un test. NDLR : Remplacer item, un
anglicisme, par ce mot. List-method.
| |
|
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UNDERWOOD, B.J. (1969). Some correlates of item repetition
in free-recall learning. Journal of Verbal Learning
& Verbal Behavior, 8, 83-94. |
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BJORK, R.A. (1970). Positive forgetting : the
noninterference of items intentionally forgotten. Journal
of Verbal Learning & Verbal Behavior, 9,
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ELMES, D.G. & BJORK, R.A. (1975). The interaction of
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and nonrepeated items. Journal of Verbal Learning
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MacLEOD, C.M. (1999). The item and list methods of
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RUPPRECHT, J. & BÄUML, K.-H.T. (2016).
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PASTÖTTER, B. & KLIEGL, O. & BÄUML, K.-H.T.
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reset-of-encoding hypothesis employing item-recognition
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Élémentarisme
: Terme utilisé par certains historiens
des sciences pour qualifier les idées de Wundt
(plutôt que structuralisme).
Le terme élément est utilisé dans ce contexte en
référence aux idées et aux sensations qui composent la structure
de l'esprit conscient.
|
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Éléphant (Elephas maximus, Loxodonta africana) :
Gros mammifère qui
trompe énormément... = Pachyderme, mastodonte, mammouth.
Elephant.
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MARKOWITZ, H., SCHMIDT, M., NADAL, L. & SQUIER, L.
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SAYIALEL K., SAYIALEL, S., MOSS, C.J. & BYRNE, R.W.
(2008). Do elephants show empathy ? Journal of
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POOLE, J.H. (1987). Rutting behaviour in African elephants
: the phenomenon of musth. Behaviour, 102,
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C.J. & BYRNE, R.W. (2008). African elephants have
expectations about the locations of out-of-sight family
members. Biology Letters, 4 (1), 34-36. |
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MOSS, C.J. (1988). Elephant memories. Boston :
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BATES, L.A., POOLE, J.H. & BYRNE, R.W. (2008).
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POOLE, J.H., PAYNE, K., LANGBAUER, W.R. & MOSS, C.J.
(1988). The social contexts of some very low frequency
calls of African elephants. Behavioural Ecology &
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JOSHI, R. & SINGH, R. (2008). Feeding behaviour of
wild Asian elephants (Elephas maximus) in the Rajaji
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SUKUMAR, R., JOSHI, R. & KRISHNAMURTHY, V. (1988).
Growth in the Asian elephant. Proceedings of the
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IRIE-SUGIMOTO, N., KOBAYASHI, T., SATO, T. & HASEGAWA,
T. (2009). Relative quantity judgment by Asian elephants
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POOLE, J.H. (1989). Announcing intent : the aggressive
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REES, P.A. (2009). The sizes of elephant groups in zoos :
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SCHULTE, B.A. (2000). Social structure and helping
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BYRNE, R.W., BATES, L.A. & MOSS, C.J.M. (2009).
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SHYAN-NORWALT, M.R., PETERSON, J., MILANKOW KING, B.,
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BATES, L.A. & CHAPPELL, J. (2002). Inhibition of
optimal behaviour by social transmission in the guppy
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BATES, L.A., HANDFORD, R., LEE, P.C., NJIRAINI, N.,
POOLE, J.H., SAYIALEL, K., SAYIALEL, S., MOSS, C.J. &
BYRNE, R.W. (2010). Why do African elephants simulate
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BURKS, K.D., MELLEN, J.D., MILLER, G.W., LEHNHARDT, J.
WEISS, A., FIGUEREDO, A.J. & MAPLE, T.L. (2004).
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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
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VIDYA, T.N.C. & SUKUMAR, R. (2005). Social
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YOKOYAMA, S., TAKENAKA, N., AGNEW, D.W. & SHOSHANI, J.
(2005). Elephants and human color-blind deuteranopes have
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SMET, A.F. & BYRNE, R.W. (2013). African elephants can
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DE WAAL, F.B.M. (2006). Self-recognition in an Asian
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SMET, A.F. & BYRNE, R.W. (2014). African elephants (Loxodonta africana)
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McCOMB, K., SHANNON, G., SAYIALEL, K. & MOSS, C.J.
(2014). Elephants can determine ethnicity, gender, and age
from acoustic cues in human voices. Proceedings of
the National Academy of Sciences, 111 (14),
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HARVEY, N.D., DALY, C., CLARK, N., RANSFORD, E., WALLACE,
S. & LYON, L. (2018). Social interactions in two
groups of zoo-housed adult female Asian elephants (Elephas
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BONAPARTE-SALLER, M. & MENCH, J.A. (2018). Assessing
the dyadic social relationships of female african
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POLLA, E.J., GRUETER, C.C. & SMITH, C.L. (2018). Asian
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Voir aussi Mammifère
et Animal |
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Elhai
Jon D. (Baltimore 1972-) : Psychologue
cognitivo-behavioriste
américain, spécialiste du trouble de stress
post-traumatique et de la cyberpsychologie,
notamment de la dépendance
à internet et au téléphone
mobile. Il s'intéresse aussi à l'anxiété
de ratage. Collaborateur de
Briere, Frueh, Kashdan
et Montag.
|
ELHAI, J.D., GOLD, S.N., SELLERS, A.H. & DORFMAN, W.I.
(2001). The detection of malingered posttraumatic stress
disorder with MMPI-2 fake bad indices. Assessment, 8
(2), 221-236. |
|
ELHAI, J.D., GRAY, M.J., KASHDAN, T.B. & FRANKLIN,
C.L. (2005). Which instruments are most commonly used to
assess traumatic event exposure and posttraumatic effects
? : A survey of traumatic stress professionals. Journal
of Traumatic Stress, 18 (5), 541-545. |
|
ELHAI, J.D., LEVINE, J.C., DVORAK, R.B. & HALL, B.J.
(2016). Fear of missing out, need for touch, anxiety and
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ELHAI, J.D., YANG, H. & MONTAG, C. (2020). Fear of
missing out (FOMO) : overview, theoretical underpinnings,
and literature review on relations with severity of
negative affectivity and problematic technology use. Revista
Brasileira de Psiquiatria, 43 (14), 1-7. |
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ELHAI, J.D., ROZGONJUK, D., ALGHRAIBEH, A.M. & YANG,
H. (2021). Disrupted daily activities from interruptive
smartphone notifications : Relations with depression and
anxiety severity and the mediating role of boredom
proneness. Social Science Computer Review, 39,
20-37. |
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Eliot
Lise S. ( ) : Neurobiologiste
américaine, spéclialisée dans l'étude des différences
sexuelles et de leurs déterminants
neurobiologiques, psychologiques
et sociaux.
|
ELIOT, L.S. & JOHNSTON, D. (1994). Multiple components
of calcium current in acutely-dissociated dentate gyrus
granule neurons. Journal of Neurophysiology, 72,
762-777. |
|
ELIOT, L.S. (1999). What's going on in there ? How
the brain and mind develop in the first five years of
life. New York : Bantam. |
|
ELIOT, L.S. (2006). How to encourage your baby's motor
development. In S. Ettus (Ed.), The experts' guide to
the baby years. New York : Clarkson Potter. |
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ELIOT, L.S. (2009). Pink brain, blue brain : How
small differences grow Into troublesome gaps, and what
we can do about it. Boston : Houghton Mifflin
Harcourt. |
|
ELIOT, L.S. (2010). The truth about boys and girls. Scientific
American Mind, 21, 22-29. |
|
|
|
Elison
Jed T. ( ) : Neuropsychologue
américain et spécialiste de l'étude de l'attention.
Collaborateur de
Dalrymple et Zwaigenbaum.
|
ELISON, J.T., SASSON, N.J., TURNER-BROWN, L.M., DICHTER,
G.S. & BODFISH, J.W. (2012). Age trends in visual
exploration of social and nonsocial information in
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ELISON, J.T., PATERSON, S.J., WOLFF, J.J., REZNICK, J.S.,
SASSON, N.J., GU, H., BOTTERON, K.N., DAGER, S.R., ESTES,
A.M., EVANS, A.C., GERIG, G., HAZLETT, H.C., SCHULTZ,
R.T., STYNER, M., ZWAIGENBAUM, L. & PIVEN J. & FOR
THE IBIS NETWORK. (2013). White matter microstructure and
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autism. American Journal of Psychiatry, 170, 899-908.
[PDF] |
|
ELISON, J.T., WOLFF, J.J., HEIMER, D.C., PATERSON, S.J.
GU, H., HAZLETT, H.C., STYNER, M., GERIG, G., PIVEN, J.
& IBIS NETWORK (2013). Frontolimbic neural circuitry
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ELISON, J.T., WOLFF, J.J., REZNICK, J.S., BOTTERON, K.N,
ESTES, A.M., GU, H., HAZLETT, H.C., MEADOWA, A.J.,
PATERSON, S.J., ZWAIGENBAUM, L. & PIVEN J. FOR THE
IBIS NETWORK. (2014). Repetitive behavior in 12-month-olds
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[PDF] |
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PIVEN, J., ELISON, J.T. & ZYLKA, M.J. (2017). Towards
a conceptual framework for early brain and behavioral
development in autism. Molecular Psychiatry, 22, 1385-1394.
|
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|
Élite : Élitisme : Ensemble d'individus
- parfois organisés en sous-groupe
- qui domine la société
sur le plan économique, politique, intellectuel ou artistique. Ces
sous-groupes prennent souvent la forme de clubs privés, de
conseils d'administration, parfois d'organisations secrètes ( EX
: loge franc-maçonne) etc. Il faut distinguer l'élite
objectif, qui possède un pouvoir réel mais souvent méconnu de
l'élite subjective qui correspond à ceux et celles que l'on
perçoit comme étant les meilleur-es de leur domaine; ces derniers
acquiert par reconnaissance des pairs et du public une influence
social ( EX: le classement ATP au tennis, Les Prix Nobel,
etc.). Élite, oligarchie
et bloc
au pouvoir. = 1 %, peleton de
tête, les meilleurs, les plus forts. /classe
moyenne, culture
populaire, pauvreté.
Elite.
| |
|
|
MILLS, C.W. (1956). The power elite. New York :
Oxford University Press. |
KOOPMAN, C., McDERMOTT, R., JERVIS, R., SNYDER, J. &
DIOSO, J. (1995). Stability and change in American elite
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|
DOMHOFF, G.W. & BALLARD, H.B. (1968). C. Wright
Mills and the power elite. Boston: Beacon Press. |
HOLBROOK, M.B. (1995). The three faces of elitism :
Postmodernism, political correctness, and popular culture.
Journal of Macromarketing, 15 (2), 128-165. |
|
MINTZ, B., FREITAG, P., HENDRICKS, C. & SCHWARTZ, M.
(1976). Problems of proof in elite research. Social
Problems, 23, 314-324. |
LASCH, C. (1996). The revolt of the elites and the
betrayal of democracy. New York : Norton. |
|
ZUCKERMAN, A. (1977). The concept of political elite :
lessons from Mosca and Pareto. Journal of Politics,
39, 324-344. |
ZWEIGENHAFT, R.L. & DOMHOFF, G.W. (1998).
Diversity in the power elite : Have women and minorities
reached the top ? New Haven, CT : Yale University
Press. |
|
ZUCKERMAN, H. (1977). Scientific elite : Nobel
laureates in the United States. New York : The Free
Press. |
|
|
KERBO, H. & DELLA FAVE, L.R. (1979). The empirical
side of the power elite debate : An assessment and
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[PDF] |
KOOPMAN, C., SHIRYAEV, R., McDERMOTT, R., JERVIS, R. &
SNYDER, J. (1998). Beliefs about international security
and change among Russian and American national scurity
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35-57. |
|
GADBOIS, L. (1989). Des classes spéciales pour élèves
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67-72. |
ZWEIGENHAFT, R.L. (2001). Diversity in the United States
power elite. Revue de l'Intégration et de la
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| |
|
Voir aussi Oligarchie
et Bloc au
pouvoir |
|
|
Elkind David (Détroit 1931-) : Psychologue
cognitiviste européen
d'origine anglaise, spécialisé dans l'étude du développement
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ELKIND, D. (1981/2001). The hurried child.
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ELKIND, D. (1987). Miseducation. New York :
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ELKIND, D. (1988). All grown up and no place to go.
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|
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|
Ellemberg
Dave ( ) : Neuropsychologue
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psychologiques des traumatisme
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ou de la pratique d'un sport.
Étudiant de Guillemot et
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ELLEMBERG, D., HAMMARRENGER, B, LEPORE, F., ROY, M.S.
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ELLEMBERG, D., HENRY, L.C., MACCIOCCHI, S.N., GUSKIEWICZ,
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Elliot
Andrew J. (1962-) : Psychologue
social américain et spécialiste de l'étude de la motivation
à l'école, de la motivation
à l'accomplissement et du rôle
de la couleur sur le plan psychologique. Collaborateur de
Aarts, Covington,
Harackiewicz, Harmon-Jones,
Murayama, Sheldon
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|
ELLIOT, A.J. & DEVINE, P.G. (1994). On the
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ELLIOT, A.J. & COVINGTON, M.V. (2001). Approach and
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ELLIOT, A.J. & THRASH, T.M. (2002). Approach-avoidance
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|
ELLIOT, A.J., THRASH, T.M. & MURAYAMA, K. &
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|
ELLIOT, A.J., TRACY, J.L., PRAZDA, A.D. & BEALL, A.T.
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|
|
|
Elliotson
John (1791-1868) :
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|
ELLIOTSON, J. (1832). Acupuncture. In J. Forbes, A.
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ELLIOTSON, J. (1844). Case of epilepsy cured by mesmerism.
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ELLIOTSON, J. (1846). Operation without pain in the
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ELLIOTSON, J. (1855). An instance of sleep and cure by
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ROSEN, G. (1936). John Elliotson : Physician and hypnotis.
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SCHNECK, J.M. (1963). John Elliotson, William Makepeace
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of Clinical & Experimental Hypnosis, 11 (2),
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KAPLAN, F. (1982). John Elliotson on Mesmerism.
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RIDGWAY, E.S. (1993). John Elliotson (1791-1868) : A
bitter enemy of legitimate medicine ? Part II : The
mesmeric scandal and later years. Journal of Medical
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Elliott
Julian G. ( ) :
Psychologue cognitiviste
américain d'origine britannique et spécialiste de la dyslexie.
Collaborateur de Gathercole
et Gibbs.
|
ELLIOTT, J.G. & PLACE, M. (2004). Children in
difficulty : a guide to understanding and helping. London
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ELLIOTT, J.G. (2005). Dyslexia : diagnoses, debates and
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ELLIOTT, J.G. & GIBBS, S. (2008). Does dyslexia exist
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ALLOWAY, T., GATHERCOLE, S., KIKSOOD, H. & ELLIOTT, J.
(2009). The cognitive and behavioural characteristics of
children with low working memory. Child Development,
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ELLIOTT, J.G. (2009). The nature of teacher authority and
teacher expertise. Support for Learning, 24 (4),
197-203. |
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Elliott
Stephen N. (1952-) :
Psychologue
américain et spécialiste de
l'éducation. Il s'intéresse notamment aux habiletés
sociales. Collaborateur de Kratochwill
et Mckevitt.
|
ELLIOTT, S.N. & ARGULEWICZ, E.N. (1983). The influence
of student ethnicity on teachers' behavior ratings of
normal and learning disabled children. Hispanic
Journal of Behavioral Sciences, 5, 337-345. |
|
ELLIOTT, S.N., GRESHAM, F.M., FREEMAN, T. & McCLOSKEY,
G. (1988). Teachers' and observers' ratings of children's
social skills : Validation of the Social Skills Rating
Scale. Journal of Psychoeducational Assessment, 6, 152-161. |
|
ELLIOTT, S.N. & GRESHAM, F.M. (1993). Social skills
interventions for children. Behavior Modification, 17,
287-313. |
|
ELLIOTT, S.N., MALECKI, C.K. & DEMARAY, M.K. (2001).
New directions in social skills assessment and
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9 (1-2), 19-33. [PDF] |
|
ELLIOTT, S.N., KRATOCHWILL, T.R. & ROACH, A.T. (2003).
Implementing social-emotional and academic innovations :
Reflections, reactions, and research. School
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Ellis Albert (Pittsburgh 1913-2007) : Psychologue
cognitivo-béhavioriste et
inventeur de la
thérapie émotivo-rationelle (et comportemeanle).
 |
ELLIS, A. (1945). A study of human love relationships. The
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ELLIS, A. (1957). How to live with a neurotic.
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ELLIS, A. (1975). A guide to rational living.
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ELLIS, A. (2004). The road to tolerance : The
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Ellsworth Phoebe C. ( ) : Psychosociologue
suisse et spécialiste de l'étude des émotions,
Collaboratrice de Ekman, Friesen,
Mesquita, Gross,
et Scherer.
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ELLSWORTH, P.C. (1994). William James and emotion : is a
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ELLSWORTH, P.C. & REIFMAN, A. (2003). Juror
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ELLSWORTH, P.C. (2014). Basic emotions and the Rocks of
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|
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Elliott Stephen N. (1952-) :
Psychologue
américain et spécialiste de
l'éducation. Il s'intéresse notamment aux habiletés
sociales. Collaborateur de Kratochwill
et Mckevitt.
|
ELLIOTT, S.N. & ARGULEWICZ, E.N. (1983). The influence
of student ethnicity on teachers' behavior ratings of
normal and learning disabled children. Hispanic
Journal of Behavioral Sciences, 5, 337-345. |
|
ELLIOTT, S.N., GRESHAM, F.M., FREEMAN, T. & McCLOSKEY,
G. (1988). Teachers' and observers' ratings of children's
social skills : Validation of the Social Skills Rating
Scale. Journal of Psychoeducational Assessment, 6, 152-161. |
|
ELLIOTT, S.N. & GRESHAM, F.M. (1993). Social skills
interventions for children. Behavior Modification, 17,
287-313. |
|
ELLIOTT, S.N., MALECKI, C.K. & DEMARAY, M.K. (2001).
New directions in social skills assessment and
intervention for elementary and middle school students. Exceptionality,
9 (1-2), 19-33. [PDF] |
|
ELLIOTT, S.N., KRATOCHWILL, T.R. & ROACH, A.T. (2003).
Implementing social-emotional and academic innovations :
Reflections, reactions, and research. School
Psychology Review, 32 (3), 320-327. |
|
|
|
Ellsberg Daniel (Chicago 1931-2023 Kesington) :
Économiste et lanceur
d'alerte américain. Il est à l'origine de la fuite
d'information que l'on a nommé les papiers du Pentagone (en 1972,
au sujet de la guerre
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ELLSBERG, D. (2001). Risk, ambiguity, and decision.
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ELLSBERG, D. (2003). Secrets : A memoir of Vietnam and
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ELLSBERG, D. (2017). The doomsday machine :
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ANDERSON, D.L. (2000). Daniel Ellsberg, The
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SHEINKIN, S. (2015). Most dangerous : Daniel Ellsberg
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Ellul Jacques (Bordeaux 1912-1994 Pessac) :
Historien et
juriste français. Il s'est notamment intéressé à Marx et au
communisme, ainsi qu'au rôle des techniques/technologie dans
l'essor du captialisme.
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ELLUL, J. (1952). Propagande et démocratie. Revue
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ELLUL, J. (1957). Information et propagande. Diogène,
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ELLUL, J. (1963). De la signification des relations
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ELLUL, J. (1970 ). L’information aliénante. Économie
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ELLUL, J. (1986). Peut-il exister une culture technicienne
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|
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GODDARD, A. (1996). Obituary Jacques Ellul (1912–-1994). Studies
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ROGNON, F. (2012). Bernard Charbonneau et Jacques Ellul
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|
|
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Elman Jeffrey L. (1948-2018) :
Linguiste cognitiviste
américain, spécialisé dans l'étude du traitement
parallèle de l'information
et du
connexionisme. Collaborateur de Bates,
Karmiloff-Smith,
Kutas, McClelland
et Seidenberg.
 |
ELMAN, J.L., DIEHL, R.L. & BUCHWALD, S.E. (1977).
Perceptual switching in bilinguals. Journal of the
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|
ELMAN, J.L. (1982). Approaches to speech. Contemporary
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|
ELMAN, J.L. & McCLELLAND, J.L. (1985). An architecture
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ELMAN, J.L. (2004). An alternative view of the mental
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|
ELMAN, J.L. (2005). Connectionist models of cognitive
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|
|
|
Elms Alan C. ( ) : Psychologue
américain et spécialiste de la psychobiographie. Il s'intéresse
également aux jeux de rôle et
à l'obéissance à
l'autorité. Collaborateur de
Janis et Miilgram
|
ELMS, A.C. & JANIS, I.L. (1965). Counter-norm
attitudes induced by consonant versus dissonant conditions
of role-playing. Journal of Experimental Research in
Personality, 1, 50-60. |
|
ELMS, A.C. & MILGRAM, S. (1966). Personality
characteristics associated with obedience and defiance
toward authoritative command. Journal of Experimental
Research in Personality, 1, 282-289. |
|
ELMS, A.C. (1981). Skinner's dark year and Walden Two. American
Psychologist, 36 (5), 470–479. |
|
ELMS, A.C. (1995). Obedience in retrospect. Journal
of Social Issues, 51, 21-31. |
|
ELMS, A.C. (2009). Obedience lite. American
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[PDF] |
|
|
ROSENZWEIG, S. (1982). Skinner's fictions: A response to
Elms. American Psychologist, 37 (5), 599. |
|
|
|
Élocution : Variation
dans la manière (rythme et clarté) de prononcer les mots
- d'en détacher les différentes syllabes,
et de les articuler pour former des phrases.
|
Éloquence : Éloquent-e : Capacité de s'exprimer clairement. À convaincre autrui.
= bon orateur.
|
|
|
| EJ
- EMBONPOINT
- EMDE - ÉMERGENCE -
ÉMOTION - EMPAN - EMPATHIE
- EMPIRIQUE - EMPLOI
- EMPOWERMENT -
EMPREINTE - EN |
Émancipation : Émanciper :
Expression qui désigne l'ensemble
des ressources offertes
aux individus/groupes fragiles, pauvres ou vulnérables, afin de
leur permettre concrètement d'opérer des changements
dans leur milieu de vie et de travail, dans le but généralement
avoué de résoudre des
problèmes, d'améliorer leur sort et de reprendre leur vie en
main. EX: Offrir un emploi à des ex-toxicomanes
afin d'éviter une rechute.
= pouvoir d'agir, s'outiller
socialement, autonomisation, agentivité, capacitation.
Empowerment.
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RAPPAPORT, J. (1981). Praise of paradox : A social policy
of empowerment over prevention. American Journal of
Community Psychology, 9 (1), 1-25. [PDF] |
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RAPPAPORT, J. (1985). The power of empowerment language. Social
Policy, 16, 15-21. |
HEINRICH, N. (2003). Les ambivalences de
l'émancipatiion féminine. Paris : Albin Michel. |
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RAPPAPORT, J. (1987). Terms of empowerment/exemplars of
prevention: toward a theory for community psychology. American
Journal of Community Psychology, 15 (2), 121-148. |
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ZIMMERMAN, M.A. & RAPPAPORT, J. (1988). Citizen
participation, perceived control, and psychological
empowerment. American Journal of Community
Psychology, 16, 725-750. |
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JACOBS, J.L. (1989). The effects of ritual healing on
female victims of abuse : A study of empowerment and
transformation. Sociological Analysis, 50 (3),
265-279. [PDF] |
PETERSON, N.A. & ZIMMERMAN, M.A. (2004). Beyond the
individual: Toward a nomological network of organizational
empowerment. American Journal of Community
Psychology, 34, 129-145. |
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ZIMMERMAN, M.A. (1990). Taking aim on empowerment research
: On the distinction between psychological and individual
conceptions. American Journal of Community
Psychology, 18, 169-177. |
DRURY, J. COCKING, C., BEALE, J., HANSON, C. & RAPLEY,
F. (2005). The phenomenology of empowerment in collective
action. British Journal of Social Psychology, 44, 309-328. |
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ZIMMERMAN, M.A. (1990). Toward a theory of learned
hopefulness : A structural model analysis of participation
and empowerment. Journal of Research in Personality,
24, 71-86. |
DRURY, J. (2009). Collective psychological empowerment as
a model of social change : Researching crowds and power. Journal
of Social Issues, 65 (4), 707-725. [PDF] |
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SPREITZER, G.M. (1995). Psychological empowerment in the
workplace : dimensions, measurement, and validation. Academy
of Management Journal, 38, 1442-1465. |
CHRISTENS, B.D., PETERSON, N.A. & SPEER, P.W. (2011).
Community participation and psychological empowerment:
Testing reciprocal causality using a cross-lagged panel
design and latent constructs. Health Education &
Behavior, 38, 339-347. |
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ZIMMERMAN, M.A. (1995). Psychological empowerment : Issues
and illustrations. American Journal of Community
Psychology, 23, 581-599. |
BACQUÉ M.H. et BIEWENER, C. (2013). L'empowerment,
une pratique émancipatrice. Paris : La Découverte. |
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SPREITZER, G.M. (1996). Social structural characteristics
of psychological empowerment. Academy of Management
Journal, 39, 483-504. |
HUNTER, B.A., JASON, L.A. & KEYS, C.B. (2013). Factors
of empowerment for women in recovery from substance use. American
Journal of Community Psychology, 51, 91-102. |
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QUINN, R.E. & SPREITZER, G.M. (1997). The road to
empowerment : seven questions every leader should
consider. Organizational Dynamics, 26 (2),
37-49. |
PETERSON, N.A. (2014). Empowerment theory : Clarifying the
nature of higher-order multidimensional constructs. American
Journal of Community Psychology, 53, 96-108. |
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DRURY, J. & REICHER, S. (1999). The intergroup
dynamics of collective empowerment : Substantiating the
social identity model. Group Processes &
Intergroup Relations, 2, 381-402. |
CATTENEO, L.B. & GOODMAN, L.A. (2015). What is
empowerment anyway ? A model for domestic violence
practice, research, and evaluation. Psychology of
Violence, 5, 84-94. |
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Voir aussi Ressource,
Action collective
et Syndicalisme |
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Emballer : Emballage :
Packaging.
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MOHEBBI, B. (2014). The art of packaging : An
investigation into the role of color in packaging,
marketing, and branding. International Journal of
Organizational Leadership, 3 (2), 92-102. |
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Embarras
: Embasser : Flustered.
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FEINBERG, M., WILLER, R. & KELTNER, D. (2012).
Flustered and faithful : Embarrassment as a signal of
prosociality. Journal of Personality & Social
Psychology, 102 (1), 81-97. [PDF] |
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Embonpoint : Caractéristique d'un
individu un peu gras, au-dessus de son poids
santé. Embonpoint, poids
et obésité.
= surpoids, quelques kilos en trop.
Overweight.
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ALLON, N. (1982). The stigma of overweight in everyday
life. In B. Wartman (Ed.), Psychological aspects of
obesity (pp. 130-174). New York : Van Norstrand
Reinhold. |
MALIK, V.S., SCHULTZE, M.B. & HU, F.B. (2006). Intake
of sugar-sweetened beverages and weight gain : A
systematic review. The American Journal of Clinical
Nutrition, 84 (2), 274-88. |
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WANG, Y. & LOBSTEIN, T. (2006). Worldwide trends in
childhood overweight and obesity. International
Journal of Pediatric Obesity, 1 (1), 11-25. |
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MENDOCA, P.J. & BREHM, S.S. (1983). Effects of choice
on behavioral treatment of overweight children. Journal
of Social & Clinical Psychology, 1, 343-358. |
RUBINSTEIN, G. (2006). The big five and self-esteem among
overweight dieting and non-dieting women. Eating
Behaviors, 7, 355-361. [PDF] |
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OGDEN, C.L., TROIANO, R.P., BRIEFEL, R.R., KUCZMARSKI,
R.J., FLEGAL, K.M. & JOHNSON, C.L. (1997). Prevalence
of overweight among preschool children in the United
States, 1971 through 1994. Pediatrics, 99 (4),
1-7. [PDF] |
TUDOR-LOCKE, C., KRONENFELD, J.J., KIM, S.S., BENIN, M.
& KUBY, M.A. (2007). Geographical comparison of
prevalence of overweight school-aged children : the
National Survey of Children's Health 2003. Pediatrics,
120 (4), 1043-1050. |
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DENNISON, B.A., ERB, T.A. & JENKINS, P.L. (2002).
Television viewing and television in bedroom associ-ated
with overweight risk among low- income preschool children.
Pediatrics, 109 (6), 1028–1035 |
STROEBE, W. (2008). Dieting, overweight and obesity :
Self-regulation in a food-rich environment. Washington,
DC : American Psychological Association. |
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WILFLEY, D.E., ROBINSON WELCH, R., STEIN, R.I., BORMAN
SPURRELL, E., COHEN, L.R., SAELENS, B.E., ZOLER DOUNCHIS,
J., FRANK, M.A., WISEMAN, C.V. & MATT, G.E. (2002).
Randomized comparison of group cognitive-behavioral
therapy and group interpersonal psychotherapy for the
treatment of overweight individuals with binge-eating
disorder. Archives of General Psychiatry, 59, 713-721.
[PDF] |
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OGDEN, C.L., FLEGAL, K.M., CARROLL, M.D. & JOHNSON,
C.L. (2002). Prevalence and trends in overweight among US
children and adolescents, 1999-2000. Journal of
Medical American Association, 208 (14), 1728-1732.
[PDF] |
VAN WIJNEN, L.G.C., WENDEL-VOS, G.C.W., WAMMES, B.M. &
BEMELMANS, W.J.E. (2009). The impact of school-based
prevention of overweight on psychosocial well-being of
children. Obesity Reviews, 10 (3), 298-312. |
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JANSSEN, I., CRAIG, W.M., BOYCE, W.F. & PICKETT, W.
(2004). Associations between overweight and obesity with
bullying behaviors in school-aged children.
Pediatrics, 113 (5), 1187-1194. |
McCABE, M., RICCIARDELLI, L. & HOLT, K. (2010). Are
there different sociocultural influences on body image and
body change strategies for overweight adolescent boys and
girls ? Eating behaviors, 11 (3), 156-163. |
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AGRAS, W., HAMMER, L., McNICHOLAS, F. & KRAEMER, H.C.
(2004). Risk factors for childhood overweight : a
prospective study from birth to 9.5 years. Journal of
Pediatrics, 145 (1), 20-25. |
LUPPINO, F.S., DE WIT, L.M., BOUVY, P.F., STIJNEN, T.,
CUIJPERS, P., PENNINX, B.W.J.H. & ZITAMN, F.G. (2010).
Overweight, obesity, and depression : a systematic review
and meta-analysis of longitudinal studies. Archives
of General Psychiatry, 67 (3), 220-229. [PDF] |
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Voir aussi Comportement
de manger, Trouble
alimentaire, Poids
santé, Obésité,
Exercice,
Image
corporelle et Poids |
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Embourgeoisement : Transformation
graduelle d'un quartier/ ville
pauvre en quartier/ville riche. La rénovation, la construction de
nouveau projet domiciliaire (condominium, maison luxueuse, etc.)
ou l'établissement de nouveaux services (université, bibliothèque,
musée, parc, etc.) sont à l'origine de cette transformation.
Embourgeoisement et urbanisation.
= gentrification (anglicisme).
Gentrification.
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SMITH, N. (1996). The new urban
frontier-gentrification and the revanchist city.
London and New York : Routledge. |
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SMITH, N. (2002). New globalism, new urbanism :
Gentrification as global urban strategy. Antipode, 34
(3), 434-457. |
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TISSOT, S. (2010) Quand la mixité sociale mobilise des
gentrifieurs. Enquête sur un mot d'ordre militant à
Boston. Espaces et Sociétés, 140-141, 127-157. |
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BÉLANGER, H. et GAUDREAU, L. (2013) La gentrification, un
mal pour un bien ? Relations, 769, 36-37. |
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Embranchement
(taxinomique) : Voir Rang
taxinomique. = phylum.
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| BURNIE,
D. (Dir.) (2001). Animal. Londres : Dorling
Kindersley / Le règne animal. Saint-Laurent :
Erpi. |
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Embryon
: Embryon et
foetus. Embryo.
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GERHARDT, J. & KIRSCHNER, M. (1998). Cells,
embryos & evolution. Oxford : Basil Blackwell. |
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LEVIN, M., BUZNIKOV, G.A. & LAUDER, J.M. (2006). Of
minds and embryos : left-right asymmetry and the
serotonergic controls of pre-neural morphogenesis. Developmental
Neuroscience, 28 (3), 171-185. |
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MAIENSCHEIN, J. & LAUBICHLER, M. (2007). Embryos,
cells, genes, and organisms. Reflections on the history of
evolutionary developmental biology. In R. Sansom and .N.
Brandon (Eds.), Integrating evolution and
development, from theory to practice (pp. 1-24). MIT
Press. |
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Emde Robert N. ( ) : Psychiatre,
psychanalyste
américain et spécialiste du développement
pathologique. Collaborateur de Campos,
Defries, Hewitt,
Kagan, Plomin,
Robinson et Zahn-Waxler.
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EMDE, R.N. & KOENIG K.L. (1969). Neonatal smiling and
rapid eye movement states. Journal of American Academy
of Psychiatry, 8, 57-67. |
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PLOMIN, R., CAMPOS, C., CORLEY, R., EMDE, R.N., FULKER,
D.W., KAGAN, J., REZNICK, J.S., ROBINSON, J.L.,
ZAHN-WAXLER, C. & DEFRIES, J.C. (1990). Individual
differences during the second year of life. In J. Colombo
& J. Fagen (Eds.), Individual differences in
infancy. Hillsdale, NJ : LEA. |
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EMDE, R.N. (1998). À propos des classifications
diagnostiques dans la petite enfance : quelques principes.
Devenir, 10 (1), 11-17. |
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EMDE, R.N. (1999). Moving ahead : Integrating influences
of affective processes for development and for
psychoanalysis. International Journal of
Psycho-Analysis, 80 (2), 317-339. |
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EMDE, R.N. & ROBINSON, J.L. (2000). Guiding principles
for a theory of early intervention : A
developmental-psychoanalytic perspective. In J.P. Shonkoff
& S.J. Meisels (Eds.), Handbook of early
childhood intervention. New York : Cambridge
University Press. |
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Émergence
: Désigne l'apparition d'une
propriété nouvelle chez un organisme
ou un système. Nouvelle signifie que la propriété obéit
à des lois différentes des lois qui régissent les autres
propriétés de l'objet. Il s'agit donc d'une caractéristique propre
à un niveau d'organisation de la matière
qui ne peut être réduit à un niveau inférieur (et donc régi
par les principes qui s'appliquent à ce niveau). EX:
Pour certains psychologues, les
phénomènes cognitifs, comme la conscience, seraient des
émergences du cerveau (objet). La conscience ne pourrait donc pas
être réduite à une organisation de neurones ou être expliquée au
moyen d'une théorie de nature biologique, chimique ou physique. La
conscience serait régi par ses propres règles, cognitives pour
certains, psychiques ou mentales pour d'autres. =
propriété émergente.
*épiphénomène.
/réductionisme.
Emergent property, emergence.
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MEEHL, P.E. & SELLARS, W. (1956). The concept of
emergence. In H. Feigl & M. Scriven (Eds.), Minnesota
studies in the philosophy of science : The foundations
of science and the concepts of psychology and
psychoanalysis (Vol. 1, pp. 239-252). Minneapolis :
University of Minnesota Press. [PDF] |
WIMSATT, W. (2000). Emergence as non-aggregativity and the
biases of reductionisms. Foundations of Science, 5,
269-297. |
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JOHNSON, S. (2001). Emergence. New York :
Scribner |
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BHASKAR, R. (1982). Emergence, explanation, and
emancipation. In P.F. Secord (Ed.), Explaining human
behaviour (pp. 275-310). Beverly Hills/London/New
Delhi: Sage. |
MENGAL, P.M. (2001). Le concept d'émergence au XIXe
: entre théologie naturelle et biologie. Dans B. Felz, M.
Crommelinck et P.H. Goujon (Dirs.), Auto-organisation
et émergence dans les sciences de la vie (p.
89-102). Bruxelles : Ousia. |
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SPERRY, R.W. (1991). In defense of mentalism and emergent
interaction. Journal of Mind & Behavior, 12,
221-245. |
GREENBERG, G., PARTRIDGE, T. & ABLAH, E. (2002). The
significance of the concept of emergence for comparative
psychology. In D.A. Washburn (Ed.), Primate
perspectives on behavior and cognition (pp. 81-97).
Washington, DC: American Psychological Association. |
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BECHTEL, W. & RICHARDSON, R.C. (1992). Emergent
phenomena and complex systems. In A. Beckermann, H. Flohr
& J. Kim (Eds.), Emergence or reduction ? Essays
on the prospects of nonreductive physicalism (pp.
257-289). Berlin : Walter de Gruyter. |
BUNGE, M. (2003). Emergence and convergence:
Qualitative novelty and the unity of knowledge.
Toronto : University of Toronto Press. |
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ATKIN, A. (1992). On consciousness: What is the role of
emergence ? Medical Hypotheses, 38 (4), 311-314. |
ELDER-VASS, D. (2005). Emergence and the realist account
of cause. Journal of Critical Realism, 4 (2),
315-338. [PDF] |
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POSLE, B.R. (2006). Working memory as an emergent property
of the mind and brain. Neuroscience, 139, 23-38.
[PDF] |
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CSÀNYI, V. (1994). Individuality and the emergence of
culture during evolution. World Futures 40 (4),
207-213. |
ELDER-VASS, D. (2006). Re-examining Bhaskar’s three
ontological domains: The lessons from emergence. In C.
Lawson, J.S. Latsis & N.M.O. Martins (Eds.), Contributions
to social ontology. London & New York :
Routledge. |
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MARR, M.J. (2006). The emergence of emergence-one
behaviorist's perspective. In D. Washburn (Ed.), Primate
perspectives on behavior and cognition (pp.
99-108). American Psychological Association. |
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HOLLAND, J.H. (1998). Emergence : From chaos to
order. Cambridge, MA : Perseus. |
KIM, J. (2006). Emergence : Core ideas and issues. Synthese,
151, 547-559. |
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ELMAN, J.L. (1998). Generalization, simple recurrent
networks, and the emergence of structure. In M.A.
Gernsbacher & S.J. Derry (Eds.), Proceedings of
the Twentith Annual Conference of the Cognitive Science
Society. Mahwah, N.J. : Erlbaum. |
POSTLE, B.R. (2006). Working memory as an emergent
property of the mind and brain. Neuroscience, 139
(1), 23-38. |
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ELDER- VASS, D. (2007). For emergence : Refining Archer’s
account of social structure. Journal for the Theory of
Social Behaviour, 37 (1), 25-44. |
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ELMAN, J.L. (1999). The emergence of language : A
conspiracy theory. In B. MacWhinney (Ed.), The
emergence of language (pp. 1-27). Hillsdale, NJ :
Lawrence Earlbaum Associates. |
McDOWELL, J.J. & CARON, M.L. (2007). Undermatching is
an emergent property of selection by consequences. Behavioural
Processes, 75 (2), 97-106. [PDF] |
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KIM, J. (1999). Making sense of emergence. Philosophical
Studies, 95, 3-36. |
KAIDESOJA, T. (2009). Bhaskar and Bunge on social
emergence. Journal for the Theory of Social
Behaviour, 39 (3), 300-322 |
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O'CONNOR, T. & WONG, H.Y. (2012). Emergent Properties.
In E.N. Zalta (Ed.), The Stanford encyclopedia of
philosophy. Stanford, CA : Stanford University. |
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Voir aussi
Conscience |
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Émergentisme : Forme de matérialisme
qui postule l'existence de différents niveaux d'organisation
de la matière, et qui étudie les mécanismes qui permettent le
passage d'un niveau à l'autre (émergence).
EX: Passage du niveau neuronal à la conscience.
Pour les tenants de cette doctrine, l'esprit est une émergence ou
une propriété cognitive du cerveau.
*monisme émergentisme.
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SPERRY, R.W. (1991). In defense of mentalism and emergent
interaction. Journal of Mind & Behavior, 12,
221-245. |
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BATES, E. & ELMAN, J.L., JOHNSON, M., KARMILOFF-SMITH,
A., PARISI, D. & PLUNKETT, K. (1998). Innateness and
emergentism. In W. Bechtel & G. Graham (Eds.), A
companion to cognitive science (pp. 590–601).
Malden, MA and Oxford : Blackwell Publishers. |
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THOMAS, R.K. (2001). Hazards of "emergentism" in
psychology. History & Theory of Psychology |
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ELDER- VASS, D. (2007). Luhmann and emergentism :
Competing paradigms for social systems theory ? Philosophy
of the Social Sciences, 37 (4), 408-432. |
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Emery Nathan J. ( ) : Éthologiste
anglais spécialisé dans l'étude des singes
et des oiseaux.
Collaborateur de Call et Clayton.
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EMERY, N.J., LORINCZ, E.N., PERRETT, D.I., ORAM, M.W.
& BAKER, C.I. (1997). Gaze following and joint
attention in rhesus monkeys (Macaca mulatta). Journal
of Comparative Psychology, 111, 286-293. |
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EMERY, N.J. (2000). The eyes have it : the neuroethology,
evolution and function of social gaze. Neuroscience
& Biobehavioral Reviews, 24, 581-604.
[PDF] |
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EMERY, N.J. & CLAYTON, N.S. (2001). Effects of
experience and social context on prospective caching
strategies in scrub jays. Nature, 414, 443-446.
[PDF] |
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EMERY, N.J. & CLAYTON, N.S. (2004). The mentality of
crows. Convergent evolution of intelligence in corvids and
apes. Science, 306, 1903-1907. |
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EMERY, N.J. (2004). Are corvids 'feathered apes' ?
Cognitive evolution in crows, jays, rooks and jackdaws. In
S. Watanabe (Ed.), Comparative analysis of minds.
Keio University Press : Tokyo. In press. [PDF] |
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Émetteur
: Dans les théories
de la communication, système (groupe, humain, animal) qui
transmet un message
au récepteur. Signaler.
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SEYFARTH, R.M. & CHENEY, D.L. (2003). Signalers and
receivers in animal communication. Annual Review of
Psychology, 54, 145-173. [PDF] |
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Émeute : Émeutier : Déclenchement spontané, dans un contexte donné, de
la violence au sein d'une
foule.
=
soulèvement.
Riot, rioting.
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ALLEN, V.L. (Ed.) (1970). Ghetto riots. Journal of
Social Issues, 26 (1), 1-220. |
DICKINS, T.E., SPENCER, R. & PAWSON, C. (2011).
Strategy and rioting. The Psychologist 24 (11),
796-797. |
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KNOPF, T.A. (1975). Rumors, race, and riots. New
Brunswick, NJ : Transaction Books. |
LEA, J. & HALLSWORTH, S. (2012). Understanding the
riots. Centre for Crime & Justice Studies, 87, 30-31.
[PDF] |
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MARTINEZ, T. (1993). Recognizing the enemy : Rap music in
the wake of the Los Angeles riots. Explorations in
Ethnic Studies, 16, 115-127. |
JEFFERY, B. & JACKSON, W. (2012). The Pendleton riot :
a political sociology. Centre for Crime & Justice
Studies, 87, 18-20. [PDF] |
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STOTT, C. & DRURY, J. (2000). Crowds context and
identity : dynamic categorization processes in the "poll
tax riot". Human Relations, 53 (2), 247-273. |
FUCHS, C. (2012). Social media, riots, and revolutions.
Capital & Class, 36 (3), 383-391. |
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Voir aussi
Violence et Foule |
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Emmelkamp Paul M.G. ( ) : Psychologue
néerlandais et spécialiste de l'étude des
troubles d'anxieux et du trouble obsessionel-compulsif
(TOC). Collaborateur de
Hoestra.
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EMMELKAMP, P.M., VISSER, M.S. & HOEKSTRA, R.J. (1988).
Cognitive therapy vs exposure in vivo in the treatment of
obsessive-compulsives. Cognitive Therapy &
Research, 12, 103-114. |
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EMMELKAMP, P.M. & BEENS, H. (1991). Cognitive therapy
with obsessive-compulsive disorder : a comparative
evaluation. Behaviour Research & Therapy, 29, 293-300. |
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EMMELKAMP, P.M. & VEDEL, E. (2010). Psychological
treatments for antisocial personality disorder : where is
the evidence that group treatment and therapeutic
community should be recommended ? Personality &
Mental Health, 4 (1), 30-33. |
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EMMELKAMP, P.M. (2012). Specific and social phobias in
ICD-11. World psychiatry, 11 (S1), 94-99.
[PDF] |
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EMMELKAMP, P.M. & POWER, P.M. (2012). DSM-5
personality disorders : stop before it is too late.
Clinical Psychology & Psychotherapy, 19 (5),
363. |
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Emmer Edmund T. ( ) : Spécialiste
américain de l'éducation, notamment
de la gestion de classe.
Collaborateur de Evertson.
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EMMER, E.T., EVERTSON, C.M. & ANDERSON, L. (1980).
Effective classroom management at the begining of the
school year. Elementary School Journal, 80 (5),
219-231. [PDF] |
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EMMER, E.T., SANFORD, J.P. & EVERTSON, C.M. (1981). The
classroom management improvement study : An experiment
in elementary school classrooms. Austin, TX : Research
and Development Center for Teacher Education. |
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EMMER, E.T. & EVERTSON, C.M. (1981). Synthesis of
research on classroom management. Educational
Leadership, 38 (4), 342-347. [PDF] |
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EMMER, E.T., EVERTSON, C.M. & WORSHAM, M.E. (1984). Classroom
management for secondary teachers. Boston : Allyn
& Bacon. |
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EMMER, E.T. & STOUGH, L.M. (2001). Classroom
management : A critical part of teacher educational
psychology, with implications for teacher education.
Educational Psychologist, 36 (2), 103-112. [PDF] |
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Emmert
Emil (1844-1911) :
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EMMERT, E. (1881). Grossenverhaltnisse der Nachbilder" KlinischeMonatsblatterfur
Augenheilkunde, 19 443-450 |
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DWYER, J., ASHTON, R. & BROENSE, J. (1990). Emmert's
law in the Ames room. Perception, 19 (1), 35-41. |
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LOU, L. (2007). Apparent afterimage size, Emmert's law,
and oculomotor adjustment. Perception, 36, 1214-1228. |
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GREGORY, R.L. (2008). Emmert's Law and the moon illusion.
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Émotion : État interne
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l'émotion se dissipe rapidement. EX: La colère
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*Sentiment.
Emotion, emotional reaction, emotional
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|
|
|
|
Voir aussi Amygdale,
Affect, Humeur
et Expression faciale |
|
|
|
Émotion
(Absence) : Chez certains
individus, notamment les schizophrènes,
absence ou quasi-absence d'émotion.
Flat affect
| |
|
|
KRING, A.M., KERR, S.L., SMITH, D.A. & NEALE, J.M.
(1993). Flat affect in schizophrenia does not reflect
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NEALE, J.M, BLANCHARD, J.J., KERR, S.L. KRING, A.M. &
SMITH, D.A. (1998). Flat affect in schizophrenia. In W.F.
Flack & J.D. Laird (Eds.), Emotions in
Psychopathology (pp. 353-366). Oxford University
Press. |
|
|
Voir aussi Anhédonie |
|
|
Émotion
(Contrôle/Régulation) : Capacité
de réguler ou de moduler
ses propres émotions en fonction du
contexte social. EX: Éviter de se mettre en
colère (émotion) contre son conjoint en présence des enfants
(contexte).
Emotion regulation.
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[PDF] |
|
| |
|
Voir aussi Réguler
et Émotion |
|
|
Émotion
(Durée) : Duration
of emotion.
| |
|
|
FRIDJA, N.H., MESQUITA, B., SONEMANS, J. & VAN GOOZEN,
S. (1991). The duration of affective phenomena or
emotions, sentiments and passions. In K.T. Strongman
(Ed.), International review of studies on emotion
(Vol. 1., pp. 187-225). New York, NY : Wiley. |
|
|
Voir aussi Expression d'une
émotion et Émotion |
|
|
Émotion
(Expression) : Ensemble des
expressions - visage, geste,
voix, posture
- qui donnent à autrui des informations
sur notre état, nos émotions.
Expressed emotion, Facial expression of
emotion, facial emotion.
| |
|
 |
|
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BACHOROWSKI, J.A. (1999). Vocal expression and perception
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|
|
| |
|
Voir aussi Émotion, Communication
non-verbale, Visage,
Voix, Musique
et Expression
faciale |
|
|
|
Émotion
(Chez les animaux) : Émotion
chez les animaux. Expression
of the emotions in man and animals.
| |
|
|
DARWIN, C. (1872/1999). The expression of the
emotions in man and animals. London : Fontana
Press.
[PDF] |
|
WATSON, J.B. & MORGAN, J.J.B. (1917). Emotional
reactions and psychological experimentation. American
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BOISSY, A., MANTEUFFE, G., BAK JENSEN, M., OPPERMANN MOE,
R., SPRUIJTE, B., KEELING, L., WINCKLERG, J., FORKMANH,
B., DIMITROVI, I., LANGBEIN, J., BAKKEN, M., VEISSIER, I.
& AUBERT, A. (2007). Review assessment of positive
emotions in animals to improve their welfare. Physiology
& Behavior, 92, 375-397. [PDF] |
|
|
Voir aussi Émotion et Animal |
|
|
Émotion
(Inhibition) :
/Expression des émotions.
Inhibition of emotion.
| |
|
|
LABBOTT, S.M., AHLEMAN, S.W., WOLEVER, M.E. & MARTIN,
R.B. (1990). The physiological and psychological effects
of the expression and inhibition of emotion. Behavioral
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Moderators of the emotion inhibition-health relationship :
A review and research agenda. Review of General
Psychology, 6 (2), 204-228. |
|
|
Voir aussi Émotion et
Inhibition |
|
|
Émotion
(Mesures/Évaluations) :
Ensemble des critères
de diagnostic, des
tests et des outils
de collecte de données qui permettent
d'évaluer et de mesurer
les émotions.
Measuring emotion.
| |
|
|
VRANA, S.R., SPENCCE, E.L. & LANG, P.J. (1988). The
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DIMBERG, U. (1990). Facial electromyography and
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|
|
KRING, A.M., SMITH, D.A. & NEALE, J.M. (1994).
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|
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LARSEN, R.J. & PRIZMIC-LARSEN, Z. (2006). Measuring
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JOSHANLOOO, M. (2017). Factor structure and criterion
validity of original and short versions of the Negative
and Positive Affect Scale (NAPAS). Personality &
Individual Differences, 105, 233–237.
[PDF] |
| |
|
Voir aussi Émotion et
Mesurer |
|
|
|
|
|
|
Emotion
: Revue
scientifique multidisciplinaire qui consacre ses pages à
l'étude des émotions.
Éditeur : APA.
EHRING, T., TUSCHEN-CAFFIER, B., SCHNÜLLE, J., FISHER,
S. & GROSS, J.J. (2010). Emotion regulation and
vulnerability to depression : Spontaneous versus
instructed use of emotion suppression and reappraisal. Emotion,
10, 563-572. [PDF]
|
| |
|
|
Émotion
négative : Émotion négative, neurotisme
et affect
négatif. Negative emotion, negative
emotional experiences.
| |
|
|
LEVENTHAL, H. & TREMBLY, G. (1968). Negative emotions
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| |
TUGADE, M.M. & FREDRICKSON, B.L. (2004). Resilient
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VRANA, S.R. (1993).The psychophysiology of disgust :
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WINTON, E.C., CLARK, D.M. & EDELMANN, R.J. (1995).
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|
GROSS, J.J. & LEVENSON, R.W. (1997). Hiding feelings :
The acute effects of inhibiting negative and positive
emotion. Journal of Abnormal Psychology, 106
(1), 95-103. [PDF] |
KIM-PRIETO, C. & DIENER, E. (2009). Religion as a
source of cultural variation in the experience of positive
and negative emotions. The Journal of Positive
Psychology, 4, 447-460. |
|
FREDRICKSON, B.L. & LEVENSON, R.W. (1998). Positive
emotions speed recovery from the cardiovascular sequelae
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CURCI, A., LANCIANO, T., SOLETI, E. & RIMÉ, B. (2013).
Negative emotional experiences arouse rumination and
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|
BAGOZZI, R.P., WONG, N. & YI, Y. (1999). The role of
culture and gender in the relationship between positive
and negative affecct. Cognition & Emotion 13,
641-672. |
JOSHANLOOO, M. (2017). Factor structure and criterion
validity of original and short versions of the Negative
and Positive Affect Scale (NAPAS). Personality &
Individual Differences, 105, 233–237.
[PDF] |
|
| |
|
Voir aussi Émotion, Neurotisme
et Affect
négatif |
|
|
|
Émotion
positive : Émotion positive et affect
positif. Positive emotion, good
feeling.
| |
|
|
TOMKINS, S.S. (1962). Affect, imagery, consciousness. In
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ISEN, A.M. & MEANS, B. (1983). The influence of
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ISEN, A.M., DAUBMAN, K.A. & NOWICKI, G.P. (1987).
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ISEN, A.M., ROSENZWEIG, A.S. & YOUNG, M.J. (1991). The
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GEORGE, J.M. & BRIEF, A.P. (1992). Feeling good-doing
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GROSS, J.J. & LEVENSON, R.W. (1997). Hiding feelings :
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TUGADE, M.M. & FREDRICKSON, B.L. (2007). Regulation of
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FREDRICKSON, B.L. (1998). What are good positive emotions
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R., SPRUIJTE, B., KEELING, L., WINCKLERG, J., FORKMANH,
B., DIMITROVI, I., LANGBEIN, J., BAKKEN, M., VEISSIER, I.
& AUBERT, A. (2007). Review assessment of positive
emotions in animals to improve their welfare. Physiology
& Behavior, 92, 375-397. [PDF] |
|
FREDRICKSON, B.L. & LEVENSON, R.W. (1998). Positive
emotions speed recovery from the cardiovascular sequelae
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191-220. [PDF] |
SAROGLOU, V., BUXANT, C. & TILQUIN, J. (2008).
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BAGOZZI, R.P., WONG, N. & YI, Y. (1999). The role of
culture and gender in the relationship between positive
and negative affecct. Cognition & Emotion 13,
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|
|
FREDRICKSON, B.L. (2001). The role of positive emotions in
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KUPPENS, P., DIENER, E. & REALO, E. (2008). The role
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|
ISEN, A.M. (2001). An influence of positive affect on
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FREDRICKSON, B.L. & JOINER, T. (2002). Positive
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TUGADE, M.M. & FREDRICKSON, B.L. (2002). Positive
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KIM-PRIETO, C. & DIENER, E. (2009). Religion as a
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|
FREDRICKSON, B.L., TUGADE, M.M. WAUGH, C.E. & LARKIN,
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FREDRICKSON, B.L. (2003). The value of positive emotions :
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COHN, M.A., FREDRICKSON, B.L., BROWN, S.L., MIKEL, J.A.
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Voir aussi Émotion et Affect
positif |
|
|
Émotion primaire : = émotion de
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secondaire. Primary emotion, basic emotion.
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|
| |
|
Voir aussi Émotion |
|
|
|
|
Émotivité
: Capacité de
ressentir une émotion. Il
s'agit d'un trait central
de personnalité - la
lettre E - de la théorie
HEXACO. Emotionality.
| |
|
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|
|
|
|
|
Empathie : Empathique : Ce terme renvoie à deux réalités complémentaires :
a) Il s'agit d'une méthode ou d'une
technique thérapeutique humaniste
(non-directive) par laquelle le thérapeute
tente de comprendre les pensées,
les sentiments et les comportements
de son client au moyen du
cadre de référence de ce dernier. Empathie et humanisme.
b) Le terme désigne également à un comportement
prosocial qui consiste à se mettre à la place de l'autre, de
comprendre ce qu'il ressent. Concept proposé par Lipps.
Empathie et altruisme.
Empathy.
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Voir aussi Technique
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|
|
|
Voir aussi Sympathie
Douleur,
Théorie de l'esprit et
Décentration |
| |
|
|
Empathie
(Mesures/Évaluations) :
Ensemble des critères
de diagnostic, des
tests et des outils
de collecte de données qui permettent
d'évaluer et de mesurer
l'empathie. Measure
of empathy.
|
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BRYANT, B.K. (1982). An index of empathy for
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TRUAX, C.B. (1961). A scale for the
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[PDF] |
|
|
Voir aussi Empathie |
| CARPENTER,
M.B. & SUTIN, J. (1983). Human neuroanatomy.
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|
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Empire : Territoire
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Empire.
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Empirical Economics : Revue
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|
| |
|
|
|
|
Empirique : Empiriquement : L'adjectif a au moins trois
acceptions. Au sens strict, il désigne ce qui est obtenu par les
sens (expérience), dans un cadre scientifique ou non. De façon
générale, l'adjectif est cependant utilisé dans trois contextes
différents et parfois contradictoires : a) En science,
ce terme qualifie la méthode qui consiste à confronter une hypothèse
aux faits, faits obtenus grâce aux sens du chercheur qui observe
les phénomènes
(observation directe) ou interprète les résultats d'un outil de
mesure ou d'évaluation (observation indirecte). EX:
donnée empirique, vérification empirique, recherche empirique,
démarche empirique. En ce sens, il est synonyme de scientifique. =
empirisme scientifique, confirmation.
Empirically supported. b)
On utilise également le qualificatif empirique pour
désigner la démarche de certains psychologues qui prétendent
développer des techniques d'intervention thérapeutique ou des
méthodes d'enseignement hors de tout contexte théorique, en se
fondant uniquement sur les données de la recherche. =
empirisme
méthodologique. EX: L'enseignement
par instruction d'Engelmann. c) Finalement,
cet adjectif désigne une méthode
populaire d'acquision des connaissances qui consiste à
établir la vérité d'un énoncé à partir de quelques faits
seulement, obtenus plus ou moins systématiquement, et parfois en
l'absence de tout raisonnement ou de contrôles méthodologiques. En
ce sens, le terme s'oppose à la méthode logique ou par
raisonnement, qui est un élément central de la démarche
scientifique.
=
méthode par tâtonnement, méthode par essais et erreurs, méthode
préscientifique.
Empirically.
|
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| a |
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|
|
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|
Voir aussi Donnée
probante et Empirisme
scientifique |
| b |
| |
|
Voir aussi Empirisme
méthodologique |
| c |
|
|
|
Voir aussi
Méthode populaire |
|
|
Empirique (Évidence) : Voir Données probantes.
Evidence, empirical evidence, scientifically supported, research evidence, growing body of evidence, empirical data.
|
|
|
Empirisme : Qui s'appuie sur les sens,
davantage que sur la raison,
pour distinguer le vrai
du faux. /nativisme.
Empirism.
| |
|
|
REICHENBACH, H. (1947). Rationalismand empiricism : an
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|
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Newton. (pp. 150-166). Oxford : Blackwell/
Feyerabend (1981). Problems of empiricism : Philosophical
Papers Cambridge : Cambridge University Press. |
LEAHEY, T.H. (2001). Empiricism. In W.E. Craighead and C.
B. Nemeroff (Eds.), The Corsini encyclopedia of
psychology and the behavioral sciences (pp.
498–499). New York : J. Wiley. |
|
STEMMER, N. (1981). A note on empiricism and
strucure-dependence. Journal of Child Language, 8, 649-
656. |
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SPENCER, M. (1987). The imperfect empiricism of the social
sciences. Sociological Forum, 2, 331-372. |
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GREENWOOD, J.D. (1992). Realism, empiricism, and social
constructionism : Psychological theory and the social
dimensions of mind and action. Theory &
Psychology, 2, 131-151. |
NEWCOMBE, N.S. (2002). The nativist-empiricist controversy
in the context of recent research on spatial and
quantitative development. Psychological Science, 13,
395-401.
[PDF] |
|
ATHERTON, C.R. (1993). Empiricists versus social
constructionists : Time for a cease-fire. Families in
Society, 74 (10), 617-624. |
VALOR ABAD, J. (2009). Empiricism and experience : Two
problems. International Journal of Philosophical
Studies, 17 (2), 323-328. |
|
THYER, B.A. (1994). Empiricists versus social
constructionists. Cease fire or more fuel to the flames ?
Families in Society, 75, 308-312. |
SLIFE, B.D. & MELLING, B. (2009). The ideology of
empiricism. edification : Journal of the Society for
Christian Psychology, 2 (1), 44-48. [PDF] |
|
CAMPBELL, R. (1994). The virues of feminist empiricism. Hyptia,
9 (10), 90-115. |
ANAYET HOSSAIN, F.M. (2014). A critical analysis of
empiricism. Open Journal of Philosophy, 4,
225-230. [PDF] |
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Voir aussi Nativisme |
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Empirisme clinique : Doctrine
philosophique qui considère la connaissance
acquise dans un cadre thérapeutique
comme aussi valable que la connaissance acquise au moyen de la démarche
scientifique. La thèse faible de cette doctrine considère
que la connaissance obtenue grâce aux méthodes cliniques a plus de
valeur que la connaissance intuitive ou profane, mais moins que la
connaissance
scientifique. /empirisme
scientifique.
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BEUTLER, L.E. (2000). David and Goliath : When empirical
and clinical standards of practice meet. American
Psychologist, 55, 997-1007. |
|
|
Voir aussi Empirisme |
|
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Empirisme constructif : Groupe d'épistémologues
qui considérent que le seul critère
de vérité d'un théorie
est son adéquation avec la réalité
(d'où le terme empirique), adéquation qui se développe au fur et à
mesure que la théorie subie avec succès l'épreuve des faits (d'où le terme constructif). Pour les tenants de
cette doctrine, la
cohérence interne d'une théorie et l'existence des entités
explicatives sont des critères secondaires pour juger de la
pertinence d'une théorie. ( ): Salmon,
Van Fraassen.
Constructive
empiricism.
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VAN FRAASSEN, B.C. (1980). The scientific image.
Clarendon Press. |
VAN FRAASSEN, B.C. (2000). La fin de l'empirisme ? Revue
Philosophique de Louvain, 98, 449-479. [PDF] |
|
VAN FRAASSEN, B.C. (1985). Empiricism in the philosophy of
science. In P.M. Churchland and C.A. Hooker (Eds.), Images
of science : Essays on realism and empiricism, with a
Reply by Bas C. van Fraassen (pp. 245-308). Chicago
: The University of Chicago Press. |
LADYMAN, J. (2000). What's really wrong with constructive
empiricism : Van Fraassen and the metaphysics of modality.
British Journal for the Philosophy of Science, 51, 837-856. |
|
GIERE, R. (1985). Constructive realism. In P.M. Churchland
and C.A. Hooker (eds.), Images of science : Essays on
realism and empiricism, with a reply by Bas C. van
Fraassen (pp. 75-98). Chicago : The University of
Chicago Press, |
|
|
MUSGRAVE, A. (1985). Realism versus constructive
empiricism. In P.M. Churchland and C.A. Hooker (Eds.),
Images of science : Essays on realism and empiricism, with
a reply by Bas C. van Fraassen (pp. 197-221). Chicago :
The University of Chicago Press. |
TELLER, P. (2001). Whither constructive empiricism ? Philosophical
Studies, 106, 123-150. |
|
CHURCHLAND, P.M. (1989). Images of science :
Scientific realism versus constructive empiricism. Chicago
: University of Chicago Press. |
ALSPECTOR-KELLY, M. (2001). Should the empiricist be a
constructive empiricist ? Philosophy of Science, 68,
413- 431. |
|
LEEDS, S. (1994). Constructiv empiricism. Synthese,
101, 187-221. |
VAN FRAASSEN, B. (2001). Constructive empiricism now. Philosophical
Studies, 106, 151-170. [PDF] |
|
ROSEN, G. (1994). What is constructive empiricism ? Philosophical
Studies, 74, 143-178. |
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Voir aussi Empirisme |
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Empirisme logique : Doctrine
philosophique selon laquelle la connaissance repose
essentiellement sur des expériences sensorielles, donc acquise
plutôt qu'innées. On peut résumer la position des empiriste par
cette maxime d'Aristote : « Rien n'est dans l'esprit (ou l'âme)
qui ne fût d'abord dans les sens ». Empirisme logique et
grand problème de
l'inné/acquis. = empirisme
philosophique. /nativisme,
idéalisme, rationalisme.
Empiricism.
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CHISHOLM, R. (1948). The problem of empiricism. Journal
of Philosophy, 45, 512-517. |
FEYERABEND, P.K. (1981). Problems of empiricism.
Cambridge : Cambridge University Press. |
|
LEWIS, C.I. (1948). Professor Chisholm and empiricism.
The Journal of Philosophy, 45, 517-524. |
|
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HEMPEL, C.G. & OPPENHEIM, P. (1948). Studies in the
logic of explanation. Philosophy of Science, 15,
135-175. |
|
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QUINE, W.V.O. (1951). Two dogmas of empiricism / Les deux
dogmes de l'empirisme. Philosophical Review,50,
20-43/Dans P. Jacob (Dir.) (1980). De Vienne à
Cambridge (p. 87-112). Paris : NRF Gallimard. |
|
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RORTY, R. (1963). Empiricism, extensionalism and
reductionalism. Mind, 72. |
CARRUTHERS, P. & MacDONALD, C. (1990). What is
empiricism ? Aristotelian Society Supplementary, 64
(1), 63-92. [PDF] |
|
O'KEEFE, D.J. (1975). Logical empiricism and the study of
human communication. Speech Monographs, 42,
169-183. [PDF] |
ROSI, J.-G. (1999). Les grands courants de
l'empirisme. Armand Colin/Coll. Synthèse. |
|
JACOB, P. (1980). L'empirisme logique : Ses
antécédents, ses critiques. Paris :
Minuit/Collection Propositions. |
GUPTA, A. (2006). Empiricism and experience. New
York : Oxford University Press. |
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Voir aussi Empirisme |
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Empirisme méthodologique : Doctrine
philosophique qui prétend que les théories
ne sont pas indispensables au développement de la connaissance
scientifique et de
techniques d'intervention efficaces, et qu'elles peuvent
même parfois nuire à ce développement. EX:
Certains psycholologues affirment que les théories
psychanalytiques nous éloignent des données, ce qui diminue
l'efficacité des thérapies issues de ces théories. Cette
doctrine stipule que les résultats
de recherche fournissent souvent tout ce qu'il faut pour
intervenir efficacement, et que si, en science, on ne peut
ultimement faire l'économie des théories, on peut souvent agir
efficacement sans elles. = méthode ou
technique athéorique, empirisme technologique.
|
Empirisme scientifique : Doctrine
philosophique selon laquelle la connaissance
repose sur des faits
obtenus grâce à la méthode
scientifique.
/rationalisme.
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JAMES, W. (1912). Essays in radical empiricism. New
York : Longmans, Green, and co. |
VAN FRAASSEN, B.C. (2000). La fin de l'empirisme ? Revue
Philosophique de Louvain, 98, 449-479. |
|
BODE, B.H. (1916). Ernst Mach and the new empiricism. Journal
of Philosophy, Psychology & Scientific Methods, 13
(11), 281-290. |
SOLOMON, M. (2001). Social empiricism. Cambridge
: MIT Press. |
|
CARNAP, R. (1950). Empiricism, semantics, and ontology. Revue
Internationale de Philosophie 4, 20-40/In R. Rorty
(Ed.), The linguistic turn. Chicago : University
of Chicago Press. |
NEWCOMBE, N.S. (2002). The nativist-empiricist controversy
in the context of recent research on spatial and
quantitative development. Psychological Science, 13,
395-401.
[PDF] |
|
QUINE, W.V.O. (1951). Two dogmas of empiricism / Les deux
dogmes de l'empirisme. Philosophical Review, 50,
20-43/Dans P. Jacob (Dir.) (1980), De Vienne à
Cambridge (p. 87-112). Paris : NRF Gallimard. |
GREGORY, P.A. (2003). "Two Dogmas" All bark and no bite ?
Carnap and Quine on analyticity. Philosophy &
Phenomenological Research, 67 (3), 633-647. [PDF] |
|
FEYERABEND, P.K. (1962). Explanation, reduction, and
empiricism. In H. Feigl & G. Maxwell (Eds.), Minnesota
studies in the philosophy of science (pp. 28-97).
Minneapolis : University of Minnesota. |
MARR, M.J. (2003). Empiricism. In K.A. Lattal & P.
Chase (Eds.), Behavior theory and philosophy (pp.
63-81). NY : Kluver Academic. |
|
SELLARS, W. (1963). Empiricism and the philosophy of mind.
In W. Sellars (Ed.), Science, perception and reality
(pp. 127-196). London : Routledge & Kegan Paul. |
|
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FEYERABEND, P.K. (1965). Problems of empiricism. In R.G.
Coldony (Dir.), Beyond the edge of certainty : Essays
in contemporary science and philosophy (pp.
145-260). New Jersey : Prentice-Hall. |
GUPTA, A. (2006). Empiricism and experience. New
York : Oxford University Press. |
|
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FEYERABEND, P.K. (1968). How to be a good empiricist
? London : The Philosophy of Science. |
PRINZ, J. (2006). The return of concept empiricism. H.
Cohen and C. Leferbvre (Eds.), Categorization and
cognitive. Science, Elsevier. [PDF] |
|
BROADBENT, D.E. (1970). In defense of emprirical
psychology. Bulletin of the British Psychological
Society, 23, 87-96. |
SUNDQVIST, F. (2007). The gestalt phenomena and
archetypical rationalism (The crossroads between
empiricism and rationalism : Part I). Gestalt Theory,
29 (1), 40-58. [PDF] |
|
MOSER, P.K. (1985). Empirical justification. Springer. |
SUNDQVIST, F. (2007). Two themes of reductionism and the
predicaments of achetypical empiricism (The crossroads
between empiricism and rationalism : Part II). Gestalt
Theory, 29 (1), 130-147. [PDF] |
|
TOULMIN, S. (1992). The cult of empiricism in psychology,
and beyond. In S. Koch & D. Leary (Eds.), A
century of psychology as science (pp. 594-617). New
York : McGraw-Hill. |
SUNDQVIST, F. (2007). The gestalt according to the Berlin
school (The crossroads between empiricism and rationalism
: Part III. Gestalt Theory, 29 (1), 223-241. [PDF] |
|
PERSONS, J.B. (1995). Why Practicing psychologists are
slow to adopt empirically-validated treatments. In S.C.
Hayes, V.M. Follette, R.M. Dawes & K.E. Grady (Eds.),
Scientific standards of psychological practice.
Context Press. |
LEBEL, E.P. & PETERS, K.R. (2011). Fearing the future
of empirical psychology : Bem's (2011 evidence of Psi as a
case study of deficiencies in modal research practice. Review
of General Psychology, 15, 371-379. |
|
MOSER, P.K. (1996). Empirical knowledge. Rowman
& Littlefield Publishers, Inc. |
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O'GRADY, P. (1999). Carnap and two dogmas of empiricism. Philosophy
& Phenomenological Research, 59 (4), 1015-1027. |
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Voir aussi Empirisme,
Doctrine et Méthode
scientifique |
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Empreinte
: Ce concept renvoie aux comportements
de rapprochement vers le premier organisme ou objet mobile
rencontré par les nouveaux-nés de certaines espèces animales
(surtout les oiseaux
nidifuges), peu après leur naissance. Phénomène découvert par Spalding,
puis étudié de façon plus systématique par Lorenz
et Tinbergen. Il
existe deux formes d'empreinte : 1) empreinte
filiale (attachement au premier objet en mouvement vu au sortir de
l'oeuf); 2) l'empreinte sexuelle (préférence
sexuelle pour le premier objet en mouvement vu au sortir de
l'oeuf). Empreinte et instinct.
=
imprégnation.
Imprinting.
|
Lorentz et ses canards |
LORENZ, K. (1937). Imprinting. The Auk, 54,
245-273. |
HORN, G. (1986). Imprinting, learning, and memory. Behavioral
Neuroscience, 100 (6), 825-832. |
|
RAMSAY, A.D. & HESS, E.H. (1954). A laboratory
approach to the study of imprinting. Wilson Bulletin,
66, 196-206. |
LICKLITER, R. & GOTTLIEB, G. (1986). Training
ducklings in broods interferes with maternal imprinting. Developmental
Psychobiology, 19, 555-566. |
|
VERPLANCK, W.S. (1955). An hypothesis on imprinting.
British Journal of Animal Behavior, 5, 123. |
LICKLITER, R. & GOTTLIEB, G. (1987). Retroactive
excitation : Post-training social experience with siblings
consolidates maternal imprinting in ducklings. Journal
of Comparative Psychology, 101, 40-46. |
|
PETROVICH, S.B. & GEWIRTZ, J.L. (1991). Imprinting and
attachment. In J.L. Gewirtz & W.M. Kurtines (Eds.), Intersections
with attachment (pp. 69-93). Hillsdale, N.J. :
Erlbaum. |
| |
SMALLEY, S. (1993). Sex specific recombination frequencies
: A consequence of imprinting ? American Journal of
Human Genetics, 52, 210-212. |
|
KOVACH, J K. & HESS, E.H. (1963). Imprinting : Effects
of painful stimulation upon the following response.
Journal of Comparative & Physiological Psychology,
56, 461-464. |
VAN KAMPEN, H.S. (1996). A framework for the study of
filial imprinting and the development of attachment. Psychonomic
Bulletin & Review, 3, 3-20. |
|
KLOPFER, P.H. & GAMBLE, J. (1966). Maternal
"imprinting" in goats : The role of chemical senses. Zeitschrift
für Tierpsychologie, 23, 588-592. |
HONEY, R.C. & BOLHUIS, J.J. (1997). Imprinting,
conditioning, and within-event learning. The
Quarterly Journal of Experimental Psychology, 50B
(2), 97-110. [PDF] |
|
BATESON, P.P.G. & REESE, E.P. (1968). Reinforcing
properties of conspicuous objects before imprinting has
occurred. Psychonomic Science, 10, 379-380. |
WITTE, K., HIRSHLER, U. & CURIO, E. (2000). Sexual
imprinting on a novel adornment influences mate
preferences in the Javanese Mannikin Lonchura
leucogastroides. Ethology, 106, 349-363. |
|
BATESON, P.P.G. & REESE, E.P. (1969). The reinforcing
properties of conspicuous stimuli in the imprinting
situation. Animal Behaviour, 17, 692-699. |
WITTE, K. & CASPERS, B. (2006). Sexual imprinting on a
novel blue ornament in zebra finches. Behaviour, 143,
969-991. [PDF] |
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Voir aussi Instinct |
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Emswiller Timothy ( ) : Psychosociologue
américain et spécialiste de l'étude des différences
sexuelles. Collaborateur de Deaux.
|
EMSWILLER, T., DEAUX, K. & WILLITS, J. (1971).
Similarity, sex, and requests for small favors. Journal
of Applied Social Psychology, 1, 284-291. |
|
DEAUX, K. & EMSWILLER, T. (1974). Explanations for
successful performance on sex-linked tasks : What is skill
for the male is luck for the female. Journal of
Personality & Social Psychology, 29, 80-85. |
|
KATZ, I., FARBER, J., GLASS D.C., LUCIDO, D. &
EMSWILLER, T. (1978). When courtesy offends : effects of
positive and negative behavior by the physically disabled
on altruism and anger in normals. Journal of
Personality, 46 (3), 506-518. |
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- ENCADREMENT
- ENCÉPHALE - ENCODAGE
- ENCOPRÉSIE - ÉNERGIE
PSYCHIQUE - ENFANT -
ENGELMANN - ENGLE
- ENQUÊTE -
ENS |
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|
En
anglais : Le présent lexique propose des traductions en
anglais des principaux concepts de la
psychologie. Voir Anglais.
|
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|
En
références : En science,
expression utilisée pour désigner les références
des sources utilisées pour
rédiger un ouvrage et
citées partiellement dans le texte, sources regroupées en ordre
alphabétique et citées de manière complète à la fin de cet
ouvrage. Voir aussi Bibliographie.
|
En ligne : Anglicisme. Toute activité réalisée au moyen
d'un appareil électronique branché à internet, avec ou sans fil (ordinateur,
téléphone, télévision,
voiture, etc.). S'oppose à une activité faite sur place, en
présence d'une personne, d'un groupe. Remplacer selon le contexte
par cable, par le truchement des ondes, par internet
ou à distance. On
line
|
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Encadrement : Surveillance
planifiée, continue et serrée d'un
individu ou d'un groupe d'individu et, au besoin,
correction, gratification
et sanction de leurs comportements
en vertu de standard ou d'objectifs poursuivis par ce groupe
(famille, entreprise,
gouvernement).
L'encadrement est généralement confié à une personne en autorité
(mentor, tuteur,
enseignant, parent,
etc.) ou à une institution
reconnue. ( ): Voir tableau ci-dessous.
Monitoring.
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BURG, M.M., REID, D.H. & LATTIMORE, J. (1979). Use of
a self-recording and supervision program to change
institutional staff behavior. Journal of Applied
Behavior Analysis, 12 (3), 363-375. [PDF] |
|
YUNG, A.R., McGORRY, P.D., McFARLANE, C.A., JACKSON, H.J.,
PATTON, G.C. & RAKKAR, A. (1996). Monitoring and care
of young people at incipient risk of psychosis. Schizophrenia
Bulletin, 22, 283-303. [PDF] |
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Encapsulé
: Se dit d'une personne qui vit à l'étanger comme si
elle était dans son propre pays. On observe cette façaon de faire
chez certains immigrants, incapables de s'intégrer à la société
d'accueil.
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Encodage
: Processus
cognitif qui désigne la conversion d'une stimulation
en information, laquelle
constitue une forme appropriée au stockage
en mémoire et à la récupération.
Première étape du traitement
de l'information en mémoire.
NDLR : En biologie, on dit aussi «codage des
protéines» car les gènes
codent les protéines. = codage
cognitif.
Coding, encoding process, coding, coding process.
| |
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HERMAN, L.M. & BAHRICK, H.P. (1966). Information
encoding and decision time as variables in human choice
behavior. Journal of Experimental Psychology, 71,
718- 724.
|
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|
MADIGAN, S.A. (1969). Intraserial repetition and coding
processes in free recall. Journal of Verbal Learning
& Verbal Behavior, 8, 829-835. |
CAMPBELL, R.L. & BICKHARD, M.H. (1991). If human
cognition is adaptive, can human knowledge consist of
encoding ? Commentary on «Is human cognition adaptive ?»
by John R. Anderson Behavioral & Brain Sciences,
14, 488-489. |
|
UNDERWOOD, B.J. (1972). Are we overloading memory ? In A.W
Melton & E. Martin (Eds.), Coding processes in
human memory (pp. 1-23). Washington, DC : Winston. |
BUTTERWORTH, B. (1992). Disorders of phonological
encoding. Cognition, 42 (1-3), 261-286. [PDF] |
|
CRAIK, F.I.M. & LOCKHART, R.S. (1972). Levels of
processing. A framework for memory research. Journal
of Verbal Learning & Verbal Behaviour, 11,
671-684. |
|
|
JACOBY, L.L. (1973). Encoding process, rehearsal, and
recall requirements. Journal of Verbal Learning &
Verbal Behavior, 12, 302-310. [PDF] |
|
|
TULVING, E. & THOMPSON, D.M. (1973). Encoding
specificity and retrieval processes in episodic memory. Psychological
Review, 80, 352-373. [PDF] |
BOWER, G.H. & MANN, T. (1992). Improving recall by
recoding interfering material at the time of retrieval. Journal
of Experimental Psychology : Learning, Memory &
Cognition, 18 (6), 1310-1320.
[PDF] |
|
GOTZ, A. & JACOBY, L.L. (1974). Encoding and retrieval
processes in long-term retention. Journal of
Experimental Psychology, 102, 291-297. [PDF] |
PALMERI, T.J., GOLDFINGER S.D. & PISONI, D.B. (1993).
Episodic encoding of speaker's voice and recognition
memory for spoken words. Journal of Experimental
Psychology : Learning, Memory & Cognition, 19,
309-328. [PDF] |
|
SALZBERG, P.M. & PELLIGRINO, J.W. (1974). The
generation and recognition components of encoding
specificity. Bulletin of the Psychonomic Society, 4,
9-11. |
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MAKI, R.H. & HASHER, L. (1975). Encoding variability :
A role in immediate and long term memory ? American
Journal of Psychology, 88, 217-231. [PDF] |
|
|
ELMES, D.G. & BJORK, R.A. (1975). The interaction of
encoding and rehearsal processes in the recall of repeated
and nonrepeated items. Journal of Verbal Learning
& Verbal Behavior, 14, 30-42. |
ROSS, B.H. & BRADSHAW, G.L. (1994). Encoding effects
of remindings. Memory & Cognition 22,
591-605. |
|
RAAIJMAKERS, J.G.W. & DE WEERT, Ch.M.M. (1975). Linear
and nonlinear opponent color coding. Perception &
Psychophysics, 18, 474-480. [PDF] |
|
|
WARREN, R.E. (1976). Association, directionality, and
stimulus encoding. Journal of Experimental
Psychology, 102, 151-158. |
MAZZONI, G. & NELSON, T.O. (1995). Judgments of
learning are affected by the kind of encoding in ways that
cannot be attributed to the level of recall. Journal
of Experimental Psychology: Learning, Memory, &
Cognition, 21, 1263–1274. |
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JOHNSTON, C.N. & UHL, C.N. (1976). The contributions
of encoding effort and variability to the spacing effect
on free recall. Journal of Experimental Psychology :
Human Learning & Memory, 2 (2), 153-160. |
|
EARHARD, B. & LANDRY, D. (1976). Dual vs. single
encoding in recognition memory as a function
of lag, delay, and availability of semantic
information. Memory & Cognition, 4, 609-615. |
|
AARONSON, D. & SCABOROUGH, H.S. (1976). Performance
theories for sentence coding : Some quantitative evidence.
Journal of Experimental Psychology : Human Perception
& Performance, 2, 56-70. |
BOWER, G.H., WAGNER, A.D., NEWMAN, S.E. & RANDLE, J.D.
(1996). Does recoding interfering material improve recall
? Journal of Experimental Psychology : Learning,
Memory & Cognition, 22 (1), 240-245. |
|
WARREN, R.E. & WARREN, N.T. (1976). Dula semantic
encoding of homographs and homophobes embedded in context.
Memory & Cognition, 4, 586-592. |
LOGAN, G.D. (1997). Automaticity and reading :
Perspectives from the instance theory of automatization. Reading
& Writing Quarterly : Overcoming Learning
Difficulties, 13 (2), 123-146. |
|
POSTMAN, L. & KRUESI, E. (1977). The influence of
orienting tasks on the encoding and recall of words. Journal
of Verbal Learning & Verbal Behavior, 16,
353-359. |
BORONAT, C.B. & LOGAN, G.D. (1997). The role of
attention in automatization : Does attention operate at
encoding, or retrieval, or both ? Memory &
Cognition, 25, 36-46. [PDF] |
|
BANKS, W.P. (1977). Encoding and processing of symbolic
information in comparative judgments. The Psychology
of Learning & Motivation, 11, 101-159. |
HARMAN, K.H. & HUMPHREY, G.K. (1999). Encoding
"regular" and "random" sequences of views of novel,
three-dimensional objects. Perception, 28, 601-615. |
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POMERANTZ, J.R. (1977). Pattern goodness and speed of
encoding. Memory & Cognition, 5 (2),
235-241. |
SAKURAI, Y. (1999). How do cell assemblies encode
information in the brain ? Neuroscience &
Biobehavioral Reviews, 23, 785-796. |
|
ROGERS, T.B., KUIPER, N.A. & KIRKER, W.S. (1977).
Self-reference and the encoding of personal information. Journal
of Personality & Social Psychology, 35,
677-688. |
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TIBERGHIEN, G. (1980). Rappel et Reconnaissance : Les
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GOUGH, P.B. & TUMMER, W.E. (1986). Decoding, reading,
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LEWIS, P.A., CAIRNEY, S., MANNING, L. & CRITCHLEY,
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BIRNBAUM, I.M., TAYLOR, T.H., JOHNSON, M.K. & RAYE,
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| MATLIN,
M. (2004/2001). Cognition. Wiley, John &
Sons, Incorporated / La cognition : Une introduction
à la psychologie cognitive. Paris : Deboeck
Université. |
Voir aussi Traitement
de l'information |
|
|
Encombrement
visuel : Difficulté à reconnaître des formes, à lire, à
se concentrer ou à retenir de l'information produit par
l'organisation et la trop grande quantité d'information sur une
page, notamment par la sollication simultanément de la fovéa
(centre de l'oeil) et de la vision périphérique. EX:
Lecture sur internet. *entassement.
Crowding, crowding deficits.
| |
|
|
WESTHEIMER, G. & TRUONG, T.T. (1988). Target crowding
in foveal and peripheral stereoacuity. American
Journal of Optometry & Physiological Optics, 65, 395-399.
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REDDY, L. & VANRULLEN, R. (2007). Spacing affects some
but not all visual searches : implications for theories of
attention and crowding. Journal of Vision, 7,
1-17. |
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LEVI, D. (2008). Crowding : An essential bottleneck for
object recognition : A mini-review. Vision Research,
38 (5), 635-654. |
FANG, F. & HE, S. (2008). Crowding alters the spatial
distribution of attention modulation in human primary
visual cortex. Journal of Vision, 8 (9), 1-14.
[PDF] |
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PELLI, D.G. & TILLMAN, K.A. (2008). The uncrowded
window of object recognition. Nature neuroscience, 11
(7), 1129-1135. |
MARTELLI, M., Di FILIPPOM G., SPINELLI, D. &
ZOCCOLOTTI, P. (2009). Crowding, reading, and
developmental dyslexia. Journal of Vision, 9,
1-18. |
| |
GREENWOOD, J.A., BEX, P.J. & DAKIN, S.C. (2009)
Positional averaging explains crowding with letter-like
stimuli. Proceedings of the National Academy of
Sciences of the United States of America, 106, 13130-13135. |
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PARKES, L, LUND, J, ANGELUCCI, A, SOLOMON, J.A. &
MORGAN, M. (2001). Compulsory averaging of crowded
orientation signals in human vision. Nature
Neuroscience, 4 (7), 739-744. |
KRAEHENMANN, R. VOLLENWEIDER, F.X., SEIFRITZ, E. &
KOMETER, M. (2012). Crowding deficits in the visual
periphery of schizophrenia patients. PloS One, 7
[9], 1-10. [PDF]
|
| |
ANDERSON, E.J., DAKIN, S.C., SCHWARZKOPF, D.S., REES, G.
& GREENWOOD, J.A. (2012). The Neural Correlates of
crowding-induced changes in appearance. Current
Biology, 22, 1-8. |
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VLASKAMP, B.N.S. & HOOGE, I.T.C. (2006). Crowding
degrades saccadic search performance. Vision
Research, 46, 417-425. |
KRISTJÀNSSON, A., HEIMISSON, P., RÖBERTSSON, G. &
WHITNEY, D. (2013). Attentional priming releases crowding.
Attention, Perception, & Psychophysics, 75 (7),
1323-1329. |
|
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|
Encoprésie
: Incontinence
qui consiste en la perte répétée, volontaire ou non, de ses
matières fécales, le jour ou la nuit, chez un enfant
propre ou un adulte.
Encoprésie et apprentissage
à la propreté.
Encopresis.
| |
|
|
WRIGHT, L. (1973). Handling the encopretic child. Professional
Psychology, 4, 137-144. |
ROBERTS, M.A. & OTTINGER, D.R. (1979). A case study :
Encopretic adolescent with multiple problems. Journal
of Clinical Child Psychology, 8 (1), 15-17. |
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LEVINE, M.D. (1975). Children with encopresis : A
descriptive analysis. Pediatrics, 56, 412-416. |
BLECHMAN, E.A. (1979). Short-andlong-termresults of
positive home-based treatment of childhood chronic
constipation and encopresis. Child Behavior Therapy,
1, 237-247. |
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DOLEYS, D.M. & ARNOLD, S. (1975). Treatment of child-
hood encopresis by full cleanliness training. Mental
Retardation, 13, 14-16. |
LEVINE, M.D. (1982). Encopresis : Its potential,
evaluation, and alleviation. Pediatric Clinics of
North America, 29, 315-330. |
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ASHKENAZI, Z. (1975). The treatment of encopresis using a
discriminative stimulus and positive reinforcement. Journal
of Behavior Therapy & Experimental Psychiatry, 6,
155-157. |
LEVINE, M.D. (1983). Encopresis. In M.D. Levine, W.B. and
Carey, A.C. Crocker (Eds.), Developmental-behavioral
pediatrics (pp. 586-95). Philadelphia : Saunders. |
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SHEINBEIN, M. (1975). A triadic-behavioral approach to
encopresis. Journal of Family Counseling, 3 (1),
58-61. |
ROLIDER, A. & VAN HOUTEN, R. (1985). The treatment of
constipation-caused encopresis by a negative reinforcement
procedure. Journal of Behavior Therapy &
Experimental Psychiatry, 16, 67- 70. |
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BACH, R. & MOYLAN, J.J. (1975). Parents administered
behavior therapy for inappropriate urination and
encopresis : A case study. Journal of Behavior
Therapy & Experimental Psychiatry, 6, 239-241. |
HOUTS, A.C. & PETERSON, J. (1986). Treatment of A
retentive encopretic child using contingency management
and diet modification with stimulus control. Journal
of Pediatric Psychology, 11 (3), 375-383. |
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WRIGHT, L. (1975). Out come of a standardized program for
treating psychogenic encopresis. Professional
Psychology, 6, 453-456. |
O'BRIEN, S., ROSS, L.V. & CHRISTOPHERSEN, E.R. (1986).
Primary encopresis : Evaluation and treatment. Journal
of Applied Behavior Analysis, 19, 137-145. [PDF] |
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WRIGHT, L. & WALKER, C.E. (1976). Behavioral treatment
of encopresis. Journal of Pediatric Psychology, 4,
35- 37. |
BOON, F.L. & SINGH, N.N. (1991). A model for the
treatment of encopresis. Behaviour Modification, 15 (3),
355-371. |
|
WRIGHT, L. & WALKER, E. (1977). Treatment of the child
with psychogenic encopresis : An effective program of
therapy. Clinical Pediatrics, 16 (11),
1042-1045. |
JOHNSTON, B.D. & WRIGHT, J.A. (1993). Attentional
dysfunction in children with encopresis. Journal of
Developmental & Behavioral Pediatrics, 14 (6),
381-385. |
|
CHISTOPHERSEN, E.R. & RAINEY, S. (1977). Management of
encopresis through a pediatric ou tpatient clinic.
Journal of Pediatric Psychology, 1, 38-41 |
COX, D.J., SUTPHEN, J., LING, W., QUILLIAN, W. &
BOROWITZ, S. (1996). Additive benefits of laxative, toilet
training, and biofeedback therapies in the treatment of
pediatric encopresis. Journal of Pediatric Psychology,
21 (5), 659-670.
[PDF] |
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BUTLER, J.F. (1977). Treatment of encopresis by
overcorrection. Psychological Reports, 40,
639-646. |
COX, D.J., SUTPHEN, J., BOROWITZ, S. & LING, W.
(1998). Contribution of behavior therapy and biofeedback
to laxative therapy in the treatment of pediatric
encopresis. Annals of Behavioral Medicine, 20
(2), 70-76. |
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CROWLEY, C.P. & ARMSTRONG, P.M. (1977). Positive
practice, overcorrection and behavioral rehearsal in the
treatment of three cases of encopresis. Journal of
Behavior Therapy & Experimental Psychiatry, 8,
411-416. |
|
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MATSON, J.L. (1977). Simple correction for treating an
autistic boy's encopresis. Psychological Reports, 41,
802. [LIRE] |
MATSON, J.L. & LOVULLO, S.V. (2009). Encopresis,
soiling and constipation in children and adults with
developmental disability. Research in Developmental
Disabilities, 30, 799-807. |
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JOHNSON, J.H. & VAN BOURGONDIEN, M.E. (1977). Behavior
therapy and encopresis : A selective review of the
literature. Journal of Clinical Child Psychology, 6
(1), 15-19. |
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Voir aussi Incontinence
et Apprentissage
à la propreté |
|
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Encouragement
: Ce que l'on dit à un individu pour lui faire plaisir
et augmenter la probabilité qu'il fasse quelque chose.
Encouragment,
Renforcement social et
considération sociale positive.
Encouragement.
| |
|
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SISSONS, R.W. & MALLAMS, J.H. (1981). The use of
systematic encouragement and community access procedures
to increase attendance at Alcoholics Anonymous and Al-Anon
meetings. American Journal of Drug & Alcohol
Abuse, 8, 371-376. |
|
INNES, K.L., GRAHAM, J.D. & BRAY, S.R. (2020). Effects
of peer encouragement on efficacy perceptions and physical
performance in children. Journal of Sport &
xercise Psychology, 42 (4), 1–9. |
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Endettement
: Dette : Ensemble des sommes (dette) qu'un individu,
une entreprise ou un gouvernement
doit à autrui.
Debt.
| |
|
|
WEILER, W.C. (1994). Expectations, undergraduate debt and
the decision to attend graduate school : a simultaneous
model of student choice Author links open overlay panel.
Economics of Education Review, 13 (1), 29-41. |
RAWSON, R. (2005). Student debt and graduate
decision-making. Christchurch, N.Z.: University of
Canterbury Applied Psychology Project. |
|
DAVIES, E. & LEA, S.E.G. (1995). Student attitudes to
student debt. Journal of Economic Psychology, 16,
663-679. |
KEMP, S., HORWOOD, J. & FERGUSSON, D.M. (2006).
Student loan debt in a New Zealand cohort study. New
Zealand Journal of Educational Studies, 41, 273-291. |
|
BODDINGTON, L. & KEMP, S. (1999). Student debt,
attitudes towards debt, impulsive buying, and financial
management. New Zealand Journal of Psychology, 28, 89-93. |
ZHANG, J. & KEMP, S. (2009). The relationships between
student debt and motivation, happiness, andacademic
achievement. New Zealand Journal of Psychology, 38
(2), 24-29. [PDF]
|
|
STRADLING, S. (2001). The psychological effects of student
debt. In A.J. Scott, A. Lewis & S.E.G. Lea (Eds.), Student
debt : The causes and consequences of undergraduate
borrowing in the UK (pp. 59-74). Bristol : The
Policy Press. |
HAULTAIN, S., KEMP, S. & CHERNYSHENKO, O.S. (2010).
The structure of attitudes to student debt.Journal of
Economic Psychology, 31 (3), 322-330. |
|
COOKE, R., BARKAM, M., AUDIN, K., BRADLEY, M. & DAVY,
J. (2004). Student debt and its relation to and student
mental health. Journal of Further & Higher
Education, 28 (1), 53-66. |
NORVILITIS, J.M. & MENDES-DA-SILVA, W. (2013).
Attitudes toward credit and finances among College
Students in Brazil and the United States. Journal of
Business Theory & Practice, 1 (1), 132-151. [PDF]
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Endorphine
: Neurotransmetteur
présent dans le système nerveux
et similaire aux opiacés naturels (morphine)
par leur structure et leur action; jouent un rôle dans la
régulation de la douleur,
du plaisir et de la mémoire. La
sécrétion des endorphines est déclenchée par des émotions
négatives (douleur, peur, etc.). =enképhalines.
Endorphin.
| |
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BOVIER, P., GAILLARD, R.C., WIDMER, J., RICHARD, J. &
KNABE, R. (1992). Endorphins in autistic syndromes.
Clinical Neuropharmacology, 15, 611B. |
|
EIPPERT, F., BINGEL, U., SCHOELL, E.D., YACUBIAN, J.,
LORENZ, J. & BÜCHEL, C. (2009). Activation of the
opioidergic descending pain control system underlies
placebo analgesia. Neuron, 63, 533-543. [PDF]
|
| ABERCROMBIE, M., HICKMAN, C.J. & JOHNSON, M.L. (1980). Dictionary
of biology. Londres : Penguin. |
|
|
Endormissement
: Courte période de transition entre l'éveil
et le sommeil, qui se
caractérise par un relâchement du tonus
musculaire et une diminution progressive de la vigilance.
= cogner des clous, assoupissement,
état hypnagogique. /réveil.
| |
|
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CHEYNE, J.A., NEWBY-CLARK, I.R. & RUEFFER, S.D.
(1999). Sleep paralysis and associated hypnagogic and
hypnopompic experiences. Journal of Sleep Research,
8, 313-318. |
|
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Endogène : Signifie à l'intérieur de.Qualifie les
facteurs, les mécanismes ou les processus qui se déroulent à
l'intérieur du phénomène que l'on cherche à expliquer (souvent à
l'intérieur de l'individu ou d'un organe). Davantage utilisé en
biologie qu'en psychologie, qui lui préfère le terme intrinsèque.
= intrinsèque, interne. /exogène,
extérieur.
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Énergie
: Selon Jancovici,
l'énergie est la nourriture des machines,
qui permet de créer une force de travail, un mouvement.
|
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Énergie psychique : Ce terme a plusieurs acceptions, en voici
trois : a) il est synonyme de
libido, de force inconsciente pour Freud.
Il désigne donc l'ensemble des pulsions
(de vie et de mort) qui alimentent l'appareil
psychique (ça-moi-surmoi). = énergie
psychosexuelle, libido;
b) Hors du contexte freudien, ce concept renvoie
à tous les phénomènes mentaux ou cognitifs qui permettent
d'expliquer un comportement.
En ce sens, il peut être considéré comme synonyme de motivation
(au sens large). c) Finalement, ce mot est
parfois utilisé pour désigner l'énergie électrique que l'on trouve
sous forme d'influx
nerveux dans le cerveau.
Il s'agit sans doute de la définition qui se rapproche le plus du
concept primitif d'énergie utilisé en physique et en chimie.
Energy.
| |
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|
ELLIS, A. (1979). The issue of force and energy in
behavioral change. Journal of Contemporary
Psychotherapy, 10 (2), 83-97. |
|
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Enfant : Enfance : Période du développement
biopsychosocial qui va de la naissance
jusqu'à l'adolescence.
Les enfants sont d'abord éduqués
par leur parents, puis ils
vont à la garderie,
ensuite à la maternelle
et enfin à l'école pour
apprendre une langue (français),
les mathématiques, les sciences,
etc. Enfant, développement
et ordre
de naissance. /adulte.
( ): nouveau-né,
nourrisson.
Childhood, child, infancy, infant,
growing
up.
| |
|
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DARWIN, C. (1877). A biographical sketch of an infant. Mind,
2, 285-294. |
MASTEN, A., BEST, K. & GARMEZY, N. (1990). Resilience
and development : Contributions from the study of children
who overcome adversity. Development &
Psychopathology, 2, 425-444. |
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BALDWIN, J.M. (1884). Mental Development of the child
and the race : Methods and processes. New York :
The Macmillan. |
HOWARD, D. & MADRIGAL, R. (1990). Who makes the
decision : The parent or child ? Journal of Leisure
Research, 22, 244-258. |
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DEWEY, J. (1886). The psychology of infant language. Psychological
Review, 1, 3-66. [LIRE] |
PENCE, A. (Ed.) (1990). Ecological research with
children and families. New York : Columbia
University. |
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TRACY, F. (1893). The language of childhood. American
Journal of Psychology, 6, 107-138. |
MALONEY, M., DESJARDINS, A. & BROAD, P. (1990). Teach
your children well. Journal of Precision Teaching, 7
(2), 36-58. |
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PREYER, W. & BROWN, H.W. (1890). The mind of the
child : Part 1: the senses and the will. New York,
NY : D. Appleton and Company.
[PDF] |
HORGAN, D.D. & MORGAN, D. (1990). Chess expertise in
children. Applied Cognitive Psychology, 4 (2),
109-128. [PDF] |
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WELLMAN, H.M. (1990). The child’s theory of mind. Cambridge,
MA: MIT PreSS. |
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STILL, G.F. (1902). Some abnormal psychical conditions in
children. Lancet, 1, 1008-1012, 1077-1082,
1163-1168. |
COMSTOCK, G. & PAIK, H.J. (1991). Television and
the American child. New York : Academic Press. |
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BINET, A. et SIMON, T. (1907). Les enfants anormaux.
Paris : Citée. |
BAILLARGEON, R. & DEVOS, J. (1991). Object permanence
in young infants : Further evidence. Child
Development, 62 (6), 1227-1246. [PDF] |
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BINET, A. (1911). Les idées modernes sur les enfants.
Paris : Flammarion. |
MCKENZIE T.L., SALLIS, J.F., PATTERSON, T.L., ELDER, J.P.
BERRY, C.C., RUPP, J.W., ATKINS, C.J., BUONO, M.J. &
NELSON, J.A. (1991). BEACHES : An observational system for
assessing children's eating and physical activity
behaviors and associated events. Journal of Applied
Behavior Analysis, 24 (1), 141-151. [PDF] |
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PIAGET, J. (1927). La première année de l'enfant. The
British Journal of Psychology, 18 (2), 97-120. [PDF] |
SPELKE, E.S. (1991). Physical knowledge in infancy :
Reflections on Piaget's theory. In S. Carey & R.
Gelman (Eds.), Epigenesis of mind : Studies in
biology and cognition. Hillsdale, NJ : Erlbaum. |
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WATSON, J.B. (1928). The psychological care of infant
and child; with the assistance of Rosalie Watson.
London : Allen. |
ST. PETERS, M., FITCH, M., HUSTON, A.C., WRIGHT, J.C.
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|
|
Voir aussi Développement |
|
|
Enfant
(Premier/Dernier) : Premier ou
dernier enfant d'une famille.
Premier/dernier enfant et ordre
de naissance. Firstborn, laterborn.
| |
|
|
DUNN, J. & KENDRICK, C. (1980). The arrival of a
sibling : Changes in patterns of interaction between
mother and first-born child. Journal of Child
Psychology & Psychiatry, 21, 119-132. |
|
STEWART, R.B., MOBLEY, L.A., VAN TUYL, S.S. &
SALVADOR, M.A. (1987). The firstborn's adjustment to the
birth of a sibling : A longitudinal assessment. Child
Development, 58, 341-355. |
|
POLLET, T.V. & NETTLE, D. (2007). Birth order and
face-to-face contact with a sibling : Firstborns have more
contact than laterborns. Personality & Individual
Differences, 43 (1), 796-806. |
|
|
Voir aussi Enfant
et Ordre de
naissance |
|
|
Enfant
(Sans) : Individu ou couple
sans enfant. Childlessness, childless, without
children.
| |
|
|
RUBINSTEIN, R.L. (1987). Childless elderly : theoretical
perspectives and practical concerns. Journal of
Cross-Cultural Gerontology, 2 (1), 1-14. |
|
RUBINSTEIN, R.L., ALEXANDER, B.L., GOODMAN, M. &
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|
ALEXANDER, B.L., RUBINSTEIN, R.L., GOODMAN, M. &
LUBORSKY, M. (1992). A path not taken: A cultural analysis
of regrets and childlessness in the lives of older women.
The Gerontologist, 5, 618-626. |
|
CONNIDIS, I.A. & McMullin, J.A. (1996). Reasons for
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|
WENGER, G.C., SCOTT, A. & PATTERSON, N. (2000). How
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|
WENGER, G.C. (2001). Ageing without children : Rural
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|
DYKSTRA, P., HAGESTAD, G. & CALL, V. (2001). Aging
without children : A cross-national perspective on
childlessness in late life. New York : Greenwood
Press |
|
|
Voir aussi Enfant,
Isolement
social et Solitude |
|
|
Enfant
abandonné : Enfant négligé ou
totalement abandonné par ses parents.
Enfant abandonné et individu
rejeté.
Children rejected, parental
rejection.
| |
|
|
WITMER, L. (1932). Studies in maternal over-protection and
rejection. Smith College Studies in Social Work, 2, 181-187. |
|
WITMER, L., LEACH, J. & RICHMIAN, E. (1938). The
outcome of treatment of children rejected by their
mothers. Smith College Studies in Social Work, 8,
187-234. |
|
TRENT, R.D. (1957). The relatioship of anxiety to
popularity and rejection among institutionalized
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|
WHITBECK, L.B., HOYT, D.R., SIMONS, R.L., CONGER, R.D.,
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Intergenerational continuity of parental rejection and
depressed affect. Journal of Personality & Social
Psychology, 63, 1036-1045. |
|
|
Voir aussi Enfant et Individu
rejeté |
|
|
Enfant
adopté : Enfant adopté, famille
adoptive et jumeaux
séparés.
Adoptive children, adopted
children's, adoptee.
| |
|
|
WITTENBORN, J.R. (1956). A study of adoptive children.
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|
WINICK, M., MEYER, K.K. & HARRIS, R.C. (1975).
Malnutrition and environmental enrichment by early
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GUNNAR, M.R., BRUCE, J. & GROTEVANT, H.D. (2000).
International adoption of institutionally reared children
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|
TIZARD, B. (1977). Adoption : a second chance.
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MILLER, L.C. (2000). Initial assessment of growth,
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|
HO, H-Z., PLOMIN, R. & DEFRIES, J.C. (1979). Selective
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|
HERMAN, E. (2001). Families made by science : Arnold
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|
WIERZBICKI, M. (1993). Psychological adjustment of
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(2005). Health status, cognitive and motor development of
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|
TIZARD, B. (1991). Intercountry adoption : A review of the
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|
MARCOVITCH, S., GOLDBERG, S., GOLD, A., WASHINGTON, J.,
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|
FISHER, L., AMES, E.W., CHILSHOLM, K. & SAVOIE, L.
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| |
LAWRENCE, C.R., CARLSON, E.A. & EGELAND, B. (2006).
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| |
VAN LONDEN, W.M., JUFFER, F. & VAN IJZENDOORN, M.H.
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|
PETERS, E., ATKINS, M. & McKAY, M. (1999). Adopted
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|
|
JOSEPH, J. (1999). A critique of the Finnish adoptive
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| |
TAN, T. & CAMRAS, L.A. (2011). Social skills of
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| |
TE NIJENHUIS, J., JONGENEEL-GRIMEN, B. & ARMSTRONG,
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|
|
|
Voir aussi Enfant,
Famille
adoptive et Jumeaux
séparés |
|
|
|
|
|
|
Enfant
d'âge pré-scolaire : Période du développement qui se déroule avant
l'entrée à l'école, généralement entre 0 et 5/6 ans.
Preschool children.
| |
|
|
|
BAER, D.M. (1960). Escape and avoidance response of
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ANTONITIS, J.J. (1965). Group-operant behavior :
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LEWIS, M., RAUSCH, M., GOLDBERG, S. & DODD, C. (1968).
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BAER, A.M., ROWBURY T.G. & BAER, D.M. (1973). The
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MANOSEVITZ, M., PRENTICE, N. & WILSON, F. (1973).
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|
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|
|
|
Voir aussi Enfant et
École |
|
|
Enfant
déficient : Enfant affligé
d'une déficience
intellectuelle. Enfant déficient, quotient
intellectuel et déficience
intellectulle.
= enfant
handicapé mentalement.
Retarded children,
severely retarded child, students with moderate intellectual
disability.
| |
| QI |
Évaluation |
| < =
25 |
Déficience
mentale profonde |
| 26 à 40 |
Déficience
mentale sévère |
| 41 à 55 |
Déficience
mentale modérée |
| 56 à 70 |
Déficience
mentale légère |
| 71 à 85 |
Déficience
mentale limite |
|
|
| |
|
| |
|
|
CRUICKSHANK, W.M. (1948). Arithmetic ability of mentally
retarded children : II. Understanding arithmetic
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|
McKINNEY, J.P. (1962). Multidimensional study of the
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|
BARRETT, B.H. & LINDSLEY, O.R. (1962). Deficits in
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|
PETERSON, R.F. & PETERSON, L. (1968). The use of
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|
|
ZIMMERMAN, E.H., ZIMMERMAN, J. & RUSSELL, C.D. (1969).
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|
LOVAAS, O.I. & SIMMONS, J.Q. (1969). Manipulation of
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|
|
REDD, W.H. & BIRNBRAUER, J.S. (1969). Adults as
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|
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FAGAN, J.F. (1969). Free recall learning in normal and
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WHEELER, A.J. & SULZER, B. (1970). Operant training
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STRAIN, P.S., SHORES, R.E. & KERR, M.M. (1976). An
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Therapy, 32, 633-650. |
|
HALLE, J.W, MARSHALL, A.M. & SPRADLIN, J.E. (1979).
Time delay : A technique to increase language use and
facilitate generalization in retarded children. Journal
of Applied Behavior Analysis, 12 (3), 431-439. [PDF] |
COLEMAN, M., HURLEY, K.J. & CIHAK, D.F. (2012).
Comparing teacher-directed and computer-assisted constant
time delay for teaching functional sight words to students
with moderate intellectual disability. Education &
Training in Autism & Developmental Disabilities, 47
(3), 280-292. [PDF] |
|
|
|
Voir aussi Trouble du
spectre de l'autisme, Enfant,
Déficience
intellectuelle et Quotient
intellectuel |
| |
|
|
Enfant
difficile : Enfant qui apprend lentement, qui refuse
d'obéir, de se suivre les règles. Terrible
one, infant difficultness.
| |
|
|
BATES, J.E., FREELAND, C.A.B. & LOUNSBURY, M.L.
(1979). Measurement of infant difficultness. Child
Development, 50, 794-803. |
|
GREER, R.D. (1992). L'Enfant terrible meets educational
cisis. Journal of Applied Behavior Analysis, 25,
65-69. [PDF] |
|
BELSKY, J., WOODWORTH, S. & CRNIC, K. (1996). Trouble
in the second year : Three questions about family
interaction. Child Development, 67, 556-578. |
|
VAN ZEIJL, J., MESMAN, J., STOLK, M.N., ALINK, L.R.A., VAN
IJZENDOORN, M H., BAKERMANS-KRANENBURG, M.J., JUFFER, F.
& KOOT, H.M. (2006). Terrible ones ? Assessment of
externalizing behaviors in infancy with the Child Behavior
Checklist. Journal of Child Psychology &
Psychiatry, 47 (8), 801-810. [PDF] |
|
|
Voir aussi Enfant |
|
|
|
|
Enfant
fugueur : Enfant qui s'échappe
du lieu qu'on lui a assigné, soit pour le punir (le petit coin)
soit pour le protéger (son domicile, l'école, etc).
Elopement, child elopement.
| |
|
|
PIAZZA, C.C., HANLEY, G.P., BOWMAN, L.G., RUYTER, J.M.,
LINDAUER, S.E. & SAJONTZ, D.M. (1997). Functional
analysis and treatment of elopement. Journal of
Applied Analysis of Behavior, 30 (4), 653-672. [PDF] |
|
TARBOX, R.S., WALLACE, M.D. & WILLIAMS, L. (2003).
Assessment and treatment of elopement : A replication and
extension. Journal of Applied Behavior Analysis, 36 (2),
239-244. [PDF] |
|
KODAK, T., GROW, L. & NORTHUP, J. (2004). Functional
analysis and treatment of elopement for a child with
attention deficit hyperactivity disorder. Journal of
Applied Behavior Analysis, 37 (2), 229-232. [PDF] |
|
LANG, R., DAVIS, T., O'REILLY, M., MACHALICEK, W.,
RISPOLI, M., SIGAFOO, J., LANCIONE, G. & REGESTER, A.
(2010). functional analysis and treatment of elopement
across two school settings. Journal of Applied
Behavior Analysis, 43 (1), 113-118. [PDF] |
|
|
Voir aussi Enfant et
Adolescent fugueur |
|
|
|
|
|
Enfant
maltraité : Enfant victime de maltraitence,
donc de violence ou de harcèlement.
Dans certain cas, la maltraitance prend la forme d'une agression
sexuelle. Enfant maltraité, maltraitance
et syndrome
de l'enfant battu.
*enfant
négligé.
Maltreated children, childhood
sexual abuse, child abuse, child maltreatment, child violence.
| |
|
|
APPLEBAUM, A.S. (1977). Developmental retardation in
infants as a concomitant of physical child abuse. Journal
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CURTISS, S. (1977). Genie : Psycholinguistic study of
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BRIERE, J. & RUNTZ, M. (1990). Differential adult
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BELSKY, J. (1980). Child maltreatment : an ecological
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WOLFE, D.A. (1991). Preventing physical and emotional
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FREYD, J.J. (1994). Betrayal-trauma : Traumatic amnesia as
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RYMER, R. (1994). Genie : a scientific tragedy.
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SMITH, C. & THORNBERRY, T.P. (1995). The relationship
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ORNSTEIN, P.A., CECI, S.J. & LOFTUS, E.F. (1996).
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ARELLANO, C.M. (1996). Child maltreatment and substance
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EGELAND, B.A., SROUFE, L.A. & ERIKSON, M.F. (1983).
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READ, J. (1997). Child abuse and psychosis : A literature
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KAPLAN, S.J., PELCOVITZ, D. & LABRUNA, V. (1999).
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BOUSHA, D.M. & TWENTYMAN, C.T. (1984). Mother-child
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READ, J. & ARGYLE, N. (1999). Hallucinations,
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ZURAVIN, S. (1988). Child maltreatment and teenage forst
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ZURBRIGGEN, E.L., GOBIN, R.L. & FREYD, J.J. (2010).
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|
| |
|
Voir aussi Enfant,
Agression
sexuelle d'enfant, Enfant
négligé,
Femme maltraîtée et Violence
familiale |
| |
|
|
|
|
Enfant né prématurément : Naissance d'un bébé
humain avant le terme de 37 semaines. Enfant né prématurément, développement et dépression
post-partum.
= prématurité,
bébé prématuré, bébé de petit poids.
Premature infant, prematurity, preterm newborn, low birth weight infant,
preterm neonate, underweight newborninfant.
| Niveau |
Période |
| Prématuré |
Avant
37 semaines de gestation |
| Moyennement
prématuré |
Avant
32-35 semaines de gestation |
| Très
prématuré |
Avant
32 semaines de gestation |
|
|
|
| |
|
|
ALS, H., TRONICK, E., ADAMSON, L. & BRAZELTON,
T.B. (1976). The behavior of the full-term but underweight
newborn infant. Developmental Medicine & Child
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|
|
|
ROSS, G., LIPPER, E.G. & AULD, P.A. (1985).
Consistency and change in the development of premature
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RICCIUTTI, A. & SCARR, S. (1990). Interaction of early
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ZATMARI, P., SAIGAL, S., ROSENBAUM, P., CAMPBELL, D. &
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|
HACK, M., KLEIN, N.K. & TAYLOR, H.G. (1995). Long-term
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|
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MINDE, K. (2000). Prematurity and serious medical
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|
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MICELI, P.J., GOEKE-MOREY, M.C., WHITMAN, T.L., KOLBERG,
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SAJENIEMI, N., MAKELA, J., SALOKORPI, T., VON WENDT, L.,
HAMALAINEN, T. & HAKAMIES- BLOMQVIST, L. (2001).
Cognitive performance and attachment patterns at four
years of age in extremely low birth weight infants after
early intervention. European Child & Adolescent
Psychiatry, 10, 122-129. |
ARNOUDSE-MOENS, C.S., WEISGLAS-KUPERUS, N., VAN GOUDOEVER,
J.B. & OOSTERLAAN, J. (2009). Meta-analysis of
neurobehavioural outcomes in very preterm and/or very low
birth weight children. Pediatrics, 124, 717-728. |
|
NADEAU, L., BOIVIN, M., TESSIER, R., LEFEBVRE, F. &
ROBAEY, P. (2001). Mediators of behavioral problems in
7-year-old children born after 24 to 28 weeks of
gestation. Journal of Developmental & Behavioral
Pediatrics, 22, 1-11. |
STEINMAYR, R. & SPINATH, B. (2009). What explains
boys' stronger confidence in their intelligence ? Sex
Roles, 61, 736-749. |
|
BHUTTA, A.T., CLEVES, M.A., CASEY, P.H., CRADOCK, M.M.
& ANAND, K.J.S. (2002). Cognitive and behavioral
outcomes of school-aged children who were born preterm : A
meta-analysis. Journal of the American Medical
Association, 288 (6), 728-737. |
JOHNSON, S., FAWKE, J., HENNESSY, E., ROWELL, V., THOMAS,
S., WOLKE, D. & MARLOW, N. (2009). Neurodevelopmental
disability through 11 years of age in children born before
26 weeks of gestation. Pediatrics, 124 (2),
249-257. [PDF] |
|
WESTRUP, B., STJERNQVIST, K., KLEBERG, A.,
HELLSTROM-WESTAS, L. & LAGERCRANTZ, H. (2002).
Neonatal individualized care in practice : a Swedish
experience. Seminars in Neonatology, 7 (6),
447-457. |
NADEAU, L. & SCHNEIDER, C. (2012). Brain motor
excitability and visuomotor coordination in 8-year-old
children born very preterm. Clinical Neurophysiology,
123 (6), 1191-1199. |
|
MICK, E., BIEDERMAN, J., PRINCE, J., FISCHER, M.J. &
FARAONE, F.V. (2002). Impact of low birth weight on
attention-deficit hyperactivity disorder. Journal of
Developmental & Behavioral Pediatrics, 23,
16-22. |
BLOMGREN, M. (2013). Behavioral treatments for children
and adults who stutter : a review. Psychology
Research & Behavior Management, 6, 9-19. [PDF] |
|
|
Voir aussi Enfant |
|
|
Enfant-négligé
: Enfant victime de
négligence. *enfant
maltraîté. Neglected children.
| |
|
|
ECKENRODE J., LAIRD, M. & DORIS, J. (1993). School
performance and disciplinary problems among abused and
neglected children. Developmental Psychology, 29, 53-62. |
|
PRINO, C.T. & PEYROT, M. (1994). The effect of child
physical abuse and neglect on aggressive, withdrawn and
prosocial behavior. Child Abuse & Neglect, 18,
871-884. |
|
HIGGINS, D.J. & McCABE, M.P. (2001). Multiple forms of
child abuse and neglect : Adult retrospective reports. Aggression
& Violent Behavior, 6 (6), 547-578. |
|
|
Voir aussi Enfant et Enfant
maltraîté |
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Enfant-rejeté
: Enfant rejeté par ses pairs.
= tête de turc, bouc émissaire.
Rejected children, peer exclusion.
| |
|
|
LADD, G.W. (1983). Social networks of popular, average,
and rejected children in school settings. Merrill-Palmer
Quarterly, 29, 283-307. |
LADD, G.W., HERALD, S., SLUTZKY, C. & ANDREWS, K.
(2004). Preventive interventions for peer group rejection.
In L. Rapp-Paglicci, C.N., Dulmus & J.S. Wodarski
(Eds.), Handbook of prevention interventions for
children and adolescents (pp. 15-48). New York :
Wiley. |
|
COIE, J.D. (1990). Towards a theory of peer rejection. In
S.R. Asher & J.D. Coie (Eds.), Peer rejection in
childhood (pp. 365-401). New York : Cambridge
University Press. |
BUHS, E.S., LADD, G.W. & HERALD, S. (2006). Peer
exclusion and victimization : Processes that mediate the
relation between peer group rejection and children's
classroom engagement and achievement ? Journal of
Educational Psychology, 98 (1), 1-13. [PDF] |
|
LADD, G.W., PRICE, J.M. & HART, C.H. (1990).
Preschoolers' behavioral orientations and patterns of peer
contact : Predictive of peer status ? In S.R. Asher &
J.D. Coie (Eds.), Peer rejection in childhood
(pp. 90-115). New York : Cambridge University Press. |
LADD, G.W. (2006). Peer rejection, aggressive or withdrawn
behavior, and psychological maladjustment from ages 5 to
12: An examination of four predictive models. Child
Development, 77, 822-846. |
|
COIE, J.D., LOCHMAN, J.E., TERRY, R. & HYMAN, C.
(1992). Predicting early adolescent disorder from
childhood aggression and peer rejection. Journal of
Consulting & Clinical Psychology, 60, 783-792. |
LADD, G.W., HERALD-BROWN, S.L. & REISER, M. (2008).
Does chronic classroom peer rejection predict the
development of children's classroom participation during
the grade school years ? Child Development, 79, 1001-1015.
|
|
LADD, G.W. & PRICE, J.M. (1993). Playstyles of
peer-accepted and peer-rejected children on the
playground. In C.H. Hart (Eds.), Children on
playgrounds : Research perspectives and applications (pp.
130-183). Albany, N.Y. : State University of New York
Press. |
|
|
|
Voir aussi Enfant |
|
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Enfant-roi
: Enfant à qui l'on ne refuse
rien mais qui, contrairement à l'enfant
tyran, respecte généralement les règles.
= enfant-soleil, petit pacha, enfant-monarque.
The
king, tiny boss.
| |
|
|
GREER, R.D. (1992). L'Enfant terrible meets educational
cisis. Journal of Applied Behavior Analysis, 25,
65-69. [PDF] |
|
|
OLIVIER, C. (2002). Enfants-rois, plus jamais ça.
Paris : Albin Michel. |
|
PLEUX, D. (2006). De l'enfant roi à l'enfant tyran.
Odile Jacob. |
|
KORF SAUSSE, S. (2006). Plaidoyer pour l'enfant-roi.
paris : Hachette. |
|
LEWIS, L. (2008). Le drame de l'enfant-roi.
Nouvelles. |
|
|
Voir aussi Enfant |
|
|
Enfant
sauvage : Enfant perdu ou
abandonné par ses parents
et qui aurait été élevé par des animaux à l'état sauvage (singes,
loups, etc.). Il a cependant peu de faits qui appuient l'hypthèse
d'une véritable éducation animale. Les enfants sauvages que l'on a
retrouvé étaient habituellement muets, quadrupèdes et sexuellement
indifférents. On utilise ces cas - fort heureusement très rares et
spectaculaires - pour illustrer l'effet de l'apprentissage
et de la socialisation.
Tarzan (enfant-singe) et Mowgli (enfant-loup) sont des fictions
librement inspirées de cas dont la véracité est douteuse. Notons
également que François Truffaut a tourné un film sur la
rééducation de l'un de ces enfants (L'enfant sauvage de
l'Aveyron). = Tarzan, Mowgli. (
): Victor de l'Aveyron. Wild boy.
| |
|
|
LANE, H. (1977). The wild boy of Aveyron. London
: Allen and Unwin. |
|
GINESTE, T. (1993). Victor de l'Aveyron : dernier
enfant sauvage, premier enfant fou. Paris :
Hachette Littératures. |
|
MALSON, L. (2003). Les enfants sauvages : mythe et
réalité, suivi de Jean Itard, Mémoire et rapport sur
Victor de l'Aveyron. Paris : 10/18. |
|
STRIVAY, L. (2006). Enfants sauvages : approches
anthropologiques. Paris : Gallimard. |
|
AROLES, S. (2007). L'énigme des enfants-loups : une
certitude biologique mais un déni des archives
(1304-1954). Paris : Publibook. |
|
|
Voir aussi Enfant |
|
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Enfant
surprotégé : Over-protection.
| |
|
|
WITMER, L. (1932). Studies in maternal over-protection and
rejection. Smith College Studies in Social Work, 2, 181-187. |
|
|
Voir aussi Enfant |
|
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Enfant-vedette
: Enfant populaire au sein de
son groupe, de sa famille
ou en classe (chou-chou de la maîtresse). Enfant vedette et
individu vedette. /enfant
rejeté, tête de turc, bouc émissaire. Popular
children.
| |
|
|
GOOD, T.L. & BROPHY, J.E. (1979). Do boys and girls
receive equal opportunity in first grade reading
instruction ? Teaching & Teacher Education, 12,
108-120. |
|
VOSK, B., FOREHAND, R., PARKER, J. & RICKARD, K.
(1982). A multimethod comparison of popular and unpopular
children. Developmental Psychology, 18, 571-575. |
|
TOWNSEND, M.A.R., McCRACKEN, H.E. & WILTON, K.M.
(1988). Popularity and intimacy as determinants of
psychological well-being in adolescent friendships. Journal
of Early Adolescence, 8, 420-436. |
|
BABAD, E.Y. (1995). The "teacher's pet" phenomenon,
teachers' differential behavior, and students' morale. Journal
of Educational Psychology, 87, 361-374. |
|
WENTZEL, K.R. & ASHER, S.R. (1995). Academic lives of
neglected, rejected, popular, and controversial children.
Child Development, 66, 754-763. |
|
RODKIN, P.C., FARMER, T.W., PEARL, R. & VAN ACKER, R.
(2000). Heterogeneity of popular boys : antisocial and
prosocial configurations. Development Psychology, 36
(1), 14-24. |
|
|
Voir aussi Enfant |
|
|
Enfant-unique
: Seul enfant d'une famille.
Enfant-unique et ordre
de naissance. Only children.
| |
|
|
POLIT, D. & FALBO, T. (1988). The intellectual
achievement of only children. Journal of Biosocial
Science, 20, 275-285 |
|
KITZMANN, K.M., COHEN, R. & LOCKWOOD, R.L. (2002). Are
only children missing out ? Comparison of tbe peer-related
social competence of only cbildren and siblings. Journal
of Social & Personal Relationships, 79, 299-316. |
|
|
Voir aussi Enfant |
|
|
Engagement
: Engager : Processus en deux temps qui consiste d'abord à
accepter formellement une offre, un projet,
entreprise, puis à tout
mettre en oeuvre pour le réaliser.
=
s'investir, faire ce que dois, contribuer.
Engagement,
involvement.
|
|
|
GREENWALD, A.G. & LEAVITT, C. (1984). Audience
involvement in advertising : Four levels. The Journal
of Consumer Research, 11, 581-592.
[PDF] |
GAUSSOT, L. (2001). Engagement et connaissance : sens et
fonction de l'utopie pour la recherche féministe. Cahiers
Internationaux de Sociologie, 115, 293-310.
[PDF] |
|
ZAICHKOWSKY, J.L. (1985). Measuring the involvement
construct. Journal of Consumer Research, 12, 341-352.
[PDF] |
APPLETON, J.J., CHRISTENSON, S.L., KIM, D. & RESCHLY,
A.L. (2006). Measuring cognitive and psychological
engagement : validation of the student engagement
instrument. Journal of School Psychology, 44 (5),
427-445. |
|
SCHWARTZ, N., WAGNER, D., BANNERT, M. & MATHES. L.
(1987). Cognitive accessibility of sex role concepts and
attitudes toward political participation : The impact of
sexist advertisements. Sex Roles, 17, 593-601. |
HIGGINS, T.E. (2006). Value from hedonic experience and
engagement. Psychological Review, 113 (3),
439-460. |
|
JACKMAN, R. (1993). Rationality and political
participation. American Journal of Political Science,
37 (1), 279-290. |
LOEWEN, P.J. (2010). Affinity, antipathy, and political
participation : How our concern for others makes us vote.
Canadian Journal of Political Science, 43 (3),
661-687. |
|
OLUGBADE, O.A. & KARATEPE, O.M. (2019). Stressors,
work engagement and their effects on hotel employee
outcomes. Service Industries Journal, 39 (3–4),
279–298. |
|
|
|
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|
|
Engagement
envers la marque : Engagement
envers une marque, un
produit. Le concept renvoie à tout ce qu'un individu est
suscceptible de faire pour se procurer un produit ou un service
(écouter les publicités jusqu'à la fin, s'informer au moyen
d'internet , goûter
un aliment avant de l'acheter, interroger le vendeur, lire des
magazines spécialisés, participer à un groupe de discussion,
fréquenter les sites U-tuber, etc.).
| |
|
|
KRUGMAN, H.E. (1965). The impact of television advertising
: Learning without involvement. Public Opinion
Quarterly, 29, 349-356. [PDF] |
|
KRUGMAN, H.E. (1967). The measurement of advertising
involvement. Public Opinion Quarterly, 30,
583-596. |
|
GREENWALD, A.G. & LEAVITT, C. (1984). Audience
involvement in advertising : Four levels. The Journal
of Consumer Research, 11, 581-592.
[PDF] |
|
ZAICHKOWSKY, J.L. (1985). Measuring the involvement
construct. Journal of Consumer Research, 12,
341-352. [PDF] |
|
|
Voir aussi
Mouvement social et Parti
politique |
|
|
|
|
Engagement
politique : Engagement dans
un mouvement social ou
un parti politique.
Voter est la première étape
de l'engagement politique.
Political
participation, poltical involvement.
|
|
|
JUDD, C.M., KROSNICK, J.A. & MILBURN, M.A. (1981).
Political involvement and attitude structure in the
general public. American Sociological Review, 46, 660-669. |
|
SCHWARTZ, N., WAGNER, D., BANNERT, M. & MATHES. L.
(1987). Cognitive accessibility of sex role concepts and
attitudes toward political participation : The impact of
sexist advertisements. Sex Roles, 17, 593-601. |
|
JACKMAN, R. (1993). Rationality and political
participation. American Journal of Political Science,
37 (1), 279-290. |
|
WIELHOUWER, P.W. & LOCHERBIE, B. (1994). Party
contacting and political participation, 1952-90. American
Journal of Political Science, 38 (1), 211-229. |
|
LOEWEN, P.J. (2010). Affinity, antipathy, and political
participation : How our concern for others makes us vote.
Canadian Journal of Political Science, 43 (3),
661-687. |
|
VALENTINO, N.A., BRADER, T., GROENENDYK, E.W.,
GREGOROWICZ, K. & HUTCHINGS, V.L. (2011). Election
night's alright for fighting : The role of emotions in
political participation. Journal of Politics, 73
(1), 156-170. |
|
WEBER, C. (2012). Emotions, campaigns and political
participation. Political Research Quarterly, 66
(2), 414-428. [PDF] |
|
|
Voir aussi
Mouvement social, Campagne
politique et Parti
politique |
| |
|
|
Engagement
scolaire : Engagement dans
ses études. Engagement, décrochage
scolaire et réussite
scolaire. Student engagement.
| |
|
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MARTENS, B. K., LOCHNER, D.G. & KELLY, S.Q. (1992).
The effects of variable-interval reinforcement on academic
engagement : A demonstration of matching theory.
Journal of Applied Behavior Analysis, 25 (1),
143-151. [PDF] |
|
SHERNOFF, D.J., CSIKSZENTMIHALYI, M., SCHNEIDER, B. &
SHERNOFF, E. (2003). Student engagement in high school
classrooms from the perspective of flow theory. School
Psychology Quarterly, 18 (2), 158-176. |
|
PORTER, S.R. (2006). Institutional structures and student
engagement. Research in Higher Education, 47 (5),
521-558. |
|
PORTER, S.R. & PRYOR, J.H. (2007). The effect of
alcohol use on student engagement. Journal of College
Student Development, 48 (4), 455-467. |
|
ARCHAMBAULT, I. et JANOSZ, M. (2007). L'engagement
scolaire des garçons et des filles : une analyse
comparative des résultats de recherches empiriques. Revue
de Psychoéducation, 36 (1), 81-107. |
|
TAYLOR, L. & PARSONS, J. (2011). Improving student
engagement. Current Issues in Education, 14 (1),
1-32. [PDF] |
|
|
Voir aussi Décrochage
scolaire et Réussite
scolaire |
|
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|
|
Engelhard
George ( ) : Psychométricien
américain et spécialiste de la mesure,
et notamment du modèle de
Rasch. Collaborateur de
Linacre.
|
ENGELHARD, G. (1984). Thorndike, Thurstone and Rasch : A
comparison of their methods of scaling psychological
tests. Applied Psychological Measurement, 8, 21-38. |
|
ENGELHARD, G. (1991). Thorndike, Thurstone and Rasch : A
comparison of their approaches to item-invariant
measurement. Journal of Research & Development in
Education, 24 (2), 45-60. |
|
ENGELHARD, G. (1994). Historical views of the concept of
invariance in measurement theory. In M. Wilson (Ed.),
Objective measurement : Theory into practice, (Vol.
2, pp. 73-99). Norwood : Ablex. |
|
ENGELHARD, G. (1996). Evaluating rater accuracy in
performance assessments. Journal of Educational
Measurement, 33 (1), 56-70. |
|
ENGELHARD, G. & Anderson, D.W. (1998). A binomial
trials model for examining the ratings of standard-setting
judges. Applied Measurement in Education, 11 (3),
209-230. |
|
|
|
ROWLES, P. & RING, J. (2009). Insights in Language
Testing : An Interview with Dr. George Engelhard, Jr. Shiken
: JALT Testing & Evaluation SIG Newsletter, 13
(3), 2-5. [PDF] |
|
|
|
Engelmann
Siegfrid (Chicago 1931-2019 Eugene) : Philosophe
et psychopédagogue
américain. Avec Becker,
il a développé une méthode
d'enseignement scolaire - l'enseignement
direct - qui se fonde sur le modelage,
le renforcement,
la correction immédiate des erreurs, l'organisation et le
découpage systématique de la matière.
= Zig. Collaborateur de Barrett,
Becker, Bereiter,
Binder, Carnine,
Gersten, Pennypacker,
Vargas et
Watkins.
 |
ENGELMANN, S. (1967). Teaching formal operations to
preschool children. Ontario Journal of Educational
Research, 9 (3), 193-207. |
|
ENGELMANN, S. & CARNINE, D. (1982). Theory of
instruction : Principles and applications. New York
: Irvington. |
|
ENGELMANN, S., BECKER, W.C. & CARNINE, D. &
GERSTEN, R. (1988). The direct instruction follow through
model : Design and outcomes. Education &
Treatment of Children, 11, 303-317. |
|
ENGELMANN, S. (1991). Making connections in math concepts.
Journal of Learning Disabilities, 24 (5),
296-310. |
|
ENGELMANN, S. (1992). War against the schools'
academic child abuse. Portland : Halcyon House. |
|
|
|
BARBASH, S. (2012). Clear teaching : With direct
instruction, Siegried Engelmann discovered a better way
of teaching. Education Consumers Foundation. |
|
WOOD, T.W. (2014). Engelmann's direct instruction :
Slelected writing form the past half-century. NIFSI
Press. |
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Engle
Randall W. ( ) : Psychologue
cognitiviste
américain, spécialisée dans l'étude de la mémoire
de travail et de l'attention.
Collaborateur de Conway, Kane,
Logie, Oberauer
et Unsworth.
 |
ENGLE, R.W. (1974). The modality effect : Is
precategorical acoustic storage responsible ? Journal
of Experimental Psychology, 102 (5), 824-829. [PDF] |
|
ENGLE, R.W., NATIONS, J.K. & CANTOR, J. (1990). Is
"working memory capacity" just another name for word
knowledge ? Journal of Educational Psychology, 82 (4),
799-804. [PDF] |
|
ENGLE, R.W., CANTOR, J. & CARULLO, J.J. (1992).
Individual differences in WM and comprehension : A test of
four hypotheses. Journal of Experimental Psychology :
Learning, Memory & Cognition, 18 (5), 972-992.
[PDF] |
|
ENGLE, R.W., TUHOLSKI, S.W., LAUGHLIN, J.E. & CONWAY,
A.R.A. (1999). Working memory, short-term memory, and
general fluid intelligence : A latent-variable approach. Journal
of Experimental Psychology : General, 128, 309-331.
[PDF]
|
|
ENGLE, R.W. (2002). Working memory capacity as executive
attention. Current Directions in Psychological
Science, 11, 19-23. [PDF]
+ [PDF] |
|
|
|
 Englobe
( ): J'utilise ce symbole pour regrouper certains mots ou auteurs sous une seule et même étiquette. Cette opération n'a pas pour but de créer de nouveaux concepts ou de critiquer ceux qui existent déjà; il s'agit là du
vaste territoire des historiens des sciences et des
épistémologues. Mon intention est plutôt de mettre un peu d'ordre
dans le foisonnant vocabulaire de la psychologie. Je ne prétends
pas être en mesure de justifier historiquement ou théoriquement
chacun de ces regroupements ou le choix de leurs éléments. Mon
objectif est plutôt de simplifier ce qui est ou semble parfois
flou ou inutilement complexe. Si l'une de ces catégories vous
apparaît discutable, je vous serai gré de m'en faire part.
|
Engramme
: Hypothèse
qui postule l'existence d'une trace mnésique inscrite dans le tissu
nerveux à la suite d'une stimulation.
Hypothèse formulée par Semon (1905), mais développée et
popularisée par Lashley pour
décrire les modifications chimiques ou électriques qui
correspondent à une information stockée en mémoire.
Cette idée est à l'origine du concept de plasticité
neurale.
= trace mnésique.
Engram, memory trace.
| |
|
|
LASHLEY, K.S. (1950). In search of the engram. Symposia
of the Society for Experimental Biology, 4, 454-482.
[PDF] |
SHULZ, D.E. (2000). Memories of memories : The endless
alteration of the engram. Neuron, 28, 1-5. |
|
ROSEN, D.A. (1975).An argument for the logical notion of a
memory trace. Philosophy of Science, 42, 1-10. |
DUDAI, Y. (2004). The neurobiology of consolidations, or,
how stable is the engram ? Annual Review of
Psychology, 55, 51-86. |
|
TULVING, E. & WATKINS, M.J. (1975). Structure of
memory traces. Psychological Review, 82,
261-275. |
KILLEEN, P.R. (2005). Gradus ad parnassum : Ascending
strength gradients or descending memory traces ? Behavioral
& Brain Sciences, 28, 432-434. |
|
WATKINS, M.J. (1979). Engrams as cuegrams and forgetting
as cue overload : A cueing approach to the structure of
memory. In C.R. Puff (Ed.), Memory organization and
structure (pp. 347-372). New York : Academic Press. |
SCHAFE, G.E., DOYERE, V. & LEDOUX, J.E. (2005).
Tracking the fear engram : the lateral amygdala is an
essential locus of fear memory storage. Journal of
Neurosciences, 25 (43), 10010-10014. |
|
SCHACTER, D.L. (1982). Stranger behind the engram :
of memory and the psychology of science. Hillsdale,
NJ : Lawrence Erlbaum Associates. |
DALLA, C., PAPACHRISTOS, E.B., WHETSTONE A.S. & SHORS,
T.J. (2009). Females rats learn trace memories better than
males and as a consequently retain a greater proportion of
new neurons in their hippocampi. PNAS, 106 (8),
2927-2932. [PDF] |
|
BUZAKI, G. (1989). Two-stage model of memory trace
formation : a role for "noisy" brain states.
Neuroscience, 31 (3), 551-570. [PDF]
|
|
|
THOMPSON, R.F. (1991). Are memory traces localized or
distributed ? Neuropsychologia, 29, 571-582. |
|
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Énigme
: Énigmatique : Ce qui échappe à notre compréhension,
malgré nos efforts.
= mystère.
Conundrum.
| |
|
|
RAINE, A. (2011). An amygdala structural abnormality
common to two sub-types of conduct disorder : A
neurodevelopmental conundrum. American Journal of
Psychiatry, 168, 569-571. [PDF] |
|
|
|
Engstrom
Eric J. ( ) : Historien
des sciences allemand et spécialiste de la psychiatrie.
Il s'intéresse notamment aux travaux de Kraepelin.
Collaborateur de Kendler.
|
ENGSTROM, E.J. (1991). Emil Kraepelin : psychiatry and
public affairs in Wilhelmine Germany. History of
Psychiatry, 2 (6), 111-132. |
|
ENGSTROM, E.J. & WEBER, M.M. (2005). Emil Kraepelin :
The directions of psychiatric research. Introduction.
History of Psychiatry, 16 (3), 345-364. [PDF] |
|
ENGSTROM, E.J. & WEBER, M.M. (2007). Making Kraepelin
history : a great instauration ? History of
Psychiatry, 18 (3), 267-273. [PDF] |
|
ENGSTROM, E.J. (2007). "On the question of degeneration"
by Emil Kraepelin (1908). History of Psychiatry, 18
(3), 389-398. [PDF] |
|
ENGSTROM, E.J. (2015). Emil Kraepelin : Icon and reality.
American Journal of Psychiatry, 172 (12),
1190-1196. |
|
|
|
Enjeu
: Ce qui, lors d'un jeu,
d'un conflit ou d'une compétition,
peut être gagné ou perdu,
aussi bien pour un individu
que pour une société.
EX: Pour un pays, les paradis
fiscaux sont un enjeu. = situation
importante, qui compte, gains ou pertes envisagés. NDLR :
Au Québec, on utlise à tort le mot enjeu comme sysnonyme de
problème ou difficulté. Il s'agit en fait d'un calque de l'anglais
issue.
*problème.
Stake, challenge.
| |
|
|
DIDRY, C. (2018). Au-delà de la subordination. Les enjeux
d'une définition légale du contrat de travail. Droit
Social, 3, 229-231. [PDF] |
|
CLICHE, Y. (2022). Jusqu'à plus soif :
Pétrole-gaz-éolien-solaire : Enjeux et conflits
énergétiques. Anjou : Fides. |
|
|
Voir aussi Conflit
et Résolution
de conflit |
|
|
Enlèvement
: Opération qui consiste à retirer contre son gré,
généralement par la force ou la menace, une personne de son milieu
(victime) et à l'enfermer dans un lieu secret (séquestrer),
connu seulement des ravisseurs. Les motifs d'un enlèvement sont
nombreux : politique, militaire, agression sexuelle, demande de
rançon, etc. On utilise le mot otage
pour désigner la victime d'un enlèvement qui sert de monnaie
d'échange. Enlèvement, terrorisme
et Syndrome
de Stockholm.
= rapt,
kidnapping, prise d'otage.
Kidnapping,
hostage-taking.
| |
|
|
STÖFSEL, W. (1980). Psychological sequelae in hostages and
the aftercare. Danish medical bulletin, 27,
239-241. |
WILSON, M.A. (2000). Toward a model of terrorist behavior
in hostage-taking incidents. Journal of Conflict
Resolution, 44 (4), 403-424. |
|
STRENTZ, T. (1982). The Stockholm syndrome : Law
enforcement policy and hostage behavior. In F.M. Ochbeg
& D.A. Soskis (Eds.), Victims of terrorism (pp.
149-163). Boulder, Colorado : Westview Press. |
FAVARO, A., DEGORTES, D., COLOMBO, G. & SANTONASTASO,
P. (2000). The effects of trauma among kidnap victims in
Sardinia, Italy. Psychological Medicine, 30 (4),
975-980. |
|
TERR, L.C. (1983). Chowchilla revisited : the effects of
psychic trauma four years after a school bus kidnapping. American
Journal of Psychiatry, 140, 1543-1450. |
CANTOR, C. & PRICE, J. (2007). Traumatic entrapment,
appeasement, and complex post-traumatic stress disorder :
evolutionary perspectives of hostage reactions, domestic
abuse and the Stockholm syndrome. Australian &
New Zealand Journal of Psychiatry, 41, 377-384. |
| |
WILSON, M.A. (2003). The psychology of hostage-taking. In
A. Silke (Ed), Terrorists, victims and Society. Chichester
: Wiley. |
|
BIGOT, T. et BORNSTEIN, S.J. (1988). Schème paradoxal de
comportement lors de prises d'otages (syndrome de
Stockholm). Annales de Psychiatrie, 3 (3),
196-206. |
ALEXANDER, D.A. & KLEIN, S. (2009). Kidnapping and
hostage-taking : a review of effects, coping and
resilience. Journal of the Royal Society of Medicine,
102, 16-21. [PDF]
|
|
|
Voir aussi Terrorisme,
Trouble
de stress post-traumatique, Otage
et Syndrome
de Stockholm |
|
|
|
Ennemi
: /ami.
Enemy, enemyship.
| |
|
|
EBBESEN, E.B., KJOS, G.L. & KONECNI, V.J. (1976).
Spatial ecology : Its effects on the choice of friends and
enemies. Journal of Experimental Social Psychology,
12, 505-518. |
|
SILVERSTEIN, B. & HOLT, R.R. (1989). Research on enemy
images : Present status and future prospects. Journal
of Social Issues, 45, 159-175. |
|
HOLT, R.R. (1989). College students' definitions and
images of enemies. Journal of Social Issues, 45,
33-50. |
|
SILVERSTEIN, B. (1992). The psychology of enemy images. In
S. Staub & P. Green (Eds.), Psychology and social
responsibility (pp. 145-164). New York, NY : New
York University Press. |
|
WISEMAN, J.P. & DUCK, S. (1995). Having and managing
enemies : A very challenging relationship. In S. Duck
& J.T. Wood (Eds.), Confronting relationship
challenges (pp. 43-72). Thousand Oaks, CA : Sage. |
|
ADAMS, G. (2005). The cultural grounding of personal
relationship : Enemyship in North American and West
African worlds. Journal of Personality & Social
Psychology, 88, 948-968.
[PDF] |
|
SULLIVAN, D., LANDAU, M.J. & ROTHSCHILD, Z.K. (2010).
An existential function of enemyship : Evidence that
people attribute influence to personal and political
enemies to compensate for threats to control. Journal
of Personality & Social Psychology, 98,
434-449. [PDF] |
|
|
|
|
Ennis
Robert H. (1927-) : Philosophe
américain et spécialiste de la
pensée critique.
|
ENNIS, R.H. (1962). A concept of critical thinking.
Harvard Educational Review, 32, 81-111. |
|
ENNIS, R.H. (1976). An alternative to Piaget's
conceptualization of logical competence. Child
Development, 47, 903-919. |
|
ENNIS, R.H. (1982). Abandon causality ? Educational
Researcher, 11 (7), 25-27. |
|
ENNIS, R.H. (1996). Critical thinking dispositions : Their
nature and assessability. Informal Logic, 18
(2-3), 165-182.
[PDF] |
|
ENNIS, R.H. (1998). Is critical thinking culturally biased
? Teaching Philosophy, 21 (1), 15-33. [PDF]
|
|
|
|
Enns
Murray W. ( ) : Psychologue
cognitivo-béhavioriste canadien,
spécialisée dans l'étude et le traitement
du perfectionnisme.
Collaborateur de Saklofske, Sherry
et Smith.
|
ENNS, M.W. & COX., B.J. (1999). Perfectionism and
depression symptom severity in major depressive disorder.
Behaviour Research & Therapy, 37, 783-794. |
|
ENNS, M.W., COX, B.J. & CLARA, I. (2002). Adaptive and
maladaptive perfectionism : Developmental origins and
association with depression proneness. Personality
& Individual Differences, 33, 921-935. |
|
ENNS, M.W. & COX, B.J. (2005). Perfectionism,
stressful life events, and the 1-year outcome of
depression. Cognitive Therapy & Research, 29, 541-553. |
|
ENNS, M.W., COX, B.J., AFIFI, T.O., DE GRAAF, R., TEN
HAVE, M. & SAREEN, J. (2006). Childhood adversities
and risk for suicidal ideation and attempts : a
longitudinal population-based study. Psychological
Medicine, 36 (12), 1769-1778. [PDF] |
|
ENNS, M.W., BERNSTEIN, C.B., KROEKER, K., GRAFF, L.,
WALKER, J.R., LIX, L., HITCHON, C.A., EL-GABALAWY, R.,
FISK, J.D. & MARRIE, R.A. (2018). The association of
fatigue, pain, depression and anxiety with work and
activity impairment in immune mediated inflammatory
diseases. PLoS One, 13 (6), 1-18. [PDF] |
|
|
|
Ennui : Absence ou baisse marquée de plaisir
ou de stimulation
nécessaire pour soutenir l'attention,
l'intérêt et la motivation,
notamment au travail ou à
l'école.
Boredom.
| |
|
|
FENICHEL, O. (1953). On the psychology of boredom. In O.
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SOMMERS, J. & VODANOVICH, S.J. (2000). Boredom
proneness : Its relationship to psychological-and
physical-health symptoms. Journal of Clinincal
Psychology, 56, 149-155. |
| |
BARGDILL, R.W. (2000). A phenomenological investigation of
being bored with life. Psychological Reports, 86, 493-494. |
| |
HARRIS, M.B. (2000). Correlates and characteristics of
boredom proneness and boredom. Journal of Applied
Social Psychology, 30, 576-598. |
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KASS, S.J., VODANOVICH, S.J. & CALLANDER, A. (2001).
State-trait boredom : the relationship to absenteeism,
tenure and job satisfaction. Journal of Business &
Psychology, 16, 317-327. |
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MacDONALD, D.A. & HOLLAND, D. (2002). Spirituality and
boredom proneness. Personality & Individual
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| |
VODANOVICH, S.J. (2003). Psychometric measures of boredom
: A review of the literature. The Journal of
Psychology, 137 (6), 569-595. |
| |
SVENDSEN, L. (2004). A philosophy of boredom.
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|
GEIWITZ, P. (1966). Structure of boredom. Journal of
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DAHLEN, E.R., MARTIN, R.C., RAGAN, K. & KUHLMAN, M.M.
(2004). Boredom proneness in anger and aggression :
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Personality & Individual Differences, 37 (8),
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O'CONNOR, D. (1967). The phenomena of boredom.
Journal of Existentiel, 7, 381-399. |
MARTIN, M., SADLO, G. & STEW, G. (2006). The
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EASTWOOD, J.D., CAVALIERE, C., FAHLMAN, S.A. &
EASTWOOD, A.E. (2007). A desire for desires : Boredom and
its relation to alexithymia. Personality &
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LOCKE, E.A. & BRYAN, J. (1967). Performance goals as
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LOUKIDOU, L., LOAN-CLARKE, J. & DANIELS, K. (2009).
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BERNSTEIN, H.E. (1975). Boredom and the ready-made life. Social
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THACKRAY, R.I., BAILEY, J.P. & TOUCHSTONE, R.M.
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MARSHALL, W.L. & LIPPENS, K. (1977). The clinical
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MYNATT, C., OAKLEY, D., PICCIONE, A., MARGOLIS, R. &
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HAMILTON, J.A. (1981). Attention, personality, and the
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|
| |
|
Voir aussi Absentéisme
et Stimulation
|
|
|
Ennui
(Mesures/Évaluations) : Ensemble des tests
et des outils de collecte de
données qui permettent
d'évaluer et de mesurer
l'ennui.
Psychometric
measures of boredom, measusurement boredom. boredom scale.
| |
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GORDON, A., WILKINSON, R., MCGROWN, A. & JOVANOSKA, S.
(1997). The psychometric properties of the boredom
proneness scale : an examination of its validity. Psychological
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VODANOVICH, S.J. (2003). Psychometric measures of boredom
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MERCER-LYNN, K.B., FLORA, D.B., FAHLMAN, S.A. &
EASTWOOD, J.D. (2013). The measurement of boredom :
Differences between existing self-report scales. Assessment,
20 (5), 585-596. |
|
FAHLMAN, S.A., MERCER-LYNN, K.B., FLORA, D.B. &
EASTWOOD, J.D. (2013). Development and validation of the
multidimensional state boredom scale. Assessment, 20,
68-85. |
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HUNTER, J.A., DYER, K.J., CRIBBLE, R.A. & EASTWOOD,
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|
Voir aussi Ennui |
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Énoncé
analytique : Énoncé qui
contient un prédicat
contenu dans le sujet, ce qui crée un raisonnement circulaire, sans lien nouveau avec avec la réalité. EX: Cet aveugle
(sujet) ne voit rien (prédicat). =Raisonnement circulaire.
Circular reasoning.
| |
|
|
PUTNAM, H. (1965/75). The analytic and the synthetic. In
Philosophical Papers (Vol.2). Cambridge :
Cambridge University Press. |
|
BEALER, G. (1998). Analyticity/Routledge encyclopedia
of philosophy. New York : Routledge. |
|
KNEALE, W.C. & KNEALE, M. (1988). The development
of logic. Oxford : Oxford Press. |
|
|
Énoncé
singulier : Énoncé qui décrit
un événement particulier ( EX: Kurt Cobain est
mort) et qui permet de falsifier
un énoncé universel ( EX:
Tous les rockers sont immortels).
=
prémisse, proposition.
| |
|
|
POPPER, K.R. (1934/84). The logic of scientific
discovery / La logique de la découverte scientifique.
Paris : Payot. |
|
POPPER, K.R. (1963). Conjectures and refutations :
The growth of scientific knowledge. Routledge. |
|
KNEALE, W.C. & KNEALE, M. (1988). The development
of logic. Oxford : Oxford Press. |
|
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Énoncé
universel : Énoncé qui contient
un quantificateur
universel (tous les rockers, tous les hommes, tous les
cygnes, etc.) et qui, selon Popper,
formerait le noyau dur
d'une théorie scientifique.
Ex: Tous les cygnes sont blancs. =
axiome, prémisse de base, proposition générale.
| |
|
| KNEALE,
W.C. & KNEALE, M. (1988). The development of
logic. Oxford : Oxford Press. |
|
|
Enquête
: Enquêter : Méthode de
recherche qui consiste à interroger des gens - que l'on nomme (répondants)
- sur des aspects d'eux-mêmes qu'ils sont en mesure de décrire.
L'enquête peut être menée au moyen d'un questionnaire,
d'un groupe de
discussion ou d'une entrevue.
Il existe quatre modes de passation
d'un questionnaire (en face-à-face, par internet, par la poste et
par téléphone). Dans tous les cas, l'enquête ne permet pas de
décrire les comportements,
seulement les intentions d'agir (ou les attitude,
les opinion, etc). NDLR
: Une enquête par questionnaire se nomme un sondage.
En outre, une enquête n'est pas une
expérience car elle mesure ou évalue les variations d'une phénomène
naturel, que l'on cherche à décrire, sans
intervenir sur ce phénomène.
= méthode descriptive.
Survey.
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|
Voir Méthode de
recherche, Question,
Questionnaire,
Biais de
non-réponse, Intervieweur
et Désirabilité
sociale |
| |
|
|
|
Enquête en face à face : Enquête
dans laquelle lee participants
répondent aux questions d'une entrevue ou d'un sondage en
présence de l'intervieuveur.
= enquête
sur place.
Face to face survey, face-to-face
interview, in person treatment, paper survey.
| |
|
|
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|
|
|
Voir aussi Enquête,
Questionnaire,
Biais de non-réponse,
Intervieweur
et Entrevue |
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|
|
Enquête par internet : Enquête
réalisée au moyen d'un questionnaire administré à distance par le
biais d'internet (par
courriel, via un site, etc.). Enquête par internet et sondage
par internet.
Web survey, electronic
survey, Internet survey, email survey, fax survey, online
survey, cyber survey, E-mail way, using electronic mail, Opt-in
survey.
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|
| |
|
Voir aussi Internet Sondage,
Biais de
couverture,
Enquête, Téléphone,
Questionnaire, Réponse
et Entrevue
par internet |
| |
|
|
Enquête par la poste : Enquête
réalisée au moyen d'un
questionnaire administré à distance par la poste.
Mail
survey, postal survey.
| |
|
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| |
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|
|
|
Voir aussi Enquête,
Questionnaire, Réponse
et Entrevue |
| |
|
|
Enquête par téléphone : Enquête
réalisée au moyen d'un
questionnaire administré à distance par téléphone.
Telephone survey, electronic telephone survey.
| |
|
|
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sampling, selection, and supervision. Newbury
Park, CA : Sage, 1993. |
YEAGER, D.S., KROSNICK, J.A., CHANG, L., JAVITZ, H.S.,
LEVENDUSKY, M.S., SIMPSER, A. & WANG, R. (2011).
Comparing the accuracy of RDD telephone surveys and
Internet surveys conducted with probability and
non-probability samples. Public Opinion Quarterly, 75
(4), 709-747. [PDF] |
|
HOX, J.J. & DE LEEUW, E.D. (1994). A comparison of
nonresponse in mail, telephone, and face-to-face surveys.
Applying multilevel modeling to meta-analysis. Quality
& Quantity, 28 (4), 329-344. [PDF] |
XING, Y. & HANDY, S. (2014). Online versus phone
surveys: Comparison of results for a bicycling survey. Transportation
Planning & Technology, 37, 554-567. |
|
FREY, J.H. & OISHI, S.M. (1995). How to conduct
interviews by telephone and in person. Sage
Publications : Thousand Oaks. |
POWELL, L. (2017). Online vs. telephone surveys in
political campaign research. Journal of Mass
Communication & Journalism, 7 (2), 1-3. [PDF] |
|
MAYNARD, W. & SCHAEFFER, N.C. (1997). Keeping the gate
: Declinations to the request to participate in a
telephone survey interview. Sociological Methodes
& Research, 26 (10) 34-79. |
|
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PONDMAN, L.M. (1998). The influence of the
interviewer on the refusal rate in telephone surveys.
Deventer : Print Partners Ipskamp. |
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Voir aussi Enquête,
Téléphone, Questionnaire,
Réponse, Intervieweur
et Entrevue |
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Enregistrement
cumulatif : Procédé de consignation sur papier de la fréquence
d'un comportement. En
conditionnement opérant, on utilise pour enregistrer des
comportement animaux comme presser
sur le levier (rat) ou picorer
un disque lumineux (pigeon).
En éducation, on s'en
sert pour consigner les comportements d'étude des
élèves/étudiants. Enregistrement cumulatif et boîte
de Skinner.
Cumulatif record.
| |
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FISHER, M. (1932). The cumulative record as a factor in
guidance.Journal of Educational Sociology, 5,
344-358. |
EMILEY, G.S., HUTCHISON, R.R., HALLIN, E.R. & KIRALY,
S. (1971). A convenient method for physical storage of
cumulative records. Journal of the Experimental
Analysis of Behavior, 15, 248. |
|
TRAXLER, A.E. (1946). The cumulative record in the
guidance program. The School Review, 54 (3),
154-161. |
KULLI, J.C. & BOGROW, P.A. (1971). A cumulative
recorder for experiments on concurrent schedules.
Journal of the Experimental Analysis of Behavior, 16
(3), 381-383.
[PDF] |
| |
KELLER, J.V. (1974). Modifying the Gerbrands cumulative
recorder to produce histograms. Journal of the
Experimental Analysis of Behavior, 21 (2), 381-382.
[PDF] |
|
FERSTER, C.B. & SKINNER, B.F. (1957). Schedules of
reinforcement. New York : Appleton Century-Crofts. |
SKINNER, B.F. (1976). Farewell, my lovely. Journal of
the Experimental Analysis of Behavior, 25 (2), 218.
[PDF] |
|
SKINNER, B.F. (1959). Cumulative record. New
York : Appleton Century Crofts. |
POLING, A. (1979). The ubiquity of the cumulative record :
A quote from Skinner and a frequency count. Journal
of the Experimental Analysis of Behavior, 31 (1),
126. [PDF] |
|
HURWITZ, H.M.B. (1961). A bidirectional cumulative
recorder. Journal of the Experimental Analysis of
Behavior, 4 (4), 331-332.
[PDF] |
KILLEEN P.R. (1985). Reflections on a cumulative record. The
Behavior Analyst, 8, 177-183. |
|
McCLEAN, J. F. & DUFORT, R.H. (1962). Note on the com-
putation of rate of response directly from a cumulative
record. Psychological Reports, 11, 332. |
LATIES, V.G. & Catania, A.C. (1999). Forward. In
B.F. Skinner, Cumulative record. Acton, MA : B. F.
Skinner Foundation. |
|
GILL, C.A., FRY, W. & KELLEHER, R.T. (1962). Rack for
cumulative-response recorders. Journal of the
Experimental Analysis of Behavior, 5, 48. [PDF] |
LATTAL, K. (2004). Steps and pips in the history of the
cumulative recorder. Journal of the Experimental
Analysis of Behavior, 82 (3), 329-355.
[PDF] |
|
SCHAEFER, H.H. (1964). Use of a cumulative recorder to
indicate "correct responses". Journal of the
Experimental Analysis of Behavior, 7 (3), 240. [PDF] |
TODD, J.T. (2004). Did B.F. Skinner invent the cumulative
recorder ? Examination of some pre-Skinner cumulative
records and cumulative recording systems. In J.T. Todd
(Chair), Skinner : The man and the myth. Paper
session presented at the meeting of the
Association for Behavior Analysis, Boston, MA. |
|
WARNKEN, R.G. & SIESS, T.F. (1965). The use of the
cumulative record in the prediction of behavior. The
Personnel & Guidance Journal, 44 (3), 231-237. |
MORRIS, E.K. & SMITH, N.G. (2004). On the origin and
preservation of cumulative record in its struggle for life
as a favored term. Journal of the Experimental
Analysis of Behavior, 82 (3), 357-373. [PDF] |
|
HERRICK, R.M. (1965). Plotting and analyzing cumulative
response curves in operant conditioning studies. Journal
of the Experimental Analysis of Behavior, 8 (1),
59–65.
[PDF] |
SCHAEFFER, L.R. (2011). Cumulative permanent environmental
effects for repeated records animal models. Journal
of Animal Breeding & Genetics, 128 (2), 95-99. |
|
MITZEL, M.A. (1966). Why keep cumulative records ? The
Elementary School Journal, 66 (4), 195-199. |
WITTS, B.N. (2013). Cumulative frequencies of behavior
analytic journal publications related to human research on
gambling. Analysis of Gambling Behavior, 7,
59-65. |
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Enrichir
: Enrichissement : Consiste à améliorer une chose (un
texte, une tâche, une situation, etc) en lui ajoutant des éléments
nouveaux. Il peut s'agir de résultats de recherche, de théories,
de définitions de concept, de considérations méthodologiques, de
la description d'une recherche, etc.
|
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| EN
- ENSEIGNANT/ÉVAL.
- ENSEIGNANT/QUALITÉ - ENSEIGNEMENT/EFFICAC.
- ENSEIGNEMENT/MÉTHODE - ENSEIGNEMENT/DISTANCE
- ENT |
Enseignant-e
: Celui ou celle qui enseigne
et qui, de ce fait, participe à l'éducation.
Au Québec, l'enseignant-e donne des
cours au niveau primaire ou secondaire, conformément au programme
scolaire. Contrairement au professeur,
l'enseignant détient un brevet
d'enseignement. Qui plus est, l'enseignant transmet à ses élèves
une matière
prescrite et définie par le Ministère
de l'Éducation, alors que le
professeur communique à ses étudiants
une matière prescrite par les autorités scolaires (Ministère de
l'Éducation/ Cégep et université),
mais dont il a lui-même déterminé le contenu. Pour une raison que
j'ignore, on utilise également le terme enseignant pour
désigner les professeurs de cégep
(qui n'ont pas de brevet, ni programme scolaire en pédagogie
à suivre...). Enseignant, efficacité
et qualités.
=
maître.
Teacher.
|
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JAMES, W. (1899). Talks to teachers on psychology and
students on some life's ideals. New York : Henry
Holt. |
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BECKER, H. (1952). Social class variations in the
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ANDERSON, L.W. (1992). Accroître l'efficacité des
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BAILEY, J.S. (1992). Gentle teaching: Trying to win
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ZEIDNER, M. (1992). Key facets of classroom grading : A
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FANTUZZO, J.W. & ATKINS, M.S. (1992). Applied behavior
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NIE, Y., TAN, G.H., LIAU, A.K., LAU, S. & CHUA, B.L.
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ESPELAGE, D., ANDERMAN, E.M., BROWN, V.E., JONES, A.,
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FERGUSON, P. & WOMACK, S.T. (1993). The impact of
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|
| |
|
Voir aussi École, Enseigner
et Professeur |
|
|
Enseignant-e/Enseignement
(Clarté) :
Qualité d'un enseignant/ professeur qui présente
sa matière avec clarté (précision des mots, organisation logique
de la matière, cohérence du propos, souci du détail, choix
judicieux des exemples,
niveau de langue approprié, structure syntaxique simple et directe, réponse
courte et précise aux questions, répétition des éléments
importants).
Teacher clarity.
| |
| Éléments
de clarté de l'enseignement |
| Choix
judicieux des exemples/contre-exemples |
Organisation
logique de la matière |
Réponse
courte et précise aux questions |
| Cohérence
du propos |
Précision
des mots |
Souci
du détail |
| Niveau
de langage approprié |
Répétition
des éléments importants |
Structure
syntaxique simple et directe de la communication écrite |
| |
|
|
| |
|
|
KENNEDY, J.J., CRUICKSHANK, D.R., BUSH, A.J. & MYERS,
B. (1978). Additional investigations into the nature of
teacher clarity. Journal of Educational Research, 72,
3-10. |
|
|
McCALEB, J. & WHITE, J. (1980). Critical dimensions in
evaluating teacher clarity. Journal of Classroom
Interaction, 15, 27-30. |
CHESEBRO, J.L. & McCROSKEY, J.C. (2001). The
relationship of teacher clarity and immediacy with student
state receiver apprehension, affect, and cognitive
learning. Communication Education, 50, 59-68. |
|
SMITH, L. & LAND, M. (1981). Low-inference verbal
behaviors related to teacher clarity. Journal of
Classroom Interaction, 17, 37-41. |
CHESEBRO, J.L. (2002). Teaching clearly. In J.L. Chesebro
and J.C. McCroskey (Eds.), Communication for teachers.
Needham Heights, MA : Allyn & Bacon. |
|
GERSTEN, R., CARNINE, D. & WHITE, W.A.T. (1984). The
pursuit of clarity : direct instruction and behavior
analysis. In. W.L. Heward, T.E. Heron, D.S. Hill & J.
Trap-Porter (Eds.), Focus on behavior analysis in education (pp.
38-57). Columbus : Merrill. |
|
|
HINES, C.V., CRUICKSHANK, D.R. & KENNEDY, J.J. (1985).
Teacher clarity and its relationship to student
achievement and satisfaction. American Educational
Research Journal, 22 (1), 87-99. |
CHESEBRO, J.L. (2003). The effects of teacher clarity and
nonverbal immediacy on student learning, receiver
apprehension, and affect. Communication Education,
52, 135-147. [PDF] |
|
CIVKLY, J.M. (1992). Clarity : Teachers and students
making sense of instruction. Communication
Education, 41, 138-152. |
TITSWORTH, B.S. (2004). Students' notetaking : The effects
of teacher immediacy and clarity. Communication
Education, 53 (4), 305-320. |
|
|
SIDELINGER, R.J. & McCROSKEY, J.C. (1997).
Communication correlates of teacher clarity in the college
classroom. Communication Research Reports, 14,
1-10. [PDF] |
PERRINE, R.M. & KING, A.S. (2004). Why do you want to
see me ? Students' reactions to a professor's request as a
function of attachment and note clarity. Journal of
Experimental Education, 73 (1), 5-20. |
|
SIMONDS, C.J. (1997). Classroom understanding : An
expanded notion of teacher clarity. Communication
Research Reports, 14, 279-290. |
CHESEBRO, J.L. (2008). Teacher clarity. In W. Donsbach
(Ed.), The International encyclopedia of
communication (Vol. 9, pp. 4961-4963). Oxford, UK
and Malden, MA : Wiley-Blackwell. |
|
CHESEBRO, J.L. & McCROSKEY, J.C. (1998). The
development of the teacher clarity short inventory (TCSI)
to measure clear teaching in the classroom. Communication
Research Reports, 15, 262-266. [PDF] |
BARBASH, S. (2012). Clear teaching : With direct
instruction, Siegried Engelmann discovered a better way
of teaching. Education Consumers Foundation. |
|
CHESEBRO, J.L. & McCROSKEY, J.C. (1998). The
relationship of teacher clarity and teacher immediacy with
students' experiences of state receiver apprehension. Communication
Quarterly, 46, 446-456. [PDF] |
TITSWORTH, B.S., MAZER, J., GOODBOY, A.K., BOLKAN, S.
& MYERS, S.A. (2015). Two Meta-analyses Exploring the
Relationship between Teacher Clarity and Student Learning.
Communication Education, 64 (4), 385-418. |
|
WALBERG, H.J. & (1999). Productive teaching. In H.C.
Waxman & H.J. Walberg (Eds.) New
directions for teaching, practice, and research (pp.
75-104). Berkeley, CA : McCutchen Publishing. |
BOLKAN, S., GOODBOY, A.K. & KELSEYD, M. (2016).
Instructor clarity and student motivation: Academic
performance as a product of students' ability and
motivation to process instructional material.
Communication Education, 65, 129-148. |
|
| |
|
Voir aussi Classe
et Qualité
d'un enseignant/professeur |
|
|
|
|
Enseignant-e
(Crédibilité) :
Qualité d'un enseignant/professeur qui
tient des propos que ses élèves/étudiants
considèrent comme crédibible.
Teacher credibility, instructor
credibility.
| |
|
|
McCROSKEY, J.C. & YOUNG, T.J. (1981). Ethos and
credibility: The construct and its measurement after three
decades. Central States Speech Journal, 32,
24-34. [PDF] |
POGUE, L.L. & AHYUN, K. (2006). The effect of teacher
nonverbal immediacy and credibility on student motivation
and affective learning. Communication Education, 55,
331-344. |
|
FRYMIER, A.B. & THOMPSON, C.A. (1992). Perceived
teacher affinity-seeking in relation to perceived teacher
credibility. Communication Education, 41,
388-399. |
SCHRODT, P. & WITT, P.L. (2006). Students'
attributions of instructor credibility as a function of
students' expectations of instructional technology use and
nonverbal immediacy. Communication Education, 55,
1-20. |
|
McCROSKEY, J.C. & COMADENA, M.E. (1996). The effects
of office aesthetic quality on students' perceptions of
teacher credibility and communicator style.
Communication Research Reports, 13, 101-108. |
BANFIELD, S.R., RICHMOND, V.P. & McCROSKEY, J.C.
(2006). The effect of teacher misbehaviors on teacher
credibility and affect for the teacher. Communication
Education, 55 (1), 63-73.
[PDF] |
|
THWEATT, K.S. & McCROSKEY, J.C. (1998). The impact of
teacher immediacy and misbehaviors on teacher credibility.
Communication Education, 47, 348-358. [PDF] |
FINN, A.N., SCHRODT, P. & WITT, P.L, BROWN, N.,
JENBERG, K. A. & LARSON, L.M. (2009). A
meta-analytical review of teacher credibility and it's
associations with teacher behaviors and student outcomes.
Communication Education, 58, 516-537. |
|
MYERS, S.A. (2001). Perceived instructor credibility and
verbal aggressiveness in the college classroom. Communication
Research Reports, 18, 354-364. |
MAZER, J.P., MURPHY R.E. & SIMONDS, C.J. (2009). The
effects of teacher self-disclosure via Facebook on teacher
credibility. Learning Media & Technology, 34 (2),
175-183. |
|
JOHNSON, S.D. & MILLER, A.N. (2002). A cross-cultural
study of immediacy, credibility, and learning in the U.S.
and Kenya. Communication Education, 51, 280-292. |
LAVIN, A.M., DAVIES, T.L. & CARR, D.L. (2010). The
impact of instructor attire on student perceptions of
faculty credibility. American Journal of Business
Education, 3 (6), 51-62. [PDF] |
|
MARTINEZ-EGGER, A.D. & POWERS, W.G. (2003). Student
respect for a teacher : Measurement and relationships to
teacher credibility and classroom behaviour perceptions. Human
Communication, 10 (2), 145-155. |
JOHNSON, K.A. (2011). The effect of Twitter posts on
students' perceptions of instructor credibility. Learning
Media & Technology, 36, 21-38. |
|
TEVEN, J.J. & HERRING, J.E. (2005). Teacher influence
in the classroom : A preliminary investigation of
perceived instructor power, credibility, and student
satisfaction. Communication Research Reports, 22,
235-243. |
LIGHTSTONE, K., FRANCIS, R. & KOCUM, L. (2011).
University faculty style of dress and students' perception
of instructor credibility. International Journal of
Business & Social Science, 2 (15), 15-22.
[PDF] |
|
SCHRODT, P. & TURMAN, P.D. (2005). The impact of
instructional technology use, course design, and sex
differences on students' initial perceptions of instructor
credibility. Communication Quarterly, 53,
177-197. |
SANTILLI, V., MILLER, A.N. & KATT, J. (2011). A
comparison of the relationship between instructor
nonverbal immediacy and Teacher Credibility in Brazilian
and U.S. Classrooms. Communication Research Reports,
28 (3), 266-274. [PDF] |
|
TEVEN J.J. & HERRING, J.E. (2005). Teacher influence
in the classroom : A preliminary investigation of
perceived instructor power, credibility, and student
satisfaction. Communication Research Reports, 22
(3), 235-246. |
FINN, A.N. & LEDBETTER, A.M. (2013). Teacher power
mediates the effects of technology policies on teacher
credibility. Communication Education, 6 (1),
26-47.
[PDF] |
| |
KORNELL, N. & HAUSMAN, H. (2016). Do the best teachers
get the best ratings ? Frontiers in Psychology, 7 [570],
1-12. [PDF] |
|
|
|
Voir aussi Crédibilité
et Qualité d'un
enseignant/professeur |
|
|
|
Enseignant-e/Professeur-e
(Efficacité) : On convient
généralement que le but de l'enseignement
est mettre en place (dans une école
ou à distance) les
conditions qui permettent aux élèves/étudiants
de faire les apprentissages
prévues au programmme
scolaire/cursus. Un
enseignant/professeur sera donc considéré comme efficace ou
compétent s'il contribue à mettre en place ces conditions. Pour
être compétent ou efficace, un enseignement/ professeur
doit posséder plusieurs qualités (efficacité objective) ou
croire à l'importance d'en possèder certaines (efficacité
subjective). Enseignant, évaluation
des enseignants et qualité
d'un seignants.
Teacher effectiveness,
teacher efficacy, teacher performance, effective traching.
| |
|
|
AVALOS, B. & HADDAD, W. (1981). A review of
teacher effectiveness research in Africa, India, Latin
America, Middle East, Malaysia, Philippines, and
Thailand : Synthesis of results. Ottawa : IDRC. |
MARSH, H.W. & HATTIE J. (2002). The relation between
research productivity and teaching effectiveness. Journal
of Higher Education, 73, 603-641 |
|
DOYLE, K.O. & WHITELEY, S.E. (1974). Student ratings
as criteria for effective teaching. American
Educational Research Journal, 11, 259-274. |
LACZKO-KERR, I. & BERLINGER, D. (2002). The
effectiveness of teach for America and other
under-certified teachers on student academic achievement :
A case of harmful public policy. Educational Policy
Analysis Archives, 10 (37), 1-52. [PDF]
|
|
MARSH, H.W. & OVERALL, J.U. & KESLER, S.P. (1979).
Validity of student evaluations of instructional
effectiveness : A comparison of faculty self-evaluations
and evaluations by their students. Journal of
Educational Psychology, 71, 149- 160. |
ARTHUR W., TUBRÉ, T., PAUL, D.S. & EDENS, P.S. (2003).
Teaching effectiveness : The relationship between
reactions and learning evaluation criteria. Educational
Psychology, 23, 275-285. [PDF]
|
|
MARSH, H.W. & OVERALL, J.U. (1980). Validity of
students' evaluations of teaching effectiveness :
Cognitive and affective criteria. Journal of
Educational Psychology, 72, 468-475. |
DARLING-HAMMOND, L., HOLTZMAN, D.J., GATLIN, S.J. &
VASQUEZ-HEILIG, J. (2005). Does teacher preparation matter
? Evidence about teacher certification, teach for America,
and teacher effectiveness. Education Policy Analysis
Archives, 13 (42), 1-48. [PDF]
|
|
McBEAN, E. & AL-NASSRI, S. (1982). Questionnaire
design for student measurement of teaching effectiveness.
Higher Education, 11, 273-288. |
ZAKRAJSEK, T. (2006). Using evaluation data to improve
teaching effectiveness. In P. Seldin, (Ed.), Evaluating
faculty performance: A practical guide to assessing
teaching, research, and service (pp. 166-180).
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MURRAY, H.G. (1983). Low-inference classroom teaching
behaviors and student ratings of college teaching
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138-149. |
GOLDHABER, E. & ANTHONY, E. (2007). Can teacher
quality be effectively assessed ? National board
certification as a signal of effective teaching. The
Review of Economics & Statistics, 89
(1), 134–150. |
BRASKHAMP, L.A., BRANDENBURG, D.C. & ORY, J.C. (1984).
Evaluating teaching effectiveness : A practical guide.
Thousand Oaks : Sage. |
WARE, H. & KITSANTAS, A. (2007). Teacher and collective
efficacy beliefs as predictors of professional commitment.
Journal of Educational Research, 100, 303-310.
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GIBSON, S. & DEMBO, M.H. (1984). Teacher efficacy : A
construct validation. Journal of Educational
Psychology, 76, 569-582. |
DAVID, A.P. & MACAYANAN, J.V. (2010). Assessment of
Teacher Performance. The Assessment Handbook, 3,
65–76. |
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HOWARD, G.S., CONWAY, C.G. & MAXWELL S.E. (1985).
Construct validity of measures of college teaching
effectiveness. Journal of Educational Psychology, 77,
187-196. |
KO, J., SAMMONS, P. & BAKKUM, L. (2014). Effective
teaching. Education Development Trust. |
|
WIERSMA, W. & GIBNEY, T. (1985). Observation as an
approach to measuring teacher competency. Action in
Teacher Education, 7 (1-2), 59-67. |
|
|
O'NEILL, G.P. (1988). Teaching effectiveness : A review of
the research. Canadian Journal of Education, 13
(1), 162-185. |
BICHI, A.A. (2017). Evaluation of teacher performance in
schools : Implication for sustainable Development Goals. Northwest
Journal of Educational Studies, 2, 103–113. |
|
WOOLFOK, A. & HOY, W. (1990). Prospective teachers'
sense of efficacy and beliefs about control. Journal
of Educational Psychology, 82 (1), 81-91. |
|
|
ABRAMI, P.C. & d'APOLLONIA, S. (1991).
Multidimensional students' evaluations of teaching
effectiveness generalizability of "N = 1" research :
Comment on Marsh (1991). Journal of Educational
Psychology, 30, 221-227. |
FAUZI, I. & JOHAN, A.N. (2024). Reviewing teacher
effectiveness in improving student iearning. Journal
of English Language Teaching, Linguistics, &
Literature, 4 (1), 39–49. |
ROSS, J.A. (1992). Teacher efficacy and the effect of
coaching on student achievement. Canadian
Journal of Education, 17, 51–65. |
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ROSS, J.A. (1994). The impact of an in-service to promote
cooperative learning on the stability of
teacher efficacy. Teaching & Teacher
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ROSS, J.A. (1998). The antecedents and consequences of
teacher efficacy. In J. Brophy (Ed.), Advances in
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Press. |
|
|
|
|
Voir aussi Évaluation
des enseignants et Qualité
d'un enseignant |
|
|
|
|
Enseignant-e/Professeur-e
(Éthique/Déontologie) :
Éthique personnelle et collective des enseignants
et des professeurs.
Enseignant, enseigner et
tricherie. Ethics
of teaching, ethics in academia, professorial ethics.
| |
|
|
HOOK, S., KURTZ, P. & TODORICH, M. (Eds.) (1977). The
ethics of teaching and scientific research. Buffalo,
NY : Prometheus Books. |
|
|
GOODSTEIN, L.D. (1981). Ethics are for academics too! Professional
Psychology, 12, 191-193. |
TABACHNICK, B.G., KEITH-SPIEGEL, P. & POPE, K.S.
(1991). Ethics of teaching : Beliefs and behaviors of
psychologists as educators. American Psychologist, 46
(5), 506-515. [PDF] |
|
COLE, D.L. (1981). Teaching tomorrow's psychology students
: Who pays the piper ? American Psychologist, 36,
514-519. |
TABACHNICK, B.G., KEITH-SPIEGEL, P. & POPE, K.S.
(1991). Ethics of teaching : Beliefs and behaviors of
psychologists as educators : Correction. American
Psychologist, 46 (7), 802-802. |
|
CALLAHAN, D. (1982). Should there be an academic code of
ethics ? Journal of Higher Education, 53,
335-346. |
|
|
DILL, D.D. (1982). The structure of the academic
profession: Toward a definition of ethical issues. Journal
of Higher Education, 53, 255-267. |
KEITH-SPIEGEL, P., TABACHNICK, B.G. & ALLEN, M.
(1993). Ethics in academia : students’ views of
professor's actions. Ethics & Behavior, 3,
149-162. |
|
SCHURR, G.M. (1982). Toward a code of ethics for
academics. Journal of Higher Education, 53,
318-134. |
KEITH-SPEIGEL, P., WITTIG, A.F., PERKINS, D.V., BALOGH,
D.W. & WHITLEY, B.E. (1993). The ethics of
teaching : A casebook. Muncie, IN : Ball State
University Press. |
|
WILSON, E.K. (1982). Power, pretence, and piggybacking :
Some ethical issues in teaching. Journal of Higher
Education, 53, 268-281. |
KEITH-SPIEGEL, P., TABACHNICK, B.G., WHITLEY, B.E. &
WASHBURN, J. (1998). Why do professors ignore cheating ?
Opinions of a national sample of psychology instructors. Ethics
& Behavior, 8, 215-227. |
|
SCRIVEN, M. (1982). Professorial ethics. Journal of
Higher Education, 53, 307-317. |
MASURO, C., NORTON, L.S., HARTLEY, J., NEWSTEAD, S.E.
& RICHARDSON, J.T.E. (2000). Practising what you
preach ? Lecturers' and students' perceptions of teaching
practices. Psychology Teaching Review, 9,
91-102. |
|
BROWN, R.D. & KRAGER, L. (1985). Ethical issues in
graduate education : Faculty and student responsibilities.
Journal of Higher Education, 56, 403-418. |
|
|
POPE, K.S. (1989). Teacher-student sexual intimacy. In
G.O. Gabbard (Ed.), Sexual exploitation in
professional relationships (pp. 163-176).
Washington, DC : American Psychiatric Press. |
|
|
| |
|
Voir aussi Éthique
du thérapeute et du Chercheur |
|
|
Enseignant-e
(Mesures/Évaluations) : Évaluation
- souvent scientifique
mais parfois institutionnelle
et non scientifiques - qui mesure plusieurs aspects du travail
d'un enseignement-e, notamment son efficacité.
Cette évaluation - parfois objective - mesure les qualités
des enseignements, et les
résultats scolaires de ses élèves, mais le plus souvent elle se contente uniquement d'évaluer la satisfaction
des élèves/étudiant-e-s à l'endroit de leurs enseignants
ou de leurs professeur(évaluation subjective) ou l'appréciation de
l'enseignant-e à l'égard de son propre travail
(auto-évaluation). L'évaluation d'un enseignant peut
également se faire par ses pairs,
notamment en examinant les documents pédagogiques produits
par un enseignant ou, mieux, en
l'observant donner ses cours
en classe. NDLR :
Il ne faut pas confondre l'efficacité
des techniques d'enseignement avec les qualités intrinsèques
de celui ou celle qui utilise ces techniques/méthodes, à savoir
l'enseignant-e ou le professeur : l'un et l'autre sont
complémentaires et peuvent faire l'objet d'évaluations
distinctes. =
évaluation des enseignants/professeurs.*évaluation
des enseignements.
Teaching
evaluation, student evaluation of teaching (SET), student
rating, student ratings of instruction, assessment
of teacher performance, assessment of
teacher efficacity.
| |
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GALBRAITH, C.S., MERRILL, G.B. & KLINE, D.M. (2012).
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DARLING-HAMMOND, L. (2012). Evaluating teacher evaluation.
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AMREIN-BEARDSLEY, A. & HALADYNA, T.M. (2012).
Validating a theory-based survey to evaluate teaching
effectiveness in higher education. Journal of
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CLANDININ, D.J. (1989). Developing rhythm in teaching :
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DARLING-HAMMOND, L. (2013). Can value added add value to
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FELDMAN, K.A. (1989). The association between student
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BARDEN, M.K. (2014). Teacher Evaluation, Development, and
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BABAD, E.Y. (1990). Measuring and changing teachers'
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CASHIN, W.E. (1990). Students do rate different academic
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GIGLIOTTI, R.J. & BUCHTEL, F.S. (1990). Attributional
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| |
|
Voir aussi évaluation des
enseignements et Observation
par les pairs |
|
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|
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Enseignant-e
(Formation) : Ensemble des
cours et des stages
qui permettent de former un enseignant.
= Formation des maîtres.
Becoming a teacher, training of teacher, preparing techer.
| |
|
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SZEMINSKA, A. (1980). Une psychologie pour les
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TARDIF, M. et ZIARKO, H. (Éd.) (1997). Continuités et
ruptures dans la formation des maîtres au Québec. Québec
: Les Presses de l'Université Laval. |
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ROSENSHINE, B.V. & STEVENS, R. (1986). Teaching
functions. In M. Wittrock (Ed.), Handbook of research
on teaching. New York : Macmillan. |
SHULMAN, L.S. (1998). Theory, practice, and the education
of professionals. The Elementary School Journal, 98
(5), 511-526. |
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DARLING-HAMMOND, L., BERRY, B. & THORESON, A.
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BERRY, B. (2001). No shortcuts to preparing good teachers.
Educational Leadership, 58 (8). |
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BLACK, B. & BOWEL, C. (1911). The training of teaching
assistants in departments of history. The History
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STONE, J.E. (2002). Teacher training and pedagogical
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ROTH, R. (1994). The university can't train teachers
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[PDF]
|
|
MOATS, L.C. (1994). The missing foundation in teacher
education : Knowledge of the structure of spoken and
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MOORE, J.W., EDWARDS, R.P., STERLING-TURNER, H.E., RILEY,
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MELLOUKI, M. et TARDIF, M. (1995). Recherche, débats
et discours sur la formation des enseignants au Québec :
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depuis 1980. Université Laval, Québec : Laboratoire
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CARBONNEAU, M. et TARDIF, M. (Dirs.) (2002). Les
réformes en éducation et leurs impacts sur la formation
des enseignants. Montréal/Sherbrooke : Éditions du
CRP. |
|
| |
|
Voir aussi Enseignant |
|
|
Enseignant-e
(Pouvoir) : Le pouvoir
d'un-e professeur-e est sa capacité à influencer ses élèves, à
leur apprendre, idéalement ce qui est prévu (le programme
scolaire), à favoriser les bonnes réponses, et ultimement à les
évaluer. Teacher power.
| |
|
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PLAX, T.G., KEARNEY, P., McCROSKEY, J.C. & RICHMOND,
V.P. (1986). Power in the classroom V I: Verbal control
strategies, nonverbal immediacy and affective learning. Communication
Education, 35, 43-55. |
|
RICHMOND, V.P. (1990). Communication in the classroom :
Power and motivation. Communication Education, 39,
181-195. |
|
SCHRODT, P. & TURMAN, P.D. (2006). Student perceptions
of teacher power as a function of perceived teacher
confirmation. Communication Education, 55, 265-297. |
|
SCHRODT, P., WITT, P.L. & TURMAN, P.D. (2007).
Reconsidering the measurement of teacher power use in the
classroom. Communication Education, 56, 308-332. |
|
SCHRODT, P., WITT, P.L. MYERS, S.A., TURMAN, P.D., BARTON,
M H. & JENBERG, K.A. (2008). Learner empowerment and
teacher evaluations as functions of teacher power use in
the college classroom. Communication Education, 57,
180 200. |
|
FINN, A.N. & LEDBETTER, A.M. (2013). Teacher power
mediates the effects of technology policies on teacher
credibility. Communication Education, 62 (1),
26-47. [PDF]
|
|
|
|
|
Enseignant-e
(Qualités) : Ensemble des
caractéristiques - les qualités
- qui font d'une personne un bon enseignant/
professeur, efficace
et apprécié de ses
étudiants/élèves. La liste de ces qualités est presque sans
fin puisqu'elle repose en partie sur la perception
des étudiants.
Best professor, good
teacher/bad teacher, effective teacher, highly qualified
teacher.
| |
|
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HALL R.V., LUND, D. & JACKSON, D. (1968). Effects of
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BEST, J.B. & ADDISSON, W.E. (2000). A preliminary
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WHITFIELD, T. (1976). How students perceive their
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ANDERSEN, J.F. (1979). Teacher immediacy as a predictor of
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ZAHORIK, J. (1990). Stability and flexibility in teaching.
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|
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Voir aussi Évaluation des
enseignements |
|
|
|
Enseignant-e
(Stress/Anxiété) :
Stress ou anxiété qu'un enseignant/professeur
éprouve en classe ou simplement à l'idée d'y être.
Teacher stress.
| |
|
|
ROYER, N., LOISELLE, J., DUSSAULT, M., COSSETTE, F. et
DAUDELIN, C. (2001). Le stress des enseignants québécois à
diverses étapes de leur carrière. Vie Pédagogique, 119,
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McCORMICK, J. et BARNETT, K. (2010). Teachers' attributions
for stress and their relationships with burnout.
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Classroom-based interventions and teachers' perceived job
stressors and confidence: Evidence from a randomized trial
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JEPSON, E. et FORREST, S. (2006). Individual contributory
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KLASSEN, R.M., USHER, E.L. & BONG, M. (2010). Teachers'
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KLASSEN, R.M. (2010). Teacher stress: The mediating role of
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KARAJ, S. et RAPTI, E. (2013). Teacher job stress in Albania
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KLASSEN, R.M. et CHIU, M. M. (2010). Effect on teachers'
self-efficacy and job satisfaction : Teacher gender, years
of experience and job stress. Journal of Educational
Psychology, 102(3),
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MASSÉ, L., BÉGIN, J.-Y., COUTURE, C., PLOUFFE-LEBOEUF, T.,
BEAULIEU-LESSARD, M. & TREMBLAY, J. (2015). Stress des
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(2), 179-200. [PDF]
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Enseigner
: Enseignement : Pour les uns, transmission des matières
(connaissances
théoriques et pratiques) du professeur/ enseignant
vers l'élève/étudiant; pour les autres, aménagement par le
professeur de la classe et du milieu scolaire afin de favoriser
les apprentissages théoriques et pratiques de l'élève/étudiant.
Dans tous les cas, l'enseignement est une technologie,
qui se déroule généralement dans une l'école,
au moyen de cours,
dans lesquels on utilise de plus en plus souvent l'ordinateur.
Enseignement, méthode/Techniques
d'enseignement et éducation.
= montrer ce qu'il faut savoir, ce
qu'il faut faire, ce qu'il faut être. ( ):
Voir tableaux ci-dessous. Teaching, teaching
method, effective learning techniques.
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|
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WITMER, L. (1919). Performance and success : An outline of
psychology for diagnostic testing and teaching. Psychological
Clinic, 12, 145-170. |
STATHAN, A., RICHARDSON, L. & COOK, J.A. (1991). Gender
and university teaching. Albany : State University
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Voir aussi Site
internet pédagogique, Classe,
Apprentissage,
Brevet d'enseignement, Éducation
et Étudier |
| |
|
|
Enseignement
(Domaines) :
|
|
|
Enseignement
(Efficacité) : Évaluation
- souvent scientifique
mais parfois institutionnelle
et non scientifique - qui mesure l'efficacité
des techniques et des méthodes
d'enseignement. NDLR : Il ne faut pas
confondre l'efficacité des techniques d'enseignement avec les qualités
intrinsèques de celui ou celle qui utilise ces
techniques/méthodes, à savoir l'enseignant-e ou le
professeur: l'un-e et l'autre sont complémentaires et peuvent
faire l'objet d'évaluations distinctes.
=
satisfaction des enseignements. Enseigner, méthode
pédagogique et Projet
Follow Through.
Teaching evaluation,
effective teaching, student evaluation of teaching, teaching
rating, Educational effectiveness research (EER).
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|
|
| |
|
Voir aussi
Brevet d'enseignement |
| Évaluation
à distance des enseignements |
|
LAYNE, B.H., DECRISTOFORE, J.R. & McGINTY, D. (1999).
Electronic versus traditional students rating of
instruction. Research on Higher Education, 40
(2), 221-232. |
NORRIS, J. & COON, C. (2005). Investigating strategies
for increasing student response rates to online-delivered
course evaluations. Quarterly Review of Distance
Education, 6 (1), 13-29. |
|
BEATTIE, J., SPOONER, F., JORDAN, L., ALGOZZINE, B. &
SPOONER, M. (2002). Evaluating instruction in distance
learning classes. Teacher Education & Special
Education, 25, 124-132. |
ANDERSON, H.M., CAIN, J. & BIRD, E. (2005). Online
student course evaluations : Review of literature and a
pilot study. American Journal of Pharmaceutical
Education, 69 (1), 34-43.
[PDF] |
|
KASIAR, J.B., SCHROEDER, S.L. & HOLSTAD, S.G. (2002).
Comparison of traditional and web-based course evaluation
processes in a required, team-taught pharmacotherapy
course. American Journal of Pharmaceutical Education,
66, 268-270. |
AVERY, R.J., BRYANT, W.K., MATHIOS, A., KANG, H. &
BELL, D. (2006). Electronic course evaluations : Does an
online delivery system influence student evaluations ?
Journal of Economic Education, 37 (1), 21-37.
[PDF] |
|
| |
|
Voir aussi Apprentissage
à distance |
|
|
Enseignement (Méthodes/Techniques) : Manière
d'enseigner qui repose sur des de principes, de méthodes, de
techniques et d'outils qui favorisent l'apprentissage,
aussi bien à l'école qu'en
entreprise. À l'école,
ces méthodes sont utilisées par les enseignants
et les professeurs pour
enseigner à leur élèves/étudiants
avec plus d'efficacité et de rigueur. Méthode d'enseignement, enseigner
et apprentissage.
= méthode pédagogique, technique
pédagogique.
Teaching, teaching method,
teaching practice, teaching model, art of teaching, way of
teaching.
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BROOKFIELS, S.D. & PRESKILL, S. (2005). Discussion
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Enseignement à distance : Désigne toute forme d'enseignement
fait hors classe (à
la maison, au bureau, en usine, etc.), donc en l'absence d'un enseignant/
professeur. Les
apprentissages sont généralement réalisés par le truchement d'un ordinateur
ou d'autres moyens de communication (télévision,
caméra, poste, balladeur, téléphone,
etc.), en direct (synchrone)
ou en différé (asynchrone).
Il se présente sous de multiples formes, qui vont du simple exercice
ou jeu-questionnaire,
à des formes plus structurées comme un cours
complet (mooc).
Enseignement à distance, technologie
de l'information et de la communication (TIC) et
enseignement
à distance pour tous. =
enseignement, cours, éducation ou formation à distance (FAD), en
ligne. /En
présentiel. On-line learning, distance
learning, on-line education, E-learning, distance education,
mobile apps, video conferencing.
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[PDF] |
| |
| |
|
Voir aussi TIC,
Apprentissage,
Enseignement assisté par ordinateur et
Utilisibilité |
| |
|
|
Enseignement à distance synchrone/asynchrone : Forme d'enseignement à distance dans laquelle l'enseignement se fait soit : a) de manière synchrone, ce qui signifie en temps réel : le cours est
donné par le professeur et reçu par l'étudiant au même moment
(simultanément), mais dans des lieux différents; à la TV on dirait
«en direct». b) soit de manière asynchrone, ce
qui veut dire qu'il s'écoule un certain laps de temps entre le
moment où l'enseignement est donné - via un enregistrement - et le
moment où il est reçu par l'étudiant; à la télévision, on dirait
en différé.
= En direct, simultanément
(synchrone), en différé (asynchrone).
Synchronous
e-Learning.
| |
Mêmes moments |
Moments différents |
| Mêmes
lieux |
En
classe/Présentiel/Synchrone |
- |
| Lieux
différents |
À distance/Synchrone |
À distance/asynchrone |
|
| |
|
|
MAYADAS, F. (1997). Asynchronous learning networks : A
Sloan Foundation Perspective. Journal of Asynchronous
Learning Networks, 1 (1), 1-16. |
|
|
FREDERICKSEN, E., PICKET, A., SHEA, P., PELZ, W. &
SWAN, K. (2000). Student satisfaction and perceived
learning with on-line courses : Principles and examples
from the SUNY Learning Network. Journal of
Asynchronous Learning Networks, 4 (2), 7-41. |
SULLIVAN, F., HAMILTON, C., ALLESSIO, D., BOIT, R.,
DESCHAMPS, A.T., VARGAS R.G., RANDALL, A., WILSON, N.
& ZHU, Y. (2011). Representational guidance and
student engagement : Examining designs for collaboration
in online synchronous environments. Educational
Technology Research & Development, 59, 619-644. |
|
BENDER, D.M., WOOD, B.J. & VREDEVOOGD, J.D. (2004).
Teaching time : Distance education versus classroom
instruction. The American Journal of Distance
Education, 18 (2), 103- 114. |
|
|
BEYT-MAROM, R., SAPORTA, K. & CASPI, A. (2005).
Synchronous vs. asynchronous tutorials : Factors affecting
student perferences and choices. Journal of Research
on Technology in Education, 37, 245-262. [PDF] |
|
|
BREWER, S. & KLEIN, J.D. (2006). Type of positive
interdependence and affiliation motive in an asynchronous,
collaborative learning environment. Educational
Technology, Research & Development, 54 (4),
331-354. |
|
|
KINSHUK & CHEN, N.S. (2006). Synchronous methods and
applications in E-Learning. Campus-Wide Information
Systems, 23 (3). |
|
|
REDMOND, R.A., PARKINSON, A., MULALY, A. & DOLAN, D.
(2007). Synchronous E-learning : Three perspectives In M.
Iskander (Ed.), Innovations in E-learning
instruction technology, assessment, & engineering
education (pp. 75-180). Springer. |
TABAK, F & RAMPAL, R. (2014). Synchronous e-learning :
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|
BERRY, G. (2008). Asynchronous discussions : Best
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Teaching & Learning. Madison : University of Wisconsin
System |
|
|
HRASTINSKI, S. (2008). Asynchronous and synchronous
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|
SAUVÉ, L., VILLADIER, L. et PROST, W. (2008). Une
formation mixte (synchrone et asynchrone) offerte en ligne
pour le développement des compétences des enseignants dans
leur milieu de travail : étude de cas. Revue
Internationale des Technologies en Pédagogie
Universitaire/International Journal of Technologies in
Higher Education, 5 (3), 66-79. [PDF] |
MARTIN, F., AHLGRIM-DELZELL, L. & BUDHRANI, K. (2017).
Systematic review of two decades (1995 to 2014) of
research on synchronous online learning. American
Journal of Distance Education, 31 (1), 3-19.
[PDF] |
| |
|
|
Voir aussi Enseignement
à distance |
|
|
Enseignement
à distance pour tous : CLOM :
Expression utilisée pour désigner les cours
à distance offerts à tous (CLOM) par certaines universités.
Offert à tous signifie qu'il n'y a pas ou peu de critère
d'admission, ni droits/ frais
de scolarité dans bien des cas.
TIC, Apprentissage
et Enseignement
assisté par ordinateur.
= cours
à distance, cours en ligne ouvert à tous et gratuit, Cours en
Ligne Ouvert et Massif, CLOM, enseignement de masse. Enseignement
à distance pour tous.
Massive Open Online
Course, MOOC, open education, open networked learning
environment, pedagogy without a teacher.
| |
|
|
BULLEN, M. (1998). Participation and critical thinking in
online university distance education. Journal of
Distance Education, 13 (2), 1-32. |
PANTO, E. & COMAS-QUINN, A. (2013). The challenge of
open education. Journal of E-Learning & Knowledge
Society, 9 (1), 11-22. |
|
ANNETTA, L.A., MURRAY, M., LAIRD, S., BOHR, S. & PARK,
J. (2008). Investigating student attitudes toward a
synchronous, online graduate course in a multiuser virtual
learning environment. Journal of Technology &
Teacher Education, 16 (1), 5-34. |
PENCE, H.E. (2013). When will college truly leave the
building : If MOOCS are the answer, what is the question ?
Journal of Educational Technology Systems, 41
(1), 25-33. |
|
CORMIER, D. & SIEMENS, G. (2010). Through the open
door : Open courses as research, learning, and engagement.
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Composition and Communication. |
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KOP, R. (2011). The challenges to connectivist learning on
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KOP, R., FOURNIER, H. & MAK, S.F.J. (2011). A pedagogy
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KOP, R., FOURNIER, H. (2011). New dimensions to
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BRUFF, D.O., FISHER, D.H., McEWN, K.E. & SMITH, B.E.
(2013). Wrapping a MOOC : Student perceptions of an
experiment in blended learning. MERLOT Journal of
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KOP, R. & CARROLL, F. (2011). Cloud computing and
creativity : Learning on a massive open online course. European
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ALARIO-HOYOS, C., PÉREZ-SANAGUSTÍN, M., DELGADO- KLOOS,
C., PARADA, H.A., MUÑOZ-ORGANERO, M. &
RODRÍGUEZ-DE-LAS-HERAS, A. (2013). Analysing the impact of
built-in and external social tools in a MOOC on
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MILLIGAN, C., LITTLEJOHN, A. & MARGARYAN, A. (2013).
Patterns of engagement in connectivist MOOCs. MERLOT
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DELLAROCAS, C. & VAN ALSTYNE, M. (2013). Money models
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KHALIL, H. & EBNER, M. (2013). How satisfied are you
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online courses. In J. Herrington et al. (Eds.),
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multimedia, hypermedia and tlecommunications (pp.
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RODRIGUEZ, C.O. (2013). The concept of openness behind c
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BOURCIEU, S. & LÉON, O. (2013). Les MOOC, alliés ou
concurrents des business schools ? L'Expansion
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VARDI, M.Y. (2012). Will MOOCs destroy academia ? Com-
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KARSENTI, T. (2013). MOOC : What the research says. International
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[PDF] |
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DeWAARD, I., KOUTROPOULOS, A., HOGUE, R.J., ABAJIAN, S.C.,
KESKIN, N., RODRIGUEZ, C.O. & GALLAGHER, M.S. (2012).
Merging MOOC and mLearning for Increased Learner
Interactions. International Journal of Mobile &
Blended Learning, 4 (4), 34-46. |
YEAGER, C., HURLEY-DASGUPTA, B. & BLISS, C.A. (2013).
MOOCs and global learning : An authentic alternative. Journal
of Asynchronous Learning Networks, 17 (2), 133-147.
[PDF] |
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KHALIL, H. & EBNER, M. (2013). How satisfied are you
with your MOOC ? - A research study on interaction in huge
online courses. Journalism & Mass Communication
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KOP, R., FOURNIER, H. & DURAND, G. (2014). Challenges
to research in Massive Open Online Courses. Merlot
Journal of Online Learning & Teaching, 10 (1),
1-15. [PDF] |
| |
|
|
Voir aussi Enseignement, Enseignement
assisté par ordinateur et Utilisibilité |
|
|
|
|
|
Enseignement
assisté par ordinateur : Enseignement
qui favorise un
apprentissage fait en classe
ou à la maison au moyen d'un ordinateur
doté d'un logiciel
éducatif, d'un tutoriel
ou d'un site
pédagogique disponible sur Internet.
EX: Ce lexique est un exemple de site pédagogique
qui s'adresse à des étudiant-e-s en psychologie du collégial ou de
l'université.
= apprentissage assisté
par ordinateur. Enseignement assisté par odinateur, technologie
de l'information et de la communication (TIC) et
tutoriel.
E-learning, computer-assisted
instruction, computer-based teaching, educational apps.
| |
|
|
ATKINSON, R.C. (1968). The role of the computer in
teaching initial reading. Childhood Education, 44,
464-470. |
BUZHARDT, J. & SEMB, G. (2005). Integrating online
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effectiveness. Teaching of Psychology, 32,
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COLLINS, A.M. & ADAMS, M.J. (1977). Comparison of two
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BANGERT-DROWNS, R.L., KULIK, J.A. & KULIK, C.-L.C.
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VARGAS, J.S. (1986). Instructional design flaws in
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CAMPBELL, C. (2006). Student use of information and
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KOZMA, R. (1991). Learning with media. Review of
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SHIMOFF, E. & CATANIA, A.C. (1995). Using computers to
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BRENT, E. (1999). Computers in the undergraduate
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WANG, A.Y. & NEWLIN, M.H. (2000). Characteristics of
students who enroll and succeed in psychology web-based
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137-143. |
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BROWN, K.G. (2001). Using computer to deliver training :
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benefits and challenges of using laptop computers in
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technology in supporting multiage classroom practices. Information
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HUANG, Y.M., CHIU, P.S., LIU, T.C. & CHEN, T-.S.
(2011). The design and implementation of a meaningful
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BALAJTHY, E. (2002). Information technology and literacy
assessment. Reading & Writing Quarterly, 18,
369-373. |
FINN, A.N. & LEDBETTER, A.M. (2013). Teacher power
mediates the effects of technology policies on teacher
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JACKSON, P. (2003). Ten challenges for introducing
Web-supported learning to overseas students in the social
sciences. Active Learning in Higher Education, 4,
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BLOOM, K.C. & HOUGH, M.C. (2003). Student satisfaction
with technology-enhanced learning. Computers,
Informatics, Nursing, 21, 241-246. |
MUELLER, P.A. & OPPENHEIMER, D.M. (2014). The pen is
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JOINER, R. (2004). Supporting collaboration in virtual
learning environments. CyberPsychology &
Behavior, 7, 197-200. |
HIRSH-PASEK, K., ZOSH, J.M., GOLINKOFF, R.M., GRTA, M.B ,
ROBB, M.B. & KAUFMAN, J. (2015). Putting education in
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GILANI, B. & O'GUINN, C. (2004). Cognitive theories
and the design of e-learning environments. Studies in
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| |
| |
|
Voir aussi Enseignement
à distance, Enseignement à distance pour tous MOOC, Enseignement,
Ordinateur
et TIC |
| |
|
|
Enseignement centré sur l'élève :
Student-centered learning.
| |
|
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PEDERSEN, S. & LIU, M. (2003). Teachers’ beliefs
about issues in the implementation of a student-centered
learning environment. Educational Technology Research
&Development, 51 (2), 57-76. |
JONES, L. (2007). The student-centered classroom. Cambridge
University Press.
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|
GEVEN, K. & ATTARD, A. (2012). Time for
student-centred learning ? In A. Curaj, P. Scott, L.
Vlasceanu & L. Wilson (Eds.), European higher
education at the crossroads : between the Bologna Process and national reforms (pp. 153-172). Dordrecht, Netherlands : Springer.
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LAND, S., HANNAFIN, M. & OLIVER, K. (2012).
Student-centred learning environments : Foundations,
assumptions and design. In D. Jonassen and S. Land (Eds.)
Theoretical foundations of learning environments
(pp. 1–25). New York and Abingdon: Routledge. |
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KRAHENBUHL, K. (2016). Student-centered education
and constructivism : Challenges, concerns, and clarity for
teachers. Clearing House, 89 (3), 97-105. |
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KLEMENCIC, M. (2017). From student engagement to student
agency : Conceptual considerations of European policies on
student-centered learning in higher education. Higher
Education Policy, 30, 69–85.
[PDF] |
TALBERT, E. (2019). Does student-centered
instruction engage students differently ? The moderation
effect of student ethnicity.The Journal of
Educational Research, 112 (3), 327–341.
|
|
|
Voir aussi Enseignement |
|
|
Enseignement cognitiviste : Ensemble
des méthodes
d'enseignement qui s'inspirent des modèles du
traitement de l'information, à l'exclusion des modèles néo-piagétiens
et socio-constructivistes.
Cognitive teaching models.
| |
|
|
PRESSLEY, M. & WOLOSHYN, V. (1990). Cognitive
strategy instruction that really improves children's
academic performances. Cambridge, MA : Brookline
Books. |
|
COLLINS, A., BROWN, J.S. & HOLUM, A. (1991). Cognitive
apprenticeship : Making thinking visible. American
Educator, 15 (3), 6-46. |
|
WILSON, B.G. & COLE, P. (1996). Cognitive teaching
models. In D.H. Jonassen (Ed.), Handbook of research
in instructional technology (pp. 601-621). New York
: Mac Millan. |
|
|
Voir aussi Enseignement et Science |
|
|
|
|
Enseignement
de l'anglais :
Teaching English.
| |
|
|
SEIDHOFER, B. (2004). Research perspectives on teaching
English as a lingua franca. Annual Review of Applied
Linguistics, 24, 209-239. |
|
|
Voir aussi Enseignement |
|
|
Enseignement de l'économie :
Teaching economy.
| |
|
|
LIST, J. (2014). Using field experiments to change the
template of how we teach economic. Journal of Economic
Education, 45 (2), 81-89. |
|
GERLACH, P. (2017). The games economists play : Why
economics students behave more selfishly than other
students. PLOS ONE, 12:9, e0183814 [PDF]
|
|
|
Voir aussi Enseignement |
|
|
Enseignement de l'histoire : Ensemble des
techniques et des méthodes qui servent à
enseigner l'histoire.
History
teaching.
| |
|
|
CAIN, L. (1983). Revitalizing history teaching through
hstorical fiction. Ilinois Schools Journal, 63,
24-32. |
|
|
GAGNON, P. (1988). Why study history ? The Atlantic
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FERRETTI, R.P., MacARTHUR, C.A. & OKOLO, C.M. (2005).
Misconceptions about history : Reflections on teaching for
historical understanding in an inclusive fifth-grade
classroom. In T.E Scruggs & M.A. Mastropieri (Eds.), Advances
in learning and behavioral disabilities. Cognition and
learning in diverse settings (Vol. 18, pp.
261-299). Oxford, UK : Elsevier Sciences/JAI Press. |
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DUTHIE, J. (1989). The current state of history teaching.
History & Social Science Teacher, 24,
135-138. |
|
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SEIXAS, P. (1991). Critical thinking in history.
Horizon, 29 (1), 10-13. |
|
|
SHAPIRO, S. (1991). Training historians to teach. The
History Teacher, 25, 56-61. |
|
|
BLACK, B. & BOWEL, C. (1911). The training of teaching
assistants in departments of history. The History
Teacher, 24, 435-434. |
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|
WINEBURG, S.S. (1991). On the reading of historical texts
: Notes on the breach between school and academy. American
Educational Research Journal, 28, 495-519. |
|
|
GRAVES, H. (1992). Explaining history before teaching It.
The History Teacher, 25 (2), 175-181. |
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BOOTH, M. (1993). Students historical thinking and the
National History Curriculum in England. Theory &
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GERSTEN, R., BAKER, S., SMITH-JOHNSON, J. & DIMINO, J.
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MITCHELL, W. (1993). Using the position paper to teach
higher-level thinking skills in American history. OAH
Magazine of History, 7 (4), 5-7. |
COVENTRY, M., FELTON, P. JAFFEE, D., O'LEARY, C. WEIS, T.
& MCGOWAN, S. (2006). Ways of seeing : Evidence and
learning in the history classroom. Journal of
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SEIXAS, P. (1993). The community of inquiry as a basis of
knowledge and learning : The case of history. American
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LACEY, B. (1994). Evaluating viewpoints : Critical
thinking in United States history. History Teacher, 27
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KIDWELL, F. (1996). Why do I have to study history ? Social
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STAHL, S., HYND, C., BRITTON, B., McNISH, M. &
BOSQUET, D. (1996). What happens when students read
multiple source documents in history ? Reading
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OKOLO, C.M., ENGLERT, C.S., BOUCK, E.C. & HEUTSCHE,
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environment for improving history instruction. Journal
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YEAGER, E.A. & DAVIS, O.L. (1996). Classroom teachers'
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FERRETTI, R.P., MacARTHUR, C.A. & OKOLO, C.M. (2007).
Students' misconceptions about U.S. Westward migration.
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BENNETT, C. & FORNEY, L. (1997). Oral history : A
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BLAKE, C. (1998). Historical empathy : A response to
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PAUL, R. & ELDER, L. (1999). Critical thinking :
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WINEBURG, S. (2001). Historical thinking and other
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BOUCK, E.C., OKOLO, C.M., ENGLERT, C.S. & HEUTSCHE, A.
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OKOLO, C.M., FERRETTI, R.P. & MacARTHUR, C.A. (2002).
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MacARTHUR, C.A., FERRETTI, R.P. & OKOLO, C.M. (2002).
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Voir aussi Biologie,
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Enseignement
des sciences et Résolution
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Enseignement de la chimie : Ensemble des techniques et des méthodes qui servent à enseigner la chimie.
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Voir aussi Enseignement, Science,
Enseignement
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Enseignement de la géographie : Ensemble des techniques et des méthodes qui servent à enseigner la géographie.
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Enseignement
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Enseignement de la physique : Ensemble des techniques
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Voir aussi Enseignement, Science,
Enseignement
des sciences et Résolution
de problème |
|
|
|
|
|
Enseignement de la science politique : Ensemble des
techniques et des méthodes qui servent à
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TIRUNEH, G. (2007). Does attendance enhance Political
Science grades? Journal of Political Science
Education, 3 (3), 265-276. |
CASSESE, E.C., BOS, A.L. & DUNCAN, L.E. (2012).
Integrating Gender into the Political Science Core
Curriculum.PS : Political Science & Politics, 45
(2), 238-243. |
|
WAKELEE, D. (2008). Short duration political science
simulations. Academic Exchange Quarterly, 12
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FLAHERTY, A. (2013). Engaging issues of diversity in the
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SIMPSON, A. & GAUSSLER, B. (2009). IR teaching
reloaded: Using films and simulations in the teaching of
international relations. International Studies
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Voir aussi Science
politique et Enseignement
|
|
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Enseignement de précision : Méthode
d'enseignement mise au point par Lindsley,
fondée sur les principes du conditionnement
opérant, et qui vise à atteindre la fluidité
des apprentissages.
Precision teaching, PT, fluency
Learning.
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SKINNER, B.F. (1968). The technology of teaching.
New York : Appleton-Century-Crofts. |
BECK, R. & CLEMENT, R. (1991). The Great Falls
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training sequence. Seattle, WA : Special Child
Publications. |
LINDSLEY, O.R. (1991). Precision teaching's unique legacy
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BRADFIELD, R.H. (1970). Precision teaching : A useful
technology for special education teachers. Educational
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LINDSLEY, O.R. (1971). Precision teaching in perspective.
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BECK, R. & CONRAD, D. (1992). An introduction to
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|
LINDSLEY, O.R., KOENIG, C.H., NICHOL, J.B., KANTER, D.B.
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BRADFIELD, R.H. & CRINER, J. (1971). Precision
teaching the learning-disabled child. In R.H. Bradford
(Ed.), Behavior modification of learning disabilities
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LINDSLEY, O.R. (1972). From Skinner to precision teaching
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MILLER, J.E. & CALKIN, A.B. (1980). Using precision
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EATON, M. & FOX, S. (1983). Using precision teaching
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LINDSLEY, O.R. (1995). Precision teaching : By teachers
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GERSTEN, R., CARNINE, D. & WHITE, W.A.T. (1984). The
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BERQUAM S. (1985). Precision teaching : Does it work ?
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HENDLER C.P. (1985). The effects of precision teaching on
children with academic difficulties. Journal of
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GIROUX, N. et FORGET, J. (1996). L'enseignement de
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WHITE, O.R. (1986). Precision teaching - Precision
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BLACKWELL, A., STOOKEY, S. & McLAUGLIN, T.F. (1996).
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CHIESA, M. & ROBERTSON, A. (2000). Precision teaching
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BARRETT, B.H. (1987). Drifting ? Course ? Destination ? :
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RAYBOULD, E.C. & SOLITY, J.E. (1988). More questions
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BINDER, C. (1988). Precision Teaching : Measuring and
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LINDSLEY, O.R. (1990). Precision teaching : By teachers
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BINDER, C., HAUGTON, E. & VAN EYK, D. (1990).
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CIHON, T.M. (2007). A review of training intraverbal
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LINDSLEY, O.R. (1990). Precision teaching : By teachers
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RAMOS-CHRISTIAN, V., SCHLESER, R. & VARN, M.E. (2008).
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ESHLEMAN, J.W. (1990). The history and future of precision
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| |
LOLICH, E., McLAUGHLIN, T.F. & WEBER, K.P. (2012). The
effects of using reading racetracks combined with direct
instruction precision teaching and a token economy to
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| |
RAMEY, D., LYDON, S., HEALY, O., McCOY, A., HOLLOWAY, J.
& MULHERN, T. (2016). A systematic review of the
effectiveness of precision teaching forr individuals with
developmental disabilities. Review Journal of Autism
& Developmental Disorders, 3 (3), 179-185. |
| |
|
|
Voir aussi Enseignement
et Lindsley |
|
|
Enseignement des langues : Ensemble des techniques et des méthodes qui servent à enseigner les langues.
| |
|
|
PLANTE, I., THÉORÊT, M. & FAVREAU-O.E. (2009). Student
gender stereotypes : contrasting the perceived maleness
and femaleness of mathematics and language. Educational
Psychology, 29 (4), 385-405. |
|
PLANTE, I., THÉORÊT, M. & FAVREAU, O.E. (2010). Les
stéréotypes de genre en mathématiques et en langues :
recension critique en regard de la réussite scolaire. Revue
des Sciences de l'Éducation, 36 (2), 389-419. [PDF] |
|
|
|
Enseignement
des mathématiques/statistiques/géométrie : Ensemble
des techniques et des méthodes qui
servent à enseigner les mathématiques,
la géométrie, les
statistiques, notamment dans les cours d'initiation
à la statistique. Nombre,
dyscalculie et
habileté en mathématique.
=
didactique des mathématiques.
Teaching
mathematics, Learning mathematics, mathematical learning, psychology
of arithmetic.
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|
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BUTTERWORTH, B. (1999). The mathematical brain.
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fr l'Apprentissage. [PDF] |
| |
| |
|
Voir aussi Dyscalculie,
Différence sexuelle, Calcul,
Littéracie
mathématique, Anxiété
scolaire et Habileté
mathématique |
| |
|
|
Enseignement
des sciences et des technologies : Ensemble des
techniques et des méthodes qui servent à
enseigner les sciences >et
de leur application (technologies).
| |
|
|
SKINNER, B.F. (1968). Teaching science in high
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| |
| |
|
Voir aussi Enseignement,
Science, Anxiété
scolaire et Littératie
scientifique |
| |
|
|
Enseignement
direct : Méthode
d'enseignement développée par Engelmann.
Cette méthode se fonde sur l'organisation explicite et
systématique de la matière, le renforcement
(feed-back), le contre-exemple
et la répétition.
Une étude américaine, le projet
Follow througt, considère qu'il s'agit de la plus efficace
des méthodes d'apprentissage scolaire. EX:
Duoligno.
= enseignement par
instruction, enseignement par instruction directe. Direct
instruction, DI, group instruction.
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O'CONNOR, R.E., JENKINS, J.R., COLE, K.N. & MILLS,
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LOLICH, E., McLAUGHLIN, T.F. & WEBER, K.P. (2012). The
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KAME'ENUI, E.J., JITENDRA, A.K. & DARCH C.B. (1995).
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MaCARTHUR, C.A., SCHWARTZ, S.S., GRAHAM, S. & MOLLOY,
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ADAMS, G.L. & ENGELMANN, S. (1996). Research on
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BISHOPP, L., McLAUGHLIN, T.F., DERBY K.M. &
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kindergarten students with developmental delays number
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HILLER, K.R., McLAUGHLIN, T.F., DERBY K.M. &
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WOOD, T.W. (2014). Engelmann's direct instruction :
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|
| |
FJORTOFT, A., MCLAUGHLIN, TF., DERBY, M., EVERSON, M.
& JOHNSON, K. (2014). The effects of two direct
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review detailing the effectiveness of direct instruction
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BECHTOLT, S., MCLAUGHLIN, T.F., DERBY, K.M. & BLECHER,
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5-7. |
HARRIS, M., HELLING, J., THOMPSON, L., NEYMAN, J.,
McLAUGHLIN, T.F., HATCH, K. & JACK, M. (2015). The
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XIN, Y.P. & JITENDRA, A.K. (1999). the effects of
instruction in solving mathematical word problems for
students with learning problems : A meta-analysis. The
Journal of Special Education, 32 (4), 207-225. |
THÉORÊT, M. (2016). Enseignement direct et synthèse sur le
béhaviorisme. Dans C. Raby, et S. Viola (Dirs.), Modèle
d'enseignement et théories d'apprentissage : de la
pratique à la théorie. Montréal : CEC. |
TARVER, S.G. (1999). Focusing on direct instruction. Current
pactice alerts; Division for Learning Disabilities &
Division for Research, 2, 1-4.
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STOCKARD, J. WOOD, T.W., COUGHLIN, C. & KHOURY, C.R.
(2018). The effectiveness of direct instruction curricula
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of Educational Research, 88 (4), 479-507. |
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BUTLER, K. (2020). The value of direct instruction for
at-risk students. Journal of Education &
Development, 4 (2), 10-16. [PDF] |
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HEMPENSTALL, K. (2020). Teaching reading through direct
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133–139. |
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STOCKARD, J., WOOD, T.W., COUGHLIN, C. & KHOURY, C.R.
(2020). All students can suceed : A ahlf-century of
research on the effectiveness of direct instruction.
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ROLF, K.R. & SLOCUM, T.A. (2021). Features of direct
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MASON, L. & OTERO, M. (2021). Just how effective is
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(3), 775-784. |
| |
|
|
Voir aussi Enseignement, Lecture
et Engelmann |
|
|
Enseignement
entre les pairs guidé par l'enseignant : Méthode
d'enseignement développée par Mazur,
et qui consiste en de courtes périodes de lecture, suivies de
questions visant à vérifier la rétention, puis d'une rélexion dont
le but est de mettre en évidence des difficultés de compréhension,
étape réalisée en groupe, par les élèves/étudiants (les pairs). Le
cycle se termine par une nouvelle série de questions formulées par
l'enseignant mais inspirées des difficultés soulevées par les
pairs. *enseignement par les pairs.
Peer instruction.
| |
|
|
MAZUR, E. (1997). Peer instruction : A user's manual
: Upper Saddle River, NJ : Prentice Hall. |
CORTRIGHT, R.N., COLLINS, H.L., RODENBAUGH, D.W. &
DICARLO, S.E. (2003). Studentretention of course content
is improved by collaborative-group testing. Advances
in Physiology Education, 29, 102-108. |
|
RAO, S.P. & DICARLO, S.E. (2000). Peer instruction
improves performance on quizzes. Advances in
Physiology Education, 24 (1), 51-55. |
CORTRIGHT, R.N., COLLINS, H.L. & DICARLO, S.E. (2005).
Peer instruction enhanced meaningful learning : Ability to
solve novel problems. Advances in Physiology
Education, 29, 107-111. [PDF] |
|
CROUCH, C.H. & MAZUR, E. (2001). Peer Instruction :
Ten years of experience and results. American Journal
of Physics, 69 (9), 970-976. [PDF] |
LASRY, N., MAZUR, E. & WATKINS, J. (2008). Peer
instruction : From Harvard to community colleges. American
Journal of Physics, 76, 1066-1069. |
|
FAGEN, A., CROUCH, C.H. & MAZUR, E. (2002). Peer
Instruction : results from a range of classrooms.
The Physics Teacher, 40, 206-209. [PDF] |
MILLER, K., LASRY, N., LUKOFF, B., SHELL, J. & MAZUR,
E. (2014). Conceptual question response times in Peer
Instruction classrooms. Physical Review Physics
Education Research, 10, 1-6. [PDF] |
|
|
Voir aussi Enseignement
|
|
|
Enseignement
explicite :
Cette expression - synonyme d'enseignement
structuré - désigne un ensemble de méthodes
d'enseignement fortement inspiré par les les travaux de Skinner,
Lindsley Gagné
et Rosenshine, parfois
reinterprétées (mais pas nécessairement) à la lumière des théories
cognitives, notamment celles de
Vygotsky (zone
proximale de développement) et de Sweller
(charge cognitive).
Cet ensemble de méthodes s'appuie sur l'idée qu'il est
généralement préférable de guider
les apprentissages que de laisser la personne qui apprend trouver
par elle-même comment apprendre. Ces méthodes
découpent donc la matière
scolaire en petites parties et l'organisent de manière
systématique (du plus simple au plus complexe) et structurée
(courtes étapes, directives claires, rétroaction rapide,
nombreuses répétitions, etc.). Dans ce contexte, le terme
«explicite» signifie «structure évidente pour l'élève». =
stratégie centrée sur l'enseignant, enseignement traditionnel,
stratégie directive, enseignement structuré, enseignement
organisé. /enseignement
non-structuré. Explicit teaching model,
cognitive strategy instruction.
| |
|
|
PEARSON, P.D. & GALLAGHER, M.C. (1983). The
instruction of reading comprehension. Contemporary
Educational Psychology, 8, 317-344. |
|
|
ROSENSHINE, B.V. (1986). Vers un enseignement efficace des
matières structurées. In M. crahay et D. Lafontaine
(Dir.), L'art et la science de l'enseignement
(pp. 81-96). Bruxelles : Éditions Labor. |
BISSONNETTE, S., GAUTHIER, C. & PÉLADEAU, N. (2010).
Un objet qui manque à sa place : les données probantes
dans l'enseignement et la formation. In In B. Wentzel
& M. Mellouki (Eds.), Recherche et formation à
l'enseignement - Spécificités et interdépendance : Actes
de la Recherche de la HEP-BEJUNE. [PDF] |
|
ROSENSHINE, B.V. (1986). Synthesis of research on explicit
teaching. Educational Leadership, 43 (7), 60-69. |
CLÉMENT, C. (2015). Efficacité de l'enseignement :
l'exemple de l'enseignement explicite. In S. Zarrouk (Ed)
Penser l’efficacité en sciences de l’éducation : un regard multidisciplinaire
(pp. 133-150). Paris : L’Harmattan. [PDF]
|
|
BOYER, C. (1993). L'enseignement explicite de la
compréhension en lecture : Modèles d'activités
d'enseignement. Boucherville : Graficor. |
|
|
ROSENSHINE, B.V. (1996). Advances on research on
instruction. The Journal of Educational Research, 88
(5), 262-268. |
|
|
ROSENSHINE, B.V. (1997). Advances in research on
instruction. In J.W. Lloyd, E.J. Kameanui & D. Chard
(Eds.), Issues in educating students with
disabilities (pp. 197-221). Mahwah, N.J., Lawrence
Erlbaum. |
|
| |
|
|
Voir aussi Enseignement |
|
|
Enseignement
global : Enseignement
par la méthode globale. See and say,
look-say, Look and say, whole language, WL, whole word
approach, sight words, Dolch world, balanced Literacy,
literature-based literacy instruction, language experience
instruction, top-down model of reading.
|
|
|
Enseignement
non-structuré : Méthode
d'enseignement fortement inspirée par Bruner
et, à sa suite, par les néopiagétiens
et les socioconstructivistes.
= enseignement libre, école libre, pédagogie
de la découverte. /enseignement
structuré. Discovery learning, free
school.
| |
|
|
BRUNER, J.S. (1961). The act of discovery. Harvard
Educational Review, 31 (1), 21-32. |
TUOVINEN, J.E. & SWELLER, J. (1999). A comparison of
cognitive load associated with discovery learning and
worked examples. Journal of Educational Psychology, 91
(2), 334-341 |
|
AUSUBEL, D.P. (1964). Some psychological and educational
limitations of learning by discovery. The Arithmetic
Teacher, 11, 290-302. |
SCHMIDT, H.G. (2000). Assumptions underlying self-directed
learning may be false. Medical Education, 34, 243-245. |
|
SHULMAN, L. & KEISLER, E. (Eds.). (1966). Learning
by discovery : A critical appraisal. Chicago : Rand
McNally. |
MAYER, R.E. (2004). Should there be a three-strikes rule
against pure discovery learning ? The case for guided
methods of instruction. American Psychologist, 59
(1), 14-19. [PDF] |
|
ANASTASIOW, N.J., SIBLEY, S.A., LEONHARDT, T.M. &
BORICH, G.D. (1970). A comparison of guided discovery,
discovery and didactic teaching of math to kindergarten
poverty children. American Educational Research
Journal, 7, 493-510. |
|
|
KOZOL, J. (1972). Free schools. Boston :
Houghton Mifflin. |
KIRSCHNER, P.A., SWELLER, J. & CLARK, R.E. (2006). Why
minimal guidance during instruction does not work : an
analysis of the failure of constructivist, discovery,
problem-based, experiential, and inquiry-based teaching. Educational
Psychologist, 41 (2), 75-86. [PDF] |
|
ANTHONY, W.S. (1973). Learning to discover rules by
discovery. Journal of Educational Psychology, 64, 325-328. |
ALFIERI, L., BROOKS, P.J., TENENBAUM, H.R. & ALDRICH,
N.J. (2011). Does discovery-based instruction enhance
learning ? Journal of Educational Psychology, 103 (1),
1-18.
[PDF] |
|
|
Voir aussi Enseignement et Pédagogie
de la découverte |
|
|
|
|
|
|
Enseignement
par instructions planifiées :
Méthode
d'enseignement explicite fortement inspirée par la théorie
et les recherches de Gagné,
qui divise
l'apprentissage d'une matière
scolaire en neuf étapes, logiquement ordonnées
(hierarchisées). = théorie de la
hiérarchisation des niveaux d’apprentissage.
Instructional
design model, instructional design guide.
| |
| Étapes
de l'apprentissage par instructions planifiées |
| 1 |
Obtenir l'attention
de l'éléve/étudiant-e en classe (ou à distance) |
| 2 |
Définir clairement les objectifs
du cours |
| 3 |
Stimuler le rappel des
appremntissages antérieurs |
| 4 |
Présenter la nouvelle matière de
manière organisée |
| 5 |
Encadrer la phase d'acquisition
de cette matière par des instructions claires |
| 6 |
Renforcer les acquis par des
encouragements nombreux et rapides |
| 7 |
Donner une rétroaction rapide et
précise de l'atteinte des objectifs |
| 8 |
Évaluer systématiquement les
acquis (examen, test de lecture, etc) |
| 9 |
Favoriser le transfert des
acquis dans le cours suivant ou une autre matière |
|
|
|
|
| |
|
|
TYLER, R.W. (1950). Basic principles of curriculum
and instruction. Chicago : University of Chicago
Press. |
JONASSEN, D.H. (1997). Instructional design models for
well-structured and ill-structured problem-solving
learning outcomes. Educational Technology Research
& Development, 45 (1), 65-94. |
GAGNÉ, R.M. (1965/85). The conditions of learning.
New York : Holt, Rinehart & Winston.
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TYLER, R. W. (1950). Basic principles of curriculum
and instruction. Chicago : University of Chicago
Press. |
JONASSEN, D.H. (1997). Instructional design models for
well-structured and ill-structured problem-solving
learning outcomes. Educational Technology Research
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GAGNÉ, R.M. (1973). Learning and instructional sequence. Review
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SEEL, N.M. (1997). Models of instructional design :
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GAGNÉ, R.M., BRIGGS L.J. & WAGER W.W. (1974/92). Principles
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PETRAGLIA, J. (1998). The real world on a short leach :
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GAGNÉ, R.M. (1975). Essentials of learning for
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ANDREWS, D. & GOODSON, L. (1980). A comparative
analysis of models of instructional design. Journal
of Instructional Development, 3 (4), 2-16. |
REIGELUTH, C.M. (1999). What is instructional-design
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: Lawrence Erlbaum Associates, Inc. |
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REIGELUTH, C.M. & ROGERS, C.A. (1980). The elaboration
theory of instruction : Prescriptions for task analysis
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JONASSEN, D.H., TESSMER, M. & HANNUM, W. (1999).
Task analysis methods for instructional design. Mahwah
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GAGNÉ, R.M. & DICK, W. (1983). Instructional
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261-295. |
VAN MERRIËNBOER, J.J.G. & KIRSCHER, P.A. (2001). Three
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GAGNÉ, R.M. & DRISCOLL, M. (1988). Essentials of
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MERRILL, M.D. TENNYSON, R.D. & POSEY, L.O. (1992).
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DESSUS, P. (2000). La planification de séquences
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models. Educational Technology Research &
Development, 42 (4), 55-72. |
MERRILL, M.D. (2001). Toward a theoretical tool for
instructional design. Instructional Science, 29
(4- 5), 291-310. |
|
MERRILL, M.D. (1994). Instructional design theory.
Englewood Cliffs : Educational Technology Publications. |
SCHOTT, F. (2001). Instructional design. In P.B. Baltes
& N.J. Smelser (Eds.), International encyclopedia of
the social & behavioral sciences (pp. 7566-7569).
Oxford : Elsevier. |
|
WILLIS, J. (1995). A recursive, reflective instructional
design model based on constructivist-interpretivist
theory. Educational Technology, 35 (6), 5-23. |
REISER, R.A. (2001). A history of instructional design and
technology : Part II : A history of instructional design. Educational
Technology Research & Development, 49 (2),
57-67. |
|
WIBURG, K.M. (1995). An historical perspective on
instructional design : is it time to exchange Skinner's
teaching machine for Dewey's toolbox ? Int. Conf.
Computer Support for Collaborative Learning (CSCL'95),
Bloomington. |
REISER, R.A. (2001). A history of instructional design and
technology : Part I : A history of instructional media.
Educational Technology Research & Development, 49
(1), 53-64. |
|
BRADEN, R.A. (1996). The case for linear instructional
design and development : a commentary on models,
challenges, and myths. Educational Technology, 36
(2), 5-23. |
MERRILL, M.D. (2002). First principles of instruction.
Educational Technology Research & Development, 3,
43–59. [PDF]
|
|
MERRILL, D. (1996). Instructional transaction theory :
instructional design based on knowledge objects. Educational
Technology, 36 (3), 30-37. |
DESSUS, P. (2006). Quelles idées sur l'enseignement nous
révèlent les modèles d'instructional design ? Revue
Suisse des Sciences de l'éducation, 28 (1),
137-157. [PDF] |
|
RAGAN, T.J. & SMITH, M.L. (1996). Conditions-based
models for designing instruction. In D.H. Jonassen (Ed.),
Handbook of research for educational communications and
technology (pp. 541-569). New York : McMillan. |
MERRILL, M.D. (2007). A task-centered instructional
strategy. Journal of Research on Technology in
Education, 40 (1), 33-50 |
| |
|
|
Voir aussi
Méthode
d'enseignement |
|
|
|
|
Enseignement
par la méthode globale (de la lecture) :
Technique d'enseignement
de la lecture/écriture
développé par Goodman, et
qui consiste à montrer aux enfants
à lire en associant des mots entiers
à des images, plutôt qu'à décomposer ces mots en
syllabes comme dans les méthodes
alphabétiques/syllabiques/phonétiques. Méthode globale, méthode
syllabique et grand
débat.
= méthode non-syllabique.
See and say, look-say, Look and say, whole
language, WL, whole word approach, sight words, Dolch world,
balanced Literacy, literature-based literacy instruction,
language experience instruction, top-down model of reading.
| |
|
|
GOODMAN, K. (1967). Reading : A psycholinguistic guess
game. Journal of the Reading Specialist, 126-135. |
BERGERON, B.S. (1990). What does the term whole language
mean? constructing a definition from the literature. Journal
of Reading Behavior, 22 (4), 301-329. [PDF] |
|
CHALL, J.S. (1967). Learning to read : The great debate.
New York : McGraw-Hill. |
REUTZEL, D. & COOPER, R. (1990). Whole language :
Comparative effects on first-grade reading achievement. Journal
of Educational Research, 83, 252-257. |
|
GROFF, P. (1974). "The Topsy-turvy world" of "sight word".
Reading Teacher, 27, 272-278. |
LIBERMAN, I.Y. & LIBERMAN, A.M. (1990). Whole word vs.
code emphasis : Underlying assumptions and their
implications for reading instruction. Bulletin of the
Orton Society, 40, 51-76. [PDF] |
|
GROFF, P. (1975). The mythology of reading: I--Sight
Words. Reading Horizons, 15 (4), 208-211. [PDF] |
SHAPIRO, J. (1990). Research perspectives on
whole-language. In V. Froese (Ed.), Whole language :
Practice and theory (pp. 313-356). Boston : Allyn
& Bacon. |
|
CARNINE, D.W. (1977). Phonics versus look-say : Transfer
to new words. Reading Teacher, 30 (6), 636-640. |
STICE, C.F. & BERTRAND, N.P. (1990). Whole
language and the emergent literacy of at-risk children :
A two-year comparative study. Nashville : Center of
Excellence : Basic Skills, Tennessee State University. |
|
CARNINE, D.W. (1980). Phonic versus whole-word correction
procedures follow phonic instruction. Education &
Treatment of Children, 3 (4), 323-330. |
NEWMAN, I.M. & CHURCH, S.M. (1990). Myths of whole
language. The Reading Teacher, 44 (1), 20-26. |
| |
|
|
BECKER, W.C. & CARNINE, D. (1981). Whole-word
instruction : A behavior theory model for comprehensive
educational intervention with the disadvantaged. In S.
Bijou & R. Ruiz (Eds.), Behavior modification :
Contributions to education (pp. 145-210).
Hillsdale, NJ : Erlbaum. |
McKENNA, M.C., ROBINSON, R.D. & MILLER, J.F. (1990).
Whole language : A research agenda for the nineries. Educational
Researcher, 19 (8), 3-6. |
|
GOODMAN, K. (1982). Language and literacy.
Boston, MA : Routledge & Kegan. |
MONSON, R.J. & PAHL, M.M.M (1991). Charting a new
course with whole language. Educational Leadership,
48, 51-53. [PDF] |
| |
ADAMS, M.J. (1991). Why not phonics and whole language ?
In W. Ellis (Ed.), All language and the creation of
literacy (pp. 40-53). Baltimore, MD : Orton
Dyslexia Society. |
|
EDELSKY, C., DRAPER, K. & SMITH, K. (1983). Hookin'
'em in at the start of school in a "whole language"
classroom. Anthropology & Education Quarterly,
14, 257-281. |
FROESE, V. (1991). Whole language practice and
theory. Boston : Allyn and Bacon. |
|
BROWDER, D.M., HINES, C., MCCARTHY, L.J. & FEES, J.
(1984). A treatment package for increasing sight word
recognition for use in daily living skills. Education
& Training of the Mentally Retarded, 19,
191-200. |
RIGG, P. (1991). Whole Language in TESOL. TESOL
Quarterly, 25 (3), 207-217. |
|
HAJEK, E. (1984). Whole language : Sensible answers to the
old problems. Momentum, 15, 39-40. |
FREPPON, P.A. & DAHL, K.L. (1991). Learning about
phonics in a whole language classroom. Language Arts,
68 (3), 190-197. |
|
PAULET, R.O. (1984). The whole language approach : Will it
be used in Quebec and Manitoba ? English Quarterly,
17, 30-36. |
GOODMAN, K., BIRD, L. & GOODMAN, Y. (1991). The
whole language catalog. Santa Rosa, CA : American
School Publishers. |
|
RICH, J.S. (1985). Restoring power to teachers : The
impact of "whole language". Language Arts, 62, 717-724. |
VELLUTINO, F.R. (1991). Introduction to three studies on
reading acquisition : code : oriented versus whole
language aproaches to reading instruction. Journal of
Educational Psychology, 83 (4), 437-443 |
|
RICH, J.S. (1985). Whole language : The inner dimension.
English Quarterly, 18, 15-22. |
STEPHENS, D. (1991). Research on whole language :
Support for a new curriculum. Katonah, NY : Richard
C. Owen. |
|
RIBOWSKY, H. (1985). The effects of a code emphasis
approach and a whole language approach upon emergent
literacy of kindergarten children. Alexandria, VA
: Educational Document Reproduction Service. |
KLESIUS, J., GRIFFITH, P. & ZIELONKA, P. (1991). A
whole language and traditional instruction comparison :
Overall effectiveness and development of the alphabetic
principle. Reading Research & Instruction, 30, 47-61. |
| |
|
RICH, S.J. (1985). Restoring power to teachers: The impact
of "whole language". Language Arts, 62, 717-724. |
NEWMAN, J.M. & CHURCH, S.M. (1991). Myths of whole
language. The Reading Teacher, 44, 20-26. |
|
EHRI, L.C. & WILCE, L. (1985). Movement into reading :
Is the first stage of printed word learning visual or
phonetic ? Reading Research Quarterly, 20,
163-179. |
SHAW, P.A. (1991). A selected review of research on whole
language. Journal of the Wisconsin State Reading
Association, 35 (1), 3-17. |
|
SMITH, F. (1985). Reading without nonsense. New
York : Teachers College Press. |
EDELSKY, C. (1991). Whole language : What's new ? In C.
Edelsky (Ed.), With literacy and justice for all :
Rethinking the social in language and education. New
York : Falmer Press. |
|
GOODMAN, K. (1986). What's whole in whole language.
Portsmouth, NH : Heinemann Educational Books. |
STAHL, S.A. (1992). Saying the "p: word: Nine guidelines
for exemplary phonics instruction. The Reading
Teacher, 45, 618-625. |
|
FOX, D. (1986). The debate goes on systematic phonics vs.
whole language. Journal of Reading, 29, 678-680. |
MILIGAN, J. (1992). The effects of whole language on the
comprehending ability of first grade children. Reading
Improvement, 29, 146-154. |
| |
SPRUMAN, C.V. (1992). Whole language questions : what
teachers are asking. Contemporary Education, 64
(1), 19. |
| |
FREEMAN, Y.S. & FREEMAN, D.E. (1993). Whole
language for second language learners. Portsmouth,
NH : Heinemann. |
|
ALTWERGER, B., EDELSKY, C. & FLORES, B.M. (1987).
Whole language : What's new ? The Reading Teacher,
41, 144-154. |
GOODMAN, K. (1992). Why whole language is today's agenda
in education. Language Arts, 69, 354-363. |
|
CLARKE, MA. (1987). Don't blame the system : Constraints
on "whole language" reform. Language Arts, 64, 384-396. |
POWELL, D. & HORNSBY, D. (1993). Learning phonics
and spelling in a whole language classroom. New
York : Scholastic Professional Books. |
|
BROUNTAS, M. (1987). Whole language really works.
Teaching, K-8, 18, 57-60. |
OLDFATHER, P. (1993). What students say about motivating
experiences in a whole language classroom. Reading
Teacher, 46, 672-681. |
|
FIELDS, M.V. (1988). Talking and writing : Explaining the
whole language approach to parents. The Reading
Teacher, 41, 898-903. |
BUNT, N.A. (1993-94). An experimental comparison of whole
language and tradition methods of spelling instruction in
first grade classrooms. Journal of Clinical Reading,
4, 18-27. |
|
FERGUSON, P. (1988). Whole language : A global approach to
learning.Instructor, 97, 25-27. |
BARBETTA, P.M., HEWARD, W.L. & BRADLEY, D.M. (1993).
Relative effects of whole-word and phonetic- prompt error
correction on the acquisition and maintenance of sight
words by students with developmental disabilities. Journal
of Applied Behavior Analysis, 26 (1), 99-110.
[PDF] |
|
FARRIS, P.J. & KACZMARSKI, D. (1988). Whole language,
a closer look. Contemporary Education, 59,
77-81. |
MOUSTAFA, M. (1993). Recoding in whole language reading
instruction. Language Arts, 70 (6), 483-487. |
|
SLAUGHTER, H. (1988). Indirect and direct teaching in a
whole language program. The Reading Teacher, 42,
30-34. |
PLUMMER, P. (1993). Whole language in the middle and
secondary school : Whole language is not just reading. Adventist
Education, 29-31. [PDF] |
|
GUNDERSON, L. & SHAPIRO, J. (1988). Whole language
instruction : Writing in 1st grade. The Reading
Teacher, 41, 430-437. |
WEAVER, C. (1994). Understanding whole language :
From principles to practice. Portsmouth, NH :
Heinemann. |
|
HAYWARD, R.A. (1988). Inside the whole language classroom.
Instructor, 98, 34-40. |
CHURCH, S.M. (1994). Is whole language really warm and
fuzzy ?The Reading Teacher, 47,362-370. |
|
McCONAGHY T. (1988). Canada : A leader in whole language
instruction. Phi Delta Kappan, 70, 336-337. |
ALMASI, J.F., PALMER, B.M., GAMBRELL, L.B. & PRESSLEY,
M. (1994). Toward disciplined inquiry : A methodological
analysis of whole-language research. Educational
Psychologist, 29, 193-202. |
|
THELEN, J. (1988). What's "holy" about whole language ? Learning,
17, 95. |
McINTYRE, E. & FREPPON, P.A. (1994). A comparison of
children's development of alphabetic knowledge in a
skills-based and a whole language classroom. Research
in the Teaching of English, 28,391-417. |
|
SHAPIRO, J. & GUNDERSON, L. (1988). Comparison of
vocabulary generated by grade 1 students in whole language
classrooms and basal reader vocabulary. Reading
Research and Instruction, 27, 40-46. |
STAHL, S., McKENNA, M.C. & PAGNUCCO, J.R. (1994). The
effects of whole instruction : An update and reappraisal.
Educational Psychologist, 29 (4), 175-185. |
|
FARR, R. (1988). Trends : A place for basal readers under
the whole language umbrella. Educational Leadership,
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STAHL, S.A. & KUHN, M.R. (1995). Does whole language
or instruction matched to learning styles help children
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|
SHAPIRO, J. (1988). A comparison of vocabulary generated
by grade 1 students in whole language classroms and basal
reader vocabulary. Reading research & Instruction,
27, 40-46. |
FOORMAN, B.R. (1995). Research on "The great debate" :
Code-oriented versus whole language approaches to reading
instruction. School Psychology Review, 24 (3),
376-392. |
|
REUTZEL, D.R. & HOLLINGSWORTH, P.M. (1988). Whole
language and the practitioner. Academic Therapy, 23,
405-416. |
ADAMS, M.J. & BRUCK, M. (1995). Resolving the "great
debate." American Educator, 19 (2), 10-20. |
| |
McKENNA, M.C. (1995). Differential effects of whole
language and traditional instruction on reading attitudes.
Journal of Reading Behavior, 27, 19-44. |
| |
TURNER, N. (1995). Content reading and whole language : An
instructional aproach. Reading Horizons, 36 (1),
59-65. |
| |
DAHL, K.L. & FREPPON, P. (1995). A comparison of
inner-city children's interpretations of reading and
writing instruction in the early grades in skills-based
and whole language classrooms. Reading Research
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|
McCASLIN, M.M. (1989). Whole language : Theory,
instruction, and future implementation. The
Elementary School Journal, 90, 223-229. |
CARBO, M. (1996). Whole language or phonics ? Use both ! The
Education Digest, 61, 60-63. |
| |
|
JACOBS, L.B. (1989). Reading, writing, reminiscing : Whole
language and learning. Teaching K-8, 20, 42-43. |
QUEENAN, M. (1996). Whole language is not a room
arrangement; it's a controversy. English Journal, 85,
26-30. |
|
HEMPENSTALL, K. (1996). Whole language takes on golf.
Effective Practives, 15 (2), 32-33. |
|
HOOD W. (1989). Whole language : A grassroots movement
catches on. Learning, 17, 61-62. |
ELDREDGE, L. & BAIRD, J. (1996). Phonemic awareness
training works better than whole language instruction for
teaching first graders how to write. Reading Research
& Instruction, 35, 193-208. |
|
GOODMAN, K.S. (1989). Whole language is whole : A response
to Heymsfeld. Educational Leadership, 46, 69-70. |
TRAW, R. (1996). Large-scale assessment of skills in a
whole language curriculum : Two districts' experiences.
Journal of Educational Research, 89, 323-339. |
|
HEMPENSTALL, K. (1996). The whole language approach to
reading : An empiricist critique. Australian
Journal of Learning Disabilities, 1 (3),
22-32. |
|
HARSTE, J.C. (1989). The future of whole language. The
Elementary School Journal, 90, 243-249. |
CARBO, M. (1996). Whole language vs. phonic : The great
debate. Principal, 75, 35-37. |
|
HEMPENSTALL, K. (1996). The gulf between educational
research and policy: The example of Direct Instruction and
whole language. Behaviour Change, 13 (1),
33-46. |
|
WATSON, D. (1989). Defining & describing whole
language. Elementary School Journal, 90, 130-141. |
GOODMAN, K. (1996). On reading. NH : Heinemann. |
|
ESPIN, C.A. & DENO, S.L. (1989). The effects of
modeling and prompting feedback strategies on sight word
reading of students labeled learning disabled.
Education & Treatment of Children, 12, 219-231. |
STRICKLAND, K. (1996). I do whole language on fridays. English
Journal, 85, 17-25. |
|
HEMPENSTALL, K. (1997). The whole language-phonics
controversy : An historical perspective. Educational
Psychology, 17, 399-418. |
|
LAMME, L.L. (1989). Authorship : A key facet of whole
language. The Reading Teacher, 42, 704-710. |
WEAVER, C. (1998). Whole language fact sheet series : On
myths about whole language education. Language Arts
Journal of Michigan, 14 (1), 1-2. [PDF] |
|
McCASLIN, M.M. (1989). Whole language : Theory,
instruction, and future implementation. The
Elementary School Journal, 90, 223-229. |
WEAVER, C. (1998). Whole Language Fact Sheet Series : On
Phonics in Whole Language Classrooms. Language Arts
Journal of Michigan, 14 (1), 1-2. |
|
STAHL, S.A. & MILLER, P.D. (1989). Whole language and
language experiences for beginning reading : A
quantitative research synthesis. Review of Educational
Research, 59 (1), 87-116. |
SHAFER, G. (1998), Whole language: Origins and practice. Language
Arts Journal of Michigan, 14 (1), 18-21.
[PDF] |
|
MOSENTHAL, P.B. (1989). The whole language approach:
Teachers between a rock and a hard place. The Reading
Teacher, 42, 628-629. |
KRASHEN, S. (1999). Three arguments against whole
language and why they are wrong. Portsmouth, NH :
Heinemann. |
|
GOODMAN, K.S. (1989). Whole language research :
Foundations and development. The Elementary School
Journal, 90, 208-221. |
DANIELS, H., ZEMELMAN, S. & BIZAR, M. (1999). Whole
language works : Sixty years of research. Educational
Leadership, 57 (2), 32-37. [PDF] |
|
FOUNTAS, I.C. & HANNIGAN, I.L. (1989). Making sense of
whole language : The pursuit of informed teaching. Childhood
Education, 65, 133-137. |
JEYNES, W.H. & LITTELL, S. (2000). A meta-analysis of
studies examining the effect of whole language instruction
on the literacy of low-SeS students. The Elementary
School Journal, 101 (1), 21-33. |
|
GOODMAN, Y.M. (1989). Roots of the whole-language
movement. The Elementary School Journal, 90 (2),
113-127. |
MOATS, L.C. (2000).Whole language lives on : The
illusion of "Balanced reading" instruction.
Washington, DC : Thomas B. Fordham Foundation. |
|
HOLLAND, K. & HALL, L. (1989). Reading achievement in
first grade classrooms : A comparison of basal and whole
language approaches. Reading Improvement, 26, 323-329. |
DAHL, K.L. & SCHARER, P.L. (2000). Phonics teaching
and learning in whole language classrooms : New evidence
from research. The Reading Teacher, 53 (7),
584-594. [PDF] |
|
HEYMSFELD, C.R. (1989). Filling the hole in whole
language. Educational Leadership, 46 (6), 65-68.
[PDF] |
ARCHER, N. & BRYANT, P.E. (2001). Investigating the
role of context in learning to read: A direct test of
Goodman's model. British Journal of Psychology 92,
579-591. |
|
WEAVER, C. (1989). Understanding whole language :
From principles to practice. Publisher Heinemann. |
KRASHEN, S. (2002). Defending whole language : The limits
of phonics instruction and the efficacy of whole language
instruction. Reading Improvement, 39 (1), 32-42.
[PDF] |
|
HEMPENSTALL, K. (2005). The whole language-phonics
controversy : An historical perspective. Australian
Journal of Learning Disabilities, 10 (3-4),
19-33. |
|
JACOBS, L.B. (1989). What is whole language ? Teaching
K-8, 19, 34-36. |
LING, P. (2012). The "whole language" theory and its
application to the teaching of english reading. English
Language Teaching, 5 (3), 147-152. [PDF] |
|
MAGUINE, M.H. (1989). Understanding and implementing a
whole language program in Quebec. The Elementary
School Journal, 90 (2), 143-159. |
MADDOX, K. & FENG, J. (2013). Whole language
instruction vs. phonics instruction : Effect on reading
fluency and spelling accuracy of first grade students. In
Georgia Educational Research Association Annual
Conference : Savannah, Georgia. [PDF] |
|
PEARSON, P.D. (1989). Reading the whole-language movement.
The Elementary School Journal, 90, 231-241. |
HUANG, L.-Y. (2014). Learning to read with the whole
language approach : The teacher's vew.
English Language Teaching, 7 (5), 71-77. [PDF] |
| |
|
|
Voir aussi Goodman,
Enseignement et Lire |
|
|
Enseignement
par la méthode syllabique (de la lecture) : Technique
d'enseignement de la
lecture/écriture, qui consiste à analyser et à décomposer les mots
en lettre/son (phonème),
puis à les retranscrire en
graphèmes. Cette technique est un exemple d'enseignement explicite.
Méthode syllabique, conscience
phonémique et
méthode globale.
= méthode
alphabétique, méthode synthétique, méthode phonétique, méthode
traditionnelle.
Phonics approach, phonemics
approach, basal approach, systematic approach, systematic
phonics, decoding skills, b-a-ba, segmental analysis ability,
code emphasis.
| |
|
|
CLYMER, T. (1963/1966). The utility of phonics
generalizations in the primary grades. The Reading
Teacher, 16/50, 252-258/182-185. |
LIBERMAN, I.Y. & LIBERMAN, A.M. (1990). Whole word vs.
code emphasis : Underlying assumptions and their
implications for reading instruction. Bulletin of the
Orton Society, 40, 51-76. [PDF] |
|
CHALL, J.S. (1967). Learning to read : The great
debate. New York : McGraw-Hill. |
GOSWAMI, U.C. & BRYANT, P. (1990). Phonological
skills and learning to read. Hillsdale, NJ. :
Lawrence Erlbaum. |
|
MULLER, D. (1972). Phonic blending and transfer of letter
training to word reading in children. Journal of
Literacy Research, 5 (3), 212-217. [PDF] |
ADAMS, M.J. (1991). Why not phonics and whole language ?
In W. Ellis (Ed.), All language and the creation of
literacy (pp. 40-53). Baltimore, MD : Orton
Dyslexia Society. |
|
CARNINE, D.W. (1977). Phonics versus look-say : Transfer
to new words. Reading Teacher, 30 (6), 636-640. |
GROSSEN, B. & CARNINE, D.W. (1993). Phonics
instruction : Comparing research and practice. Teaching
Exceptional Children, 25 (2), 22-25. |
|
GROFF, P. (1977). The new anti-phonics is same old
look-say. Elementary School Journal, 77 (4),
323-332. [PDF] |
|
|
RICHARDSON, E. & DIBENEDETTO, B. (1977). Transfer
effects of a phonic decoding model : A review. Reading
Improvement, 14 (4), 239-247. |
BARBETTA, P.M., HEWARD, W.L. & BRADLEY, D.M. (1993).
Relative effects of whole-word and phonetic-prompt error
correction on the acquisition and maintenance of sight
words by students with developmental disabilities. Journal
of Applied Behavior Analysis, 26 (1), 99-110.
[PDF] |
|
FOX, B. & ROUTH, D.K. (1980). Phonemic analysis and
severe reading disability in children. Journal of
Psycholinguistic Research, 9, 115-119. |
BUNT, N.A. (1993-94). An experimental comparison of whole
language and tradition methods of spelling instruction in
first grade classrooms. Journal of Clinical Reading,
4, 18-27. |
|
FULWILER, G. & GROFF, P. (1980). The effectiveness of
intense phonics instruction. Reading Horizons, 21 (1),
50-54. [PDF] |
WAGNER, R.K., TORGESON, J.K. & RASHOTTE, C.A. (1994).
The development of reading-related phonological processing
abilities : New evidence of bi-directional causality from
a latent-variable longitudinal study. Developmental
Psychology, 30, 73-87. |
|
CARNINE, D.W. (1980). Phonic versus whole-word correction
procedures follow phonic instruction. Education &
Treatment of Children, 3 (4), 323-330. |
ADAMS, M.J. & BRUCK, M. (1995). Resolving the "great
debate". American Educator, 19 (2), 10-20. |
|
|
|
KAVALE, K. (1980). Auditory-visual integration and its
relationship to reading achievement : A meta-analysis. Perceptual
& Motor Skills, 51 (3), 947-955. |
FOORMAN, B.R. (1995). Research on "The great debate" :
Code-oriented versus whole language approaches to reading
instruction. School Psychology Review, 24 (3),
376-392. |
|
TREIMAN, R.A. & BARON, J. (1981). Segmental analysis
ability : Development and relation to reading ability. In
G.E. MacKinnon & R.G. Walker (Eds.), Reading
research : Advances in theory and practice. New
York : Academic Press. |
GUNNING, R.G. (1995). Word building : A strategic approach
to the teaching of phonics. The Reading Teacher, 48,
484-488. |
|
KAVALE, K. (1981). The relationship between auditory
perceptual skills and reading ability : A meta-analysis. Journal
of Learning Disabilities, 14 (9), 539-546. |
CHEW, J. (1997). Traditional phonics : what it is and what
it is not. Journal of Research in Reading, 20
(3), 171-183. |
|
TREIMAN, R. & BARON, J. (1983). Phonemic-analysis
training helps children benefit from spelling-sound rules.
Memory & Cognition, 18, 559-567. |
DAHL, K.L. & SCHARER, P.L. (2000). Phonics teaching
and learning in whole language classrooms : New evidence
from research. The Reading Teacher, 53 (7),
584-594. |
|
WILLIAMS, J.P. (1984). Phonemic analysis and how it
relates to reading. Journal of Learning Disabilities,
17, 240-245. |
DAHL, K.L., GROGAN, P.R., LAWSON, L. & SCHARER, P.L.
(2001). Rethinking phonics : Making the best teaching
decisions. Heinemann. [PDF] |
|
EHRI, L.C. & WILCE, L. (1985). Movement into reading :
Is the first stage of printed word learning visual or
phonetic ? Reading Research Quarterly, 20,
163-179. |
EHRI, L.C., NUNES, S.R., STAHL, S.A. & WILLOWS, D.M.
(2001). Systematic phonics instruction helps students
learn to read : evidence from the national reading panel's
meta-analysis. Review of Educational Research, 71
(3), 393-447. [PDF] |
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WILLIAMS, J.P. (1985). The case for explicit decoding
instruction. In J. Osborn, P. Wilson & R. Anderson
(Eds.), Reading education : Foundations for a
literate Amerca. Lexington, MA : D.C. Heath. |
BRADFORD, S., ALBERTO, P., HOUCHINS, D.E., SHIPPEN, M.E.
& FLORES, M. (2006). Using systematic instruction to
teach decoding skills to middle school students with
moderate intellectual disabilities. Education &
Training in Developmental Disabilities, 41 (4),
333-343 [PDF] |
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FOX, D. (1986). The debate goes on systematic phonics vs.
whole language. Journal of Reading, 29, 678-680. |
TRESSOLDI, P.E., VIO, C. & IOZZIN, R. (2007). Efficacy
of an intervention to improve fluency in children with
developmental dyslexia in a regular orthography. Journal
of Learning Disabilities, 40 (3), 203-209. |
|
VELLUTINO, F. & SCANLON, D.M. (1987). Phonological
coding, phonological awareness, and learning ability :
Evidence from longitudinal and experimental study. Merrill-Palmer
Quarterly, 33, 321-364. |
DUNBAR, D.W. & PERFORS, A. (2010). Phonetic training
makes word learning easier. In Proceedings of the
32nd Annual Meeting of the Cognitive Science. Oregon
: Society Portland.
[PDF] |
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MacLEAN, R. (1988). Two paradoxes of phonics. The
Reading Teacher, 41 (6), 514-517. |
MADDOX, K. & FENG, J. (2013). Whole language
instruction vs. phonics instruction : Effect on reading
fluency and spelling accuracy of first grade students. In
Georgia Educational Research Association Annual
Conference : Savannah, Georgia. [PDF] |
|
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Voir aussi Enseignement, Enseignement
explicite et Conscience
phonémique |
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Enseignement par les pairs : Méthode
d'enseignement qui
utilise les pairs pour
favoriser l'apprentissage
d'une matière,
transmettre de l'information ou simplement aider les autres. Un
pair formé par un expert est appelé
tuteur. Enseignement par les pairs, expert
et tutorat.
= apprentissage par les pairs.
Peer education, peer learning, peer tutoring strategies, peer
instruction, peer-assisted learning.
| |
|
COHEN, P.A., KULIK, J.A. & KULIK, C.L.C. (1982).
Educational outcomes of tutoring : A meta-analysis of
findings. American Educational Research Journal, 19,
237-248. [PDF] |
|
|
DAMON, W. (1984). Peer education : The untapped potential.
Journal of Applied Developmental Psychology, 5 (4),
331-343. [PDF] |
|
|
GREENWOOD, C.R., CARTA, J.J. & HALL, R.V. (1988). The
use of peer tutoring strategies in classroom management
and educational instruction. School Psychology
Review, 17 (2), 258-275. |
DE LISI, R. (2002). From marbles to instant messenger :
Implications of Piaget's ideas about peer learning.
Theory into Practice, 41 (1), 5-12. [PDF] |
|
USHER, J.R. (1990). Development of a staff and peer
assessment scheme for groupwork in mathematical modelling.
Teaching Mathematics & Its Applications, 9, 1-5. |
FAGEN, A.P., CROUCH, C.H. & MAZUR, E. (2002). Peer
instruction : Results from a range of classrooms. The
Physics Teacher, 40, 206-209. |
|
SLOANE, B.C. & ZIMMER, C.G. (1993). The power of peer
health education. Journal of American College Health,
41, 241-245. |
BULL, S. & McCALLA, G. (2002). Modelling cognitive
style in a peer help network. Instructional Science,
30, 497-528 |
|
LINCOLN, M.A. & McALLISTER, L.L. (1993). Peer learning
in clinical education. Medical Teacher, 15 (1),
17-26. |
|
| |
|
ZHU, W. (1994). Effects of training for peer revision in
college fresh man composition classes. Dissertation
Abstracts International, 55, 951. |
|
|
MILBURN, K. (1995). A critical review of peer education
with young people with special reference to sexual health.
Health Education Research, 10, 407-420. |
|
|
ZHU, W. (1995). Effects of trainingfor peer response on
students'commentsand interaction. Written
Communication, 12, 492-528. |
|
|
TOPPING, K.J. (1996). Reaching where adults cannot : Peer
education and counselling. Educational Psychology in
Practice, 11 (4), 23-29. |
|
|
TOPPING, K.J. (1998). Peer assessment between students in
college and university. Review of Educational
Research, 68 (3), 249-276. [PDF] |
|
|
TOPPING, K.J. (1998). Peer-assisted learning. New
York and London : Routledge. |
TOPPING, K.J., PETER, C., STEPHEN, P. & WHALE, M.
(2004). Cross-age peer tutoring of science in the primary
school : Influence on scientific language and thinking.
Educational Psychology, 24, 57-75. |
|
BOUD, D., COHEN, R. & SAMPSON, J. (1999). Peer
learning and assessment. Journal Assessment &
Evaluation in Higher Education, 24 (4), 413-426. [PDF] |
FINLAY, S.-J. & FAULKNER, G. (2005). Tête à tête:
Reading groups and peer learning. Active Learning in
Higher Education, 6 (1), 32-45 |
|
DE LISI, R. & GOLDBECK, S.L. (1999). The implications
of Piaget's theory for peer learning. In A. O'Donnell
& A. King (Eds.), Cognitive perspectives on peer
learning (pp. 3-37). Hillsdale, NJ : Erlbaum. |
TOPPING, K.J. (2005). Trends in peer learning. Educational
Psychology, 25 (6), 631-645. [PDF] |
|
BROWN, C.C., TOPPING, K.J., HENINGTON, C. & SKINNER,
C.H. (1999). Peer monitoring of learning behaviour : The
case of "checking chums". Educational Psychology in
Practice, 15, 174-182 |
|
| |
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Voir aussi Tuteur et
Enseignement |
|
|
|
|
Enseignement
par résolution de problème : Méthode
d'enseignement qui s'appuie sur la résolution
de problème. Problem-based learning.
| |
|
|
BARROWS, H.S. & TAMBLYN, R.M. (1980). Problem-based
learning : An approach to medical education. New
York : Springer. |
ALBANESE, M. & MITCHELL, S. (1993). Problem-based
learning : A review of the literature on its outcomes and
implementation issues. Academic Medicine, 68,
52-81. |
|
SCHMIDT, H.G. (1983). Problem-based learning : Rationale
and description. Medical Education, 17, 11-16. |
SCHMIDT, H.G. (1998). Problem-based learning : Does it
prepare medical students to become better doctors ? The
Medical Journal of Australia, 168, 429-430. |
|
STEPIEN, W.J. & GALLAGHER, S.A. (1993). Problem-based
learning : As authentic as it gets. Educational
Leadership, 50 (7), 25-29. |
BENBUNAN-FICH, R. & HILTZ, S.R. (1999). Impacts of
asynchronous learning networks on individual and group
problem solving : A field experiment. Group Decision
& Negotiation, 8 (5), 409-426. |
|
BERKSON, L. (1993). Problem-based learning : Have the
expectations been met ? Academic Medicine, 68 (S),
79-88. |
STEINKUEHLER, C.A., DERRY, S.J., HEMLO-SILVER, C.E. &
DELMARCELLE, M. (2002). Cracking the resource nut with
distributed problem-based learning in secondary teacher
education. Distance Education, 23 (1), 23-39.
[PDF] |
|
VERNON, D.T. & BLAKE, R.L. (1993). Does problem-based
learning work ? : A meta-analysis of evaluative research.
Academic Medicine, 68 (7), 550-563. |
HEMLO-SILVER, C.E. (2004). Problem-based learning : What
and how do students learn ? Educational Psychology
Review, 16, 235-266.
[PDF] |
| |
|
Voir aussi Enseignement et
Résolution de
problème |
|
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Enseignement
programmé : Méthode
d'enseignement mise au point par Skinner,
fondée sur les principes du
conditionnement opérant et de l'analyse
fonctionnelle du comportement. Technology
of teaching.
| |
|
|
SKINNER, B.F. (1958). Teaching machines. Science,
128, 969-977. |
SKINNER, B.F. (1963). L'avenir des machines à enseigner.
Psychologie Francaise, 8, 170-180. |
|
SKINNER, B.F. & HOLLAND, J.G. (1960).
The use of teaching machines in college instruction (Parts
II-IV). In A.A. Lumsdaine & R. Glaser (Eds.), Teaching
machines and programmed learning : A source book
(pp. 159-172). Washington, DC : Department of Audio-Visual
Instruction, National Education Association. |
SKINNER, B.F. (1963). Reflections on a decade of teaching
machines. Teachers College Record, 65, 168-177.
|
|
HOLLAND, J.G. (1960). Teaching machines :
an application of principles from the laboratory. Journal
of Experimental Analysis of Behavior, 3 (4),
275-287. |
SKINNER, B.F. (1968). The technology of teaching. New York
: Appleton Century Crofts. La révolution scientifique
de l'enseignement. Bruxelles : Dessart. |
|
SKINNER, B.F. (1961). Teaching machines. Scientific
American, 205 (11), 90-102. |
VARGAS, J.S. (1977). Behavioral psychology for
teachers. New York : Harper & Row. |
|
SKINNER, B.F. (1961). The theory behind teaching machines.
Journal of the American Society of Training Directors,
15, 27-29. |
BENJAMIN, L.T. (1988). A history of teaching machines. American
Psychologist, 43, 703-712. |
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SKINNER, B.F. (1961). Why we need teaching machines. Harvard
Educational Review, 31, 377-398. |
VARGAS, J.S. (2009). Behavior analysis for effective
teaching. Routledge. |
|
|
Voir aussi Enseignement |
|
|
Enseignement
significatif : En éducation,
principe selon lequel il faut présenter de la matière que
l'élève/étudiant connaît (qui est familière) avant d'aborder une
matière nouvelle (inconnue). Meaningful
teaching.
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VERNADAKIS, N., AVGERINOS, A., TSITSKARI, E. &
ZACHOPOUOU, E. (2005). The use of computer assisted
instruction in preschool education : Making teaching
meaningful. Early Childhood Education Journal, 33
(2), 99-104. |
|
TARDIF, J. et MEIRIEU, P. (1996). Stratégie pour favoriser
le transfert des connaissances. Vie Pédagogique, 98,
4-7. |
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|
Voir aussi Enseignement |
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|
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|
Enseignement
supérieur : Higher education.
| |
|
|
RAMSDEN, P. (1992). Learning to teach in higher
education. London : Routledge. |
|
LOGUE, A.W. (1997). Higher education : View from the
self-control laboratory. Division 25 Recorder, 32, 14-15. |
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PLINER, S. & JOHNSON, J. (2004). Historical,
theoretical, and foundational principles of universal
design in higher education. Equity of Excellence in
Education, 37, 105-113. [PDF] |
|
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| EN -
ENTASSEMENT -
ENTENDRE - ENTRAÎNEMENT - ENTREPRISE
- ENTREVUE - ÉNURÉSIE
- ENVAHISSEMENT - ENVIRONNEMENT
- EP |
Entassement : Faible distance
entre les individus d'un
espace donné. Cet état de fait - que l'on observe notamment dans
les grandes villes, dans
les centres commerciaux, les transports en commun, les ascenseur
ou lors de spectacle à grand déploiement - crée souvent un malaise
chez les individus et peut nuire à l'exécution de certaines tâches
et à la qualité du travail en général. Dans certains cas,
l'entassement produit de
l'évitement ou de l'chappement. Entassement, urbanisation
et densité.
= densité élevée de la population. *encombrement.
Crowding.
| |
|
|
STOKOLS, D. (1972). On the distinction between density and
crowding: Some implications for future research. Psychological
Review, 79, 275-277. |
AIELLO, J.R. & THOMPSON, D.E. (1980). Personal space,
crowding, and spatial behaviour in a cultural context. In
I. Altman, A. Rapoport & J.F. Wohlwill (Eds.), Human
behaviour and environment : Advances in theory and
research (Vol. 4, pp. 107-178.). New York : Plenum
Press. |
|
STOKOLS, D. (1972). A social psychological model of human
crowding phenomena. Journal of the American Institute
of Planners, 38, 72-83. |
D'ATRI, D.A., FITZGERALD, E.F., KASL, S.V. & OSTFELD,
A.M. (1980). Crowding in prison : The relationship between
changes in housing mode and blood pressure. Psychosomatic
Medicine, 43 (2), 95-105. |
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STOKOLS, D. RALL, M., PINNER, B. & SCHOPLER, J.
(1973). Physical, social and personal determinants of the
perception of crowding. Environment & Behavior,
4, 87-115. |
SCHAEFFER, G.H. & PATTERSON, M.L. (1980). Intimacy,
arousal, and small group crowding. Journal of
Personality & Social Psychology, 38, 283-290. |
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FISHER, J. (1974). Situation-specific variables as
determinants of perceived environmental esthetic quality
and perceived crowdedness. Journal of Research in
Personality, 8, 177-188. |
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AIELLO, J.R., EPSTEIN, Y.M. & KARLIN, R.A. (1975).
Effects of crowding on electrodermal activity.
Sociological Symposium, 14, 42-57. |
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D'ATRI, D.A. (1975). Psychophysiological responses to
crowding. Environment & Behavior, 7 (2),
237-252. |
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FREEDMAN, J.L. (1975). Crowding and behavior.
San Francisco : Freeman. |
AIELLO, J.R., BAUM, A. & GORMLEY, F.P. (1981). Social
determinants of residential crowding stress. Personality
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D'ATRI, D.A. & OSTFELD, M. (1975). Crowding : Its
effects on the elevation of blood pressure in a prison
setting. Prevention Medicine, 4, 550-566.
[PDF] |
AIELLO, J.R., THOMPSON, D.E. & BAUM, A. (1981). The
symbiotic relationship between social psychology and
environmental psychology : Implications from crowding,
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Harvey (Ed.), Cognition, social behavior and the
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PAULUS, P., COX, V. & McCAIN, G. (1975). Some effects
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KARLIN, R.A., McFARLAND, D., AIELLO, J.R. & EPSTEIN,
Y.M. & (1976). Normative mediation of reactions to
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GORMLEY, F.P. & AIELLO, J.R. (1982). Social density,
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STOKOLS, D. (1976). The experience of crowding in primary
and secondary environments. Environment &
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BAUM, A. & DAVIS, G. (1976). Spatial and social
aspects of crowding perception. Environment &
behavior, 8 (4), 527-544. |
AIELLO, J.R., THOMPSON, D.E. & BRODZINSKY, D.M.
(1983). How funny is crowding anyway ? Effects of group
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WORCHEL, S. & TEDDLIE, C. (1976). The experience of
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JAIN, U. (1987). Effects of population density and
resources on the feeling of crowding and personal space.
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MAINES, D.R. (1977). Tactile relationships in the subway
as affected by racial, sexual, and crowded seating
situations. Behavioral Science 2, 100-108. |
UDAY, J. (1987). Effects of population density and
resources on the feeling of crowding and personal space. The
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AIELLO, J.R., DERISI, D.T., EPSTEIN, Y.M. & KARLIN,
R.A. (1977). Crowding and the role of interpersonal
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OLDHAM, G.R. (1988). Effects of changes in workspace
partitions and spatial density on employee reactions : a
quasi-experiment. Journal of Applied Psychology, 73,
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COHEN, S. & SHERROD, D.R. (1978). When density matters
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RÜSTEMLI, A. (1992). Crowding effects of density on
interpersonal distance. Journal of Social Psychology,
132, 51-58. |
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STOKOLS, D., OHLIG, W. & RESNICK, S. (1978).
Perception of residential crowding, classroom experiences,
and student health. Human Ecology, 6, 233-252. |
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BAUM, A., DAVIS, G. & AIELLO, J.R. (1978). Crowding
and neighborhood mediation of urban density. Journal
of Population, 1 (3), 266-279. |
KAYA, N. & ERKIP, F. (1999). Invasion of personal
space under the condition of short-term crowding : a case
study on an automated teller machine. Journal of
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WORCHEL, S. & YOHAÏ, M.L. (1979). The role of
attribution in the experience of crowding. Journal of
Experimental Social Psychology, 15, 91-104. |
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SHERROD, D.R. & COHEN, S. (1978). Density, personal
control and design. In S. Kaplan & R. Kaplan (Eds.), Humanscape
: Environments for people. North Scituate, MA :
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KAYA, N. & WEBER, M.J. (2003). Cross-cultural
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AIELLO, J.R. & BAUM, A. (Eds.) (1979). Residential
crowding and design. New York : Plenum Press. |
|
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Voir aussi Stress,
Intimité et
Distance |
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Enthousiasme
: Plaisir manifeste et intérêt marqué pour une
activité, un projet, tout deux de nature à motiver autrui à
faire cette activité, à réaliser ce projet. Enthousiasme et
Qualité d'un-e enseignant-e.
Enthusiam.
| |
|
|
ROSENSHINE, B. (1970). Enthusiastic teaching : a research
review. The School Review, 78 (4), 499-514. |
KUNTER, M., FRENZEL, A.C., NAGY G., BAUMERT J. &
PEKRUN, R. (2011). Teacher enthusiasm : dimensionality and
context specificity. Contemporary Educational
Psychology, 36, 289-301. |
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COLLINS, M. (1978). Effects of enthusiasm training on
preservice elementary teachers. Research in Teacher
Education, 29 (1), 53-57. |
KELLER, M.M., NEUMANN, K. & FISCHER, H.E. (2013).
Teacher enthusiasm and student learning. In J. Hattie
& E.M. Andermann (Eds.), International guide to
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LARKINS, A. & McKINNEY, C. (1982). Two studies of the
effects of teacher enthusiasm on the social studies
achievement of seventh grade students. Theory &
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KELLER, M., GOETZ, T., BECKER, E.S., MORGER, V. &
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BETTENCOURT, E.M., GILLETT, M.H., GALL, M.D. & HULL,
R.E. (1983). Effects of teacher enthusiasm training on
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KELLER, M.M., HOY, A.W., GOETZ, T. & FRENZEL, A.C.
(2016). Teacher enthusiasm : Reviewing and redefining a
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MOÈ, A. (2016). Does displayed enthusiasm favour recall,
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SANDERS, P. & GOSENPUD, J. (1986). Perceived
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GILLES, B. & G. BUCK, G. (2016). Exploring our
theoretical and practical understandings of enthusiasm in
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BRIGHAM, F., SCRUGGS, T. & MASTROPIERI, M. (1992),
Teacher enthusiasm in learning disabilities classrooms :
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STENLUND, K.V. (1995). Teacher perceptions across
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TAXER, J. & FRENZEL, A. (2018). Inauthentic
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PATRICK, B., HISLEY J. & KEMPLER, T. (2000). What’s
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FRENZEL, A., TAXER, J.L., SCHWAB, C. & KUHBANDNER,
(2019). Independent and joint effects of teacher
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experiences : A field experiment. Motivation
& Emotion, 43 (2), 255–265, |
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Voir aussi
Qualité d'un-e enseignant-e
|
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Entraînement : Entraîneur : Celui ou celle qui enseigne les
rudiments de base (et parfois les ficelles) d'un métier, d'un sport.
On utilise également le terme pour désigner la personne qui dirige
un groupe ou une équipe.
La différence entre entraînement et enseignement
est mince. Elle réside dans la nature de ce qui est appris, des habiletés
motrices dans le cas de l'entraînement, et des habiletés
cognitives ou sociales
dans le cas de l'enseignement, quoique l'usage semble plus
hésitant dans le cas des habiletés sociales. Dans les deux cas -
enseignement et entraînement - l'acquisition des rudiments,
quelques en soit la nature, exige temps, effort
et répétition. =
encadrement, supervision. /formation.
Coaching, coach, training, training
performance.
| |
|
|
GRIFFITH, C.R. (1926). The psychology of coaching : A
study of coaching methods from the point of psychology.
New York : Scribner’s. |
CHARNESS, N., KRAMPE, R. & MAYR, U. (1996). The role
of practice and coaching in entrepreneurial skill domains
: an international comparison of life-span chess skill
acquisition. In K.A. Ericsson (Ed.), The road to
excellence : The acquisition of expert performance in
the arts and sciences, sports and games (pp.
51-80). Mahwah, NJ : Erlbaum. |
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GRIFFITH, C.R. (1928). Psychology and athletics : A
general survey for athletes and coaches. New York :
Scribner’s. |
JANET, E. et DICKSON, L. (1997). Parlons franchement
des enfants et du sport. Association canadienne des
entraîneurs. Montréal : Les Éditions de l'Homme. |
SMITH, R.E., SMOLL, F.L. & CURTIS, B. (1979). Coach
effectiveness training : A cognitive behavioral approach
to enhance relationship skills in youth sport coaches. Journal
of Sport Psychology, 1, 59-75.
|
GOULD, D., GUINAN, D., GREENLEAF, C., MEDBERY, R. &
PETERSON, K. (1999). Factors influencing olympic
performance : perceptions of athletes and coaches from
more and less successful teams. The Sport
Psychologist, 13, 371-394. |
|
HELLSTEDT, J.C. (1987). The coach / parent / athlete
relationship. The Sport Psychologist, 1, 151-160. |
SALAS, E. & CANNON-BOWERS, J.A.
(2000). The science of training : A decade of progress. Annual
Review of Psychology, 52, 471-499. |
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HOPPER, C. & JEFFRIES, S. (1990). Coach-parent
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SMOLL, F. (1993). Enhancing coach parent relationships in
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Psychology (p. 58-67). Palo Alto, Mayfield. |
GILET, N., VALLERAND, R.J., AMOURA, S. & BALDES, B.
(2010). Influence of coaches' autonomy support on
athletes' motivation and sport performance : A test of the
hierarchical model of intrinsic and extrinsic motivation.
Psychology of Sport & Exercise, 11 (2),
155-161. [PDF] |
| |
|
SMOLL, F.L. & SMITH, R.E. BARNETT, N.P. & EVERETT,
J.J. (1993). Enhancement of children's self- esteem
through social support training for youth sport coaches. Journal
of Applied Psychology, 78, 602-610. |
GROSSMAN, R. & SALAS, E. (2011). The transfer of
training: What matters. International Journal of
Training & Development, 15, 103-120. |
|
SMITH, R.E. & SMOLL, F.L. (2011).
Cognitive-behavioral coach training : A translational
approach to theory, research, and intervention. In J.K.
Luiselli & D.D. Reed (Eds), Behavioral sport
psychology : Evidence-based approaches to performance.
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|
DRISKELL, J.E. HOGAN, J., SALAS, E. & HOSKIN, B.
(1994). Cognitive and personality predictors of training
performance. Military Psychology, 6, 31-46. |
SALAS, E. & TANNENBAUM, S.I., KRAIGER, K. &
SMITH-JENTSCH, K.A. (2012). The science of training and
development in organizations : What matters in practice. Psychological
Science in the Public Interest, 13 (2), 74-101. [PDF] |
|
SMOLL, F.L. & SMITH, R.E. (2015). Conducting evidence
based coach-training programs : A social-cognitive
approach. In J.M. Williams & V. Krane (Eds.), Applied
sport psychology : Personal growth to peak performance
(pp. 359-382). Boston : McGraw-Hill. |
| |
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Voir aussi Psychologie
sportive, Équipe et
Athlète |
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Entrainement (Sur-) : Entrainement
tellement fréquent, intense ou long qu'il engendre plus
d'inconvénients sur le plan physique et psychologique que
d'avantages. Ces inconvénients sont des troubles
alimentaires, l'épuisement,
la dépression, des troubles
du sommeil, etc.
Overtraining,
overtraining syndrome.
.
| |
|
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STONE, M.H., KEITH, R.E., KEARNY, J.T., FLECK, S.J.,
WILSON, G.D. & TRIPLETT, N.T. (1991). Overtraining : a
review of the signs, symptoms and possible causes. Journal
of Strength & Conditioning Research, 5 (1),
35-50. [PDF] |
RAGLIN, J.S. & WILSON, G.S. (2000). Overtraining in
athletes. In Y. Hanin (Ed.) Emotions in sport (pp.
191-207). Champaign, IL : Human Kinetics |
|
FRY, R.W., MORTON, A.R. & KEAST, D. (1991).
Overtraining in athletes: an update. Sports Medicine,
12 (1), 32-65 |
GOULD, D. & DIEFFENBACH, K. (2002). Overtraining,
underrecovery, and burnout in sport. In M. Kellmann (Ed.),
Enhancing recovery : Preventing underperformance in
athletes (pp. 25-35). Champaign, IL : Human
Kinetics. |
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LEGROS, P et LE GROUPE SURENTRAÎNEMENT (1993). Le
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MEEUSEN, R., PIACENTINI, M.F. BUSSCHAERT, B., BUYSE, L.,
DE SCHUTTER, G. & STRAY-GUNDERSEN, J. (2004). Hormonal
response in athletes : the use of a two bout exercise
protocol to detect subtle differences in (over)training
status. European Journal of Applied Physiology, 91,
140-146. |
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FRY, R.W., GROVE, J.R., MORTON, A.R., ZERONI, P.M.,
GAUDIERI, S. & KEAST, D. (1994). Psychological and
immunological correlates of acute overtraining. British
Journal of Sports Medicine, 28, 241-246. |
HALSON, S.L. & JEUKENDRUP, A.E. (2004). Does
overtraining exist ? : an analysis of overreaching and
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|
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MEEUSEN, R., DUCLOS, M., MICHAEL GLEESON, M., RIETJENS ,
G., STEINACKER, J. & URHAUSEN A. (2006). The
overtraining syndrome : facts and fiction. European
Journal of Sport Science, 6 (4), 263. |
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LEMYRE, P.N., ROBERTS, G.C. & STRAY-GUNDERSEN, J.
(2007). Motivation, overtraining, and burnout : Can
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BUDGETT, R. (1998). Fatigue and underperformance in
athletes: The overtraining syndrome. British Journal
of Sports Medicine, 32, 107 110. |
DEBOIS, N. (2008). Surentraînement et burnout : Comment le repérer chez l'athlète ? Revue de l'AEFA, 21-25.
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KOUTEDAKIS, Y. & SHARP, N.C. (1998). Seasonal
variations of injury and overtraining in elite athletes. Clinical
Journal of Sport Medicine, 8 (1), 18-21 |
MEEUSEN, R., NEDERHOF, E., BUYSE, L., ROELANDS, B., DE
SCHUTTER, G. & PIACENTINI, M.F. (2010). Diagnosing
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protocol. British Journal of Sports Medicine, 44,
642-648. |
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KELLMANN, M. (2010). Preventing overtraining in athletes
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WINSLEY, R. & MATOS, N. (2011). Overtraining and elite
young athletes. Medicine & Science in Sports
& Exercise, 56, 97-105. |
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KREHER, J.B. & SCHWARTZ, J.B. (2012). Overtraining
syndrome : A practical guide. Sports Health, 4 (2),
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| |
MEEUSEN, R., DUCLOS, M., FOSTER, C., FRY, A., GLEESON, M.,
NIEMAN, D, RAGLINS, J., RIETJENS, G., STEINACKER, J. &
URHAUSEN, A. (2013). Prevention, diagnosis, and treatment
of the overtraining syndrome : joint consensus statement
of the European College of Sport Science and the American
College of Sports Medicine. Medicine & Science in
Sports & Exercise, 45, 186-205. |
| |
CADEGIANI, F.A. & KATER, C.E. (2017). Hormonal aspects
of overtraining syndrome : a systematic review. MC
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|
LEHMANN, M., FOSTER, C., GASTMANN, U., KEIZER, H.A. &
STEINACKER, J.M. (1999). Definition, types, symptoms,
findings, underlying mechanisms, and frequency of
overtraining and overtraining syndrome. In M.J. Lehmann,
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(Eds.). Overload, fatigue, performance incompetence,
and regeneration in sport (pp. 1-6). New York :
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LASTELLA, M., VINCENT, G.E., DUFFIELD, R., ROACH, G.D.,
HALSON, S.L., HEALES, L.J. & SARGENT, C. (2018). Can
sleep be used as an indicator of overreaching and
overtraining in Athletes ? Frontiers in Physiology, 9
[436], 1-4. [PDF]
|
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|
Voir aussi Entraînement, Fatigue,
Athlète, Sport,
Olympiques
et Épuisement |
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Entraînement
militaire : Sélection, évaluation et formation au
combat armé des soldats.
Plusieurs facteurs influencent l'agressivité, la vigilance,
la performance et l'endurance des soldats
: la caféine, les drogues,
la privation de
sommeil et autres conditionnements.
Entraînement militaire, guerre
et armée. Military
training, military practice.
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|
|
ELLIS, A. & CONRAD, H. (1948). The validity of
personality inventories in military practice. Psychological
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HUTCHINS, E. (1995). How a cockpit remembers its speeds. Cognitive
Science, 19, 265-288. |
|
MILLER, N.E. (1954). Fear. In R.H. Williams (Ed.), Human
factors in military operations (pp. 269-281). Chevy
Chase, MD : John Hopkins University Operations Research
Office. |
BOLDRY, J., WOOD, W. & KASHY, D. (2001). Sex
stereotypes and the evaluation of men and women in
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|
MENGELKOCH, R., ADAMS, J. & GAINER, C. (1971). The
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LIEBERMAN, H.R. & THARION, W.J. (2002). Effects of
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NOVACO, R.W., COOK, T. & SARASON, I. (1983). Military
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|
HALFF, H.M., HOLLAND, J.D. & HUTCHINS, E. (1986).
Cognitive science and military training. American
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THARION, W.J., SHUKITT-HALE, B. & LIEBERMAN, H.R.
(2003). Caffeine effects on marksmanship during
high-stress military training with 72 hour sleep
deprivation. Aviation, Space & Environmental
Medicine, 74, 309-314. |
|
CHILDS, J. & SPEARS, W. (1986). Flight skill decay and
recurrent training. Perceptual & Motor Skills, 62,
235-242. |
MADDI, S.R. (2006). Relevance of hardiness assessment and
training to the military context. Military
Psychology, 19 (1), 61-70 |
|
|
Voir aussi Militaire,
Guerre et Arme |
|
|
Entraînement
sportif : Entraînement,
sport et athlète.
Coaching.
| |
|
|
SMITH, R.E., SMOLL, F.L. & HUNT, E.B. (1977). A system
for the behavioral assessment of athletic coaches.
Research Quarterly, 48, 401-407 |
SMITH, R.E., SMOLL, F.L. & ARNETT, N.P. (1995).
Reduction of children's sport performance anxiety through
social support and stress-reduction training for coaches.
Journal of Applied Developmental Psychology, 16,
125-142. |
|
SMOLL, F.L., SMITH, R.E. CURTIS, B. & HUNT, E. (1978).
Toward a mediational model of coach-player relationships.
Research Quarterly, 49, 528-541. |
SCHINKE, R.J., BLOOM, G.A. & SLMELA, J.H. (1995). The
career stages of elite Canadian basketball coaches. Avante,
1 (1), 48-62.
[PDF] |
|
SMITH, R.E., SMOLL, F.L. & CURTIS, B. (1978). Coaching
behaviors in Little League baseball. In F.L. Smoll &
R.E. Smith (Eds.), Psychological perspectives on
youth sports (pp. 173-201). Washington, DC :
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HASTIE, P.A. (1995). Factors affecting coaching
preferences of secondary school volleyball players.
Perceptual & Motor Skills, 80, 347-350. |
|
SMITH, R.E., SMOLL, F.L. & CURTIS, B. (1979). Coach
effectiveness training : A cognitive behavioral approach
to enhance relationship skills in youth sport coaches. Journal
of Sport Psychology, 1, 59-75. |
SMITH, R.E., SMOLL, F.L. & BERNETT, N.P. (1995).
Reduction of children's sport performance anxiety through
social support and stress-reduction training for coaches.
Journal of Applied Developmental Psychology, 16, 125-142. |
|
HORNE, T. & CARRON, A.V. (1985). Compatibility in
coach-athlete relationships. Journal of Sport
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GARDNER, D.E., LIGHT-BREDEMEIER, B.J. & BOSTROM, A.
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|
CHELLADURAI, P. & ARNOTT, M. (1985). Decision styles
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MACE, R.D., EASTMAN C. & CARROLL, D. (1986). Stress
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MACE, R.D. & CARROLL, D. (1986). Stress inoculation
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BARBER, H., SUKHI, H. & WHITE, S.A. (1999). The
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MACE, R.D., EASTMAN C. & CARROLL, D. (1987). The
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BLOOM, G.A., STEVENS, D.E. & WICKWIRE, T.L. (2003).
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FLETCHER, M. & HARTWELL, M. (2004). Effect of an
8-week combined weights and plyometrics training program
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| |
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HELLSTEDT, J.C. (1987). The coach / parent / athlete
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JONES, R.L., GLINTMEYER, N. & McKENZIE, A. (2005).
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GOULD, D., HODGE, K., PETERSON, K. & GIANNINI, J.
(1989). An exploratory examination of strategies used by
elite coaches to enhance self-efficacy in athletes.
Journal of Sport & Exercise Psychology, 11,
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SMITH, R.E. & SMOLL, F.L. (2007). Social-Cognitive
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WESTRE, K.R. & WEISS, M.R. (1991). The relationship
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SMOLL, F.L. & SMITH, R.E. & CUMMING, S.P. (2007).
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WILLIAMS, J.M. & WIDMEYER, W.N. (1991). The
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|
HASTIE, P.A. (1993). Coaching preferences of high school
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|
SMOLL, F.L. SMITH, R.E. BARNETT, N.P. & EVERETT, J.J.
(1993). Enhancement of children's self-esteem through
social support training for youth sport coaches.
Journal of Applied Psychology, 78, 602-610. |
STEIN, J., BLOOM, G.A. & SABISTON, C.M. (2012).
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sports coaching : research, challenges and opportunities.
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| |
SMOLL, F.L. & SMITH, R.E. (2015). Conducting evidence
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approach. In J.M. Williams & V. Krane (Eds.), Applied
sport psychology : Personal growth to peak performance
(pp. 359-382). Boston : McGraw-Hill. |
| |
SMOLL, F.L. & SMITH, R.E. (2017). Coaching young
athletes : Sport psychology theory, research, and
intervention. Indian Journal of Psychology, 92,
126-139. |
| |
|
|
Voir aussi Psychologie
du sport, Entraîneur,
Équipe, Exercice
physique, Sport
et Athlète |
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Entreposer
(une information) : Voir
Stockage.
|
Entreprise
: Entreprendre : Entrepreneur : Le mot a deux sens :
a) Au sens large, il désigne ce qu'un individu ou un
groupe d'individus décide de faire, de réaliser, de produire. On
entreprend une chose, un projet. b) Une
entreprise est aussi un groupe
d'individus fortement organisé
et hiérarchisé dans le
but d'accomplir un ensemble de tâches
bien particulières en retour de considérations sociales ou divines
(entreprise caritative ou non-lucrative) ou d'un profit
(compagnie ou entreprise à
but lucratif).
Corporation, company,
firm, enterprise, entrepreneurial organization.
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| a |
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COASE, R. (1937). The nature of the firm. Economica,
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& Personality, 39 (9), 1209-1216. [PDF] |
BARON, R.A. (1998). Cognitive mechanisms in
entrepreneurship : Why and when entrepreneurs think
differently than other people. Journal of Business
Venturing 13 (4), 275–294
|
|
|
BARON, R.A. & BRUSH, C.G. (1999). The role of social
skills in entrepreneur’s success : Evidence from
videotapes of entrepreneurs’ presentations. In P.D.
Reynolds, W.B. Bygrave, S. Manigart, C.M. Mason, G.D.
Meyer, H.J. Sapienze, & K.G.Shaver (Eds.), Frontiers
of entrepreneurship research (pp. 79-91). Babson
Park, MA : Babson College. |
|
|
| |
|
Voir aussi Motivation
au travail, Organisation,
PDG, Leadership
et Groupe |
| |
|
|
|
|
|
|
Entreprise
scientifique : Dans cette expression, le terme entreprise
renvoie davantage aux activités qui consiste "à faire" la science
plutôt qu'à un groupe organisé de scientifiques. Il est donc
synonyme de démarche
scientifique.
|
Entretien
: Discussion plus ou moins formelle entre deux personnes.
| |
|
|
CHILAND, C. (1983). L'entretien clinique. Paris
: PUF |
DUCHESNE, S. (2000), Pratique de l'entretien dit
"non-directif". Dans M. Bachir (Dir.), Les méthodes
au concret : Démarches, formes de l'expérience et
terrains d'investigation en science politique (p.
9-30). Paris : Presses Universitaires de France. |
|
PAUZÉ, E. (1984). Techniques d'entretien d'entrevues.
Montréal : Modulo. |
BEAUD S. et WEBER, F. (2003). Conduire un entretien. Dans
Guide de l'enquête de terrain (p. 203-230). Paris :
La Découverte. |
|
BLANCHET, A. et GOTMAN, A. (1992). L'enquête et ses
méthodes : l'entretien. Paris : Nathan Université. |
ROMELAER, P. (2005). L'entretien de recherche. Dans P.
Roussel (Dir.), Management des ressources humaines :
méthodes de recherche en sciences humaines et sociales.
De Boeck. |
|
WILLEMEZ, L., SURDEZ, M., PAVIS F. et CHAMBOREDON, H.
(1994). S'imposer aux imposants. À propos de quelques
obstacles rencontrés par des sociologues débutants dans la
pratique et l'usage de l'entretien. Genèses, 16
(1), 114-132. |
MAGIOGLOU, T. (2008), L'entretien non directif comme
modèle générique d'interactions. Les Cahiers
Internationaux de Psychologie Sociale, 78 (2),
51-65.
[PDF] |
|
BOUTIN, G. (1997). L'entretien de recherche
qualitatif. Québec : Presse de l'Université du
Québec. |
ROYER C., BARIBEAU C. et DUCHESNE A. (2009). Les
entretiens individuels dans la recherche en sciences
sociales au Québec : où en sommes-nous ? Un panorama des
usages. Recherches Qualitatives, Hors Série, 7,
64-79. |
|
|
|
|
Entrevue
: Échange verbal entre deux individus
- l'intervieweur et
un répondant - qui vise
à recueillir de
l'information. L'entrevue se déroule selon un schéma ou un plan
d'entrevue composé de questions
ouvertes. Elle peut se faire dans un cadre scientifique ou
dans le contexte d'une entreprise ou de
la fonction publique (poste à pourvoir). Elle permet généralement
d'obtenir des données
qualitatives, mais elle peut dans, certains cas, comprendre
une partie quantitative sous forme de tests. =
interview, entretien.
Interviewing.
| |
|
|
BINGHAM, W.V. & MOORE, B.V. (1931). How to
interview. New York : Harper & Brother. |
HYMAN, H.H. (1975). Interviewing in social research.
Chicago : University of Chicago Press. |
|
BOGARDUS, E. (1926). The group interview. Journal of
Applied Sociology, 10 (4), 372-382. |
McGOVEN, T.V. (1976). The making of a job interview : the
effect of non-verbal behaviors on an interviewer's
evaluation during a selection interview. Dissertation
Abstracts International, 4740B. |
|
MERTON, R., FISKE, M. & KENDALL, P. (1956). The
focused interview. New York : The Free Press. |
BRADBURN, N.M. & SUDMAN, S. (1979). Improving
interview method and questionnaire design : response
effects to threatenning questions in survey research. San
Francisco : Jossey-Bass Publications. |
|
NATHAN, P.E., SCHNELLER, P. & LINDSLEY, O.R. (1964).
Direct measurement of communication during psychiatric
admission interviews. Behavior Research &
Therapy, 2, 49-57. |
NICHOLLS, W.L. (1988). Computer-assisted telephone
interviewing. In R.M. Groves, P.P. Biemer, L.E. Lyberg,
J.T. Massey, W.L. Nicholls & J. Waksberg (Dirs.),
Telephone survey methodology (pp. 377-385). New
York : John Wiley. |
|
|
SYNODINOS, N.E. & BRENNAN, J.M. (1988). Computer
interactive interviewing in survey research. Psychology
& Marketing, 5 (2), 117-137. |
|
GOTTESFELD, H. & MARTINEZ, H. (1972). The first
psychiatric interview : patients who do and do not come. Psychological
Report, 31 (3), 776-778. |
D'ANTONIO, A.C. (2010). On the validity of the selection
and assessment interview. TIP : The Industrial &
Organizational Psychology, 50 (1), 39-44. |
|
| |
|
Voir aussi Biais
de l'intervieweur |
|
|
Entrevue
(Suspect/Témoin) : Voir
Interrogatoire.
Interrogation, interviewing suspect.
|
Entrevue
(clinique) : Échange verbal entre un thérapeute
et son patient/ client.
L'objectif de l'entrevue consiste à évaluer les
problèmes/troubles du patient/client, à l'aider
et, si possible, à le guérir.
L'entrevue clinique est un élément essentiel - parfois le seul -
de la thérapie. Sa durée est variable, mais dans un cadre
thérapeutique elle est souvent fixée à 45/60 minutes. Sa fréquence
varie d'une à trois fois par semaine selon le cas. Il faut
distinguer l'entrevue menée dans un cadre
scientifique, qui a pour objetif de recueillir des donnée s
afin de décrire objectivement un phénomène, de l'entrevue
clinique, qui constitue la forme privilégiée de la thérapie
psychologique, et dont le but est de permettre au psychologue de
connaître, aider et guérir
son patient/client. = face à face,
rencontre, entretien clinique.
Interviewing.
| |
|
|
NATHAN, P.E., SCHNELLER, P. & LINDSLEY, O.R. (1964).
Direct measurement of communication during psychiatric
admission interviews. Behavior Research &
Therapy, 2, 49-57. |
DELOACHE, J.S. (1995). The use of dolls in interviewing
young children. In M.S. Zaragoza, J.R. Graham, G.C.N.
Hall, R. Hirschman & Y.S. Ben-Porath (Eds.), Memory
and testimony in the child witness (pp. 160-178).
Thousand Oaks, CA : Sage. |
|
GOTTESFELD, H. & MARTINEZ, H. (1972). The first
psychiatric interview : patients who do and do not come. Psychological
Report, 31 (3), 776-778. |
SARWER, D.B. & SAYERS, S.L. (1998). Behavioral
interviewing. In A.S. Bellack & M. Hersen (Eds.), Behavioral
assessment : A practical handbook (pp. 63-78).
Boston : Allyn and Bacon. |
|
GREIST, J.H., KLEIN, M.H. & VANCURA, L.J. (1973). A
computer interview by psychiatric patient target symptoms.
Archives of General Psychiatry, 29, 247-253. |
VALENTINE, G. (1999). Doing household research :
interviewing couples together and apart. Area, 31,
67-74. |
|
DALE, P. S., LOFTUS, E.E. & RATHBUN, L. (1978). The
influence of the form of the question on the eyewitness
testimony of preschool children. Journal of
Psycholinguistic Research, 7, 269-277. |
CARTER, J.C., AIME, A.A. & MILLS, J.S. (2001).
Assessment of bulimia nervosa : A comparison of interview
and self-report questionnaire methods. International
Journal of Eating Disorders, 30, 187-192. |
|
PAUZÉ, E. (1984). Techniques d'entretien d'entrevues.
Montréal : Modulo. |
WALKER, M., ANJOUL, F., MILTON, S. & SHANNON, K.
(2006). A structured clinical interview for pathological
gambling. Gambling Research, 18, 39-68. |
|
ZIMMERMAN, M., PFOHL, B., STANGL, D. & CORENTHAL, C.
(1986). The influence of interviewing an informant on
diagnosing personality disorders. Journal of Clinical
Psychiatry, 47, 261-263. |
BJORNHOLT, M. (2012). "Am I rambling ? " on the advantages
of interviewing couples together. Qualitative
Research, 14 (1), 3-19 [PDF] |
|
ROSS, C.A., HEBER, S., NORTON, G.R., ANDERSON, G.,
ANDERSON, D. & BARCHET, P. (1989). The dissociative
disorders interview schedule : A structured interview. Dissociation,
2 (3), 169-189. |
GABBERT, F., HOPE, L., FISHER, R.P. & JAMIESON, K.
(2012). Protecting against misleading post-event
information with a self-administered interview. Applied
Cognitive Psychology, 26 (4), 568-575. |
| |
| |
|
Voir aussi Entrevue, Question
et Thérapie |
|
|
Entrevue (Embauche) : Stratégie
de sélection du personnel qui consiste en un échange verbal
plus ou moins structuré entre un comité
de sélection et un candidat
qui a postulé pour un emploi.
Entrevue, CV et
lettre de
recommandation.
= entrevue de
sélection.
Job interview, employment interview,
personel interview, hiring interview, selection interview.
| |
|
ADAMS, C.R. & SMELTZER, C.H. (1936) The scientific
construction of an interview chart. Personnel, 13, 14–19.
|
|
|
WONDERLIC, E.F. (1942). Improving interview techniques. Personnel,
18, 232–238.
|
WALTERS, L.C., MILLER, R.M. & REE, M.J. (1993).
Structured interviews for pilot selection : No incremental
validity. International Journal of Aviation
Psychology, 3, 25–38.
|
|
WAGNER, R. (1949). The employment interview: A critical
summary. Personnel Psychology, 2, 17–46.
|
|
|
YONGE, K.A. (1956). The value of the interview : An
orientation and a pilot study. Journal of Applied
Psychology, 40, 25–31. |
|
|
GLASER, R, SCHWARTZ, P.A. & FLANAGAN, J.C. (1958). The
contribution of interview and situational performance
procedures to the selection of supervisory personnel. Journal
of Applied Psychology, 42, 69–73.
|
|
WEBSTER, E.C. (1959). Decision making in the employment
interview. Personnel Administration, 22 (3), 15–22.
|
|
|
ULRICH, L. & TRUMBO, D. (1965). The selection
interview since 1949. Psychological Bulletin, 63
(2), 100–116. |
|
|
GHISELLI, E.E. (1966). The validity of a personnel
interview, Personnel psychology, 19, 389–394.
|
|
|
BARRRETT, G.V., SVETIK, B. & PRIEN, E.P. (1967).
Validity of the job-concept interview in an industrial
setting. Journal of Applied Psychology, 51, 233–235.
|
|
|
WRIGHT, O.R. (1969). Summary of research on the selection
interview since 1964. Personnel Psychology, 22,
391–413.
|
|
|
WIERNER, Y. & SCHNEIDERMAN, M.L. (1974). Use of job
information as a criterion in employment decisions of
interviewers. Journal of Applied Psychology, 59,
699-704.
|
|
|
WALDRON, L.A. (1974). The validity of an employment
interview independent of psychometric variables.
Australian Psychologist, 9, 68–77. |
|
|
McGOVEN, T.V. (1976). The making of a job interview : the
effect of non-verbal behaviors on an interviewer's
evaluation during a selection interview. Dissertation
Abstracts International, 4740B. |
|
|
LEVINE, E.L. (1976). The joy of interviewing.
Tempe, Arizona : Personnel Services Organization. |
|
|
TUCKER, D.H. & ROWE, P.M. (1977). Consulting the
application form prior to the interview : An essential
step in the selection process. Journal of Applied
Psychology, 62, 283-287.
|
|
| |
|
TULLAR, W.L., MULLINS, T.W. & CALDWELL, S.A. (1979)
Effects of interview length and applicant quality on
interview decision time. Journal of Applied
Psychology, 64, 669–674.
|
|
|
RUBINOFF, M. & MARSH, D. (1980). Candidates and colors
: An investigation. Perceptual & Motor Skills,
50, 868-870. |
COPLEY, J.E. & BROWNLOW, S. (1995). The interactive
effects of facial maturity and name warmth on perceptions
of job candidates. Basic & Applied Social
Psychology, 16, 251-265. |
|
ARVEY, R.D. & CAMPION, J.E. (1982). The employment
interview : A summary and review of recent research. Personnel
Psychology, 35, 281–-322.
|
|
|
TUBIANNA, H. & BEN-SHACKAR, G. (1982). An objective
group questionnaire as a substitute for a personnel
interview in the prediction of success in military
training in Israel. Personnel Psychology, 35 (2)
35, 349–-357.
|
|
|
WEBSTER, E.C. (1982). The employment interview: A
social judgment process. Schomberg , Ontario :
S.I.P. Publications.
|
|
|
BARNABÉ, C. (1982). L'entrevue de sélection.
Montréal : Les Éditions Agence d'Arc. |
JUDGE, T.A., HIGGINS, C.A. & CABLE, D.M. (2000). The
employment interview : A review of recent research and
recommendations for future research. Human Resource
Management Review, 10, 383-406. |
|
ZEDECK, S., TZINER, A. & MIDDLESTADT, S.E. (1983).
Interviewer valiabity and reliability : An individual
analysis approach. Personnel Psychology, 36,
355–370.
|
|
|
LINEHAN, M.M. (1983). Professional development :
Interviewing to get the job. The Behavior Therapist,
6, 3-4. |
HERMANOWICZ, J.C. (2002). The great interview: 25
strategies for studying people in bed. Qualitative
Sociology, 25 (4), 479-499 |
|
BARON, R.A. (1986). Self-presentation in job interviews :
When there can be "too much of a good thing". Journal
of Applied Social Psychology, 16, 16-28. |
WOODZICKA, A. & LAFRANCE, M. (2005). The effects of
subtle sexual harassment on women's performance in a job
interview. Sex Roles, 53, 67–77. |
|
ARVEY, R.D., MILLER, H.E., GOULD, R. & BURCH, P.
(1987). Interview validity for selecting sales clerks. Personnel
Psychology, 40, 1–12.
|
|
|
WEEKLY, J.A. & GIER, J.A. (1987). Reliability and
validity of the situational interview for a sales
position. Journal of Applied Psychology, 72, 484-487.
|
|
|
RIGGIO, R.E. & THROCKMORTON, B. (1987). Effects of
prior training and verbal errors on student performance in
job interviews. Journal of Employment Counseling, 24,
10-16. |
CAMPION, M.A., PALMER, D.K. & CAMPION, J.E. (2006). A
review of structure in the selection interview. Personnel
Psychology, 50 (3), 655-702. |
|
WIESNER, W.H. & CRONSHAW, S.F. (1988). A meta-analytic
investigation of the impact of interview format and degree
of structure on the validity of the employment interview.
Journal of Occupational Psychology, 61, 275–290. |
|
|
TULLAR, W.L. (1989) Relational control in the employment
interview. Journal of Applied Psychology, 74, 971-977.
|
|
|
WRIGHT, P.M., LICHTENFELDS, P.A. & PURSELL, E.D.
(1989). The structured interview : Additional studies and
a meta-analysis. Journal of Occupational Psychology,
62, 191-199. |
|
|
RIGGIO, R.E. & THROCKMORTON, B. (1988). The relative
effects of verbal and nonverbal behavior, appearance, and
social skills on evaluations made in hiring interviews. Journal
of Applied Social Psychology, 18, 331-348. |
D'ANTONIO, A.C. (2010). On the validity of the selection
and assessment interview. TIP : The Industrial &
Organizational Psychology, 50 (1), 39-44. |
| |
| |
|
Voir aussi Entrevue, Comité
de sélection et Sélection
du personnel |
|
|
|
Entrevue
(scientifique) : En recherche,
outil de collecte de
données qui consiste en un entretien entre un intervieweur
(chercheur ou assistant de recherche) et un répondant
(le participant). L'entrevue se déroule selon un schéma ou un plan
d'entrevue composé de questions
ouvertes. Elle permet généralement d'obtenir des données
qualitatives, mais elle peut dans, certains cas, comprendre
une partie quantitative sous forme de tests. Entrevue et
désirabilité sociale.
= entretien, interview. Interview
with a scientific.
| |
|
|
BINGHAM, W.V. & MOORE, B.V. (1931). How to
interview. New York : Harper & Brother. |
GERBER, E. & WELLENS, T. (1997). Perspectives on
pretesting : "Cognition" in the cognitive interview ? Bulletin
de Methodologique Sociologique, 55, 18-39. |
| |
BAXTER, J. & EYLES, J. (1997). Evaluating qualitative
research in social geography : Establishing "rigour" in
interview analysis. Transactions of the Institute of
British Geographers, 22 (4), 505-525. [PDF] |
| |
MAYNARD, W. & SCHAEFFER, N.C. (1997). Keeping the gate
: Declinations to the request to participate in a
telephone survey interview. Sociological Methodes
& Research, 26 (10) 34-79. |
| |
WILSON, K., ROE, B. & WRIGHT, L. (1998). Telephone or
face-to-face interviews ? : A decision made on the basis
of a pilot study. International Journal of Nursing
Studies, 35, 314-321. |
| |
KVALE, S. (1999). The psychoanalytic interview as
qualitative research. Qualitative Inquiry, 5 (1),
87-113. |
|
SCHUMAN, H. & CONVERSE, J.M. (1971). The effect of
Black and White interviewers on Black responses. Public
Opinion Quarterly, 35, 44-68. |
MULLINGS, B. (1999). Insider or outsider, both or neither:
some dilemmas of interviewing in a cross-cultural setting.
Geoforum, 30, 337-350. [PDF] |
|
HYMAN, H.H. (1975). Interviewing in social research.
Chicago : University of Chicago Press. |
THURKOW, N., BAILEY, J.S. & STAMPER, M.R. (2000). The
effects of group and individual monetary incentives on
productivity of telephone interviewers. Journal of
Organizational Behavior Management, 20, 3-25. |
| |
CURASI, C.F. (2001). A critical exploration of
face-to-face interviewing vs. computer-mediated
interviewing. International Journal of Market
Research, 43 (4), 346-375. |
| |
|
BRADBURN, N.M. & SUDMAN, S. (1979). Improving
interview method and questionnaire design : response
effects to threatenning questions in survey research. San
Francisco : Jossey-Bass Publications. |
PETERSON, C. & GRANT, M. (2001). Forced-choice : Are
forensic interviewers asking the right questions ? Canadian
Journal of Behavioural Science, 33, 118-127. [PDF] |
| |
LEVINE, S.P. & FELDMAN, R.S. (2002). Women and men's
nonverbal behavior and self-monitoring in a job interview
setting. Applied Human Resources Management Research,
7, 1-14. |
|
GROVES, R.M. & MATHIOWETZ, N.A. (1984). Computer
assisted telephone interviewing : effects on interviewers
and respondents. Public Opinion Quarterly, 48, 356-69. |
HOLBROOK, A.L., GREEN, M.C. & KROSNICK J.A. (2003).
Telephone versus face-to-face interviewing of national
probability samples with long questionnaires. Public
Opinion Quarterly, 67, 79-125. |
|
FOWLER, F.J. (1990). Standardized survey interviewing
: Minimizing interviewer-related error. Newbury
Park, CA : Sage. |
GUITTET, A. (2003). Entretien : techniques et
pratiques. Paris : A. Colin. |
|
DARLEY, J.M., OLESON, K.C. & ZANNA, M.P. (1993). How
to do well in the academic job interview. American
Psychological Society Observer, 6, 24-26. |
LAMB, M.E. & LARSSON, A.S. (2006). Developmentally
appropriate interview techniques. In B. Brooks-Gordon
& M. Freeman (Eds.), Law and psychology (pp.
143-153). Oxford : Oxford University Press. |
|
DREW, N. (1993). Re-enactment interviewing : a methodology
for phenomenological research. Journal of Nursing
Scholarship, 25, 345-351. |
BLANCHET, A. & GOTMAN, A. (2007). L'enquête et ses
méthodes : l'entretien. Paris : A. Colin. |
| |
KVALE, S. (2009). Interviews : learning the craft of
qualitative research interviewing. London : Sage
Publications. |
|
WORTHEN, M. (2014). An invitation to use Craigslist ads to
recruit respondents from stigmatized groups for
qualitative interviews. Qualitative Research, 14,
371-383. |
| |
|
|
Voir aussi Intervieweur,
Entrevue, Désirabilité
sociale et Outil
de collecte données |
|
|
|
Entrevue
d'évaluation du fardeau des aidant-e-s de Zarit (ZBI)
: Entrevue, composée de 22
questions ouvertes, qui permet d'évaluer le fardeau véu par
les aidants naturels,
notamment auprès des personnes souffant de
l'Alzheimer. Zarit Burden Interview,
ZBI.
| |
|
|
ZARIT, S.H., REEVER, K.E. & BACH-PETERSON, J. (1980).
Relatives of the impaired elderly : Correlates of feelings
of burden. Gerontologist, 20, 649-655. |
|
ZARIT, S.H., ORR, N.K. & ZARIT, M. (1985). The
hidden victims of Alzheimer's disease. New York
University Press. New York. |
|
ZARIT, S.H. REEVER, K.E. & BACH-PETERSON, J. (1980).
Relatives of the impaired elderly : correlates of feelings
of burden. The Gerontologist, 20, 649-655. |
|
ZARIT, S.H. & ZARIT, J.M. (1990). The memory and
behavior Problems Checklist and the Burden Interview.
University Park, PA : Pennsylvania State University,
Gerontology Center. |
|
BÉDARD, M., MOLLOY, W., SQUIRE, L., DUBOIS, S., LEVER,
J.A. & O'DONNELL, M. (2001). The Zarit Burden
Interview : A new short version and screening version. Gerontologist,
41, 652-657 |
|
|
|
|
Entrevue
de groupe : Technique de
collecte de données qui consiste à interroger
simultanément un groupe
de participants représentatif
de la population afin
d'en décrire les perceptions (attentes, besoins, doléances, idées,
etc.). = groupe de discussion,
groupe-sonde. Focus group, FG.
| |
|
|
BOGARDUS, E. (1926). The group interview. Journal of
Applied Sociology, 10 (4), 372-382. |
MORGAN, D. (1993). Successful focus groups :
Advancing the state of the art. Newbury Park, CA :
Sage. |
|
MERTON, R., FISKE, M. & KENDALL, P. (1956). The
focused interview. New York : The Free Press. |
WILKINSON, S. (1993). Focus groups. In J.A. Smith (Ed.), Qualitative
Psychology : A practical guide to research methods.
London : Sage. |
|
BISHOP, G. & MYERS, D.G. (1974). Informational
influence in group discussion. Organizational
Behavior & Human Performance, 12, 92-104. |
WOLFF, B., KNODEL, J. & SITTITRAI, W. (1993). Focus
groups and surveys as complementary research methods. In
D. Morgan (Ed.), Successful focus groups : Advancing
the state of the art (pp. 118-136). Newbury Park,
CA : Sage. |
|
FERN, E. (1982). The use of focus groups for idea
generation: The effects of group size, acquaintanceship,
and moderator on a response quality and quantity. Journal
of Marketing Research, 19, 1-23. |
CAREY, M.A. (1994). The group effect in focus groups :
planning, implementing, and interpreting focus group
research. In J.M. Morse (Ed.), Critical issues in
qualitative research methods. Thousand Oaks : Sage. |
|
MORGAN, D. (1988). Focus groups as qualitative
research. Newbury Park, CA : Sage Publications. |
KRUEGER, R.A. (1994). Focus groups : A practical
guide for applied research. Thousand Oaks : Sage. |
| |
MONTOYA-WEISS, M.M., MASSEY, A.P. & CLAPPER, D.L.
(1998). Online focus groups : conceptual issues and a
research tool. European Journal of Marketing, 32
(7-8), 713-723. |
|
STEWART, D.W. & SHAMDASINI, P.N. (1990). Focus
groups. Theory and Practice. Newbury Park, London,
New Delhi. Sage Publications. |
WILKINSON, S. (1998). Focus group methodology : A review.
International Journal of Social Research Methodology,
1 (3), 181-203. |
|
SUSSMAN, S., BURTO, D., DENT, C., STACY, A. & FLAY, B.
(1991). Use of focus groups in developing an adolescent
tobacco use cessation program : Collection norm effects. Journal
of Applied Social Psychology, 21, 1772-1782. |
WATERTON, C. & WYNNE, B. (1998). Can focus groups
access community views ? In R. Barbour & J. Kitzinger
(Eds.), Developing focus group research (pp.
127-144). London : Sage. |
| |
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KHAN, M.E., ANKER, M., PATEL, B.C., BARGE, S., SADHWANI.
H. & KOHLE, R. (1991). The use of focus groups in
social and behavioural research : some methodological
issues. World Health Statistical Quarterly, 44 (3),
145-149. [PDF] |
BARBOUR, R. & KITZINGER, J. (1998). Developing
focus group research. London : Sage. |
|
ASHAR, H. & LANE, M. (1993). Focus groups : An
effective tool for continuing higher education.
Journal of Continuing Higher Education, 41 (3),
9-13. |
WILKINSON, S. (1998). Focus groups in feminist research :
Power, interaction and the co-construction of meaning. Women's
Studies International Forum, 21 (1), 111-125. |
| |
MILLER, T.W. (2001). Can we trust the data of online
research. Marketing Research, 13, 26-30. |
| |
SWEET, C. (2001). Designing and conducting virtual focus
groups. Qualitative Market Research, 4 (3),
130-135. |
|
FREY, J.H. & FONTANA, A. (1993). The group interview
in social research. In D.L. Morgan (Ed.), Successful
focus groups : Advancing the state of the art.
Newbury Park, CA : Sage. |
WEBB, C. & KEVERN, J. (2001). Focus groups as a
research method : a critique of some aspects of their use
in nursing research. Journal of Advanced Nursing, 33
(6), 798-805. |
| |
BARIBEAU, C. (2009), Analyse des données des entretiens de
groupe. Recherches Qualitatives, 28 (1),
133-148. |
| |
BARIBEAU, C. et GERMAIN, M. (2010), L'entretien de groupe
: considérations théoriques et méthodologiques. Recherches
Qualitatives, 29 (1), 28-49. |
| |
OZSIVADJIAN, A., KNOTT, F. & MAGIATI, I. (2011).
Parent and child perspectives on the nature of anxiety in
children and young people with Autism Spectrum Disorders :
a focus group study. Autism, 16 (2), 107-121. |
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Voir aussi Entrevue et
Collecte de
données |
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Entrevue par internet :
Computer interactive
interviewing, computer interview mode
| |
|
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SYNODINOS, N.E. & BRENNAN, J.M. (1988). Computer
interactive interviewing in survey research. Psychology
& Marketing, 5 (2), 117-137. |
|
NEWMAN, C.J., DES JARLAIS, D.C., TURNER, C.F., GRIBBLE,
J., COOLEY, P. & PAONE, D. (2002). The differential
effects of face-to-face and computer interview modes. American
Journal of Public Health, 92 (2), 294-297. |
|
FÄNGSTRÖM, K., SALARI, R., ERIKSSON, M. & SARKADI, A.
(2017). The computer-assisted interview In My Shoes can
benefit shy preschool children's communication. PLOS
ONE, 12 (8),
1-14.
[PDF] |
|
|
Voir aussi Enquête par
entrevue et Entrevue |
|
|
Entrevue
semi-dirigée :
Semi-Structured Interview.
| |
|
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HARRELL, M.C. & BRADLEY, M.A. (2009). Data
collection methods : Semi-structured interviews and
focus groups. RAND National Defense Research
Institute. [PDF] |
|
SAVOIE-ZAJAC, L. (2009). L'entrevue semi-dirigée. In B.
Gauthier (Dir.), Recherche sociale : de la
problématique à la collecte de données. Québec :
Presse Universitaire du Québec. |
|
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Voir aussi Entrevue |
|
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Entrevue
téléphonique : Entrevue
clinique réalisée par téléphone.Telephone
interview.
| |
|
|
REICH, W. & EARLS, F. (1990). Interviewing
adolescents by telephone : Is it a useful methodological
strategy ? Comprehensive Psychiatry, 31,
211-215. |
SOBIN, E., WEISSMAN, M.M., GOLDSTEIN, R.B. & ADAMS,
P. (1993). Diagnostic interviewing for family studies :
Comparing telephone and face-to-face methods for the
diagnosis of lifetime psychiatric disorders. Psychiatric
Genetics, 3, 227-233.
|
|
ROHDE, P., LEWINSOHN, P.M. & SEELEY, J.R. (1997).
Comparability of telephone and face-to- face interviews
in assessing axis I and axis II disorders. American
Journal of Psychiatry, 154, 1593-1598. |
|
MOHR, D.C., HART, S., JULIAN, L., CATLEDGE, C.,
HONOS-WEBB, L., VELLA, L. & TASCH, E.T.
(2005).Telephone-administered psychotherapy for
depression. Archives of General Psychiatry, 62,
1007-1014. [PDF] |
|
Voir aussi Enquête par
téléphone et Entrevue |
|
|
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Entrevue
téléphonique assistée par ordinateur : = Entrevue
téléphonique assistée par ordinateur.
Centralized telephone survey centers, computer-assisted
telephone interviewing.
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|
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NICHOLLS, W.L. (1988). Computer-assisted telephone
interviewing. In R.M. Groves, P.P. Biemer, L.E. Lyberg,
J.T. Massey, W.L. Nicholls & J. Waksberg (Dirs.),
Telephone survey methodology (pp. 377-385). New
York : John Wiley. |
|
BERRY, S.H. & O'ROURKE, D. (1988). Administrative
designs for centralized telephone survey centers :
implications of the transition to CATI. In R.M. Groves,
P.P. Biemer, L.E. Lyberg, J.T. Massey, W.L. Nicholls &
J. Waksberg (Eds.) Telephone survey methodology
(pp. 457-474) New York : John Wiley. |
|
SARIS, W.E. (1991). Computer-assisted interviewing.
Newbury Park : Sage. |
|
RHODE, P., LEWINSOHN, P.M. & SEELEY, J.R. (1997).
Comparability of telephone and face-to-face interviews in
assessing Axis I and II disorders. American Journal
of Psychiatry, 154, 1593-1598. |
|
DURAND, C. et VAHON, S. (1997). La gestion des appels
et l'utilisation de logiciels itao par les firmes de
sondage privées. Recueil du Symposium 97 de
Statistique Canada : Nouvelles orientations pour les
enquêtes et les recensements. [PDF] |
|
YEAGER, D.S., KROSNICK, J.A., CHANG, L., JAVITZ, H.S.,
LEVENDUSKY, M.S., SIMPSER, A. & WANG, R. (2011).
Comparing the accuracy of RDD telephone surveys and
Internet surveys conducted with probability and
non-probability samples. Public Opinion Quarterly, 75
(4), 709-747. [PDF] |
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Voir aussi Enquête par
téléphone et Entrevue |
|
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Entropie : Chez Shannon,
mesure de l'incertitude ou de dispersion d'une information.
= incertitude.
Entropy.
|
Entwistle
Noel J. (1936-) : Psychologue
britannique, spécialisé dans l'étude des styles
et des méthodes d'apprentissage,
notamment à l'enseignement supérieur. Il s'intéresse également aux
stratégies d'étude.
|
ENTWISTLE, N. (1978). Knowledge structures and styles of
learning : a summary of Pask's recent research.
British Journal of Educational Psychology, 48, 255-265. |
|
ENTWISTLE, N.J. & MARTON, F. (1994). Knowledge objects
: understandings constituted through intensive academic
study. British Journal of Educational Psychology, 64,
161-178. |
|
ENTWISTLE, N.J. (1995). Frameworks for understanding as
experienced in essay writing and in revising for
examinations. Educational Psychologist, 30,
47-54. |
|
ENTWISTLE, N.J., TAIT, H. & McCUNE, V. (2000).
Patterns of response to an approaches to studying
inventory across contrasting groups and contexts.
European Journal of the Psychology of Education, 15 (1),
38. |
|
ENTWISTLE, N.J. & PETERSON, E.R. (2004). Conceptions
of learning and knowledge in higher education :
Relationships with study behaviour and influences of
learning environments. International Journal of
Educational Research, 41, 407-428. [PDF] |
|
|
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Énumérer : Énumération : Habileté
cognitive qui consiste à nommer
tous les objets ou les propriétés
d'une classe/ catégorie
(on dit aussi collection, s'il s'agit d'objets physiques).
Énumérer, nommer et
calculer/compter. Enumeration.
| |
|
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POTTER, M.C. & LEVY, E.I. (1968). Spatial enumeration
without counting. Child Development, 39 (1),
265-272. |
WYNN, K. (1996). Infants' individuation and enumeration of
actions. Psychological Science, 7 (3), 164-169.
[PDF] |
|
VAN OEFFELEN, M.P. & VOS, P.G. (1984). Enumeration of
dots : An eye movement analysis. Memory &
Cognition, 12 (6), 607-612. |
WYNN, K., BLOOM, P. & CHIANG, W-C. (2002). Enumeration
of collective entities by 5-month-old infants.
Cognition, 83, 55-62. [PDF] |
|
TRICK, L.M. & PYLYSHYN, Z.W. (1994). Why are small and
large numbers enumerated differently ? A limited-capacity
preattentive stage in vision. Psychological Review,
101 (1), 80-102. [PDF]
|
CLEARFIELD, M.W. (2004). Infants' enumeration of dynamic
displays. Cognitive Development, 19 (3), 309-324.
[PDF] |
| |
VAN MARLE, K. & WYNN, K. (2009). Infants’ auditory
enumeration : Evidence for analog magnitudes in the small
number range. Cognition, 111, 302-316. [PDF]
|
| |
SELLA, F., LANFRANCHI, S. & ZORZI, M. (2013).
Enumeration skills in Down syndrome. Research in
Developmental Disabilities, 34, 3798-3806. [PDF] |
|
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Énurésie : Parasomnie
qui consiste en une émission normale et involontaire d'urine
pendant le sommeil. Elle
est dite primaire chez les enfants qui n'ont jamais été
propres et secondaire chez l'enfant
de plus de cinq ans, qui a appris à se retenir depuis au moins six
mois. Énurésie, urine et
incontinence. =
pipi au lit la nuit, mouiller son lit, flotte nocturne. Enuresis,
urinary incontinence of children.
| |
|
|
MOWRER, O.H. (1938). Apparatus for the study and treatment
of enuresis. American Journal of Psychology, 51,
163-166. |
VON GONTARD, A., SCHAUMBURG, H., HOLLMANN, E., EIBERG, H.
& RITTIG, S. (2001). The genetics of enuresis : A
review. Journal of Urology, 166 (6), 2438-2443. |
|
BLACKMAN, S., BENTON, A.J. & COVE, M. (1964). The
effect of imipramine on enuresis. American Journal of
Psychiatry, 120, 1194-1195. |
LEBLANC, L.A., CARR, J.E., CROSSETT, S.E., BENNETT, C.M.
& DETWELILER, D.D. (2005). Intensive outpatient
behavioral treatment of primary urinary incontinence of
children with autism. Focus on Autism & other
Developmental Disabilities, 20 (2), 98-105.
[PDF] |
|
TURNER, R.K. & YOUNG, G.C. (1966). CNS timulant drug
and conditioning treatment of nocturnal enuresis : a
long-term follow-up study. Behavior Research &
Therapy, 4, 225-228. |
|
|
NORDQUIST, V.M. (1971). The modification of a child's
enuresis : some response-response relationships. Journal
of Applied Behavior Analysis, 4 (3), 241-244. [PDF] |
HUMPRHEYS, M.R. & REINBERG, Y.E. (2005). Contemporary
and emerging drug treatments for urinary incontinence in
children. Pediatric Drugs, 7 (3), 151-162. |
|
AZRIN, N.H., SNEED, T.J. & FOXX, R.M. (1973). Dry bed
: A rapid method of eliminating bedwetting (enuresis) of
the retarded. Behavior Research & Therapy, 11,
427-434. |
|
|
AZRIN, N.H., SNEED, T.J. & FOXX, R.M. (1974). Dry-bed
training : Rapid elimination of childhood enuresis.
Behaviour Research & Therapy, 12, 147-156. |
FRIMAN, P.C. & JONES, K.M. (2005). Behavioral
treatment for nocturnal enuresis. The Journal of
Early & Intensive Behavioral Intervention, 2
(4), 259-267. [PDF] |
|
AZRIN, N.H. & THIENES, P.M. (1978). Rapid elimination
of enuresis by intensive learning without a conditioning
apparatus. Behavior Therapy, 9, 342-354. |
|
| |
|
AZRIN, N.H. HONTOS, P.T. & ESALEL-AZRIN, V. (1979).
Elimination of enuresis without a conditioning apparatus :
an extension by office instruction of the child and
parents. Behavior Therapy, 10, 14-19. |
|
|
BARMANN, B.C., KATZ, R.C., O'BRIEN, F. & BEAUCHAMP,
K.L. (1981). Treating irregular enuresis in
developmentally disabled persons. Behavior
Modification, 5, 336-346. |
|
|
BOLLARD, J., NETTLEBACK, T. & ROXBEE, L. (1982).
Dry-bed training for childhood bedwetting : A comparison
of group with individually administered parent
instruction. Behaviour Research & Therapy, 20, 209-217.
|
|
|
HAUG-SCHNABLE, G. (1990). The enuresis interview. The
situation of children with bed-wetting careers. Acta
Paedopsychiatrica, 53 (1), 45-50. |
BAEYENS, D., ROEYERS, H., VAN ERDEGHEM, S., HOEBEKE, P.
& VANDE WALLE, J. (2007). The prevalence of attention
deficit-hyperactivity disorder in children with
nonmonosymptomatic nocturnal enuresis : A 4-year follow-up
study. Journal of Urology, 178, 2616-2620. |
|
ARNELL, J., HJALMAS, K., JAGERVALL, M., LACKGREN, G.,
STENBERG, A., BENGTSSON, B., WASSÉN, C., EMAHAZION, T.,
ANNERÉN, G., PETTERSSON, U., SUNDVALL, M. & DAHL, N.
(1997). The genetics of primary nocturnal enuresis :
Inheritance and suggestion of a second major gene on
chromosome 12q. Journal of Medical Genetics, 34, 360-365. |
INAN, M., TOKUC, B., AYDINER, C.Y., ASKU, B., ONER, N.
& BASARAN, U.N. (2008). Personal characteristics of
enuretic children : An epidemiological study from S-East
Europe. Urologia International, 81 (1), 47-53. |
|
MOFFATT, M.E. (1997). Nocturnal enuresis : a review of the
efficacy of treatments and practical advice for
clinicians. Journal of Developmental & Behavioral
Pediatrics, 18 (1), 49-56. |
|
|
BAILEY, J.N., ORNITZ, E., GEHRICKE, J.G., GABAKIADN, P.,
RUSSELL, A. & SMALLEY, S.L. (1999). Transmission of
primary nocturnal enuresis and attention deficit disorder.
The Journal of Nervous & Mental Disorders Acta
Paediatrica, 88, 1364-1368. |
WILLIAMSON, L.B., GOWER, M. & ULZEN, T. (2011).
Enuresis and ADHD in older children and an adolescent
treated with stimulant medication : A case series. Canadian
Academy of Child & Adolescent Psychiatry, 20 (1),
53-55. [PDF] |
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Voir aussi Soins
parentaux et Parasomnie |
|
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Envahisseur : Envahissement (du territoire) :
Séquence de comportements
qui consiste : 1) à pénétrer sans autorisation le terrioire qu'un
individu, le résident, considère comme le sien (intrusion); 2) à
envahir l'espace disponible en menaçant ou en chassant le résident
(occupation); 3) au besoin, à en consommer les ressources
(exploitation) ; 4) et finalement à s'y établir en se proclamant
propriétaire des lieux (proclamation). Cet envahissement peut se
traduire chez le résidant
(l'individu envahi) par des comportements d'échappement
(déplacement, évitement du regard, etc.), des réponses
physiologiques (sudation, transpiration, accélération du rythme
cardiaque) ou émotionnelles (peur, crainte, appréhension,
dégoût, etc.). Parfois, on observe chez le résidant des
comportements agressifs visant à éloigner
ou à chasser l'intrus de
son territoire ou, simplement, l'absence apparente de
comportements (paralysie, posture de soumission, etc.).
Envahissement du territoire et distance.
= intrusion. /résidant.
Intruder, invasion of personal space,
violate personal space, spatil intrusion, space violation.
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SOMMER, R. (1959). Studies in personal space. Sociometry,
22, 247-260. |
KRAIL, K. & LEVENTHAL, G. (1976). The sex variable in
the intrusion of personal space. Sociometry, 39, 170-173. |
|
FELIPE, N. & SOMMER, R. (1966). Invasions of personal
space. Social Problems, 14 (2), 206-214. |
MIDDLEMIST, R.D., MATTER, C.F. & KNOWLES, E.S. (1976).
Personal space invasions in the lavatory : Suggestive
evidence. Journal of Personality & Social
Psychology, 33 (5), 541-546. [PDF] |
|
SOMMER, R. (1969). Personal space : The behavioral
basis of design. New York : Prentice-Hall. |
BURGOON, J.K. & JONES, S.B. (1976). Toward a theory of
personal space expectations and their violations. Human
Communication Research, 2, 131-146. |
|
SOMMER, R. & BECKER, F.D. (1969). Territorial defense
and the good neighbor. Journal of Personality &
Social Psychology, 11 (2), 85-92. |
HALL, E.T. (1978). La dimension cachée. Paris :
Le Seuil. |
|
PATTERSON M.L., MULLENS S. & ROMANO, J. (1971).
Compensatory reactions to spatial intrusion.
Sociometry, 34, 114-121. |
BURGOON, J.K. (1978). A communication model of personal
space violations : Explication and an initial test. Human
Communication Research, 4, 129-142. |
|
DABBS, J.M. (1971). Physical closeness and negative
feelings. Psychnomic Science, 23, 141-143. |
AHMED, S.M.S. (1979). Invasion of personal space : A study
of departure time as affected by sex of the intruder, sex
of the subject, and saliency condition. Perceptual
& Motor Skills, 49, 85-86. |
|
PATTERSON, M.L., MULLENS, S. & ROMANO, J. (1971).
Compensatory reactions to spatial intrusion.
Sociometry, 34, 114-121. |
BROWN, C.E. (1981). Shared space invasion and race. Personality
& Social Psychology Bulletin, 7, 103-108. |
| |
|
CHEYNE, J.A. & EFRAN, M.G. (1972). The effect of
spatial and interpersonal variables on the invasion of
group controlled territories. Sociometry, 35,
477-489. |
RÜSTEMLI, A. A. (1986). Male and female personal space
needs and escape reactions. International Journal of
Psychology 21, 503-511. |
|
BAREFOOT, J.C., HOOPLE, H. & McLAY, D. (1972).
Avoidance of an act which would violate personal space. Psychonomic
Science, 28 (4), 205-206. |
HEWITT, J. & HENLEY, R. (1987). Sex differences in
reaction to spatial invasion. Perceptual & Motor
Skills, 64, 809-810. |
| |
WOLLMAN, N., KELLY, B.M. & BORDENS, K.S. (1994).
Environmental and intrapersonal predictors of reactions to
potential territorial intrusions in the workplace.
Environment & Behavior, 26, 179-194. |
|
EFRAN, M.G. & CHEYNE, J.A. (1974). Affective concomi-
tants of the invasion of shared space : Behavioral,
physiological, and verbal indicators. Journal of
Personality & Social Psychology, 29, 219-226. |
KAYA, N. & ERKIP, F. (1999). Invasion of personal
space under the condition of short-term crowding : a case
study on an automated teller machine. Journal of
Environmental Psychology 19, 183-189. [PDF] |
|
FISHER J.D. & BYRNE, D. (1975). Too close for comfort
: Sex differences in response to invasions of personal
space. Journal of Personality & Social
Psychology, 32 (1), 15-20. [PDF] |
HASTINGS, A., CUDDINGTON, K., DAVIES, K.F.,DUGAW, C.,
ELMENDORF, S., FREESTONE, A. HARRISON, S., HOLLAND, M.,
LAMBRINOS, J., MALVADKAR, U., MELOURNE, B.A., MOORE, K.,
TAYLOR, C. & THOMSON, D. (2005). The spatial spread of
invasions : new developments in theory and evidence. Ecology
Letters, 8, 91-101. [PDF] |
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Voir aussi Entassement, Territoire
et Distance |
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Environment & Behavior : Revue
scientifique multidisciplinaire qui s'intéresse à la
relation entre les individus et leur environnement
physique et social. =
Environment and Behavior. Éditeur : Sage.
JOIREMAN, J., VAN LANGE, P.A.M. & VAN VUGT, M.
(2004). Who cares about the environmental impact of cars
? Those with an eye toward the future. Environment
& Behavior, 35, 1-20.
[PDF]
|
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Environmental Health Perspectives : Revue
scientifique multidisciplinaire qui s'intéresse à
l'influence de l'environnement physique sur la santé
physique et mentale.
Éditeur : Ambra Publishing System.
BABISCH, W. (2005). Noise and health. Environmental
Health Perspectives, 113, 14-15.
|
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Environnement
: Au sens strict, ce qui est extérieur à l'organisme,
ce qui l'entoure. Il s'agit en fait de l'ensemble des stimuli
physiques et sociaux qui influencent un organisme, notamment ses apprentissages.
Pour de nombreux béhavioristes,
l'environnement est la cause
première du comportement.
Environnement et milieu sont souvent utilisés comme synonymes;
cependant certains auteurs les distinguent de la manière suivante
: le milieu désigne le contexte immédiat et proximal d'un
organisme ou d'une partie de ce dernier ( EX:
milieu d'une cellule), alors que l'environnement renvoie à un
contexte plus large, plus distal ou global. Pour les écologistes,
le milieu renvoie au microsystème
d'un individu, alors que l'environnement désigne les autres
systèmes. Enfin, précisons que pour certains auteurs,
l'environnement ne désigne que les
objets physiques; le terme société
est alors utilisé pour désginer l'environnement social. les
autres. Environnement et contexte.
= milieu,
milieu proximal, habitat, niche écologique, contexte.
( ): Environnements physique
et social.
Environment, environmental determination,
environmental influences.
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|
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COOLEY, C.H. (1926). Heredity or environment. Journal
of Applied Sociology 10, 303-307.
[LIRE] |
HINELINE, P.N. (1990). The origins of environment-based
psychological theory. Journal of the Experimental
Analysis of Behavior, 53 (2), 305-320. [PDF] |
|
TOLMAN, E.C. & BRUNSWICK, E. (1935). The organism and
the causal texture of the environment. Psychological
Review, 42, 43-47. |
BOBBITT-NOLEN, S. & HALADYNA, T.M. (1990). Personal
and environmental influences on students' beliefs about
effective study strategies. Contemporary Educational
Psychology, 15 (2), 116-130. |
|
PRONKO, N.H. (1957). "Heredity" and "envrionment" in
biology and psychology. Psychology Record, 7,
45-54. |
BICKARD, M.H. (1992). How does the environment affect the
person? In L.T. Winegar & J. Valsiner (Eds.), Children's
development in social context. Hillsdale, NJ :
Lawrence Erlbaum Assoc. |
|
COOPER, R.M. & ZUBECK, J.P. (1958). Effects of
enriched and restricted early environments on the learning
ability of bright and dull rats. Canadian Journal of
Psychology, 12 (3), 159-164. |
GLENN, S.S. & FIELD, D.P. (1994). Functions of the
environment in behavioral evolution. The Behavior
Analyst, 17, 275-291. [PDF] |
|
THOMAS, A., BIRCH, H.G., CHESS, S. & ROBBINS, L.C.
(1961). Individuality in responses of children to similar
environmental situations. American Journal of
Psychiatry, 117, 798-803. |
JOSEPH, J. (1998). The equal environment assumption of the
classical twin method : A critical analysis. Journal
of Mind & Behavior, 19, 325-358. |
|
ROSENZWEIG, M.R., KRECH, D., BENNETT, E.L. & DIAMOND,
M.C. (1962). Effects of environmental complexity and
training on brain chemistry and anatomy : A replication
and extension. Journal of Comparative &
Physiological Psychology, 55 (4), 429-437. [PDF] |
BAHARUDIN, R. & LUSTER, T. (1998). Factors related to
the quality of the home environment and children's
achievement. Journal of Family Issues, 19 (4),
375-403. |
|
SOMMER, R. (1966). Man's proximate environment.
Journal of Social Issues, 22, 59-70. |
GRIFFITHS, S.C., OWENS, I.P.F. & BURKE, T. (1999).
Environmental determination of a sexually selected trait.
Nature, 400, 358-360. |
|
BAUM, A., SINGER, J.E. & VALINS, S. (Eds.) (1979). Advances
in environmental psychology. Vol I - The urban
environment. New York : John Wiley & Sons. |
BURT, S.A., KRUEGER, R.F., McGUE, M. & IACONO, W.G.
(2001). Sources of covariation among attention-deficit
hyperactivity disorder, oppositional defiant disorder, and
conduct disorder : The importance of shared environment. Journal
of Abnormal Psychology, 110, 516-525. |
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DOMJAN, M.P., SCHORR, R. & BEST, M.R. (1977). Early
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WALSH, R.N. & CUMMINS, R.A. (1979). Changes in
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SCARR, S. & McCARTNEY, K. (1983). How people make
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McDOWELL, J.J. (1988). Matching theory in natural human
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McIVER, D. (1988). Classroom environments and the
stratification of pupils' ability perceptions. Journal
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WCISLO, W.T. (1989). Behavioral environments and
evolutionary change. Annual Review of Ecology &
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TAYLOR, S.E., KARLAMANGLA, A.S., FRIEDMAN, E.M. &
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OVERSKEID, G. (2018). Do we need the environment to
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| |
| |
|
Voir aussi Milieu
et stimulus |
|
|
Environnement
enrichi : Tout environnement que l'on modifie
physiquement (en réaménageant le milieu ou en ajoutant des objets)
ou socialement (en ajoutant d'autres congénères
ou en modifiant leurs comportements) afin d'augmenter le
niveau de stimulation d'un organisme,
et partant la validité
écologique d'une recherche. /enrichissement
monotone. Environmmental enrichment.
| |
|
|
COOPER, R.M. & ZUBECK, J.P. (1958). Effects of
enriched and restricted early environments on the learning
ability of bright and dull rats. Canadian Journal of
Psychology, 12 (3), 159-164. |
VAN PRAAG, H., KEMPERMANN, G. & GAGE, F.H. (2000).
Neural consequences of environmental enrichment. Nature
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ROSENZWEIG, M.R., KRECH, D., BENNETT, E.L. & DIAMOND,
M.C. (1962). Effects of environmental complexity and
training on brain chemistry and anatomy : A replication
and extension. Journal of Comparative &
Physiological Psychology, 55 (4), 429-437. [PDF]
+ [PDF] |
ROSENZWEIG, M. R., KRECH, D., BENNETT, E.L. & DIAMOND,
M.C. (1962). Effects of environmental complexity and
training on brain chemistry and anatomy : A replication
and extension. Journal of Comparative and
Physiological Psychology, 55 (4), 429-437. |
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DIAMOND, M.C., KRECH, D. & ROSENZWEIG, M.R. (1964).
The effects of an enriched environment on the histology of
the rat cerebral cortex. Journal of Comparative
Neurology, 123, 111-119. |
|
|
KRECH, D., ROSENZWEIG, M.R. & BENNETT, E.L. (1966).
Environmental impoverishment, social isolation and changes
in brain chemistry and anatomy. Physiology &
Behavior, 1 (2), 99-104. |
|
|
DIAMOND, M.C. (1967). Extensive cortical depth measures
and neuron size increases in the cortex of environmentally
enriched rats.Journal of Comparative Neurology, 131, 357-364. |
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GLOBUSM A., ROSENZWEIG, M. R., BENNETT, E.L. &
DIAMOND, M.C. (1973). Effects of differential experience
on dendritic spine counts in rat cerebral cortex. Journal
of Comparative and Physiological Psychology, 82
(2), 175-181. |
|
| |
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HORNER, R.D. (1980). The effects of an environmental
"enrichment" program on the behavior of institutionalized
profoundly retarded children. Journal of Applied
Behavioral Analysis, 13 (3), 473-491.
[PDF] |
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WARREN, J.M., ZERWECK, C. & ANTHONY, A. (1982).
Effects of environmental enrichment on old mice. Developmental
Psychobiology, 15, 13-18. |
FRICK, K.M., STEEARNS, N.A., PAN, J.P. &
BERGER-SWEENEY. J. (2003). Effects of environmental
enrichment on spatial memory and neurochemistry in
middle-aged mice. Learning & Memory, 10, 187-198
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RENNER, M.J. & ROSENWEIG, M.R. (1987). Enriched
and impoverished environments : Effects on brain and
behavior. Springer. |
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H. (2003). Are the effects of different enrichment designs
on the physiology and behaviour of DBA/2 mice consistent ?
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GENTILE, A.M., BEHESHETI, Z. & HELD, J.M. (1987).
Enrichment versus exercise effects on motor impairments
following cortical removals in rats. Behavioral &
Neural Biology, 47, 321-332. |
WOLFER, D.B., LITVIN, O., MORF, S., NITSCH, R.M. &
WÜRBEL, H. (2004). Laboratory an animal welfare : cage
enrichment and mouse behaviour. Nature, 432, 821-822. |
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RINGDAHL, J.E., VOLLMER, T.R., MARCUS, B.A. & ROANE,
H.S.. (1997). An analogue evaluation of environmental
enrichment : The role of stimulus preference. Journal
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CHAPILLON, P., MANNECHE, C., BELZUNG, C. & CASTON, J.
(1999). Rearing environmental enrichment in two inbred
strains of mice : 1. Effects on emotional reactivity. Behavior
Genetics, 29, 41-46. |
WÜRBEL, H. (2007). Environmental enrichment does not
disrupt standardisation of animal experiments. Altex,
24, 70-73. [PDF] |
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SOFFIÉ, M., HAHN, K., TERAO, E. & ECLANCHER, F.
(1999). Behavioural and glial changes in old rats
following environmental enrichment. Behavioural Brain
Research, 101, 37-49. |
|
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|
Voir aussi Neuroplasticité |
|
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Environnement
familial : Voir
famille. Family environment.
| |
|
|
NASH, M.R., HULSEY, T.C., SEXTON, M.C., HARRALSON, T.L.
& LAMBERT, W. (1993). Long-term sequelae of childhood
sexual abuse : Perceived family environment,
psychopathology, and dissociation. Journal of
Consulting & Clinical Psychology, 61, 276-283. |
|
|
Voir aussi Famille |
|
|
|
|
Environnement
naturel : Natural environment.
| |
|
|
PHILIP, P., SAGASPE, P., TAILLARD, J., MOORE, N.,
GUILLEMINAULT, C., SANCHEZ-ORTUNO, M., ÄKERSTEDT, T. &
BIOULAC, B. (2002). Fatigue, sleep restriction, and
performance in automobile drivers : A controlled study in
a natural environment. Sleep, 26 (3), 277-280.
[PDF] |
|
|
|
Environnement
physique : Au sens strict, ce qui est extérieur à l'organisme.
Il s'agit en fait de l'ensemble des stimuli
physiques qui influencent un organisme. Pour de nombreux béhavioristes,
l'environnement social et physique est la cause
première du comportement.
Environnement et contexte.
= milieu physique
habitat, niche écologique. Environment,
physical environment, environmental influences.
| |
|
|
READ, M., SUGAWARA, A. & BRANDT, J. (1999). Impact of
space and color in the physical environment on preschool
children's cooperative behavior. Environment &
Behavior, 31, 413-428. |
|
VAN VUGT, M. (2009). Averting the Tragedy of the Commons :
Using social psychological science to protect the
environment. Current Directions in Psychological
Science, 18, 169-173. [PDF] |
|
VAN VUGT, M. (2009). Triumph of the Commons (Helping the
world to share environmental resources). New
Scientist, 41-43 |
|
Voir aussi Stimulus |
|
|
|
Environnement social : Au sens strict, ce qui est extérieur à l'organisme.
Il s'agit en fait de l'ensemble des stimuli
sociaux qui influencent un organisme. Pour de nombreux béhavioristes,
l'environnement physique et
social est la cause première
du comportement. Environnement
et contexte.
=
milieu social, habitat, niche écologique, contexte social.
Environment, social environment, environmental influences, social experiences.
| |
|
|
BOBBITT-NOLEN, S. & HALADYNA, T.M. (1990). Personal
and environmental influences on students' beliefs about
effective study strategies. Contemporary Educational
Psychology, 15 (2), 116-130. |
|
HARRIS, J.R. (1995). Where is the child's environment ? A
group socialization theory of development.
Psychological Review, 102, 458-489. |
|
CUMMINS, D.D. (2000). How the social environment shaped
the evolution of mind. Synthese, 122, 3–28. [PDF] |
|
CHAMPAGNE, F.A. & CURLEY, J.P. (2005). How social
experiences influence the brain. Current Opinion in
Neurobiology, 15 (6), 704-709. [PDF] |
|
CHAMPAGNE, F.A. & MEANEY, M.J. (2007).
Transgenerational effects of social environment on
variations in maternal care and behavioral response to
novelty. Behavioral Neuroscience, 121, 1353-1363.
[PDF] |
|
|
|
|
Environnementalisme : Le mot a deux acceptions : a) Perspective de la psychologie qui
met l'accent sur le rôle et l'importance de l'environnement
dans la détermination des comportements
en général. b) Doctrine qui promeut la
protection de l'environnement et exploitation durable et
responsable de ses ressources.
Environmentalism.
| |
|
| a |
|
SMITH, T.L. (1983). Skinner's environmentalism : The
analogy with natural selection. Behaviorism, 11, 133-153. |
|
|
| b |
|
BLOCKER, T.J. & ECKBERG, D.L. (1997). Gender and
environmentalism : Results from the 1993 general social
survey. Social Science Quarterly, 841–858. |
|
SCHULTZ, P.W. (2001). The structure of environmental
concern : Concern for self, other people, and the
biosphere. Journal of environmental psychology, 21 (4),
327–339. |
| |
|
Voir aussi Comportement
de propreté des lieux, Recycler,
Comportement
pro-environnement et Économie
d'énergie |
| |
|
|
Enzyme:
Enzym.
| |
|
|
ROSENZWEIG, M.R., KRECH, D. & BENNETT, E.L. (1959).
Brain enzymes and adaptive behavior. In Ciba Fondation
Symposium (Ed.), On the neurological basis of
behaviour (pp. 337-355). London : J. & A.
Churchill. |
|
|
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| ENT
- ÉPELER
- ÉPI - ÉPIDÉMIOLOGIE
- ÉPIGÉNÈSE - ÉPILEPSIE
- ÉPISTÉMOLOGIE - EPLING
- ÉPREUVE - EPSTEIN
- ÉPUISEMENT - EQ |
Épaisseur
(du cortex) : Mesure du cortex.
Cortical hickness.
| |
|
|
BURGALETA, M., JOHNSON, W., WABER, D.P., COLOM, R. &
KARAMA, S. (2014). Cognitive ability changes and dynamics
of cortical thickness development in healthy children and
adolescents. Neuroimage, 84, 810-819.
[PDF] |
|
|
|
|
Épargne : Épargner : Consiste à stocker son argent plutôt que de le dépenser.
Saving
| |
|
|
DEATON, A. (1977). Involuntary savings through
unanticipated inflation. American Economic Review, 67,
899-910. |
|
DEATON, A. (1983). Savings and inflation : Theory and
British evidence. in F. Modigliani and R. Hemming (Eds.),
The determinants of national savings and wealth
(pp. 125-139). London : Macmillan. |
|
DEATON, A. (1991). Saving and liquidity constraints.
Econometrica, 59 (5), 1221-1248. |
|
DEATON, A. & LAROCQUE, G. (2001). Housing, land
prices, and the link between growth and saving. Journal
of Economic Growth, 6, 87-105. [PDF] |
|
|
|
|
Épeler
: Comportement qui consiste à reconnaître,
discriminer et nommer
les lettres d'un mot.
Épeler, nommer et
écrire. Spelling.
| |
|
|
FOX, W.H. & EASTON, M.T. (1946). Analysis of the
speling proficiency of 82,833 pupils in grades 2 to 8 in
3,547 teaching units of the city school in Indiana. Indiana
University Bulletin, School of Education, 22, 1-50. |
DUBE, W.V., McDONALD, S.J., McLLVANE, W.J. & MACKAY,
H.A. (1991). Constructed-response matching to sample and
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FREYBERG, P.S. (1964). A comparison of two approaches to
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CUNNINGHAM, A.E. & STANOVICH, K.E. (1991). Tracking
the unique effects of print exposure in children :
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KINSBOURNE, M. & WARRINGTON, E.K. (1965). A case
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LENNOX, C. & SIEGEL, L.S. (1993). Visual and
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FISHMAN, E.J., KELLER, L. & ATKINSON, R.C. (1968).
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SHIRLEY, M.J. & PENNYPACKER, H.S. (1994). The effects
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NUNES, T. (1995). Spelling : Beyond the first years.
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COTTERELL, G.C. (1971). Helping the bad speller. Reading,
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RAYEK, E. & NESSELROADE, E. (1972). Application of
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AXELROD, S., WHITAKER, D. & HALL, R.V. (1972). Effects
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BERNINGER, V.W., VAUGHN, K., ABBOT, R.D., BROOKS, A.,
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HARRIS, M.S. (1972). Effects of peer tutoring on the
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BRYANT, P.E., NUNES, T. & SNAITH, R.T. (2000).
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| |
| |
|
Voir aussi Lettres,
Mot, Nommer
et Vocabulaire |
|
|
Épi
: Préfixe qui
signifie sur ou au-dessus (généralement d'une chose essentielle).
|
Épicurisme
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|
|
BRUNSCHWIG, J. (1995). Études sur les philosophies
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|
|
|
Épidémie
: Épidémiologie : Science
hybride qui étudie les facteurs qui favorisent ou inhibent la
propagation indésirable - parfois à large échelle (pandémie) - de
certains phénomènes biologiques (virus,
infection sexuellement transmissible, etc.) ou, par extension,
psychosociaux (épidémiologie
sociale). ( ): épidémiologie
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| |
|
Voir aussi Épidémiologie
sociale, Pandémie et
Virus |
|
|
Épidémiologie
sociale : Science
hybride qui étudie les facteurs qui favorisent ou inhibent la
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de santé mantale (suicide,
anorexie, autisme,
etc) et les phénomènes
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tics du langage,
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| |
|
|
Voir aussi Trouble
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mental |
|
|
Epidemiologic
Reviews : Revue
scientifique multidisciplinaire d'épidémiologie.
Éditeur : Oxford Journals.
KAPLAN, G.A. (2004). What's wrong with social
epidemiology, and how can we make it better ? Epidemiologic
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[PDF]
|
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|
|
|
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Épigénèse
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| |
|
|
Voir aussi Trouble
neurocognitif et
Possession |
|
|
Épinéphrine
: Du grec epi et nephros signifiant
«sur le rein». Hormone/ neurotransmetteur
utilisé dans certaines expériences de psychologie pour induire des
réactions physiologiques (accélération du rythme
cardiaque, augmentation de la force des contractions du
coeur, hausse de la pression
artérielle) normalement secrétée en état de stress
et que le sujet peut interpréter comme une forte émotion.
= adrénaline. Epinephrine.
| |
|
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WURTMAN, R.J, FRANK, M.M., MORSE, W.H. & DEWS, P.B.
(1959). Studies on behavior. V. Actions of l-epinephrine
and related compounds. Journal of Pharmacology &
Experimental Therapeutics, 127, 281-287. |
|
SCHACHTER, S. & SINGER, J.E. (1962). Cognitive, social
and physiological determinants of emotional states. Psychological Review, 69, 379-399. |
|
SCHACHTER, S. & WHEELER, L. (1962) Epinephrine,
chlorpromazine, and amusement. Journal of Abnormal
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BREGGIN, P.R. (1965). The sedative-like effects of
epinephrine. Archives of General Psychiatry, 12,
255-259. |
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WALSH, J.M. & GURALNICK, M.J. (1971). The effects of
epinephrine and chlorpromazine on visual cliff behavior in
hooded and albino rats. Psychonomic Science, 23,
1-3. |
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BERNTSON, G.G., SHAFI, R., KNOX, D. & SARTER, M.
(2003). Blockade of epinephrine priming of the cerebral
auditory evoked response by cortical cholinergic
deafferentation. Neuroscience, 116, 179-186. |
| |
|
Voir aussi Hormone
et Neurotransmetteur |
|
|
Épinoche : Animal
de la classe des
poissons.
= (Gasterosteus aculeatus). Stickleback.
| |
|
|
PELKWIJK, J.J. & TINBERGEN, N. (1937). Eine
Reizbiologische Analyse einiger Verhaltensweisen von
Gasterosteus aculeatus. Zeitschrift für
Tierpsychologie, 1, 193-204. |
|
KOCH, H.J. et HEUTS, M.J. (1943). Régulation osmotique,
cycle sexuel et migration de reproduction chez les
épinoches. Archives Internationales de Physiologie, 53
(3-4), 253-266 |
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MUCKENSTRURM, B. (1969). La signification de la livrée
nuptiale de l'épinoche. Revue du Comportement Animal,
3, 39-64. |
|
CHAUVIN-MUCKENSTURM, B. (1979). Le problème de la fixation
génotypique du comportement agressif chez les épinoches
Gasterosteus aculeatus. Compte Rendus de l'Académie
des Sciences, 289, 935-938. |
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CHAUVIN-MUCKENSTURM, B. (1980). Que reste-t-il des
observations classiques des objectivistes sur l'épinoche ?
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VAMOSI, S. & SHULER, D. (2004). Character shifts in
the defensive armor of sympatric sticklebacks.
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MILLER, S.E., SAMUK, K.M. & RENNISON, D.J. (2016). An
experimental test of the effect of predation upon
behaviour and trait correlations in the threespine
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| |
|
Voir aussii Tinbergen,
Animal et Poisson |
|
|
|
|
|
|
Épiphyse
: L'épiphyse
est une glande située dans l'épithalamus,
située entre les deux tubercules
postérieurs (colliculi inférieurs) et les deux tubercules
antérieurs. Elle sécréte et régule la mélatonine,
une hormone qui
favorise l'endormissement et le
sommeil. Cette fonction a été découverte par Axelrod,
Wurtman et Phillips
(1963). /glande pinéale, troisième
oeil. Pineal gland.
| |
|
|
WURTMAN, R.J. & AXELROD, J. & PHILLIPS, L.S.
(1963). Melatonin synthesis in the pineal gland : Control
by light. Science, 142 (3595), 1071-1073. [PDF]
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BRAINARD, G.C., RICHARDSON, B.D., HUBRID, E., STEENLECHNER
S., MATTHEWS, S.A. & REITER, R.J. (1984). The influence
of various irradiances of artificial light, twilight, and
moonlight on the suppression of pineal melatonin content
in the Syrian hamster. Journal of Pineal Research, 1
(2), 105-119. |
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AXELROD, J.S.H., SNYDER, M., ZWEIG, M. & FISHER, J.E.
(1964). Control of the circadian rhythm in serotonin
content of the rat pineal gland. Proceedings of the
National Academy of Sciences, USA, 53, 301-306. |
BRZEZINSKI, A. & WURTMAN, R.J. (1988). The pineal
gland : it's possible roles in human reproduction. Obstetrical
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WURTMAN, R.J., AXELROD, J. & FISHER, J.E. (1964).
Melatonin synthesis in the pineal gland : Effect of light
mediated by the sympathic nervous system. Science,
143, 1328-1330. [PDF]
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EITER, R.J. (1991). Pineal gland : interface between the
photoperiodic environment and the endocrine system.
Trends in Endocrinology & Metabolism, 2, 13-19. |
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WURTMAN, R.J. & AXELROD, J. & CHU, E.W. (1965).
Melatonin, a pineal substance : effect on the rat ovary.
Science, 141 (3577), 277-278.
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SCHMIDT, F., PENKA, B., TRAUNER, M., REINSPERGER, L.,
RANNER, G., EBNER, F. & WALDHAUSER, F. (1995). Lack of
pineal growth during childhood. Journal of Clinical
Endocrinology & Metabolism, 80 (4), 1221-1225. |
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WURTMAN, R.J. & AXELROD, J. (1965). The pineal gland.
Scientific American, 213, 50-60. [PDF]
+ [PDF]
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SUMIDA, M., BARKOVITCH, A.J. & NEWTON, T.H. (1996).
Development of the pineal gland : measurement with MR.
American Journal of Neuroradiology, 17 (2),
233-236. |
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WURTMAN, R.J. & AXELROD, J. & KELLEY, D.E. (1963).
The pineal gland. New York : Academic Press. |
AXT, A. (1996). Autism viewed as consequence of pineal
gland malfunction. Polish Scientific Journal, 98
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KAPPERS, J.A. (1976). The mammalian pineal gland, a
survey. Acta Neurochirurgica, 34, 109-146. |
ERREN, T.C. & REITER, R.J. (2010). Axelrod, the pineal
and the melatonin hypothesis : lessons of 50 years to
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BRAINARD, G.C. (1978). Pineal research : The decade of
transformation. Journal of Neural Transmission, 13,
3-10. |
|
|
TAPP, E. (1979). The histology and pathology of the human
pineal gland. Progress in Brain Research, 52,
481-500. |
|
| |
| |
|
Voir aussi Épithalamus, Mélatonine
et Rythmes
cicardiens |
|
|
Épisode
: Manifestation récurente d'un problème, d'un
trouble mental ou d'une maladie physique.
Episode.
| |
|
|
GAEBEL, W., JANNER, M., FROMMANN, N., PIETZCKER, A.,
KOPCKE, W., LINDEN, M., MÜLLER, P., MÜLLER-SPAHN, F. &
TEGLER, J. (2002). First, vs. multiple episode
schizophrenia : two-year outcome of intermittent and
maintenance medication strategies. Schizophrenia
Research, 53 (1-2), 145-159. |
|
|
|
Épistémologie : Du grec épistémê qui signifie «connaissance»
et de logos qui signifie «science
ou discours». Branche de la philosophie,
de la psychologie et
de la sociologie, qui étudie
la connaissance et
ses mécanismes de construction logique, psychologique et social.
Comment sait-on qu'une chose existe, qu'une affirmation à propos
de cette chose est vraie, comment la société influence-t-elle ce
savoir, voilà les grandes questions de l'épistémologie. =
théorie de la connaissance, philosophie
de la connaissance, ( ): Archer,
Austin, Bachelard,
Bhaskar, Boghossian,
Boudon, Bresson,
Bricmont, Bronowski,
Bunge,
Cassirer, Chalmers,
Chalmers, Chiesa,
Chisholm, Churchland,
Churchland,
Davidson, Day, Destke,
Dunbar,
Eccles, Fanelli, Feibleman,
Feyeraband, Fumerton,
Gettier, Godfrey-Smith,
Goldman, Grünbaum, Gupta,
Hacking, Harding,
Hempel, Henriques,
Hetherington, Holton,
Horgan, Jackson, Kirk,
Kuhn, Kutchins, Lacey,
Lakatos, Laudan, Lee,
Lehrer,
Lévy-Leblond, Linsky,
Marsonet, Mcdowell,
Moore, Moore,
Nagel, Nersessian,
Northoff, Nozick,
Panaccio,
Piaget, Platt,
Popper, Quine,
Reichenbach, Rescher,
Rorty, Rozeboom,
Russel, Salmon,
Salomon, Schlick,
Schutz, Searle,
Smart, Smith,
Skinner, Sosa, Strevens,
Suppe, Suppes, Tienson,
Trout,
Tuomela, Uttal,
Uznadze, Watkins,
Wimsatt, Zagzebski,
Zamora. Epistemology.
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scientific implications. American Psychologist, 40, 1413-1414. |
KRIEGEL, U. & HORGAN, T. (2007). Phenomenal
epistemology : What is consciousness that we may hnow it
so well ? Philosophical Issues, 17, 123-144. |
|
GOLDMAN, A. (1985). The relation between epistemology and
psychology. Synthese, 64, 29-68. |
BISHOP, M.A. & TROUT, J.D. (2008). Strategic
reliabilism : A naturalistic approach to epistemology. Philosophy
Compass, 3/5, 1049-1065. |
| |
ROTH, P. (2008). The epistemology of science after Quine.
In S. Psillos & M. Curd (Eds.), The Routledge
companion to the philosophy of science (pp. 3-14).
New York : Routledge. |
|
GOLDMAN, A. (1986). Epistemology and cognition.
Cambridge, MA : Harvard University Press. |
BOLTON, D. (2008). The epistemology of randomized,
controlled trials and application in psychiatry. Philosophy,
Psychiatry & Psychology, 15 (2), 159-165. |
|
DANCY, J. (1985). Introduction to contemporary
epistemology. Oxford : Blackwell. |
BARREAU, H. (2008). L'épistémologie. Paris :
Presses Universitaires de France. |
|
FOLEY, R. (1987). The epistemology of belief and the
epistemology of degrees of belief. American
Philosophical Quarterly, 29, 111-124. |
ZAGZEBSKI, L. (2008). On epistemology.
Wadsworth. |
|
KIM, J. (1988). What is "naturalized epistemology"? Philosophical
Perspectives, 2, 381-405. |
DELMAS-RIGOUTSOS, Y. (2009). Petites leçons
d'épistémologie : Comment penser la science et la
connaissance. Paris : Vuibert. |
| |
HOWE, K.R. (2010). Epistemology, methodology, and
education sciences positivist dogmas, rhetoric, and the
education science question. Educational Researcher, 38
(6), 428-440. [PDF] |
|
JACOB, P. (1989). L'épistémologie : l'âge de la
science. Paris : Odile Jacob. |
RODGERS, J.L. (2010). The epistemology of mathematical and
statistical modeling : A quiet methodological revolution.
American Psychologist, 65, 1-12. [PDF] |
| |
HACKENBERG, T.D. (2013). What has happened to Skinner's
empirical epistemology ? Behavior Analyst, 36
(2), 277-281. |
|
| |
|
Voir aussi Philosophie
et Connaissance |
|
|
Épistémologie
génétique : Terme employé par Piaget
pour désigner sa théorie
fondée sur l'étude empirique du développement
(d'où le terme génétique, qui renvoie à genèse
qui signifie origine ou commencement) des connaissances
(d'où le terme épistémologie). =
constructivisme piagétien. *socioconstructivisme.
Genetic epistemology.
| |
|
|
INHELDER, B., GARCIA, R. & VONÈCHE, J. (Éds) (1977). Épistémologie
génétique et équilibration. Neuchâtel : Delachaux
et Niestlé. |
VONÈCHE, J.J. (1985). Genetic epistemology : Piaget's
theory. In T. Husén & T.N. Postlethwaite (Eds.), International
encyclopedia of education (Vol. 4). Oxford :
Pergamon. |
|
PIAGET, J. (1980). Recent studies in genetic epistemology.
Cahiers de la Fondation Archives Jean Piaget, 1, 3-7. |
GOLDMAN, A. (1985). Argumentation and social epistemology.
Journal of Philosophy, 91, 27-49. |
|
BICKHARD, M.H. (1982). Automata theory, artificial
Intelligence, and genetic epistemology. Revue
Internationale de Philosophie, 36 (142-143),
549-566. |
KITCHENER, R. (1986). Piaget's theory of knowledge:
Genetic epistemology & scientific reason. New
Haven : Yale University Press. |
|
CAIRNS, R.B. (1983). The genesis of genetic epistemology.
Journal of the History of the Behavioral Sciences, 19,
260-263. |
BICKHARD, M.H. & CAMPBELL, R.L. (1988). Interactivism
and genetic epistemology. Archives de Psychologie, 57
(221), 99-121. |
| |
TSOU, J.Y. (2006). Genetic epistemology and Piaget's
philosophy of science : Piaget vs. Kuhn on scientific
progress. Theory & Psychology, 16 (2),
203-224. [PDF] |
| |
|
Voir aussi Piaget
et Développement |
|
|
Épistémologie
sociale : Terme employé pour désigner la discipline
qui étudie les déterminants
sociaux de la connaissance
(classes sociales et
milieu d'origine des chercheurs,
différences
sexuelles, rôle du système
d'éducation et des gouvernements,
influences favorables et néfastes des entreprises
privées, lois des brevets, organismes
de financement de la recherche, règles de promotion
des chercheurs, course aux subventions,
compétition entre
les équipes de
recherche, opposition et complémentarité entre recherche
fondamentale, recherche appliquée et
technologie, etc).
Social epistemology.
| |
|
|
FITCH, F. (1998). Social epistemology. Boulder :
Westview. |
|
BOUVIER, A. & CONEIN, B. (Dirs.) (2007). L'épistémologie
sociale. Paris : Editions de l'EHESS. |
|
GOLDMAN, A. (1985). Group knowledge vs. group rationality
: Two approaches to social epistemology. Episteme : A
Journal of Social Epistemology, 1, 11-22. |
|
GOLDMAN, A. (2009). Social epistemology : Theory and
applications. Royal Institute of Philosophy, 64
(S), 1-18. [PDF] |
|
GALEA, S. (2021). Reckoning with our biases in
epidemiology. American Journal of Epidemiology, 190
(9), 1730–1732. |
|
|
|
Épistémologique
(Principes) :
|
Épithalamus
: Pont entre le système
limbique et le reste du cerveau.
Epithalamus.
| |
|
|
CAPUTO, A., GHIRINGHELLI, L., DIECI, M., GIOBBIO, G.M.,
TENCONI, F., FERRARI, L., GIMOSTI, E., PRATO, K. &
VITA, A. (1998). Epithalamus calcifications in
schizophrenia. European Archives of Psychiatry &
Clinical Neuroscience, 248 (6), 272-276. |
|
GUILDING, C., HUGHES, A. & PIGGINS, H.D. (2010).
Circadian oscillators in the epithalamus. Neuroscience,
169 (4), 1630-1639. |
|
|
|
Epling
W. Frank ( ) : Psychologue
béhavioriste canadien,
spécialisé dans l'étude et le traitement de l'anorexie.
Professeur de Powell. Collaborateur
de Cameron et Pierce.
|
EPLING, W.F. & PIERCE, W. D. (1983). Applied behavior
analysis : New directions from the laboratory. The
Behavior Analyst, 6, 27-37. [PDF] |
|
EPLING, W.F., PIERCE, W.D. & STEFAN, L. (1983). A
theory of activity-based anorexia. International
Journal of Eating Disorders, 3, 27-46. |
|
EPLING, W.F. & PIERCE, W.D. (1986). The basic
importance of applied behavior analysis. The Behavior
Analyst, 9, 89-99.
[PDF] |
|
EPLING, W.F. (1989). Rats. Behavior Analyst, 12 (2),
251-253. [PDF] |
|
EPLING, W.F. & PIERCE, W.D. (1992). Solving the
anorexia puzzle : A scientific approach. Hogrefe
& Huber Publishers. |
|
|
|
Époque : Période spécifique de l'histoire
d'une société, d'un peuple,
qui se caractérise par
un ensemble d'éléments importants (type de gouvernement, guerre, désastre
naturel, découverte,
etc), qui marquent les esprits et l'organisation
sociale de ses membres.
Les limites d'une époque ne sont pas subjectives mais elles
peuvent parfois varier selon les experts.
| |
|
|
ANGLETTI, T., DELUERMOZ, Q. et GALONNIER, J. (2019).
Qu'est-ce qu'une époque ? Tracées, 36, 7-25. [LIRE] |
|
|
|
Épouillage
: Chez la plupart des oiseaux
et des mammifères, notamment
les singes, ensemble de comportement
qui consiste à débarasser son corps (toilettage) ou celui d'un congénère
de ses poux (ou de tout autre parasite), en les extirpant un à un
au moyen de ses doigts/pattes, de ses dents ou de son bec, selon
le cas. Épouillage et
toilettage.
Grooming, autogrooming.
| |
|
YERKES, R.M. (1933). Genetic aspects of grooming, a
socially important primate behavior pattern.
Journal of Social Psychology, 4, 3-25. |
|
|
FALK, J.L. (1958). The grooming behavior of the chimpanzee
as a reinforcer. Journal of the Experimental
Analysis of Behavior, 1 (1) 83-85. [PDF] |
WATTS, D.P. (2000). Grooming between male chimpanzees at
Ngogo, Kibale National Park. I. Partner number and
grooming and reciprocity. International Journal of
Primatology, 21, 189-210 |
|
HUTCHINS, M. & BARASH, D.P. (1976). Grooming in
primates : Implications for its utilitarian function. Primates,
17, 145-150. |
WATTS, D.P. (2000). Grooming between male chimpanzees at
Ngogo, Kibale National Park. II. Male rank and priority of
access to partners. International Journal of
Primatology, 21, 211-238. |
|
IVERSEN, I.H., RAGNARSDOTTIR, G.A. & RANDRUP, K.I.
(1984). Operant conditioning of autogrooming in vervet
monkeys (Cercopithecus aethiops). Journal of the
Experimental Analysis of Behavior, 42 (2), 171-189.
[PDF] |
MANSON, J.H., NAVARETTE, C.D., SILK, J.B. & PERRY, S.
(2004). Time-matched grooming in female primates ? New
analyses from two species. Animal Behaviour, 67,
493-500. [PDF] |
|
HEMELJERIK, C. & EK. A. (1991). Reciprocity and
interchange of grooming and "support" in captive
chimpanzees. Animal Behaviour, 41, 923-935. |
|
|
WACHTEL, S.R., BROODERSON, R.J. & WHITE, F.J. (1992).
Parametric and pharmacological analyses of enhanced
grooming response elicited by the D1 receptor agonist
SKF38393 in the rat. Psychopharmacology, 109,
41-48. |
JAEGGI, A.V., DE GROOT, E., STEVENS, J.M.G. & VAN
SCHAIK, C. (2013). Mechanisms of reciprocity in primates :
Testing for short-term contingency of grooming and food
sharing in bonobos and chimpanzees. Evolution &
Human Behavior, 34, 69-77. |
| |
| |
|
Voir aussi Toilettage
et Singe |
|
|
Épreuve
(psychologique) : En psychologie,
les épreuves sont des tests
qui demandent à un sujet ou
à un patient de faire
quelque chose (par opposition à un test écrit style
«papier-crayon» dans lequel le sujet écrit quelque chose), afin
d'évaluer certaines de ses caractéristiques et, dans certains cas,
de diagnostiquer chez lui un problème, un retard ou un trouble
mental. = tache
psychologique. /test
papier-crayon.
|
Épreuve
de conservation (des liquides/masses/quantité/Nombre)
: Voir
Conservation.
|
Épreuve des tours de Hanoi : Épreuve
qui qui vise à évaluer la capacité de résolution
de problème. Le but du test consiste à reconstruire la tour
A en déplacant les trois anneaux un à un de B en C. Il n'y a
qu'une seule règle à respecter : un anneau ne doit jamais reposer
sur un anneau plus petit.
Towers of Hanoi.
| |
|
 |
| |
|
KOTOVSKY, K., HAYES J.R. & SIMON, H.A. (1985). Why are
some problem hard ? Evidence from the tower of Hanoi. Cognitive
Psychology, 17, 248-294. [PDF] |
|
WELSH, M.C., SETTERLEE-CARTMELL, T. & STINE, M.
(1999). Towers of Hanoi and London : contribution of
working memory and inhibition to performance. Brain
& Cognition, 41 (2), 231-243. |
|
ANDERSON, J.R. & DOUGLASS, S. (2001). Tower of Hanoi :
Evidence for the cost of goal retrieval. Journal of
Experimental Psychology : Learning, Memory &
Cognition, 27, 1331-1346. |
|
BULL, R., ESPY, K.A. & SENN, T.E. (2004). A comparison
of performance on the Towers of London and Hanoi in young
children. Journal of Child Psychology &
Psychiatry, 45, 743-754. |
|
ZOOK, N.A., DAVALOS, D.B., DELOSH, E.L. & DAVIS, H.P.
(2004). Working memory, inhibition, and fluid intelligence
as predictors of performance on Tower of Hanoi and London
tasks. Brain & Cognition, 56, 286-292. |
|
|
Voir aussi Test
et Résolution
de problème |
|
|
Épreuve des tours de Londres : Épreuve
développée par Shallice
pour évaluer la capacité de planification
et résolution de problème
chez les individus
atteints d'une lésion du cortex
frontal.
Towers of London, London task.
| |
|
|
SHALLICE, T. (1982). Specific impairments of planning. Philosophical
Transactions of the Royal Society B : Biological Science,
298 (1089), 199-209. |
CULBERTSON, W.C., MOBERG, P.J., DUDA, J.E., STERN, M.B.
& WEINTRAUB, D. (2004). Assessing the executive
function deficits of patients with Parkinson's disease :
utility of the Tower of London-Drexel. Assessment 11,
27-39. |
|
BAKER, S.C., ROGERS, R.D., OWEN, A.M., FRITH, C.D., DOLAN,
R.J., FRACKOWIAK, R.S.J. & ROBBINS, T.W. (1996).
Neural systems engaged by planning : A PET study of the
Tower of London task. Neuropsychologia, 34,
515-526. |
ZOOK, N.A., DAVALOS, D.B., DELOSH, E.L. & DAVIS, H.P.
(2004). Working memory, inhibition, and fluid intelligence
as predictors of performance on Tower of Hanoi and London
tasks. Brain & Cognition, 56, 286-292. |
|
WARD, G. & ALLPORT, A. (1997). Planning and
problem-solving using the five-disc tower of London task.
The Quarterly Journal of Experimental Psychology, A,
50, 49-78. |
BULL, R., ESPY, K.A. & SENN, T.E. (2004). A comparison
of performance on the Towers of London and Hanoi in young
children. Journal of Child Psychology &
Psychiatry, 45, 743-754. |
|
WELSH, M.C., SETTERLEE-CARTMELL, T. & STINE, M.
(1999). Towers of Hanoi and London : contribution of
working memory and inhibition to performance. Brain
& Cognition, 41 (2), 231-243. |
WAGNER, G., KOH, K., REICHENBACH, J.R., SAUER, H. &
SCHLOSSER, R.G. (2006). The special involvement of the
rostrolateral prefrontal cortex in planning abilities : an
event-related fMRI study with the Tower of London
paradigm. Neuropsychologia, 44, 2337-2347. |
|
SIKORA, D.M., HALEY, P., EDWARDS, J. & BUTLER, R.W.
(2002). Tower of London test performance in children with
poor arithmetic skills. Developmental
Neuropsychology, 21 (3), 243-254. |
ZHU, Y., LIU, X., WANG, H., JIANG, T., FANG, Y., HU, H.,
WANG, G., WANG, X., LIU, Z. & ZHANG, K. (2010).
Reduced prefrontal activation during Tower of London in
first-episode schizophrenia : a multi-channel
near-infrared spectroscopy study. Neuroscience
Letters, 478, 136-140. |
|
VAN DEN HEUVEL, O.A., GROENEWEGEN, H.J., BARKHOF, F.,
LAZERON, R.H., VAN DYCK, R. & VELTMAN, D.J. (2003).
Frontostriatal system in planning complexity : a
parametric functional magnetic resonance version of Tower
of London task. Neuroimage, 18, 367-374. |
RUOCCO, A.C., RODRIGO, A.H., LAM, J., DI DOMENICO, S.I.,
GRAVES, B. & AYAZ, H. (2014). A problem-solving task
specialized for functional neuroimaging : validation of
the Scarborough adaptation of the Tower of London (S-TOL)
using near-infrared spectroscopy. Frontiers in Human
Neuroscience, 8, 1-13. [PDF] |
| |
| |
|
Voir aussi Test
et Résolution
de problème |
|
|
Épreuve de nage forcée : Épreuve
de nage inventée par Porsolt
pour mesurer l'efficacité des antidépresseurs
chez les animaux, notamment chez le rat
et la souris. Il s'agit
d'un simple bécher rempli d'eau dans lequel on plonge l'animal. Le
principe est simple : les rats à qui l'ont donnent des
antidépresseurs nagent plus longtemps et de manière plus
vigoureuse que les rats du groupe
placebo. Cette épreuve permet donc de mesurer la
résignation acquise.
= épreuve
du cylindre sous-marin, épreuve du bécher.
Forced-swimming
test, behavioural despair test, Porsolt forced swimming test.
|
|
| |
 |
|
PORSOLT, R.D., BERTIN, A. & JALFRE, M. (1977).
Behavioural despair in mice : a primary screening test for
antidepressants. Archives Internationales de
Pharmacodynamie et de Thérapie, 229 (2), 327-336. |
PORSOLT, R.D., CHERMAT, R., LENÈGRE, A., AVRIL, I.,
JANVIER, S. & STÉRU, L. (1987). Use of the automated
tail suspension test for the primary screening of
psychotropic agents. Archives Internationales de
Pharmacodynamie et de Thérapie, 288 (1), 11-30. |
|
PORSOLT, R.D., ANTON, G., BLAVET, N. & JALFRE, M.
(1978). Behavioural despair in rats : a new model
sensitive to antidepressant treatments. European
Journal of Pharmacology, 47 (4), 379-391. |
CERVO, L. & SAMANIN, R. (1988). Repeated treatment
with imipramine and amitriptyline reduced the immobility
of rats in the forced swimming test by enhancing dopamine
mechanismsin the nucleus accumbens. Journal of
Pharmacy & Pharmacology, 40, 155- 156. |
|
BORSINI, F., VOLTERRA, G. & MELI, A. (1986). Does the
behavioral "despair" test measure "despair" ? Physiology
& Behavior, 38 (3), 385-386. |
CERVO, L., GRIGNASCHI, G. & SAMANIN, R. (1990). The
role of the mesolimbic dopaminergic system in the
desipramine effect in the forced swimming test. European
Journal of Pharmacology, 178, 129-133. |
|
DROSSOPOULOU, G., ANTONIOU, K., KITRAKI, E.,
PAPATHANASIOU, G.E., PAPLEXI, E., DALLA, C.K &
PAPADOPOULOU-DAIFOTI, Z. (2004). Sex differences in
behavioral, neurochemical and neuroendocrine effects
induced by the forced swim test in rats. Neuroscience,
126, 849-857. |
|
CERVO, L. & SAMANIN, R. (1987). Evidence that dopamine
mechanisms in the nucleus accumbens are selectively
involved in the effect of desipramine in the forced
swimming test. Neuropharmacology, 26, 1469-1472.
|
PORSOLT, R.D., BROSSARD, G., HAUTBOIS, C. & ROUX, S.
(2011). Rodent models of depression : forced swimming and
tail suspension behavioral despair tests in rats and mice.
Current Protocoles in Neuroscience. |
|
YANKELEVITCH-YAHAV, R., FRANKO, M., HULY, A. & DORON,
R. (2015). The Forced Swim Test as a model of
depressive-like behavior. Journal of Visualized
Experiments, 97, 1-7.
[PDF] |
| |
|
|
Voir aussi Porsolt
et Antidépresseurs |
|
|
Épreuve de réalité : Chez Freud,
vérification empirique d'une perception
qui émane du moi. =
test de la réalité. Reality testing.
|
Épreuve de suspension par la queue : Épreuve
inventée par Porsolt pour
mesurer l'efficacité des antidépresseurs
chez les animaux, notamment chez le rat
ou la souris. Il s'agit
simplement de suspendre un rat par la queue jusqu'à ce qu'il cesse
de bouger. Le principe est simple : les rats à qui ont donne des
antidépresseurs bougent plus longtemps et de manière plus
vigoureusee que les rats du groupe
placebo (sans antidépresseur). Cette épreuve permet donc de mesurer la résignation acquise.
Automated tail suspension test.
| |
|
|
PORSOLT, R.D., CHERMAT, R., LENÈGRE, A., AVRIL, I.,
JANVIER, S. & STÉRU, L. (1987). Use of the automated
tail suspension test for the primary screening of
psychotropic agents. Archives Internationales de
Pharmacodynamie et de Thérapie, 288 (1), 11-30. |
|
STÉRU, L., CHERMAT, R., THIERRY, B., MICO, J.A., LENÈGRE,
A., STÉRU, M., SIMON, P. & PORSOLT, R.D. (1987). The
automated tail suspension test : a computerized device
which differentiates psychotropic drugs. Progress in
Neuro-Psychopharmacology & Biological Psychiatry, 11
(6), 659-571. |
|
|
|
Épreuve du détour : Épreuve qui permet d'évaluer la représentation spatiale chez les animaux
(notamment les chiens) et
les nourrissons. Detour
ability.
| |
|
|
|
|
LOCKMAN, J.J. (1984). The development of detour ability
during infancy. Child Development, 55, 482- 491. |
|
PONGRÀCZ, P., MIKLOSI, A., VIDA, V. & CSÀNYI, V.
(2005). The pet dog's ability for learning from a human
demonstrator in a detour task is independent from breed
and age. Applied Animal Behaviour Science, 90,
309-323. [PDF] |
|
|
|
Épreuve scientifique : Toute recherche
qui a pour but de vérifier une théorie,
de l'éprouver, en confrontant aux faits une hypothèse
déduite de cette théorie.
= Épreuve des
faits, épreuve empirique, vérification empirique, recherche
empirique, test empirique, données empiriques probantes.
Scientific test.
|
|
|
Épreuve
piagétienne : Ensemble de tests
conçus par Piaget pour
évaluer le développement
de l'intelligence et
de la pensée. =
tâche de Piaget. ( ): Voir tableau
ci-bas. Piagetian task.
| |
|
|
HUMPHREYS, L.G. & PARSONS, C.K. (1979). Piagetian
tasks measure intelligence and intelligence tests assess
cognitive development : A reanalysis. Intelligence,
3, 369-382. |
|
LAUTREY, J., de RIBAUPIERRE, A. & RIEBEN, L. (1986).
Les différences dans la forme du développement cognitif
évalué avec des épreuves piagétiennes : une application de
l'analyse des correspondances. Cahiers de Psychologie
Cognitive, 6, 575-613. [PDF] |
|
|
|
|
|
Epstein Joyce L. ( ) :
Sociologue américaine et spécialiste de
l'implication parentale e t
familliale, notamment sur la
réussite scolaire. Collaboratrice de Sheldon
et Van Voorhis.
|
EPSTEIN, J.L. (1986). Parent's reactions to teacher
practives of parent involvement. The Elementary
School Journal, 86, 277-294. |
|
EPSTEIN, J.L. (1991). Effects on student achievement of
teachers' practices of parental involvement. Advances
in reading/language research, 10, 261-276. |
|
EPSTEIN, J.L. (1995). School/family/community partnerships
: Caring for the children we share. Phi Delta Kappan,
76 (9), 701-712. |
|
EPSTEIN, J.L. (2004). Partnering with families and
communities. Educational Leadership, 81 (8),
12-18. [PDF] |
|
EPSTEIN, J.L. & VAN VOORHIS, F.L. (2010). School
counselors' roles in developing partnerships with families
and communities for student success. Professional
School Counseling, 16, 1-14. |
|
|
|
Epstein Leonard H. ( ) :
Psychologue béhavioriste
américain et spécialiste de l'étude de l'obésité,
de l'habituation
et des comportements
alimentaires. Collaborateur de Bickel,
Bouton et Kazdin.
 |
EPSTEIN, L.H. BECK, S, FIGUEROA J, FARKAS, G., KAZDIN,
A.E., DANEMAN, D. & BECKER, D. (1981). The effects of
targeting improvements in urine glucose on metabolic
control in children with insulin dependent diabetes.
Journal of Applied Behavior Analysis, 14 (4),
365-375. [PDF] |
|
EPSTEIN, L.H. (1996). Family-based behavioral intervention
for obese children. International Journal of Obesity
& Related Metabolic Disorders, 20 (S1), 14-21.
|
|
EPSTEIN, L.H., TEMPLE, J.L., ROEMMICH, J.N. & BOUTON,
M.E. (2009). Habituation as a determinant of human food
intake. Psychological Review, 116 (2), 384-407.
[PDF] |
|
EPSTEIN, L.H., SALVY, S.J., CARR, K.A., DEARING, K.K.
& BICKEL, W.K. (2010). Food reinforcement, delay
discounting and obesity. Physiology & Behavior,
100 (5), 438-445. [PDF] |
|
EPSTEIN, L.H., CARR, K.A., CAVANAUGH, M.D., PALUCH, R.A.
& BOUTON, M.E. (2011). Long-term habituation to food
in obese and nonobese women. The American Journal of
Clinical Nutrition, 94, 371-376. [PDF] |
|
|
|
Epstein Robert (Hartford 1953-) : Psychologue
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à la créativité chez
les humains et les animaux, la résurgence
et sur la résolution
de problème chez le pigeon.
Collaborateur de Lanza et Skinner.
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Epstein Seymour (Brooklyn 1924-2017) : Psychologue
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Épuisement professionnel : Concept développé par Freudenberger
et évaluer par Maslach et
Jackson pour décrire la fatigue
extrême et débilitante ressentie par un travailleur,
fatigue produite par un haut niveaux de stress
et un faible niveau de ressources
(matérielles et sociales) au sein d'une
entreprise. Le stress peut-être créé par une cadence de travail
élevée et routinière, par un niveau de responsabilité élevé, par
une désorganisation du travail, par des
conflits entre les employés ou entre le patron et ses
subordonnés, par des problèmes de santé physique et mentale ou par
des problèmes personnels ou familiales dont les effets négatifs se
font sentir au travail. L'absence de ressources, elle, découle
d'une gestion inefficace des ressources humaines (pénurie
d'employés, de cadres, absentéisme, présentisme, décrochage,
etc.), de la situation financière précaire de l'entreprise (dette,
manque de liquidité, etc.), d'un manque de reconnaissance de
l'effort et du mérite de tous et chacun, d'une mauvaise
répartition des ressources existantes, de l'incompétence des
dirigeants, du manque d'entraide et de solidarité des employés, de
compressions budgétaires, de mises-à-pieds, d'une cadence de
travail trop élevé (déshumanisation) doublée d'une absence de
droit à l'erreur NDLR : Le qualificatif
professionnel semble inadéquat puisqu'il désigne une classe de
travailleurs parmi tant d'autres. Épuisement, satisfaction
au travail et dépression.= surmenage, syndrome d'épuisement professionnel.
Burn-out, burnout syndrome, depression in the workplace.
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for psychiatry. World Psychiatry, 15 (2),
103-111.
[PDF] |
|
JONES, A., CLARK, J.S. & MOHAMMAD, R.A. (2021).
Burnout and secondary traumatic stress in health-system
pharmacists during the COVID-19 pandemic. Journal of
Health-System Pharmacy, 78 (9), 818-824. |
| |
|
|
Voir aussi Absentéisme,
Organisation,
Fatigue mentale,
Dépression,
Travail et
Satisfaction au travail |
| |
|
|
Épuisement professionnel (Mesures/Évaluations)
: Ensemble des tests
et des outils de collecte de
données qui permettent
d'évaluer et de mesurer
l'épuisement professionnel.
Measurement of experienced burn-out.
| |
|
|
MASLACH, C. & JACKSON, S. (1981). The measurement of
experienced burn-out. Journal of Occupational
Behaviour, 2, 99-113. [PDF] |
RAEDEKE, T.D. & SMITH, A.L. (2001). Development and
preliminary validation of an athlete burnout measure. Journal
of Sport & Exercise Psychology, 23, 281-306. |
|
MASLACH, C., JACKSON, S. & SCHAWAB, R.L. (1981).
Maslach Burnout Inventory _ Education Survey (MBI-ES). In
C. Maslach, S.E. Jackson & M.P. Leiter (Eds.), MBI
MManual. Palo Alto : Consulting Psychologist
Press. |
MICHIELSEN, H., DE VRIES, J. & VAN HECK, G. (2003).
Psychometric qualities of a brief self-rated fatigue
measure : The Fatigue Assessment Scale (FAS). Journal
of Psychosomatic Research, 54, 345-352. |
|
KOESKE, G.F. & KOESKE, R.D. (1989). Construct validity
of the Maslach Burnout Inventory a critical review and
reconceptualization. The Journal of Applied
Behavioral Science, 25, 131-144. |
LANGBALLE, E.M., FALKUM, E., INNSTRAND, S.T., AASLAND,
O.G. (2006). The factorial validity of the Maslach Burnout
Inventory-General Survey in representative samples of
eight different occupational groups. Journal of
Career Assessment, 14 (3), 370-384. |
|
MASLACH, C., JACKSON, S. & LEITER, M.P. (1996).
MBI : The Maslach Burnout Inventory : Manual. Palo
Alto : Consulting Psychologists Press. |
WINWOOD, P.C. & WINEFIELD, A.H. (2004). Comparing two
measures of burnout among dentists in Australia.
International Journal of Stress Management, 11, 282-289. |
|
SCHUTTE, N., TOPPINNEN, S., KALIMO, R. & SCHAUFELI,
W.B. (2000). The factorial validity of the Maslach burnout
inventory-general survey (MBI-GS) across nations and
occupations. Journal of Occupational &
Organizational Psychology, 73, 53-66. |
BAKKER, A.B., DEMEROUTI, E. & SCHAUFELI, W.B. (2004).
Validation of the Maslach Burnout Inventory - General
Survey : An internet study. Anxiety, Stress, &
Coping, 15 (3), 245-260. [PDF] |
|
SCHAUFELI, W.B., BAKKER, A., SCHAAP, C., KLADLER, A. &
HOOGDUIN, C.A.L. (2001). On the clinical validity of the
Maslach Burnout Inventory and the Burnout Measure. Psychology
& Health, 16, 565-582. [PDF] |
KRISTENSEN, T.S., BORRITZ, M., VILLADSEN, E. &
CHRISTENSEN, K.B. (2005). The Copenhagen Burnout Inventory
: A new tool for the assessment of burnout. Work
& Stress, 19, 192-207. |
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WORLEY, J.A., VASSAR, M., WHEELER, D.L. & BARNES, L.L.B. (2008).
Factor structure of scores from the Maslach Burnout
Inventory - A review and meta-analysis of 45 exploratory
and confirmatory factor - analytic studies. Educational
& Psychological Measurement, 68 (5), 797-823. |
| |
|
|
Voir aussi Épuisement
professionnel, Organisation,
Fatigue mentale, Dépression,
Travail et Satisfaction
au travail |
|
|
|
Épuisement professionnel (Prévention) :
Ensemble des interventions visant à informer, mettre en garde et
pémunir les individus contre un l'épuisement
professionnel. Preventing burn-out,
prevention of burn-out.
| |
|
|
JACKSON, S.E. & SCHULER, R.S. (1983). Preventing
employee burnout. Personnel, 60, 58-68. |
|
JACKSON, S.E. (1984). Organizational practices for
preventing burnout. In A.S. Sethi & R.S. Schuler
(Eds.), Handbook of organizational stress coping
strategies (pp. 89-112). Cambridge, MA : Ballinger. |
|
MASLACH, C. & GOLDBERG, J. (1998). Prevention of
burnout : new perspectives. Applied & Preventive
Psychology, 7 (1), 63-74. |
|
|
Voir aussi Épuisement
professionnel |
|
|
|
| EP
- ÉQUATION
- ÉQUILIBRATION -
ÉQUILIBRE - ÉQUILIBRES
PONCTUÉS - ÉQUIPE - ÉQUIVALENCE -
ÉQUITÉ - ER |
Équation : Formalisation
logico-mathématique d'une relation entre des variables quantitatives et des constantes. =
Équation.
| |
|
|
COHEN, I.L. (1973). A note on Herrnstein's equation Journal
of the Experimental Analysis of Behavior, 19 (3),
527-528. [PDF]
|
|
STADDON, J.E. (1977) On Herrnstein's equation and related
forms. Journal of the Experimental Analysis of
Behavior, 28 (2), 163–70. [PDF] |
|
McDOWELL, J.J. (1980). An analytic comparison of
Herrnstein's equations and a multivariate rate equation. Journal
of the Experimental Analysis of Behavior, 33 (3),
397-408. [PDF] |
|
BOLLEN, K.A. & STINE, R. (1992). Bootstrapping
goodness of fit measures in structural equation models. Sociological
Methods & Research, 21, 205-229. |
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PETRY, N.M. & HEYMAN, G.M. (1997). Rat toys,
reinforcers, and response strength : An examination of the
R(e) parameter in Herrnstein's equation. Behavioural
Processes, 39 (1), 39-52. [PDF] |
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COENDERS, G., BATISTA-FOGUET, J.M. & SARIS, W.E.
(2008). Simple, efficient and distribution-free approach
to interaction effects in complex structural equation
models. Quality & Quantity, 42, 369-396. |
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IACOBUCCI, D. (2010). Structural equations modeling : Fit
indices, sample size, and advanced topics. Journal of
Consumer Psychology, 20 (1), 90-98. [PDF] |
|
|
Voir aussi Loi de
l'appariement et Enseignement
des mathématiques |
|
|
|
Équilibration
: Chez Piaget,
désigne le résultat des régulations
succesives des schèmes
visant l'adaptation.
Pour Piaget, une régulation est une boucle
de rétroaction entre le sujet
épistémique et son milieu.
= équilibre.
Équilibration,
equilibrium.
| |
|
|
ASHBY, W.R. (1940). Adaptiveness and equilibrium. Journal
of Mental Science, 86, 478. |
INHELDER, B., GARCIA, R. & VONÈCHE, J. (Dir.) (1977).
Épistémologie génétique et équilibration.
Neuchâtel : Delachaux et Niestlé. |
|
ASHBY, W.R. (1946). The behavioural properties of systems
in equilibrium. Amererican Journal of Psychology, 59,
682-686. |
PIAGET, J. (1977). The development of thought :
Equilibration of cognitive structures. New York :
Viking. |
|
PIAGET, J. (1952). Équilibre et structures d'ensemble. Bulletin
de Psychologie, 6, 4-10. |
LEONARD, F. (1979). Décalages et interruptions du
processus d'équilibration chez l'adulte. Cahiers de
Psychologie, 22, 75 84. |
|
PIAGET, J. (1959). Le rôle de la notion d'équilibre dans
l'explication en psychologie. Acta Psychologica, 15,
51-62. [PDF] |
BODEN, M.A. (1982). Is equilibration important ? A view
from artificial intelligence. British Journal of
Psychology, 73, 65-173. |
|
PIAGET, J. (1975). L'équilibration des structures
cognitives : problème central du développement.
Paris : presses Universitaires de France. |
PARRAT-DAYAN, S. & VONÈCHE, J. (1992). Comment les
Anglo-saxons comprennent l'équilibration. In Equilibrium
and equilibration in the work of Jean Piaget and current
appreciations of the concept (pp. 83-95). Genève :
Fondation Archives Jean Piaget. |
|
|
Voir aussi Piaget et
Adaptation |
|
|
Équilibre
: Position stable d'un organisme
ou d'un système, qui
oscille sans pencher ou
subir de changements
perceptibles. = stabilité.
Balance, equilibrium.
| |
ARROW, K.J. (1968). Economic equilibrium. R.K. Merton
& D.L. Sills (Eds.), International encyclopedia of
the social sciences (vol. 4, pp. 376-88). London
and New York : Macmillan and the Free Press. |
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WEG, E., ZWICK, R. & RAPOPORT, A. (1996). Bargaining
in uncertain environments : A systematic distortion of
perfect equilibrium demands. Games & Economic
Behavior, 14, 260-286. [PDF] |
|
|
|
|
|
Équilibre
de Berge : Berge equilibrium,
Berge equilibria.
| |
|
|
BERGE, C. (1957). Théorie générale des jeux à n
personnes. Paris : Gauthier-Villars. |
|
RADJEF, M.S. (1998). Sur l'existence d'un équilibre de
Berge pour un jeu différentiel à n personnes. Cahiers
Mathématiques de l'Université d'Oran, 1, 89-93. |
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ABALO, K. & KOSTREVA, M. (2004). Some existence
theorems of Nash and Berge equilibria. Applied
Mathematics Letters, 17, 569-573. |
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ABALO, K. & KOSTREVA, M. (2005). Berge equilibrium :
some results from fixed-point theorems. Applied
Mathematics & Computation, 169, 624-638. |
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NESSAH, R., LARBANI, M. & TAZDAÏT, T. (2007). A note
on Berge equilibrium. Applied Mathematics Letters,
20, 926-932. |
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COLMAN, A.M., KÖRNER, T.W., MUSY, O. & TZDAÏT, T.
(2011). Mutual support in games : Some properties of Berge
equilibria. Journal of Mathematical Psychology, 55, 166-175.
[PDF] |
|
|
Voir aussi Théorie
des jeux |
|
|
Équilibre
de Nash : Dans la théorie
des jeux, situation décrite par Nash
où personne n'a avantage à changer de
stratégie.
= situation en
équilibre parfait.
Nash equilibrium, Nash
equilibria.
| |
|
|
NASH, J. (1950). Equilibrium points in n-person games. Proceedings
of the National Academy of Sciences, 36 (1),
48-49. |
|
ABALO, K. & KOSTREVA, M. (2004). Some existence
theorems of Nash and Berge equilibria. Applied
Mathematics Letters, 17, 569-573. |
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LEE, M.-Y. (2015). Strategic payoffs of normal
distribution bump into Nash equilibrium 2 X 2 game.
International Journal of Game Theory & Technology,
1, 31-40.
[PDF] |
|
|
Voir aussi Théorie
des jeux |
|
|
|
|
Équilibres
ponctués (Théorie) : Théorie
évolutionniste élaborée par Gould
et Eldredge pour expliquer l'existence
des macromutations chez les espèces.
Punctuationism, punctuated equilibrium,
punctuated equilibria.
| |
|
|
ELDREDGE, N. & GOULD, S.J. (1972). Punctuated
equilibria : an alternative to phyletic gradualism. In
T.J.M. Schopf (Ed.), Models in paleobiology (pp.
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MAYR, E. (1992). Speciational evolution or punctuated
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dynamics of evolution (pp. 21-48.). New York :
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GOULD, S.J. & ELDREDGE, N. (1977). Punctuated
equilibria : the tempo and mode of evolution reconsidered.
Paleobiology, 3 (2), 115-151. |
GOULD, S.J. & ELDREDGE, N. (1993). Punctuated
equilibrium comes of age. Nature, 366 (6452),
223-227. |
|
GOULD, S.J. (1982). Punctuated equilibrium : A different
way of seeing. New Scientist, 94, 138. |
NICHOL, S.T., ROWE, J. & FITCH, W.M. (1993).
Punctuated equilibrium and positive Darwinian evolution in
vesicular stomatitis virus. Proceedings of the
National Academy of Sciences, 90, 10424-1028. |
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RHODES, R.H.T. (1983). Gradualism, punctuated equilibrium
and the origin of species. Nature, 305 (5932),
269-272. |
ELDREDGE, N. & GOULD, S.J. (1997). On punctuated
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ELDREDGE, N. (1985). Time frames : The evolution of
punctuated equilibria. Princeton : Princeton
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GEARY, D. (2008). The legacy of punctuated equilibrium. In
W.D. Allmon (Ed.), Stephen Jay Gould : Reflections on
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BRACE, C.L. (1988). Punctuationism, cladistics and the
legacy of medieval neoplatonism. Human Evolution, 3 (3),
121-138. |
|
|
|
Voir aussi
Théorie de l'évolution |
|
|
Équilibre
quasi stationnaire : Pour Lewin,
ce terme désigne, au sein du groupe,
l'équilibre entre des champs de force égale en grandeur mais
opposés en direction (objectifs). Cet état s'accompagne
habituellement d'une augmentation de la tension
au sein du groupe. =
résistance au changement.
| |
|
|
LEWIN, K. (1938). The conceptual representation and the
measurement of psychological forces. Contributions to
Psychological Theory, 1 (4), 11-70. |
|
Voir aussi Groupe
et Tension |
|
|
Équipe
: Groupe
d'individus qui partage et accomplissent un ensemble de tâches,
tout en étant animés par un objectif
commun, celui de
réussir, de vaincre l'adversaire, etc. On observe ce type
d'organisation dans le
sport, le milieu de
travail, etc. Team, sport group, work
team.
| |
|
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VAN ZELST, R.H. (1952). Sociometrically selected work
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MARSCHAK, J. & RADNER, R. (1972). Economic theory
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COOKE, N.J., SALAS, E., CANNON-BOWERS, J.A. & STOUT,
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FRANCIS, D. & YOUNG, D. (1979). Improving work
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WOODMAN, R.W. & SHERWOOD, J.J. (1980). Effects of team
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SCARNATI, J.T. (2001). On becoming a team player. Team
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DE DREU, C.K. & VAN VIANEN, A.E. (2001). Managing
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VAN VIANEN, A.E. & DE DREU, C.K. (2001). Personality
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SALAS, E., BURKE, C.S., BOWERS, C.A. & WILSON, K.A.
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CARRON, A.V., SPINK, K.S. & PRAPAVESSIS, H. (1997).
Team building and cohesiveness in the sport and exercise
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BRADLEY, J.H. & FREDERIC, J.H. (1997). The effect of
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YUKELSON, D. (1997). Principles of effective team building
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developments in north american sport and exercise
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BLANCHARD, C., PERREAULT, S. & VALLERAND, R.J. (1999).
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|
|
Voir aussi Groupe,
Travail, Psychologie
sportive, Entraînement
sportif, Leadership et Athlète |
|
|
|
Équipe
(Multi-) : Multiteam.
| |
|
|
DECHURCH, L.A. & MARKS, M. A. (2006). Leadership in
multiteam systems. Journal of Applied Psychology, 91,
311-329 |
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DECHURCH, L.A. & MATHIEU, J.E. (2009). Thinking in
terms of multiteam systems. In E. Salas, G.F. Goodwin
& C.S. Burke (Eds.), Team effectiveness in
complex organizations : Cross-disciplinary perspectives
and approaches (pp. 267-292). New York, NY :
Routledge. |
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MATHIEU, J.E. (2012). Reflections on the evolution of the
multiteam systems concept and a look to the future. In
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systems : An organization form for dynamic and complex
environments (pp. 511-544). New York, NY :
Routledge. |
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DAVISON, R.B., HOLLENBECK, J.R., BARNES, C.M., SLEESMAN,
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DIROSA, G.A., ESTRADA, A.X. & DECOSTANZA, A.H. (2015).
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ASENCIO, R. & DECHURCH, L.A. (2017). Assessing
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systems perspective. In A.A. von Davier, M. Zhu & P.C.
Kyllonen (Eds.), Innovative assessment of
collaboration (pp. 37-50). |
|
|
Voir aussi Équipe |
|
|
|
|
|
Équipe
de recherche : En science,
groupe de chercheurs
et d'assistants
de recherche, sis dans une université
ou une entreprise, qui
unissent leurs efforts et leurs connaissances
dans le but de trouver des solutions à des problèmes
scientifique, problèmes qu'un chercheur travaillant seul
aurait sans doute davantage de difficulté à résoudre, faute de
moyen, de temps ou d'argent.
Équipe de recherche, laboratoire
et
chaire de recherche. = laboratoire,
centre de recherche. Research
team, scientific research team, team science.
| |
|
|
CRANE, D. (1969). Social structure in a group of
scientists : a test of the "invisible college" hypothesis.
American Sociological Review, 34, 335-352. |
|
WUCHTY, S., JONES, B.F. & UZZI, B. (2007) The
increasing dominance of teams in production of knowledge.
Science, 316 (5827), 1036-1039. |
|
FIORE, S.M. (2008). Interdisciplinarity as teamwork : How
the science of teams can inform team science. Small
Group Research, 39, 251-277. |
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STOKOLS, D., MISRA, S., MOSER, R.P., HALL, K.L. &
TAYLOR, B.K. (2008). The ecology of team science.
American Journal of Preventive Medicine, 35 (2S),
96-115. |
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JONES, B.F., WUCHTY, S. & UZZI, B. (2008).
Multi-university research teams : Shifting impact,
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322,1259-1262. |
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BÖRNER, K., CONTRACTOR, N., FALK-KRZESINSKI, H.J., FIORE,
S.M., HALL, K.L., KEYTON, J., SPRING, B., STOKOLS, D.,
TROCHIM, W. & UZZI, B. (2010). A multi-level systems
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team formation and evolution. Principles of scientific
research team formation and evolution. Proceedong
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3984-3989. [PDF] |
|
|
Voir aussi Laboratoire,
Chaire de recherche, Équipe,
Chercheur et
Assistant de recherche |
| |
|
|
Équipe
de sport : Groupe
d'athlètes qui pratiquent
un sport,
chaque joueur contribuant à un ou des éléments du jeu,
seul ou en collaboration
avec les autres membres de
l'équipe.
Team sport.
| |
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CARRON, A.V. (1982). Cohesiveness in sport groups :
Interpretations and considerations. Journal of Sport
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CARRON, A.V. & SPINK, K.S. (1993). Team building in an
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SMITH, K. (1996). Cooperative Learning : make groupwork
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BLOOM, G.A. & STEVENS, D.E. (2002). Case study : A
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|
ROBERTS, G.C. & OMMUNDSEN, Y. (1996). Effect of goal
orientations on achievement beliefs, cognitions and
strategies in team sport. Scandinavian Journal of
Medicine & Science in Sports, 6, 46-56. |
CARRON, A.V., BRAY S.R. & EYS, M.A. (2002). Team
cohesion and team success in sport. Journal of Sport
Sciences, 20, 119-126. |
|
WIDEMEYER, W.N. & DUCHARME, K. (1997). Team building
through team goal setting. Journal of Applied Sport
Psychology, 9, 97-113. |
SOCHA, T.L., POTTER, T.G. & DOWNEY, P.J. (2003). The
effect of team building on the physical self-concepts of
grade 9 physical education students. Journal of
Experiential Education, 25, 347. |
| |
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CARRON, A.V., SPINK, K.S. & PRAPAVESSIS, H. (1997).
Team building and cohesiveness in the sport and exercise
setting : use of indirect interventions. Journal of
Applied Sport Psychology, 9, 61-72. [PDF] |
BLOOM, G.A., STEVENS, D.E. & WICKWIRE, T.L. (2003).
Expert coaches' perceptions of team building. Journal
of Applied Sport Psychology, 15, 129-143. |
|
YUKELSON, D. (1997). Principles of effective team building
interventions in sport: A direct services approach at Penn
State University. Journal of Applied Sport Psychology,
9, 73-96. |
REINBOTH, M. & DUDA, J.L. (2006). Perceived
motivational climate, need satisfaction and indices of
well-being in team sports : A longitudinal perspective.
Psychology of Sport & Exercise, 7, 269-286. [PDF] |
| |
BLOOM, G.A. & LOUGHEAD, T.M. & NEWIN, J. (2008).
Team building for youth sport. Journal Journal of
Physical Education, Recreation & Dance, 79
(9), 44-47. [PDF] |
|
BLANCHARD, C., PERREAULT, S. & VALLERAND, R.J. (1999).
Participation in team sport : A self-expansion
perspective. International Journal of Sport
Psychology, 29, 289-302. [PDF] |
PAIN, M. & HARWOOD, C. (2009). Team building through
mutual sharing and open discussion of team functioning.
The Sport Psychologist, 23, 523-542. |
| |
LU, J.F., TJOSVOLD, D. & SHI, K. (2010). Team training
in China : testing and applying the theory of cooperation
and competition. Journal of Applied Social
Psychology, 40 (1), 101-134. |
| |
BLOOM, G.A. & LOUGHEAD, T.M. (2011). Current
developments in north american sport and exercise
psychology : team building in sport. Revista
Iberoamericana de Psicología del Ejercicio y el Deporte,
6 (2), 237-249. [PDF] |
| |
BARIC, R. (2011). Psychological pressure and athletes'
perception of motivational climate in team sports. Review
of Psychology, 18 (1), 45-49. [PDF] |
| |
PIATTI, M., SAVAGE, D.A. & TORGLER, B. (2012). The red
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| |
|
|
Voir aussi Équipe, Groupe,
Psychologie sportive, Entraînement
sportif et Athlète |
|
|
|
Équipe
de travail : Groupe
de travailleurs/ étudiants
qui accomplissent une tâche,
chaque membre de
l'équipe contribuant à un ou des éléments de la tâche, seul ou en
collaboration avec le
reste de l'équipe. Équipe de travail, travail
et décision de groupe.
Work team, work group.
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VAN ZELST, R.H. (1952). Sociometrically selected work
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NEWMAN, B. (1984). Expediency as benefactor : How team
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BEERSMA, B., HOLLENBECK J.R., HUMPHREYS. E. & MOON,
H. (2003). Cooperation, competition, and team performance
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HUNGER, J.D. & WHEELEN, T.L. (1984). The relationship
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MILLER, B.W. & KELLEY, J.R. (1986). Team building on a
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GERSICK, C.J. (1988). Time and transition in work teams :
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NASS, C.I., MOON, Y., FOGG, B.J., REEVES, B. & DRYCER,
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KOZLOWSKI, S.W.J., GULLY, S.M., SALAS, E. &
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ROBERTS, G.C. & OMMUNDSEN, Y. (1996). Effect of goal
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KOZLOWSKI, S.W.J., GULLY, S.M., SALAS, E. &
CANNON-BOWERS, J.A. (1996). Team leadership and
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SALAS, E., SHUFFLER, M.L., THAYER, A.L., BEDWELL, W.L.
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BARRICK, M.R., STEWART, G.L., NEUBERT, M.J. & MOUNT,
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FLYNN, G. (1997). How do you know if your work teams work
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BOWERS, C.A., JENTSCH, F., SALAS, E. & BRAUN, C.C.
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|
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LEPINE, J.A. & VAN DYNE, L. (1998). Predicting voice
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SALAS, E., ROZELL, D., MULLEN, B. & DRISKELL, J.E.
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experimental study of team size and performance on a
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Voir aussi Équipe, Groupe,
Coopération,
Rôle, Cercle
de performance et Travail |
|
|
Équipe
de travail virtuelle : Groupe
de travailleurs/ étudiants
qui accomplissent une tâche
à distance. =
Équipe virtuelle.
Virtual team.
| |
|
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LIPNACK, J. & STAMPS, J. (1997). Online teams :
Reaching across space, time and organizations with
technology. New York : John Wiley and Sons. |
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team problem-solving and learning capability using the
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(1), 27-33. |
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BOWERS, C.A., PHARMER, J.A. & SALAS, E. (2000). When
member homogeneity is needed in work teams : A
meta-analysis. Small Group Research, 31, 305-327. |
|
|
BELL, B.S. & KOZLOWSKI, S.W.J. (2002). A typology of
virtual teams : Implications for effective leadership.
Group & Organization Management, 27, 14-49. |
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KIRKMAN, B.L., ROSEN, B., GIBSON, C.B., TESLUK, P.E. &
MCPHERSON, S.O. (2002). Five challenges to virtual team
success : Lessons from Sabre, Inc. The Academy of
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CASCIO, W.F. & SHURYGAILO, S. (2003). E-leadership and
virtual teams. Organizational Dynamics, 31,
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ZIGURS, I. (2003). Leadership in virtual teams : Oxymoron
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maximizing the good. Oganizational Dynamics, 31,
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GIBSON, C.B. & COHEN, S.G. (2003). Virtual teams
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HAWKRIGG, J. (2007). Virtual teams need human touch. Canadian
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HURT, D. & FOLLOWS, S. (2003). Virtual team development
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DAVIS, D.D. & BRYANT, J.L. (2003). Influence at a
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MALHOTRA, A., MAJCHRZAK, A. & ROSEN, R. (2007).
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MARTINS, L.L., GILSON, L.L. & MAYNARD, M.T. (2004).
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here ? Journal of Management, 30, 805-835. |
DE GUINEA, A.O., WEBSTER, J. & STAPLES, D.S. (2012). A
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GAREIS, E. (2006). Virtual teams : A comparison of online
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WEBSTER, J. & STAPLES, D.S. (2006). Comparing virtual
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GIBSON, C.B. & GIBBS, J.L. (2006). Unpacking the
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WILLIAMS E.A. & DURAY, E. (2006). Teamwork
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of Management Education, 30 (4), 592-616. |
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Voir aussi Équipe de travail |
|
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Équité
: Ce qui semble juste aux parties concernées pas une
situation ou un problème. L'équité n'est pas une donnée objective
- contrairement à l'égalité - mais le
résultat d'un accord négocié
entre les parties et leur estimation de la situation, généralement litigieuse. L'équité résulte donc d'une
perception, d'un calcul; l'égalité, d'un constat, de faits.
Équité, compétition
et norme
d'équité.
/inéquité.
Equity.
| |
|
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RABIN, M. (1993). Incorporating fairness into game theory
and economics. American Economic Review, 83, 1281-1302.
|
|
WEICK, K.E. (1966). The concept of equity in the
perception of pay. Administrative Science Quarterly,
11, 414-439. |
BENBOW, C.P. & STANLEY, J.C. (1996). Inequity in
equity : How current educational equity policies place
able students at risk. Psychology, Public Policy
& Law, 2, 249-293.
[PDF] |
|
WALSTER, E. & PILIAVIN, J.A. (1972). Equity and the
innocent bystander. Journal of Social Issues, 28,
165-190. |
FEHR, E. & SCHMIDT K.M. (1999). A theory of fairness,
competition and cooperation. Quarterly Journal of
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WALSTER, E. & BERSCHEID, E. (1973). New directions in
equity research. Journal of Personality & Social
Psychology, 25, 151-176. |
BOLTON, G.E. & OCKENFELS, A. (2000). ERC : a theory of
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AUSTIN, W. & WALSTER, E. (1974). Reactions to
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FEHR, E. & GÄTCHER, S. (2000). Fairness and
retaliation - The economics of reciprocity. Journal
of Economic Perspectives, 14, 159-181. [PDF] |
|
WALSTER, E., WALSTER, G.W. & BESCHEID, E. (1978). Equity
: Theory and research. Boston : Allyn &
Bacon. |
VOLMAN, M. & VAN ECK, E. (2001). Gender equity and
information technology in education. The second decade. Review
of Educational Research, 71 (4), 613-631. |
|
KAHN, A.E., O'LEARY, V.E., KRUELEWITZ, J.E. & LAMM, H.
(1980). Equity and equality : Male and female means to a
just end. Basic & Applied Social Psychology, 1
(2), 173-197. |
HERTWIG, R., DAVIS, J.N. & SULLOWAY, F.J. (2002).
Parental investment : How an equity motive can produce
inequality. Psychological Bulletin, 128,
728-745. [PDF]
|
|
UTNE, M.K. & KIDD, R. (1980). Equity and attribution.
In G. Mikula (Ed.), Justice and social interaction (pp.
63-93). New York, NY : Springer-Verlag. |
SCHEIBINGER, L. (2003). Mesures de l'équité. Les
cahiers du CEDREF, 11, 41-74. |
|
TRAUPMANN, J. PETERSEN, R., UTNE, M. & HATFIELD, E.
(1981). Measuring equity in intimate relations.
Applied Psychological Measurement, 5 (4), 467-480.
[PDF] |
HANUSEK, E. & LUQUE, J.A. (2003). Efficiency an equity
in schools around the world. Economics of Education
Review, 23, 481-502. |
|
MARMOT, T., FRIEL, S., BELL, R., HOUWELING, T.A.
& TAYLOR, S. (2008). Health CoSDo. Closing the gap in
a generation : health equity through action on the social
determinants of health. The lancet, 372 (9650),
1661–1669. |
|
QUADAGNO, J. (1989). Generational equity and the politics
of the welfare state. Politics & Society, 17, 353-376. |
DONNINI, C. & PESCE, M (2021). Fairness and fuzzy
coalitions International Journal of Game Theory, 50,
1033-1052. |
| |
|
|
Voir aussi Norme
d'équité, Inéquité
et Égalité |
|
|
|
|
Equity & Excellence in
Education
: Revue
scientifique multidisciplinaire qui consacre ses pages à
l'équité en éducation. Taylor & Francis.
SILVER, P., BOURKE, A. & SYREHORN, K.C. (1998).
Universal instructional design in higher education : An
approach for inclusion. Equity & Excellence in
Education, 31 (2), 47-51.
|
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Équivalence
: Très grande ressemblance entre deux objets,
au point où parfois on utilise le même mot pour les désigner, tout
en sachant qu'ils ne sont pas identiques. EX: L'écureuil
gris et l'écureuil roux sont équivalents mais non-identique.
|
|
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|
|
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|
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Équivalence
logique : Équivalence entre deux propositions,
deux concepts. EX:
Le concept de lune est-il équivalent au concept de satellite
naturelle tournant autour de la terre ? Comportement et réponse
ont-ils la même signification ? Équivalence logique, définition
et définition
opérationelle.
| |
|
|
LAUDAN, L. & LEPLIN, J. (1991). Empirical equivalence
and underdetermination. Journal of Philosophy, 85,
1-23. |
|
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|
|
|
|
EQ - ÉRECTION - ERG - ERGONOMIE
- ERICKSON - ERICSSON
- ERIKSEN - ERIKSON
- ERIKSSON - ÉROTISME
- ERREUR - ES |
Erdley
Cynthia A. ( ) :
Psychosociologue américaine, spécialisée dans l'éude des théories
naïves/implicites de la personnalité.
Collaboratrice de Dweck.
|
ERDLEY, C.A. & DWECK, C.S. (1993). Children's implicit
personality theories as predictors of their social
judgments. Child Development, 64, 863-878. |
|
ERDLEY, C.A. & ASHER, S.R. (1996). Children's social
goals and self-efficacy perceptions as influences on their
responses to ambiguous provocation. Child
Development, 67, 1329–1344. |
|
ERDLEY, C.A., CAIN, K.M., LOOMIS, C.C., DUMAS-HINES, F.
& DWECK, C.S. (1997). Relations among children's
social goals, implicit personality theories, and responses
to social failure. Developmental Psychology, 33, 263–272. |
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ERDLEY, C.A. & ASHER, S.R. (1998). Linkages between
children's beliefs about the legitimacy of aggression and
their behavior. Social Development, 7, 321–339. |
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ERDLEY, C.A., RIVERA, M.S., SHEPHERD, E.J. & HOLLEB,
L.J. (2010). Social-cognitive models and skills. In D.W.
Nangle et al. (Eds.), Practitioner's guide to
empirically based measures of social skills.
Springer Science+Business Media. [PDF] |
|
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|
|
Érection
(Pénis) : Raidissement du pénis
vers la station verticale (orbitale si Viagra, selon certains...).
Érection, orgasme et
impuissance sexuelle.
Erection, penile response, penile tumescence, male sexual arousal.
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|
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BANCROFT, J., JONES, H.G. & PULLAN, B.R. (1966). A
simple transducer for measuring penile erection, with
comments on its use in the treatment of sexual disorders.
Behaviour Research & Therapy, 4, 239-241. |
McNAULTY, R.D. & ADAMS, H.E. (1991). Voluntary control
of penile tumescence : Effects of an incentive and a
signal detection task. The Journal of Sex Research,
28, 557-577. |
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WEISS, H.D. (1972). The physiology of human erection. Annals
of Internal Medicine, 76, 793-799. |
ROSEN, R.C. & LEIBLUM, S.R. (Eds.) (1992). Erectile
disorders, assessment and treatment. New York : The
Guilford Press. |
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QUINSEY, V.L. & CARRIGNAN, W.F. (1978). Penile
response to visual stimuli : Instructional control with
and without auditory sexual fantasy correlates. Criminal
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LALUMIERE, M.L. & EARLS, C.M. (1992). Voluntary
control of penile responses as a function of stimulus
duration and instructions. Behavioral Assessment, 14,
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ABEL, G.G., BLANCHARD, E.B., MURPHY, W.D., BECKER, J.V.
& DJENDEREDJIAN, A. (1981). Two methods of measuring
penile response. Behavior Therapy, 12, 320-328. |
LOPICOLLO, J. (1992). Postmodern sex therapy for erectile
failure. In R.C. Rosen & S.R. Leiblum (Eds.), Erectile
disorders : Assessment and treatment (pp. 171-197).
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KARACAN, I., ASLAN, C. & HIRSKHOWITZ, M. (1983).
Erectile mechanisms in man. Science, 220, 1080-1082. |
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penile erection. Physiology Review, 75, 191-236. |
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O'CARROLL, R. & BANCROFT, J. (1984). Testosterone
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in men : a controlled study. British Journal of
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LOPICOLLO, J. (1999). Psychological evaluation of erectile
failure. In C.C. Carson, R.S. Kirby & I. Goldstein
(Eds.), Textbook of male erectile dysfunction. Oxford,
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QUINSEY, V.L. & CHAPLIN, T.C. (1988). Penile responses
of child molesters and normals to descriptions of
encounters with children involving sex and violence. Journal
of Interpersonal Violence, 3, 259-274. |
ALTHOF, S.E. (2002). When an erection alone is not enough
: bio-psychosocial obstacles to lovemaking. International
Journal of Impotence Research, 4 (S), 99-104. |
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FISHER, W.A. ROSEN, R.C., MOLLEN, M., BROCK, G., KARLIN,
G., POMMERVILLE, P., GOLDSTWIN, I., BENGERTER, K., BANDEL,
T.-J., DEROGATIS, L.R. & SAND, M.L. (2005). Improving
the sexual quality of life of couples affected by erectile
dysfunction : A double-blind, randomized,
placebo-controlled trial of vardenafil. Journal of
Sexual Medicine, 5, 699-708. |
| |
FISHER, W.A. ROSEN, R.C., EARDLEY, I., SAND, M. &
GODSTEIN, I. (2005). Sexual experience of female partners
of men with erectile dysfunction : The Female Experience
of Men's Attitudes Towards Life Experiences (FEMALES)
study. Journal of Sexual Medicine, 5, 675-684. |
|
JULIEN, E. & OVER, R. (1988). Male sexual arousal
across five modes of erotic stimulation. Archives of
Sexual Behavior, 17, 131-143. |
O'CONNOR, E., McCABE, M.P., CONAGLEN, H.M. & CONAGLEN,
J.P. (2012). Attitudes and experiences : qualitative
perspectives on erectile dysfunction from the female
partner. Journal of Health Psychology, 17 (1),
3-13. |
|
CARD, R.D. & FARRALL, B.S. (1990). Detecting faked
penile responses to erotic stimuli : A comparison of
stimuli conditions and response measures. Annals of
Sex Research, 3, 381-396. |
CORONA, G., RASTRELLI. G., MORGENTALER, A., ALESSANDRA
SFORZA, A., EDOARDO MANNUCCI. E. & MAGGI, M. (2017).
Meta-analysis of results of testosterone therapy on sexual
function based on International Index of Erectile Function
Scores. European Urology, 72 (6), 1000-1011. |
| |
KOHN, T.P. & RAMASAMY, R. (2017). Is a normal
testosterone level necessary for erectile function ? European
Urology, 72 (6), 1012-1013. |
|
|
|
Voir aussi Pénis et
Impuissance
sexuelle |
|
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|
Erev
Ido ( ) : Spécialiste de l'étude du choix
et de la théorie des
jeux. Collaborateur de Rapoport,
Yates et
Zwick.
|
EREV, I. & COHEN, B.L. (1990). Verbal versus numerical
probabilities : Efficiency, biases, and the preference
paradox. Organizational Behavior & Human Decision
Processes, 45, 1-18. [PDF] |
|
EREV, I., BORNSTEIN, G. & WALLSTEN, T.S. (1993). The
negative effect of probability assessments on decision
quality. Organizational Behavior & Human Decision
Processes, 55, 78-94.
[PDF] |
|
EREV, I., WALLSTEN, T.S. & BUDESCU, D.V. (1994).
Simultaneous over- and underconfidence : the role of error
in judgment processes. Psychological Review, 101, 519-527.
[PDF] |
|
EREV, I., ERT, E. & ROTH, A.E. (2010). A choice
prediction competition for market entry games : An
introduction. Games, 1, 117-136. |
|
EREV, I., ERT, E. ROTH, A.E., HARUVY, E., HERZOG, S., HAU,
R. HERTWIG, R. STEWART, T., WEST, R. & LEBIERE, C.
(2010). A choice prediction competition, for choices from
experience and from description. Journal of Behavioral
Decision Making, 23, 15-47. [PDF] |
|
|
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|
|
|
|
Ergonomie : Discipline au carrefour de la psychologie, de l'ingénierie et de l'architecture qui étudie l'organisation et l'aménagement des rapports entre l'individu et
les instruments de leur milieu
de travail (ordinateur,
poste de travail, chaise, éclairage, accès, etc).
| |
|
|
BASTIEN, J.M.C. & SCAPIN, D.L. (1992). A validation of
ergonomic criteria for the evaluation of human-computer
interfaces. International Journal of Human-Computer
Interaction, 4, 183-196. |
|
BASTIEN, J.M.C., SCAPIN, D.L. & LEULIER, C. (1999).
The ergonomic criteria and the ISO 9241-10 dialogue
principles : A pilot comparison in an evaluation task.
Interacting with Computers, 11, 299-322. |
|
BASTIEN, J.M.C. (2004). L'inspection ergonomique des
logiciels interactifs : intérêts et limites. In J.-M. Hoc
& F. Darses (Eds.), Psychologie ergonomique :
tendances actuelles (pp. 49-70). Paris : Presses
Universitaires de France. |
|
NORMAN, D.A. (2006). Trapped in a Lufthansa airline seat.
Interactions, 13 (2), 41. |
|
BASTIEN, J.M.C. & TRICOT, A. (2008). L'évaluation
ergonomique des documents électroniques. In A. Chevalier
& A. Tricot (Eds.), Ergonomie des documents
électroniques (pp. 205-227). Paris : Presses
Universitaires de France. [PDF] |
|
|
Voir aussi
Utilisibilité |
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|
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Erickson Milton Hyland (Aurum États-Unis 1901-1980 Phoenix) :
Psychiatre
américain et spécialiste de l'hypnose.
Étudiant de Hull.
Collaborateur de Weitzenhoffer.
 |
ERICKSON, M.H. (1952). Deep hypnosis and its induction. In
L. LeCron (Ed.), Experimental hypnosis (pp.
70-114). New York : Macmillan. |
|
ERICKSON, M.H. & HALEY, J. (1959). Transcription d'une
induction de transe avec commentaire. The American
Journal of Clinical Hypnosis, 2, 49-84. |
|
ERICKSON, M.H. (1986). L'hypnose thérapeutique,
quatre conférences. ESF. |
|
|
|
ZEIG, J. & TANEV, K.S. (2022). Advancing hypnotic
inductions : An Ericksonian perspective. European
Journal of Psychotherapy & Counselling, 24 (4),
457-472. |
|
|
|
|
Ericsson K. Anders (1947-2020 Tallahassee) : Psychologue
cognitiviste américain
d'origine suédoise, spécialisé dans l'étude de la mémoire,
des procédés
mnémoniques et de
l'expertise. Étudiant de Simon.
Collaborateur de
Kintsch.
 |
ERICSSON, K.A. & SIMON, H.A. (1980). Verbal reports as
data. Psychological Review, 87, 215-251. [PDF] |
|
ERICSSON, K.A. & CHASE, W.G. (1982). Exceptional
memory. American Scientist, 70, 607-615. |
|
ERICSSON, K.A. & SMITH, J. (Eds.) (1991). Toward
a general theory of expertise : Prospects and limits.
Cambridge : Cambridge University Press. |
|
ERICSSON, K.A., KRAMPE, R. & TESCH-RÖMER, C. (1993).
The role of deliberate practice in the acquisition of
expert performance. Psychological Review, 100
(3), 363-406.
[PDF] |
|
ERICSSON, K.A. & KINTSCH, W. (1995). Long-term working
memory. Psychological Review, 102 (2), 211-245. |
|
|
|
Eriksen Charles W. (1923-2018) : Psychologue
cognitiviste américain.
Collaborateur de Yantis.
 |
ERIKSEN, C.W. & SPENCER, T. (1969). Rate of
information processing in visual perception : Some results
and methodological considerations. Journal of
Experimental Psychology Monograph, 79 (2), 1-16. |
|
ERIKSEN, C.W. & HOFFMAN, J.E. (1972). Temporal and
spatial characteristics of selective attention. Perception
& Psychophysics, 12, 201-204 |
|
ERIKSEN, C.W. & HOFFMAN, J.E. (1973). The extent of
processing of noise elements during selective encoding
from visual displays. Perception & Psychophysics,
14, 155-160. |
|
ERIKSEN, C.W. & SCHULTZ, W. (1979). Information
processing in visual search : A continuous flow conception
and experimental results. Perception &
Psychophysics, 25 (2), 249-263. |
|
ERIKSEN, C.W. & ST-JAMES, J.D. (1986). Visual
attention within and around the field of focal attention :
A zoom lens model. Perception & Psychophysics, 40,
225-240. |
|
|
LAPPIN, J.S., LOGAN, G.D., FOURNIER, L.R. & HOFFMAN.
J.E. (2018). Charles "Erik" Eriksen (1923-2018). Attention,
Perception, & Psychophysics, 80 (5), 1030-1034. |
|
|
|
Erikson Erik Hamburger (Francfort 1902-1994 Harwich) : Psychanalyste
américain d'origine allemande. Il est membre de l'Institut
de Psychanalyse de New York. Il a proposé une théorie du développement
humain et de l'identité
psychologique en huit
stades. On lui doit également le concept de crise
d'adolescence. Professeur de Berne.
No
12 |
ERIKSON, E.H. (1945). Childhood and tradition in two
American Indian tribes. Psychoanalytic Study of
Child, 1, 319-350. |
|
ERIKSON, E.H. (1946). Ego development and historical
change : clinical notes. PSoCh, 2, 359-395. |
|
ERIKSON, E.H. (1951). Sex differences in the play
configurations of preadolescents. Americain Journal
of Orthopsychiatry, 221, 667-692. |
|
ERIKSON, E.H. (1956). The problem of ego identity.
Journal of the American Psychoanalytic Association, 4
(1), 56-121. |
|
ERIKSON, E.H. (1968/72). Identity : Youth and
crisis. London : Faber & Faber. /
Adolescence et crise : la quête de l'identité.
Paris : Flammarion. |
|
|
CONSTANTINOPLE, A. (1969). An Eriksonian measure of
personality development m college students. Developmental
Psychology, 1 (4), 357-372. |
SCHWARTZ, S.J. (2001). The evolution of Eriksonian and
Neo-Eriksonian identity theory and research : A review and
integration. Identity : An International Journal of
Theory & Reseach, 1 (1), 7-58. [PDF] |
|
TAN, A., KENDIS, R., FINE, J. & PORAC, J. (1977). A
short measure of Eriksonian ego identity. Journal of
Personalitv Assessment, 41, 279-284. |
FRIEDMAN, L.J. (2001). Erik Erikson on identity,
generativity, and pseudospeciation : A biographer's
perspective. Psychoanalysis & History, 3
(2), 179-192. |
|
VAILLANT, G.E. & MILOFSKY, E. (1980). Natural history
of male psychological health: IX. Empirical evidence for
Erikson's model of the life cycle. American Journal of
Orthopsychiatry, 137 (11), 1348–1359. |
HOARE, C.H. (2002). Erikson on development in
adulthood: New insights from the unpublished papers.
New York : Oxford University Press. |
|
FRANZ, CE. & WHITE, K.M. (1985). Individuation and
attachment in personality development : Extending
Erikson's theory. Journal of Personality, 53, 225-256.
[PDF] |
BROWN, C. & LOWIS, M.J. (2003). Psychosocial
development in the elderly : An investigation into
Erikson's ninth stage. Journal of Aging Studies, 17 (4),
415-426. |
|
WATERMAN, A.S. (1988). Identity status theory and
Erikson's theory : Commonalities and differ- ences. Developmental
Review, 8 (2), 185-208. |
SLATER, C.L. (2003). Generativity versus stagnation : an
elaboration of Erikson's adult stage of human development.
Journal of Adult Development, 10 (1), 53-65. |
|
KISHTON, J. (1994). Contemporary Eriksonian theory : A
psychobiographical illustration. Gerontology &
Geriatrie Education, 14 (4), 81-91. |
WESTERMEYER, J.F. (2004). Predictors and characteristics
of Erikson' s life cycle model among men : A 32-year
longitudinal study. The International Journal of
Aging & Human Development, 58 (1), 29-48. [PDF] |
|
HORST, E.A. (1995). Reexamining gender issues in Erikson's
stages of identity and intimacy. Journal ofCounseling
& Development, 73 (3), 271-278. |
KROGER, J. (2005). Erikson on development in adulthood :
New insights from the unpublished papers. Identity :
An International Journal of theory & Research, 5
(1), 91-94. |
|
GOLD, J. & ROGERS, J.D. (1995). Intimacy and isolation
: A validation study of Erikson's theory. Journal of
Humanistic Psychology, 35 (1), 78-86. |
HOARE, C.H. (2005). Erikson's general and adult
developmental revisions of Freudian thought : "Outward,
forward, upward". Journal of Adult Development, 12
(1), 19-31. |
| |
ELMS, A.C. (2007). Erikson, Erik Homburger. In New
dictionary of scientific biography, Vol. 2.
Farmington Hills, MI : Gale/Cengage Learning. |
|
MUUSS, R.E. (1996). Marcia's expansion of Erikson's theory
of identity formation. In R.E. Muuss (Ed.), Theories
of adolescence (pp. 260-270). McGraw-Hill. |
HAKOLA, R. (2009). Erik H. Erikson's identity theory and
the formation of early Christianity. Journal of
Beliefs & Values, 30 (1), 5-15.
[PDF] |
|
EAGLE, M. (1997). Contributions of Erik Erikson. The
Psychoanalytic Review, 84 (3), 337-347. |
YOUNT, W.R. (2009). Transcendence and aging : The secular
insights of Erikson and Maslow. Journal of Religion,
Spirituality & Aging, 21 (1-2), 73-87. |
| |
BEYERS, W. & SEIFFGE-KRENKE, I. (2010). Does identity
precede intimacy : Testing Erikson's theory on romantic
development in emerging adults of the 21st century.
Journal of Adolescent Research, 25, 387-415. |
|
DOUVAN, E. (1997). Erik Erikson : Critical times, critical
theory. Child Psychiatry & Human Development, 28 (1),
15-21. [PDF] |
BERZOFF, J. (2011). Psychosocial ego development : The
theory of Erik Erikson. Dans J. Berzoff, L.M. Flanagan
& P. Hertz (Éds), Inside out and outside :
Psychodynamic clinical theory and psychopathology in
contemporary multiculturale contexts (pp. 97-117).
Lanham, MD : Rowman & Littlefield. |
|
WALLERSTEIN, R.S. (1998). Erikson's concept of ego
identity reconsidered. Journal of the American
Psychoanalytic Association, 46 (1), 229-247. |
PITTMAN, J.F., KEILEY, M.K., KERPELMAN, J.L. & VAUGHN,
B.E. (2011). Attachment, identity, and intimacy :
Parallels between Bowlby's and Erikson's paradigms.
Journal of Family Theory & Review, 3 (1),
32-46. |
| |
HEARN, S., SAULNIER, G., STRAYER, J., GLENHAM, M.,
KOOPMAN, R. & MARCIA, J.E. (2012). Between integrity
and despair : Toward construct validation of Erikson's
eighth stage. Journal of Adult Development, 19
(1), 1-20. |
| |
| |
| Stades d'Erickson |
| 1 |
Confiance/Méfiance
de 0 à 18 mois |
| 2 |
Autonomie/Honte et Doute de 18
à 30 |
| 3 |
Initiative/Culpabilité de 36 à
60 mois |
| 4 |
Travail/Infériorité de 6 à 12
ans |
| 5 |
Identité/Confusion des rôles
de 12 à 18 ans |
| 6 |
Intimité/Isolement de 15 à 25
ans |
| 7 |
Générativité/Stagnation de 25
à 60 ans |
| 8 |
Intégrité/Désespoir de 50 à
75 ans |
|
|
|
|
|
Eriksson
Peter S. (1959-2007) : Neurobiologiste
américain d'origine suédoise et spécialiste de l'étude de la neurogénèse.
Collaborateur de Gage.
|
ERIKSSON, P.S., PERFILIEVA, E., BJÖRK-ERIKSSON, T.,
ALBORN, A.-M., NORDBORG, C., PETERSON, D.A. & GAGE,
F.H. (1998). Neurogenesis in the adult human hippocampus.
Nature Medicine, 4, 1313-1317. |
|
ERIKSSON, P.S. (2003). Neurogenesis and its implications
for regeneration in the adult brain. Journal of
Rehabilitation Medicine, 41 (S), 17-19. |
|
ERIKSSON, P.S. (2006). Schizophrenia stem cell disorder.
Experimental Neurology, 199 (1), 26-27. |
| |
| |
|
|
Ermite : Tout individu qui vit reclus, limite ses contacts
avec autrui, donc s'isole
volontairement.
= hermite.
|
|
|
Eron Leonard David (Newark 1920-2007 Linderhurst) :
Psychosociologue
américain, spécialisé dans l'étude de
l'agression et de la représentation
de violence à la télévision. Collaborateur de
Huesmann.
|
ERON, L.D. (1958). The effect of medical education on
attitudes : A follow-up study. Journal of Medical
Education, 33 (10), 25-33. [PDF] |
|
ERON, L.D. (1963). Relationship of TV viewing habits and
aggressive behavior in children. Journal of Abnormal
& Social Psychology, 67 (2), 193-196. |
|
ERON, L.D., HUESMANN, L.R., LEFKOWITZ, M.M. & WALDER,
L.O. (1972). Does television violence cause aggression ? American
Psychologist, 27, 253-263. [PDF] |
|
ERON, L.D., HUESMANN, R., BRICE, P.J., FISCHER, P. &
MERMELSTEIN, R. (1982). Age trends in the development of
aggression, sex typing, and related television habits. Developmental
Psychology, 19 (1), 71-77
[PDF] |
|
ERON, L.D., WALDER, L.O. & LEFKOWITZ, M.M. (1971). Learning
of aggression in children. Boston : Little, Brown. |
|
|
|
|
|
Érotisme : Érotique : Représentation
sexuelle du corps qui exploite la sensualité et la nudité
(ou son évocation/suggestion) dans le but de susciter une excitation sexuelle et un orgasme
chez le consommateur.
L'érotisme se distingue de la pornographie par son absence de
violence et de soumission. *Pornographie,
nudité.
Erotism, erotic preference.
| |
|
|
FREUND, K. & COSTELL, R. (1970). The structure of
erotic preference in the nondeviant male. Behaviour
Research & Therapy, 8 (1), 15-20. |
BECKER, J. & STEIN, R. (1991). Is sexual erotica
associated with sexual deviance in adolescent males ? International
Journal of Law & Psychiatry, 14, 85-95. |
|
BYRNE, D., FISHER, W.A., LAMBERTH, J. & MITCHELL, H.E.
(1974). Evaluations of erotica : Facts or feelings ? Journal
of Personality & Social Psychology, 29,
111-116. |
PERSE, L.M. (1994). Uses of erotica and acceptance of rape
myths. Communication Research, 21, 488-515. |
|
FISHER, W.A. & BYRNE, D. (1978). Individual
differences In affective, evaluative, and behavioral
responses to an erotic film. Journal of Applied
Social Psychology, 8, 355-365. |
BEM, D.J. (1996). Exotic becomes erotic : A developmental
theory of sexual orientation. Psychological Review,
103, 320-335. [PDF] |
|
BOURGEOIS, M. (1978). Érotisme et pornographie dans
la bande dessinée. Paris : Glénat. |
BARAK, A. & FISHER, W.A. (1997). Effects of
interactive computer erotica on men's attitudes and
behavior toward women : An experimental study. Computers
in Human Behavior, 13, 353-369. |
|
MOSHER, D.L. & O’GRADY, K.E. (1979). Sex guilt, trait
anxiety, and females’ subjective sexual arousal to
erotica. Motivation & Emotion, 3, 235-249. |
STEINEM, G. (1998). Erotica and pornography: A clear and
present difference. In R.M. Baird & S.E. Rosenbaum
(Eds.), Pornography : Private right or public menace
? (pp. 89-93). Buffalo : Prometheus Books. |
|
DONNERSTEIN, E. & BERKOWITZ, L. (1981). Victim
reactions in aggressive erotic films as a factor in
violence against women. Journal of Personality &
Social Psychology, 41, 710-724. |
MATTEAU, A. (2010). De la pornographie à l'érotisme.
Montréal : Les Éditions du CRAM. |
|
ZILLMANN, D., BRYANT, J. & CARVETH, R.A. (1981). The
effect of erotica featuring sadomasochism and bestiality
on motivated intermale aggression. Personality &
Social Psychology Bulletin, 7, 153-159. |
|
|
MOROKOFF, P.J. (1985). Effects of sex guilt, repression,
sexual "arousability," and sexual experience on female
sexual arousal during erotica and fantasy. Journal of
Personality & Social Psychology, 9 (1),
177-187. |
|
|
MOULD, D. (1988). A critical analysis of resent research
of violent erotica. Journal of Sex Research, 24,
326-340. |
|
|
PADGETT, V.R., BRISLIN-SLUTZ, J. & NEAL, J.A. (1989).
Pornography, erotica, and attitudes toward women : The
effects of repeated exposure.The Journal of Sex
Research, 26, 479-491. |
|
|
|
Voir aussi Nudité
et Pornographie |
|
|
Erratum
: Du latin, qui signifie erreur. Dans les articles
scientifiques, il se glisse parfois des erreurs
assez importantes pour que l'auteur
et l'éditeur
decident d'un commun accord de publier un correctif officiel. Erratum.
| |
WITTIG, R.M. & BOESCH, C. (2003). "Decision-making"
in conflicts of wild chimpanzees (Pan troglodytes) : an
extension of the relational model. Behavioral
Ecology & Sociobiology, 54, 491-504. [PDF]
|
| |
WITTIG, R.M. & BOESCH, C. (2003). "Decision-making"
in conflicts of wild chimpanzees (Pan troglodytes) : an
extension of the relational model. Behavioral
Ecology & Sociobiology, 54, 491-504.
/Erratum. [PDF]
|
| |
|
Erreur : En science, ce mot a plusieurs acceptions : a)
En psychologie, il
peut s'agir d'une mauvaise décision
ou d'une perception
erronée. En ce sens, il y a erreur si notre perception ne
correspond pas à la réalité ou si notre raisonnement est
incohérent.
= Illusion, perception erronée.
Error. b) En
apprentissage, on
utilise également ce terme pour désigner un comportement
inadéquat, inefficace ou non-renforcé.
= Faute.
Error, mistake.
c)
En méthodologie,
l'erreur désigne l'écart ou la distance entre une évaluation/ mesure
et les propriétés réelles de l'objet.
= Erreur de mesure.
Measurement error.
d) En statistique,
le terme a deux significations :
il s'agit soit d'une variation
inexpliquée d'une variable (et de son paramètre), soit la
probabilité de prendre une mauvaise décision (erreur
statistique).
Statistical error.
| |
|
| a |
|
NORMAN, D.A. (1983). Design rules based on analyses of
human error. Communications of the ACM, 4,
254-258. |
|
EINHORN, H.J. (1986). Accepting error to make less error.
Journal of Personality Assessment, 50 (3),
387-395. |
|
REASON, J. (1990). Human error. Cambridge
University Press. Cambridge, UK. |
|
SENDERS, J. & NEVILLE, M. (1991). Human error :
Cause, prediction and reduction. Hillsdale, NJ :
Lawrence Earlbaum Associates. |
|
BAARS, B.J. (Ed.) (1992). The experimental psychology
of human error : Implications for the architecture of
voluntary control. New York : Plenum Press, Series
on Cognition and Language. |
|
HOUDÉ, O. (2003). Consciousness and unconsciousness of
logical reasoning errors in the human brain. Behavioral
& Brain Sciences, 25, 341. |
|
HOUDÉ, O. (2005). Cerebral basis of human errors. In J.-P.
Changeux, W. Singer, A. Damasio, and Y. Christen (Eds.), Neurobiology
of human values (pp. 138-141). Berlin/New York :
Springer Verlag. |
|
SAXE, R. (2005). Against simulation : the argument from
error. Trends in Cognitive Sciences, 9, 174-179.
[PDF] |
|
JOHNSON, D.D.P., BLUMSTEIN, D.T., FOWLER, J.H. &
HASELTON, M.G. (2013). The evolution of error : Error
management, cognitive constraints, and adaptive
decision-making biases. Trends in Ecology &
Evolution, 28, 474-481. |
|
|
Voir aussi Jugement,
Estimation, Confiance
et Illusion |
| b |
|
FINGER, F.W. (1942). Retention and subsequent extinction
of a simple running response following varying conditions
of reinforcement. Journal of Experimental Psychology,
31, 120-133. |
|
TERRACE, H.S. (1963). Discrimination learning with and
without "errors". Journal of the Experimental Analysis
of Behavior, 2, 1-27.
[PDF] |
|
HORNER, R.H. (1984). The value of student errors. Direct
Instruction News, 3 (4), 13. |
|
LENNOX, C. & SIEGEL, L.S. (1993). Visual and
phonological spelling errors in subtypes of children with
learning disabilities. Applied Psycholinguistics, 14,
473-488. |
|
ASTOLFI, J.-P. (1999). L'erreur, un outil pour
enseigner. Paris : EFS éditeur |
|
LUPYAN, G. (2013). The difficulties of executing simple
algorithms : why brains make mistakes computers don't. Cognition,
129 (3), 615-636..
[PDF] |
|
|
Voir aussi Labyrinthe
et Vitesse |
| c |
|
WILLIAMS, R.H., ZIMMERMAN, D.W. & ZUMBO, B.D. (1995).
Impact of measurement error on statistical power : review
of an old paradox. Journal of Experimental Education,
63 (4), 363-370. |
|
MAYO, D.G. (1996). Error and the growth of
experimental knowledge. Chicago : University of
Chicago Press. |
|
WOOD, J.M. & NEZWORSKI, M.T. (2005). Science as a
history of corrected mistakes. American Psychologist,
60, 657-658. |
|
TARKKOHEN, L. & VEHKALAHTI, K. (2005). Measurement
errors in multivariate measurement scales. Journal of
Multivariate Analysis, 96, 172-189 |
|
O'DONOHUE, W.T., LILIENFELD, S.O. & FOWLER, K.A.
(2007). Science is an essential safeguard against human
error. In W.T. O'Donohue & S.O. Lilienfeld (Eds.), The
great ideas of clinical science : 17 principles that
every mental health professional should understand
(pp. 3-27). New York, NY : Routledge. |
|
|
Voir aussi Évaluation
et Mesure |
| d |
|
EDGEWORTH, F.Y. (1893). Exercises in the calculation of
errors. Philosophical Magazine, 5 (3), 98-111. |
|
EDGEWORTH, F.Y. (1905). The law of error. Transactions
of the Cambridge Philosophical Society, 20, 35-65,
113-141. |
|
EDGEWORTH, F.Y. (1907). On the representation of
statistical frequency by a series. Journal of the
Royal Statistical Society, 70, 102-106. |
|
FISHER, R.A. (1921). On the probable error of a
coefficient of correlation deduced from a small sample.
Metron, 1, 3-32. |
|
COCHRAN, W.G. (1968). Errors of measurement in statistics.
Technometrics, 10, 637-666. |
|
|
|
|
Voir aussi Erreur
statistique |
| SCHERRER,
B. (1984). Biostatistique. Chicoutimi : Gaëtan
Morin. |
|
|
Erreur
alpha : En statistique,
erreur commise à la suite d'une décision qui
consiste à rejeter une hypothèse
vraie. = erreur de type I,
erreur de première espèce, risque alpha, rejet à tort. /erreur beta. Type I error, alpha error
| |
| Décision/Réalité |
...
alors qu'elle est vraie. |
...
alors qu'elle est fausse. |
| Je
ne rejette pas l'hypothèse nulle... |
Bonne
décision |
Erreur Beta |
| Je
rejette l'hypothèse nulle... |
Erreur
Alpha |
Bonne décision
|
| |
|
|
KEMP, K.E. (1975). Multiple comparisons : Comparison wise
versus experimen twise type I error rates and their
relationship to power. Journal of Dairy Science, 58,
1373-1378. |
KROMREY J.D. & LA ROCCA, M.A. (1995). Power and type I
error rates of new pairwise multiple comparison procedures
under heterogeneous variances. Journal of Experimental
Education, 63, 343-362. |
|
WALTERS, E., MARKLEY, R.P. & TIFFANY, D.W. (1975).
Lunacy : A type I error ? Journal of Abnormal
Psychology, 84 (6), 715-717. |
|
|
LEARY, M.R. & ALTAMAIER, E.M. (1980). Type I error in
counseling research : A plea for multivariate analyses.
Journal of Counseling Psychology, 27, 611-615. |
|
|
BROWN, G.W. (1983). Errors, type I and II. American
Journal of Disorders in Childhood, 137, 586-591. |
SMITH, R.A., LEVINE, T.R., LACHLAN, K.A. & FEDIUK,
T.A. (2002). The high cost of complexity in experimental
design and data analysis : Type I and type II error rates
in multiway anova. Human Communication Research, 28,
515-530. |
|
POLLARD, P. & RICHARDSON, J.T.E. (1987). On the
probability of making type I errors. Psychological
Bulletin, 102, 159-163. |
ZENTALL, T.R. & SINGER, R.A. (2007). Within-trial
contrast: When is a failure to replicate not a Type I
error ? Journal of the Experimental Analysis of
Behavior, 87, 401-404. |
|
SAWILOWSKY, S.S., BLAIR, R.C. & HIGGINS, J J. (1989).
An investigation of the type I error and power properties
of the rank transform procedure in factorial ANOVA.
Journal of Educational Statistics, 14, 255-267. |
FIEDLER, K., KUTZNER, F. & KRUEGER, J.I. (2012). The
long way from a-error to validity proper : Problems with a
short-sighted false-positive debate. Perspectives on
Psychological Science, 7, 661-669. [PDF] |
|
|
|
|
SCHERRER, B. (1984). Biostatistique. Chicoutimi :
Gaëtan Morin. |
Voir aussi Erreur
statistique |
|
|
Erreur
beta : En statistique,
erreur commise à la suite d'une décision qui consiste à
accepter une hypothèse
fausse. = erreur de seconde espèce,
erreur de type II. /erreur
alpha. Type II error, b-error.
| |
| Décision/Réalité |
...
alors qu'elle est vraie. |
...
alors qu'elle est fausse. |
| Je
ne rejette pas l'hypothèse nulle... |
Bonne
décision |
Erreur Beta |
| Je
rejette l'hypothèse nulle... |
Erreur
Alpha |
Bonne décision
|
| |
|
|
BROWN, G.W. (1983). Errors, type I and II. American
Journal of Disorders in Childhood, 137, 586-591. |
|
SMITH, R.A., LEVINE, T.R., LACHLAN, K.A. & FEDIUK,
T.A. (2002). The high cost of complexity in experimental
design and data analysis : Type I and type II error rates
in multiway anova. Human Communication Research, 28,
515-530. |
|
| SCHERRER,
B. (1984). Biostatistique. Chicoutimi : Gaëtan
Morin. |
Voir aussi Erreur
statistique |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Erreur
phénoménologique : Concept proposé par Place
pour désigner la croyance
en l'existence des objets mentaux.
|
Erreur
statistique : En statistique,
le mot renvoie à deux réalités distinctes : a) il
peut s'agir du niveau d'erreur que le
chercheur est disposé à commettre lorsqu'il prend une décision
statistique. Il existe deux types d'erreur :
l'erreur alpha et l'erreur
beta. = mauvaise décision. b)
Le terme erreur désigne également la variation inexpliquée d'une
mesure, à savoir la variance de Y que la variable X sélectionnée
par le chercheur ne parvient pas à expliquer.
=
variation. Statistical error.
| |
| Décision/Réalité |
...
alors qu'elle est vraie. |
...
alors qu'elle est fausse. |
| Je
ne rejette pas l'hypothèse nulle... |
Bonne
décision |
Erreur Beta/2e type |
| Je
rejette l'hypothèse nulle... |
Erreur
Alpha/1er type |
Bonne décision
|
| |
|
| a |
|
ALGINA, J., OLEJNIK, S. & OCANTO, R. (1989). Type I
error rates and power estimates for selected two-sample
tests of scale. Journal of Educational Statistics,
14, 373-383. |
| |
| SCHERRER,
B. (1984). Biostatistique. Chicoutimi : Gaëtan
Morin. |
Voir aussi Erreur |
| b |
|
EDGEWORTH, F.Y. (1893). Exercises in the calculation of
errors. Philosophical Magazine, 5 (3), 98-111. |
|
EDGEWORTH, F.Y. (1905). The law of error. Transactions
of the Cambridge Philosophical Society, 20, 35-65,
113-141. |
|
|
Erreur
systématique : Erreur commise (presque) chaque fois que
certaines conditions sont réunies.
Systematic
error.
|
|
|
|
|
Érudit
: Site
de dépôt et de diffusion des articles
scientifques et des thèses
rédigés en français.
CÔTÉ, S., TREMBLAY, R.E. et VITARO, F. (2003). Le
développement de l'agression physique au cours de
l'enfance : différences entre les sexes et facteurs de
risque familiaux. Sociologie et Sociétés, 35
(1), 203-220. [PDF]
|
| |
|
|
Érudition/Érudit
: = savoir encyclopédique,
puits de connaissance.
|
| ER
- ESCLAVAGE
- ESPACE - ESPÈCE
- ESPOIR - ESPRIT
- ESSAI CLINIQUE -
ESTES - ESTIME DE SOI - ESTOMPAGE
- ET |
Escalade
de la violence : Voir Violence
(Escalade). Dyadic escalation, violence
escalation, escalation trajectory.
|
|
|
Esclavage
: Relation de pouvoir
et de dépendance
totalement asymétrique
entre deux individus ou
deux groupes dans lequel X 1
domine et exploite X 2.
Slavery.
| |
|
|
PHILLIPS, U.B. (1918). American Negro slavery.
New York : Appleton and Co. |
|
TRUDEL, M. (1960). L'esclavage au Canada français.
Québec/Montréal : Les Presses Universitaires de
Laval/Fidès. |
|
BARRY, K. (1979). Female sexual slavery. New
York : New York University Press. |
|
PATTERSON, O. (1982). Slavery and social death : A
comparative study. Cambridge, MA, and London :
Harvard University Press. |
|
TRUDEL, M. (2004). Deux siècles d'esclavage au Québec.
Montréal : Hurtubise HMH. |
|
MATORY, J.L. (2007). Free to be a slave : Slavery as
metaphor in the Afro-Atlantic religions. Journal of
Religion in Africa, 37, 398-425. [PDF] |
|
ALT, J.C. (2013). L'esclavage en Mauritanie Enquête menée
par Amnesty International. ILCEA : Revue de l'Institut
des Langues et Cultures d'Europe, Amérique, Afrique,
Asie et Australie, 17, [LIRE] |
|
|
Voir aussi Pouvoir |
|
|
Esclavagiste : Esclavage
: Qualifie une société
ou un pays dont l'économie
repose en grande partie sur le travail des esclaves
(plutôt que sur celui des salariés), donc sur l'exploitation d'une
partie de sa population. EX: Les états
confédérés des États-Unis avant la guerre civile.
|
Escobar
Rogelio Hernàndez ( ) : Psychologue
béhavioriste mexicain
et spécialiste de l'étude des comportements
d'observation. Collaborateur de Lattal.
|
ESCOBAR, R. & BRUNER, C.A. (2002). Effects of
reinforcement frequency and extinction-component duration
within a mixed schedule of reinforcement on observing
responses in rats. Mexican Journal of Behavior
Analysis, 28, 41-46. |
|
ESCOBAR, R. & BRUNER, C.A. (2008). Effects of the
contiguity between the extinction and the reinforcement
components in observing-response procedures. Mexican
Journal of Behavior Analysis, 34, (2), 333-347. [PDF]
+
[PDF] |
|
ESCOBAR, R. & BRUNER, C.A. (2009). Observing responses
and serial stimuli : Searching for the reinforcing
properties of the S?. Journal of the Experimental
Analysis of Behavior, 78 (2), 161-178. [PDF] |
|
ESCOBAR, R. (2010). Travel distance and stimulus duration
on observing responses by rats. European journal of
behavior analysis, 11, 79- 91. [PDF] |
|
ESCOBAR, R. (2014). The instruments in the first
psychological laboratory in Mexico : Antecedents,
influence, and methods. History of Psychology, 17 (4),
296-311. |
|
|
Escrime
: Sport.
| |
|
|
BARD, C., GUEZENNEC, Y. et PAPIN, J.P. (1980). Escrime.
Analyse de l'exploration visuelle. Médecine du Sport,
55, 22-28. |
|
|
|
Ésotérisme
: Tout phénomène
dont la compréhension est réservée à des individus qui fixent
leurs propres critères de
vérité, souvent au mépris de la logique
et des connaissances
scientifiques. Esoterism.
| |
|
|
SHACKKELFORD, J. (2007). Western esotericism and the
history of European science and medicine in the early
modern period. Scripta Instituti Donneriani Aboensis,
20, 173-203. |
|
VATTER, M. (2015). Esoteric writing between mysticism and
science. Perspectives on Political Science, 44
(3), 183-186. |
|
|
|
|
|
Espace
(Conception/Perception/Représentation)
: Espace et temps.
Mental representation of space.
| |
|
|
PIAGET, J. (1925). La représentation du monde chez
l'enfant. Revue de Théologie et de Philosophie, 13,
191-214.
[PDF] |
DOLORES DE HEVIA, M., GIRELLI, L. & VALLAR, G. (2006).
Numbers and space : a cognitive illusion? Experimental
Brain Research, 168 (1-2), 254-264. |
|
PIAGET, J., INHELDER, B. & SZEMINSKA, A. (1948).
La géométrie spontanée de l'enfant. Paris : Presses
Universitaire de France. |
GIRARD, T.A., MARTIUS, D.L.M.A. & CHEYNE, J.A. (2007).
Mental representation of space : Insights from oblique
distribution of hallucinations. Neuropsychologia, 45,
1257-1269. |
|
PIAGET, J. & SZEMINSKA, A. (1948). La
représentation de l'espace chez l'enfant. Paris :
Presses Universitaire de France |
UTTAL W.R. (2008). Time, space, and number in physics
and psychology. Cornwell- on-Hudson, NY : Sloan. |
|
LOWRY, S. (1989). Noise, space and light. British
Medical Journal, 299, 1439-1442. |
NÙNEZ, R. & COOPERIDDER, K. (2013). The tangle of
space and time in human cognition. Trends in Cognitive
Sciences, 17 (5), 220-229. [PDF] |
|
McNAUGHTON, B.L. & NADEL, L. (1990). Hebb-Marr
networks and the neurobiological representation of action
in space. In M.A. Gluck & D.E. Rumelhart (Eds.), Neuroscience
and connectionist theory (pp. 1-63). Hillsdale, NJ
: Erlbaum. |
|
|
SQUIRE, L.R. & CAVE, C.B. (1991). The hippocampus,
memory, and space. Hippocampus, 1, 269-271. [PDF] |
|
|
HERSHKOWITZ, R., PARZYSZ, B. & VAN DORMOLEN, J.
(1996). Shape and space. In A.J. Bishop, K. Clements, C.
Keitel, J. Kilpatrick & C. Laborde (Eds.), International
handbook of mathematics education (pp. 161-204).
Kluwer Academic Publishers. |
HERSHKOWITZ, R. (2014). Shape and space-geometry teaching
and learning. In S. Lerman (Ed.), Encyclopedia of
mathematic education (pp. 542-547). [PDF] |
|
WADE, N.J. & HELLER, D. (1997). Scopes of perception :
The experimental manipulation of space and time. Psychological
Research, 60, 227-237. |
JONES, A., MARKANT, D.B., PACHUR, T., GOPNIK, A. &
RUGGERIA. (2021). How is the hypothesis space represented?
Evidence from young children’s active search and
predictions in a multiple-cue inference task. Developmental
Psychology, 57 (7), 1080–1093. |
|
|
Voir aussi Géographie,
Géométrie, Mémoire
spatiale et Abstraction |
|
|
|
Espace
(Utilisation/Effet) :
Space, home range size.
| |
|
|
CALHOUN, J.B. (1963). The social Use of space. In W. Mayer
& R. van Gelder (Eds.), Physiological mammalogy. New
York : Academic Press. |
|
CALHOUN, J.B. (1966). The role of space in animal
sociology. Journal of Social Issues, 22, 46-59. |
|
CALHOUN, J.B. (1971). Space and strategy of life. In A.H.
Esser (Ed.), Behavior and environment : The use of
space by animals and man. Plenum : New York. |
|
ULLMAN, EL. (1973). Ecology and spatial analysis. Annals
Association of American Geographers, 63, 272-274. |
|
KRAMER, D.L. & CHAPMAN, M.R. (1999). Implications of
fish home range size and relocation for marine reserve
function. Environmental Biology of Fishes, 55,
65-79. |
|
READ, M., SUGAWARA, A. & BRANDT, J. (1999). Impact of
space and color in the physical environment on preschool
children's cooperative behavior. Environment &
Behavior, 31, 413-428. |
|
KIRSH, D. (1995). The intelligent use of space. Artificial
Intelligence, 73, 31-68. [PDF]
+ [PDF] |
|
RODRIGUES, M.A. (2007). Age and sex-based differences in
social interactions and spacing in mantled howling monkeys
: Implications for juvenile social development. Journal
of Developmental Processes, 2 (2), 103-114. [PDF] |
|
|
Voir aussi Territoire,
Entassement
et Distance |
|
|
|
|
|
|
|
|
|
Espace
vert : Lieu ou espace où la
verdure domine. EX: Le parc Maisonneuve. Greenspace.
| |
|
|
DE VRIES, S., VERHEIJ, R.A., GROENEWEGEN, P.P. &
SPREEUWENBERG, P. (2014). Natural environments-healthy
environments ? An exploratory analysis of the relationship
between greenspace and health. Environment &
Planning A : Economy & Space, 35, (10),
1717-1732. |
|
LACHOWYCZ, K. & JONES, A.P. (2011). Greenspace and
obesity : a systematic review of the evidence. Obesity
Review, 12, 183-189. |
|
LEE, A.C. & MAHESWARAN, R. (2011). The health benefits
of urban green spaces : a review of the evidence. Journal
of Public Health, 33, 212-222. |
|
LAURENT, O., WU, J., LI.L. & MILESI, C. (2013). Green
spaces and pregnancy outcomes in Southern California.
Health Place, 24,190-195. |
|
DADVAND, P., WHRIGHT, J., MARTINEZ, D., BASAGANA, X.,
McEACHAN, R.C., CIRACH, M., GIDLOW, C.J., DE HOOGH K.,
GRAZULEVCIENÉ, R. & NIEUWENHUIJSEN, M.J. (2014).
Inequality, green spaces, and pregnant women : Roles of
ethnicity and individual and neighbourhood socioeconomic
status. Environment International, 71, 101-108.
[PDF] |
|
DADVAND, P., NIEUWENHUIJSEN, M.J., ESNAOLA, M., FORNS, J.,
BASAGANA, X., ALVAREZ-PEDREROL, M., RIVAS, I.,
LOPEZ-VICENTE, M., MONTSERRAT DE CASTRO, P., SU, J.,
JERRETT, M., QUEROL, X. & SUNYER, J. (2015). Green
spaces and cognitive development in primary
schoolchildren. Proceeding of the National Academy of
Sciences, USA, 112 (26) 7937-7942. [PDF] |
|
|
Voir aussi Environnement et
Pollution |
|
|
|
|
|
Espagne
: Pays.
Spain.
| |
|
|
BAHRICK, H.P. (1984). Semantic memory content in
permastore : 50 years of memory for Spanish learned in
school. Journal of Experimental Psychology : General,
111, 1-29. |
FERNÀNDEZ-ALBA, A. & LABRADOR, F. (2005).
Sociodemographic, psychopathological and clinical
characteristics of pathological slot-machine gamblers in
treatment : A descriptive study of Spanish male gamblers.
International Gambling Studies, 5, 113-122. |
|
ALVAREZ-TORICES, J.C., FRANCH-NADAL, J.,
ALVAREZ-GUISASOLA, F., HERNANDEZ-MEJIA, R. &
CUETO-ESPINA, R.A. (1993). Self-reported height and weight
and prevalence of obesity : study in a Spanish population.
International Journal of Obesity & Related
Metabolic Disorder, 17, 663-667. |
YOPP, H.K. & STAPLETON, L. (2008). Conciencia fonémica
en español (Phonemic awareness in Spanish). The
Reading Teacher 61 (5), 374-382. [PDF] |
|
CASAS, J.M., WAGENHEIM, B.R., BANCHERO, R. &
MENDOZA-ROMERO, J. (1994). Hispanic masculinity : Myth or
psychological schema meriting clinical consideration. Hispanic
Journal of Behavioral Sciences, 16, 315-331. |
|
|
BECONA, E. (1996). The problem and pathological in Europe
: The cases of Germany, Holland and Spain. Journal of
Gambling Studies, 12 (2), 179-192. |
DE CUYPER, N., SORA, B., DE WITTE, H., CABALLER, A. &
PEIRO, J.M. (2009). Organizations' use of temporary
employment and a climate of job insecurity among Belgian
and Spanish permanent workers. Economic &
Industrial Democracy, 30 (4), 564-591. |
|
HERNANDEZ, A.E. & BATES, E. & AVILA, L.X. (1996).
Processing across the language boundary: A cross-modal
priming study of Spanish-English bilinguals. Journal
of Experimental Psychology : Learning, Memory &
Cognition, 22 (4), 846-864. |
GUTIÉRREZ-DOMÈNECH, M (2010). Parental employment and time
with children in Spain. Review of Economics of the
Household, 8 (3), 371-391. [PDF] |
|
BECONA, E. (1997). Pathological gambling in Spanish
children and adolescents : An emerging problem. Psychological
Reports, 81, 275-287. |
SEVILLA-SANZ, A., GIMENEZ-NADAL, J.I. FERNANDEZ. C.
(2010). Gender roles and the division of unpaid work in
Spanish households. Feminist Economics, 16 (4),
137-184. |
|
ZOLBERG, A.R. & LONG, L.W. (1999). Why Islam is like
Spanish : Cultural incorporation in Europe and the United
States. Politics & Society, 27, 5-38. |
GOMEZ-GIL, E., ESTEVA, I., CARRASCO, R., ALMARAZ, M.C.,
PASARO, E., SALAMERO, M. & GUILLAMON, A. (2011). Birth
order and ratio of brothers to sisters in Spanish
transsexuals. Archives of Sexual Behavior, 40
(3), 505-510. [PDF] |
|
CORRAL, S. & CALVETE, E. (2000). Machiavellianism :
Dimensionality of the Mach IV and its relation to
self-monitoring in a Spanish sample. Spanish Journal
of Psychology, 3, 3-13. |
GARCIA-RUBIO, M.A., PICAZO-TADEO, A.J. &
GONZALEZ-GOMEZ, F. (2011). Does a red shirt improve
sporting performance ? Evidence from Spanish football. Applied
Economics Letters, 18 (11), 1001-1004. |
|
|
|
HERNANDEZ, A.E., SIERRA, I. & BATES, E. (2000).
Sentence interpretation in bilingual and monolingual
Spanish speakers : Grammatical processing in a monolingual
mode. Spanish Applied Linguistics, 4 (2),
179-213. |
ESPINAR-RUIZ, E. & GONZLES-DIAZ, C. (2012). Gender
portrayals in food commercials : A content analysis of
Spanish television advertisements. Observatorio
Journal, 6 (4), 109-126.
[PDF] |
|
MARTINEZ, J.M., LOPEZ, J.S., MARTIN, A., MARTIN, M.J.,
SCANDROGLIO, B. & MARTIN, J.M. (2001). Organ donation
and familiy decision- taking within the Spanish donation
system. Social Science, & Medicine, 53, 405-421. |
LAKES, K.D., SWANSON, J.M. & RIGGS, M. (2012).
The reliability and validity of the English and Spanish
Strengths and Weaknesses of ADHD and normal behavior
rating scales in a preschool sample : continuum measures
of hyperactivity and inattention. Journal of
Attention Disorders, 16 (6), 510-516. |
|
GARCIA, D.R. (2003). Mixed marriages and transnational
families in the intercultural context : A case study of
African/Spanish couples in Catalonia. Journal of
Ethnic & Migration Studies, 32 (3), 403-433. |
RODRIGUEZ-FRANCO, L., ANTUNA-BELLERIN, M.,
LOPEZ-CEEPRO-BORREGO, J., RODIGUEZ-DIAZ, F.-J. &
BRINGAS-MOLLEDA, C. (2012). Tolerance towards dating
violence in Spanish adolescents. Psicothema, 24 (2),
236-242. [PDF] |
|
ALAGUER, R.D.D., COSTA, A., SEBASTIAN-GALLES, N.,
JUNCADELLA, M. & CARAMAZZA, A. (2004). Regular and
irregular morphology and its relation with agrammatism :
Evidence from two Spanish-Catalan bilinguals. Brain
& Language, 91, 212-222. [PDF] |
ALMENERA, C.A., FAUQUET, J., LOPEZ-GUIMER, G.,
PÀMIAS-MASSANA, M. & SÀNCHEZ-CARRACEDO, D. (2014).
Sociocultural influences and body change strategies in
Spanish adolescent boys of different weight status. Eating
Behaviors, 15, 654-657. |
|
FERRERO, M., GARAIZAR, P. & VADILLO, M.A. (2016).
Neuromyths in education : Prevalence among Spanish
teachers and an exploration of cross-cultural variation. Frontiers
in Human Neuroscience, 10 [496], 1-11. [PDF] |
|
COLOM, R., GARCIA, L.F., SHIH, P.C. & ABAD, F.J.
(2023). Generational intelligence test score changes in
Spain : Are we asking the right question ? Intelligence,
99 (47),
|
|
|
|
|
Voir aussi Pays |
|
|
Espagnol
: Langue.
Spanish
| |
|
|
BAHRICK, H.P. (1984). Semantic memory content in
permastore : 50 years of memory for Spanish learned in
school. Journal of Experimental Psychology : General,
111, 1-29. |
ALAGUER, R.D.D., COSTA, A., SEBASTIAN-GALLES, N.,
JUNCADELLA, M. & CARAMAZZA, A. (2004). Regular and
irregular morphology and its relation with agrammatism :
Evidence from two Spanish-Catalan bilinguals. Brain
& Language, 91, 212-222. [PDF]
|
BAHRICK, H.P. (1986). Learning and retention of Spanish
vocabulary with and without prior knowledge of Spanish. In
F. Klix & H. Hagendorf (Eds.), Human memory and
cognitive capabilities :
Mechanisms and performances. North Holland:
Elsevier Science Publishers.
|
|
BAHRICK, H.P. & PHELPS, E. (1987). Retention of
Spanish vocabulary over eight years. Journal of
Experimental Psychology : Learning Memory &
Cognition. 13, 344-
349. |
YOPP, H.K. & STAPLETON, L. (2008). Conciencia fonémica
en español (Phonemic awareness in Spanish). The
Reading Teacher 61 (5), 374-382. [PDF]
|
BAHRICK, H.P., HALL, L.K., GOGGIN, J.P., BAHRICK L.E.
& BERGER, S.A. (1994). Fifty years of language
maintenance and language dominance in bilingual Hispanic
immigrants. Journal of Experimental Psychology :
General, 123, 264-283. |
|
|
HERNANDEZ, A.E., SIERRA, I. & BATES, E. (2000).
Sentence interpretation in bilingual and monolingual
Spanish speakers : Grammatical processing in a monolingual
mode. Spanish Applied Linguistics, 4 (2),
179-213. |
|
|
|
Voir aussi Espagne
et Langue |
|
|
Espèce
(animale) : Rang
taxinomique situé entre le genre
et la population. Selon
Mayr, ensemble d'organismes
en mesure de se reproduire entre eux (interfécondité)
et dont la descendance
est fertile. Il existe environ 30 millions d'espèces. Entre
certaines jeunes espèces, l'interfécondité existe toujoujours. EX:
La reproduction existe entre les ours bruns et les ours blancs,
entre les loups, les chiens et les coyotes. Pour la plupart des
psychologues, l'humain est une espèce animale. NDLR :
Qu'est-ce qui distingue l'humain des autres espèces ? L'humain est
la seule espèce à se croire différente des autres... :0) Espèce, rang
taxinomique et évolution.
( ): Voir Animaux.
Specie.
|
|
|
|
DARWIN, C. (1859). On the origin of species.
London : Murray. |
MAYR, E. (1963). Animal species and evolution.
Cambridge : Harvard University Press. |
|
LEAKEY, L.S.B., TOBIAS, P.V. & NAPIER, J.R. (1964). A
new species of the genus homo from Olduvai
Gorge. Nature, 4927, 7. |
|
HUXLEY, T.H. (1860). On species, and races and their
origin. Proceedings of the Royal Institution of Great
Britain, 1858-62 (3), 195. |
GHISELIN, M.T. (1974). A radicals olution to the species
problem. Systematic Zoology, 23, 536-554. |
|
HUXLEY, T.H. (1860). The origin of species.
Westminster Review. |
HULL, D.L. (1976). Are species really individuals ? Systematic
Zoology, 25 (2), 174-191. [PDF] |
| |
CRACRAFT, J. (1983): Species concepts and speciation
analysis. Current Ornithology, 1, 159-187. |
| |
SAVAGE-RUMBAUGH, E.S., RUMBAUGH, D.M. & McDONALD, K.
(1985). Language learning in two species of apes. Neuroscience
& Behavioral Reviews, 9, 653-665. |
|
DOBZHANSKY, T. (1937/51). Genetics and the origin of
species. New York : Columbia University Press. |
FUJITA, K. (1987). Species recognition by five macaque
monkeys. Primates, 28, 353-366. |
| |
THOMPSON, N.S. (1990). Why would we ever doubt that
species are intelligent ! Commentary. Behavioral and
Brain Sciences, 13 (1), 94. |
|
MAYR, E. (1942). Systematics and the origin of
species. New York : Columbia University Press. |
LUBINSKI, D. & THOMPSON, T. (1993). Species and
individual differences in communication based on private
states. Behavioral & Brain Sciences, 16,
627-642. |
| |
WOLFE, C. (2003). Animal rites. American culture, the
discourse of species, and posthumanist theory. Chicago
: University of Chicago Press. |
|
GOOD, I.J. & TOULMIN, G.H. (1956). The number of new
species, and the increase in population coverage, when a
sample is increased. Biometrika, 43, 45-63. |
DOOLITTLE, W.F. (2006). Species. Microbiology Today,
33, 148-151. |
| |
CRONIN, M.A. (2006). A proposal to eliminate redundant
terminology for intra-species groups. Wildlife Society
Bulletin, 34, 237-241. |
| |
BRONHAM, L. (2009). Why do species vary in their rate of
molecular evolution ? Biology Letters, 5,
401-440. [PDF] |
| |
YANG, L., TAN, Z., WANG, D., XUE, L., MIN-XIN GUAN, M.-X.,
HUANG, T. & LI, R. (2014). Species identification
through mitochondrial rRNA genetic analysis. Scientifif
Reports, 4 [4089], 1-11. [PDF]
|
|
|
| BURNIE,
D. (Dir.) (2001). Animal. Londres : Dorling
Kindersley / Le règne animal. Saint-Laurent :
Erpi. |
Voir aussi Interfécondité,
Mutation et Rang
taxinomique |
|
|
Espèce(s)
(Différences) : Différence entre
les espèces, modèle
animal et psychologie
comparée. Species difference.
| |
|
|
LOWE, C.F. & HARZEM, P. (1977). Species differences
intemporal control of behavior. Journal of the
Experimental Analysis of Behavior, 28 (3), 189-201.
[PDF] |
GALLUP, G.G. (1985). Do minds exist in species other than
our own ? Neuroscience & Biobehavioral Reviews,
9, 631-641. |
|
LOWE, C.F., HARZEM, P. & BAGSHAW, M. (1978). Species
differences in temporal control of behavior I : Human
performance. Journal of the Experimental Analysis of
Behavior, 29 (3), 351-361. [PDF] |
MARKHAM, M.R. & GALLOGLY, R.H. (1998). Does language
make humans more than clever apes ? Journal of
Applied Behavior Analysis, 30, 185-186. [PDF] |
|
SIDMAN, M. RAUZIN, R., LAZAR, R., CUNNINGHAM, S., TAILBY,
W. & CARRIGAN, P. (1982). A search for symmetry in the
conditional discriminations of rhesus monkeys, baboons, an
children. Journal of the Experimental Analysis of
Behavior, 37 (1), 23-44. [PDF] |
TOMASELLO, M., CALL, J. & HARE, B. (2003). Chimpanzees
versus humans : its not that simple. Trends in
Cognitive Science, 7, 239-240. |
|
BERKOWITZ, L. (1983). Aversively stimulated aggresion :
Some paralels and difference in research with animals and
humans. American Psychologist, 38, 1135-1144. |
CHAMPAGNE, F.A. (2012). Epigenetics and developmental
plasticity across species. Developmental
Psychobiology, 55 (1), 33-41. [PDF] |
|
|
Voir aussi Différences,
Psychologie
comparée et Espèce |
|
|
|
|
Espèce
(sous-) : Variété naturelle d'une espèce
sauvage, qui résulte d'abord d'un isolement
géographique, suivi dans une période de temps variable d'une
dérive génétique.
Subspecies.
| |
|
|
MAYR, E. (1963). Animal species and evolution.
Cambridge : Harvard University Press. |
|
GEIST, V. (1988). Phantom subspecies : the Wood Bison
Bison bison "athabascae", Rhoads 1887, is not a valid
taxon, but an ecotype. Arctic, 44, 283-300. |
|
GEIST, V. (2007). Defining subspecies, invalid taxonomic
tools, and the fate of the woodland caribou. Rangifer,
Special Issue, 17, 25-28.
[PDF] |
|
|
|
Espèce
en déclin : Espèce dont la population
diminue d'année en année. On connaît souvent les causes de ce
délin.
|
Espèce
en voie de disparition : Espèce
dont la population est
tellement faible en nombre que l'on craint pour sa survie.
EX: Tigre de Sumatra. =
espèce en voie d'extinction, espèce en péril, espèce menacée,
espèce en danger de disparition, espèce vulnérable. Threatened
specie, species in danger.
| |
|
|
ZIMEN, E. (1981). The wolf : A species in danger.
New York : Delacorte Press. |
|
ALLARDI, K.P. et MOUTOU, B. (1992). Livre rouge des
espèces menacées de poissons d'eau douce de France.
Paris : Ministère de l'Environnement. |
|
HARCOURT, A.H. (1996). Is the gorilla a threatened species
? How should we judge ? Biological Conservation, 7,
165-176. |
|
GEIST, V. (1992). Endangered species and the law. Nature,
357, 274-276. |
|
BEISSINGER, S.R. (2000). Ecological mechanisms of
extinction. Proceedings of the National Academy of
Sciences, 97, 11688-11689. |
|
|
Voir aussi Animal, Espèce
et Zoo |
|
|
|
|
Esperento
: Langue. Esperento.
| |
|
|
RICHARDSON, D. (1988). Esperanto : Learning and
using the international language. El Cerrito, CA :
Esperanto League for North America. |
|
|
|
Espie
Colin A. ( ) : Psychologue
cognitivo-béhavioriste
écossais et spécialiste de l'étude du sommeil
et de l'insomnie.
Collaborateur de Bootzin,
Buysse, Edinger et
Morin.
|
ESPIE, C.A., INGLIS, S.J., TESSIER, S. & HARVEY, L.
(2001). The clinical effectiveness of cognitive behaviour
therapy for chronic insomnia : Implementation and
evaluation of a sleep clinic in general medical practice.
Behaviour Research & Therapy, 39, 45-60. |
|
ESPIE, C.A. (2002). Insomnia : conceptual issues in the
development, persistence, and treatment of sleep disorder
in adults. Annual Review of Psychology, 53,
215-243 |
|
ESPIE, C.A. MACMAHON, K.M.A., KELLY, H.D., BROOMFIELD,
N.M., DOUGLAS, N.J., ENGLEMAN, H.M., MCKINSTRY, B., MORIN,
C.M., WALKER, A. & WILSON, P. (2007). Randomised
clinical effectiveness trial of nurse-administered small
group CBT for persistent insomnia in general practice.
Sleep, 30, 574-584. |
|
ESPIE, C.A. (2009). "Stepped care" : a health technology
solution for delivering cognitive behavioral therapy as a
first line insomnia treatment. Sleep, 32, 1549-1558. |
|
ESPIE, C.A. BARRIE, L.M. & FORGAN, G.S. (2012).
Comparative investigation of the psychophysiological and
idiopathic insomnia disorder phenotypes : psychological
characteristics, patients' perspectives and implications
for clinical management. Sleep, 35, 385-393. |
|
|
|
Espoir
: Croyance en
la probabilité, plus
ou moins grande, qu'un événement se produise. /désespoir.
Hope.
| |
|
|
SNYDER, C.R. (1989). Reality negotiation: From excuses to
hope and beyond. Journal of Social and Clinical
Psychology, 8, 130-157. |
SNYDER, C.R. (2002). Hope theory : Rainbows of the mind. Psychological
Inquiry, 13, 249-275. |
|
AVERILL, J.R., CATLIN, G. & CHON, K.K. (1990).
Rules of hope. New York : Springer-Verlag. |
VILAYTHONG, A.P., ARNAU, R.C., ROSE, D.H. & MASCARO,
N.C. (2003). Humor and hope : Can humor increase hope ? Humor,
16, 79-89. |
|
SNYDER, C.R. (1994). The psychology of hope : You can
get there from here. New York : Free Press. |
SNYDER, C.R., HARRIS, C., ANDERSON, J.R., HOLLERAN, S.A.,
IRVING, L.M., SIGMON, S.T., YOSHINOBU, L., GIBB, J.,
LANGELLE, C. & HARNEY, P. (1991). The will and the
ways : Development and validation of an individual
differences measure of hope. Journal of Personality
& Social Psychology, 60, 570-585. |
|
SNYDER, C.R., HOZA, B., PELHAM, W.E., RAPOFF, M., WARE,
L., DANOVSKY, M., HIGHBERGER, L., RUBINSTEIN, H. &
STAHL, K. (1997). The development and validation of the
Children's Hope Scale. Journal of Pediatric
Psychology, 22 (3), 399-421. |
BRUININKS, P. & MALLE, B.F. (2005). Positive affect
toward the future : Distinguishing hope from optimism and
related affective states. Motivation & Emotion,
29, 327-355. |
| |
WHITE, R.G., MCCLEERY, M., GUMLEY, A.I. & MULHOLLAND,
C. (2007). Hopelessness in schizophrenia : The impact of
symptoms and beliefs about illness. Journal of
Nervous & Mental Disease, 195, 968-975. |
| |
CHANG, E.C., YU, T., CHANG, O.D. & JILANI, Z. (2016).
Evaluative concerns and personal standards perfectionism
as predictors of body dissatisfaction in Asian and
European American females :
Does ethnicity matter ? Journal of American College
Health, 64, 580-584. |
|
|
Voir aussi Croyance
et Probabilité |
|
|
Esprit
: Il existe de nombreuses définitions de l'esprit. En
voici trois : a) Entité immatérielle
et inobservable
qui influence les comportements;
b)
Propriété émergente et hypothétique du cerveau
qui ne se réduit pas à l'organisation neurale sous-jacente. La
première définition n'a presque plus cours en science; la seconde
a le vent en poupe. Dans les deux cas, l'esprit influence les
comportements. Chez certains auteurs, l'esprit aurait un poids
ou serait même en mesure d'influer sur l'apparition de certains
phénomènes biologiques (comme le cancer, les maladies
cardiovasculaires ou la mort) ou para-normaux (télépathie,
clairvoyance, etc.). c) Finalement, l'esprit
serait une entité totalement autonome du corps, qui subsiste à la
destruction du corps. Il va de soi que pour les scientifiques
cette conception est une superstition qui se fonde sur la croyance
que ces entités existent bel et bien. NDLR :
Il convient de noter qu'il n'existe actuellement aucune
confirmation empirique de l'existence des phénomènes parapsychologiques,
et ce malgré le très grand nombre d'études sérieuses dont
ont fait l'objet ces pseudophénomènes.
Esprit, poids de l'esprit et
problème
du corps et de l'esprit. =
psychisme, res cogitans, âme. /corpsanisme.
Spirit, mind, soul.
| |
|
|
PREYER, W. (1893). Mind of the child. Vol. II.
Development of the intellect. New York : Appleton.
|
HUMPHREYS, N. (1992). A history of the mind.
London : Chatto & Windus. |
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PREYER, W. (1887). L'âme de l'enfant, observations
sur le développement psychique des premières années.
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SEARLE, J.R. (1992). The rediscovery of the mind.
Cambridge : MIT Press. |
|
HOBHOUSE, L.T. (1901). Mind in evolution. London
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SULLOWAY, F.J. (1992). Freud, biologist of the mind.
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Harvard University Press. |
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MacDOUGAL, D. (1907). The soul : Hypothesis concerning
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psychology and the generation of culture (pp.
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MacDOUGAL, D. (1907). Soul has weight, physician thinks. The
New York Times, 11 March, 5. |
HUMPHREY, N. (1993). A history of the mind.
London : Vintage. |
|
BAWDEN, H.H. (1910). Mind as a category of science.
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POVINELLI, D.J. (1993). Reconstructing the evolution of
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ANGELL, J.R. (1911). Philosophical and psychological usage
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CRICK, F.C. (1994). The astonishing hypothesis : The
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BODE, B.H. (1917). The nature of the psychical.
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PENROSE, R. (1994). Shadows of the mind. Oxford
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WEISS, A.P. (1919). The mind and the man-within. Psychological
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RUSSELL, B. (1921). The analysis of mind.
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SINGER, E.A. (1924). Mind as behavior; and studies in
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MORGAN, C.L. (1926). Life, mind, and spirit.
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CHALMERS, D.J. (1995). Minds, machines, and mathematics. Psyche,
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MEAD, G.H. (1934). Mind, self and society.
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BURT, C.L. (1935). The subnormal mind. London :
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KANTOR, J.R. (1935). The evolution of mind. Psychological
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THURSTONE, L.L. (1935). Vectors of the mind.
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RYLE, G. (1949). The concept of mind. Londres :
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MANDLER, G. (1975). Mind and emotion. New York
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VYGOTSKY, L.S. (1978). Mind in society.
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DRETSKE, F.I. (1987). Naturalizing the mind. Cambridge
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JOHNSON-LAIRD, P.N. (1988). The computer and the mind
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SKINNER, B.F. (1990). Can psychology be a science of mind
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DONALD, M. (1991). Origins of the modern mind. Cambridge,
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|
|
|
|
Voir aussi Problème
du corps et de l'esprit |
|
|
Esprit
(Présence) : Expression utilisée
pour désigner l'a-propos d'un comportement ou d'une parole, émis
au bon moment, au bon endroit. /Humour
d'escalier.
|
|
|
Esprit
animal : Animal mind.
| |
|
|
ZENTALL, T.R. (2004). The mind of the animal. Contemporary
Psychology, 49, 411-413. |
|
BASTIN, B., LOUGHAN, S., HASLAM, N. & RADKE, H.
(2012). Don't mind meat ? The denial of mind to animals
used for human consumption. Personality & Social
Psychology Bulletin, 38, 247-256. |
|
|
|
|
|
|
Esprit
passif : Concept développé par Langer
pour décrire une pensée
sans réflexion, qui s'appuie sur des stéréotypes
et l'absence d'auto-critique.
= pensée
automatique, pensée réflexe, être sur le pilote automatique.
Mindlessness.
| |
|
|
LANGER, E.J. & PIPER, A.I. (1987). The prevention of
mindlessness. Journal of Personality & Social
Psychology, 53 (2), 280-287. |
|
LANGER, E. (1989). Mindfulness. Reading, MA :
Addison-Wesley. |
|
|
|
|
|
Essai
: Le terme a deux acceptions : a) Il désigne un texte,
généralement assez court, qui présente une réflexion ou un point
de vue sur un sujet ou un problème, quelqu'en soit la nature
(scientifique, philosophique, religeuse, etc.). On nomme «essayiste» celui ou celle qui rédige un essai.
Essay.
b) Épreuve en conditionnement
instrumental qui permet de mesurer l'apprentissage.
Bien que très différentes, les deux acceptions renvoie sans doute
à l'idée de «tentative», de «progression» par opposition à un
résultat définitif ou un travail achevé. Trial.
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a |
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b |
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LABERGE, D. (1959) Effect of preliminary trials on rate of
conditioning in a simple prediction situation. Journal
of Experimental Psychology, 57, 20-24.
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Essence : Essentialisme : Du latin essentia,
caractère de ce qui est essentiel ou nécessaire à une chose, à sa nature, et qui persiste en dépit des
modifications que subit cette chose.
Essentialism.
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HASLAM, N., ROTHSHIELD, L. & ERNST, D. (2000).
Essentialist beliefs about social categories. British
Journal of Social Psychology, 39, 113-127. |
HASLAM, N., BASTIAN, B. & BISSETT, M. (2004).
Essentialist beliefs about personality and their
implications. Personality & Social Psychology
Bulletin, 30, 1661-1673. [PDF] |
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HASLAM, N. (2002). Are essentialist beliefs associated
with prejudice? British Journal of Social Psychology,
41, 87-100. |
WALTON, G.M. & BANAJI, M.R. (2004). Being what you say
: the effect of essentialist linguistic labels on
preferences. Social Cognition, 22 (2), 193-213.
[PDF] |
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HASLAM, N. & ERNST, D. (2002). Essentialist beliefs
about mental disorders. Journal of Social &
Clinical Psychology, 21, 682-711 |
GELMAN, S.A., HEYMAN, G.D. & LEGARE, C.H. (2007).
Developmental changes in the coherence of essentialist
beliefs about psychological characteristics. Child
Development, 78, 757-774. [PDF] |
|
GELMAN, S.A. (2004). Psychological essentialism in
children. Trends in Cognitive Sciences, 8 (9),
404-409. [PDF] |
HASLAM, N. (2011). Genetic essentialism,
neuroessentialism, and stigma : Comment on Dar-Nimrod
& Heine (2011). Psychological Bulletin, 137
(5), 819-824. |
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BASTIAN, B., LOUGHNAN, S. & KOVAL, P. (2011).
Essentialist beliefs predict automatic motor-responses to
social categories. Group Processes & Intergroup
Relations, 14 (4), 559-567. [PDF] |
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DAR-NIMROD, I. & HEINE, S.J. (2011). Some thoughts on
essence placeholders, interactionism, and heritability :
Reply to Haslam (2011) and Turkheimer (2011).
Psychological Bulletin, 137 (5), 829-833. [PDF] |
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Esterson Aaron (1923-1999) : Psychiatre
et chef de file de l'antipsychiatrie.
Il a fondé en 1965 la Philadelphia Association, une
association qui se donne pour mandat de modifier notre conception
de la maladie mentale
(en collaboration avec Laing, Sigal, Cooper et Briskin).
Collaborateur de Cooper et
Laing.
|
LAING, R.D. & ESTERSON, A. (1964). Sanity,
madness, and the family : Families of schizophrenics.
Penguin Books. |
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ESTERSON, A. (1970). The leaves of spring : A study
in the dialectics of madness. Harmondsworth :
Penguin. |
|
ESTERSON, A. (2001). The mythologizing of psychoanalytic
history : Deception and self-deception in Freud's account
of the seduction theory episode. History of
Psychiatry, 12, 329-352. |
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Estes William K. (1919-2011) : Psychologue
cognitivo-béhavioriste
américain. Il est l'un des pionniers de la modélisation
mathématique en psychologie et en apprentissage
(stimulus sampling theory ou SST). On lui doit le concept d'apprendre-à-apprendre.
Étudiant de Skinner.
Collaborateur d'Atkinson,
Laberge et Maddox.
No
77 |
ESTES, W.K. & SKINNER, B.F. (1941). Some quantitative
properties of anxiety. Journal of Experimental
Psychology, 29, 390-400. |
|
ESTES, W.K. (1986). Array models for category learning. Cognitive
Psychology, 18, 500-549. [PDF] |
|
ESTES, W.K. (1991). Statistical models in behavioral
research. Hillsdale, NJ : Erlbaum Associates. |
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ESTES, W.K. (1994). Classification and cognition.
Oxford University Press. |
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ESTES, W.K. (1997). Processes of memory loss, recovery,
and distortion. Psychological Review, 104,
148-169. |
|
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CHURCH, R.M. (1976). Learning theory today. Review of W.
K. Estes (Ed), Handbook of learning and cognitive
processes : Conditioning and behavior theory, vol 2. Contemporary
Psychology, 21, 871-874. |
|
HEALY, A.F., GLUCK, M.A., NOSOFSKY, R.M. & SHIFFRIN,
R.M. (2010). William K. Estes (1919-2011) : Obituary.
American Psychologist, 67 (7), 570-571. |
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Esthétisme : Esthétique : Conception formelle de la beauté, de l'organisation des formes et des volumes
(architecture).
Aesthetic.
| |
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SCRUTON, R. (1979). The aesthetics of architecture.
London : Methuen. |
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SCRUTON, R. (1983). The aesthetic understanding.
London : St. Augustine's Press. |
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GRAMMER, K., FINK, B., MOLLER, A.P. & THORNHILL, R.
(2003). Darwinian aesthetics : sexual selection and the
biology of beauty. Biological Reviews, 78 (3),
385-407. |
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THORNHILL, R. (2003). Darwinian aesthetics informs
traditional aesthetics. In E. Voland & K. Grammer
(Eds.), Evolutionary aesthetics (p. 380).
Springer. [PDF] |
|
THOMASSON, A.L. (2005). The ontology of art and knowledge
in aesthetics. The Journal of Aesthetics & Art
Criticism, 63 (3), 221-229. |
|
DILWORTH, J. (2008). The propositional challenge to
aesthetics. British Journal of Aesthetics, 48 (2),
115-144. [PDF] |
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Voir aussi Beautéet Art |
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Estimeur statistique : Voir Estimateur.statistical estimation.
|
Estime
: Estimer : Estimateur : Estimation : Il y a au moins
deux acceptions différentes de ce terme, assez voisines toutefois
: a) En psychologie, le terme renvoie à la valeur
qu'un individu s'accorde (estime de soi) ou
accorde aux autres (comparaison
sociale), évaluation faite avec un certain degré de confiance
et, parfois, d'erreur (surestimation/sousestimation).
Estimation, confiance
excessive et jugement.
= evaluer, apprécier, jauger. b)
En statistique
et en métrologie,
estimer consiste à accorder une valeur
- avec une précision
satisfaisante et un niveau élevé de confiance,donc
avec une marge d'erreur faible, à certaines
propriétés d'un ensemble donné d'objets ou d'individus (ou
poulation) dont nous n'avons que l'image partielle obtenue
grâce à un échantillon particulier. =
inférer. Estimator, statistical estimation.
| |
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| a |
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WALTON, G. & SPENCER, S.J. (2009). Latent ability :
Grades and test scores systematically underestimate the
intellectual ability of negatively stereotyped students. Psychological
Science, 20 (9), 1132-1139.
[PDF] |
|
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Voir aussi Attribution,
Jugement et
Cognition
sociale |
| b |
|
FISHER, R.A. (1925). Theory of statistical estimation. Proceedings
of the Cambridge Philosophical Society, 22,
700-725. |
COOIL, B. & RUST, R.T. (1995). General estimators for
the reliability of qualitative data. Psychometrika, 60
(2), 199-220. [PDF] |
|
NEYMAN, J. (1956). Outline of a theory of statistical
estimation based on the classical theory of probability.
Philosophical Transactions of the Royal Society of
London. Series A, Mathematical and Physical Sciences,
236, (767), 333-380. |
RAO, J.N.K. (1996). On variance estimation with imputed
survey data. Journal of American Statistical
Association, 91, 499-506. |
|
QUENOUILLE, M.H. (1956). Notes on bias in estimation. Biometrika,
43, 353-360. |
RAY, J.W. & SHADISH, W.R. (1996). How interchangeable
are different estimators of effect size ? Journal of
Consulting & Clinical Psychology, 64,
1316-1325. |
|
WEISS, L. & WOLFOWITZ, J. (1967). Maximum probability
estimators. Annals of the Institute of Statistical
Mathematics, 19 (2), 193-206. |
ALLAIRE, D. & LAURENCELLE, L. (1998). Comparaison
Monte Carlo de la précision de six estimateurs de la
variance d'erreur d'un instrument de mesure. Lettres
statistiques, 10, 27-50. |
|
WEISS, L. & WOLFOWITZ, J. (1974). Maximum
probability estimators and related topics. New York
: Springer-Verlag. |
BART, J. & EARNST, S. (2002). Double sampling to
estimate density and population trends in birds. The
Auk, 119 (1), 36-45. [PDF] |
| |
RAO, J.N.K. (2003). Some new developments in small area
estimation. Journal of the Iranian Statistical
Society, 2, 145-169. |
| |
RAO, J.N.K. (2003). Some new developments in small area
estimation. Journal of the Iranian Statistical
Society, 2, 145-169. |
| |
WILCOX, R.R. & CLARK, F. (2013). Robust regression
estimators when there are tied values. Journal of
Modern & Applied Statistical Methods, 12, 20-34. |
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Voir aussi
Inférence et Marge
d'erreur |
| SCHERRER,
B. (1984). Biostatistique. Chicoutimi : Gaëtan
Morin. |
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Estime
de soi : Valeur,
plus ou moins grande, qu'un individu estime être la sienne, qu'il
s'accorde (=soi),
même s'il est conscient que cette estimation est sujette à
de multiples variations. Toutes les
caractérisiques d'un individu peuvent faire l'objet d'une
appréciation particulière, aussi bien les attributs physiques ( EX:
«J'ai de beaux yeux, tu sais") que les caractéristiques
psychologique ( EX: "Je suis bête à manger du
foin !").
= image de soi,
représentation de soi, appréciation de soi.
Self-esteem,
self-regard, self-image.
| |
|
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DITTES, J.E. (1959). Attractivess of group as function of
self-esteem and acceptance by group. Journal of
Abnormal & Social Psychology, 59, 77-82. |
|
|
REICH, A. (1960). Pathologic forms of self-esteem
regulation. Psychoanalytic Study of the Child, 15,
215-232. |
NINOT, G., DELIGNIÈRES, D. & FORTES, M. (2000).
L'évaluation de l'estime de soi dans le domaine corporel.
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LEVENTHAL, H. & PERLOE, S.I. (1962). A
relationship between self-esteem and persuasibility. Journal
of Abnormal & Social Psychology, 64, 385-388. |
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SILBER, E. & TIPPETT, J.S. (1965). Self-esteem :
clinical assessment ans measurement validation.
Psychological reports, 16, 1017-1071. |
LEARY, M.R. & BAUMEISTER, R.F. (2000). The nature and
function of self-esteem : Sociometer theory. Advances
in Experimental Social Psychology, 32, 1-62. |
|
ROSENBERG, M. (1965). Society and the adolescent
self-image. Princeton, NJ : Princeton University
Press. |
|
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COOPERSMITH, S. (1967). The antecedents of
self-esteem. San Francisco : Freeman. |
WILLIAMS, J.M. & CURRIE, C. (2000). Self-esteem and
physical develop- ment in early adolescence: Pubertal
timing and body image. The Journal of Early
Adolescence, 20 (2), 129-149. |
|
NISBETT, R.E. & GORDON, A. (1967). Self-esteem and
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SANNA, L.J. & MEIER, S. (2000). Looking for clouds in
a silver lining : Self-esteem, mental simulations, and
temporal confidence changes. Journal of Research in
Personality, 34, 236-251. |
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PEPITONE, A., FAUCHEUX, C., MOSCOVICI, S., CESA-BIANCHI,
S., MAGISTRETTI, G., IACONO, G., ASPREA, A.-M. &
VILLONE, G. (1967). The role of the self esteem in
competitive choise behavior. International Journal of
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TESSER, A. (2000). On the confluence of self-esteem
maintenance mechanisms. Personality & Social
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WALSTER, E. (1970). Effect of self-esteem on liking for
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JUDGE, T.A. & BONO, J. (2000). Relationship of core
self-evaluations traits : self-esteem, generalized
self-efficacy, locus of control, and emotional stability :
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CRANDAL, R. (1973). The measurement of self-esteem and
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TAFARODI, R.W. & SWAN, W.B. (2001). Two-dimensional
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SPENCE, J.T., HELMREICH, R.L. & STAPP, J. (1975).
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TWENGE, J.M. & CAMPBELL, W.K. (2001). Age and birth
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SATIR, V. (1975). Self esteem. Berkely, CA :
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FRIEDMAN, H.S. (1976). Effects of self-esteem and expected
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ADAM, B.D. (1978). Inferiorization and self-esteem. Social
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ROSENBERG, M.R. & PEARLIN, L.I. (1978). Social class
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TAYLOR, M.C. & WALSH, E.J. (1979). Explanations of
Black self-esteem : Some empirical tests. Social
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ROBINS, R.W., TRACY, J.L., TRZESNIEWSKI, K., POTTER, J.
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ROSENBERG, M. (1979). Rosenberg Self Esteem Scale.
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BIZMAN A., YININ, Y., RONCO B. & SCHACHAR T. (1980).
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BARKOW, J. (1980). Prestige and self-esteem : A biosocial
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KOFFMAN, S. & LIPS, H.M. (1980). Sex differences in
self-esteem and performance expectancies in married
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HULL, J.G. & YOUNG, R.D. (1983). Self-consciousness,
self-esteem, and success-failure as determinants of
alcohol consumption in male social drinkers. Journal
of Personality and Social Psychology, 44, 1097-1109. |
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DEMO, D.H. & SAVIN-WILLIAMS, R.C. (1983). Early
adolescent self-esteem as a function of social class :
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WHITHLEY, B.E. (1983). Sex role orientation and
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OATES, R., FORREST, D. & PEACOCK, A. (1985).
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LEARY, M.R., BARNES, B.D. & GRIEBEL, C. (1986).
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BROOKS, C., CHURCH, M. & FRASER, L. (1986). Effects of
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GREENBERG, J., PYSZCYNSKI, T. & SOLOMON, S. (1986).
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LEARY, M.R., BARNES, B.D. & GRIEBEL, C. (1986).
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MARSH, H.W. (1986). Global self esteem : Its relation to
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DEMO, D.H., SMALL, S.A. & SAVIN-WILLIAMS, R.C. (1983).
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STEWARD, L. & LUPFER, M. (1987). Touching as teaching
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LEARY, M.R., BARNES, B.D., GRIEBEL, C., MASON, E. &
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CROCKER, J., THOMPSON L.L., McGRAW, K.M. & INGERMAN,
C. (1987). Downward comparison, prejudice, and evaluation
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VERKUYTEN, M. (1988). General self-esteem of adolescents
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GREENWALD, A.G., BELLEZZA, F.S. & BANAJI, M.R. (1988).
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MECCA, A.M., SNELSER, N.J. & VASCONCELLOS, J. (Eds.).
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BEDNAR, R.L., WELLS, M.G. & PETERSON, S.R. (1989). Self-esteem
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CROCKER, J. & MAJOR, J. (1989). Social stigma and
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KERNIS, M.H., BROCKNER, J. & FRANKEL, B.S. (1989).
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LEARY, M.R. (1990). Responses to social exclusion : Social
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HEYMAN, W. (1990). The self-perception of a learning
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CAMPBELL, J.D. (1990). Self-esteem and clarity of the
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TICE, D.M. (1991). Esteem protection or enhancement ?
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SCHWALBE, M.L. & STAPLES, C.L. (1991). Gender
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SOLOMON, S., GREENBERG, J. & PYSZCZYNSKI, T. (1991). A
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Voir aussi Narcissisme
et Soi |
|
|
Estime
de soi (Mesures/Évaluations) :
Ensemble des critères
de diagnostic,
des tests et des
outils de collecte de données
qui permettent d'évaluer et
de mesurer l'estime
de soi. Measurement of self-esteem.
| |
|
|
ROSENBERG, M. (1965). Society and the adolescent
self-image. Princeton, NJ : Princeton University
Press. |
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Implicit Associate Test to measure self- esteem and
self-concept. Journal of Personality & Social
Psychology, 79, 1022-1038. |
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CRANDAL, R. (1973). The measurement of self-esteem and
related constructs. In J.P. Robinson & P.R. Shaver
(Eds.), Measures of social psychological attitudes
(pp. 45-167). Ann Arbor : Institute for Social Research. |
BOSSOM, J., SWANN, W.B. & PENNEBAKER, J. (2000).
Stalking the perfect measure of implicit self-esteem : The
blind men and the elephant revisited ? Journal of
Personality & Social Psychology, 79, 631-643. |
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EXNER, J.E. (1969). Rorschach responses as an index of
narcissism. Journal of Personality Assessment, 33,
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ROSENBERG, M. (1979). Rosenberg Self Esteem Scale.
New York : Basic Books. [PDF] |
TAFARODI, R.W. & SWAN, W.B. (2001). Two-dimensional
self-esteem : theory and measurement. Personality
& Individual Differences, 31, 653-673. [PDF] |
|
DEMO, D.H. (1985). The measurement of self-esteem :
Refining our methods. Journal of Personality &
Social Psychology, 48, 1490-1502. |
ROBINS, R.W., HENDIN, H.M. & TRZESNIEWSKI, K.H.
(2001). Measurng global self-esteem : Construct validation
of a single-item measure and the Rosenberg Self-Esteem
scale. Personality & Social Psychology Bulletin,
27, 151-161. |
|
VALLIÈRES, E.F. & VALLERAND, R.J. (1990). Traduction
et validation Canadienne-Française de l'Échelle de
l'estime de soi de Rosenberg. International Journal
of Psychology, 25, 305-316. [PDF] |
ROBINS, R.W., BTRZESNIEWSKI, K.H. & SCHRIBER, C.A.
(2008). Self-esteem, assessment of. In. F.T.L. Leong
(Eds.), Encyclopedia of counseling (Vol. 2, pp.
853-866). Thousand Oaks, CA : Sage. |
|
HEATHERTON, T.F. & POLIVY, J. (1991). Development and
validation of a scale for measuring state self-esteem. Journal
of Personality & Social Psychology, 60, 895-910. |
|
|
BLASCOVICH, J. & TOMAKA, J. (1991). Measures of
self-esteem. In J.P. Robinson and P.R. Shaver (Eds.),
Measures of personality and social psychological
attitudes (pp. 115-160). San Diego, CA : Academic
Press. |
|
|
|
|
|
Voir aussi Estime de soi et Soi |
|
|
Estimer
(Sur/sous) : Le mot a deux
significations voisines selon qu'il désigne la
mesure objective d'un objet ou l'évaluation subjective de
soi : a) La surestimation/sousestimation d'un
phénomène extérieur à soi (objet) est une erreur qui
consiste à accroître ou à réduire à tort les propriétés d'un
objet. EX: Surestimer la taille d'un effet
statistique, du temps qu'il faut pour se rendre à un endroit, du
poids du piano de votre belle-soeur. = biais
de mesure. b) On utilise également ce terme
pour désigner notre tendance à surévaluer/sousévaluer nos propres
compétences ou celles des autres. Surestimation,
confiance excessive en soi et effet
Dunning-Kruger.
Under/Overestimation.
| |
|
| a |
|
WALTON, G. & SPENCER, S.J. (2009). Latent ability :
Grades and test scores systematically underestimate the
intellectual ability of negatively stereotyped students. Psychological
Science, 20 (9), 1132-1139.
[PDF] |
| b |
|
|
|
|
Estompage
: Technique de
modification du comportement. Utilisée de pair avec la
technique mise en relief,
l'estompage permet d'établir le contrôle d'un
stimulus discriminatif dans certains cas difficiles. Il
s'agit essentiellement d'amplifier certaines propriétés d'un
stimulus discriminatif (taille, couleur, luminosité, etc.) afin
qu'il soit plus facile à distinguer (= technique de mise en
relief) du milieu ambiant (les autres stimuli), puis, à l'inverse,
de diminuer progressivement les propriétés amplifiées jusqu'à ce
que le stimulus discriminatif retrouve son état intial (estompage
du stimulus). Estompage et mise
en relief. Fading, fading procedure.
| |
|
| |
KRANTZ, P.J. & McCLANNAHAN, L.E. (1993). Teaching
children with autism to initiate to peers : Effects of a
script fading procedure. Journal of Applied Behavior
Analysis, 26 (1), 121-132. [PDF] |
|
MOORE, M. & GOLDIAMOND, I. (1964). Errorless
establishment of visual discrimination using fading
procedures. Journal of Applied Behavior Analysis, 7
(3), 269-272.
[PDF] |
PACE, G.M., IWATA, B.A., COWDERY, G.E., ANDREE, P.J. &
McINTYRE, T. (1993). Stimulus (instructional) fading
during extinction of self-injurious escape behavior. Journal
of Applied Behavior Analysis, 26 (2), 205-212. [PDF] |
|
SIDMAN, M. & STODDART, L.T. (1967). The effectiveness
of fading in programming a simultaneous form
discrimination for retarded children. Journal of the
Experimental Analysis of Behavior, 10 (1), 3-15.
[PDF] |
PACE, G.M., IVANCIC, M.T. & JEFFERSON, G. (1994).
Stimulus fading as treatment for obscenity in a
brain-injured adult. Journal of Applied Behavior
Analysis, 27 (2), 301-305. [PDF] |
|
GOLLIN, E.S. & SAVOY, P. (1968). Fading procedures and
conditional discrimination in children. Journal of
the Experimental Analysis of Behavior, 11 (4),
443-451. [PDF] |
ZARCONE, J.R., IWATA B.A., VOLLMER, T.R., JAGTIANI, S.,
SMITH, R.G. & MAZALESKI, J.L. (1993). Extinction of
self-injurious escape behavior with and without
instructional fading. Journal of Applied Behavior
Analysis, 26 (3), 353-360. [PDF] |
|
BIJOU, S.W. (1968). Studies in the experimental
development of left-right concepts in retarded children
using fading techniques. International Review of
Research in Mental Retardation 3, 65-96. |
ZARCONE, J.R., IWATA, B.A., SMITH, R.G., MAZALESKI, J.L.
& LERMAN, D.C. (1994). Reemergence and extinction of
self-injurious escape behavior during stimulus
(instructional) fading. Journal of Applied Behavior
Analysis, 27 (2), 307-316.
[PDF] |
|
TETTNER, L. & MAYTNIAK, K. (1969). The use of stimulus
fading in assessing behavioral deficits produced by brain
damage. Physiology & Behavior, 4, 859-861. |
KRANTZ, P.J. & McCLANNAHAN, L.E. (1993). Teaching
children with autism to initiate to peers : Effects of a
script-fading procedure. Journal of Applied Behavior
Analysis, 26 (1), 121–132. [PDF] |
|
BERKOWITZ, S., SHERRY, P.J. & DAVIS, B.A. (1971).
Teaching self-feeding skils to profound retardates using
reinforcement and fading procedures. Behavior
Therapy, 2, 62-67. |
KRANTZ, P.J. (1998). Social interaction skills for
children with autism : a script-fading procedure for
beginning readers. Journal of Applied Behavior
Analysis, 31 (2), 191-202. [PDF] |
|
SCHWARTZ, S.H., FIRESTONE, I.J. & TERRY, S. (1971).
Fading techniques and concept learning in children. Psychonomic
Science, 25 (2), 83-84. |
SHORE, B.A., BABBITT, R.L., WILLIAMS, K.E., COE, D.A.
& SNYDER, A. (1998). Use of texture fading in the
treatment of food selectivity. Journal of Applied
Behavior Analysis, 31 (4), 621-633. [PDF] |
|
WULBERT, M., NYMAN, B.A., SNOW, D. & OWEN, Y. (1973).
The efficacy of stimulus fading and contingency management
in the treatment of elective mutism : a case study. Journal
of Applied Behavior Analysis, 6 (3), 435-441. [PDF] |
FREEMAN, K.A. & PIAZZA, C.C. (1998). Combining
stimulus fading, reinforcement, and extinction to treat
food refusal. Journal of Applied Behavior Analysis,
31 (4), 691-694. [PDF] |
|
|
|
CHENEY, T. & STEIN, N. (1974). Fading procedures and
oddity learning in kindergarten children. Journal of
Experimental Child Psychology, 17, 313-321. |
MacDUFF, G.S., KRANTZ, P.J. & McCLANNAHAN, L.E.
(2001). Prompts and prompt-fading strategies for people
with autism. In C. Maurice, G. Green & R.M. Foxx
(Eds.), Making a difference : Behavioral intervention
for autism (pp. 37-50). Austin, TX : Pro-ed. |
|
FIELDS, L., BRUNO, V. & KELLER, K. (1976). The stages
of acquisition in stimulus fading. Journal of the
Experimental Analysis of Behavior, 26 (2),
295-300.[PDF] |
BABBITT, R.L., SHORE, B.A., SMITH, M., WILLIAMS, K.E.
& COE, D.A. (2001). Stimulus fading in the treatment
of adipsia. Behavioral Interventions, 16, 197-207.
|
|
RINCOVER, A. (1978). Variables affecting stimulus fading
and discriminative responding in psychotic children.
Journal of Abnormal Psychology, 87 (5), 541-553. |
PATEL, M.R., PIAZZA, C.C., KELLY, M.L., OCHSNER, C.A.
& SANTANA, C.M. (2001). Using a fading procedure to
increase fluid consumption in a child with feeding
problems. Journal of Applied Behavior Analysis, 34 (3),
357-360. [PDF] |
|
DORAN, J. & HOLLAND, J.G. (1979). Control by stimulus
features during fading. Journal of Applied Behavior
Analysis, 31 (2, 177-187. [PDF] |
SHABANI, D.B. & FISHER, W.W. (2006). Stimulus fading
and differential reinforcement for the treatment of needle
phobia in a youth with autism. Journal of Applied
Behavior Analysis, 39 (4), 449-452. [PDF] |
|
FIELDS, L. (1981). Early and late introduction of probes
and stimulus control acquisition in fading. Journal
of Experimental Analysis Behavior, 36 (3), 363-370. |
PARK, C., WEBER, K.P. & MCLAUGHLIN, T.F. (2007). The
effects of fading, modeling, prompting, and direct
instruction on letter legibility for two preschool
students with physical and developmental delays. Child
& family Behavior Therapy, 29 (3), 13-21. |
|
BRADLEY-JOHNSON, S., JOHNSON, C. & SUNDERMAN, P.
(1983). Comparison of delayed prompting and fading for
teaching preschoolers easily confused letters and nombers.
Journnal of School Psychology, 21, 327-335. |
ATHENS, E.S., VOLLMER, T.R., SLOMAN, K. & PIPKIN, C.P.
(2008). An analysis of vocal stereotypy and therapist
fading. Journal of Applied Behavior Analysis, 41
(2), 449-452. [PDF] |
|
PACE, G.M., IWATA, B.A., EDWARDS, G.L. & McCOSH, K.C.
(1986). Stimulus fading and transfer in the treatment of
self-restraint and self-injurious behavior. Journal
of Applied Behavior Analysis, 19 (4), 381-389. [PDF] |
PENROD, B., GARDELLA, L. & FERNAND, J. (2011). An
evaluation of a progressive high-probability instructional
sequence combined with low-probability demand fading in
the treatment of food selectivity. Journal of Applied
Behavior Analysis, 45 (3), 527-537. [PDF] |
|
|
|
|
Voir aussi Mise en
relief et Technique
de modification du comportement |
|
|
|
Estradiol
: Dérivé de la testostérone,
qui jouerait un rôle dans l'apprentissage.
Estradiol.
| |
|
|
BERG, S.J. & WYNNE-EDWARDS, K.E. (2001). Changes in
testosterone, cortisol, and estradiol levels in men
becoming fathers. Mayo Clinic Proceedings, 76
(6), 582-592. |
|
GELEA, LA., WIDE, J.K., PAINE, T.A., HOLMES, M.M.,
ORMEROD, B.K. & FLORESCO, S.B. (2001). High levels of
estradiol disrupt conditioned place preference learning,
stimulus response learning and reference memory but have
limited effects on working memory. Behavioural Brain
Research, 126 (1-2), 115-126. |
|
CORNIL, C.A., DALLA, C., PAPADOPOULOU-DAIFOTI, M.,
BAILLIEN, J.M. & BALTHAZART, J. (2006). Estradiol
rapidly activates male sexual behavior and affects brain
monoamine levels in the quail brain. Behavioral Brain
Research, 166, 110-123. |
|
JONES, B.C., HAHN, A.C., FISHER, C., WINCENCIAK, J.,
KANDRIK, M., ROBERTS, S.C., LITTLE, A.C. & DeBRUINE,
L.M. (2015). Facial coloration tracks changes in women's
estradiol. Psychoneuroendocrinology, 56, 29-39. |
|
|
Voir aussi Testostérone |
|
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|
|
| ES
- ÉTAT
- ÉTHIQUE - ETHNIE
- ÉTHOLOGIE - ÉTIOLOGIE
- ÉTUDE - ÉTUDE DE
CAS - ÉTUDE INDÉPENDANTE -
ÉTUDIANT - EU/EV |
Et
: Dans ce lexique, j'utilise le et
en caractères gras pour signaler les cooccurences, c-à-d les
termes qui sont fréquemment associés, soit pour des raisons
historiques, pratiques ou théoriques. EX: Vacher
et Bunge, renforcement et
punition. = mots amis, mots liés. And.
|
Et al. : Abréviation de l'expression
latine et alii qui signifie «et les autres».
Utilisée entre parenthèses, aussi bien en français qu'en anglais,
pour abréger une référence qui comporte plus de deux auteurs.
Généralement en italique. EX: (Beaugrand et
al., 2001). Dans le texte, on lui préfère l'expression et
ses collègues ou et
ses collaborateurs. EX: Beaugrand
et ses collègues (2001) affirment que... =
et ses collaborateurs, et ses collègues. Et
al.
|
|
|
Étape : Division d'un tout en parties
logiquement ordonnées. Par définition, on ne peut franchir une
nouvelle étape sans avoir fait correctement l'étape
précédente. EX: Le modèle d'apprentissage de Gagné divise
l'apprentissage d'une matière scolaire en neuf étapes. Stage, step.
|
|
| |
BERNARD, H. (1990). Élaborer un processus d'évaluation des
enseignements : six étapes à respecter. Mesure et
Évaluation en Éducation, 13 (2), 47-67. |
|
ZURBRIGGEN, E.L. & SHERMAN, A.M. (2007). Reconsidering
"sex" and "gender" : Two steps forward, one step back. Feminism
& Psychology, 17, 475-480. [PDF] |
|
Voir aussi Gagné |
|
| |
|
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|
État
(biologique) : En philosophie
et en psychologie, sauf
exception (voir monisme), l'état
biologique s'oppose à l'état mental. Par définition, l'état
biologique est un
phénomène matériel donc observable.
On peut le localiser dans le temps et l'espace, tandis que l'état
mental est immatériel donc inobservable, du moins directement.
Pour certains auteurs, - les
matérialistes - il n'existe pas de phénomène immatériel,
«tout est matière».
Brain state, biological
state.
|
État (Organisme) : Désigne l'organisation
des propriétés
biologiques et psychologiques d'un système vivant à un moment donné. Le terme s'applique aussi au système non-vivant (galaxie, ordinateur, etc).
= Structure, état interne. État, disposition
et changement.
( ): Voir ci-dessous.
State, brain state.
| |
|
|
CUMMINS, R. (1974). Dispositions, states and causes. Analysis,
34 (6), 94-204. [PDF] |
|
MONCRIEFF, J. & COHEN, D. (2006). Do antidepressants cure or create abnormal brain states. PLOS Medicine, 3, (7), 961-965. [PDF] |
|
GILBERT, C.D. & SIGMAN, M. (2007). Brain states :
Top-down influences in sensory processing. Neuron, 54,
677-696. [PDF] |
|
|
Voir aussi État
|
|
|
|
État (politique) : Organisation du pouvoir politique, économique et juridique que se donne
un groupe d'individus
(société, collectivité, nation, etc). Tout état possède un territoire,
une population et un
mode officiel de distribution du
pouvoir (gouvernement,
police, armée)
qui permet d'organiser
une partie des relations
sociales entre les individus de cette population (citoyens).
Certains états sont reconnus par les autres états et acquiert
ainsi le statut de pays, alors
que d'autres ne parviennent pas à obtenir cette reconnaissance
internationale ( EX: La
Palestine). = pays.
State, state apparatus.
| |
|
|
WARREN, B. (1972). Capitalist planning and the state. New
Left Review, 72, 3-30. |
CLARKE, S. (1988). Keynesianism, monetarism and the
crisis of the state. Gower, Vermont : Edward
Elgar, Aldershot. |
|
POULANTZAS, N. (1976). La crise de l'état. Paris
: Presses Universitaires de France. / Crisis of the
dictatorships. New Left Books : London. |
CLARKE, S. (1990). Crisis of socialism or crisis of the
state. Capital & Class, 14 (3), 19-29. [PDF] |
|
HIRSCH, J. (1978). The state apparatus and social
reproduction : Elements of a theory of the bourgeois
state. In J. Holloway & S. Picciotto (Eds.), State
and capital : A marxist debate. London : Edward
Arnold. |
CONNELL, R.W. (1990). State, gender and sexual politics :
Theory and appraissal. Theory & Society, 19
(5), 507-544. [PDF] |
|
HOLLOWAY, J. & PICCIOTTO, S. (1978). Introduction :
Towards a materialist theory of the state. In J. Holloway
& S. Picciotto (Eds.), State and capital : A
marxist debate. London : Edward Arnold. |
CLARKE, S. (Ed.) (1991). The state debate. Macmillan
: London. [PDF] |
|
POULANTZAS, N. (1978). L'état, le pouvoir, le
socialisme. Paris : Presses Universitaires de
France. / State, power, socialism. New Left Books
: London. |
MANN, M. (1994). A theory of the modern state. In M. Mann
(Ed.), The sources of social power : The rise of
classes and nation-states, 1760-1914 (Vol. 2, pp.
44-91). Cambridge : Cambridge University Press. |
|
WRIGHT, E.O. (1978). Class, crisis, and the state.
London : New Left Books. |
HIRSCH, J. (1995). Nation, state, international regulation
and the question of democracy. Review of
International Political Economy, 2 (2), 267-284. |
|
SKOCPOL. T. (1979). States and social revolutions.
New York : Cambridge University Press. |
|
|
PICCIOTTO, S. (1979). The theory of the state, class
struggle and the rule of law. Mimeo. |
PICCIOTTO, S. (1997). Fragmented states and international
rules of law. Social & Legal Studies, 6 (2),
259-279. [PDF]
|
|
HOLLOWAY, J. & PICCIOTTO, S. (1980). Capital, the
state and European integration. Research in Political
Economy, 3, 123-154. |
BADIE, B. (1998). De la souveraineté à la capacité de
l'État. Dans M.-C. Smouts (Dir.), Les nouvelles
relations internationales (p. 37-58). Paris :
Presses de Sciences Politiques. |
|
ROSANVALLON, P. (1981). La crise de
l'état-providence. Paris : Le Seuil. |
BONEFELD, W. (2001). Kapital and its subtitle: A note on
the meaning of critique. Capital & Class, 25 (3),
53-63. |
|
CLARKE, S. (1983). State, class struggle and the
reproduction of capital. Kapitalistate, 10/11,113-133.
[PDF] |
JESSOP, B. (2001). State theory, regulation, and
autopoiesis : debates and controversies. Capital
& Class, 25 (3), 83-92. [PDF]
|
|
MILIBAND, R. (1983). Class power and state power.
Londres : Verso. |
BOCK-CÔTÉ, M. (2009). Le multiculturalisme d’État et
l’idéologie antidiscriminatoire. Recherches
Sociographiques, 50 (2), 348-364.
[PDF] |
|
|
|
Voir aussi État et Gouvernement |
|
|
État
catatonique : Voir Catatonie.
Catatonia, syndrome of catatonia.
|
|
|
État
de la question : Partie d'une problématique,
placée à la suite de l'introduction et tout juste avant la formulation
du problème, qui présente ce que l'on sait d'un thème ou
d'un problème donné. Il
peut s'agir de définitions,
de faits, d'explications sous
forme de théorie et de modèle.
=
ce que l'on sait, que savons-nous ?, état des connaissances,
le savoir actuel, contetxe théorique et empirique d'un domaine de
recherche.
What we know.
| |
|
|
VISMARA, L.A. & ROGERS, S.J. (2010). Behavioral
treatments in autism spectrum disorder : What do we know ?
Annual Review of Clinical Psychology, 6, 447-468. |
|
Voir aussi
Problématique |
|
|
État hypnagogique : Du grec hupnos qui signifie
"sommeil" et deagogie qui veut dire «transporter, conduire
vers». État de conscience intermédiaire entre
l'éveil et le sommeil,
qui se traduit par un état de conscience progressivement atténué
pendant lequel le dormeur a parfois des hallucinations.
= endormissement.
Hypnagogic
state.
| |
|
|
MAURY, A. (1848). Des hallucinations hypnagogiques ou
erreur des sens dans l'état intermédiaire entre la veille
et le sommeil. Annales Médico-Psychologiques, 11, 26-40. |
|
SCHACTER, D.L. (1976). The hypnagogic state : A critical
review of the literature. Psychological Bulletin, 83,
452-481. |
|
|
Voir aussi État biologique |
|
|
|
État hypnopompique : Du grec hupnos qui signifie
"sommeil". = éveil.
|
|
|
État intermédiaire : Au sein d'un continuum, désigne les différents états, au moins un, situés entre les deux pôles d'une variation physique ou logique. EX: Le gris est une état intermédiaire entre le noir et le blanc. La binarité exclue logiquement les états intermédiaires.
= Nuance, moyen, gris.
/état binaire, binarité.
Middle state.
| |
| Pôle |
États
intermédiaires |
Pôle |
|
OU |
|
| Minimum |
États
intermédiaires |
Maximum |
|
État interne : Au sens strict, il s'agit d'un pléonasme puisque par définition le mot état
désigne «ce qui est à l'intérieur». La nature de ce qui se déroule
«à l'intérieur» peut être
biologique, cognitif
ou mental. État interne et phénomène
cognitif. = état.
( ): état biologique, état
mental.
State variable, internal state.
| |
|
|
KACELNIK, A. & HOUSTON, A. (1984). The use of
evolutionary analogies and the rejection of state
variables by B.F. Skinner. Behavioral & Brain
Sciences, 7 (4), 691-692. |
|
SCHNEIDER, K.J. (1986). Behavior as a function of internal
states and external circumstances. In T. Thompson & M.
Zeiler (Eds.), Analysis and integration of behavioral
units. Hillsdale, NJ : Lawrence Erlbaum Associates. |
|
MEEHL, P.E. (1992). Needs (Murray, 1938). and
state-variables (Skinner, 1938). Psychological
Reports, 70, 407-450. |
|
SHULL, R.L. (1993). Boring's Mach and state variables. Journal
of the Experimental Analysis of Behavior, 60 (2),
485-487. [PDF] |
|
|
Voir aussi État |
|
|
|
|
|
État
matrimonial : Marital status.
| |
|
|
WOOD, W., RHODES, N. & WHELAN, M. (1989). Sex
differences in positive well-being : A consideration of
emotional style and marital status. Psychological
Bulletin, 106, 249-264. [PDF] |
|
|
|
État mental : État interne qui correspond aux propriétés
de l'esprit ou du cerveau virtuel. État mental et mentalisme.
= processus
psychique.
Mental state, mental event,
psychological state.
| |
|
|
FEYERABEND, P.K. (1963). Mental events and the brain. Journal
of Philosophy, 60 (11), 295-296. |
POVINELLI, D.J. (1994). Comparative studies of animal
mental state attribution : A reply to Heyes. Animal
Behaviour, 48, 239-241. |
|
BLOCK, N. & FODOR, J. (1972). What psychological
states are not. Philosophical Review, 81,
159-181. |
|
|
DAVIDSON, D. (1980). Mental events. In D. Davidson (Ed.),
Essays on actions and events. Oxford : Oxford
University Press. |
VAUCLAIR, J. (1997). Mental states in animals : cognitive
ethology. Trends in Cognitive Sciences, 1 (1),
35-39. |
|
SCHNAITTER, R. (1984). Skinner on the "mental" and the
"physical". Behaviorism, 12 (1), 1-14. [PDF] |
|
|
MEEHL, P.E. (1984). Radical behaviorism and mental events
: four methodological queries. The Behavioral &
Brain Sciences, 7, 563-564. |
MOORE, J.C. (2000). Thinking about thinking and feeling
about feeling. The Behavior Analyst, 23 (1),
45-56. [PDF] |
|
QUINE, W.V.O. (1985). States of mind. Journal of
Philosophy, 83, 5-8. |
MOORE, J.C. (2001). On psychological terms that appeal to
the mental. Behavior & Philosophy, 29,
167-186. [PDF] |
RACHLIN, H. (1988). Mental, yes; private, no. In A.C.
Catania & S. Harnad (Eds.), The selection of
behavior : The operant behaviorism of B.F. Skinner :
Comments and controversies. Cambridge : Cambridge
University Press.
|
|
|
HARRISON, P.J. (1991). Are mental states a useful concept
? Neurophilosophical influences on phenomenology and
psychopathology. Journal of Nervous Mental Disease,
179 (6), 309-316. |
STEMMER, N. (2003). Covert behavior and mental terms : a
reply to MOORE. Behavior & Philosophy, 31,
165-171. [PDF] |
|
LILLARD, A.S. & FLAVELL, J.H. (1992). Young children's
understanding of different mental states. Developmental
Psychology, 28, 626-634. |
SUGARMAN, A. (2006). Mentalization, insightfulness, and
therapeutic action : The importance of mental
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Psychoanalysis, 87, 965-987. [PDF] |
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État maximal : L'état maximal correspond à l'expression la plus totale du pouvoir d'un état l'état.
Il s'agit d'une organisation étatique pourvu des seuls pouvoirs régaliens
et qui constitue en quelque sorte la dernière frontière, le dernier rempart avant la la dictature.
État maximal et gauche radicale.
maximal state.
|
État
minimal : L'état minimal correspond à l'expression la plus simple du pouvoir
d'un état. Il s'agit d'une organisation étatique pourvu des seuls
pouvoirs régaliens et qui constitue en quelque sorte
la dernière frontière, le dernier rempart avant l'anarchie.
Les pouvoirs de l'état minimal - que l'on qualifie de régalien - sont la levée des impôts, la sécurité intérieure police), la sécurité extérieure (armée) et la production et le contrôle de la masse monétaire (frapper et émettre de la monnaie), encore que cette dernière fonction
soit contestée par certains théoriciens. En fait, ces pouvoirs correspondent à ceux des premiers états modernes
(la France, l'Anglettere, l'Allemagne, etc.), à l'exlusion de l'imposition du culte, d'une religion.
État minimal et minarchie.
Minimal state, Night-watchman state.
| |
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| WOLFF, J. (1991). Robert Nozick : Property, justice, and the minimal State. Polity Press. |
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État
profond : L'état profond est une partie d'un état
- démocratique ou totalitaire - dont l'existence et les activités
ne sont pas publiques
et légitimes. De
ce fait, les agissements de cet état profond - dont les acteurs
sont souvent des non-élus - sont clandestines et peuvent ainsi contourner la volonté des élus et contrevenir aux lois et principes publiquement défendus par cet état. EX: torture, espionnage, vente
d'armes, surveillance des citoyens, aide octroyée aux entreprises, etc. Les non-élus peuvent être des
militaires, des gens d'affaires ou du personnel politique
non-élus, bref des gens puissants qui peuvent infléchir les
décisions de l'état à leur avantage (et contre l'intérêt public).
Ce concept a été développé par Scott
pour désigner au sein d'un gouvernement
le déséquiilbre entre pouvoir public formel
et légitime et pouvoir
illégitime et
informel. Contrairement à l'état profond, les lobbys
exercent leur influence de manière légitime (si le lobbyiste est
inscrit sur une liste publique, un registre, cela va de soi...). L'état profond
agit secrètement puisque si son existence et ses activités étaient
connues, il serait contesté et démantelé. État profond, complot
et pouvoir
occulte.
= politique occulte, état dans l'état.
Deep politic, deep state.
| |
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SCOTT, P.D. (1993). Deep politics and the death of
JFK. University of California Press. |
|
SCOTT, P.D. (1995). Deep politics two : Essays on
Oswald - Mexico, and Cuba. |
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SCOTT, P.D. (2012). American war machine : Deep
politics, the CIA global drug connection, and the road
to Afghanistan. / La machine de guerre américaine : La
politique profonde, la CIA, la drogue, l'Afghanistan. Montréal
: Éditions Demi-Lune. |
|
SCOTT, P.D. (2017). The American deep state. Rowman
& Littlefield Publishers. |
|
|
Voir aussi Lobby, Complot,
Groupe de
pression, Pouvoir
occulte et Contre-pouvoir |
|
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État
providence : Welfare state.
| |
|
|
GOUGH, I. (1979). The political economy of the
welfare state. London Macmillan. |
|
ROSANVALLON, P. (1981). La crise de
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QUADAGNO, J. (1989). Generational equity and the politics
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BANTING, K.G. (2010). Is there a progressive's dilemma in
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[PDF] |
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État stationnaire :
Steady state.
| |
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CANNON, W. (1932). The wisdom and the body.
New York : W.W. Norton. |
|
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État
végétatif : Vegetative state.
| |
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FULLER, P. (1949). Operant conditioning of a vegetative
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KINNEY, H.C. & SAMUELS, M.A. (1994). Neuropathology of
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|
|
Voir aussi État |
| |
|
|
États-Unis
: Étatsunien-ne : Pays.
=
Américain. United States, American,
north America.
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Voir Pays,
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Étayage : Chez Freud, concept qui décrit la relation qui s'établit à la naissance entre la pulsion
alimentaire d'autoconservation et la pulsion sexuelle. Pour
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Etcoff Nancy L. (1955-) : Psychologue
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les règles d'un individu donné - de la déontologie
qui correspond aux règles et principes d'un groupe formel -
généralement une profession
- auquel appartient cet individu. Ces règles sont généralement
écrites (= code). Éthique et code
de déontologie. = ce que l'on
peut faire et ne pas faire dans un contexte particulier.
= meilleures pratiques, principe éthique. /fraude
scientifique. Ethical issues, ethical
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Ethnie
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BHOPAL, R. & DONALDSON, L. (1998). White, European,
Western, Caucasian, or what ? Inappropriate labeling in
research on race, ethnicity, and health. American
Journal of Public Health, 88, 1303-1307. |
MOSCOU, S. (2008). The conceptualization and
operationalization of race and ethnicity by health
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VERKUYTEN, M. (1998). Perceived discrimination and
self-esteem among ethnic minority adolescents. The
Journal of Social Psychology, 138, 479-493. |
MARKUS, H. (2008). Pride, prejudice, and ambivalence :
Toward a unified theory of race and ethnicity. American
Psychologist, 63, 651-670. [PDF] |
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TWENGE, J.M. & FOSTER, J.D. (2008). Mapping the scale
of the narcissism epidemic : Increases in narcissism
2002-2007 within ethnic groups. Journal of Research in
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LEE, C. (2009). "Race" and "ethnicity" in biomedical
research : How do scientists construct and explain
differences in health ? Social Science &
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TOLSMA, J., DE GRAAF, N.D. & QUILLIAN, L. 2009). Does
intergenerational social mobility affect antagonistic
attitudes toward ethnic minorities ? British
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BAVISHI, A., MADERA, J. & HEBL.M. (2010). The effect
of professor ethnicity and gender on student evaluations :
Judged before met. Journal of Diversity in Higher
Education, 3 (4), 245–256.
|
| |
BACHMAN, J.G., O'MALLEY, P.M., FREEDMAN-DOAN, P.,
DONNELLAN, M.B. & TRZESNIEWSKI, K.H. (2011).
Adolescent self-esteem: Differences in race/ethnicity,
gender, and age. Self & Identity, 10, 445-473. |
| |
ANASTASIOU, D., GARDNER, R. & MICHAIL, D. (2011).
Ethnicity and exceptionality. In J.M. Kauffman & D.P.
Hallahan (Eds.), Handbook of special education
(pp. 745-758). New York, NY : Routledge. |
| |
SMITHSON, M., SOPRENA, A. & PLATOW, M. (2015). When is
group membership zero-sum ? Effects of ethnicity, threat,
and social identity on dual national identity, PLOS
One, 10 (6), 1-18. [PDF] |
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BHOPAL, R. & RANKIN, J. (1999). Concepts and
terminology in ethnicity, race and health : aware of the
ongoing debate. British Dentistry Journal, 186, 483-484. |
CORCOS, A.F. (2018). The myth of races, ancestry,
ethnicity. Wheatmark. |
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BLUMENTHAL, D.S. (1999). Race versus ethnicity. Academic
Medicine, 74 (12), 1259. |
GAUDREAULT, C. (2020). The impact of immigration on local
ethnic groups' demographic representativeness : The case
study of ethnic French Canadians in Québec. Nations
& Nationalism, 26, 923-942. [PDF] |
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Voir aussi
Identité ethnique, Race,
Différences
entre races/ethnie et
Culture |
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Ethnocentrisme : Etnocentriste : Attitude qui consiste à considérer/juger les autres ethnies/culture
à partir des valeurs, des
connaissances et principes moraux de sa propre ethnie/culture.
Ethnocentrisme et biais
culturel.
Ethnocentricism.
| |
|
|
ROKEACH, M. (1948). Generalized mental rigidity as a
factor in ethnocentrism. Journal of Abnormal &
Social Psychology, 43, 259-277. |
BAR-TAL, D. (1990). Causes and consequences of
delegitimation : Models of conflict and ethnocentrism. Journal
of Social Issues, 46, 65-81. |
|
BLOCK, J. & BLOCK, J. (1950). Intolerance of ambiguity
and ethnocentrism. Journal of Personality, 19,
303-311. |
|
|
CAMPBELL, D.T. (1969). Ethnocentrism of disciplines : The
fish-scale model of omniscience. In M. Sherif & C.W.
Sherif (Eds.), Interdisciplinary relationships in the
social sciences (pp. 328-348). Hawthorne, NY :
Aldine. |
WEBER, J.G. (1994). The nature of ethnocentric attribution
bias : ingroup protection or enhancement ?Journal of
Experimental Social Psychology, 30, 482-504. |
|
RAY, J.J. (1971). Ethnocentrism : Attitudes and behaviour.
Australian Quarterly, 43 (2), 89-97. [LIRE] |
JUDD, C.M., PARK, B., RYAN, C.S., BRAUER, M. & KRAUS,
S. (1995). Stereotypes and ethnocentrism : Diverging
interethnic perceptions of African American and White
American youth. Journal of Personality & Social
Psychology, 69, 460-481. |
|
LEVINE, R.A. & CAMPBELL, D.T. (1972). Ethnocentricism
: theories of conflict, ethnic attitudes and group
behavior. New York : Wiley. |
NAVARRETE, C.D. & FESSLER, D.M.T. (2006). Disease
avoidance and ethnocentrism : The effects of disease
vulnerability and disgust sensitivity on intergroup
attitudes. Evolution & Human Behavior, 27, 270-282.
[PDF] |
|
TAYLOR, D.M. & JAGGI, V. (1974). Ethnocentrism and
causal attribution in a south Indian context. Journal
of Cross Cultural Psychology, 5, 162-170. |
RYAN, C.S., HUNT, J.S., WEIBBLE, J.A., PETERSON, C.R.
& ASAS, J.F. (2007). Multicultural and colorblind
ideology, stereotypes, and ethnocentrism among Black and
White Americans. Group Processes & Intergroup
Relations, 10, 617-637. [PDF] |
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BREWER, M.B. (1981). Ethnocentrism and its role in
interpersonal trust. In M. Brewer & B.E. Collins
(Eds.), Scientific inquiry and the social sciences
(pp. 345-360). New York, NY : Jossey-Bass. |
NAVARRETE, C.D., FESSLER, D.M.T. & ENG, S.J. (2007).
Elevated ethnocentrism in the first trimester of
pregnancy. Evolution & Human Behavior, 28,
60-65. [PDF] |
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KAM, C. & KINDER, D.R.. (2007) Terror and
ethnocentrism : Foundations of American support for the
war on terrorism. Journal of Politics, 69,
320-338. |
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HEAVEN, P.C.L., RAJAB, D. & RAY, J.J. (1985)
Patriotism, racism and the disutility of the ethnocentrism
concept. Journal of Social Psychology, 125,
181-185. [LIRE] |
RYAN, C.S., HUNT, J.S., WEIBBLE, J.A., PETERSON, C.R.
& ASAS, J.F. (2007). Multicultural and colorblind
ideology, stereotypes, and ethnocentrism among Black and
White Americans. Group Processes & Intergroup
Relations, 10, 617-637. |
|
KINDER, D.R. & KAM, C.D. (2009). Us versus them :
Ethnocentric foundations of American opinion. Chicago
: University of Chicago Press. |
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Voir aussi Attitude
et Ethnie |
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Ethnographie : Ethnographe : Science. Ethnography.
| |
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RAGGUCI, A.T. (1972). The ethnographic approach and
research. Qualitative Research, 21 (6), 485-490. |
DAMAS, D. (1998). From ethnography and history to
ethnohistory in the Central Arctic. Arctic
Anthropology, 35 (2), 166-176. |
|
LECOMPTE, M.D. & GOETZ, J.P. (1982). Problems of
reliability and validity in educational research.
Review of Educational Research, 52 (2), 31-60. [PDF] |
SIMON, S. et BIBEAU, G. (2004). Ethnographie et fiction -
Fictions de l'ethnographie. Anthropologie et
Sociétés, 28 (3), 7-13. |
|
HAMMERSLEY, M. (1992). What 's wrong with
ethnography ? Londres : Routledge. |
HIRSCH, E. & STEWART, C. (2005). Introduction :
Ethnographies of historicity. History &
Anthropology, 16 (3), 261-274. |
|
DYCK, I. (1993). Ethnography : A feminist research method.
Canadian Geographer, 46, 80-89. |
VAUGHAN, D. (2005). On the relevance of ethnography for
the production of public sociology and policy. The
British Journal of Sociology, 56 (3), 411-416. |
|
GRAU, A. (1994). Feminist ethnography and performance : A
review essay. Dance Research : The Journal of the
Society for Dance Research, 12 (1), 12-19. |
WILSON, W.J. & CHADDHA, A. (2009). The role of theory
in ethnographic research. Ethnography, 10 (4),
549-564. |
|
SHADISH, W.R. (1995). The logic of generalization : Five
principles common to experiments and ethnographies.
American Journal of Community Psychology, 23,
419-428. |
EMERSON, R.M., FRETZ, R.I. & SHAW, L.L. (2011). Writing
ethnographic field notes. Chicago, IL : University
of Chicago Press. |
|
HAMMERSLEY, M. & ATKINSON, P. (1995). Ethnography
: Principles in practice. Londres : Routledge. |
WATSON, T.J. (2011). Ethnography, reality, and truth : The
vital need for studies of "How things work" in
organizations and management. Journal of Management
Studies, 48 (1), 202-217. |
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Voir aussi Science
et Ethnie |
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Ethnohistoire :Scienceau carrefour
de l'ethnologie
et de l'histoire.
Ethnohistory.
| |
|
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CARMACK, R.M. (1972). Ethnohistory : a review of its
development, definitions, methods and aims. Annual
Review of Anthropology, 1, 227-246. |
|
KRECH, S. (1991). The state of ethnohistory. Annual
Reviews in Anthropology, 20, 345-375. |
|
DAMAS, D. (1998). From ethnography and history to
ethnohistory in the central arctic. Arctic
Anthropology, 35 (2), 166-176. |
| |
|
Voir aussi Ethnographie et Histoire |
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Ethnologie
: Ethnologue : Du grec ethnos, qui signifie
"peuple, nation, culture" et de logos qui veut dire
"discours, science". Science qui étudie les ethnies,
leurs origines, leurs points communs, leurs différences.
( ): Balandier, Jousse,
Lévy-Brühl, Leroy-Gourhan,
Levi-Strauss,Mannoni,
Mauss, Roheim,
Tabet.
Ethnology.
| |
|
|
FARIS, E. (1921). Ethnological light on psychological
problems. Publications of the American Sociological
Society, 26, 113-120. [LIRE] |
|
LEVI-STRAUSS, C. (1949/67). Les structures
élémentaires de la parenté. Paris : Presses
Universitaires de France/La Haye-Paris : Mouton et Cie. |
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DWYER, K. (1977). The dialogic of ethnology. Dialectical
Anthropology, 4, 205-224. |
|
GOULET, J-G.A. (2011). Présentation : L’interdit et
l’inédit. Les frontières de l’ethnologie participante ». Anthropologie
et Sociétés, 35 (3), 9-42. [PDF] |
|
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Ethnométhodologie : Science de
l'étude des petits groupes
et de l'interprétation en contexte (indexicalité)
de leurs pratiques, fondée par Garfinkel
et Sacks.
Ethnomethdology.
| |
|
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GARFINKEL, H. (1967). Studies in ethnomethodology.
Englewoods Cliffs : Prentice-Hall. |
GARFINKEL, H. (1984). Qu'est-ce que l'ethnométhodologie ?
Arguments Ethnométhodologiques, 3, 54-99. |
|
ZIMMERMAN, D.H. (1978). Ethnomethodology. American
Sociologist, 13 (1), 6–15. |
|
|
O'KEEFE, D.J. (1979). Ethnomethodology. Journal
for the Theory of Social Behavior, 9, 87-219. |
MAYNARD, D. & CLAYMAN, S. (1991). The diversity of
ethnomethdology. Annual Review of Sociology, 17,
385-418. |
|
WILSON, T.P & ZIMMERMAN, D.H. (1979. Ethnomethodology,
sociology and theory.Humboldt Journal of Social
Relations, 7 (1), 52–88. |
|
|
PHARO, P. (1983). Méthodologie et la question de
l'interprétation. Problèmes Épistémologie en Sciences
Sociales, 3, 145-169. |
COULON, A. (2002). L'ethnométhodologie. Paris :
Presses Universitaires de France/Que sais-je? |
|
GARFINKEL, H. (1984). Le domaine d'objet de
l'ethnométhodologie. Arguments Ethnométhodologiques,
3, 6-11. |
GARFINKEL, H. (1996/2001). Le programme de
l'ethnométhodologie / Ethnomethodology's program. Social
Psychology Quarterly, 59 (1), 5-21 /Dans M. de
Fornel, A. Ogien et L. Quéré (Dirs.),
L'ethnométhodologie. Une sociologie radicale (pp.
31-56). Paris : La découverte. |
|
HERITAGE, J. (1984). Garfinkel and ethnomethodology.
Cambridge : Polity Press. |
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Éthogramme : En éthologie, répertoire
complet des comportements
innés et acquis
observés chez une espèce.
*répertoire.
Ethogram, ethogram analysis.
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BEKOFF, M. (1979). Behavioral acts : Description,
classification, ethogram analysis and measurement. In R.B.
Cairns (Ed.), The analysis of social interactions
(pp. 67-80). Hillsdale N.J. : Erlbaum. |
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JORDAN, R.H. & BURGHARDT, G.M. (1986). Employing an
ethogram to detect reactivity of black bears (Ursus
americanus) to the presence of humans. Ethology, 73,
89-115. |
|
LACEY, E.A., ALEXANDER, R.D., BRAUDE, S.H., SHERMAN, P.W.
& JARVIS, J.U.M. (1991). An ethogram for the naked
mole-rat : non-vocal behaviors. In P.W. Sherman, J.U.M.
Jarvis & R.D. Alexander (Eds.), The biology of the
nakedmole-rat (pp. 209-242). Princeton. |
|
HAILMAN, J.P. & ELOWSON, A.M. (1992). Ethogram of the
nesting female loggerhead (Caretta caretta). Herpetologica,
48, 1-30. [PDF] |
|
WAY, J.G., SZTUMYLO, D.L. & STRAUSS, E. (2006). An
ethogram developed on captive Eastern coyotes Canis
latrans. Canadian Field Naturalist, 120 (3),
263-287. |
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Éthologie : Éthologiste : Éthologue : Au sens
strict, du grec ethos, qui signifie
«étude des moeurs». Science au carrefour de la psychologie et de
la biologie, qui étudie le comportement
et la cognition chez les
animaux, dans leur milieu
naturel ou en laboratoire.
Pour l'éthologie, l'humain
est un animal, une espèce parmi d'autres.
Éthologie, zoologie
et psychologie
comparée. ( ): Appleby,
Archer, Balcombe,
Barlow, Barrette,
Bateson, Beaugrand,
Bekoff, Bischof,
Blurton-Jones,
Briffa, Burghardt, Calhoun,
Chase, Clutton-Brock,
Coté,
Cotnoir, Couturier,
Csànyi, Cyrulnik,
Davies,
Dawkins, Delboeuf, Derocher, De Waal,
Fanelli, Fentress,
Ferron,
Francis, Franck,
Frisch, Galdikas, Gàcsi,
Geist, Giraldeau,
Grandin, Griffin, Hailman,
Heinroth,
Hinde, Hsu,
Huntingford, Isbell,
Kacelnik, Kortlandt, Krebs,
Landau, Leca,
Lefevbre, Lehner,
Lickliter, Lorenz, Maynard
Smith, Mateo, Miklosi,
Panksepp, Parker,
Pongràcz, Richerson,
Romanes, Schneirla,
Sherman,
Spalding, Sterling,
Thinès, Thompson,
Tibbetts,
Tinbergen, Tonneau,
Topàl,
Uexküll, Watanabe,
Weary Whitman,
Wilson,
Zayan. *étiologie.
Ethology, science of animal behavior.
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HALDANE, J.B.S. (1956). The sources of some ethological
notions. British Journal for Animal Behaviour, 4
(4), 162-164. |
BURGHARDT, R.W. (1981). On the emergence of ethology as a
scientific discipline. Conspectus of History, 1
(7), 62-81. |
| |
THELEN, E. (1981). Rhythmical behaviorin in infancy : An
ethological perspective. Developmental Psychology,
17, 237-257. |
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TINBERGEN, N. (1963). On aims and method of ethology. Zeitschrift
für Tierpsychologie, 20, 410-433. [PDF]
|
HINDE, R.A. (1982). Ethology, its nature and
relations with other sciences. Oxford : Oxford
University Press. |
| |
GADAGKAR, R. & JOSHI, N.V. (1983). Quantitative
ethology of social wasps : Time-activity budgets and caste
differentiation in Ropalidia marginata (Lep.) (Hymenoptera
: Vespidae). Animal Behaviour, 31, 26-31. |
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JAYNES, J. (1969). The historical origins of ethology and
comparative psychology. Animal Behavior, 17, 601-606. |
VAUCLAIR, J. (1984). L'observation en éthologie. In M.-P.
Michiels (Ed.), L'observation. Textes de base en
psychologie (pp. 123-136). Paris : Delachaux et
Niestlé. |
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TINBERGEN, N. (1974). Ethology and stress diseases. Science, 185 (4145), 21-27.
[PDF] |
BURGHARDT, R.W. (1984). Ethology and operant conditioning.
Behavioral & Brain Sciences, 7, 683-684. |
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LEHRMAN, D.S. (1974). Can psychiatrists use ethology ? In
N.F. White (Ed.), Ethology and psychiatry (pp.
187-196). Toronto : McMaster University Press. |
LORENTZ K. (1984). Les fondements de l'éthologie.
Paris : Flammarion. |
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RUWET J.C. (1975). Éthologie : biologie du
comportement. Bruxelles : Pierre Mardaga. |
THOMPSON, N.S. (1986). Ethology and the birth of
comparative teleonomy. In R. Campan & R. Dayan (Eds.),
Relevance of models and theories in ethology (pp.
13-23). Toulouse, France : Privat, International
Ethological Conference. |
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BEER, C.G. (1975). Was professor Lehrman an ethologist ? Animal
Behaviour, 23, 957-964. |
DIXON, A.K., FISCH, H.U., HUBER, C. & WALSER, A.
(1989). Ethological studies in animals and man, their use
in psychiatry. Pharmacopsychiatry, 22 (S1),
44-50. |
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BATESON, P.P.G. & KLOPFER, P.H. (Eds.) (1976). Perspectives
in ethology (Vol. 7, pp. 183-215). New York :
Plenum Press |
CSÀNYI, V. (1994). Ethology, power, possession : A system
theoretical study of the Hungarian transition. World
Futures, 29 (1), 107-122. |
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HEYMER, A. (1977). Vocabulaire éthologique. Paris
: Berlin. |
IMMELMANN, K. (1990). Dictionnaire de l'éthologie.
Bruxelles : Pierre Mardaga. |
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CSÀNYI, V. (1992). Ethology and the rise of the conceptual
thoughts. In J. Deely (Ed.) Symbolicity (pp.
479-484). Lanham : University Press of America. |
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COLGAN, P.W. (Ed.) (1978). Quantitative ethology.
New York : John Wiley & Sons. |
DEWSBURY, D.A. (1992). Comparative psychology and ethology
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VONCRANACH, M.M., FOPPA, K. LEPENIES, W.
& PLOOG , D. (Eds.) (2022) Human
ethology : Claims and limits of a new discipline.
Cambridge : Cambridge University Press. |
BEKOFF, M. & ALLEN, C. (1997). Intentional icons :
Towards an evolutionary cognitive ethology. Ethology,
91, 1-16. |
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LEHNER, P.N. (1979). Handbook of ethological methods.
Cambrige : Cambrige University Press. |
ARCHER, J. (1992). Ethology and human development.
London : Barnes and Noble. |
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THORPE, W.H. (1979). The origins and rise of
ethology: the science of the natural behaviour of
animals. Heinneman, London. |
DEWSBURY, D.A. (1992). Essay : On the problems studied in
ethology. Ethology, 92, 89-107. |
|
GOTTLIEB, G. (1979). Comparative psychology and ethology.
In E. Hearst (Ed.), The first century of experimental
psychology (pp. 147-173). Hillsdale, NJ : Lawrence
Erlbaum. |
TONNEAU, F. & THOMPSON, N.S. (Eds.) (2000). Perspectives
in ethology : Evolution, culture, and behavior. New
York : Kluwer/Plenum. |
|
UYOMARC'H, J.C. (1980). Éthologie. Paris :
Masson. |
KLEIN, Z. (2000). The ethological approach to the study of
human behaviour. Neuroendocrinology Letters, 21,
477-481. |
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PITMAN, R.K. (1980). Austro-German ethology and
schizophrenia. Behavioral and Brain Sciences, 3,
627-628. |
GRIFFITHS, P.E. (2008). Ethology, sociobiology,
evolutionary psychology. In S. Sarkar & A. Plutyinski
(Eds.), Blackwell's companion to philosophy of
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HOULD, R.L. & PROVOST, M.A. (1980). Éthologie et
cybernétique : leur approche à la psychologie. Philosophiques,
7 (2), 301-319. |
PENKE, L. (2009). An ethological perspective on how to
define and study behaviour. A commentary on Furr.
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SKINNER, B.F. (1980). The species-specific behavior of
ethologists. The Behavior Analyst, 3 (1), 51. [PDF] |
SCHULZE-HAGEN, K. & BIRKHEAD, T.R. (2015). The
ethology and life history of birds : the forgotten
contributions of Oskar, Magdalena and Katharina Heinroth.
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GADAGKAR, R. (2018). What do ethologists wish to know ?
(Article-in-a-Box). Resonance - Journal of Science
Education, 23 (8), 841-843. |
|
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|
Voir aussi Animaux |
|
|
Éthologie
appliquée : Ensemble des applications et des pratiques
issues de l'éthologie.
| |
|
 |
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GRANDIN, T. (1980). Observations of cattle behavior
applied to the design of cattle handling facilities.
Applied Animal Ethology, 6, 19. |
|
GRANDIN, T. (1993). Teaching principles of behavior and
equipment design for handling livestock. Journal of
Animal Science, 71, 1065-1070.
[PDF] |
|
GRANDIN, T. (2001). Cattle vocalizations are associated
with handling and equipment problems at beef slaughter
plants. Applied Animal Behaviour Science, 7,
191-200. |
|
GRANDIN, T. (1993). Agitated wild behaviour is persistent
over time in exotic crossbred cattle. Applied Animal
Behaviour Science, 36 1-9. |
|
|
Voir aussi Éthologie |
|
|
Éthologie classique : Branche originelle de l'éthologie,
qui étudie le comportement
des animaux dans leur milieu
naturel. ( ): Frisch,
Lorenz, Tinbergen,
Uexküll. =
éthologie comparée. Classic ethology.
| |
|
Tinbergen et Lorenz |
|
|
TINBERGEN, N. (1963). On the aims and methods of
ethology. Zietschrift fur Tierpsychologie, 20,
410-433. |
|
TINBERGEN, N. (1974). Ethology and stress diseases. Science, 185 (4145), 21-27.
[PDF] |
|
SKINNER, B.F. (1980). The species-specific behavior of
ethologists. The Behavior Analyst, 3 (1), 51. |
|
DE SÀ NOGUIRA-SARAIVA, R. (2006). Classic ethology
reappraised. Behavior & Philosophy, 34, 89-107.
[PDF]
|
|
|
|
Éthologie cognitive : Forme d'éthologie
qui s'inspire des perspectives cognitives américaine
et européenne. Cognitive
ethology
| |
|
|
VAUCLAIR, J. & ZINDER, M. (1976). Quelques éléments
pour une approche piagétienne en éthologie. Archives
de Psychologie, 64, 177-191. |
|
GRIFFIN, D.R. (1978). Prospects for cognitive ethology. Behavioral
& Brain Sciences, 4, 527-538. |
|
VAUCLAIR, J. & KREUTZER, M. (Eds.) (2004).
L'éthologie cognitive. Paris : Éditions La Maison
des Sciences de l'Homme. |
|
KINGSTONE, A, SMILEK, D. & ESTWOOD, J.D. (2008).
Cognitive ethology : A new approach for studying human
cognition. British Journal of Psychology, 99,
317-345. |
|
|
Voir perspectives cognitives : américaine
et européenne |
|
|
Éthologie expérimentale : Branche de l'éthologie
qui étudie le comportement
des animaux, en laboratoire
ou en conditions
semi-naturelles, au moyen de la méthode
expérimentale. ( ): Basolo,
Beaugrand, Dawkins,
Franck,
Maynard smith, Parker,
Thinès,
Zayan. Experimental ethology, laboratory
ethology.
| |
|
|
BRECHNER, K.C., POULOS, L., GUENTHER, E. & COULTER,
T.J. (1987). Laboratory ethology : A new approach in
animal research. Humane Innovations &
Alternatives in Animal Experimentation, 1, 23-24. |
|
|
Voir aussi Éthologie et Méthode
expérimentale |
|
|
|
|
Éthologiste
: Celui ou celle qui pratique l'éthologie.
= éthologue. *étalagiste.
Ethologist.
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|
|
Ethos : Mot grec qui signifie
plusieurs choses : a) Renvoie à une manière
d'être, aux habitudes d'un
individu. b) On l'utilise parfois pour décrire
les habitudes communes d'un groupe
d'individus (sociologie) ou d'une espèce,
animale ou même d'une race (comme en éthologie), et que l'on
désigne souvent par l'expression us et coutumes ou par moeurs. =
moeurs, us et coutume, culture. c)
Finalement, sous l'influence des idées
d'Aristote, on l'utilise comme synonyme de
crédibilité.
| |
|
| a |
|
BAUDHIN, S. & DAVIS, M. (1972). Scales for the
measurement of Ethos : Another attempt. Speech
Monographs, 39, 296-301. |
| b |
| |
| c |
|
|
UMEOGU, B. (2012). Source credibility : A philosophical
analysis. Open Journal of Philosophy, 2 (2),
112-115. [PDF] |
|
|
Voir aussi Éthologie |
|
|
|
|
Étiologie
: Étude scientifique
et clinique des causes des
phénomènes pathologiques.
Étiologie et cause.
*nosologie,
éthologie.
Etiology.
| |
|
|
WURMSER, L. (1974). Psychoanalytic considerations of the
etiology of compulsive drug use. Journal of American
Psychoanalysis Association, 22, 820–843. |
MERCKELBACH, H., DE JONG, P.J., MURIS, P. & VAN DEN
HOUT, M.A. (1996). Thw etiology of specific phobias : A
review. Clinical Psychology Review, 16 (4),
337-361. [PDF]
|
|
MEEHL, P.E. (1977). Specific etiology and other forms of
strong influence : Some quantitative meanings. Journal
of Medicine & Philosophy, 2, 33-53. |
APFELBAUM, B. (1997). On the etiology of sexual
dysfunction. Journal of Sex & Marital Therapy, 3
(1), 50-62. |
|
CARR, E.G. & McDOWELL, J.J. (1980). Social control of
self-injurious behavior of organic etiology. Behavior
Therapy, 11, 402-409. |
COHEN-KETTENNIS, P.T. & GOOREN, L.J. (1999).
Transsexualism : A review of etiology, diagnosis and
treatment. Journal of Psychosomatic Research, 46, 315-333. |
|
COHEN, S. (1988). Psychosocial models of social support in
the etiology of physical disease. Health Psychology,
7, 269-297. [PDF] |
SUNDBERG, M.L. (2004). The search for the etiology of
autism. The Analysis of Verbal Behavior, 20,
3-4. [PDF]
|
|
BREGGIN, P.R. (1990). Brain damage, dementia and
persistent cognitive dysfunction associated with
neuroleptics : Evidence, etiology, implications. Journal
of Mind Behavior, 11, 425-464.
[PDF] |
RYAN, R.M. (2005). The developmental line of autonomy in
the etiology, dynamics and treatment of borderline
personality disorders. Development &
Psychopathology, 17, 987-1006. [PDF] |
|
BEACH, S.R.H., SANDEEN, E. & O'LEARY, K.D. (1990).
Depression : A marital model for etiology and treatment.
New York : Guilford. |
KEANE, T.M., MARSHALL, A.D. & TAFT, A.C. (2006).
Posttraumatic stress disorder : etiology, epidemiology,
and treatment outcome. Annual Review Clinical
Psychology, 2, 161-97. |
|
BELSKY, J. (1993). Etiology of child maltreatment : A
developmental-ecological analysis. Psychological
Bulletin, 114 (3), 413-434. |
|
|
MENZIES, R.G. & CLARKE, J.C. (1995). The etiology of
phobias : A nonassociative account. Clinical
Psychology Review, 15, 23-48. |
|
|
|
|
|
Voir aussi Pathologie |
|
|
Étiquetage : Étiquetage social : Théorie, d'abord proposée par Becker,
qui permet d'expliquer comment certains phénomènes sociaux sont, en tout ou en partie, façonnés par l'interprétation d'autrui.
Par interprétation, on entend les attributions faites par les l'entourage et qui consiste à que l'on a en fair. pour qualifier le fait que l'on a tendaence attribue des
caractéristiques à autrui, selon notre perception sociale. Ensemble des contingences sociales qui façonnent les comportements des individus en fonction de leur sexe biologique.
.
Social labeling, labeling effect
| |
|
|
JUSSIM, L., NELSON, T., MANIS, M. & SOFIN, S. (1995).
Prejudice, stereotypes, and labeling effects : Sources of
bias in person perception. Journal of Personality
& Social Psychology, 68, 228-246. |
|
GUÉGUEN, N. (2001), Social Labeling and compliance : The
effect of the link between the label and the request's
object. Social Behavior & Personality : An
International Journal, 29 (8), 743-748. [PDF] |
|
|
|
Étiquetage de genre : Consiste à qualifier les comportements d'autrui «d'homme» ou de «femme».
EX: Faire la vaisselle est un comportement généralement attribué aux femmes, alors que pelleter est un comportement plus souvent associé aux hommes. L'expression «généralement attribué» ici souligne le fait que ces
comportements ne sont pas essentiellement des comportements d'homme ou de femme, qui seraient déterminés par les gènes ou «nature biologique»
et donc essentiellement le produit du sexe d'un individu. Ces comportements sont plutôt le résultat de la socialisation et leur étiquetage, par l'entourage et plus largement par l'ensemble de la société, participe au processus.
Sex typing.
|
Étiquetage social (de la maladie) : Théorie
selon laquelle la maladie
mentale est davantage une construction sociale qu'un
phénomène naturel (comme les maladies organiques). Étiquetage
social et médicalisation.
Labeling, social construction of illness.
| |
|
|
DARLEY, J.M. & GROSS, P.H. (1983). A
hypothesis-confirming bias in labeling effects.
Journal of Personality & Social Psychology, 44
(1), 20-33. [PDF] |
|
LINK, B. & CULLEN, F. (1990). The labeling theory of
mental disorder : a review of the evidence. Research
in Community & Mental Health, 6, 75-105. |
|
LORBER, J. & MOORE, L.J. (2002). Gender and the
social construction of illness. Walnut Creek, CA :
Altamira Press. |
|
DALE STONE, S. (2005). Resisting an illness label :
Disability, impairment and illness. In P. Moss & K.
Teghtsoonian (Eds.), Conteing illness : Processes and
practices (pp. 201-217). Toronto : University of
Toronto Press. |
| |
|
Voir aussi Maladie
mentale et Médicalisation |
|
|
Étonnement : Étonner : Émotion, semblable à la surprise, l'intensité physiologique en moins. physiologique
Awe.
| |
|
|
SHIOTA, M.N., CAMPOS, B. & KELTNER, D. (2003). The
faces of positive emotion. Prototype displays of awe,
amusement, and pride. Annals of the New York Academy
of Sciences, 1000, 296-299. |
VALDESOLO, P., PARK, J. & GOTTLIEB, S. (2016). Awe and
scientific explanation. Emotion, 16, 937-940. |
|
SHIOTA, M.N., KELTNER, D. & MOOSMAN, A. (2007). The
nature of awe : Elicitors, appraisals, and effects on
self-concept. Cognition & Emotion, 21, 944-963. |
VALDESOLO P., SHTULMAN, A. & BARON, A.S. (2017).
Science is awe-some : The emotional antecedents of science
learning. Emotion Review, 9, 215-221. |
|
VAN CAPPELLEN, P. & SAROGLOU, V. (2012). Awe activates
religious and spiritual feelings and behavioral
intentions. Psychology of Religion &
Spirituality, 4, 223. |
McPHETRES, J. (2019). Oh, the things you don't know : Awe
promotes awareness of knowledge gaps and science interest.
Cognition & Emotion, 33 (8). |
|
VALDESOLO P. & GRAHAM, J. (2014). Awe, uncertainty,
and agency detection. Psychological Science, 25
(1), 170-178. |
McPHETRES, J. & SHTULMAN, A. (2021). Piloerection is
not a reliable physiological correlate of awe. International
Journal of Psychophysiology, 159, 88-93. |
|
PIFF, P.K., DIETZE, P., FEINBERG, M., STANCATO, D.M. &
KELTNER, D. (2015). Awe, the small self, and prosocial
behavior. Journal of personality & Social
psychology, 108, 883. |
|
|
|
Voir aussi Émotion |
|
|
|
Étourneau (Sturnus vulgaris) : Oiseau de la famille des corvidés.
= Sansonnet .
Starling, European starling.
| |
|
|
HAILMAN, J.P. (1959). Unusual "bunching" behavior of
starlings. Condor, 61, 369. |
REBOREDA, J.C. & KACELNIK, A. (1991). Risk sensitivity
in starlings : variability in food amount and food delay.
Behavioral Ecology, 2 (4), 301-308. |
|
KACELNIK, A. (1984). Central place foraging in starlings
(Sturnus vulgaris) I : Patch residence time. Journal
of Animal Ecology, 53, 283-299. |
BRUNNER, D., KACELNIK, A. & GIBBON, J. (1992). Optimal
foraging and timing processes in the starling, Sturnus
vulgaris : Effect of inter-capture interval. Animal
Behaviour, 44 (4), 597-613. |
|
KACELNIK, A. & CUTHILL, I.C. (1987). Starlings and
optimal foraging theory : modelling in a fractal world. In
A.C. Kamil, J.R. Krebs & H.R. Pulliam (Eds.),
Foraging theory (pp. 303-333). New York : Plenum
Press. |
HULSE, S.H. MacDOUGALL-SHACKLETON, S.A. & WISNIEWSKI,
A.B. (1997). Auditory scene analysis by songbirds : Stream
segregation of birdsong by European starlings (Sturnus
vulgaris). Journal of Comparative Psychology, 111
(1), 3-13. |
|
CUTHILL, I.C., KACELNIK, A., KREBS, J.R., HACCOU, P. &
IWASA, Y. (1990). Starlings exploiting patches : the
effect of recent experience on foraging decisions. Animal
Behaviour, 40, 625-640. |
MARSH, B. & KACELNIK, A. (2002). Framing effects and
risky decisions in starlings. Proceedings of the
National Academy of Sciences, 99, 3352-3355. |
|
BEAUCHAMP, G., ENS, B.J. & KACELNIK, A. (1991). A
dynamic model of food allocation to starling Sturnus
vulgaris nestlings. Behavioral Ecology, 2 (1),
21-37. |
|
|
|
BURNIE, D. (Ed.) (2001). Animal. Londres :
Dorling Kindersley / Le règne animal.
Saint-Laurent : Erpi. |
Voir aussi Corvidé,
Animal et Oiseau |
|
|
Étranger : La définition varie selon que l'on s'intéresse à
l'individu lui-même ou à la réaction de son entourage. a)
Celui ou celle qui découvre un nouvel environnement
(pays, ville, etc). b) Pour les individus
de cet environnement, l'étranger est un individu que nul ne
connaît ou qu'on ne parvient pas à
reconnaître. Étranger, situation
étrange et
nouveauté. Stanger.
| |
|
| a |
|
PIAGET, J. et WEIL, A.M. (1951). Le développement, chez
l'enfant, de l'idée de patrie et des relations avec
l'étranger. Bulletin International des Sciences
Sociales, 3 (3), 615-621. |
|
|
|
Voir aussi Nouveauté |
| b |
|
MEHRABIAN, A. (1971). Verbal and nonverbal interaction of
strangers in a waiting situation. Journal of
Experimental Research in Personality, 5, 127-138. |
|
|
BRETHERTON, I. & AINSWORTH, M.D.S. (1974). Responses
of one-year-olds to a stranger in a strange situation. In
M. Lewis & L.A. Rosenblum (Eds.), The origin of
fear (pp. 131-164). New York : Wiley. |
GREENBERG, M.T. & MARVIN, R.S. (1982). Reactions of
preschool children to an adult stranger : A behavioral
systems approach. Child Development, 53, 481-490. |
|
MEHRABIAN, A. & RUSSELL, J.A. (1975). Environmental
effects on affiliation among strangers. Humanitas, 11,
219-230. |
KATZ, J.E. & ASPDEN, P. (1997). A nation of strangers
? Communications of the ACM, 40 (12), 81-86. |
|
WATERS, E., MATAS, L. & SROUFE, L.A. (1975). Infants'
reactions to an approaching stranger : Description,
validation, and functional significance of wariness. Child
Development, 46, 348-356. |
|
|
JUDD, N., BULL, R.H.C. & GAHAGAN, D. (1975). The
effects of clothing style upon the reactions of a
stranger. Social Behavior & Personality, 3
(2), 225-227. [PDF]
|
WHITTLESEA, B.W.A. & WILLIAMS, L.D. (1998). Why do
strangers feel familiar, but friends don't ? A
discrepancy-attribution account of feelings of
familiarity. Acta Psychologica, 98, 141-165. |
|
SROUFE, L.A. (1977). Wariness of strangers and th study of
infant development. Child Development, 48,
731-746. |
LEVINE, R.V., NORENZAYAN, A. & PHILBRICK, K. (2001).
Cultural differences in the helping of strangers.
Journal of Cross Cultural Psychology, 32, 543-560.
[PDF] |
|
CROUSE, B.E. & MEHRABIAN, A. (1977). Affiliation of
opposite-sexed strangers. Journal of Research in
Personality, 11, 38-47. |
|
|
|
|
Voir aussi Situation
étrange, Attachement
et Familiarité |
|
|
Être : Qui a conscience
d'exister (moi), de faire
partie d'un groupe (les autres). Être,
identité et
conscience. = Être humain.
Being.
| |
|
|
TILLICH, P. (1967). Le courage d'être. Paris :
Casterman. |
|
MASLOW, A.H. (1968/72). Toward a psychology of being.
New York : D. Van Nostrand Company. /Vers une
psychologie de l'être. Paris : Fayard. |
|
MAY, R. (1972). Le désir d'être. Paris : Épisa
Éditeurs. |
|
|
Voir aussi
Conscience et Psychologie
de l'être |
|
|
Être : Qui a conscience
d'exister (moi), de faire
partie d'un groupe (les autres). Être,
identité et
conscience. = Être humain.
Being.
| |
|
|
TILLICH, P. (1967). Le courage d'être. Paris :
Casterman. |
|
MASLOW, A.H. (1968/72). Toward a psychology of being.
New York : D. Van Nostrand Company. /Vers une
psychologie de l'être. Paris : Fayard. |
|
MAY, R. (1972). Le désir d'être. Paris : Épisa
Éditeurs. |
|
|
Voir aussi
Conscience et Psychologie
de l'être |
|
|
Être supérieur : L'expression renvoie à deux réalités voisines : a) Dans le premier cas, elle désigne tout individu qui se croit ou prétend être supérieur à tous égards aux autres. On utilise souvent le terme «mégalomanie» ou «narcissisme» pour qualifier l'état psychologique de ces individus. Notons que le sentiment de supériorité est parfois à l'origine du racisme.
Superior being.
b) Dans un contexte religieux, l'expression est également synonyme de divinité.
God.
|
Étude : Le mot a deux acceptions : a) Au
singulier, examen minutieux et systématique d'une chose, mais pas
forcément scientifique,
d'un objet, d'un
événement. EX: Étude de Chopin, étude
scientifique du comportement. On utilise généralement le mot recherche
lorsque cette étude a recourt à une méthode
de recherche scientifique, empirique ou formelle. Study.
b) Au pluriel, le mot renvoie à la fréquentation
d'une école, le plus souvent
collégiale ou univeristaire.
EX: Je suis aux études
supérieures. Études, scolarisation
et étudier. Studying.
| |
|
| a |
|
HOCK, R.R. (2005). Forty studies that changed
psychology : explorations into history of psychological
research. Upper Saddle River : Pearson. |
|
|
Voir aussi Recherche |
| b |
|
BOURDAGES, L. (2001). La persistance aux études
supérieures. Sainte-Foy : PUQ. |
|
|
|
Voir aussi Scolarisation,
Études supérieures et Étudier |
|
|
|
|
|
|
Étude
d'adoption : Type d'étude qui compare des jumeaux
homozygotes à des jumeaux
adoptés, dans le but de départager les effets des gènes
et du milieu physique et
social. Étude d'adoption,
famille adoptive et jumeaux
séparés. Adoptive family study.
| |
|
|
JOSEPH, J. (1999). A critique of the Finnish adoptive
family study of schizophrenia.Journal of Mind &
Behavior, 20, 133-154. [PDF] |
|
JOSEPH, J. (2000). Inaccuracy and bias in textbooks
reporting psychiatric research : The case of the
schizophrenia adoption studies. Politics & the
Life Sciences, 19, 89-99. [PDF] |
|
RHEE, S.H. & WALDMAN, I.D. (2002). Genetic and
environmental influences on antisocial behavior : a
meta-analysis of twin and adoption studies. Psychological
Bulletin, 128 (3), 490-529. [PDF]
|
|
JOSEPH, J. (2002). Adoption study of ADHD [Letter to the
Editor]. Journal of the American Academy of Child
& Adolescent Psychiatry, 41, 1389-1391. [PDF] |
|
SMOLLER, J.W. & FINN, C.T. (2003). Family, twin, and
adoption studies of bipolar disorder. American
Journal of Medical Genetics Part C, 123C, 48-58.
[PDF] |
|
|
Voir aussi Jumeaux
homozygotes et Jumeaux
adoptés |
|
|
|
Étude
de cas : Méthode
de recherche qui consiste en une
description détaillée d'un individu ou d'un petit
groupe qui vit une situation particulière, que l'on cherche
à expliquer ou à
comprendre. EX: Le cas de Kitty
Genovese. Étude de cas et cas.
= analyse de cas, histoire de cas. *méthode
de cas unique.
Case study, case study
research, case study method.
| |
|
|
DIAMOND, I.B. (1922). A case of anxiety neurosis with
obsessions. Psychoanalysis Review, 9, 67-73. |
HAMEL, J., DUFOUR, S. & FORTIN, D. (1993). Case
study methods. Newbury Park, CA : Sage. |
|
COOLEY, C.H. (1928). Case study of small institutions as a
method of research. Publications of the American
Sociological Society, 22, 123-132.
[LIRE] |
STAKE, R.E. (1995). The art of case study research.
Thousand Oaks : Sage. |
|
LUNDBERG, G.A. (1941). Case studies versus statistical
methods : An issue based on misunderstanding. Sociometry,
4, 379-383. |
HAMEL, J. (1997). Étude de cas et sciences sociales :
ReCollection outils de recherche. Harmattan. |
|
ELLIS, A. (1945). The case study as a research method. Review
of Educational Research, 15, 352-359. |
GUILBERT, L. et OUELLET, L. (1997). Étude de cas -
Apprentissage par problèmes. Québec : Presses de
l'université du Québec. |
|
HASTORF, A. & CANTRIL, H. (1954). They saw a game; a
case study. The Journal of Abnormal & Social
Psychology, 49 (1), 129-134. |
AKIMOTO, H. (1997). Two cases of pseudologia phantastica :
Consideration from the viewpoint of forensic psychiatry. Psychiatry
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YIN, R.K. (1999). Enhancing the quality of case studies in
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|
MOODY, R. (1955). On the function of counter-transference
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|
BINSWANGER, L. (1957). Le cas Suzanne Urban : étude
sur la schizophrénie. Desclée de Brouwer
Bibliothèque neuropsychiatrique de langue française. |
DAWSON, G., OSTERLING, J., MELTZOFF, A.N. & KUHL, P.
(2000). Case study of the development of an infant with
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PITT, J.C. (2001). The dilemma of case studies : Toward a
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LEWIS, M.K., ROGERS, C.R. & SHLIEN, J.M. (1959).
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NIEMELA, R., HANNULA, M., RAUTIO, S., REIJULA, K. &
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LUPTON T. (1963). On the shop floor : Two studies of
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COOK, T.D, APPLETON, H., LIPS, H.M., CONNOR, R., SHAFFER,
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HUTCHINS, E. (1980). Culture and inference : A
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MEESE, G., KOK, R., LEWIS, M. & WYON, D.P. (1984). A
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ROSS, M.W. (1988). Ego-dystonic heterosexuality : a case
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| |
ROLLS, G. (2015). Classic case studies in psychology.
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GRÜNBAUM, A. (1988). The role of the case study method in
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Voir aussi Étude et Méthode
de recherche |
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Étude
rétrospective : Voir Recherche
rétrospective. Retrospective report, retrospective method, retrospective data,
retrospective recall.
|
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|
Étude
supérieure : Au pluriel, désigne généralement la
formation universitaire acquise après le baccalauréat,
soit à la maîtrise
ou au doctorat.
| |
|
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BOURDAGES, L. (2001). La persistance aux études
supérieures. Sainte-Foy : PUQ. |
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Étudiant
: Élève : Écolier : À l'école,
en classe, celui qui étudie
et apprend, qui
acquiert des connaissances,
des habiletés sociales et
cognitives. Student.
| |
|
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SKARD, O. (1951/52). Measurement of students' interests. Acta
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MAWHINNEY, V.T., BOSTOW, D.E., LAWS, D.R., BLUMEFELD, G.J.
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CHICKERING, A.W. (1974). Commuting versus resident
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ADAMS, G.R. & COHEN, A.S. (1974). Children's physical
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BOUD, D. (Ed.) (1981). Developing student autonomy in
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MORINE-DERSHIMER, G. (1982). Pupil perceptions of teacher
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ROY, C. (1989). Le rendement scolaire des étudiants
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CHI, M.T.H., BASSOK, M., LEWIS, M., REINMANN, P. &
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MACKAY, J., MILLER, D. & QUINN, G. (2009). Complicated
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NOLEN, S.B. & HALADYNA, T.M. (1990). Teacher goals and
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NOLEN, S.B. & HALADYNA, T.M. (1990). Personal and
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ENTWISTLE, N.J. & ENTWISTLE, A.C. (1991). Contrasting
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SEDLACECK, W. & ADAMS-GASTON, J. (1992). Predicting
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GORHAM, J. & CHRISTOPHEL, D. (1992). Students'
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KENNEDY, C.H. & ITKONEN, T. (1993). Effects of setting
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McCARGER, D.F. (1993). Teacher and student role
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BIGGS, J. (1994). Student learning research and theory -
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FRENAY, M., NOËL, B., PARMENTIER, P. et ROMAINVILLE, M.
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NICHOLS, S. & GOOD, T.L. (1998). Students' perceptions
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STIGGINS, R.J. (1999). Assessment, student confidence, and
school success. Phi Delta Kappan, 81 (3),
191-198. |
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Voir aussi Réussite
scolaire, Décrochage,
Échec, Redoublement
et Examen |
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Étudiant-Élève
actif : Active student.
| |
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BARBETTA, P.M., HERON, T.B. & HEWARD, W.L. (1993).
Effects of active student response during error correction
on the acquisition, maintenance, and generalization of
sight words by students with developmental disabilities. Journal
of Applied Behavior Analysis, 26 (1), 111-119. |
|
CHERNEY, I.D. (2008). The effects of active learning on
students' memories for course content. Active Learning
in Higher Education, 9 (2), 155-174. |
|
CLARK, R.E., KIRSCHNER, P.A. & SWELLER, J. (2012).
Putting students on the path to learning : The case for
fully guided instruction. American Educator, 36 (1),
6-11.
[PDF] |
|
|
Voir aussi Étudier |
|
|
Étudiant/Élève
à risque :
| |
|
|
SAINT-LAURENT, L., GIASSON, J., SIMARD, C., DIONNE, J.-J.
et ROYER, É. (Dir.) (1995). Programme d'intervention
auprès des élèves à risques; une nouvelle option
éducative. Montréal : Gaëtan Morin. |
|
SAINT-LAURENT, L. (2008). Enseigner aux élèves à
risque et en difficulté au primaire. Montréal :
Gaëtan Morin. |
|
|
Voir aussi Étudier |
|
|
Étudiant/Élève
en difficulté :
| |
|
|
SAINT-LAURENT, L., J. GIASSON, C., ROYER, É. &
BOISCLAIR, A. (1993). L'orthopédagogie intégrée : modèle
alternatif d'aide aux élèves en difficulté. Apprentissage
et Socialisation, 16 (3), 253-262. |
|
ARCHAMBAULT, J. et L. FORTIN (2001). Élèves en difficulté
ou école en difficulté ? Le nouveau rôle des
orthopédagogues dans la réforme de l'éducation. Vie
Pédagogique, 120, 9-11. |
|
PORTER, S.R. & PRYOR, J.H. (2007). The effect of
alcohol use on student engagement. Journal of College
Student Development, 48 (4), 455-467. |
|
|
Voir aussi Étudier |
|
|
Étudier
: Le terme renvoie à deux réalités distinctes : a)
En science, étudier
consiste à décrire, à expliquer
et à modifier un phénomène
devenu objet d'étude. =
examiner scientifiquement, étude scientifique. Studying.
b) Ensemble de comportements
et de stratégies qui
permettent à l'étudiant d'apprendre la
matière d'un cours en vue de
passer ses examens ou ses
tests de lecture. La
mémorisation est
l'une de ses stratégies. On réserve parfois ce terme pour désigner
les apprentissages faits hors-classe, soit la préparation aux examens,
les devoirs et les
leçons, etc. EX: répéter à voix basse
la matière. Étudier et évaluation
des élèves/étudiants. =
stratégie d'étude, faire ses devoirs et des leçons, préparer ses
examens. Studying, study strategies, study
habit, study behavior, study skill.
| |
|
| a |
|
BOE, R. & WINOKUR, S. (1978). A procedure for studying
echoic control in verbal behavior. Journal of the
Experimental Analysis of Behavior, 30 (2),
213-217. |
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|
SMITH, A. & STEWART, A.J. (1983). Approaches to
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WEATHERLY, J.N. & MEIER, E. (2007). Studying gambling
behavior experimentally : The value of money. Analysis
of Gambling Behavior, 1, 133-140. |
|
|
Voir aussi Recherche
scientifique |
| b |
|
MACE, C.A. (1932). The psychology of study.
London : Methuen & Co. Ltd. |
BOBBITT-NOLEN, S. & HALADYNA, T.M. (1990). Personal
and environmental influences on students' beliefs about
effective study strategies. Contemporary Educational
Psychology, 15 (2), 116-130. |
| |
WADE, S.E., TRATHEN, W. & SCHRAW, G. (1990). An
analysis of spontaneous study strategies. Reading
Research Quarterly, 25 (2), 147-166. |
|
MORGAN, C.T. & DEESE, J.E. (1957). How to study.
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MAZZONI G. & CORNOLDI, C. (1993). Strategies in study
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TERRY, P.W. (1933). How students review for objective and
essay tests. Elementary School Journal, 33,
592-603. |
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HALL R.V., LUND, D. & JACKSON, D. (1968). Effects of
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NELSON, T.O. (1993). Judgments of learning and the
allocation of study time. Journal of Experimental
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| |
FOOS, P.W., MORA, J.J. & TKACZ, S. (1994). Student
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[PDF]. |
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THUOT, J.-F., GHERSI, C. et DION, J.-M. (1994).
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SEMB, G., HOPKINS, B.L. & HURSH, D.E. (1973). The
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BOULET, A., SAVOIE-ZAJC, L. et CHEVRIER, J. (1996).
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ENTWISTLE, N.J., HANLEY, M. & HOUNSELL, D. (1979).
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DALLAM, J.W. & HOYT, D.P. (1981). Do students have
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SEAMON, J.G., BRODY, N. & KRAUF, D.M. (1983).
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MARTIN, M.A. (1985). Students' applications of
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GRABILL, K.M., LASANE, T.P., POVITSKY, W.T., SAXE, P.,
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THOMAS, J.W. & ROHWER, W.D. (1986). Academic studying
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THOMAS, J.W., IVENTOSCH, L. & ROHWER, W.D. (1987).
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LETARTE, A. et LAFOND, F. (1989). Habiletés d'étude :
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| |
CARVHALO, P.F. & GOLDSTONE, R.L. (2014). Putting
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FOOS, P.W. (1989). Effects of student-written questions on
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R.A. (2014). On the transfer of prior tests or study
events to subsequent study. Journal of
Experimental Psychology : Learning, Memory, &
Cognition, 40, 115-124. |
|
| |
|
Voir aussi
Enseigner, Apprentissage,
Mémorisation,
Étudiant et Classe |
| |
|
|
Étudier
à temps partiel : Étude à temps partiel : Consiste à
partager son temps entre études et le travail.
Studying part-time, part-time study.
| |
|
|
STEINBERG, L. (1982). High school students in the labour
force : some costs and benefits to schooling and learning.
Education Evaluation & Policy Analysis, 4
(3), 363-372. |
WATTS, C. & PICKERING, A. (2000). Pay and you learn :
student employment and academic progress. Education
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D'AMICO, R. (1984). Does employment during high school
impair academic progress ? Sociology of Education,
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HOOD, A., CRAIG, A. & FERGURSON, B. (1992). The impact
of athletics, part-time employment, and other activitieson
academic achievement. Journal of College Student
Development, 33, 447-453. |
|
|
SORENSEN, L. & WINN, S. (1993). Student loans : a case
study. Higher Education Review, 25, 48-65. |
CURTIS, S. & LUCA, R. (2001). A coincidence of needs ?
employers and full time students. Employee Relations,
23 (1), 38-54. |
|
STEINBERG, L., FEGLEY, S. & DORNBUSCH, S. (1993).
Negative impact of part-time work on adolescent adjustment
: Evidence from a longitudinal study. Developmental
Psychology, 29 (2), 171-180. |
CURTIS, S. & WILLIAMS, J. (2002). The reluctant
workforce : Undergraduates' part-time employment.
Education & Training, 44 (1), 5-10. |
|
FORD, J., BOSWORTH, D. & WILSON, R. (1995). Part time
work and full time higher education. Studies in
Higher Education 20 (2), 187-202. |
SANTANA, V.S., COOPER, S.P., ROBERTS, R.E. &
ARAÙJO-FILHO, J.B. (2005). Adolescent students who work:
gender differences in school performances and
self-perceived health. International Journal of
Occupational & Environmental Health, 11 (3),
294-301. |
|
BILLS, D.B., HELMS, L.B. & OZCAN, M. (1995). The
impact of student employment on teachers' attitude and
behaviors toward working students. Youth &
Society, 27 (2), 169-193. |
SALAMONSON, Y. & ANDREW, S. (2006). Academic
performance in nursing students : Influence of part-time
employment, age and ethnicity. Journal of Advanced
Nursing, 55 (3), 342–349. |
|
RUSCOE, G., MORGAN, J. & PEEBLES, C. (1996). Students who
work. Adolescence 31 (123), 625–632. |
CURTIS, S. & SHANI, N. (2010). The effect of taking
paid employment during term-time on students' academic
studies. Journal of Further & Higher Education, 26
(2), 129-138. |
|
FERGURSON, C. & CERINUS, M. (1996). Students in employment
: working and learning. Nurse Education Today, 16
(5), 373-375. |
CARNEY, C., McNEISH, S. & McCOLL J. (2005). The impact
of part-time employment on students' health and academic
performance : a Scottish perspective. Journal of
Further & Higher Education, 29 (4), 307-319. |
|
LUCAS, R. & RALSTON, L. (1997). Youth, gender and
part-time employment. Employee Relations, 19
(1), 51-66. |
CURTIS, S. (2005). Support for working undergraduates :
the view of academic staff. Education & Training,
47 (7), 496-505. |
|
WINN, S. & STEVENSON, R. (1997). Student loans : are
the policy objectives being achieved ?Higher Education
Quarterly, 51 (2), 144-163. |
CURTIS, S. (2007) Students' perceptions of the effects of
term-time paid employment. Education & training,
49 (5), 380-390. |
|
TAYLOR, N.K. (1998). Survey of paid employment undertaken
by full-time undergraduates at an established Scottish
university. Journal of Further & Higher Education,
22 (1), 33-40. |
BARRON, P. & ANASTASIADOU, C. (2009). Student
part-time employment : Implications, challenges and
opportunities for higher education. International
Journal of Contemporary Hospitality Management, 21 (2),
140-153. |
|
LUCAS, R. & LAMMONT, N. (1998). Combing work and study
: an empirical study of full-time students in school,
college and university. Journal of Education &
Work, 11 (1), 41-56. |
CURTIS, S. & SHANI, N. (2010). The effect of taking
paid employment during term-time on students' academic
studies. Journal of Further & Higher Education,
26 (2), 129-138. |
|
LEE, T., MAWDSLEY, M. & RANGELEY, H. (1999). Students'
part-time work : towards an understanding of the
implications for nurse education. Nurse Education
Today, 19 (6), 443-451. |
FÉDÉRATION DES ASSOCIATIONS ÉTUDIANTES UNIVERSITAIRES DU
QUÉBEC EN ÉDUCATION PERMANENTE (2013). Pour mieux
connaître les étudiants à temps partiel. Montréal
: Ministère de l'Éducation, du Loisir et du Sport. [PDF] |
|
KEMBER, D. (1999). Integrating part-time study with
family, work and social obligations. Studies in
Higher Education, 24 (1), 109-124. |
ALFORD, M. (2014). Working full-time while studying
part-time. In C. McMaster & C. Murphy (Eds.), Postgraduate
study in Aotearoa New Zealand : Surviving and succeeding
(pp. 113-121). NZCER Press Editors. |
|
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Voir aussi Travail
à temps partiel et Étudier |
|
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Etzel
Barbara Coleman (1926-2019 Lawrence) :
Psychologue
béhavioriste américaine. Collaboratrice de Baer,
Gewirtz,
Goetz et Leblanc.
|
ETZEL, B.C. & GEWIRTZ, J.L. (1967). Experimental
modification of caretaker-maintained high rate operant
crying in a 6- and a 20-week-old infant (Infans
tyrannotearus) : Extinction of crying with reinforcement
of eye contact and smiling. Journal of Experimental
Child Psychology, 5 (3), 303-317. |
|
ETZEL, B.C., LEBLANC, J.M. & BAER, D.M. (Eds).
(1977). New developments in behavioral research :
Theory, methods, and applications : New York :
Lawrence Erlbaum Associates. |
|
ETZEL, B.C. & LEBLANC, J.M. (1979). The simplest
treatment alternative : the law of parsimony applied to
choosing appropriate instructional control and
errorless-learning procedures for the difficult-to-teach
child. Journal of Autism & Development Disorders,
9 (4), 361-382. |
|
ETZEL, B.C., LEBLANC, J.M., SCHILMOELLER,
K.J. & STELLA, M.E. (1981). Stimulus
control procedures in the education of young children. In
S.W. Bijou & R. Ruiz (Eds.), Behavior
Modification (pp. 3-38). Hillsdale, New Jersey :
Lawrence Erlbaum Associates, Publishers. |
|
ETZEL, B.C., BICKLE, W.K., STELLA, M.E. & LEBLANC,
J.M. (1982). The assessment of problem-solving skills of
atypical children. Analysis & Intervention in
Developmental Disabilities, 2 (2), 187-206. |
|
|
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Etzioni Amitai (Cologne 1929-2023 Washington) :
Sociologue américain,
d'origine allemande, spécialisé dans l'étude des organisations
et des petits
groupes.
|
ETZIONI, A. (1961). A comparative analysis of complex
organizations. Glencoe, Ill : Free Press. |
|
ETZIONI, A. (1971). Modern organizations.
Englewood Cliffs, NJ : Prentice-Hall. |
|
ETZIONI, A. (1976). Social problems. Englewood
Cliffs, New Jersey : Prentice-Hall. |
|
ETZIONI, A. (1980). The organizational structure of
the Kibbutz. New York : Arno Press. |
|
ETZIONI, A. (2001). The monochrome society.
Princeton : Princeton University Press. |
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| ET
- EUGÉNISME
- EUROPE - EUTHANASIE
- ÉVALUATION - ÉVÉNEMENT
- EVERITT - ÉVIDENCE
- ÉVITEMENT - ÉVOLUTION
- EX |
Eugénisme
: De eu qui signifie "bien" et gennân
qui veut dire "engendrer ou produire". Terme utilisé par Galton
pour décrire la doctrine philosophique fondée sur le darwinisme
social, qui prône l'amélioration de la race humaine, en
ayant recours notamment à la stérilisation des déficients mentaux (= déficience intellectuelle). Eugenics,
eugenics movement.
| |
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GALTON, F. (1909/85). Essays in eugenics. London
: Eugenics Education Society/New York : Garland. |
SCHNEIDER, W.H. (1990). The eugenics movement in France,
1890-1940 Dans M.B. Adams (Dir.), The wellborn
science. Eugenics in Germany, France, Brazil, and Russia
(pp. 69-109.). New York and Oxford : Oxford University
Press. |
| |
SHOCKLEY, W.B. (1992). Shockley on eugenics and race.
Washington, D.C. : Scott-Townsend. |
|
ANTONAK, R.F., FIEDLER, C.R. & MULICK, J.A. (1993).
A scale to measure the application
of eugenics to persons with mental retardation. Mental
Deficiency Research, 37, 75-83. |
|
SHARP, H.C. (1908). The sterilization of degenerates.
National Christian League for Promotion of Purity. |
HORGAN, J. (1993). Eugenics revisited. Scientific
American, 268, 123-131. |
|
KOBE, F.H. & MULICK, J.A.1995). Attitudes toward
mental retardation and eugenics: The role of
formal education and experience. Journal of
Developmental & Physical Disabilities, 7, 1-9. |
|
FISHER, R.A. (1914). Some hopes of a eugenist. Eugenics
Review, 5 (4), 309-315. [PDF] |
PAUL, D.B. (1998). The politics of heredity : Essays
on eugenics, biomedicine, and the nature-nurture debate.
Albany, NY : State University of New York Press. |
| |
RAMSDEN, E. (2002). Carving up population science :
Eugenics, demography and the controversy over the
"biological law" of population growth. Social Studies
of Science, 32, 857-899. |
|
KEVLES, D.J. (1985). In the name of eugenics. New
York : Knopf. |
NYBORG, H. (2011). The greatest collective scientific
fraud of the 20th Century : The demolition of differential
psychology and eugenics. Mankind Quarterly, 51,
241-268. [PDF] |
|
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Voir aussi Darwinisme
social |
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Europe : Continent.
Europe.
| |
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BECONA, E. (1996). The problem and pathological in Europe
: The cases of Germany, Holland and Spain. Journal of
Gambling Studies, 12 (2), 179-192. |
|
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Voir aussi Pays |
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European Eating Disorders Review : Revue
scientifique de psychologie
qui consacre ses pages aux troubles
alimentaire. Éditeur : Wiley.
SWINBOURNE, J.M. & TOUYZ, S.W. (2007). The
co-morbidity of eating disorders and anxiety disorders :
a review European Eating Disorders Review, 15 (4),
253-274.
|
| |
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|
European Journal of Child & Adolescent Psychiatry : Revue
scientifique de psychiatrie,
disponible en ligne.
= Eur Child Adolesc Psychiatry.
Éditeur : Springer.
BLANZ, B., SCHMIDT, M.H., DETZNER, U. & LAY, B.
(1994). Is there a sex-specific difference in onset age
of schizophrenia that started before age 18 ?
European Journal of Child & Adolescent Psychiatry,
3, 267-276.
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European Journal of Developmental Psychology : Revue
scientifique de psychologie.
Éditeur : Routledge/Taylor & Francis Group.
HOFFMAN, A.J., KURTZ-COSTES, B., DUMAS, F., LOOSE,
F.SMEDING, A. & RÉGNER, I. (2023). The developmnet
of gender stereotypes about academic aptitude among
European French and North African French boys. European
Journal of Developmental Psychology, 20 (1),
24-49.
|
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European Journal of Marketing : Revue
scientifique multidisciplinaire qui consacre ses pages à la
consommation, à la mise
en marché et à l'évaluation de la satisfaction
des consommateurs. Éditeur : Emerald.
ATHANASSOPOULOS, A., GOUNARIS, S. & STATHAKOPOULOS,
V. (2001). Behavioural responses to customer
satisfaction : an empirical study. European Journal
of Marketing, 35 (5-6), 687-707.
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European
Journal of Psychology of Education : Revue
scientifique de psychologie
et d'éducation. Éditeur :
Springer.
RICAUD-DROISY, H. & ZAOUCHE-GAUDRON, C. (2003).
Interpersonal conflict resolution strategies in children
: A father-child co-construction. European Journal
of Psychology of Education, 18 (2), 157-169.
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European
Journal of Sport Science : Revue
scientifique d'éducation.
Éditeur : Taylor & Francis Group.
REILLY, T., ATKINSON, G., EDWARDS, B., WATERHOUS, J.
& ÄKERSTEDT, T., DAVENE, D., LEMMER, B. &
WIRZ-JUSTICE, A. (2007). Coping with jet-lag : A
position statement for the European College of Sport
Science. European Journal of Sport Science, 7 (1),
1-7.
[PDF] +
[PDF]
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European
Neuropsychopharmacology : Revue
scientifique de psychopharmacologie.
Éditeur : Elsevier.
FRAGUASA, D., CORRELL, C.U., MERCHÁN-NARANJOB, J.,
RAPADO-CASTRO, M. PARELLADA, M., MORENO, C. &
ARANGO, C. (2010). Efficacy and safety of
second-generation antipsychotics in children and
adolescents with psychotic and bipolar spectrum
disorders : Comprehensive review of prospective
head-to-head and placebo-controlled comparisons. European
Neuropsychopharmacology, 21 (8), 621-645.
[PDF]
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Euthanasie
:
Euthanasia, euthanasia debate.
| |
|
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TOOLEY, M. (1995). Voluntary Euthanasia : Active versus
passive, and the question of consistency. Revue
Internationale de Philosophie, 49 (3), 305-322. |
|
SWARTE, N.B., VAN DER LEE, M.L., VAN DER BOM, J.G., VAN
DEN BOUT, J. & HEINTZ, A.P.M. (2003). Effects of
euthanasia on the bereaved family and friends : A cross
sectional study. British Medical Journal, 327 (408),
189-194. [PDF] |
|
JOSEPH, J. (2004). The 1942 euthanasia debate in the
American Journal of Psychiatry. History of Psychiatry,
16, 171-179. [PDF] |
|
WILSON, K.G., CHOCHINOV, H.M., MCPHERSON, C.J., GRAHAM,
M., ALLARD, P. CHARY, S., GAGNON, P.R., MACMILLAN, K.,
DELUCA, M., O'SHEA, F., KUHL, D., FAINSINGER, R.L., KARAM,
A.M. & CLINCH, J.J. (2007). Desire for euthanasia or
physician-assisted suicide in palliative cancer care. Health
Psychology, 26, 314-323. |
|
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Évaluer : Évaluation : Bien qu'il renvoie toujours à l'idée
d'apprécer une chose, ce terme à cinq significations légèrement
différentes : a) Sur le plan personnel, évaluer
consiste à estimer la valeur
ou l'importance que l'on accorde à une chose, à une personne,
incluant soi-même. EX: Évaluer que son couple
est solide, que l'achat d'une voiure n'est pas nécessaire. Ce type
d'évaluation repose souvent sur des intuitions
ou des impressions, rarement
sur un calcul ou une analyse systématique, sauf quand l'enjeu ou
les conséquences sont importants. Notre évaluation des autres -
par comparaison sociale
- modifie notre évaluation de soi.
= juger, estimer. Assessment.
b) De façon générale, en science,
évaluer et mesurer sont
synonymes; ils s'agit dans les deux cas d'une opération
qui consiste à associer les propriétés logiques des nombres
aux propriétés du phénomène
que l'on cherche à apprécier. En ce sens, une foule de phénonèmes
peuvent faire l'objet d'une évaluation (voir ci-dessous). En
science, l'évaluation est une étape de la collecte
de doonéesréalisée dans le cadre d'une recherche
empirique. Cependant, au sens strict, il existe une">
différence importante entre les deux opérations. En effet, la
mesure necessite une métrique (échelle de
rapports), tandis que l'évaluation s'appuie sur des
catégories (échelles non-métriques =
échelle d'intervalles, échelle
ordinale, échelle nominale).
Précisons que cette différence entre les échelles
condtionne la nature du raisonnement
que l'on peut tirer des données obtenues grâce à ces opérations.
Évaluer consiste donc à classer les phénomènes. Bref, mesurer est
une opération plus précise,
mais souvent moins contraignante
qu'évaluer. EX: On mesure une distance en
kilomètre, mais on évalue notre capacité à franchir cette
distance. Évaluer et mesurer.
= estimation, jauger, circonscrire,
cerner un phénomène.
Scientific evaluation,
scientific assessement. c) En psychologie
clinique, le terme renvoie à l'évaluation de la condition
d'un client / patient
- la troisième étape
d'une thérapie - dans le
but d'intervenir pour
l'aider et le guérir.
Cette évaluation peut comprendre une anamnèse,
des tests
psychologiques, de l'auto-observation.
=
Circonscrire un problème, un trouble
mental ou psychologique.
Psychological evaluation, clinical assessement.
d) En éducation,
le terme englobe l'ensemble des pratiques qui vise à évaluer les
pratiques d'une école, notamment l'évaluation
des apprentissages des élèves/étudiants.
= Mesurer les acquis, les apprentissages, le savoir. Assessing students, classroom assessment, assessment for learning,
classroom measurement, classroom evaluation.
e) Finalement, dans de nombreux milieux de travail, on
procède à une évaluation des besoins afin de déterminer ce qu'un
groupe de personne - souvent le personnel d'un service - doit
possèder pour accomplir correctement/mieux sa tâche.
Needs assessement.
| |
|
| a |
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BOLTON, R.N. & DREW, J.H. (1991). A multistage model
of customers' assessments of service quality and value.
Journal of Consumer Research, 17 (4), 375-384. |
|
|
|
Voir aussi Valeur |
| b |
|
NGUYEN, T.D., ATTKISSON, C.C. & STEGNER, B. (1983).
Assessment of patient satisfaction : Development and
refinement of a service evaluation questionnaire.
Evaluation & Program Planning, 6, 299-314. |
McCROSKEY, J.C. (2007). Raising the question #8 :
Assessment : Is it just measurement ? Communication
Education, 56 (4), 509-514. [PDF] |
|
JUDD, C.M. & PARK, B. (1993). The assessment of
accuracy of social stereotypes. Psychological Review,
100, 109-128. |
HUNSLEY, J. (2009). Introduction to the special issue on
developments in psychological measurement and assessment.
Canadian Psychology/Psychologie Canadienne, 50 (3),
117-119. |
|
| |
Voir aussi Mesurer,
Échelle ordinale et Échelle
nominale |
| c |
|
WEISMANN, M. M. & BOTHWELL, S. (1976). Assessment of
social adjustment by patient self-report. Archives of
General Psychiatry, 33 (9), 1111-1115. |
MATARAZZO, J.D. (1990). Psychological assessment vs
psychological testing : Validation from Binet to the
school, clinic and courtroom. American Psychologist,
45, 999-1017. |
|
MARSH, E.J. & TERDAL, L.G. (Eds.) (1976). Behavior
therapy assessment. New York : Springer Publishing
Company. |
SHAPIRO, D.L. (1991). Forensic psychological
assessment : An integrative approach. Boston:
Allyn and Bacon. |
|
STAATS, A.W. (1986). Behaviorism with a personality : The
paradigmatic behavioral assessment approach. In R.O.
Nelson & S.C. Hayes (Eds.), The conceptual
foundations of behavioral assessment (pp. 242-296).
New York : Guilford. |
|
|
BECKER, J.V. & KAPLAN, M.S. (1988). The assessment of
adolescent sexual offenders. Advances in Behavioral
Assessments of Children & Families, 4, 97-118. |
BÉNONY, H. & CHAHRAOUI, K. (2003). Méthodes,
évaluation et recherches en psychologie clinique. Paris
: Dunod. |
|
|
Voir aussi Thérapie
et Diagnostic |
| d |
|
BONNIOL, J.-J., CAVERNI, J.P. & NOIZET, G. (1972). Le
statut scolaire des élèves comme déterminant de
l'évaluation des devoirs qu'ils produisent. Cahiers
de Psychologie, 15, 1-2. |
MESSICK, S. (1989). Meaning and values in test validation
: The science and ethics of assessment. Educational
Researcher, 18 (2), 5-11. |
|
KRATOCHWILL, T.R. (1977). The movement of psychological
extras into a ability assessment. The Journal of
Special Education, 11 (3), 299-311. |
MESSICK, S. (1994). Foundations of validity : Meaning and
consequences in psychological assessment. European
Journal of Psychological Assessment, 10 (1), 1-9. |
|
MESSICK, S. (1984). The psychology of educational
measurement. Journal of Educational Measurement, 21,
215-237. |
SHAPIRO, E.S. & KRATOCHWILL, T.R. (Eds.) (2000). Behavioral
assessment in schools, theory, research, and clinical
foundations. Guilford Press. |
|
MASTERS, G.N. & EVANS, J. (1986). A sense of direction
in criterion referenced assessment. Studies in
Educational Evaluation, 12, 257-265. |
MERLE, P. (2012). L'évaluation par les notes : quelle
fiabilité et quelles réformes ? Regards Croisés sur
l'Économie, 2 (12), 218-230. |
| e |
|
JORDAN, J. DOWSWELL, T. HARRISON, S. LILFORD, R.J. &
MORT, M. (1998). Health needs assessment. Whose priorities
? Listening to users and the public. British Medical
Journal, 316 (7145), 1668-1670. |
|
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| |
|
Voir aussi Évaluation
des apprentissages, Étudier,
Examen et Apprentissages |
|
|
|
Evaluation & Program Planning : Revue
scientifique de mesure
et d'évaluation. Éditeur : Elsevier.
PERREAULT, M., LEICHNER, P., SABOURIN, S. &
GENDREAU, P. (1993). Patient satisfaction with
outpatient psychiatric services. Evaluation &
Program Planning, 16, 109-118.
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Évaluation cognitive : Signification ou sens qu'un individu accorde à un stimulus, à
une situation.
Cognitive appraisal.
| |
|
|
FOLKMAN, S, LAZARUS, R.S., DUNKEISCHETTER, C., DELONGIS,
A. & GRUEN, R.J. (1986). Dynamics of a stressful
encounter : Cognitive appraisal, coping, and encounter
outcomes. Journal of Personality & Social
Psychology, 50, 992-1003. |
|
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Évaluation de programme : Évaluation systématique des programmes
- généralement présentée sous forme de rapport - offert par
une institution(école, gouverement, hopital, etc.). EX:
Les cégeps ont évalué le programme des sciences humaines.
Program evaluation.
| |
|
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SHADISH, W.R., COOK, T.D. & LEVITON, L.C. (1991).
Foundations of program evaluation : Theories of
practice. Newbury Park, California : Sage
Publications. |
|
COOK, T.D. & SHADISH, W.R. (1986). Program evaluation
: The worldly science. Annual Review of Psychology,
37, 193-232. |
|
PÉLADEAU, N. et MERCIER, C. (1993). Approches qualitative
et quantitative en évaluation de programmes. Sociologie
et Sociétés, 25 (2), 111-124. [PDF] |
|
HURTEAU, M., HOULE, S. et GUILLEMETTE, F. (Dirs.) (2012).
L'évaluation de programme axée sur le jugement crédible.
Montréal : Presses de l'Université du Québec. |
|
|
Voir aussi Évaluation |
|
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|
Évaluation de soi : Évaluation que l'on fait de sa propre vie, de ses propres performances/habiletés/compétences, souvent en se comparant aux autres. Cette évaluation peut-être faite machinalement, de manière quasi inconsciente (a) ou
systématiquement, à la demande d'un tiers; elle se fait
alors de manière conscience en répondant oralement ou
par écrit à une série de questions dont le but est d'évaluer un
phénomène précis (consommation d'alcool, stress, bien-être,
satisfaction, etc.).
= Auto-évaluation.
Self-assessment, self-evaluation.
|
|
| a |
| ALLEN, V.L. & WILDER, D.A. (1977). Social
comparison, self-evaluation, and conformity to the group.
In J.M. Suls & R.L. Miller (Eds.), Social
comparison processes. Theoretical and empirical
perspectives (pp. 187-208). Washington, DC :
Hemisphere. |
|
|
GOETHALS, G. & DARLEY, J.M. (1986). Social comparison
: Self-Evaluation and group life. In B. Mullen & G.
Goethals (Eds.), Theories of group behavior (pp.
136-157). New York : Springer-Verlag. |
|
| b
|
|
FISHBEIN, M., RAVEN, B.H. & HUNTER, R. (1963). Social
comparison and dissonance reduction in self-evaluation.
Journal of Abnormal & Social Psychology, 67,
491-501. |
JUDGE, T.A. & BONO, J. (2000). Relationship of core
self-evaluations traits-self-esteem, generalized
self-efficacy, locus of control, and emotional stability -
With job satisfaction and job performance : A
meta-analysis. Journal of Applied Psychology, 86 (1),
80-92. |
|
McNAIR, D.M. (1974). Self-evaluations of antidepressants.
Psychopharmacologia, 37, 281-302. |
BAUER, J.J. & BONANNO, G.A. (2001). Doing and
being well (for the most part) : adaptive patterns of
narrative self-evaluation during bereavement. Journal
of Personality, 69, 451-482. |
|
BALDWIN, M.W., GRANZBERG, A. & PRITCHARD, E.T. (2003).
Cued activation of relational schemas : Self-evaluation
and gender effects. Canadian Journal of Behavioural
Science, 35, 153-163. [PDF] |
|
SUNG, Y., LIN, C., LEE, C. & CHANG, K. (2003).
Evaluating proposals for experiments : an application of
web-based self-assessment and peer-assessment. Teaching
of Psychology, 30 (4), 331. |
|
GRAMZOW, R.H., ELLIOT, A.J., ASHER, E. & MCGREGOR,
H.A. (2003). Self-evaluation bias and academic performance
: Some ways and some reasons why. Journal of Research
in Personality, 37 (2), 41-61. |
|
BANAJI, M.R. & STEELE, C.M. (1989). Alcohol and
self-evaluation : Is a social cognition approach
beneficial ? Social Cognition, 7 (2), 137-151. |
ZAREMBA, S.B. & DUNN, D.S. (2004). Assessing class
participation through self-evaluation : method and
measure. Teaching of Psychology, 31 (3), 191. |
|
|
BLANKSTEIN, K.R., FLETT, G.L., WATSON, M.S. & KOLEDIN,
S. (1990). Test anxiety, self-evaluative worry, and sleep
disturbance in co!lege students. Anxiety Research, 3,
193-204. |
PICCOLO, R.F., JUDGE, T.A., TAKAHASHI, K.,
WATANABE, N. & LOCKE, E.A. (2005). Core
self-evaluations in Japan : Relative effects on job satisfaction, life satisfaction and happiness. Journal of Organizational Behavior, 26, 965-984. |
|
GORDON, M.J. (1991). A review of the validity and accuracy
of self-assessments in health professions training. Academic
Medicine, 66, 762-769. |
CRITCHER, C.R. & DUNNING, D. (2009). How chronic
self-views influence (and mislead) self-assessments of
task performance : Self-views shape bottom-up experiences
with the task. Journal of Personality & Social
Psychology, 97 (6), 931-945. [PDF]
|
|
LONGHURST, N. & NORTON, L.S. (1997). Self-assessment
in coursework essays. Studies in Educational
Evaluation, 23 (4), 319-330. |
STUMPP, T., MUCK, T., HÛLSHEGER, U., JUDGE, T.A. &
MAIER, G. (2010). Core self-evaluations in Germany :
Validation of a German measure and its relationships with
career success. Applied Psychology : An International
Review, 59, 674-700. |
|
JUDGE, T.A., LIES, R. & ZHANG, Z. (2012). Genetic
influences on core self-evaluations, job satisfaction, and
work stress : A behavioral genetics mediated model. Organizational
Behavior & Human Decision Processes, 117,
208-220. [PDF] |
|
BOUFFARD, T., CÔTÉ S., BOUFFARD, T. & VEZEAU, C.
(2014). The mediating effect of self-evaluation bias of
competence on the relationship between parental emotional
support and children's academic functioning. British
Journal of Educational Psychology, 84 (3), 415-434. |
|
|
|
Voir aussi Biais
dauto-évaluation |
|
|
|
|
Évaluation des apprentissages (Élèves/Étudiant-e-s) : Ensemble des pratiques qui vise à évaluer
la qualité des apprentissages
des élèves/ étudiants et l'atteinte des objectifs
d'un cours, d'un programme . Évaluation
des élèves/étudiants, frais
de scolarité et
étudier.
= Évaluation des
étudiants.
Assessing students, student
evaluation, classroom assessment, testing, assessment for
learning, classroom measurement, classroom evaluation,
educational measurement, testing.
| |
|
|
BONNIOL, J.-J., CAVERNI, J.P. & NOIZET, G. (1972). Le
statut scolaire des élèves comme déterminant de
l'évaluation des devoirs qu'ils produisent. Cahiers
de Psychologie, 15, 1-2. |
SHAPIRO, E.S. & KRATOCHWILL, T.R. (Eds.) (2000).
Behavioral assessment in schools, theory, research, and
clinical foundations. Guilford Press. |
|
KRATOCHWILL, T.R. (1977). The movement of psychological
extras into a ability assessment. The Journal of
Special Education, 11 (3), 299-311. |
STIGGINS, R.J. (2001). Student-centered classroom
assessment. Upper Saddle River, NJ : Merrill. |
|
SAX, G. (1980). Principles of educational and
psychological measurement and evaluation. Belmont :
Wadsworth Publishing Co. |
SATTLER, J. (2001). Assessment of children :
Cognitive applications. San Diego : Jerome M.
Sattler, Publisher, Inc. |
|
GRONLUND, N.E. (1981). Measurement and evaluation in
teaching. New York : MacMillan Publishing Co. |
LEGENDRE, M.F. (2001). Favoriser l’émergence de
changements en matière d’évaluation des apprentissages. Vie
pédagogique, 120, 15-19. |
|
STIGGINS, R.J. & BRIDGEFORD, N.J. (1985). The ecology
of classroom assessment. Journal of Educational
Measurement, 22, 271-286. |
|
|
BONNIOL, J.-J. (1985). Influence de l'explicitation des
critères utilisés sur le fonctionnement des mécanismes de
l'évaluation d'une production scolaire. Bulletin de
Psychologie, 35 (353), 173-186. |
NEWSTEAD, S. (2002). Examining the examiners : Why are we
so bad at assessing students ? Psychology Learning
& Teaching, 2 (2), 70-75. |
|
STIGGINS, R.J. (1985). Improving assessment where it means
the most : In the classroom. Educational Leadership,
43 (2), 69-74. |
WATSON, K.D., PPAPGEORGIOU, A.C., JONES, T.J., TAYLOR S.,
SYMMONS, D.P.M., SILMAN, A.J. & MaFARLANE, G.J.
(2002). Low back pain in school children : occurrence and
characteristics. Pain, 97, 87-92. |
|
MASTERS, G.N. & EVANS, J. (1986). A sense of direction
in criterion referenced assessment. Studies in
Educational Evaluation, 12, 257-265. |
STIGGINS, R.J. (2002). Assessment crisis: The absence of
assessment FOR learning. Phi Delta Kappan, 83 (10),
758-765. [PDF] |
|
HALPERN, D.F. (1988). Assessing student outcomes for
psychology majors. Teaching of Psychology, 15,
181-186. |
|
|
SHEPARD, L. (1989). Why we need better assessments. Educational
Leadership, 46 (7), 4-9. |
PURDIE, N. & HATTIE, J. (2002). Assessing students'
conceptions of learning. Australian Journal of
Educational & Developmental Psychology, 2,
17-32. |
|
GUBA, E. & LINCOLN, Y.S. (1989). Fourth
generation evaluation. Newbury Park : Sage. |
|
|
HOPKINS, K. & ANTES, R. L. (1990). Classroom
measurement and evaluation. Itasca, Il : Peacock. |
LANDAUER, T., LAHAM, D. & FOLTZ, P. (2003). Automatic
essay assessment. Assessment in Education, 10
(3), 295-309. |
|
CLAYSON, D.E. & HALEY, D.A. (1990). Student
evaluations in marketing: What is actually being measured
? Journal of Marketing Education, 12 (1), 9–17.
[PDF] |
|
|
BANGERT-DDROWNS, R.L., KULIK, J.A. & KULIK, C.C.
(1991). Effects of frequent classroom testing. Journal
of Educational Research, 85, 89-99. |
ARTHUR W., TUBRÉ, T., PAUL, D.S. & EDENS, P.S. (2003).
Teaching effectiveness : The relationship between
reactions and learning evaluation criteria. Educational
Psychology, 23, 275-285. [PDF] |
|
EBEL, R. & FRISBIE, D.A. (1991). Essentials of
educational measurement. Englewood Cliffs, NJ :
Prentice Hall. |
GUNAWARDENA, C.N. & LA POINTE, D.K. (2003). Planning
and management of student assessment. In S. Panda (Ed.), Planning
and management in distance education (pp. 195-205).
London, UK : Kogan Page. |
|
|
TINTO, V. (1993). Leaving college : Rethinking the
causes and cures of student attrition. Chicago :
University of Chicago Press. |
ZHANG, Z. & BURRY-STOCK, J.A. (2003). Classroom
assessment practices and teachers' self-perceived
assessment skills. Applied Measurement in Education,
16 (4), 323-342. [PDF] |
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CAREY, L. (1994). Measuring and evaluating school
learning Boston : Allyn & Bacon. |
ELANDER, J. (2004). Student assessment from a
psychological perspective. Psychology Learning &
Teaching, 3 (2), 114-121. |
|
WEISS, J. (1994). Évaluer autrement ! Mesure et
Évaluation en Éducation, 17 (1), 63-73. |
STIGGINS, R.J. (2004). New assessment beliefs for a new
school mission. Phi Delta Kappan, 86 (1),
22-27.
[PDF] |
|
AIRASIAN, P. (1996). Classroom assessment. New
York : McGraw-Hill. |
NEWSTEAD, S. (2004). The purposes of assessment. Psychology
Learning & Teaching, 3 (2), 97-101. |
|
FORGETTE-GIROUX, R., SIMON, M. & BERCIER-LARIVIÈRE, M.
(1996). Les pratiques d'évaluation des apprentissages en
salle de classe : perceptions des enseignantes et des
enseignants. Revue Canadienne de l'Éducation 21 (4),
384-395. [PDF] |
FALCHIKOV, N. (2004). Involving students in assessment. Psychology
Learning & Teaching, 3 (2), 102-108. |
|
KUBISZYN, T. & BORICH, G. (1996). Educational
testing and measurement. Glenview, Il : Scott,
Foresman. |
CHAPPUIS, S. & STIGGINS, R.J. (2005). Using
student-involved classroom assessment to close achievement
gaps. Theory Into Practice, 44 (1), 11-18. |
|
MERLE, P. (1996). L'évaluation des élèves. Enquête sur
le jugement professoral. Paris : Presses
Universitaires de France. |
CHAPPUIS, S. & STIGGINS, R.J. (2005). Putting testing
in perspective : It's for learning. Principal
Leadership, 6 (2), 16-20. [PDF] |
|
THORNDIKE, R.M. (1997). Measurement and evaluation in
psychology and education. Columbus, OH : Merrill. |
HARRISON, C. (2005). Teachers developing assessment for
learning : Mapping teacher change. Teacher
Development 9 (2), 255-263. |
|
MERLE, P. (1998). Sociologie de l'évaluation
scolaire. Paris : PUF/Que sais-je? |
HODGEN, J. & MARSHALL, B. (2005). Assessment for
learning in English and mathematics : A comparison.
The Curriculum Journal, 16 (2), 153-176. |
|
BLACK, P. & WILIAM, D. (1998). Inside the black box :
Raising standards through classroom assessment. Phi
Delta Kappan 80 (20), 139-148. [PDF] |
SHEPARD, L.A. (2006). Classroom assessment. In R.L.
Brennan (Ed.), Educational measurement (pp.
623-646). Westport, CT : American Council on
Education/Praeger. |
|
DWYER, C.A. (1998). Assessment and Classroom Learning :
theory and practice. Journal Assessment in Education :
Principles, Policy & Practice, 5 (1), 131-137. |
STIGGINS, R.J. (2007). Assessment through the student's
eyes. Educational Leadership, 64 (8), 22-26. [PDF] |
|
HOPKINS, K. (1998). Educational and psychological
measurement. Needham Heights, MA : Allyn &
Bacon. |
|
|
|
GRONLUND, N.E. (1998). Assessment of student
achievement. Boston : Allyn and Bacon. |
HARTLEY, J., BETTS, L. & MURRAY, W. (2007). Gender and
assessment : Differences, similarities and implications. Psychology
Learning & Teaching, 13 (1), 34-47. [PDF] |
|
BLACK, P. & WILIAM, D. (1998). Assessment and
classroom learning. Assessment in Education:
Principles, Policy & Practice, 5 (1), 7-74. [DOC] |
CHAPPUIS, S. & STIGGINS, R.J. (2008). Finding balance
: Assessment in the middle school classroom. Middle
Ground, 12 (2), 12-15. [PDF] |
|
MERLE, P. (1998). Sociologie de l'évaluation
scolaire. Paris : PUF/Que sais-je ? |
BENNETT, R.E. (2010). Cognitively based assessment of,
for, and as learning : A preliminary theory of action for
summative and formative assessment. Measurement :
Interdisciplinary Research & Perspectives, 8 (2-3),
70-91. |
|
BRUNAS-WAGSTAFF, J. & NORTON, L. (1998). Perceptions
of justice in assessment : a neglected factor in improving
students as learners. In C. Rust (Ed.), Improving
student learning. Improving students as learners.
Oxford : Oxford Centre for Staff and Learning Development. |
BENNETT, R.E. (2011). Formative assessment : a critical
review. Assessment in Education : Principles, Policy
& Practice, 18 (1), 5-25. |
|
STIGGINS, R.J. (1999). Assessment, student confidence, and
school success. Phi Delta Kappan, 81 (3),
191-198. |
RUMPH, R. NINNESS, C., LACY, J., RUMPH M., HALLE, S.,
CLARY, L., LAW, S., MCKEE, K., WILLS, T. & NINNESS,
S.K. (2013). The automatic graphing/rotation scan
procedure for laptops and cellphones : an ecological
assessment system for developing local norms. Behavior
& social issues, 22, 40-48. [PDF] |
| |
LAURIER, M. (2014). La politique québécoise d’évaluation
des apprentissages et les pratiques évaluatives. Éducation
et Francophonie, 42 (3), 31-49. |
|
POPHAM, W.J. (1999). Classroom assessment : What
teachers need to know. Needham Heights, MA : Allyn
& Bacon. |
BLACK, P. (2014). Assessment and the aims of the
curriculum : An explorer's journey. Prospects, 44 (4),
487-501 |
|
| |
|
Voir aussi Étudier, Examen
et Apprentissages |
|
|
Évaluation des besoins : Voir
Besoin.
Needs assessment.
| |
|
|
JORDAN, J. DOWSWELL, T. HARRISON, S. LILFORD, R.J. &
MORT, M. (1998). Health needs assessment. Whose priorities
? Listening to users and the public. British Medical
Journal, 316 (7145), 1668-1670. |
|
NORMAN, G.R, SHANNON, S.I. & MARRIN, M.L. (2004). The
need for needs assessment in continuing medical education.
British Medical Journal, 328 999-1001. [PDF] |
|
|
|
|
|
Évaluation
des élèves/Étudiants : Voir
Étudiant (Évaluation). Assessing
students, student evaluation, classroom assessment, testing,
assessment for learning, classroom measurement, classroom
evaluation, educational measurement, testing.
|
Évaluation
des enseignant-e-s/professeur-e-s : Voir
Enseignant (Évaluation).
Student evaluation
of teaching (SET), student rating, student ratings of
instruction, assessment of teacher
performance, assessment of teacher
efficacity.
|
|
Évaluation
des enseignements : Voir
Enseigner/Enseignement (Évaluation).
Teaching
evaluation, effective teaching, student evaluation of teaching,
teaching rating, Educational effectiveness research (EER).
|
Évaluation des thérapies : Voir Thérapie (Évaluation)
Psychotherapy efficacy, empirically
validated therapy, great psychotherapy debate, empirically
supported treatments.
|
Évaluation du personnel : Évaluation des employés
d'une entreprise, de la
qualité de leur travail.
Evaluation of staff management, employee evaluation.
| |
|
|
BEYERSTEIN, D.F. & BEYERSTEIN, B.L. (1988). The use of
graphology as a tool for employee hiring and evaluation. The
Democratic Commitment, 22 (2), 1-6. |
|
SUDA, K. & MILTENBERGER, R. (1993). Evaluation of
staff management strategies to increase positive
interactions in a vocational setting. Behavioral
Residential Treatment, 8, 69-88. |
|
|
|
Évaluation formative : Évaluation des apprentissages qui prépare
l'élève/étudiant à une
évaluation sommative.
= Préparation à l'examen.
Formative assessment.
| |
|
|
ROID, G.H. & HALADYNA, T.M. (1977). Measurement
problems in the formative evaluation of instructional
systems. Improving Human Performance, 6, 30-44. |
SHUTE, V.J. (2008). Focus on formative feedback.
Review of Educational Research, 78 (1), 153-189. |
|
ROID, G.H. & HALADYNA, T.M. (1978). The use of domains
and item forms in the formative evaluation of
instructional materials. Educational &
Psychological Measurement, 38, 19-28. |
SHEPARD, L.A. (2008). Formative assessment : Caveat
emptor. In C.A. Dwyer (Ed.), The future of assessment
: Shaping teaching and learning (pp. 279-303). New
York : Erlbaum. |
|
MURRAY, H.G. (1984). Impact of formative and summative
evaluation of teaching in North American universities. Assessment
& Evaluation in Higher Education, 9, 117-132. |
|
|
FUCH, L.S. & FUCH, D. (1986). Effects of systematic
formative evaluation : A meta-analysis. Exceptional
Children, 53, 199-208. |
FURTAK, E.M., RUIZ-PRIMO, M.A., SHEMWELL, J.T., AYALA,
P.R., BRANDON, C.C., SHAVELSON, R.J. & YIN, Y. (2008).
On the fidelity of implementing formative assessments and
its relation to student learning. Applied Measurement
in Education, 21 (4), 360-389. |
|
SADLER, D.R. (1989). Formative assessment and the design
of instructional systems. Instructional Science, 18
(2), 119-144. |
DUNN, K.E. & MULVENON, S.W. (2009). A critical review
of research on formative assessment : The limited
scientific evidence of the impact of formative assessment
in education. Practical Assessment, Research &
Evaluation, 14 (7), 1-11. [PDF] |
|
VAN NIEUWENHOVEN, C. et JONNAERT, P. (1994). Une approche
des représentations des enseignants du primaire à propos
de l'évaluation formative. Mesure et Évaluation en
Éducation, 16 (3-4), 41-79. |
BLACK, P. & WILIAM, D. (2009). Developing a theory of
formative assessment. Educational Assessment,
Evaluation & Accountability, 21 (1), 5-31. |
|
CHEW, S.L. (2004). Using concept tests for formative
assessment. Psychology Teacher Network, 14 (1),
10-12. |
CAULEY, K.M. & McMILLAN, J.H. (2010). Formative
assessment techniques to support student motivation and
achievement. The Clearing House : A Journal of
Educational Strategies, Issues & Ideas, 83 (1),
1-6. [PDF] |
|
WINNINGER, R.S. (2005). Using your tests to teach :
Formative summative assessment. Teaching Psychology,
32 (2), 164-166. |
BENNETT, R.E. (2010). Cognitively based assessment of,
for, and as learning : A preliminary theory of action for
summative and formative assessment. Measurement
: Interdisciplinary Research & Perspectives, 8 (2-3),
70-91. |
|
STIGGINS, R.J. (2005). From formative assessment to
assessment FOR learning: A path to success in
standards-based schools. Phi Delta Kappan, 87
(4), 324-328. [PDF] |
BENNETT, R.E. (2011). Formative assessment : a critical
review. Assessment in Education : Principles, Policy
& Practice, 18 (1), 5-25. [PDF] |
|
| |
|
Voir aussi Évaluation
sommative |
|
|
Évaluation institutionnelle : Évaluation
- tantôt scientifique, tantôt réalisée avec les moyens du bord -
faite par une institution
à l'endroit de son personnel
ou de l'ensemble de ses activités (atteinte de ses
objectifs, problème de gouvernance, nouveau programme, etc.).
|
Évaluation par les pairs : Évaluation d'un individu faite par ses pairs. En
éducation, l'évaluation
des enseignants/professeurs peut être faite par les étudiants ou
les pairs (collègues). En science,
cette évaluation se nomme critique par les pairs.
Peer assessment.
| |
|
|
REMMERS, H.H. & BRANDENBURG, G.C. (1927). Experimental
data on the Purdue ratings scale for instructors.
Educational Administration and Supervision, 13,
519-527. |
|
CEDERBLOM, D. & LOUNSBURY, J.W. (1980). An
investigation of user acceptance of peer evaluations.
Personnel Psychology, 33, 567-580. |
|
ROOT, L.S. (1987). Faculty evaluation : Reliability of
peer assessments of research, teaching, and service. Research
in Higher Education, 26, 71-84. |
|
EDGERTON, E. & McKECHNIE, J. (2002). Students' views
of group-based work and the issue of peer assessment Psychology
Learning & Teaching, 2 (2), 76-81. |
|
HUMPHREYS, L.G. (2002). Problems in individual differences
research with peer review, some peer reviewers, and
suggestions for reform. Multivariate Behavioral
Research, 37 (2), 283-295. |
|
|
Voir
Observation par les pairs et Critique par les pairs |
|
|
Evaluation Review : Revue scientifique de méthodologie,
de mesure et d'évaluation. Éditeur : Sage.
FRENCH, M.T., ROEBUCK, M.C., DENNIS, M.L., GODLEY, S.H.,
LIDDLE, H.A. & TIMS, F.M. (2003). Outpatient
marijuana treatment for adolescents. Economic evaluation
of a multisite field experiment. Evaluation Review,
27 (4), 421-459.
|
| |
|
|
Évaluation scientifique : Voir Évaluation.
Scientific evaluation.
|
Évaluation sociale :
Social evaluation.
| |
|
| |
HAMLIN, J.K. WYNN, K. & BLOOM, P. (2012). The case for
social evaluation in infants. Response to Scarf, D.,
Imuta, K., Colombo, M. & Hayne, H. (2012). Social
evaluation or simple association ? Simple associations may
explain moral reasoning in infants. Public Library, 10
of Science (PLoS ONE), |
| |
HAMLIN, J.K. (2013). Failed attempts to help and harm :
Intention versus outcome in preverbal infants' social
evaluations. Cognition, 128 (3), 451-474. |
|
HAMLIN, J.K., WYNN, K. & BLOOM, P. (2007). Social
evaluation by preverbal infants. Nature, 450, 557-559.
|
HAMLIN, J.K. (2014). Context-dependent social evaluation
in 4.5-month-old human infants : The role of
domain-general versus domain-specific processes in the
development of social evaluation. Frontiers in
Psychology, 5 [614], 1-10.
[PDF] |
|
HAMLIN, J.K., WYNN, K. & BLOOM, P. (2008) Social
evaluation by preverbal infants. Pediatric Research,
63 (3), 219-219. |
HAMLIN, J.K. (2014). The conceptual and empirical case for
social evaluation in infancy: Commentary on D. Tafreshi,
J.J.Thompson & T.P. Racine (2014). An analysis of the
conceptual foundations of the infant preferential looking
paradigm. Human Development, 57 (4), 250-258. |
| |
HAMLIN, J.K. (2015). The case for social evaluation in
preverbal infants : Gazing toward one's goal drives
infants' preferences for Helpers over Hinderers in the
hill paradigm. Frontiers in Psychology, 5, 1563. |
|
HAMLIN, J.K., WYNN, K. & BLOOM, P. (2010).
3-month-olds show a negativity bias in social evaluation.
Developmental Science, 13 (6), 923-939. |
HAMLIN, J.K. (2018). The evolution of social evaluation :
Bonobos are nice but prefer mean guys. Current
Biology, 28 (4), 164-166. |
| |
|
Voir aussi Évaluation |
|
|
Évaluation sommative : Voir Évaluation des élèves/étudiants.
Summative assesment.
| |
|
|
MURRAY, H.G. (1984). Impact of formative and summative
evaluation of teaching in North American universities. Assessment
& Evaluation in Higher Education, 9, 117-132. |
|
BENNETT, R.E. (2010). Cognitively based assessment of,
for, and as learning : A preliminary theory of action for
summative and formative assessment. Measurement :
Interdisciplinary Research & Perspectives, 8 (2-3),
70-91. |
|
HOWE, R. et DAGENAIS, A. (2016). L'évaluation sommativ.
Bulletin de la Documentation Collégiale, 16,
1-14. |
| |
|
|
Voir aussi Évaluation
formative |
|
|
|
|
Evans Evelyn Margaret ( ) : Psychologue
américaine et spécialiste de l'étude des croyances,
notamment du cr?ationisme.
|
EVANS, E.M. (2000). The emergence of beliefs about the
origins of species in school-age children.
Merrill-Palmer Quarterly : Journal of Developmental
Psychology, 46, 221-254. |
|
EVANS, E.M., SCHWEINGRUBER, H. & STEVENSON, H.W.
(2002). Gender Differences in interest and knowledge
scquisition : The United States, Taiwan, and Japan. Sex
Roles, 47 (3/4), 153-167. [PDF] |
|
EVANS, E.M. & WELLMAN, H.M. (2006). A case of stunted
development ? Existential reasoning is contingent on a
developing theory of mind. Behavioral & Brain
Sciences, 29, 471-472. |
|
EVANS, E.M., SPIEGEL, A., GRAM, W., FRAZIER, B.F., TARE,
M., THOMPSON, S. & DIAMON, J. (2010). A conceptual
guide to natural history museum visitors' understanding of
evolution. Journal of Research in Science Teaching,
47, 326-353. |
|
EVANS, E.M. & LANE, J.D. (2011). Contradictory or
complementary ? Creationist and evolutionist explanations
of the origin(s) of species. Human Development, 54 (3),
144-159. |
|
|
|
Evans Gary W. ( ) : Psychologue
écologiste américain, spécialisé dans l'étude du
stress environnemental et des influences du bruit
et de la pauvreté sur
la santé mentale. Collaborateur
de Cohens, Hygge
et Shallice.
|
EVANS, G.W. & LEPORE, S.J. (1993). Nonauditory effects
of noise on children : A critical review. Children's
Environments, 10, 31-51. |
|
EVANS, G.W., BULLINGER, M. & HYGGE, S. (1998). Chronic
noise exposure and physiological response : A prospective
study of children living under environmental stress. Psychological
Science, 9, 75-77. |
|
EVANS, G.W. (2004). The environment of childhood poverty.
American Psychologist, 59, 77-92. |
|
EVANS, G.W. (2017). Childhood poverty and adult
psychological well-being. Proceedings of the National
Academy of Sciences, 113, 14949-14952. |
|
EVANS, G.W. (2019). Projected behavioral impacts of global
climate change. Annual Review of Psychology, 70 (1),
449-474. |
|
|
|
Evans Jonathan ( ) : Psychologue
cognitiviste américain
d'origine brittanique. Il étudie le développement
de la pensée et du raisonnement,
notamment du syllogisme
et du biais de croyance. =
Evans Jonathan St.B.T. Collaborateur de
Ball, Handley, Thompson,
Markovitz,
Newstead, Sloman,
Over et Verde.
 |
EVANS, J.St.B.T., BARSTON, J.L. & POLLARD, P. (1983).
On the conflict between logic and belief in syllogistic
reasoning. Memory & Cognition, 11, 295-306. |
|
EVANS, J.St.B.T. HANDLEY, S.J., PERHAM, N., OVER, D.E.
& THOMPSON, V.A. (2000). Frequency versus probability
formats in statistical word problems. Cognition, 77,
197-213. |
|
EVANS, J.St.B.T. & CURTIS-HOLMES, J. (2005). Rapid
responding increases belief bias : Evidence for the
dual-process theory of reasoning. Thinking &
Reasoning, 11 (4), 382-389. |
|
EVANS, J.St.B.T. (2006). The heuristic-analytic theory of
reasoning : extension and evaluation. Psychonomic
Bulletin & Review, 13 (3), 378-395.
[PDF] |
|
EVANS, J.St.B.T. (2008). Dual-processing accounts of
reasoning, judgment, and social cognition. Annual
Review of Psychology, 59, 255-278.
[PDF] |
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|
Evenden John L. ( ) : Neuropsychologue
et béhavioriste américain,
spécialisé dans l'étude de l'impulsivité.
Collaborateur de Robbins.
|
EVENDEN, J. & RYAN, C.N. (1996) The pharmacology of
impulsive behaviour in rats : the effects of drugs on
response choice with varying delays of reinforcement. Psychopharmacology,
128, 161-170 |
|
EVENDEN, J. (1999). Varieties of impulsivity. Psychopharmacology,
146, 348-361. [PDF] |
|
EVENDEN, J. (1999). The pharmacology of impulsive
behaviour in rats VII : The effects of serotonergic
agonists and antagonists on responding under a
discrimination task using unreliable visual stimuli. Psychopharmacology,
146, 422-431. |
|
EVENDEN, J. (1999). Impulsivity : A discussion of clinical
and experimental findings. Journal of
Psychopharmacology, 13, 180-192. |
|
EVENDEN, J. (1999). The pharmacology of impulsive
behaviour in rats V : The effects of drugs on responding
under a discrimination task using unreliable visual
stimuli. Psychopharmacology, 143, 111-122. |
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Événement : Tout chose qui se produit, se déroule, et peut devenir un fait marquant si
on le remarque en raison de son caractère inusité, de son
originalité, de son importance, de son ampleur, de sa répétition
ou de sa sa nature, toute qualité/propriété qui permet de le
«détacher» du contexte, de l'état des choses, de la réalité, de la
«toile de fond». L'événement a des effets différents sur
l'individu selon que ce dernier est acteur
ou observateur.
Pour certains auteurs, tout événement est, par définition, unique;
il ne se répète jamais et on ne peut le reproduire. =
qui a lieu et que l'on remarque. Event.
| |
|
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ROZEBOOM, W.W. (1959). Comments on Rescher’s "On the
probability of nonrecurring events". In H. Feigl & G.
Maxwell (Eds.), Current Issues in the Philosophy of
Science (pp. 237-241). New York : Holt, Rinehart
and Winston. [PDF] |
|
MAXWELL, N. (1967). Can there be necessary connections
between successive events ? British Journal of
Political Science, 19 (1), 1-25.
[PDF] |
|
REESE, H.W. & SMYER, M.A. (1983). The
dimensionalization of life events. In E.C. Callahan &
K.A. McCluskey (Eds.), Life-span developmental
psychology : Nonnormative life events (pp. 1-33).
New York : Academic Press. |
|
McFARLAND, C. & ALAVARO, C. (2000). The impact of
motivation on temporal comparison : Coping with traumatic
events by perceiving personal growth. Journal of
Personality & Social Psychology, 79, 327-343 |
|
RÛNGER, D. & FRENSCH, P.A. (2008). How incidental
sequence learning creates reportable knowledge : The role
of unexpected events. Journal of Experimental
Psychology : Learning, Memory, & Cognition, 34 (5),
1011–1026. |
|
KHEMLANI, S., LOTSTEIN, M. & JOHNSON-LAIRD, P.N.
(2012). The probability of unique events. PLOS ONE,
7, 1-9. |
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Événement aversif : Événement dont les
conséquences sont aversives
celui ou celle qui le subit.
Aversive event.
|
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CHURCH, R.M., WOOTEN, C.L. & MATTHEWS, T.J. (1970).
Contingency between a response and an aversive event in
the rat. Journal of Comparative & Physiological
Psychology, 72, 476-485. |
| |
CHURCH, R.M. & GETTY, D.J. (1972). Some consequences
of the reaction to an aversive event. Psychological
Bulletin, 78, 21-27. |
|
LABERBERA, J.D. & CHURCH, R.M. (1974). Magnitude of
fear as a function of expected time to an aversive event.
Animal Learning & Behavior, 2, 199-202. |
|
LIBBY, M.E. & CHURCH, R.M (1975). Fear gradients as a
function of the temporal interval between signal and
aversive event in the rat. Journal of Comparative
& Physiological Psychology , 88, 911-916. |
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Voir aussi Évènement
traumatisant, Aversif,
Stimulus
aversif,et Trouble
de stress post-traumatique |
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Événement fondateur : Événement important - favorable ou défavorable - qui marque un
enfant, le
développement de sa personnalité,
le cours de sa vie. EX: Apprendre à lire,
se faire battre par ses parents, subir la mort d'un membre de sa famille,
développer un attachement sain à l'un de ses parents,
etc.
|
Événement inattendu : Voir Inattendu.
Unexpected event.
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Événement traumatisant : Tout événement dont la nature aversive particulière (soudaineté, durée, ampleur, intensité, etc) traumatise
un individu ou un groupe
d'individus, le rend dysfontionnel ou souffrant.
Événement traumatisant,
traumatisme et
syndrome
post-traumatique. = Événement
désagréable.
Traumatic event, aversif event.
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CHURCH, R.M. & GETTY, D.J. (1972). Some consequences
of the reaction to an aversive event. Psychological
Bulletin, 78, 21-27.
|
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McFARLAND, C. & ALAVARO, C. (2000). The impact of
motivation on temporal comparison : Coping with traumatic
events by perceiving personal growth. Journal of
Personality & Social Psychology, 79, 327-343. |
|
CANTOR, C. & PRICE, J. (2007). Traumatic entrapment,
appeasement, and complex post-traumatic stress disorder:
evolutionary perspectives of hostage reactions, domestic
abuse and the Stockholm syndrome. Australian &
New Zealand Journal of Psychiatry, 41, 377-384. |
|
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Voir aussi Aversif
et Trouble
de stress post-traumatique |
|
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Événement
unique : L'expression a deux sens : a) Événement
qui ne survient qu'une seule fois ou très rarement.
EX: Le 11 septembre 2001.
Pour certains auteurs, tout événememnt est, par définition,
unique, donc l'expression serait un pléonasme. Événement unique et
loi de
poisson. b) l'expression renvoie également a un événement
particulier, exceptionnel.
Unique event.
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KHEMLANI, S., LOTSTEIN, M. & JOHNSON-LAIRD, P.N.
(2012). The probability of unique events. PLOS-ONE,
7, 1-9. |
|
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Everitt Barry J. ( ) : Neuropsychologue
anglais, spécialisé dans l'étude des déterminants
biogénétiques et de l'effet des drogues
sur l'apprentissage.
Il s'intéresse également à la dépendance
aux drogues. Collaborateur de Belin,
Dickinson et Robbins.
 |
EVERITT, B.J. & ROBBINS, T.W. (1997). Central
cholinergic systems and cognition. Annual Review of
Psychology, 48, 649-684. |
|
EVERITT, B.J., PARKINSON, J.A., OLMSTEAD, M.C., ARROYO,
M., ROBLEDO, P. & ROBBINS, T.W. (1999). Associative
processes in addiction and reward. The role of
amygdala-ventral striatal subsystems. Annals of the
New York Academy of Sciences, 877, 412-438. |
|
EVERITT, B.J. & ROBBINS, T.W. (2001). Second-order
schedules of drug reinforcement in rats and monkeys :
measurement of reinforcing efficacy and drug-seeking
behaviour. Psychopharmacology, 153 (1), 17-30. |
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EVERITT, B.J., DICKINSON, T.W. & ROBBINS, T.W. (2001).
The neuropsychological basis of addictive behaviour.
Brain Research Reviews, 36 (2-3), 129-138. [PDF] |
|
EVERITT, B.J. & ROBBINS, T.W. (2005.) Neural systems
of reinforcement for drug addiction : from actions to
habits to compulsion. Nature Neuroscience, 8, 1481-1489.
[PDF] |
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Evertson Carolyn M. (1935-) : Spécialiste
américaine de l'éducation, notamment
de la gestion de classe.
Collaboratrice de Emmer.
 |
EVERTSON, C.M. & EMMER, E.T. (1982). Effective
classroom management at the beginning of the schoool year
in junior high classes. Journal of Educationnal
Psychology, 74, 485-498. |
|
EVERTSON, C.M. (1987). Creative conditions for learning :
From research to practice. Theory into Practive, 26 (2),
44-50. |
|
EVERTSON, C.M. (1989). Improving classroom management : A
school-based program for beginning the year. Journal
of Educationnal Research, 83, 282-290. |
|
EVERTSON, C.M. & HARRIS, A.H. (1992). What we know
about managing classrooms. Educational Leadership, 49
(7), 74-78. [PDF] |
|
EVERTSON, C.M. & HARRIS, A.H. (1999). Support for
managing learning-centered classrooms : The classroom
organization and management program. In H.J. Freiberg
(Ed.), Beyond behaviorism : Changing the classroom
management paradigm (pp. 59-74). Boston : Allyn
& Bacon. |
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Évidence : Évident : Ce qui saute aux yeux, tombe sous le sens,
va de soi. Toute proposition
dont la vérité s'impose ou dont on ne peut dire ou affirmer le
contraire. EX: Il faut toujours commencer par
le début / Il faut toujours finir par la fin. NDLR :
En anglais, le mot evidence se rapproche davantage de confirmation
ou donnée
probante. Autrement dit, en français le concept fait appel
surtout à la logique (valeur de vérité), alors qu'en anglais on
insiste davantage sur la correspondance ce avec les faits (valeur
empirique). = à sa face même, va de
soi. Empirical evidence, evidence.
| |
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RESCHER, N. (1958). A theory of evidence. Philosophy
of Science, 25, 83-94. |
|
LEHRER, K. (1965). Knowledge, truth and evidence. Analysis,
25 (5), 168-75. |
|
PENNINGTON, N. & HASTIE, R. (1992). Explaining the
evidence : tests of the story model for juror decision
making. Journal of Personality & Social
Psychology, 62, 189-206. |
|
REDICK, T.S., SHIPSTEAD, Z., HARRISON, T.L., HICKS, K.L.,
FRIED, D.E., HAMBRICK, D.Z., KANE, M.J. & ENGLE, R.W.
(2013). No evidence of intelligence improvement after
working memory training : a randomized, placebo-controlled
study. Journal of Experimental Psychology : General,
142 (2), 359-379. [PDF]
|
|
WILLIAMS, D.R., LAWRENCE, J.A. & DAVIS, B.A. (2019).
Racism and health : Evidence and needed research. Annual
Review of Public Health, 40, 105-125. |
|
|
Voir aussi Confirmation
ou Donnée
probante |
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Évitement : Éviter : Comportement
ou réponse opérante de
l'organisme à un signal (stimulus
discriminatif) annonçant un événement aversif
et qui permet à cet organisme de l'esquiver, de ne pas y faire
face. Techniquement, l'évitement est un comportement renforcé
négativement. EX: Par évitement, un étudiant peut
donc accomplir des tâches désagréables (faire le ménage)
uniquement parce que ces tâches permettent de ne pas faire des
choses encore plus désagréables (faire ses devoirs); c'est en
quelque sorte la compétition des pires. Évitement, navette
d'évitement et décharge
électrique. *Échappement.
= comportement d'évitement.
Avoidance, avoidance behavior, avoidance learning, avoidance responding.
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BUGELSKI, R. & MILLER, N.E. (1938). A spatial gradient
in the strength of avoidance responses. Journal of
Experimental Psychology, 23, 494-505. |
OVERMIER, J.B. & BULL, J.A. (1969). On the
independence of stimulus control of avoidance. Journal
of Experimental Psychology, 79, 464-467. |
|
BROWN, J.S. (1948). Gradients of approach and avoidance
responses and their relation to level of motivation.
Journal of Comparative & Physiological Psychology,
41 (6), 450-465. |
LOCKARD, J.S. (1969). Shaping avoidance behavior in
restrained monkeys'. Journal of the Experimental
Analysis of Behavior, 12 (4), 649-652. [PDF] |
|
SCHOENFELD, W.N. (1950). An experimental approach to
anxiety, escape, and avoidance behavior. In P.H. Hoch
& J. Zubin (Eds.), Anxiety (pp. 70-99). New
York : Grune & Stratton. |
BOLLES, R.C. (1970). Species-specific defense reactions
and avoidance learning. Psychological Review, 71,
32-48. |
| a href="definitionsh.htm#hefferline">
HEFFERLINE, R.F. (1950). An experimental study of
avoidance. Genetic Psychology Monographs, 42 (2),
231-334. |
KRASNEGOR, N.A., BRADY, J.V. & FINDLEY, J.D. (1971).
Second-order optional avoidance as function of fixed-ratio
requirements. Journal of the Experimental Analysis
of Behavior, 15 (2), 181-187. [PDF] |
|
SCHOENFELD, W.N. (1950). An experimental approach to
anxiety, escape, and avoidance behavior. In P.H. Hoch
& J. Zubin (Eds.), Anxiety (pp. 70-99). New
York : Grune & Stratton. |
BADIA, P., CULBERTSON, S. & LEWIS, P. (1971). The
relative aversiveness of signalled vs unsignalled
avoidance. Journal of the Experimental Analysis of
Behavior, 16 (1), 113-121.
[PDF] |
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SIDMAN, M. (1953). Two temporal parameters of the
maintenance of avoidance behavior by the white rat. Journal
of Comparative & Physiological Psychology, 46
(4), 253-261. |
COLE, M., CASSADY, M., HALL, W.S. & WILLIAMS, T.
(1971). The role of the CS and its relationship to the CR
in avoidance conditioning. Learning & Motivation,
2, 12-25. |
|
SOLOMON, R.L. & WYNNE, L.C. (1953). Traumatic
avoidance learning : Acquisition in normal dogs.
Psychological Monographs, 67, 354. |
POWELL, A. & LUMIA, A.R. (1971). Avoidance
conditioning and behaviour therapies : A reply to
Costello. Psychological Review, 78, 344-347. |
|
SIDMAN, M. (1953). Avoidance conditioning with brief shock
and no exteroceptive warning signal. Science, 118 (3058),
157-158. |
LORE, R., BLANC, A. & SUEDFELD, P. (1971). Empathic
learning of a passive avoidance response in domesticated
Rattus norvegicus. Animal Behaviour, 19,
112-114. |
|
SOLOMON, R.L., KAMIN, L.C. & WYNNE, L.C. (1953).
Traumatic avoidance learning : The outcomes of several
extinction procedures with dogs. Journal of Abnormal
& Social Psychology, 48 (2), 291-302. [PDF] |
JAMES, W.T. (1971). A methodological study of conditioning
and extinction of an avoidance response via social
facilitation in dogs. Journal of General Psychology,
84 (2), 275-279. |
|
SIDMAN, M. (1954). The temporal distribution of avoidance
responses. Journal of Comparative & Physiological
Psychology, 47 (5), 399-402. |
MEICHENBAUM, D. (1971). Examination of model
characteristics and reducing avoidance behavior. Journal
of Personnality & Social Psychology, 17,
298-307. |
|
DINSMOOR, J.A. (1954). Punishment : I. The avoidance
hypothesis. Psychological Review, 61, 34-46. |
ROZIN, P. & KALAT, J.W. (1971). Specific hungers and
poison avoidance as adaptive specializations of learning.
Psychological Review, 78, 459-486. |
|
SOLOMON, R.L. & WYNNE, L.C. (1954). Traumatic
avoidance learning : the principles of anxiety
conservation and partial irreversibiity. Psychological
Review, 61, 353-385. |
MATTHEWS, T.J., MORIN, L.P. & CHURCH, R.M. (1971).
Avoidance of thermal stimuli in the rat. Psychonomic
Science, 22, 59-60. |
|
SIDMAN, M. (1955). On the persistence of avoidance
behavior. Journal of Abnormal Psychology, 50
(2), 217-220. |
ROSEN, G.M., ROSEN, E. & REID, J.B. (1972). Cognitive
desensitization and avoidance behavior : A re-evaluation.
Journal of Abnormal Psychology, 80, 176-183. |
|
SIDMAN, M. (1955). Some properties of the warning stimulus
in avoidance behavior. Journal of Comparative
Physiology & Psychology, 48 (6), 444-450. |
THOMAS, R.K. & HILL, A. S. (1973). The caudate nucleus
and avoidance learning : A reevaluation. Bulletin of
the Psychonomic Society, 1, 346-348. |
|
DINSMOOR, J.A. & HUGHES, L.H. (1956). Training rats to
press a bar to turn off shock. Journal of Comparative
Physiology & Psychology, 49 (3), 235-238. |
SMITH, R.E., DIENER, E. & BEAMAN, A.L. (1974). Demand characteristics and the behavioral avoidance measure of fear in behavior therapy analogue research. Behavior Therapy, 5, 172-182. |
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CHURCH, R.M., BRUSH, F.R. & SOLOMON, R.L. (1956).
Traumatic avoidance learning : The effects of CS-US
interval with a delayed-conditioning procedure in a
free-responding situation. Journal of Comparative
and Physiological Psychology, 49, 301-308. |
SHIMOFF, E. (1972). Avoidance responding as a function of
stimulus duration and stimulus relationship to free shock.
Journal of the Experimental Analysis of Behavior, 17
(3) 451-461. [PDF]
|
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CHURCH, R.M. & SOLOMON, R.L. (1956). Traumatic
avoidance learning : The effects of delay of shock
termination. Psychological Reports, 2, 357-368. |
KNUTSON, J.F. & BAILEY, M.I. (1974). Free-operant
escape-avoidance of noise by rats. Journal of
Experimental Analysis of Behavior, 22 (1), 219-229.
[PDF] |
|
LIBBY, M.E. & CHURCH, R.M. (1974). Timing of avoidance
responses by rats. Journal of the Experimental
Analysis of Behavior, 22 (3), 513-517. |
|
SIDMAN, M. & BOREN, J.J. (1957). A comparison of two
types of warning stimulus in an avoidlance situation. Journal
of Comparative & Physiological Psychology, 50, 282-287. |
FONTAINE, O., LIBON, P. & RICHELLE, M. (1974). Action
of a new psychotropic drug (sulpiride) on avoidance
behavior in rats. Psychopharmacologia, 39,
309-314. |
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KAMIN, L.J. (1957). The gradient of delay of secondary
reward in avoidance learning. Journal of Comparative
& Physiological Psychology, 50, 445-449. |
WINOCUR, G. & BINDRA, D. (1976). Effects of additional
cues on passive avoidance learning and extinction in rats
with hippocampal lesions. Physiology & Behavior,
17 (6), 915-920. |
|
SIDMAN, M. HERRNSTEIN, R.J. & CONRAD, D.G. (1957).
Maintenance of avoidance behavior by unavoidable shocks. Journal
of Comparative & Physiological Psychology, 50 (6),
553-557. |
BARON, A. & GALIZIO, M. (1976). Clock control of human
performances on avoidance and fixed-interval schedules.
Journal of the Experimental Analysis of Behavior, 26 (2),
165-189. [PDF] |
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BRADY, J.V., PORTER, R.W., CONRAD, D.G. & MASON, J.W.
(1958). Avoidance behavior and the development of
gastroduodenal ulcers. Journal of the Experimental
Analysis of Behavior, 1, 69-72. [PDF] |
EPSTEIN, S. & SZIPILER, J. (1976). Availability of an
avoidance response as related to autonomic arousal. Journal
of Abnormal Psychology, 86, 360-368. |
|
CHURCH, R.M. & LERNER M.D. (1976). Does the headless
roach learn to avoid ? Physiological Psychology,
4, 439- 442. |
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SIDMAN, M. (1958). Some notes on "bursts" in free-operant
avoidance experiments. Journal of the Experimental
Analysis of Behavior, 1 (2), 167-172. [PDF] |
KORNHABER, R.C. & SCHROEDER, H.E. (1977). Importance
of model similarity on extinction of avoidance behavior in
children. Journal of Consulting & Clinical
Psychology, 43 (5), 601-607. |
|
VERHAVE, T. (1959). Avoidance responding as a function of
simultaneous and equal changes in two temporal parameter.
Journal of the Experimental Analysis of Behavior, 2 (3),
185-190. [PDF] |
DINSMOOR, J.A. (1977). Escape, avoidance and punishment :
Where do we stand ? Journal of the Experimental
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BOREN, J.J. (1960). Decrement in performance during
prolonged avoidance sessions. Journal of the
Experimental Analysis of Behavior, 3 (3), 201-206.
[PDF] |
LINHART, S.B., ROBERTS, J.D., SCHUMAKE, A. & JOHNSON,
R. (1977). Avoidance of prey by captive coyotes punished
with electric shock. Proceedings of the 7th
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SOLOMON, R.L. & TURNER, L.H. (1960). Discriminative
classical conditioning under curare can later control
discriminative avoidance responses in the normal. Science,
132, 1499-1500. |
HINELINE, P.N. & HARRISON, J.F. (1978). Lever biting
as an avoidance response. Bulletin of the Psychonomic
Society, 11, 223-226. |
|
LOGUE, A.W. & De VILLIERS, PA. (1978). Matching in
concurrent variable-interval avoidance schedules.
Journal of the Experimental Analysis of Behavior, 29,
61-67. [PDF] |
|
BAER, D.M. (1960). Escape and avoidance response of
preschool children to two schedules of reinforcement
withdrawal. Journal of the Experimental Analysis of
Behavior, 3 (2), 155-159.
[PDF] |
BERSH, P.J. & ALLOY, L.B. (1978). Avoidance based on
shock intensity reduction with no change in shock
probability. Journal of the Experimental Analysis of
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of the Experimental Analysis of Behavior, 4 (3),
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schedules of avoidance : reinforcement within and by
avoidance situations. Journal of the Experimental
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CLARK, F.C. (1961). Avoidance conditioning in the
chimpanzee. Journal of the Experimental Analysis of
Behavior, 4 (4), 393-395. [PDF] |
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BLACK, A.H. & MORSE, P. (1961). Avoidance learning in
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duration as negative reinforcement in free-operant
avoidance. Journal of the Experimental Analysis of
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HOFFMAN, H.S., FLESCHER, M. & CHORNY, H. (1961).
Discriminated bar-press avoidance. Journal of the
Experimental Analysis of Behavior, 4 (4), 309-316.
[PDF] |
BUSELMAIER, W., VIERLING, T., BALZEREIT, W. &
SCHWELGER, H. (1981). Genetic analysis of avoidance
learning by means of different psychological testing
systems with inbred mice as model organisms. Psychological
Research, 43 (3), 317-333. |
|
VERHAVE, T. (1962). The functional properties of a time
out from an avoidance schedule. Journal of the
Experimental Analysis of Behavior, 5 (4), 391-422.
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HINELINE, P.N. (1982). Avoidance theory : Old wine, older
bottles, a few new labels. Commentary. The Behavioral
& Brain Sciences, 5, 679-680. |
|
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SOLOMON, R.L. & TURNER, L.H. (1962). Discriminative
classical conditioning in dogs paralyzed by curare can
later control discriminative avoidance responses in the
normal state. Psychological Review, 69, 202-219. |
CRAWFORD, M. & MASTERSON, F.A. (1982).
Species-specific defense reactions and avoidance learning.
Integrative Psychological & Behavioral Science, 17
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SIDMAN, M. (1962). Classical avoidance without a warning
stimulus. Journal of the Experimental Analysis of
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free-operant avoidance conditioning to human behavior. Psychological
Bulletin, 96 (2), 247-272. |
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ANGER, D. (1963). The role of temporal discriminations in
the reinforcement of Sidman avoidance behavior.
Journal of the Experimental Analysis of Behavior, 6,
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GOODALL, G. (1984). Cerebellar involvement in avoidance
and escape learning. Brain Research, 6 (2-3),
219-220. |
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KELLEHER, R.T., RIDLE, W.C. & COOK, L. (1963).
Persistent behavior maintained by unavoidable shocks. Journal
of the Experimental Analysis of Behavior, 6,
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Voir aussi Échappement,
Conditionnement
opérant, Décharge
électrique et Navette
d'évitement |
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Development Bulletin, 11, 27-30. [PDF] |
| |
SHTULMAN, A. & CHECA, I. (2012). Parent-child
conversations about evolution in the context of an
interactive museum display. International Electronic
Journal of Elementary Education, 5, 27-46.
[PDF] |
| |
KENRICK, D.T. & GRISKEVICIUS, V. (2013). The
rational animal : How evolution made us smarter than we
think. New York : Basic Books. |
|
BERWICK, R.C., FRIEDERICI, A.D., CHOMSKY, N. &
BOLHUIS, J.J. (2013). Evolution, brain, and the nature of
language. Trends in Cognitive Sciences, 17 (2),
89-98. |
|
CARRUTHERS, P. (2013). Evolution of working memory. Proceedings
of the National Academy of Science, 110 (S2),
10371-10378. [PDF] |
|
JOHNSON, D.D.P. & MacKAY, N.J. (2015). Fight the power
: Lanchester's laws of combat in human evolution.
Evolution & Human Behavior, 36 (2), 152-163. [PDF] |
|
MIKHALEVICH, I., POWELL, R. & LOGAN, C. (2017). Is
behavioural flexibility evidence of cognitive complexity?
How evolution can inform comparative cognition.
Interface Focus, 7, 1-15. [PDF] |
|
WHITE, C. (2021). An introduction to the cognitive
science of religion : Connecting evolution, brain,
cognition and culture. London : Routledge. |
|
| |
|
Voir aussi Évolution
culturelle, Théorie
de l'évolution, Psychologie
évolutionniste et Espèce
animale |
| |
|
|
Évolution (Co-... des espèces) : Espèces
qui cohabitent sur le même territoire
et qui, de ce fait, s'influencent mutuellement, tant sur le
plan de l'évolution biologique que du
développement individuel. Co-evolution.
| |
|
|
EHRLICH, P. & RAVEN, P.H. (1964). Butterflies and
plants : A study in coevolution. Evolution, 18,
586-608. |
THOMPSON, J.N. (1994). The coevolutionary process. Chicago
: The University of Chicago Press. |
|
ANDERSON, R.M. & MAY, R.M. (1982). Coevolution of
hosts and parasites. Parasitology, 85, 411-426.
|
FELDMAN, M.W. & LALAND, K. (1996). Gene-culture
coevolutionary. Trends in Ecology & Evolution,
11, 453-457. |
|
AOKI, K. (1986). A stochastic model of gene-culture
coevolution suggested by the "culture historical
hypothesis" for the evolution of adult lactose absorption
in humans. Proceedings of the National Academy of
Sciences, USA, 83, 2929-2933. [PDF] |
DEACON, T. (1997). The symbolic species : The
co-evolution of language and the human brain.
London : Penguin |
|
DURHAM, W.H. (1991). Coevolution : Genes, culture,
and human diversity. Stanford, CA : Stanford
University Press. |
FITCH, W.T. (2008). Co-evolution of phylogeny and
glossogeny : There is no logical problem of language
evolution. Behavioral & Brain Sciences, 31
(5), 521-522. |
|
|
Voir aussi Évolution, Domestication
et Espèce |
|
|
|
|
|
|
Évolution culturelle/sociale : Évolution, mème
et
transmission culturelles. = évolution
sociale Social evolution, cultural evolution.
| |
|
|
CHAPIN, F.S. (1913). Introduction to the study of
social evolution—The prehistoric period. New York :
Century. |
RICHERSON, P.J. & BOYD, R. (2005). Not by genes
alone : How culture transformed human evolution. Chicago
: University of Chicago Press. |
|
CHILDE, V.G. (1951). Social evolution. London : Watts. |
HODGSON, G.M. (2005). Generalizing darwinism to social
evolution : some early attempts. Journal of Economic
Issues, 39 (4), 899-914. [PDF] |
|
CAVALLI-SFORZA, L.L. & FELDMAN, M.M.W. (1976).
Cultural and biological evolutionary processes, selection
for a trait under complex transmission. Theoretical
Population Biology, 9, 238-259 |
|
|
PULLIAM, H.R. & DUNFORD, C. (1980). Programmed to
learn : an essay on the evolution of culture. New
York : Columbia University Press. |
|
|
RICHERSON, R.J. & BOYD, R. (1984). Natural selection
and culture. BioScience 34, 430-434. |
MESOUDI, A. (2007). Biological and cultural evolution :
Similar but different. Biological Theory, 2 (2),
119-123. |
|
BOYD, R. & RICHERSON, P.J. (1985). Culture and
the evolutionary process. Chicago, IL : University
of Chicago Press. |
SMITH, K. & KIRBY, S. (2008). Cultural evolution :
Implications for understanding the human language faculty
and its evolution. Philosophical Transactions of the
Royal Society of London : Series B. Biological Sciences,
363, 3597-3603. |
|
TRIVERS, R.L. (1985). Social evolution. Menlo
Park, CA : Benjamin Cummings |
FITCH, W.T. (2008). Glossogeny and phylogeny : cultural
evolution meets genetic evolution. Trends in Genetics,
24 (8), 373-374. |
|
BOYD, R. & RICHERSON, P.J. (1996). Why culture is
common, but cultural evolution is rare. In W.C.G.
Runciman, J. Maynard Smith & R.I.M. Dunbar (Eds.),
Evolution of social behaviour patterns in primates and
man. Proceedings of The British Academy (Vol. 88,
p 77–93). Oxford : Oxford University Press. |
MESOUDI, A. (2009). How cultural evolutionary theory can
inform social psychology, and vice versa.
Psychological Review, 116, 929-952. |
|
GADAGKAR, R. (1997) Social evolution - Has nature ever
rewound the tape ? Current Science, 72, 950-956. |
|
|
FEINMAN, G. (2000). Cultural evolutionary approaches and
archaeology : Past, present and future. In G. Feinman
& L. Manzanilla (Eds.), Cultural evolution :
Contemporary viewpoints (pp. 1-12). in.
Kluwer/Academic Press : London. |
DE BLOCK, A. & DEWITTE, S. (2009). Darwinism and the
cultural evolution of sports. Perspectives in Biology
& Medicine, 52 (1), 1-16. [PDF] |
|
HENRICH, J. & McElREATH, R. (2003). The evolution of
cultural evolution. Evolutionary Anthropology, 12,
123-135. [PDF] |
MESOUDI, A. (2011). Cultural evolution : How
darwinian theory can explain human culture and
synthesize the social sciences. Chicago, IL :
University of Chicago Press. |
|
BOYD, R. & RICHERSON, P.J. (2004). The origin and
evolution of cultures. New York : Oxford University
Press. |
MOYA, C. & HENRICJ, J. (2016). Culture-gene
coevolutionary psychology : cultural learning, language,
and ethnic psychology. Current Opinion in Psychology,
8, 112-118. [PDF] |
|
HENRICH, J. (2004). Demography and Cultural Evolution: Why
adaptive cultural processes produced maladaptive losses in
Tasmania. American Antiquity, 69, 197-214. |
HENRICH, J. & TENNIE, C. (2017). Cultural evolution in
chimpanzees and humans. In M. Muller, R. Wrangham & D.
Pilbeam (Ed.), Chimpanzees and human evolution. Cambridge,
MA : Harvard University Press. [PDF] |
|
APLIN, L.M. (2019). Culture and cultural evolution in
birds : A review of the evidence. Animal Behaviour,
147, 179-187. |
|
|
Voir aussi Évolution biologique, Mème,
Culture et
Transmission culturelle |
| |
|
|
Évolution
naturelle (Maladie) : Cette
expression désigne la progression naturelle d'une maladie
vers la guérison ou la
dégénérescence et la mort dans une population
en l'absence de toute intervention médicale ou psychologique. Il
existe deux cas de figure : la maladie se résorbe d'elle-même ou
bien elle continue de progresser et l'état du malade empire. 1)
Dans le premier cas, la maladie se développe, puis l'organisme y
réagit (système immunitaire, modification
du comportement, prise de conscience, ressources sociales,
etc.) et, après un certain temps, il recouvre la santé;
2) Dans le second cas, la maladie se développe, l'organisme
y réagit mais l'état du malade s'aggrave néanmoins (à terme, il
peut en mourir ou demeurer gravement malade). Ce concept permet de
distinguer les réactions normales et curatives
de l'organisme des effets plus ou moins bénéfiques d'un traitement
médical ou psychologique. EX: La plupart des
individus ont la capacité
de combattre la grippe, un mal de tête ou la déprime (premier cas
de figure), mais ces mêmes individus seront incapables de vaincre
le cancer du poumon ou l'autisme sans intervention médicale ou
psychologique. En recherche, on utilise un groupe
contôle/ placebo pour
mettre en évidence l'évolution naturelle d'une maladie ou d'un
problème psychologique et distinguer cette évolution des effets
bénéfiques de l'intervention,
du du traitement (groupe
expérimental), notamment lors d'essais
cliniques.
= Évolution normale de la maladie, histoire naturelle de la maladie, évolution sans intervention.
|
|
|
Évolutionniste : Tout biologiste,
éthologiste, primatologue
ou psychologue qui
s'intéresse plus particulièrement à l'évolution. Plus
précisément, ce terme désigne tout scientifique qui considère que
les principes de sa théorie doivent être en accord avec les
principes de la théorie standard de l'évolution. De nos jours, il
existe très peu de biologistes qui ne souscrivent pas à ce point
de vue. NDLR : On ne peut pas en dire autant
des psychologues... ( ): Coppens,
Darwin, Dawkins,
Eldredge, Gould,
Haldane, Hamilton,
Huxley,
Lewontin, Maynard Smith, Mayr,
Parker, Simpson.
|
| EU/EV
- EXAMEN
- EXERCICE - EXISTENTIALISME
- EXPÉRIENCE - EXPERTISE
- EXPLIQUER - EXPRESSION
FACIALE - EXTINCTION -
EYSENK - Fin |
Ex
post facto : Signifie après le fait. Au sens
large, se dit de toute méthode
de recherche qui décrit l'effet d'un phénomène
sans en contrôler l'apparition, donc après qu'il se soit produit
(méthode corrélationnelle, enquête, méthode historique, étude de
cas, etc). Qualifie également toute technique de contrôle qui
consiste à neutraliser les effets d'une variable parasite après
qu'elle se soit produite (plutôt que pendant la recherche).
|
|
|
|
|
Exactitude
(psychologique) : Description
d'une observation personnelle qui correspond aux faits, à la
réalité, avec plus ou moins de précision.
EX: Exactitude d'un témoignage.
Exactitude et Précision.
Accuracy.
| |
|
|
PHARES, V. (1997). Accuracy of Informants : Do parents
think that mother knows best ? Journal of Abnormal
Child Psychology, 25 (2), 165-171. |
|
JUSSIM, L. (2005). Accuracy : Criticisms, controversies,
criteria, components, and cognitive processes.
Advances in Experimental Social Psychology, 37, 1-93.
[PDF] |
|
|
|
|
|
Examen : Examiner : Le terme est utilisé dans de nombreux
contextes : médical, scolaire et scientifique. a)
En médecine et dans les technologies connexes, on utilise le terme
pour désigner l'ensemble des pratiques (interroger, palper,
mesurer, écouter, usage des tests, etc) qui visent à évaluer la
condition générale d'un patient (examen de routine), et parfois un
trouble particulier (douleur, maladie, etc.). Par extension, on
utilise le terme en psychologie clinique. Examen, diagnostic
et anamnèse.
b) En éducation, le terme est synonyme
d'évaluation. = examen
scolaire. c) Dans un contexte plus large,
notamment scientifique, le terme renvoie à une opération qui
consiste à observer avec
minutie et attention
un objet ou un phénomène,
dans le but de le classer
(description des propriétés)
ou de le comparer (trouver des anomalies).
Examiner et
Diagnostic
|
|
| |
a |
|
Voir aussi Anamnèse |
| |
| b |
|
BAÇOL, G. & JOHANSON, G. (2009). Effectiveness of
frequent testing over achievement : A meta analysis study.
International Journal of Human Sciences, 6 (2),
99-121. [PDF] |
|
Voir aussi Examen scolaire |
| |
| c |
|
Voir aussi Observer
et Décrire |
|
|
|
Examen (scolaire) : Forme d'évaluation
écrite ou orale des connaissances/ apprentissages.
( ): Voir tableau ci-dessous.
Exam, examination, test.
| |
|
|
MARSHALL, J.C. & HALES, L.W. (1971). Classroom
test construction. Reading MA : Addison-Wesley. |
FERRARI, J.R. & McGOWAN, S. (2002). Using exam bonus
points as incentive for research participation. Teaching
of Psychology, 29 (1), 29-31. [PDF] |
|
HAKSTIAN, A.R. (1971). The effects of type of examination
anticipated on test preparation and performance. The
Journal of Educational Research, 64 (7), 319-324. |
LEEMING, F.C. (2002). The exam-a-day procedure improves
performance in psychology classes. Teaching of
Psychology, 29 (3), 210-212. |
|
BEESON, R.O. (1973). Immediate knowledge of results and
test performance. Journal of Educational Research,
66, 224-226. |
PERLMAN, B., McCANN, L.I., DETTLAFF D.M. & PALLADINO,
J.J. (2003). Teacher evaluations of make-up exam
procedures. Psychology Learning & Teaching, 3 (1),
36-39. [PDF] |
|
TOWNSEND, N.R. & WHEATHLEY, G.H. (1975). Analysis of
frequency of tests and varying feedback delays in college
mathematics achievement. College Student Journal, 9,
32-36. |
KOUYOUMDJIAN, H. (2004). Influence of unannounced quizzes
and cumulative exam on attendance and study behavior. Teaching
of Psychology, 31 (2), 110-111. [PDF] |
|
ZEIDNER, M. (1988). Sociocultural differences in
examinees' attitudes towards scholastic ability exams.
Journal of Educational Measurement, 25, 67-76. |
PADILLA-WALKER, L.M. (2007). The impact of daily extra
credit quizzes on exam performance. Teaching of
Psychology, 33 (4), 236-239. |
|
HALADYNA, T.M., BOBBIT-NOLEN, S. & HAAS, N.H. (1991).
Raising standardized achievement test scores and
theorigins of test score pollution. Educationel
Researcher, 20 (5), 2-7 |
LANDRUM, R.E. (2007). Introductory psychology student
performance : Weekly quizzes followed by a cumulative
final exam. Teaching of Psychology, 34 (3),
177-180. [PDF] |
|
ROBERTS, D.M. (1993). An empirical study on the nature of
trick test questions. Journal of Educational
Measurement, 30, 331-344. |
ZAMBOANGA, B.L., PADILLA-WALKER, L.M., HARDY, S.A.,
THOMPSON, R.A. & WANG, S.C. (2008). Academic
background and course involvement as predictors of exam
performance. Teaching of Psychology, 34 (3),
158. [PDF] |
|
McDOUGALL D. & GRANBY, C. (1996). How expectation of
question- ing method affects undergraduates' preparation
for class. Journal of Experimental Education, 65,
43-54. |
BAÇOL, G. & JOHANSON, G. (2009). Effectiveness of
frequent testing over achievement : A meta analysis study.
International Journal of Human Sciences, 6 (2),
99-121. [PDF] |
|
McMORRIS, R.F., BOOTHROYD, R.A. & PIETRANGELO, D.J.
(1997). Humor in educational testing : A review and
discussion. Applied Measurement in Education, 10, 269-297. |
PYC, M.A. & RAWSON, K.A. (2010). Why testing improves
memory : Mediator effectiveness hypothesis. Science,
330, 335. |
|
LANDRUM, R.E. (1998). What good are teaching evaluations
anyway ? Significant Difference, 9, 5-6. |
LYLE, K.B. & CRAWFORD, N.A. (2011). Retrieving
essential material at the end of lectures improves
performance on statistics exams. Teaching of
Psychology, 38 (2), 94-97. [PDF] |
|
| |
|
Voir aussi Jeu-questionnaire,
Point-bonus,
Tricher, Copier
et Initiation
à la Psychologie |
| |
|
|
Examen à choix multiple : ECM : Examen qui ne contient que des questions
à choix multiple, ou une majorité de ces questions. Examen,
choix et évaluation.
= Examen objectif.
Multiple-choice exams, multiple-choice test items,
multiple-choice test, multiple-choice testing.
| |
|
|
KULHAVY, R.W & ANDERSON, R.C. (1972). Delay-retention
effect with multiple-choice tests. Journal of
Experimental Psychology, 63, 505-512. |
|
|
HOUSTON, J.P. (1976). The assessment and prevention of
answer copying on undergraduate multiple-choice exams. Research
in Higher Education 5 (4), 301-311. |
|
|
ALBANESE, M.A., KENT, T.A. & WHITNEY, D.R. (1977). A
comparison of the difficulty, reliability, and validity of
complex multiple-choice, multiple responses, and multiple
true-false items. Annual Conference on Research in
Medical Education, 16, 105-110. |
|
|
SCHUMACHER, F., BUZTIN, D.W., FINBERG, L. & BURG, F.D.
(1978). The effect of open- vs. closed-book testing on
performance on a multiple-choice examination in
pediatrics. Pediatrics, 61 (2), 256-261. |
DENYER, G. & HANCOCK, D. (2002). Graded multiple
choice questions : Rewarding understanding and preventing
plagiarism. Journal of Chemistry Education, 79, 961-964. |
|
SKINNER, N.F. (1983). Switching answers on multiple-choice
questions : Shrewdness or shibboleth ? Teaching of
Psychology, 10, 220-222. |
HALADYNA, T.M., DOWNING, S.M. & RODRIGUEZ, M.C.
(2002). A review of multiple-choice item-writing
guidelines for classroom assessment. Applied
Measurement in Education, 15, 309-334. [PDF] |
|
HOUSTON, J.P. (1983). Alternate test forms as a means of
reducing multiple-choice answer copying in the classroom.
Journal of Educational Psychology, 75 (4),
572-575. |
|
|
BENJAMIN, L.T., CAVELL, T.A. & SHALLENBERGER, W.R.
(1984). Staying with initial answers on objective tests :
Is it a myth ? Teaching of Psychology, 11, 133-141. |
WALLACE, M.A. & WILLIAMS, R.L. (2003). Multiple-choice
exams : explanations for student choice. Teaching of
Psychology, 30 (2), 136. |
|
CLEGG, V.L. & CASHIN, W.E. (1986). Improving
multiple-choice test. IDEA Paper No.16. Manhatan :
Kansas State University. |
|
|
HOUSTON, J.P. (1986). Classroom answer copying: Roles of
acquaintanceship and free versus assigned seating. Journal
of Educational Psychology, 78 (3), 230-232. |
|
|
ZEIDNER, M. (1987). Essay versus multiple choice type
classroom exams : The students' perspective. Journal
of Educational Research, 80, 352-358. |
|
|
OWEN, S.V. (1987). What's wrong with three-option multiple
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DOWNING, S. (2003). Guessing on selected-response
examinations. Medical Education, 37, 670. |
|
HALADYNA, T.M. (1989). Taxonomy of multiple-choice
item-writing rules. Applied Measurement in Education,
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HALADYNA, T.M. (2004). Developing and validating
multiple-choice test items. Mahwah, NJ : Lawrence
Erlbaum. |
|
BRESNOCK, A.E. (1989). Multiple-choice testing : Question
and response position. Journal of Economic Education,
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|
|
|
BELLEZZA, F.S. & BELLEZZA, S.F. (1989). Detection of
cheating on multiple-choice tests by using
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151-155. |
|
|
HALADYNA, T.M. & DOWNING, S.M. (1989). Validity of a
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Measurement in Education, 2, 51-78. |
|
|
BALCH, W.R. (1989). Item order affects performance on
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|
|
HALADYNA, T.M. & SHINDOLL, R.R. (1989). Item shells : A
method for writing effective multiple-choice test items.
Evaluation & the Health Professions, 12, 97-104. |
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|
FARLEY, J.K. (1989). The multiple-choice test : writing
the questions. Nurse Education, 14, 10-12. |
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|
ANDRÈS, A.M. & DEL CASTILLO, J.D. (1990).
Multiple-choice tests : Power, length, and optimal number
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|
FRISBIE, D.A. & BECKER, D.F. (1990). An analysis of
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KOLSTATD, R.K. & KOLSTAD, R.A. (1991). The option
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|
NNODIM, J.O. (1992). Multiple-choice testing in anatomy. Medical
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|
CLARIANA, R.B., ROSS, S.M. & MORRIS, G.R. (1992). The
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|
HALADYNA, T.M. (1992). The effectiveness of several
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HARASYM, P.H., PRICE, P.G., BRANT, R., VIOLATO, C. &
LORSCHEIDER, F.L. (1992). Evaluation of negation in stems
of multiple-choice items. Evaluation & the Health
Professions, 15, 198-220. |
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TAMIR, P. (1993). Positive and negative multiple choice
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FRARY, R.B. (1993). Statistical methods of detecting
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HALADYNA, T.M. & DOWNING, S.M. (1993). How many
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CREHAN, K.D., HALADYNA, T.M. & BREWER, B.W. (1993).
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|
HARASYM, P.H., LEONG, E.J., VIOLATO, C., BRANT, R. &
LORSCHEIDER, F.L. (1998). Cuing effect of "all of the
above" on the reliability and validity of multiple-choice
test items. Evaluation & the Health Professions,
21, 120-133. |
LITTLE, J., BJORK, E.L. (2010). Multiple-choice testing
can improve the retention of non-tested related
information. In S. Ohisson & R. Catrabone (Eds.),
Proceedings of the 32nd Annual Conference of the
Cognitive Science Society (pp. 1535-1540). Austin,
TX : Cognitive Science Society. |
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ROGERS, W.T. & HARLEY, D. (1999). An empirical
comparison of three- and four-choice items and tests :
Susceptibility to test wiseness and internal consistency
reliability. Educational & Psychological
Measurement, 59, 234-247. |
KORNELL, N., RABELO, V.C. & KLEIN, P.J. (2012). Tests
enhance learning : Compared to what ? Journal of
Applied Research in Memory & Cognition, 1,
257-259. [PDF] |
|
SKINNER, N.F. (1999). When the going get tough, the tough
get going : Effects of item difficulty on multiple-choice
test performance. North American Journal of
Psychology, 1 (1), 79-82. |
LITTLE, J., BJORK, E.L., BJORK, R.A. & ANGELLO, G.
(2012). Multiple-choice tests exonerated, at least of some
charges : Fostering test-induced learning and avoiding
test-induced forgetting. Psychological Science, 23 (11),
1337-1344. [PDF] |
|
HALADYNA, T.M. (1999). Developing and validating
multiple-choice test items. Mahwah, NJ : Lawrence
Erlbaum Associates. |
BJORK, E.L., LITTLE, J. & STORM, B.C. (2014).
Multiple-choice testing as a desirable difficulty in the
classroom. Journal of Applied Research in Memory
& Cognition, 3, 165-170. [PDF] |
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Voir aussi
Question à choix mulitiple, Test
de lecture, Examen,
Tricher, Copier et
Jeu
questionnaire |
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Examen
à livre ouvert : Examen. Open-book
test.
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STALNAKER, J.M. & STALNAKER, R.C. (1934). Open-book
examinations. The Journal of Higher Education, 5, 117-120. |
THEOPHILIDES, C. & KOUTSELINI, M. (2000). Study
behavior in the closed-book and the open-book examination
: A comparative analysis. Educational Research &
Evaluation, 6, 379-393. |
|
TUSSING, L. (1951). A consideration of the open book
examination. Educational & Psychological
Measurement, 11 (4), 597-602. |
EILERSTEN, T.V. & VALDERMO, O. (2000). Open-book
assessment : A contribution to improved learning ?
Studies in Educational Evaluation, 26, 91-103. |
|
KALISH, R.A. (1958). An experimental evaluation of the
open book examination. Journal of Educational
Psychology, 49 (4), 200-204. |
|
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FELDHUSEN, J.F. (1961). An evaluation of college
students'reactions to open book examinations. Educational
& Psychological Measurement, 21 (3), 637-646. |
PHILLIPS, G. (2006). Using open-book tests to strengthen
the study skills of community college biology students. Journal
of Adolescent & Adult Literacy, 49, 574-582. |
|
PAUKER, J.D. (1974). Effect of open book examinations on
test performance in an undergraduate child psychology
course. Teaching of Psychology, 1, 71-73. |
MOORE, R. & JENSEN, P.A. (2007). Do open-book exams
impede long-term learning in introductory biology courses
? Journal of College Science Teaching, 20, 46-49. |
|
KRARUP, N., NAERAA, N. & OLSEN, C. (1974). Open-book
tests in a university course. Higher Education, 3, 157-164. |
AGARWAL, P., KARPICKE, J., KANG, S., ROEDIGER, H. &
MCDERMOTT, K. (2008). Examining the testing effect with
open- and closed- book tests. Applied Cognitive
Psychology, 22, 861-876. [PDF] |
|
SCHUMACHER, F., BUZTIN, D.W., FINBERG, L. & BURG, F.D.
(1978). The effect of open- vs. closed-book testing on
performance on a multiple-Cchoice examination in
pediatrics. Pediatrics, 61 (2), 256-261. |
|
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BONIFACE, D. (1985). Candidates' use of notes and
textbooks during an open-book examination. Educational
Research, 27 (3), 201-209. |
WILLIAMS, J.B. & WONG, A. (2009). The efficacy of
final examinations: A comparative study of closed-book,
invigilated exams and open-book open-Web exams.
British Journal of Educational Technology, 40,
227-236. |
|
FELLER, M. (1994). Open-book testing and education for the
future. Studies in Education Evaluation, 20, 235-238. |
GRARIB, A., PHILLIPS, W. & MATHEW, N. (2012). Cheat
sheet or open-book ? A comparison of the effects of exam
types on performance, retention, and anxiety. Psychology
Research, 2 (8), 469-478.
[PDF] |
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THEOPHILIDES, C. & DYONYSIOU, O. (1996). The major
functions of the open-book examination at the university
level : A factor analytic study. Studies in
Educational Evaluation, 22, 157-170. |
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Voir aussi Examen |
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Examen oral : Examen dont les réponses sont données à voix haute
= Test oral,
viva voce. /examen Écrit.
Oral examination, oral exam.
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EVANS, L.R., INGERSOLL, R.W. & SMITH, E.J. (1966). The
reliability, validity, and taxonomic structure of the oral
examination. Journal of Medical Education, 41 (7),
651-577. |
KEHM, B. (2001) Oral examinations at German universities.
Assessment in Education, 8, 25-31. |
|
ARNDT, C.B., GULY, U.M.V. & McMANUS, I.C. (1986).
Preclinical anxiety : The stress associated with a viva
voce examination. Medical Education, 20 (4),
274-280. |
STRAY, C. (2001) The shift from oral to written
examination : Cambridge and Oxford 1700-1900. Assessment
in Education : Principles, Policy & Practices, 8 (1),
33-50. |
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TINKLER, P. & JACKSON, C. (2002) In the dark ?
Preparing for the PhD viva. Quality Assurance in
Education, 10 (2), 86-97. |
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THOMAS, C.S., MELLSOP., G., CALLENDER, K., CRAWSHAW, J.,
ELLIS, P.M., HALL, A., MacDONALD, J., SILVER-SKIOLD P.
& ROMANS-CLAKSON, S. (1993). The oral examination : A
study of academic and non-academic factors. Medical
Education, 27 (5), 433–439. |
WESTHOFF, K., HAGEMEISTER, C. & ECKERT, H. (2002). On
the objectivity of oral examinations in psychology. Zeitschrift
für Differentielle und Diagnostische Psychologie, 23,
149-157. |
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BUTLER, D. & WISEMAN, L. (1993). Viva the viva : Oral
examinations in contract law. Legal Education Review,
4, 331-338. |
YAPHE, J. & STREET, S. (2003) How do examiners decide?
A qualitative study of the process of decision making in
the oral examination component of the MRCGP examination. Medical
Education, 37, 764-771. |
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WASS, V., WAKEFORD, R., NEIGHBOUR, R. & VAN DER
VLEUTEN, C. (2003). Achieving acceptable reliability in
oral examinations : An analysis of the Royal College of
general Practitioners membership examination's oral
component. Medical Education, 37 (2), 126-131. |
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OAKLEY, B. & HENCKEN, C. (2005). Oral examination
assessment practices : Effectiveness and change within a
first-year undergraduate cohort. Journal of
Hospitality, Leisure, Sport & Tourism Education, 4 (1),
3-14. |
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JOUGHIN, G. (1998) Dimensions of oral assessment. Assessment
& Evaluation in Higher Education, 23,
367-378. |
DAVIS, M.H. & KARUNATHILAKE, I. (2005) The place of
the oral examination in today's assessment systems. Medical
Teacher, 27 (4), 294-297. |
|
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JOUGHIN, G. (2008). Oral assessment from the
learner's perspective. Saarbrücken : VDM. |
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PEARCE, G. & LEE, G. (2009). Viva voce (oral
examination) as an assessment method : Insights from
marketing students. Journal of Marketing Education 3
(2), 120-130. |
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TORKE, S., ABRAHAM, R.R., RAMNARAYAN, K. & ASHA, K.
(2010). The impact of viva voce examination on students'
performance in theory component of the final summative
examination in physiology. Journal of Physiology &
Pathophysiology, 1 (1), 10-12. |
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McADAMS, C.R. & ROBERTSON, D.L. (2012). An informed
look at doctoral vivas (oral examinations) in the
preparation of counsellor educators. Counsellor
Education & Supervision, 51 (3), 176-188. |
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HUXAHM, M., CAMPBELL, F. & WESTWOOD, J. (2012). Oral
versus written assessments : A test of student performance
and attitudes. Assessment & Evaluation in Higher
Education, 37 (1), 125-136. |
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BURKE-SMALLEY, L.A. (2014). Using oral exams to assess
communication skills in business courses. Business
and Professional Communication Quarterly, 77 (3),
266-280. |
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TURNER, M. & DAVILA-ROSS, M. (2015). Using oral exams
to assess psychological literacy : The final year research
project interview. Psychology Teaching Review, 21
(2), 48-68. [PDF] |
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JOUGHIN, G. (1999) Dimensions of oral assessment and
students' approaches to learning. In S. Brown &
Glasner, A. (Eds.), Assessment matters (pp.
146-156). Buckingham : The Society for Research into
Higher Education & Open University Press. |
CRIST, J. & ROBINSON, K. (2015). Stewards of the word
: Employing oral examinations in required theology
courses. Journal of Catholic Higher Education, 34
(2), |
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Voir aussi Examen |
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Exception : Tout chose qui déroge à la règle générale, à la loi.
En science, les exceptions
jouent un rôle important. Elles permettent aux scientifiques
d'évaluer la portée générale et le caractère synthétique
de leurs théories; plus il y a d'exceptions, moins la théorie
est compl.te. Pour Kuhn, les
exceptions sont autant d'anomalies
qu'un paradigme - la
théorie dominante d'une époque - ne parvient pas à expliquer. Les
exceptions constituent également un puissant moteur de recherche,
qui motivent les scientifiques à faire de nouveaux efforts
(nouvelles théories, façons différentes de mesurer/évaluer un phénomène,
plan de recherche
plus puissant, analyse statistique) pour comprendre ces phénomènes
exceptionnels.
|
Exceptional Children :
Revue scientifique multidisciplinaire qui s'intéresse aux enfants
doués et talentueux.
Éditeur : Council for Exceptional Children.
WHITE, O.R. (1986). Precision teaching - Precision
learning. Exceptional Children, 52 (6),
522-534. [PDF]
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Excitation : Excitabilité : Propriété de toute structure
biologique qui possède des récepteurs
sensoriels (neurones,
cellules musculaires), lesquels récepteurs permettent la
conversion d'un signal/ stimulus
en influx nerveux.
Par extension, on utilise ce terme pour désigner l'effet
spécifique d'un stimulus sur les structures psychiques ou
cognitives d'un organisme. En ce sens, le concept renvoie à l'idée
qu'il faut que le stimulus ait une certaine intensité - un montant
d'excitation - pour déclencher une réponse.
En deça de ce seuil, on dira que l'oraganisme est incapable de
percevoir le stimulus. /Inhibition.
Excitatory state.
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DUMAS, G. (1897). Recherches experìmentales sur
l'excitation et la dépression. Revue Philosophique,
43, 623-634. |
|
ECCLES, J.C. (1959). Excitatory and inhibitory synaptic
action. Annals of the New York Academy of Sciences,
81, 247-264. |
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ZILLMANN, D., MODY, B. & CANTOR, J.R. (1974). Emphatic
perception of emotional displays in films as a function of
hedonic and excitatory state prior to exposure. Journal
of Research in Personality, 8 (4), 335-349. |
|
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SILLAMY, N. (1989). Dictionnaire de la psychologie.
Paris : Larousse. |
Voir aussi Activation
et Transfert
de l'excitation |
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Excitation sexuelle : Première phase du cycle
de la réponse sexuelle.
Ensemble de réponses
physiologiques et psychologiques
(agitation, confusion, etc.) qui se manifestent en présence de stimuli
sexuels (corps, nudité,
organes sexuels), de représentations sexuelles (érotisme,
pornographie) ou lors
d'un fantasme. Cette
étape est généralement préalable à l'atteinte de
l'orgasme et de l'éjaculation.
Cycle de la réponse sexuelle. Sexual arousal.
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ZAMBLE, E., HADAD, G.M., MITCHELL, J.B. & CUTMORE,
T.R. (1985). Pavlovian conditioning of sexual arousal :
first-and second-order effects. Journal of
Experimental Psychology : Animal Behavior Processes, 20,
598-610. |
|
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MALAMUTH, N.M., CHECK, J.V.P. & BRIERE, J. (1986).
Sexual arousal in response to aggression : Ideological,
aggressive, and sexual correlates. Journal of
Personality & Social Psychology, 50 (2),
330-340. [PDF] |
DAVIS, K.C., NORRIS, J., GEORGE, W.H., MARTELL, J. &
HEIMAN. J.R. (2006). Men's likelihood of sexual aggression
: the influence of alcohol, sexual arousal, and violent
pornography. Aggressive Behavior, 32 (6),
581-589. [PDF] |
|
BARBAREE, H.E. (1990). Stimulus control of sexual arousal.
In W.L. Marshall, D.R. Laws, & H.E. Barbaree (Eds.), Handbook
of sexual assault : Issues, theories, and treatment of
the offender (pp. 115-142). New York, NY : Plenum
Press. |
|
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LOOMAN, J. (2000). Sexual arousal in rapists and
child molesters (Unpublished Doctoral thesis).
Kingston, ON : Queen's University. |
CHIVERS, M.L., SETO, M.C., LALUMIÈRE, M. L., LAAN, E.
& GRIMBOS, T. (2010). Agreement of self-reported and
genital measures of sexual arousal among men and women : A
meta-analysis. Archives of Sexual Behavior, 39
(1), 5-56 |
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CHIVERS, M.L., RIEGER, G., LATTY, E. & BAILEY, J.M.
(2004). A sex difference in the specificity of sexual
arousal. Psychological Science, 15, 736-744. |
CHIVERS, M.L. (2010). A brief update on the specificity of
sexual arousal. Sexual & Relationship Therapy,
25, 407-414. |
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CHIVERS, M.L. (2005). Leading comment : A brief review and
discussion of sex differences in the specificity of sexual
arousal. Sexual & Relationship Therapy, 4,
377-390. [PDF] |
CHIVERS, M.L., ROY, C., GRIMBOS, T., CANTOR, J.M. &
SETO, M.C. (2014). Specificity of sexual arousal for
preferred sexual activities in men and women with
conventional and masochistic sexual interests. Archives
of Sexual Behavior, 43, 931-940. |
|
LAWRENCE, A., LATTYY, E., CHIVERS, M.L. & BAILEY, J.M.
(2005). Measurement of sexual arousal in postoperative
male-to-female transsexuals using vaginal
photoplethysmography. Archives of Sexual Behavior,
34, 135-145. |
SUSCHINSKY, K.D., BOSSIO, J.A. & CHIVERS, M.L. (2014).
Women's genital sexual arousal to oral versus penetrative
heterosexual sex varies with menstrual cycle phase at
first exposure. Hormones & Behavior, 65, 319-327. |
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Voir aussi Désir
sexuel |
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Exclusion
sociale : Rejet ou marginalisation
par la société des individus dont les comportements
ou les idées s'écartent des normes
dominantes de la société. EX: Les
itinérants sont souvent exclus des sociétés. Une exclusion
sociale soutenu engendre l'isolement
social. = marginaliser, rejet,
exclus de la société. /inclusion
sociale. Social exclusion.
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JONES, W.H. (1990). Loneliness and social exclusion. Journal
of Social & Clinical Psychology, 9 (2),
214-220. |
TWENGE, J.M., BAUMEISTER, R.F., TICE, D.M. & STUCKE,
T.S. (2000). If you can't join them, beat them: Effects of
social exclusion on aggressive behavior. Journal of
Personality & Social Psychology, 81 (6),
1058-1069. |
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SCOTT, S., KNAPP, M., HENDERSON, J. & MAUGHAN, B.
(2001). Financial cost of social exclusion : follow up
study of antisocial children into adulthood. British
Medical Journal, 323, 1–5. |
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KILLEN, M., STANGOR, C., HORN, S. & SECHRIST, G.B.
(2004). Social reasoning about racial exclusion in
intimate and non-intimate relationships. Youth &
Society, 35, 293-322. |
|
LEARY, M.R. (1990). Responses to social exclusion : Social
anxiety, jealousy, loneliness, depression, and low
self-esteem. Journal of Social & Clinical
Psychology, 9, 221-229. |
BAUMEISTER, R.F., DEWALL, C.N., CIAROCCO, N.J. &
TWENGE, J.M. (2005). Social exclusion impairs
self-regulation. Journal of Personality & Social
Psychology, 88, 589-604. |
|
STAUB, E. (1990). Moral exclusion, personal goal theory,
and extreme destructiveness. Journal of Social
Issues, 46, 47-64. |
MacDONALD, G. & LEARY, M.R. (2005). Why does social
exclusion hurt ? The relationship between social and
physical pain. Psychological Bulletin, 131,
202-223. |
|
POWER, A. & WILSON, W.J. (2000). Social exclusion
and the future of cities. London : London School
of Economics. |
BUMSOO, K. (2006). From exclusion to inclusion ? The Legal
treatment of "foreigners" in contemporary Japan. Immigrants
& Minorities, 24 (1), 51-73. |
|
GARDNER, W.L., PICKETT, C.L. & BREWER, M.B. (2000).
Social exclusion and selective memory : how the need to
belong influences memory for social events. Personality
& Social Psychology Bulletin, 26, 486-496. |
MANER, J.K., DEWALL, C.N., BAUMEISTER, R.F. &
SCHALLER, M. (2007). Does social exclusion motivate
interpersonal reconnection ? Resolving the "porcupine
problem." Journal of Personality & Social
Psychology, 92, 42-55. |
|
MORROW, M.T., HUBBARD, J.A., BARNIGHT, L.J. & THOMSON,
A.K. (2001). Emotion expression processes in children's
peer interaction : The role of peer rejection, aggression,
and gender. Child Development, 72, 1426-1438. |
KERR, N.L. & LEVINE, J.L. (2007). Inclusion and
exclusion : Implications for group processes. In A.E.
Kruglanski and E.T. Higgins (Eds.), Social psychology
: Handbook of basic principles. New York :
Guilford. |
|
HUBBARD, J.A. (2001). Emotion expression processes in
children's peer interaction: The role of peer rejection,
aggression, and gender. Child Development, 72, 1426-1438. |
TWENGE, J.M. & BAUMEISTER, R.F., DEWALL, C.N.,
CIAROCCO, N.J. & BARTELS, J.M. (2007). Social
exclusion decreases prosocial behavior. Journal of
Personality & Social Psychology, 92 (1),
56-66. [PDF] |
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KURZBAN, R. & LEARY, M.R. (2001). Evolutionary origins
of stigmatization : The functions of social exclusion. Psychological
Bulletin, 127 (2), 187-208. |
LAKIN, J.L., CHARTRAND, T.L. & ARKIN, R.M. (2008). I
am toojust like you : Nonconscious Mimicry as an Automatic
Behavioral response to social exclusion. Psychological
Science, 19 (8), 816-822. [PDF] |
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BAUMEISTER, R.F., TWENGE, J.M. & NUSS, C.K. (2002).
Effects of social exclusion on cognitive processes :
Anticipated aloneness reduces intelligent thought. Journal
of Personality & Social Psychology, 83,
817-827. |
KERR, N.L. & LEVINE, J.L. (2008). The detection of
social exclusion : Evolution and beyond. Group
Dynamics, Special Issue: Evolutionary Approaches to
Group Dynamics. 12 (1), 39-52. |
|
SUISSA, J.A. (2000). Cannabis and social exclusion : the
importance of social ties. Intervention, 111,
72-81. |
MIKAMI, A.Y., LERNER, M.D. & LUN, J. (2010). Social
context influences on children's rejection by their peers.
Journal Compilation, 4 (2), 123-130. [PDF] |
|
SUISSA, J.A. (2001). Cannabis, social control and
exclusion : the importance of social ties. International
Journal of Drug Policy, 2 (5-6), 385-396. |
BENENSON, J., MARKOVITS, H., THOMPSON, V. & WRANGHAM,
R. (2011). Under threat of social exclusion, Females
exclude more than males. Psychological Science, 22
(4), 538-544. |
|
TWENGE, J.M., CATANESE, K.R. & BAUMEISTER, R.F.
(2003). Social exclusion and the deconstructed state :
Time perception, meaning- lessness, lethargy, lack of
emotion, and self-awareness. Journal of Personality
& Social Psychology, 85, 409-423. |
WHITE, B.A. & KISTNER, J.A. (2011). Biased
self-perceptions, peer rejection, and aggression in
children. Journal of Abnormal Child Psychology, 39, 645-656.
|
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BELLMORE, A.D. & CILLESSEN, A.H.N. (2003). Children's
meta-perceptions and meta-accuracy of acceptance and
rejection by same-sex and other-sex peers. Personal
Relationships, 10, 217-233. |
ZIMMER-GEMBECK, M. J., NESDALE, D., MCGREGOR, L., MASTRO,
S., GOODWIN, B. & DOWNEY, G. (2013). Comparing reports
of peer rejection : Associations with rejection
sensitivity, victimization, aggression, and friendship.
Journal of Adolescence, 36, 1237-1246. |
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TROPP, L.R., O'BRIEN, T. & MIGACHEVA, K. (2014). How
peer norms of inclusion and exclusion predict children's
interest in cross-ethnic friendships. Journal of
Social Issues, 70, 151-166. |
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WALSH, K., SCHARF, T. & KEATING, N. (2017). Social
exclusion of older persons: a scoping review and
conceptual framework. European Journal of Ageing, 14
(1), 81-98. |
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DODGE, K.A., LANSFORD, J.E., BURKS, V.S., BATES, J.E.,
PETTIT, G.S., FONTAINE, R. & PRICE, J.M. (2003). Peer
rejection and social information-processing factors in the
development of aggressive behavior problems in children.
Child Development, 74, 374-393. |
GARCIA-BACETE, F.J., MARANDE-PERRIN, G., SCHNEIDER, B.H.
& CILLESSEN, A.H.N. (2019). Children's awareness of
peer rejection and teacher reports of aggressive behavior
Psychosocial Intervention, 28 (1), 37-47. [PDF] |
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Voir Norme, Ostracisme,
Isolement
social et
Itinérance |
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Exclusivité
: Caractère de ce qui n'appartient qu'à une
classe/catégorie, qui ne peut être partagé. On dira d'une classe
ou d'une catégorie
qu'elles sont mutuellement exclusive si une variation x ne peut
être classée que dans une et une seule classe/catégorie. EX:
Un doberman est un chien (classe x) et non un chat (classe Y) car
pour être un chien il faut japper (propriété nécessaire). On dira
donc que chien et chat forment des classes mutuellement
exclusives.
|
Excorier
: Excoriation : Habitude
excessive et
auto-mutilante qui consiste à se gratter de manière
compulsive, parfois jusqu'au sang, ce qui provoque des
plaies, voire des infections. = Acne
excoriée. Skin-picking.
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|
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PHILLIPS, K.A. & TAUB, S.L. (1995). Skin picking as a
symptom of body dysmorphic disorder.
Psychopharmacology Bulletin, 31, 279-288. |
TWOHIG, M.P. & WOODS, D.W. (2001). Habit reversal as a
treatment for chronic skin picking in typically developing
adult male siblings. Journal of Applied Behavior
Analysis, 34 (2), 217-220. [PDF] |
|
ARNOLD, L.M., MUTASIM, D.F., DWIGHT, M.M., LAMERSON, C.L.,
MORRIS, E.M. & MCELROY, S.L. (1999). An open clinical
trial of fluvoxamine treat- ment of psychogenic
excoriation. Journal of Clinical Psychopharmacology,
19, 15-18. |
DECKERSBACH, T., WILHELM, S., KEUTHEN, N.J., BAER, L.
& JENIKE, M.A. (2002). Cognitive-behavior therapy for
self-injurious skin picking. Behavior Modification,
26, 361-377. |
|
WILHELM, S., KEUTHEN, N.J., DECKERSBACH, T., ENGELHARD,
I.M., FORKER, L.B., O'SULLIVAN, R.L. & JENIKE, M.A.
(1999). Self-injurious skin picking : Clinical
characteristics and comorbidity. Journal of Clinical
Psychiatry, 60, 454-459. |
DECKERSBACH, T., WILHELM, S., KEUTHEN, N.J. (2003).
Self-injurious skin picking: Clinicalcharacteristics,
assessment methods, and treatment modalities. Brief
Treatment & Crisis Intervention, 3 (2),
249-260. [PDF] |
|
ARNOLD, L.M., MCELROY, S.L., MUTASIM, D.F., DWIGHT, M.M.,
LAMERSON, C.L. & MORRIS, E.M. (1998). Characteristics
of 34 adults with psy- chogenic excoriation. Journal
of Clinical Psychiatry, 59, 509-514. |
BOHNE, A., KEUTHEN, N. & WILHELMS, S. (2005).
Pathologic hairpulling, skin picking, and nail biting. Annals
of Clinical Psychiatry, 17 (4), 227-232. |
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LANE, K.L., THOMPSON, A., RESKE, C.L., GABLE, L.M. &
ARWOOD-BARTON, S. (2006). Reducing skin picking via
competing activities. Journal of Applied Behavioral
Analysis, 39 (4), 459-462.
[PDF] |
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Voir aussi Automutilation,
Compulsion
et Syndrome
de Prader-Willi |
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Excrément
: Excrément, déféquer
et apprentissage
à la propreté.
= selles, fientes,
matière fécale, crottes.
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KRIEF, S., BORIES, C. et HLADIK, C-M. (2003). Résultats
des examens parasitologiques de selles pratiqués sur une
population de chimpanzés sauvages (Pan troglodytes
schweinfurthii) d'Ouganda. Bulletin de la Société de
Pathologie Exotique, 96, 80-81. |
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Voir aussi Apprentissage
à la propreté |
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Exemple
: Objet ou
situation qui possède les propriétés
nécessaires et suffisantes du concept (extension)
que l'on souhaite illustrer (exemplifier).
L'exemple est l'une des procédures utilser par Engelman
pour favoriser l'apprentissage
(faultless instruction). Exemple et
contre-exemple.= e.g (exempli
gratia), i.e. (id est).
Example, instance.
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TENNEYSON, R.D., WOOLLEY, F.R. & MERRILL, P.D. (1971).
Exemplar and nonexemplar which produce correct
classification errors. Journal of Educational
Psychology, 63 (2), 144-152. |
BROSIUS, H.B. & BATHELT, A. (1994).The utility of
exemplars in persuasive communications. Communication
Research, 21, 48-78, |
|
CARNINE, D.W. (1980). Three procedures for presenting
minimally different positive and negative instances. Journal
of Educational Psychology, 72 (4), 452-456. |
MARSH, R.L., LANDAU, J.D. & HICKS, J.L. (1996). How
examples may (and may not) constrain creativity.
Memory & Cognition, 24, 669-680.
[PDF] |
|
ROSS, D. & CARNINE, D.W. (1982). Analytic assistance :
Effects of example selection, subjects' age, and syntactic
complexity. Journal of Educational Research, 75
(5), 294-298. |
QUILICI, J.L. & MAYER, R.E. (1996). Role of examples
in how students learn to categorize statistics word
problems. Journal of Educational Psychology, 88,
144-161. |
|
SWELLER, J. & COOPER, G.A. (1985). The use of worked
examples as a substitute for problem solving in learning
algebra. Cognition & Instruction, 2 (1),
59-89. |
TUOVINEN, J.E. & SWELLER, J. (1999). A comparison of
cognitive load associated with discovery learning and
worked examples. Journal of Educational Psychology,
91, 334-341. |
|
WARD, M. & SWELLER, J. (1990). Structuring effective
worked examples. Cognition & Instruction, 7,
1-39. |
MARZULLO-KERTH, D., REEVE, S.A. & REEVE, K.F. (2011).
using multiple-exemplar training to teach a generalized
repertoire of sharing to children with autism. Journal
of Applied Behavior Analysis, 44 (2), 279-294. [PDF] |
|
TRAFTON, J.G. & REISER, R.J. (1993). The contribution
of studying examples and solving problems to skill
acquisition. In M. Polson (Ed.), Proceedings of the
15th Annual Conference of the Cognitive Science Society
(pp.1017-1022). Hillsdale, NJ : Lawrence Erlbaum
Associates, Inc. |
HERSHKOWITZ, R. (2014). Looking at visual thinking and
visual communicating in mathematics learning through the
lens of examples. In M.N. Fried and T. Dreyfus (Eds.),
Mathematics & mathematics education : Searching for
cmmon ground (pp. 198-204). Springer. [PDF] |
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Exemple
(Contre) : Objet ou situation qui ne
possède pas les propriétés nécessaires et suffisantes du concept (intension).
Le contre-exemple est l'une des procédures utilisées par Engelman
(enseignement par instruction) pour favoriser l'apprentissage
(faultless instruction). EX: Un saumon est un
poisson/ C-EX: Une baleine n'est pas un poisson. Non-example,
nonexemplar, counterexample.
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TENNEYSON, R.D., WOOLLEY, F.R. & MERRILL, P.D. (1971).
Exemplar and nonexemplar which produce correct
classification errors. Journal of Educational
Psychology, 63 (2), 144-152. |
JOHNSON-LAIRD, P.N. & HASSON, U. (2003).
Counterexamples in sentential reasoning. Memory &
Cognition, 31 (7), 1105-1113. |
|
LAMBERT, K. & VAN FRAASSEN, B.C. (1972). Derivation
and counterexample : an introduction to philosophical
logic . Encino, CA : Dickenson Pub Co. |
STEFFE, L.P. (1991). The learning paradox : A plausible
counterexample. In L.P. Steffe (Ed.), Epistemological
foundations of mathematical experience (pp.
26-44). New York : Springer. |
|
HOLYOAK, K.J. & GLASS, A.L. (1975). The role of
contradictions and counterexamples in the rejection of
false sentences. Journal of Verbal Learning &
Verbal Behavior, 14, 215-239.
[PDF] |
VERSCHUEREN, N., SCHAEKEN, W., DE NEYS, W. &
d’YDEWALLE, G. (2004). The difference between generating
counterexamples and using them during reasoning. Quarterly
Journal of Experimental Psychology, A57, 1285-1308. |
|
GIROTTO, V., BLAYE, A. & FARIOLI, F. (1989). A reason
to reason : Pragmatic basis of children's search for
counterexamples. Cahiers de Psychologie Cognitive, 9
(3), 297-321. |
DE NEYS, W., SCHAEKEN, W. & d’YDEWALLE, G. (2005).
Working memory and counterexample retrieval for causal
conditionals. Thinking & Reasoning, 11,
123-150. [PDF] |
|
STEFFE, L.P. (1991). The learning paradox : A plausible
counterexample. In L.P. Steffe (Ed.), Epistemological
foundations of mathematical experience (pp.
26-44). New York : Springer. |
JAINM S. & KINBER, E. (2007). Iterative learning from
positive data and negative counterexamples. Information
and Computation, 205 (12), 1777-1805. |
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Exemple
de ce lexique ou EX: Les
exemples proposés dans ce lexique n'engagent que l'auteur. Ils
proviennent tantôt des auteurs que je cite tout au long de ce
lexique, tantôt de ma propre cervelle. Si certains d'entre eux
vous apparaissent faux ou simplistes, veuillez m'en faire part à
l'adresse suivante : clgoulet11@gmail.com.
Il en va de même des contre-exemples ou
C-EX: Exemple
d'un EX: et Exemple
d'un C-EX.
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Exercice : Répétition
volontaire et planifié d'un mouvement, d'un comportement
ou d'une opération
mentale, effectuée pour le simple plaisir
qui en découle (auto-renforcement,
motivation, etc.)
ou en vue d'améliorer sa performance
ou sa fluidité.
= pratiquer. Drill,
exercise, practice, mental practice, deliberate practice,
practice, training.
|
Exercice
(mental) : Répétition
volontaire et planifiée d'un comportement
verbal ou d'une opération
mentale, effectuée pour le simple plaisir
qui en découle (auto-renforcement,
motivation, etc.)
ou en vue d'améliorer sa performance
ou sa fluidité
(en classe, par exemple). =
pratiquer. Drill, exercise, practice,
mental practice, deliberate practice, training.
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THORNDIKE, E. (1921). The psychology of drill in
arithmetic : the amount of practice. Journal of
Educational Psychology, 21, 183-194. |
ERICSSON, K.A., KRAMPE, R. & TESCH-RÖMER, C. (1993).
The role of deliberate practice in the acquisition of
expert performance. Psychological Review, 100
(3), 363-406. [PDF] |
|
LUND, F.H. (1927). The role of practice in speed of
association. Journal of Experimental Psychology, 10,
424-433. |
BRUNNER, M., McLAUGHLIN, T.F. & SWEENEY, W.J. (1993).
Employing error drill and feedback to improve the
legibility of manuscript and cursive handwriting.
Journal of Precision Teaching, 11 (1), 32-37. |
|
PERRY, H.M. (1939). The relative efficiency of actual and
imaginary practice in five selected tasks. Archives of
Psychology, 34, 5-75. |
DRISKELL, J.E., COPPER, C. & MORAN, A. (1994). Does
mental practice enhance performance ? Journal of
Applied Psychology, 79 (4), 481-492. |
|
KEPPEL, G., POSTMAN, L. & ZAVORTINK, B. (1968).
Studies of learning to learn : VIII. The influence of
massive amounts of training upon the learning and
retention of paired-associate lists. Journal of
Verbal Learning & Verbal Behavior, 7, 790-796. |
LADENBURG, S., McAUGHLIN, T.F. & SWEENEY, W.J. (1994).
The effects of drill and practice on increasing accurate
formation of lower-case calligraphy letters. Journal
of Precision Teaching, 12 (1), 67-72. |
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COURNEYA, K.S. (1995). Cohesion correlates with affect in
structured exercise classes. Perceptual & Motor
Skills, 81, 1021-1022. |
| |
COURNEYA, K.S. & McAULEY, E. (1995). Cognitive
mediators of the social influence-exercise adherence
relationship : A test of the theory of planned behavior.
Journal of Behavioral Medicine, 18, 499-515. |
|
PHIPPS, S.J. & MOREHOUSE, C.A. (1969). Effects of
mental practice on the acquisition of motor skills of
varied difficulty. Research Quarterly, 40,
773-778. |
HENDERSON, B.B. (1995). Critical-thinking exercises for
the history of psychology course. Teaching of
Psychology, 22 (1), 60-63. |
|
SHICK, M. (1970). Effects of mental practice on selected
volleyball skills for college women. Research
Quarterly, 41, 88-94. |
CLAY, F. BOWERS, J.S., DAVIS, C.J. & HANLEY, D.A.
(2007). Teaching adults new words : The role of practice
and consolidation. Journal of Experimental Psychology
: Learning, Memory & Cognition, 33 (5),
970-976. |
|
ADAMS, J.A. & GOETZ, E.T. (1973). Feedback andpractice
as variables in error detection and correction. Journal
of Motor Behavior, 5, 217-24 |
MAY, A. (1995). Using exercise to tackle postnatal
depression. Health Visit, 68, 146-147. |
|
KATCH, V.L., MARTIN, R. & MARTIN J. (1979). Effects of
exercise intensity on food consumption in the male rat. American
Journal of Clinical Nutrition, 32 (7), 1401-1407.
|
SLOBODA, J.A., DAVIDSON, J.W., HOWE, M.J.A. & MOORE,
D.G. (1996). The role of practice in the development of
performing musicians. British Journal of Psychology,
87, 287-309. |
|
WYSOCKY, T.W., HALL, G., IWATA, B. & RIORDAN, M.
(1979). Behavioral management of exercise : contracting
for aerobic points. Journal of Applied Behavior
Analysis, 12 (1), 55-64. |
RAGGIO, S. & BITGOOD, S.C. (1999). The effect of
number of math drills per day on math performance.
Journal of Precision Teaching & Celeration, 16 (2),
58-60. |
|
KERN, L., KOEGEL, R.L., DYER, K., BLEW, P.A. & FENTON,
L.R. (1982). The effects of physical exercise on
self-stimulation and appropriate responding in autistic
children. Journal of Autism & Developmental
Disorders, 4, 399-419. |
VALLERAND, R.J. (2001). A hierarchical model of intrinsic
and extrinsic motivation in sport and exercise. In G.
Roberts (Ed.), Advances in motivation in sport and
exercise. Champaign : Human Kinetics. |
|
KULIK, J.A., KULIK, C.-L.C. & BANGERT-DROWNS, R.L.
(1984). Effects of practice on aptitude and achievement
test scores. American Educational Research Journal,
21, 435-447. |
VALLERAND, R.J. (2001). A hierarchical model of intrinsic
and extrinsic motivation in sport and exercise. In G.
Roberts (Ed.), Advances in motivation in sport and
exercise. Champaign : Human Kinetics. |
|
WILLIAMS, J.M. & GETTY, D. (1986). Effect of levels of
exercise on psychological mood states, physical fitness,
and plasma beta-endorphin. Perceptual Motor Skills,
63 (3), 1099-1105. |
TROUILLOD, D. et SARRAZIN, P. (2002). L'effet Pygmalion
existe-t-il en education physique et sportive? Influence
des attentes des enseignants sur la motivation et la
performance des élèves. Science & Motricité, 46,
69-94. |
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MORGAN, W.P. & GOLDSTON, S.E. (Ed.) (1987). Exercise
and mental health. Washington : Hemisphere. |
DRAGANSKI, B., GASER, C., BUSCH, V., SCHUIERERM G.,
BOGDAHN, U. & MAY, A. (2004). Changes in grey matter
induced by training. Nature, 427, 311-312. |
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CARNINE, D. (1989). Designing practice activities. Journal
of Learning Disabilities, 22, 603-607. |
WILSON, P.M. & RODGERS W.M. (2004). The relationship
between perceived autonomy support, exercise regulations
and behavioral intentions in women. Psychology of
Sport & Exercise, 5, 229-242. |
|
UNGERLEIDER, S. & GOLDING, J.M. (1991). Mental
practice among Olympic athletes. Perceptual &
Motor Skills, 72, 1007-1017. |
EADIE, B.D., REDILLA, V.A. & CHRISTIE, B.R. (2005).
Voluntary exercise alters the cytoarchitecture of the
adult dentate gyrus by increasing cellular proliferation,
dendritic complexity, and spine density. The Journal
of Comparable Neurology, 486, 39-47. |
|
SCHMIDT, R.A. & BJORK, R.A. (1992). New
conceptualizations of practice : Common principles in
three paradigms suggest new concepts for training.
Psychological Science, 3, 207-217. |
HAYDEN, J. & MALUGHLIN, T.F. (2004). The effects of
cover, copy, and compare and flash card drill on correct
rate of math facts for a middle school student with
learning disabilities. Journal of Precision Teaching
& Celeration, 20 (1), 17-21. |
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KEETCH, K.M., LEE, T.D., SCHMIDT, R.A. & YOUNG, D.E.
(2005). Especial skills : Their emergence with massive
amounts of practice. Journal of Experimental
Psychology : Human Perception & Performance, 31
(5), 970-978. [PDF] |
| |
CEPEDA, N.J., PASHLER, H., VUL, E., WIXTED, J.T. &
OHRER, D. (2006). Distributed practice in verbal recall
tasks : A review and quantitative synthesis. Psychological
Bulletin, 132 (3), 354. |
|
GEIGER, G., TODD, D.D., CLARK, H.B., MILLER, R.P. &
KORI, S.H. (1992). The effects of feedback and contingent
reinforcement on the exercise behavior of chronic pain
patients. Pain, 49 (2), 179-185. |
CLAY, F., BOWERS, J.S., DAVIS, C.J. & HANLEY, D.A.
(2007). Teaching adults new words : The role of practice
and consolidation. Journal of Experimental Psychology
: Learning, Memory & Cognition, 33 (5),
970-976. [PDF] |
|
GROUIOS, G. (1992). The effect of mental practice on
diving performance. International Journal of Sport
Psychology, 23, 60-69. |
SCHOLZ, J., KLEIN, M. & JOHANSEN-BERG, H. (2011).
Training-related cortical thickness changes. Proceeding
of International Society for Magnetic Resonance in
Medicine, 19, 539. [PDF] |
|
LIN, T.-W. & KUO, Y.-M. (2013). Exercise benefits
brain fonction : The monoamine connection. Brain
science, 3, 39-53. [PDF] |
|
ADAM, K.C.S. & VOGEL, E.K. (2018). Improvements to
visual working memory performance with practice and
feedback. PLOS ONE, 13 (8), [PDF] |
|
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Voir aussi Expertise,
Surapprentissage
et Répétition |
|
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Exercice
d'une profession : Exercice de la psychologieAu Québec,
le titre et
l'exercice de la profession de psychologue
sont réglementés par le code
des professions. Tout individu portant le titre de
psychologue doit obligatoirement posséder un
permis de pratique et être inscrit au tableau des membres de
l'Ordre des psychologues (OPQ). Pour obtenir ce permis, il
faut depuis le 27 juillet 2006 détenir un doctorat
(voir la liste des
doctorats admissibles). Toutefois, les individus qui ont
déjà une maîtrise
reconnue par l'Ordre, qu'ils soient ou non membres de l'Ordre au
moment de l'entrée en vigueur de ce nouveau règlement,
continueront d'être admissibles à la profession
en tout temps selon les procédures habituelles d'admission. Selon
le code des professions, exercer la psychologie consiste à fournir
au public des services professionnels dans lesquels sont appliqués
les principes et les méthodes de la psychologie
scientifique; notamment, pratiquer la consultation
et l'entrevue,
utiliser et interpréter les tests
standardisés des capacités
mentales, d'aptitudes
et de personnalité pour
fins de classification et d'évaluation
psychologiques et recourir à des techniques
psychologiques pour fins d'orientation,
de rééducation et de réadaptation.
Cet acte n'est pas exclusif à la psychologie puisque les médecins
ont également droit de recourir aux dites techniques ( =
thérapies) pour aider et guérir leurs patients. =
pratique, acte, fonction.
| |
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| GOUVERNEMENT
DU QUÉBEC (2011). Code des professions du Québec. [LIRE] |
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Exercice physique : Répétition
volontaire et planifiée d'un mouvement
ou d'une série de mouvements (comportements
moteurs), lors de la pratique d'un sport/jeu
ou non, qui entraîne une dépense énergétique plus élevée que
l'énergie produite par un organisme
au repos. L'exercice participe à l'amélioration de la
condition physique et de la santé
mentale.
= entraînement,
activité physique, effort physique.
Exercise,
exercise behavior, physical practice, physical activity,
physical fitness.
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KELSEY, I.B. (1961). Effects of mental practice and
physical practice upon muscular endurance. Research
Quarterly, 32, 47-54. |
BABYAK, M.A., BLUMENTHAL, J.A., HERMAN, S., DORAISWAMY,
M., MOORE, K., CRAIGHEAD, W.E., BALDEWICZ, T.T. &
KRISHAN, R. (2000). Exercise treatment for major
depression : Maintenance of therapeutic benefit at 10
months. Psychosomatic Medicine, 62, 633-638. [PDF] |
|
GREIST, J.H., KLEIN, M.H., EISHENS, R.R., FARIS, J.,
GURMAN, A.S. & MORGAN, W.P. (1979). Running as a
treatment for depression. Comprehensive Psychiatry,
20, 41-54. |
HELSEN, W.F., HODGES, N.J., VAN WICKEL, J. & STARKES,
J.L. (2000). The roles of talent, physical precocity and
practice in the development of soccer expertise. Journal
of Sports Sciences, 18, 1-10. [PDF] |
| |
FOX, L.D., REJESKI, W.J. & GAUVIN, L. (2000). Effects
of leadership style and group dynamics on enjoyment of
physical activity. American Journal of Health
Promotion, 14, 277-283. |
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POTTEIGER, J., SCHROEDER, J. & GOFF, K. (2000).
Influence of music on ratings of perceived exertion during
20 minutes of moderate intensity exercise. Perceptual
& Motor Skills, 91, 848-854. |
|
KATZMARZYK, P.T., GLEDHILL, N. & SHEPARD, R.J. (2000).
The economic burden of physical inactivity in Canada. Canadian
Medical Association Journal, 163 (11),
1435-1440.[PDF]
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KOBASA, S.C., MADDI, S.R. & PUCETTI, M. (1982).
Personality and exercise as buffers in the stress-illness
relationship. Journal of Behavioral Medicine, 4,
391-404. |
SALLIS, J.F., PROCHASKA, J.J. & TAYLOR, W.C. (2000). A
review of the correlates of physical activity of children
and adolescents. Medicine & Science in Sports
& Exercise, 32, 963-975. |
|
DOYNE, E.J., CHAMBLESS, D.L. & BEUTLER, L.E. (1983).
Aerobic exercise as a treatment for depression in women. Behavior
Therapy, 14, 434-440. |
STEFFEN, P.R., SHERWOOD, A., GULLETTE, E.C., GEORGIDES,
A., HINDERLITER, A. & BLUMENTHAL, J.A. (2001). Effects
of exercise and weight loss on blood pressure during daily
life. Medicine & Science in Sports &
Exercise, 33 (10), 1635-1640. |
|
BAUMEISTER, A.A. & MacLEAN, W.E. (1984). Deceleration
of self-injurious responding by exercise. Applied
Research in Mental Retardation, 5, 385-393. |
BINZEN, C.A., SWAN, P.D. & MANORE, M.M. (2001).
Post-exercise oxygen consumption and substrate use after
resistance exercise in women. Medicine & Science
in Sports & Exercise, 33, 932-938. |
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COURNEYA, K.S. (2001). Exercise interventions during
cancer treatment : Biopsychosocial outcomes. Exercise
& Sport Sciences Reviews, 29, 60-64. |
|
McCANN, I.L. & HOLMES, D.S. (1984). Influence of
aerobic exercise on depression. Journal of
Personality & Social Psychology, 46, 1142-1147.
|
PLANTE, T., COSCARELLI, L. & FORD, M. (2001). Does
exercising with another enhance the stress-reducing
benefits of exercise ? International Journal of Stress
Management, 8, 201-213. [PDF] |
| |
SUNDGOT-BORGEN, J., ROSENVINGE, J.H., BAHR, R. &
SUNDGOT-SCHMEIDER, L. (2002). The effect of exercise,
cognitive therapy and nutritional counseling in treating
bulimia nervosa. Medicine & Science in Sports
& Exercise, 34 (2), 190-194. |
|
GODIN, G. & SHEPARD, R.J. (1985). A simple method to
assess exercise behavior in the community. Canadian
Journal of Applied Sport Science, 10, 141-146. |
KAHN, E.B., LEIGH T. RAMSEY, L.T., BROWNSON, R.C., HEATH,
G.W., HOWZE, E.H., POWELL, K.E., STONE, E.J., RAJAB, M.W.
& CORSO, P. (2002). The effectiveness of interventions
to increase physical activity : A systematic review.
American Journal of Preventive Medicine, 22 (S4),
73-107. [PDF]
|
|
CHAMOVE, A.S. (1986). Positive short-term effects of
activity on behaviour in chronic schizophrenic patients. British
Journal of Clinical Psychology, 25, 125-133. |
BLOOMER, R.J., GEORGIADES, A., PIERSON, L.M., SHERWOOD, A.
& BLUMENTHAL, J.A. (2001). Aerobic fitness is
associated with reduced myocardial ischemia during mental
stress testing in patients with coronary artery disease. Medicine
& Science in Sports & Exercise, 33 (5), 68. |
| |
PLANTE, T.G., COSCARELLI, L. & FORD, M. (2001). Does
exercising with another enhance the stress-reducing
benefits of exercise ? International Journal of Stress
Management, 8 (3), 201-213. [PDF] |
|
DOYNE, E.J., OSSIP-KLEIN, F.J., BOWMAN, E.D., OSBORN,
K.M., MCDOUGALL-WILSON, I.B. & NEIMEYER, R.A. (1987).
Running versus weight lifting in the treatment of
depression. Journal of Consulting & Clinical
Psychology, 55, 748-754. |
CONN, V.S., VALENTINE, J.C. & COOPER, H.M. (2002).
Interventions to increase physical activity among aging
adults : A meta-analysis. Annals of Behavior
Medicine, 24, 190-200. |
|
FREEMONT, J. & CRAIGHEAD, L.W. (1987). Aerobic
exercise and cognitive therapy in the treatment of
dysphoric moods. Cognitive Therapy & Research,
11, 241-251. |
BROSS, A.L., SHEETS, E.S., LETT, H.S. & BLUMENTHAL,
J.A. (2002). Exercise and the treatment of clinical
depression in adults. Sports Medicine, 32,
741-760. |
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HAGGER, M.S., CHATZISARANTIS, N.L.D. & BIDDLE, S.J.H.
(2002). The influence of autonomous and controlling
motives on physical activity intentions within the Theory
of Planned Behaviour. British Journal of Health
Psychology, 7, 283-297. |
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CHATZISARANTIS, N.L.D., HAGGER, M.S., BIDDLE, S.J.H. &
KARAGEORHIS, C. (2002). The cognitive processes by which
perceived locus of causality predicts participation in
physical activity. Journal of Health Psychology, 7,
685-699. |
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BRISSWALTER, J., COLLARDEAU, M. & ARCELLIN, R. (2002).
Effects of acute physical exercise characteristics on
cognitive performance. Sports Medicine, 32, 555-566. |
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BROWN, J.D. & SIEGEL, J.M. (1988). Exercise as a
buffer of life stress : A prospective study of adolescent
health. Health Psychology, 7 (4), 341-353. |
EDWARDS, B., WATERHOUSE, J., ATKINSON, G. & REILLY, T.
(2002). Exercise does not necessarily influence the phase
of the circadian rhythm in temperature in healthy humans.
Journal of Sports Sciences, 20, 725-732. |
| |
CHATZISARANTIS, N.L.D. HAGGER, M.S., BIDDLE, S.J.H.,
SMITH, B. & WANG. J.C.K. (2003). A meta-analysis of
perceived locus of causality in exercise, sport, and
physical education contexts. Journal of Sport &
Exercise Psychology, 25, 284-306. |
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BIDDLE, S.J., GORELY, T., MARSHALL, S.J., MURDEY, I. &
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STAIANO, E. & CALVERT, S.L. (2011). Exergames for
physical education courses : Physical, social, and
cognitive benefits. Child Development Perspectives, 5,
93-98. |
|
MAZZEO, R.S., CAVANAGH, P. & EVANS, W. (1998).
American College of Sports Medicine position stand :
exercise and physical activity for older adults. Medicine
& Science in Sports & Exercises, 30,
992-1008. |
HATTIE, J.A. & CLINTON, J. (2012). Physical activity
is not related to performance at school. Archives :
Pediatrics and Adolescent Medicine, 166 (7), 678. |
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GAO, Y. & MANDRYK, R.L. (2012). The acute cognitive
benefits of casual exergame play. Conference on Human
Factors in Computing Systems, 1863-1872. [PDF] |
| |
BELANGER, L.J. & COURNEYA, K.S. (2012). Medical,
demographic, and social cognitive correlates of physical
activity in a population-based sample of colorectal cancer
survivors. European Journal of Cancer Care, 21,
187-196. |
| |
LOWE, S.S., WATANABE, S.M., BARACOS, V.E. & COURNEYA,
K.S. (2012). Determinants of physical activity in
palliative cancer patients : An application of the theory
of planned behavior. Journal of Supportive Oncology,
10, 30-36. |
| |
ROCK, C.L, DOYLE, C., DEMARK-WAHNEFRIED, W., MEYERHARDT,
J., COURNEYA, K.S., SCHWARTZ, A.L., BANDERA, E.V.,
HAMILTON, K.K., GRANT, B., MCCULLOUGH, M., BYERS, T. &
GANSLER, T. (2012). Nutrition and physical activity
guidelines for cancer survivors. CA : A Cancer Journal
for Clincians, 62, 242-274. |
| |
TRINH, L., PLOTNIKOFF, R.C., RHODES, R.E., NORTH, S. &
COURNEYA, K.S. (2012). Physical activity preferences in a
population-based sample of kidney cancer survivors. Supportive
Care in Cancer, 20 (8), 1709-1717. |
|
|
|
COURNEYA, K.S. & FRIEDENREICH, C.M., ARTHUR, K. &
BOBICK, T.M. (1999). Understanding exercise motivation in
colorectal cancer patients: A prospective study using the
theory of planned behavior. Rehabilitation Psychology,
44, 68-84. |
WILLIAMS, P.T. (2012). Non-exchangeability of running vs.
other exercise in their association with adiposity, and
its implications for public health recommendations. PLOS
one, 7 (7), 1-10. [PDF] |
|
COURNEYA, K.S. & FRIEDENREICH, C.M., ARTHUR, K. &
BOBICK, T.M. (1999). Physical exercise and quality of life
in postsurgical colorectal cancer patients. Psychology,
Health & Medicine, 4, 181-187. |
GREGORY, S.M., PARKER, M. & THOMPSON, P.D. (2012).
Physical activity, cognitive function, and brain health :
What is the role of exercise training in the prevention of
dementia ? Brain Science, 2, 684-708. [PDF] |
|
COURNEYA, K.S. & FRIEDENREICH, C.M. (1999). Utility of
the theory of planned behavior for understanding exercise
during breast cancer treatment. Psycho-Oncology, 8,
112-122. |
CHALABAEV, A., SARRAZIN, P., FONTAYNE, P., BOICHÉ, J.
& CLÉMENT-GUILLOTIN, C. (2013). The influence of sex
stereotypes and gender roles on participation and
performance in sport and exercise : Review and future
directions. Psychology of Sport & Exercise, 14
(2), 136-144. [PDF] |
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COURNEYA, K.S., BOBICK, T.M. & SCHINKEE, R.J. (1999).
Does the theory of planned behavior mediate the relation
between personality and exercise behavior ? Basic
& Applied Social Psychology, 21 (4), 317-324. |
GOURLAN, M., SARRAZIN, P. & TROUILLOD, D. (2013).
Motivational interviewing as a way to promote physical
activity in obese adolescents : A randomised-controlled
trial using self-determination theory as an explanatory
framework. Psychology & Health, 28 (11),
1265-1286. [PDF] |
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BHERER, L., ERICKSON, K.I. & LIU-AMBROSE, T. (2013), A
review of the effects of physical activity and exercise on
cognitive and brain functions in older adults. Journal
of Aging Research, [657508], 1-8. [PDF] |
|
TKACHUK, G.A. & MARTIN, G.L. (1999). Exercice therapy
for patients with psychiatrics disorder : Research and
clinical implication. Professional Psychology :
Research Practice, 30 (3), 275-282. |
LIN, T.-W. & KUO, Y.-M. (2013). Exercise benefits
brain fnction : The monoamine connection. Brain
science, 3, 39-53. [PDF] |
| |
PHILIP, E.J., COUPS, E.J., FEINSTEIN, M.B., PARK, B.J.,
WILSON, D.J. & OSTROFF, J.S. (2014). Physical activity
preferences of early-stage lung cancer survivors.
Support Care Cancer, 22, 495-502.[PDF] |
|
COURNEYA, K.S. & FRIEDENREICH, C.M. (1999). Physical
exercise and quality of life following cancer diagnosis :
A literature review. Annals of Behavioral Medicine,
21, 171-179. |
KOOIMAN, B.J. & SHEEHAN, D.P. (2014). The efficacy of
exergames played proximally and over the Internet on
cognitive functioning for online physical education.
The American Journal of Distance Education, 28,
280-291. [PDF] |
| |
BOUCHARD, C. (2015). Adaptation to acute and regular
exercise : from reductionist approaches to integrative
biology. Progress in Molecular Biology &
Translational Science, 135, 1-15. |
| |
CHATZISARANTIS, N.L.D., KAMAROVA, S., KAWABATA, M., WANG,
J. & HAGGER, M.S. (2015). Developing and evaluating
utility of school-based intervention programs in promoting
leisure-time physical activity : An application of the
theory of planned behavior. International Journal of
Sport Psychology, 46 (2), 95-116. [PDF] |
| |
VERHEGGEN, R.J., MAESSEN, M.F., GREEN, D.J., HERMUS, A.R.,
HOPMAN, M.T. & THIJSSEN, D.H. (2016). A systematic
review and meta-analysis on the effects of exercise
training versus hypocaloric diet : distinct effects on
body weight and visceral adipose tissue. Obesity
Reviews, 17, 664-690. |
| |
BAILEY, R. (2016). Sport, physical activity and
educational achievement : Towards an explanatory model. Sport
In Society, 20 (7), 768-788. [PDF] |
| |
VILLARON, C., MARQUESTE, T., EISINGER, F., CAPPIELLO,
M.A., THERME, P. & CURY, F. (2017). Links between
personality, time perspective, and intention to practice
physical activity during cancer treatment: an exploratory
study. Psycho-Oncology, 26 (4), 531-536. |
| |
FIRTH, J., STUBBS, B., VANCAMPFORT, D., SCHUCH, F.,
LAGOPOULOS, J., ROSENBAUM, S. & WARD, P.B. (2018).
Effect of aerobic exercise on hippocampal volume in humans
: A systematic review and meta-analysis. NeuroImage,
166, 230-238. [PDF] |
|
|
| |
|
Voir aussi Sport et
Condition
physique |
|
|
Exercice
physique (Mesures/Évaluations) :
Ensemble des critères
de diagnostic, des
tests et des outils
de collecte de données qui permettent
d'évaluer et de mesurer
l'exercice.
| |
|
|
FRIEDENREICH, C.M., COURNEYA, K.S. & BRYANT, H.E.
(1998). The lifetime total physical activity questionnaire
: Development and reliability. Medicine
& Science in Sports & Exercise, 30,
266-274. |
|
PRINCE, S.A., ADAMO, K.B., HAMEL, M.E., HARDT, J. , GOBER,
S.C. & TREMBLAY, M. (2008). A comparison of direct
versus self-report measures for assessing physical
activity in adults: a systematic review. International
Journal of Behavioral Nutrition & Physical Activity,
5 [56], 1-24. [PDF] |
|
|
|
|
Exécuter : Exécution : Le concept a deux significations
distinctes : a) Il renvoie à l'idée de faire une chose
relativement difficile, qui requiert des habiletés particulière ou des mouvement complexes, parfois selon un plan.
EX: Exécuter un plongeon, un croquis, un projet. =Faire.
b) Il renvoie aussi à l'idée de
tuer délibérement une personne (ou plusieurs). =
meurtre. tuer.
Execution.
|
Exhaustivité
: Caractère ou propriété
d'une chose qui est complète, qui ne néglige aucun cas, aucun
aspect (sauf les exceptions).
On dira d'un concept/classe/catégorie
qu'il est exhaustif si toutes les variations connues d'un phénomène
donné sont incluses dans sa définition
(intension). C-EX:
Si on définit les chiens comme de petits animaux ayant quatre
pattes et faisant wouf, on ne pourra y inclure les dobermans. On
dira alors que cette définition de la classe des chiens est
non-exhaustive, car incomplète. EX: Pour être
exhaustive, et donc inclure les gros chiens, cette définition
devrait se lire ainsi : tout animal ayant quatre pattes et qui
fait wouf. Exhaustivité, définition et caractère
synthétique d'une théorie. = complet.
/non exhaustif.
Completeness.
|
Exhibitionnisme
: Paraphilie
qui consiste à exhiber les parties intimes de son corps dans un
lieu public, afin d'obtenir une excitation
sexuelle ou de provoquer cet effet che son auditoire.
/voyeurisme.
Exhibitionnism.
| |
|
|
HACKETT, T.P. (1971). The psychotherapy of exhibitionists
in a court clinic seting. Seminars in Psychiatry, 3,
297-306. |
GRANT, J.E. (2005). Clinical characteristics and
psychiatric comorbidity in males with exhibitionism.
Journal of Clinical Psychiatry, 66, 1367-1371. |
|
LUTZKER, J.R. (1974). Social reinforcement control of
exhibitionism in a profoundly retarded adult. Mental
Retardation, 12, 46-47. |
LANGSTÖM, N. & SETO, M.C. (2006). Exhibitionistic and
voyeuristic behavior in a Swedish national population
survey. Archives of Sexual Behavior, 35,
427-435. |
|
WICKRAMASEKERA, I. (1976). Aversive behavior rehearsal for
sexual exhibitionism. Behavior Therapy, 7,
167-176. |
MORIN, J. & LEVENSON, J. (2008). Exhibitionism :
Assessment and treatment. In D.R. Laws & W.T.
O'Donohue (Eds.), Sexual deviance : Theory,
assessment, and treatment (pp. 76-107). New York :
Guilford Press. |
|
ROSEN, R.C. & KOPEL, S.A. (1977). Penile
plethysmography and biofeedback in the treatment of a
transvestite-exhibitionist. Journal of Consulting
& Clinical Psychology, 45, 908-916. |
MURPHY, W. & PAGE, I. (2008). Exhibitionism :
Psychopathology and theory. In D.R. Laws & W.T.
O'Donohue (Eds.), Sexual deviance : Theory, assessment,
and treatment (pp. 61-75). New York : Guilford Press. |
|
FREUND, K., WATSON, R. & RIENZO, D. (1988). The value
of self-reports in the study of voyeurism and
exhibitionism. Annals of Sex Research, 2, 243-262. |
LANGSTÖM, N. (2010). The DSM diagnostic criteria for
exhibitionism, voyeurism, and frotteurism. The DSM
diagnostic criteria for fetishism. Archives of Sexual
Behavior, 39 (2), 357-362. [PDF] |
|
| TRUDEL,
G. (1988). Les dysfonctions sexuelles. Montréal.
Les Presses de l'Universié du Québec. |
Voir aussi Voyeurisme,
Travestisme
et Paraphilie |
|
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|
Existence :
Existence.
| |
|
|
QUINE, W.V.O. (1941). Notes on existence and necessity.The
Journal of Philosophy, 40 (5), 113-127. |
|
MAY, R., ANGEL, E. & ELLENBERGER, H.L. (Eds.) (1958).
Existence. New York : Basic Books. |
|
ALDERFER C. (1972). Existence, relatedness &
growth. New York : Free Press. |
|
HACKING, I. (1978). On the reality of existence and
identity. Canadian Journal of Philosophy, 8 (4),
613-632. |
|
SCHNEIDER, K.J. & MAY, R. (1990). The psychology
of existence : An integrative clinical perspective. New
York : McGraw-Hill. |
|
|
|
Existentialisme : Conception de l'être humain qui se fonde sur l'idée
que : 1) l'individu est conscient; 2)
Grâce à cette conscience, il peut échapper au déterminisme
strict de la matière, être libre, du moins à certains égards (sur
le plan moral, intellectuel, spirituel, etc); 3)
L'individu peut ainsi engager cette liberté dans l'action et
choisir son destin (l'accomplissement ou le repli sur soi, le
désir de l'autre); 4) En conséquence, il est
moralement responsable de ses actes. Cette conception de l'humain
a donné lieu à une forme de thérapie dite existentielle.
( ): Binswanger,
Boss,
Buber, Beauvoir,
Camus, Cooper, Jaspers,
Kierkegaard, Marcel,
Milton,
Sartre, Scheler, Schneider,
Wahl, Yalom. *phénoménologie.
Existentialism.
| |
|
|
MAY, R., ANGEL, E. & ELLENBERGER, H.L. (Eds.) (1958).
Existence. New York : Basic Books. |
YALOM, I.D. (1980). Existential psychotherapy.
New York : Basic Book. |
| |
MADDI, S.R. (1986/96). Existential psychotherapy. In J.
Garske, and S. Lynn (Eds.), Contemporary
psychotherapy. New York : Merrill Publishers. |
|
ALLERS, R. (1961). Existentialism and psychiatry.
Springfield, IL : Charles C Thomas. |
HACKER, D.J. (1994). An existential view of adolescence. The
Journal of Early Adolescence, 14 (3), 300-327. |
|
TILLICH, P. (1961). Existentialism and psychotherapy. Review
of Existential Psychology & Psychiatry, 1, 3-7. |
MARCEL, G. (1995). The philosophy of existentialism.
New York : Citadel Press. |
|
TILLICH, P. (1962). existentialism and psychotherapy, and
the nature of man. In S. Doniger (Ed.), The nature of
man in theological and psychological perspective (pp.
42-51). Plainview, NY : Books for Libraries Press. |
SCHNEIDER, K.J. (2003). existential-humanistic
psychotherapies. In A.S. Gurman & S.B. Messer (Eds.),
Essential psychotherapies : Theory and practice
(pp. 149-181). New York : Guilford Press. |
|
TYLER, L.E. (1971). Existentialism in counseling. The
Counseling Psychologist, 2, 30-32. |
COOPER, M. (2003). Existential therapies. London
: Sage. |
| |
COLLIER, A. (2003). In defence of objectivity : On
realism, existentialism and politics. Routledge. |
| |
MADDI, S.R. (2004). Existential psychology. In W.E.
Craighead & C.B. Nemeroff (Eds.), The concise
Corsini encyclopedia of psychology and behavioral
science (pp. 344-345). Hoboken, NJ : Wiley. |
| |
MADDI, S.R. (2004). The importance of a systematically
existential approach : Response to Paul T.P. Wong's
editorial. International Journal of Existential
Psychology & Psychotherapy, 1, 106-107. |
|
KEMP, C.G. (1971). Existential counseling. The
Counseling Psychologist, 2, 2-30. |
KOOLE, S.L., GREENBERG, J. & PYSCZYNSKI, T. (2005).
Introducing science to the psychology of the soul :
Experimental existential psychology. American
Psychologist, 60 (2), 161-169.
[PDF] |
| |
APPIGNANESI, R. (2006). Introducing existentialism. Cambridge
: Icon Books. |
|
|
|
|
Voir aussi
Libre-arbitre |
|
|
Exline
Ralph V. (1922-1993) : Psychologue
sociale américain et spécialiste de l'étude de la communication
nonverbale.
|
EXLINE, R.V. (1959). Status congruency and interpersonal
conflict in decision-making groups. Human Relations,
12 (2), 147-162. |
|
EXLINE, R.V. (1963). Explorations in the process of person
perception : Visual interaction in relation to
competition, sex, and need for affiliation. Journal
of Personality, 31 (1), 1-20. |
|
EXLINE, R.V., GRAY, D. & SCHUETTE, D. (1965). Visual
behavior in a dyad as affected by interview content and
sex of respondent. Journal of Personality & Social
Psychology, 1 (3), 201-209. |
|
EXLINE, R.V. & MESSICK, D. (1967). The effects of
dependency and social reinforcement upon visual behaviour
during an interview. British Journal of Social &
Clinical Psychology, 6, 256-266. |
|
EXLINE, R.V. (1971). Visual interaction : the glances of
power and preference. Nebraska Symposium on
Motivation, 163-206. |
|
|
JONES, J.M., IZARD, C. & SCOTT, T.R. (1995). Ralph V.
Exline (1922-1993) : Obituary. American Psychologist,
50 (6), 448. |
|
|
|
Exner John E. (Syracuse 1928-2006) : Psychanalyste
américain et spécialiste de l'étude de la personnalité
et du test de
Rorschach. Collaborateur de Weiner.
|
EXNER, J.E. (1969). Rorschach responses as an index of
narcissism. Journal of Personality Assessment, 33, 324-330. |
|
EXNER, J.E. (1986). Some Rorschach data comparing
schizophrenic with borderline and schizotypal personality
disorders. Journal of Personality Assessment, 50,
455-472. |
|
EXNER, J.E. (1989). Searching for projection in the
Rorschach. Journal of Personality Assessment, 53,
520-536. |
|
EXNER, J.E. (1997). The future of Rorschach in personality
assessment. Journal of Personality Assessment, 67,
37-46. |
|
EXNER, J.E. (2002). A new nonpatient data sample for the
Rorschach Comprehensive System : A progress report. Journal
of Personality Assessment, 78, 391-404. |
|
|
ERDBERG, P. & WEINER, I.B. (2007). John E. Exner Jr.
(1928-2006). American Psychologist, 62 (1), 54.
|
|
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|
Exo- : Préfixe, du grec qui signifie «extérieur ou hors de».
|
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|
Exon
: Concept proposé par Ruffié
pour qualifier la séquence d'un gène
ne codant qu'une seule protéine. /intron.
|
|
|
|
|
Expectation : Concept
développé par Rotter pour
décrire les attentes d'un
sujet quant aux conséquences de ses propres comportements.
= Attente, appréhension. Expectancy.
| |
|
|
ROTTER, J.B. (1971). Generalized expectancies for
interpersonal trust. American Psychologist, 26,
443-452. |
ADAMS, G.R. & COHEN, A.S. (1976). Characteristics of
children and teacher expectancy : An extension of the
child's social and family life. Journal of
Educational Research, 70, 87-91. |
|
ROTTER, J.B. (1978). Generalized expectancies for problem
solving and psychotherapy. Cognitive Therapy &
Research, 2, 1-10. |
|
FINN, J.D. (1972). Expectations and the educational
environment. Review of Educational Research, 42,
387-410. |
GARNER, D.M. & GARFINKEL, P.E., SCHWARTZ, D. &
THOMPSON, M. (1980). Cultural expectations of thinness in
women. Psychological Reports, 47, 483-491. [PDF] |
|
BIRNBAUM, M.H. & VEIT, C.T. (1973). Judgmental
illusion produced by contrast with expectancy. Perception
& Psychophysics, 13 (1), 149-152. [PDF] |
DARLEY, J. & FAZIO, R. (1980). Expectancy confirmation
processes arising in the social interaction sequence. American
Psychologist, 35, 867-881. |
|
KEHLE T. J., BRAMBLE, W.J. & MASON, E.J. (1974).
Teachers' expectations : Ratings of students' performance
as biased by student characteristics. Journal of
Experimental Education, 43, 54-60. |
RITTS, V., PATTERSON, M.L. & TUBBS, M.E. (1992).
Expectations, impressions, and judgments of physically
attractive students : A review. Review of Educational
Research, 62 (4), 413-426. [PDF] |
|
DWECK, C.S. (1975). The role of expectations and
attributions in the alleviation of learned helplessness. Journal
of Personality & Social Psychology, 31,
674-685. |
SPITZ, H.H. (1999). Beleaguered pygmalion : A history of
the controversy over claims that teacher expectancy raises
intelligence. Intelligence, 27, 199-234. |
|
|
Voir aussi Attente |
|
|
Expérience
: Le mot a au moins deux acceptions bien distinctes : 1)
Il renvoie à tout événement vécu
(subjectivement) par un individu =
expérience subjective. 2) Dans un cadre
scientifique, il s'agit d'une recherche menée en laboratoire
au moyen de méthode expérimentale.
= Expérience objective, expérimentation, expérience scientifique.
Experiment.
| |
|
| a |
|
BODE, B.H. (1905). Pure "experience" and the external
world. Journal of Philosophy, Psychology &
Scientific Methods, 2 (5), 128-133. |
|
BODE, B.H. (1905). The concept of pure experience. Philosophical Review, 14 (6), 684-695. |
|
PETERSON, J.B. (2006). Religion, sovereignty, natural
rights, and the constituent elements of experience. Archives
of the Psychology of Religion, 28, 135-180. |
|
Voir aussi Expérience
subjective |
| b |
|
BEAUNIS, H.E. (1885). L'expérimentation en psychologie par
le somnambulisme provoqué. Revue Philosophique, 20,
1-36/113-115. |
|
REICHENBACH, H. (1938). Experience and prediction. An
analysis of the foundations and the structure of
knowledge. Chicago : University of Chicago Press. |
|
|
|
|
Voir aussi Expérience
scientifique |
|
|
|
Expérience scientifique : En science,
notamment en psychologie,
toute recherche
empirique qui a recours à la méthode
expérimentale est une expérience. Ce type de recherche
consiste à provoquer en laboratoire
un phénomène x (variable
indépendante) et à imposer par manipulation les variations
de ce phénomène à des sujets
ou à des groupes de
sujets afin d'en évaluer
ou mesurer avec précision
les effets (variable
dépendante), tout en maintenant constants (autant que
possible) tous les autres facteurs susceptibles d'influencer le
phénomène à l'étude (stratégie
de contrôle). Le but d'une expérience scientifique est de vérifier
une hypothèse ou d'atteindre un objectif
de recherche. Toute recherche est perfectible
et donc contient des erreurs qu'il faut impérativement communiquer
à la communauté scientifique afin de reproduire
cette recherche, en mieux. On utilise le terme quasi-expérience
pour désigner les recherches qui satisfont à certains de ces
critères, mais pas à tous ( EX: qui ont notamment
lieu hors d'un laboratoire, en milieu
semi-naturel ou naturel). Expérience, plan
expérimental et psychologie
expérimentale. =
expérimentation, expérience objective, expérience empirique,
recherche expérimentale. *expérience
subjective. Experiment, experimental
study, experimental research.
|
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|
| |
|
|
BEAUNIS, H.E. (1885). L'expérimentation en psychologie par
le somnambulisme provoqué. Revue Philosophique, 20,
1-36/113-115. |
BANAJI, M.R. & CROWDER, R.G. (1994). Experimentation
and its discontents. In P.E. Morris & M. Gruneberg
(Eds.), Aspects of memory (pp. 296-308). New York, NY :
Routledge. [PDF] |
|
REICHENBACH, H. (1938). Experience and prediction. An
analysis of the foundations and the structure of
knowledge. Chicago : University of Chicago Press. |
WINSTON, A.S. & BLAIS, D. (1996). What counts as an
experiment ? : A transdisciplinary analysis of textbooks,
1930-1970. American Journal of Psychology, 109, 599-616. |
|
SCHEIDEMANN, N.V. (1939). Experiments in general
psychology. Chicago : University of Chicago Press.
|
COTTOM, C. (1996). A bold experiment in teaching values. Educational Leadership, 53 (8), 54-58. |
|
SHERIF, M. (1947). Some methodological remarks related to
experimentation in social psychology. International
Journal of Opinion & Attitude Research, 1,
71-93. [LIRE] |
SHADISH, W.R. & RAGSDALE, K. (1996). Random versus
nonrandom assignment in controlled experiments : Do you
get the same answer ? Journal of Consulting &
Clinical Psychology, 64 (6), 1290-1305. |
|
BORING, E.G. (1954). The nature and history of
experimental control. American Journal of Psychology,
67, 573-89. |
SEARS, D.O. (1997). The impact of self-interest on
attitudes - A symbolic politics perspective on differences
between survey and experimental findings : Comment on
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| |
ALLEN, T.D. & RUSH, M.C. (1998). The effects of
organizational citizenship behavior on performance
judgments : A field study and a laboratory experiment. Journal
of Applied Psychology, 83 (2), 247-260. |
|
LINDQUIST, E.F. (1956). Design and analysis of
experiments. Boston : Houghton Mifflin. |
ARONSON, E.M., WILSON, T.D. & BREWER, M.B. (1998).
Experimentation in social psychology. In D.T. Gilbert,
S.T. Fiske & G. Lindzey (Eds.), Handbook of social
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| |
STARMER, C. (1999). Experimental economics : Hard science
or wasteful tinkering ? Economic Journal, 109
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| |
STARMER, C. (1999). Experiments in economics : Should we
Trust the dismal scientists in white coats ? Journal
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COX, D.R. (1958). Planning of experiments. New
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BIRNBAUM, M.H. (2000). Psychological experiments on
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CAMPBELL, D.T. & STANLEY, J.C. (1963).
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DINSMOOR, J.A. (2003). Experimental. The Behavior
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KOCH, S. (1973). Theory and experiment in psychology. Social
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PLUTCHIK, R. (1974). Foundation of experimental
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269-296. [PDF] |
|
|
|
|
Voir Laboratoire,
Quasi-expérience
et Méthode
expérimentale |
|
|
|
|
|
Expérience (Première..) : Désigne les premiers
apprentissages faits par un un
organisme fait en bas âge ou plus tard dans ceertain cas
(sexualité, travail, maternité/paternité, etc).
Early experience.
| |
|
|
CLARKE, R.S. (1951). Individual differences in dogs :
Preliminary report on the effects of early experience. Canadian
Journal of Psychology, 5 (4), 150-156. |
|
|
THOMPSON, W.R. & HERON, W. (1954). The effects of
restricting early experience on the problem-solving
capacity of dogs. Canadian Journal of Psychology, 8 (1),
17-31. |
CAMPOS, J., BERTHENTAL, B. & KERMOIAN, R. (1992).
Early experience and emotional development : The emergence
of wariness of heights. Psychological Science, 3, 61-64.
[PDF] |
|
THOMPSON, W.R. (1954). Early environment; its importance
for later behavior. Proceedings of the annual meeting
of the American Psychopathological Association :
1954-1955, 120-139; 140-145. |
BREWIN, C.R., ANDREWS, B. & GOTLIB, I.H. (1993).
Psychopathology and early experience : a reappraisal of
retrospective reports. Psychological Bulletin, 113 (1),
82-98. |
|
THOMPSON, W.R., MELZACK, R. & SCOTT, T.H. (1956).
"Whirling behavior" in dogs as related to early
experience. Science, 123, 939. |
BICKHARD, M.H. & CHRISTOPHER, J.C. (1994). The
influence of early experience on personality development.
New Ideas in Psychology, 12 (3), 229-252. |
|
ROSENWEIG, M.R., KRECH, D., BENNETT, E.L. & DIAMOND,
M.C. (1968). Modifying brain chemistry and anatomy by
enrichment or impoverishment of experience. In G. Newton
& S. Levine (Eds.), Early experience and behavior
: The psychobiology of development (pp. 258-298).
Springfield, IL : Charles C. Thomas. |
PRICE, E.O., B. REID, K.B. JUDITH, B.S., MARTIN, A.R.
& DELLY, H.E. (1994). Effect of early experience on
the sexual performance of yearling rams. Applied
Animal Behaviour Science, 42, 41-48. |
|
SPERRY, R.W. (1970). Cerebral dominance in perception. In
F.A. Young and D.B. Lindsley (Eds.), Early experience
in visual information processing in perceptual and
reading disorders (pp. 167-178). Washington, DC :
National Academy of Sciences. |
|
| |
|
Voir Première
relation sexuelle et Apprentissage |
|
|
Expérience (Quasi-) : Expérience
- scientifique et empirique
- qui ne répond pas à tous les critères d'une expérience
scientifique. «Quasi» signifie «presque». Par exemple, une
quasi-expérience peut se dérouler en condition naturelle, hors
d'un laboratoire, alors
qu'une expérience doit nécessairement être réalisée en
laboratoire. Quasi-expérience, méthode
quasi-expérimentale et recherche
quasi-expérimentale.
Quasi-experimentation.
| |
|
|
COOK, T.D. & CAMPBELL, D.T. (1979).
Quasi-experimentation : Design & analysis for field
settings. Chicago : Rand McNally. |
|
COOK, T.D. (1983). Quasi-experimentation : Its ontology,
epistemology and methodology. In G. Morgan (Ed.),
Beyond method Strategies for social research (pp.
74-94). Beverly Hills, CA : Sage Publications. |
|
SHADISH, WR., COOK, T. & HOUTS, A.C. (1986).
Quasi-experimentation in a critical multiplist mode. In
W.M.K. Trochim (Ed.), Advances in quasi-experimental
design and analysis (pp. 29-46). San Francisco :
Jossey-Bass. |
|
COOK, T.D. (1994). Quasi-Experimentation : Some
Developments Over the Last 25 Years. The Score :
APA Convention Program, 1994 Newsletter of Division 5,
American Psychological Association. |
|
LYNN, A. & LYNN, M. (2003). Experiments and
quasi-experiments : Methods for evaluating marketing
options. Cornell Hotel & Restaurant
Administration Quarterly, 44 (2), 75-84. |
|
|
Voir Plan
quasi expérimental, Méthode
quasi-expérimentale et Recherche
quasi-expérimentale |
| |
|
|
Expérience (subjective) : Expérienciel : Tout ce
que l'individu fait, ressent ou pense face à un événement ou à une
situation particulière. Pour Rogers,
il s'agit de ce que ressent l'organisme
et qui peut devenir conscient.
L'ensemble des expériences d'un individu constitue son vécu.
En psychologie, l'expérience est l'objet d'étude de la plupart des
humanistes. Elle possède
au moins six propriétés : 1) Elle est subjective; 2) Elle est
unique; 3) Elle est inobservable; 4) Elle est mentale - elle ne
peut être réduite à des comportements, à un réseau de neurones ni
à tout autre substrat biologique; 5) Elle n'est accessible qu'à
l'individu (accès privilégié); 6) Elle est directement accessible
à l'individu grâce à sa conscience (accès direct qui ne dépend pas
des sens).
= Expérience subjective,
expérience consciente, vécu.
*Expérience
scientifique.
Experience, human experience.
| |
| Propriétés d'une expérience subjective |
| 1 |
Elle est subjective |
| 2 |
Elle est inobservable |
| 3 |
Elle n'est accessible qu'à l'individu qui l'a fait |
| 4 |
Elle est mentale |
| 5 |
Elle est privée |
| 6 |
Elle est directement accessible par la
conscience |
|
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| |
|
|
BODE, B.H. (1905). Pure "experience" and the external
world. Journal of Philosophy, Psychology &
Scientific Methods, 2 (5), 128-133. [PDF] |
HARMAN, G. (1990). The intrinsic quality of experience. In
J.E. Tomberlin (Ed.), Action theory and philosophy of
mind (Vol. 4, pp. 31-52). Atascadero, CA. :
Ridgeview. / Philosophical Perspectives, 4, 31-52. |
|
BODE, B.H. (1905). The concept of pure experience. Philosophical
Review, 14 (6), 684-695. |
CSIKSZENTMIHALYI, M. (1990). Flow : The psychology of
optimal experience. New York : Harper & Row |
|
DEWEY, J. (1958). Experience and nature. New
York : Dover. |
GROSSMAN, M. & WOOD, W. (1993). Sex differences in
intensity of emotional experience : A social role
interpretation. Journal of Personality & Social
Psychology, 65 (5), 1010-1022. [PDF] |
| |
BICKHARD, M.H. & CHRISTOPHER, J.C. (1994). The
influence of early experience on personality development.
New Ideas in Psychology, 12 (3), 229-252. |
|
ROSENWEIG, M.R., KRECH, D., BENNETT, E.L. & DIAMOND,
M.C. (1968). Modifying brain chemistry and anatomy by
enrichment or impoverishment of experience. In G. Newton
& S. Levine (Eds.), Early experience and behavior
: The psychobiology of development (pp. 258-298).
Springfield, IL : Charles C. Thomas. |
GROSS, J.J., CARSTENSEN, L.L., PASUPATHI, M., TSAI, J.L.,
GOTTESTAM, K. & HSU, A.Y.C. (1997). Emotion and aging
: Changes in experience, expression, and control. Psychology
& Aging, 12, 590-599. [PDF] |
|
FREEDMAN, B.J. (1974). The subjective experience of
perceptual and cognitive disturbances in schizophrenia.
Archives of General Psychiatry, 30 (3), 333-340. |
PICKERING, J. (Ed) (1997). The authority of
experience : Essays on buddhism and psychology.
London : Curzon Press. |
|
PEPLAU, L.A., RUSSELL, D. & HEIM, M. (1979). The
experience of loneliness. In I.H. Frieze, D. Bar-Tal &
J.S. Carroll (Eds.), New approach to social problems
: Apllication of attribution. San Francisco :
Jossey-Bass. |
KELLY, J. & BAZZINI, D.G. (2001). Gender, sexual
experience, and the sexual double standard : Evaluations
of female contraceptive behavior. Sex Roles, 45
(11-12), 785-799.
[PDF] |
|
LAING, R.D. (1982). The voice of experience :
Experience, science and psychiatry. Harmondsworth :
Penguin. |
KING, P. (2003). Two conceptions of experience. Medieval
Philosophy & Theology, 11, 203-226. |
|
MRUK, C. (1984). Integrated description : A
phenomenological technique for researching large scale,
emerging human experience and trends. Advances in
Consumer Research, 3, 566-570. |
STRAWSON, G. (2003). What is the relation between an
experience, the subject of experience, and the content of
experience ? Philosophical Issues, 13, 279-315. |
|
WAHLSTEN, D. (1984). Each behavior is a product of
heredity and experience. Behavioral & Brain
Sciences, 7, 699-700. [PDF] |
ALSPECTOR-KELLY, M. (2004). Seeing the unobservable : Van
Fraassen and the limits of experience. Synthese, 140,
331-353. |
|
|
| |
SIEWERT, C. (2014). Is experience transparent ? Philosophical
Studies, 17, 15-41. |
|
SANDERS, J.T. (1985). Experience, memory and intelligence.
The Monist, 68 (4), 508-521. [PDF] |
KING, P. (2004). Two conceptions of experience. Medieval
Philosophy & Theology, 11, 1-24. [PDF] |
|
SINGER, J.L. & KOLLIGAN, J. (1986). Personality :
Developments in the study of private experience. Annual
Review of Psychology, 38 (1), 533-574. [PDF] |
CHALMERS, D. (2004). The representational character of
experience. In B. Leiter (Ed.), The future for
philosophy. Oxford.
[PDF] |
|
MOSS, D. (1989). Psychotherapy and human experience. In R.
Valle & S. Halling (Eds.), Existential-phenomenological
perspectives in psychology. New York : Plenum. |
BAARS, B.J. (2005). Subjective experience is probably not
limited to humans : The evidence from neurobiology and
behavior. Consciousness & Cognition, 14, 7-21.
[PDF] |
|
CUTTING, J. & DUNNE, F.J. (1989). Subjective
experience of schizophrenia. Schizophrenia Bulletin,
15, 217-231. |
CHAMPAGNE, F.A. & CURLEY, J.P. (2005). How social
experiences influence the brain. Current Opinion in
Neurobiology, 15 (6), 704-709. [PDF] |
|
PETERSON, J.B. (2006). Religion, sovereignty, natural
rights, and the constituent elements of experience. Archives
of the Psychology of Religion, 28, 135-180. |
|
HUSSAIN, Z. & GRIFFITHS, M. (2009). The attitudes,
feelings, and experiences of online gamers : A qualitative
analysis. Cyberpsychology & Behavior, 12
(6), 747-753. [PDF] |
|
|
|
|
Voir Flux mental |
| TAVRIS,
C., WADE, C., GOULET, C., GAGNON, A., WIEDMANN, P. et
RICHARD-BESSETTE, S. (2014). Initiation à la
psychologie : Les grandes perspectives. St-Laurent
: Persons/ERPI. |
|
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|
Expérience
cruciale : En
méthodologie, concept proposé par Bacon,
qui désigne une expérience qui permet de trancher entre deux hypohèses
ou explications théoriques. Il existe peu de recherches de ce type
en sciences humaines, qui permettent de mettre fin à des controverses.
Expérience cruciale et inférence
forte.
Crucial experiment.
| |
|
|
FORSYTH, D.R. (1976). Crucial experiments and social
psychological inquiry. Personality & Social
Psychology Bulletin, 2, 454-459. [PDF] |
|
GREENWALD, A.G. (1975). On the inconclusiveness of
"crucial" cognitive tests of dissonance versus
self-perception theories. Journal of Experimental
Social Psychology, 11, 490-499. [PDF] |
|
LATHAM, G., EREZ, M. & LOCKE E. (1988). Resolving
scientific disputes by the joint design of crucial
experiments by the antagonists : Application to the
Erez-Latham dsputeregarding participation in goal-setting.
Journal of of Applied Psychology, 73 (4),
753-772. |
|
|
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|
|
Expérience
de Asch : Recherche
expérimentale sur le conformisme
menée par Asch. Considérée
comme un classique de la psychologie
sociale.
Asch experiment, Asch task.
| |
|
 |
| |
|
ASCH, S.E. (1951). Effects of group pressure upon the
modification and distortion of judgements. In H. Guetzkow
(Ed.), Groups, leadership & men. Pittsburgh,
PA : Carnegie Press. |
STANDING, L.G. & LALANCETTE, M.-F. (1990). Asch fails
again. Social Behavior and Personality : An
International Journal, 18, 7-12 |
|
ASCH, S.E. (1955). Opinions and social pressure. Scientifc
American, 193 (5), 31-35. [PDF] |
FRIEND, R., RAFFERTY, Y. & BRAMEL, D. (1990). A
puzzling misinterpretation of the Asch conformity study. European
Journal of Social Psychology, 20, 29-44. [PDF] |
|
DEUTSCH, M. & GERARD, H.B. (1955). A study of
normative and informational social influences upon
individual judgment. Journal of Abnormal Social
Psychology, 51, 629-636. |
BOND, R. & SMITH, P.B. (1996). Culture and conformity
: A meta-analysis of studies using Asch's (1952b, 1956)
line judgment task. Psychological Bulletin, 119 (1),
111-137. [PDF] |
|
ASCH, S.E. (1956). Studies of independence and conformity
: A minority of one against a unanimous majority. Psychological
Monographs, 70 (Whole no. 416). |
WALKER, M.B. & ANDRADE, M.G. (1996). Conformity in the
Asch task as a function of age. The Journal of Social
Psychology, 136, 367-372. |
|
WHITTAKER, J.O., ROSENAU, C.D., FARNSWORTH, H. &
GROSZ, R. (1957). A repetition of Asch's effects of group
pressure on modification and distortion of judgments. Perceptual
& Motor Skills, 7, 245. |
HODGES, B.H. & GEYER, A.L. (2006). A nonconformist
account of the Asch experiments : Values, pragmatics, and
moral dilemmas. Personality & Social Psychology
Review, 10 (1), 2-19. |
| |
MORI, K. & ARAI, M. (2010). No need to fake it :
Reproduction of the Asch experiment without confederates.
International Journal of Psychology, 45, 390-397.
[PDF] |
|
SCHULMAN, G.I. (1967). Asch conformity studies :
Conformity to the experimenter and/or to the group ? Sociometry,
30, 26-40. |
HANAYAMA, A. & MORI K. (2011). Conformity of
six-year-old children in the Asch experiment without using
confederates. Psychology, 2 (7), 661-664.
[PDF] |
|
PERRIN, S. & SPENCER, C.P. (1981). Independence or
conformity in the Asch experiment as a reflection of
cultural and situational factors. British Journal of
Social Psychology, 20, 205-209. |
ARAI, M. & MORI, K. (2013). A questionnaire analysis
of the Asch experiment without using confederates. Psychology,
4 (11), 888-890. [PDF] |
|
AMIR, T. (1984). The Asch conformity effect : A study in
Kuwait. Social Behavior & Personality, 12, 187-190. |
MORI, K. ITO-KOYAMA, A., ARAI, M. & HANAYAMAM, A.
(2014). Boys, be independent! Conformity development of
Japanese children in the Asch experiment without using
confederates. Psychology, 5 (7), 617-623. [PDF] |
|
|
|
|
Voir aussi
Conformisme et Pression
sociale |
|
|
|
Expérience
de Bobo/Bandura : Nom donné à la poupée utilisée par Bandura
dans ses expériences sur l'agressivité
infantile. Bobo doll experiment.
| |
|
|
BANDURA, A., ROSS, D. & ROSS, S.A. (1961). Transmision
of aggression through imitation of aggressive models.
Journal of Abnormal & Social Psychology, 63,
575-582. |
|
BANDURA, A. & WALTERS, R.H. (1963). Social
learning and personality development. New York :
Holt, Rinehart, and Winston, Inc. |
|
GRAHAM, P. & ARSHAD-AYEZ, A. (2016). Learned
unsustainability : Bandura's Bobo Doll Revisited. Journal
of Education for Sustainable Development, 10 (2),
262–273. |
|
Voir aussi Bandura
et Agressivité |
|
|
|
|
|
|
Expérience de la chambre chinoise : Expérience
mentale conçue par Searle
pour répondre à la question : un ordinateur
peut-il simuler les propriétés de l'esprit ? Cette expérience
mentale répond par la négative : un ordinateur de ne peut simuler
la conscience humaine. Chinese room.
| |
|
|
SEARLE, J.R. (1980). Minds, brains, and programs.The
Behavioral & Brain Sciences 3, 417-457. |
|
ABELSON, R.P. (1980). Searle's argument is just a set of
Chinese symbols, Behvaioral & Brain Sciences 3, |
|
SEARLE, J.R. (1982). The Chinese room revisited. Behavioral
& Brain Sciences, 5 (2), 345-348. |
|
WEISS, T. (1990). Closing the Chinese room. Ratio :
An International Journal of Analytic Philosophy, 3 (2),
165-181. |
|
JACQUETTE, D. (1990). Adventures in the chinese room. Philosophy
& Phenomenological Research 49, 605-623. |
|
BEN-YAMI, H. (1993). A note on the Chinese room. Synthese,
95 (2), 169-172. [PDF] |
|
|
|
Expérience
de la pensée : Voir Expérience
mentale.
Thought experiment, imaginary
science, laboratory of the mind work.
|
Expérience de Milgram : Recherche
expérimentale sur l'obéissance
à l'autorité menée par Milgram.
Considérée comme un classique de la psychologie
sociale. Expérience de Milgram et éthique.
Milgram experiment, Milgram paradigm, Milgram's
obedience studies.
| |
|
| |
BLASS, T. (2000). The Milgram paradigm after 35 years :
Some things we now know about obedience to authority. In
T. Blass (Ed.), Obedience to authority : Current
perspectives on the Milgram paradigm (pp. 35-59).
Mahwah, NJ : Erlbaum. |
|
MILGRAM, S. (1963). Behavioral study of obedience. Journal
of Abnormal & Social Psychology, 67, 371-378.
[PDF]
+ [PDF] |
BLASS, T. & SCHMITT, C. (2001). The nature of
perceived authority in the Milgram paradigm : Two
replications. Current Psychology, 20, 115-121. |
| |
BURGER, J.M. (2002). Four decades and counting [Review of
the book Obedience to authority: Current perspectives on
the Milgram paradigm]. Contemporary Psychology : APA
Review of Books, 47, 665-667. |
|
MILGRAM, S. (1964). Issues in the study of obedience : A
reply to Baumrind. American Psychologist, 19,
848-852. |
SLATER, M., ANTLEY, A., DAVISON, A., SWAPP, D., GUGER, C.,
BARKER, C., PISTRANG, N. & SANCHEZ-VIVES, M.V. (2006).
A virtual reprise of the Stanley Milgram obedience
experiments. PLoS ONE, 1, 1-10. [PDF] |
| |
BURGER, J.M. (2007). Replicating Milgram. APS
Observer, 20, 15-17. |
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MILGRAM, S. (1965). Some conditions of obedience and
disobedience to authority. Human Relations, 18,
57-76. |
PACKER, D.J. (2008). Identifying systematic disobedience
in Milgram's obedience experiments : A meta-analytic
review. Perspectives on Psychological Science, 3,
301-304. |
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RICHARDOT, S. (2008). L'apport de la psychologie sociale à
la question de l'obéissance : les travaux de Stanley
Milgram sur la soumission à l'autorité. Dans A. Loez et N.
Mariot (Dirs.), Obéir, désobéir (p. 47-59). La
découverte - Recherches. [PDF]
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BENJAMIN, L.T. & SIMPSON, J.A. (2009) The power of the
situation : The impact of Milgram's obedience studies on
personality and social psychology. American
Psychologist, 64 (1), 12-19. |
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MILLER, A.G. (2009). Reflections on "Replicating Milgram"
(Burger, 2009). American Psychologist, 64 (1),
20-27. [PDF] |
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NAVARICK, D.J. (2009). Reviving the Milgram obedience
paradigm in the era of informed consent. The
Psychological Record, 59, 155-170. |
|
MILGRAM, S. (1972). Interpreting obedience : Error and
evidence. In A. Miller (Ed.), The social psychology of
psychological research. |
BLASS, T. (2009). From New Haven to Santa Clara : A
historical perspective on the Milgram obedience
experiments. American Psychology, 64 (1),
37-45. [PDF] |
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NICHOLSON, I. (2011). "Torture at Yale": Experimental
subjects, laboratory torment and the "rehabilitation" of
Milgram's "Obedience to authority". Theory &
Psychology, 21 (6), 737-761. |
|
ECKMAN, B. (1977). Stanley Milgram's "obedience"studies".
Et cetera, 34, 88-99. |
REICHER, S., HASLAM, S.A. & SMITH, J.R. (2012).
Working toward the experimenter : reconceptualising
obedience within the Milgram paradigm as
identification-based followership. Perspectives on
Psychological Science, 7, 315-324. |
| |
PERRY, G. (2012). Behind the shock machine : The
untold story of the notorious Milgram psychology
experiments. Melbourne : Scribe. |
|
GILBERT, S. (1981). Another look at the Milgram obedience
studies: the role of the gradated series of shocks. Personality
and Social Psychology Bulletin, 7, 690-695. |
GIBSON, S. (2013). Milgram's obedience experiments : A
rhetorical analysis. British Journal of Social
Psychology, 52, 290-309. |
|
MILLER, A.G. (1986). The obedience experiments : A
case study of controversy in social science. New
York, NY : Praeger. |
ROCHAT, F. & BLASS, T. (2014). Milgram's unpublished
obedience variation and its historical relevance. Journal
of Social Issues, 70, 456-472. |
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HASLAM, S.A., REICHER, S.D. & BIRNEY, M.E. (2014).
Nothing by mere authority : Evidence that in an
experimental analogue of the Milgram paradigm participants
are motivated not by orders but by appeals to science.
Journal of Social Issues, 70, 473-488. [PDF]
|
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RUSSELL, N.J.C. (2014). Stanley Milgram's obedience to
authority "relationship" condition : Some methodological
and theoretical implications. Social Sciences, 3, 194-214. |
| |
GRIGGS, R.A. (2014). Coverage of the Stanford prison
experiment in introductory psychology textbooks.
Teaching of Psychology, 41, 195-203. |
|
NISSANI, M. (1990). A cognitive reinterpretation of
Stanley Milgram’s observations to obedience to authority.
American Psychologist, 45, 1384-1385. |
HASLAM, S.A., LOUGHAN, S. & PERRY, G. (2014).
Meta-Milgram : an empirical synthesis of the obedience
experiments. PLoS ONE, 9 (4), 1-9. [PDF] |
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BLASS, T. (1991). Understanding behavior in the Milgram
obedience experiment : the role of personality,
situations, and their interactions. Journal of
personality & social Psychology, 60 (3),
398-413. |
BARTELS, J.M. (2014). The Stanford prison experiment in
introductory psychology textbooks : A content analysis. Psychology
Learning & Teaching, 14 (1), 36-50. [PDF] |
| |
RUSSELL, N.J.C. & GREGORY, R.J. (2015). The
Milgram-Holocaust linkage : Challenging the present
consensus. State Crime Journal, 4, 128-153. |
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BLASS, T. (1992). The social psychology of Stanley
Milgram. In M. Zanna (Ed.), Advances in experimental
social psychology (Vol. 25, pp. 227-329). San Diego
: Academic Press. |
GRIGGS, R.A. & WHITEHEAD, G.I. (2015). Coverage of
Milgram's obedience experiments in social psychology
textbooks : Where have all the criticisms gone ? Teaching
of Psychology, 42, 315-322. |
| |
HASLAM, S.A., REICHER, S., MILLARD, K. & McDONALD, R.
(2015). Shock treatment : Using immersive digital realism
to restage and re-examine Milgram's "Obedience to
authority" research. PLoS ONE, 10 (3), 1-10. [PDF] |
| |
HOLLANDER, M.M. (2015). The repertoire of resistance :
Non-compliance with directives in Milgram's ‘obedience’
experiments. British Journal of Social Psychology, 54
(3), 425-444. |
|
BLASS, T. (1996). Attribution of responsibility and trust
in the Milgram obedience experiment. Journal of
Applied Social Psychology, 26, 1529-1535. |
HASLAM, S.A., REICHER, S., MILLARD, K. & McDONALD, R.
(2015). "Happy to have been of service" : The Yale archive
as window into the engaged followership of participants in
Milgram's "obedience" experiments. British Journal of
Social Psychology, 54, 55-83. |
|
BLASS, T. (1996). The Milgram obedience experiment :
Support for a cognitive view of defensive attribution. Journal
of Social Psychology, 136, 407-410. |
HASLAM, S.A., REICHER, S. & BIRNEY, M.E. (2016).
Questioning authority : New perspectives on Milgram's
"obedience" research and its implications for intergroup
relations. Current Opinion in Psychology, 11,
6-9. [PDF]
|
|
BLASS, T. (1999). The Milgram paradigm after 35 years :
Some things we now know about obedience to authority. Journal
of Applied Social Psychology, 29, 955-978. [PDF] |
GRIGGS, R.A. (2016). Milgram's obedience study : A
contentious classic reinterpreted. Teaching of
Psychology, 44 (1), 1-6. [PDF]
|
|
|
Voir aussi Milgram,
Obéissance à
l'autorité, Tromperie,
Autoritarisme
et Autorité |
| |
|
|
Expérience de Miller : Recherche
expérimentale sur la capacité
de la mémoire à court
terme réalisée par Miller.
| |
|
|
MILLER, G.A. (1956). The magical number seven, plus or
minus two : Some limits on our capacity for processing
information. Psychological Review, 63, 81-97. |
|
BROADBENT, D.E. (1975). The magic number seven after
fifteen years. In A. Kennedy & A. Wilkes (Eds.),
Studies in long-term memory (pp. 3-18). London :
Wiley. |
|
COWAN, N. (2001). The magical number 4 in short-term
memory : A reconsideration of mental storage capacity.
Behavioral & Brain Sciences, 24, 87-114. |
|
|
Voir aussi Capacité,
Mémoire à court
terme et Miller |
|
|
Expérience
de mort imminente :
Near-death experience.
| |
|
|
RING, K. (1980). Life at Death : A Scientific
Investigation of the Near-Death Experience. New
York : Coward, McCann and Geohegan. |
OWENS, J.E., COOK, E.W. & STEVENSON, I. (1990).
Features of the near-death experience in relation to
whether or not patients were near death. The Lancet,
336, 1175-1177. |
|
CARR, D.B. (1981). Endorphins at the approach of death.
The Lancet, 1 (8216), 390. |
BLACKMORE, S.J. (1993). Dying to live : Science and
the near death experience. London : Grafton. |
|
DRAB, K. (1981). The tunnel experience : Reality or
hallucination ? Anabiosis : The Journal of Near Death
Studies, 1, 126- 152. |
BLACKMORE, S.J. (1996). Near death experiences. Journal
of the Royal Society of Medicine, 89, 73-76. |
|
GABBARD, G.O., TWEMLOW, S.W. & JONES, F.C. (1981). Do
"near-death experiences" occur only near death ? Journal
of Nervous & Mental Disease, 169 (6), 374-377.
|
WHINNERY, J.E. (1997). Psychophysiologic correlates of
unconsciousness and near-death experiences. Journal of
Near- Death Studies, 15, 231-258. |
|
GABBARD, G.O. & TWEMLOW, S.W. (1981). Explanatory
hypotheses for near-death experiences. Revision, 4
(2), 68-71. |
VAN LOMMEL, P.,VAN WEES, R., MEYERS, V. & ELFFERICH,
I. (2001). Near-death experience in survivors of cardiac
arrest : A prospective study in the Netherlands. The
Lancet, 358, 2039-2045. |
|
CARR, D.B. (1982). Pathophysiology of stress-induced
limbic lobe dysfunction : A hypothesis relevant to
near-death experience. Anabiosis : The Journal of
Near Death Studies, 2, 75-89. |
PARNIA, S., WALLER, D.G., YEATES, R & ENWICK, P.
(2001). A qualitative and quantitative study of the
incidence, features and aetiology of near death
experiences in cardiac arrest survivors.
Resuscitation, 48, 149-156. |
|
TWEMLOW, S.W. & GABBARD, G.O. (1983). The influence of
demographic/psychological factors and pre-existing
conditions on the near-death experience. Omega, 15 (3),
223-234. |
PARNIA, S. & FENWICK, P. (2002). Near death
experiences in cardiac arrest : Visions of a dying brain
or visions of a new science of consciousness. Resuscitation,
52, 5-11. |
|
SAAVEDRA-AGUILAR, J.C. & GOMEZ-JERIA, J.S. (1989). A
neurobiological model for near death experiences.
Journal of Near Death Experiences, 7, 205-222. |
WOERLEE, G.M. (2003). Mortal minds : The biology of
neardeath experiences. New York : Prometheus
Books. |
|
APPLEBY, L. (1989). Near death experience : Analogous to
other stress induced phenomena. British Medical
Journal, 298, 976-977. |
PARNIA, S., SPEARPONT, K. & FENWICK, P. (2007). Near
death experiences, cognitive function and psychological
outcomes of surviving cardiac arrest. Resuscitation,
74, 215-221. |
|
BRAITHWAITE, J.J. (2008). Near death experiences (NDEs) :
The dying brain. Skeptic Magazine, 21 (2). |
|
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|
|
Expérience de Schachter et Singer :
| |
|
|
SCHACHTER, S. & SINGER, J.E. (1962). Cognitive, social
and physiological determinants of emotional states. Psychological
Review, 69, 379-399. |
|
PLUTCHIK, R. & AX, A.F. (1967). A critique of
determinants of emotional state by Schachter and Singer
(1962). Psychophysiology, 4 (1), 79-82. |
|
COTTON, J.L. (19882). A review of research on Schacter's
theory of emotion and missattribution of arousal. European
Journal of Social Psychology, 11 (4), 365-397. |
|
|
Voir aussi Schachter
et Singer |
|
|
Expérience
de Skinner : Série d'expériences
menées par Skinner et son
équipe sur le conditionnement
opérant chez le pigeon
et le le rat.
| |
|
|
|
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|
SKINNER, B.F. (1945). Baby in a box. Ladies' Home
Journal, 62, 30-31; 135-136; 138. |
HOFFMAN, H.S. (1964). A retractable lever for use in
behavioral research. Journal of the Experimental
Analysis of Behavior, 7 (2), 163-164. [PDF] |
|
SKINNER, B.F. & CAMBELL, S.L. (1947). An automatic
shocking-grid apparatus for continuous use. Journal
of Comparative & Physiological Psychology, 40,
305-307. |
CROWDER, S.F. & WIKES, W.P. & HUNEYCUTT, B.C.
(1964). Simple motor-driven devices for feeding and
watering animals. Journal of the Experimental
Analysis of Behavior, 7 (4), 33-314. [PDF] |
|
DINSMOOR, J.A. (1958). A new shock gris for rats. Journal
of the Experimental Analysis of Behavior, 1 (2),
182. [PDF] |
HINELINE, P.N. (1968). Technical note : A rapid
retractable response lever. Journal of the
Experimental Analysis of Behavior, 11 (2), 127-128.
[PDF] |
|
HULSE, S.H. (1960). A precision liquid feeding system
controlled by licking behavior. Journal of the
Experimental Analysis of Behavior, 3 (1), 1-3.
[PDF] |
SKINNER, B.F. (1972). Cumulative record. New
York : Appleton-Century-Crofts. |
|
SKINNER, B.F. & REYNOLDS, G.S. (1962). Technique for
reinforcing either of two organisms with a single food
magazine. Journal of the Experimental Analysis of
Behavior, 5, 58. |
SLATER, L. (2004). Opening Skinner's box great
psychological experiments of the Twentieth Century. London
: Bloomsbury. |
|
HUNEYCUTT, B.D., CROWDER, W.F. & WILKES, W.P. (1964).
An inexpensive, retracting rat lever. Journal of the
Experimental Analysis of Behavior, 7 (4), 332. [PDF] |
|
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Expérience de type Ah ! : Expérience subjective.
= Eureka.
Illumination, Aha! experience, Aha! moment.
| |
|
|
BOWDEN, E.M. & JUNG-BEEMAN, M. (2003). Aha! insight
experience correlates with solution activation in the
right hemisphere. Psychonomic Bulletin & Review,
10 (3), 730-737. [PDF] |
|
PETERSON, G.B. (2004). A day of great illumination : B.F.
Skinner's discovery of shaping. Journal of the
Experimental Analysis of Behavior, 82, 317-328. [PDF] |
|
KOUNIOS, J. & BEEMAN, M. (2009). The Aha! moment : The
cognitive neuroscience of insight.Current Directions
in Psychological Science, 18, 210-216. [PDF] |
|
THAGARD, P. & STEWART T.C. (2011). The Aha! experience
: Creativity through emergent binding in neural networks.
Cognitive Science, 35, 1-33. [PDF] |
|
|
Voir aussi Résolution
de problème et Insight |
|
|
Expérience(s)
de Wundt : Plusieurs historiens
des sciences considèrent que les premières expériences
scientifiques de psychologie ont été réalisées par Wundt.
Wundt studies.
| |
|
|
KANTOR, J.R. (1979). Wundt, experimental psychology, and
natural science. Mexican Journal of Behavior
Analysis, 5, 117-129. |
|
BRINGMANN, W.G. & TWEENEY, R.D. (Eds.) (1980). Wundt
studies. Toronto : C. J. Hogrefe. |
|
BRINGMANN, W.G., BRINGMANN, N.J. & UNGERER, G.A.
(1980). The establishment of Wundt's laboratory : An
archival and documentary study. In W.G. Bringmann & R.
D. Tweney (Eds.), Wundt studies : A centennial
collection (pp. 123-159). Toronto, Ontario, Canada
: C.J. Hogrefe. |
|
FARR, R.M. (1983). Wilhelm Wundt (1832-1920) and the
origins of psychology as an experimental and social
science. British Journal of Social Psychology, 22, 289-301. |
|
GREENWOOD, J.D. (2003). Wundt, Völkerpsychologie, and
experimental social psychology. History of
Psychology, 6 (1), 70-88. |
|
NICOLAS, S. (2005). Wundt et la fondation en 1879 de son
laboratoire. L'année Psychologie, 105 (1),
133-170. [PDF] |
|
|
|
Expérience de Zimbardo : En 1972, Zimbardo
a réalisé une expérience, devenue
célèbre, dans une prison
américaine (Stanford prison).
Stanford prison experiment.
| |
|
|
ZIMBARDO, P.G. & WHITE, G. (1972). Stanford
prison experiment slide-tape show. Stanford
University. |
|
|
|
|
|
Expérience
du Petit Albert : Jeune enfant
de 11 mois que Watson et Rayner
ont conditionné à avoir peur d'un rat
blanc (conditionnement
répondant aversif). Cette expérience
a eu lieu en 1919. Petit Albert et éhique.
Little albert, Albert study.
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WATSON, J.B. & RAYNER, R. (1920). Conditioned
emotional reactions. Journal of Experimental
Psychology, 3 (1), 1-14. |
BECK, H.P., LEVINSON, S. & IRONS, G. (2009). Finding
Little Albert : A journey to John B. Watson's infant
laboratory. American Psychologist, 64, 605-614. |
| |
REESE, H.W. (2010). Regarding Little Albert. American
Psychologist, 65, 300-301. |
|
MURRAY, F. (1973). In search of Albert. Professional
Psychology, 4, 5-6. |
BECK, H.P. LEVINSON, S. & IRONS, G. (2010). The
evidence supports Douglas Merritte as Little Albert. American
Psychologist, 65, 300- 301. |
|
JONES, M.C. (1974). Albert, Peter, and John B. Watson. American
Psychologist, 29, 581-583. |
POWELL, R.A. (2011). Little Albert, lost or found :
Further difficulties with the Douglas Merritte hypothesis.
History of Psychology, 14, 106-107. |
|
RESNICK, J.H. (1974). In pursuit of Albert. Professional
Psychology, 5, 112-113. |
BECK, H.P. & IRONS, G. (2011). Finding Little Albert:
A seven-year search for psychology's lost boy. The
Psychologist, 24, 392-395. |
|
PRYTULA, R.E., OSTER, G.D. & DAVIS, S.F. (1977). The
"rat rabbit" problem : What did John B. Watson really do?
Teaching of Psychology, 4, 44-46. |
HARRIS, B. (2011). Letting go of Little Albert :
Disciplinary memory, history, and the uses of myth.
Journal of the History of the Behavioral Sciences, 47,
1-17. |
|
LARSON, C. (1978). Some further notes on the "rat rabbit"
problem and John B. Watson. Teaching of Psychology,
5, 35. |
FRIDLUND, A.J., BECK, H.P., GOLDIE, W.D. & IRONS, G.
(2012). Little Albert : A neurologically impaired child. History
of Psychology, 15, 302-327. |
|
HARRIS, B. (1979). Whatever happened to little albert ? American
Psychologist, 34, 151-160.
[PDF] + [LIRE] |
FRIDLUND, A.J., BECK, H.P., GOLDIE, W.D. & IRONS, G.
(2012). Little Albert-Answering the criticism. The
Psychologist, 25, 258. |
|
SAMELSON, F. (1980). Watson's little Albert, Cyril Burt's
twins, and the need for a critical science. American
Psychologist, 35, 619-625. |
DIGDON, D., POWELL, R.A. & SMITHSON, C. (2014).
Watson's alleged Little Albert scandal : historical
breakthrough or new Watson myth ? Revista de Historia
de la Psicología, 35 (1), 47-60. [PDF] |
HURCH, R.M. (1980). The Albert study: Illustration vs.
evidence. American Psychologist, 35, 215-216.
|
|
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LEUNES, A. (1983). Little Albert from the viewpoint of
abnormal psy- chology textbook authors. Teaching of
Psychology, 10, 230-231. |
POWELL, R.A., DIGDON, D., HARRIS, B. & SMITHSON, C.
(2014). Correcting the record on Watson, Rayner, and
Little Albert. Albert Barger as "Psychology"s lost boy".
American Psychologist, 69 (6), 600-611.
[PDF] |
|
PAUL, D.B. & BLUMENTHAL, A.L. (1989). On the trail of
Little Albert. Psychological Record, 39, 547-553. |
GRIGGS, R.A. (2014), The continuing saga of Little Albert
in introductory psychology textbooks. Teaching of
Psychology, 41 (4) 309-317. |
|
| |
|
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Expérience empirique : Au sens strict, il s'agit d'un pléonasme puisqu'une expérience implique
nécessairement le recours direct au sens, Voir recherche
empirique.
|
Expérience extatique : Selon Maslow,
moment d'extase et de bonheur que connaissent les individus
actualisés ou en voie de l'être; elle s'accompagne souvent d'une
perte de contact avec le temps et l'espace.
=
Voyage dans la quatrième dimension, consommation abusive de
substance illicite.
Peak, peak experience,
trip.
| |
MASLOW, A. (1959). Cognition of being in the peak
experiences. Journal of Genetic Psychology, 94,
43-66. |
|
MASLOW, A. (1964). Religions, values, and peak
experiences. Kappa Delta Pi and Publications. |
|
HOFFMAN, E. (1998). Peak experiences in childhood : An
exploratory study. Journal of Humanistic Psychology,
38 (1), 109-120. |
|
HOFFMAN, E. (2003). Peak-experiences in Japanese youth.
Japanese Journal of Humanistic Psychology, 21 (1),
112-121. |
|
HOFFMAN, E. & MURAMOTO, S. (2007). Peak-experiences
among Japanese youth. Journal of Humanistic
Psychology, 47, 524-540. |
|
HOFFMAN, E. & ORTIZ, F.A. (2009). Youthful
peak-experiences in cross-cultural perspective :
implications for educators and counselors In L. Francis,
D. Scott, M. de Souza & J. Norman (Eds.), The
International handbook of education for spirituality,
care, and well-being. New York : Springer. [PDF] |
|
TAVRIS, C., WADE, C., GAGNON, A., GOULET, C. et WIEDMANN,
P. (1999/2007). Introduction à la psychologie : les
grandes perspectives. St-Laurent : ERPI. |
|
|
Expérience
mentale : Expérience
impossible à réaliser - pour des raisons éthiques ou logistiques -
mais que l'on peut imaginer ou simuler afin de tester la cohérence
d'une théorie/modèle ou illustrer une thèse. EX:
Les terres jumelles de Putnam.
= expérience de la pensée, gedankenexperimente.
( ): les terres jumelles, la chambre
chinoise.
Thought experiment, imaginary
science, laboratory of the mind work.
| |
|
|
COLE, D. (1984). Thought and thought experiments. Philosophical
Studies, 45, 431-444. |
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HOROWITZ, T. & MASSEY, G.J. (Eds.) (1991). Thought
experiments in science and philosophy. Rowman &
Littlefield. |
GOODING, D.C. (1993). What is experimental about thought
experiments ? In D. Hull, M. Forbes & K. Ohrulik
(Eds.), Proceedings of the philosophy of science
association (pp. 280-290). East Lansing, MI :
Philosophy of Science Association. |
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SORENSEN, R.A. (1992). Thought experiments.
Oxford : Oxford University Press. |
HACKING, I. (1993). Do thought experiments have a life of
their own? In D. Hull, M. Forbes & K. Ohrulik (Eds.),
Proceedings of the philosophy of science association
(pp. 302-308). East Lansing, MI : Philosophy of Science
Association. |
|
JANIS, A.I. (1991). Can Thought experiments fail ? In T.
Horowitz & G. Massey (Eds.), Thought experiments
in science and philosophy (pp. 113-118.). Savage,
MD : Rowman and Littlefield Publishers. |
KUJUNDZIC, N. (1993). How does the laboratory of the mind
work ? Canadian Review of Philosophy/Revue Canadienne
de Philosophie, 32, 573-577. |
|
NORTON, J. (1991). Thought experiments in Einstein's work.
In T. Horowitz & G. Massey (Eds.), Thought
experiments in science and philosophy (pp.
129-148). Savage, MD : Rowman and Littlefield Publishers.
[PDF] |
GOODING, D.C. (1994). Imaginary science. British
Journal for the Philosophy of Science, 45, 1029-1045. |
|
IRVINE, A.D. (1991). On the nature of thought experiments
in scientific reasoning. In T. Horowitz & G. Massey
(Eds.), Thought experiments in science and philosophy
(pp. 149-165). Savage, MD : Rowman and Littlefield
Publishers. |
NORTON, J. (1996). Are thought experiments just what you
thought ? Canadian Journal of Philosophy, 26,
333-366. |
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GENDLER. T.S. (1998). Galileo and the indispensability of
scientific thought experiment. The British Journal
for the Philosophy of Science, 49, 397-424. [PDF] |
|
SORENSEN, R. (1992). Thought experiments and the
epistemology of laws. Canadian Journal of Philosophy,
22, 15-44. |
NERSESSIAN, N.J. ( ). Why do thought experiments work ? [PDF] |
|
NORTON, J. (2004). Why thought experiments do not
transcend empiricism. In C. Hitchcock (Ed.), Contemporary
debates in the philosophy of science. (pp. 44-66).
Blackwell. [PDF] |
| |
NORTON, J. (2004). On thought experiments : Is there more
to the argument ? Proceedings of the 2002 Biennial
Meeting of the Philosophy of Science Association,
Philosophy of Science, 71, 1139-1151. [PDF] |
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BROWN, J.R. (1993). The laboratory of the mind :
thought experiments in the natural sciences. London
: Routledge. |
GENDLER. T.S. (2004). Thought experiments rethought and
reperceived. Philosophy of Science, 71,
1152-1164. |
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SHEPARD, R.N. (2004). The step to rationality : The
efficacy of thought experiments in science, ethics, and
free will. Cognitive Science, 32, 3-35. [PDF] |
|
NERSESSIAN, N.J. (1993). In the theoretician's laboratory
: Thought experiment as mental modeling. In D. Hull, M.
Forbes & K. Ohrulik (Eds.), Proceedings of the
philosophy of science association (pp. 291-301).
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SHEPARD, R.N. (2006). Thought Experiments in
scientific discovery : What emergent mental capabilities
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of the Cognitive Science Society in Cooperation with the 5
International Conference of the Cognitive Science Society.
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NORTON, J. (2013). Chasing the light : Einstein's most
famous thought experiment. In J.B. Brown, M. Frappier
& L. Meynell (Eds.), Thought experiments in
philosophy, science and the arts (pp.123-140). New York :
Routledge. [PDF] |
| CHALMERS,
A.F. (1987). Qu'est-ce que la science ? Paris :
Éditions de la découverte. |
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Expérience
mentale de l'île du bout du monde : Expérience mentale qui consiste à imaginer ce qu'un individu seul pourrait apprendre (sur une île déserte), par comparaison à ce
qu'il pourrait apprendre s'il faisait partie d'un groupe (sur une
île habitée) ou ce que les individus de ce groupe pourrait lui
attribuer comme caractéristique pour qualifier ses apprentissages.
| |
| Apprentissages |
| Seul |
En groupe (appris) |
En groupe (attribué) |
| Manger |
Dîner en famille |
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| |
Timidité |
|
| Douleur |
Souffrir |
Malade imaginaire |
| |
Comparaison
sociale |
|
| Courir |
Compétition |
Initiative |
| |
Collaborer |
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| Marcher |
|
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| Produire des sons |
Parler
|
Répandre des rumeurs |
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Expérience mentale du bateau de Thésée : Expérience mentale qui tente de répondre à la question : Qu'est-ce qu'un objet ? Quelles caractéristiques doit posséder un objet x
pour que l'on puisse affirmer qu'il s'agit bel est bien d'un objet
x ? Une légende grecque, rapportée par Plutarque - Thésée et le
Minotaure - permet de mieux comprendre ce problème. À son retour
d'Athènes, Thésée, vainqueur du Minotaure - un colosse à tête de
taureau - confie son bateau aux autorités du port d'Athènes, qui,
en bons marins, en retirèrent les planches usées pour les
remplacer par du bois neuf. Ainsi, le bateau fut préservé pendant
des siècles. Mais après un certain temps, il ne restait plus
aucune planche d'origine. Le problème est ici de savoir si le
changement de matière (les planches) implique un changement
d'identité (est-ce un autre bateau ?) ou si l'identité du bateau
de Thésée est préservée par sa forme intiale, malgré les
transformations ? S'agit-il encore du Bateau de Thésée ou tout simplement d'un autre bateau ? Bateau de Thésée et théorie de l'identité.
|
Expérience mystique :
Mystical experience.
| |
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THALBOURNE, M.A. & DELIN, P.S. (1994). A common thread
underlying belief in the paranormal, creative personality,
mystical experience, and psychopathology. Journal of
Parapsychology, 58, 3-38. |
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Expérimental
: En science, cet adjectif à deux acceptions : 1)
la première qualifie un traitement ou un procédé à l'essai
ou en cours d'expérimentation, et dont on ne connaît pas
encore l'efficacité ou les effets
secondaires. EX: Cette thérapie pour
soigner les autistes est très expérimentale. =
stade expérimental, à l'essai, en cours de recherche.
2) Il qualifie également tout un éventail de termes
reliés à l'usage de la méthode
expérimentale lors d'une
expérience. EX: Le groupe de contrôle et le
groupe expérimental de ce plan
de recherche
expérimentale nous permettra de déterminer la cause de ce
phénomène.
=
recherche en laboratoire.
* Expérienciel.
Experimental.
| |
a
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b
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BORING, E.G. (1954). The nature and history of
experimental control. American Journal of Psychology,
67, 573-589. |
|
BSHARY, R. & GRUTTER, A.S. (2002). Experimental
evidence that partner choice is a driving force in the
payoff distribution among coopera tors or mutualists : The
cleaner fish case. Ecology Letters, 5 (1),
130–135. |
|
Voir Méthode
expérimentale et
Recherche expérimentale |
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Expérimentateur
: Scientifique
qui conçoit et réalise une expérience
ou une quasi-expérience.
= chercheur.
Experimenter.
| |
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HALL, R.V., FOX, R., WILLARD, D., GOLDSMITH, L., EMERSON,
M., OWEN, M., DAVIS, F. & PORCI, E. (1971). The
teacher as observer and experimenter in the modification
of disrupting and talking-out behaviors. Journal of
Applied Behavior Analysis, 4 (2), 141-149. [PDF] |
|
PENNER, L.A., HAWKINS, H.L., DERTKE, M.C., SPECTOR, P.
& STONE, A. (1973). Obedience as a fonction of
experimenter competence. Memory & Cognition, 1
(3), 241-245. |
|
HINELINE, P.N. (1986). The relationships between subject
and experimenter. Journal of the Experimental
Analysis of Behavior, 45, 123-127. [PDF] |
|
MARX D.M. & GOFF P. A. (2005). Clearing the air : The
effect of experimenter race on target's test performance
and subjective experience. British Journal of Social
Psychology, 44, 645-657. |
|
PROCOTOR, R.W. & EVANS, R. (2014). E.B. Titchener,
women psychologist, and the experimentalist. The
American Journal of Psychhology, 127 (4), 521-526.
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Voir aussi Expérimentalisme et
Expérience scientifique |
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Expérimentalisme : Doctrine scientifique qui considère que l'expérience
couplée au déterminisme
et à la quantification
constitue de toutes les toutes les méthodes
la plus valide pour
étudier les phénomènes
naturels et humains.
Expérimentalisme et science
expérimentale.
Experimentalism.
| |
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COCHRAN, W. & COX, G. (1957). Experimental
designs. New York : Wiley. |
|
BLUMENTHAL, A.L. (1985). Shaping a tradition :
experimentalism begins. In C.Buxton (Ed.), Points of
view in the modern history of psychology (pp.
51-83). New York : Academic Press. |
|
ACKERMANN, R. (1985). The new experimentalism. The
British Journal for the Philosophy of Science, 40,
185-190. |
|
MAYO, D.G. (1994). The new experimentalism, topical
hypotheses, and learning from error. Philosophy of
Science Association 1, 270-279.
[PDF] |
|
HOWE, K.R. (2004). A critique of experimentalism.
Qualitative Inquiry, 10 (4), 42-61. [PDF] |
|
HOWE, K.R. (2005). The question of versus experimentalism.
Educational Theory, 55 (3), 307-322. |
|
IMAI, K., KING, G. & STUART, E. (2008).
Misunderstandings between experimentalists and
observationalists about causal inference. Journal of
the Royal Statistical Society, 171, 481-502.
[PDF] |
|
PROCOTOR, R.W. & EVANS, R. (2014). E.B. Titchener,
women psychologist, and the experimentalist. The
American Journal of Psychhology, 127 (4), 521-526.
|
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Voir aussi Expérimentateur et
Expérience scientifique |
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Expert : Expertise : Ensemble de connaissances
et d'habiletés que
requiert la maîtrise de
certains domaines scientifiques,
intellectuels, artistiques, technologiques ou sportifs.
L'expert est "celui ou celle qui sait", donc qui possède des
connaissances précises sur un sujet pointu, que les autres acteurs
du domaine ne possèdent pas ou qu'ils ne maîtrisent pas
suffisamment pour être considérés comme des experts. Cette
maitrise est généralement
reconnu par ceux et celles qui ne la possèdent pas (les
pairs). EX: Le psychologue
versé dans les techniques d'apprentissage auprès des jeunes autistes
est considéré comme un expert dans son domaine. Il va de soi
que les deux "dangers" qui guettent l'expert sont 1) son
incapacité à admettre son ignorance, de dire qu'il ne sait pas une
chose (ce qu'il devrait savoir) ; 2) la tentation
de s'aventurer hors de son domaine d'expertise, plutôt que NDLR
: Un bon expert est généralement l'expert de sa propre
ignorance. Expertise,
habileté et compétence.
= maîtrise. /novice,
inexpertise, charlatan, imposteur. Expertise.
| |
|
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EINCHORN, H.J. (1972). Expert measurement and mechanical
combination. Organizational Behavior & Human
Performance, 7, 86-106. |
GRUBER, H. (2001). Acquisition of expertise. In N. Smelser
& P.B. Baltes (Eds.), International encyclopedia
of the social & behavioral sciences (pp.
5145-5150). Oxford : Elsevier. |
|
HOGARTH R.M. (1974). Expert judgment : Some necessary
conditions and an example. Journal of Applied
Psychology, 59, 562-571. |
MUGNY G., QUIAMZADE A., PIGIERE, D., DRAGULESCU, A. &
BUCHS C. (2002). Self-competence, interaction style and
expert social influence : Toward a correspondence
hypothesis. Swiss Journal of Psychology, 61,
153-166. |
|
MARECK, J., PILIAVIN, J.A., FITZSIMMONS, E., KROGH, E.C.,
LEADER, E. & TRUDELL, B. (1978). Women as TV experts :
The voice of authority. Journal of Communication, 28,
159-168. |
BOHNER, G., RUDER, M. & ERB, H.P. (2002). When
expertise backfires : Contrast and assimilation effects
in persuasion. British Journal of Social Psychology,
41, 495-519. |
|
CHI, M.T.H., FELTOVITCH, P. & GLASER, R. (1981).
Categorization and representation of physics problems by
experts and novices. Cognitive Science, 5,
121-152. |
KALYUGA, S., AYRES, P., CHANDLER, P. & SWELLER, J.
(2003). The expertise reversal effect. Educational
Psychologist, 38 (1), 23-31. [PDF] |
|
ABERNATHY, B. & RUSSEL, D.G. (1987). Expert-novice
differences in an applied selective attention task. Journal
of Sport Psychology, 9, 326-345. |
|
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CHI, M.T.H., GLASER, R. & FARR, M.J. (Eds.) (1988). The
nature of expertise. Hillsdale, NJ : Erlbaum. |
ROSSANO, M.J. (2003). Expertise and the evolution of
consciousness. Cognition, 89 (3), 207-236.
[PDF] |
|
GOULET, C., BARD, C. & FLEURY, M. (1989). Expertise
differences in preparing to return a tennis serve: A
visual information processing approach. Journal of
Sport & Exercise Psychology, 11, 382-398. |
VAN GELDER, T., BISSETT, M. & CUMMING, G. (2004).
Cultivating expertise in informal reasoning. Canadian
Journal of Experimental Psychology, 58, 142-152. |
|
GLASER, R. (1990). Expertise. In M.W. Eysenck, A. Ellis,
& E. Hunt (Eds.),The Blackwell dictionary of
cognitive psychology (pp. 139-142). Oxford,
England : Basil Blackwell. |
|
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KROSNICK, J.A. (1990). Expertise in political psychology.
Social Cognition, 8, 1-8. [PDF] |
RIKERS, R.M.J.P. & PAAS, F. (2005). Recent advances in
expertise research. Applied Cognitive Psychology, 19,
145-149. |
|
ERICSSON, K.A. & SMITH, J. (Eds.) (1991). Toward
a general theory of expertise : Prospects and limits.
Cambridge : Cambridge University Press. |
KALYUGA, S., AYRES, P., CHANDLER, P. & SWELLER, J.
(2005). Rapid dynamic assessment of expertise to improve
the efficiency of adaptive E-learning. Educational
Technology Research & Development, 53 (3),
83-93. [PDF] |
|
ERICSSON, K.A. & SMITH, J. (1991). Prospects and
limits of t he empirical study of expertise : An
introduction. In K. A. Ericsson & J. Smith (Eds.),
Toward a general theory of expertise: Prospects and
limits (pp. 1-39). Cambridge, England : Cambridge
University Press. |
|
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DREYFUS, H.L. (1992). Artificial experts - Response.
Social Studies of Science, 22 (4), 717-726. |
|
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BEDARD, J. & CHI, M.T.H. (1992). Expertise.
Current Directions in Psychological Science, 1 (4),
135-139. |
BAKER, J., LOVELL, K. & HARRIS, N. (2006). How expert
are the experts ? An exploration of the concept of "expert"
within Delphi panel techniques. Nurse Researcher, 14
(1), 59-70. [PDF] |
|
BEREITER, C. & SCARDAMALIA, M. (1993). Surpassing
ourselves : An inquiry into the nature and implications
of expertise. La Salle, IL : Open Court. |
ERICSSON, K.A., CHARNESS, N., FELTOVITCH, P. &
HOFFMAN, R.R. (2006). Cambridge handbook on expertise
and expert performance. Cambridge, UK : Cambridge
University Press. |
|
ERICSSON, K.A., KRAMPE, R. & TESCH-RÖMER, C. (1993).
The role of deliberate practice in the acquisition of
expert performance. Psychological Review, 100
(3), 363-406..
[PDF] |
ERICSSON, K.A. (2006). The influence of experience and
deliberate practice on the development of superior expert
performance. In K.A. Ericsson, N. Charness, P. Feltovich
& R.R. Hoffman (Eds.), Cambridge handbook of
expertise and expert performance (pp. 685-706).
Cambridge, UK : Cambridge University Press. |
|
DAWES, R.M. (1994). Psychotherapy : The myth of expertise.
In House of cards : Psychology and psychotherapy
built on myth (pp. 38-74). New York : Free Press. |
ABERNETHY, B. & CÔTÉ, J. (2007). Nurturing the
development of a comprehensive model of expertise. International
Journal of Sport Psychology, 38 (1), 68-72. |
|
ERICSSON, K.A. & CHARNESS, N. (1994). Expert
performance : Its structure and acquisition. American
Psychologist, 49 (8), 725-747. |
ERICSSON, K.A. WHYTE, J. & WARD, P. (2007). Expert
performance in nursing : Reviewing research on expertise
in nursing within the framework of the expert-performance
approach. Advances in Nursing Science, 30,
58-71. [PDF] |
|
ERICSSON, K.A. (1996). The acquisition of expert
performance: An introduction to some of the issues. In K.
A. Ericsson (Ed.) The road to excellence (p.
1-50). Hillsdale, N.J. : Erlbaum. |
|
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VRIJ, A. & SEMIN, G.R. (1996). Lie experts' beliefs
about nonverbal indicators of deception. Journal of
Nonverbal Behavior, 20 (1), 66-80. [PDF] |
|
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ERICSSON, K.A. & LEHMANN, A.C. (1996). Expert and
exceptional performance : Evidence on maximal adaptations
on task constraints. Annual Review of Psychology, 47,
273-305. |
ABERNETHY, B., ZAWI, K. & JACKSON, R.C. (2008).
Expertise and attunement to kinematic constraints. Perception,
37 (6), 931-948. |
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STARKES, J.L., DEAKIN, J., ALLARD, F., HODGES, J. &
HAYES, A. (1996). Deliberate practice in sports : What is
it anyway? In K.A. Ericsson (Ed.), The road to
excellence : The acquisition of expert performance in
the arts and sciences, sports, and games (pp.
81-106). Mahwah, NJ : Erlbaum. |
KRIGOLSON, O.E., PIERCE, L.J., HOLROYD, C.B. & TANAKA,
J.W. (2009). Learning to become an expert: Reinforcement
learning and the acquisition of perceptual expertise. Journal
of Cognitive Neuroscience, 21, 1833-1840. [PDF] |
|
STERNBERG, R.J. (1998). Abilities as forms of developing
expertise. Educational Researcher, 27, 11-20. |
|
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LEHMANN, A.C. & ERICSSON, K.A. (1998). The historical
development of domains of expertise : Performance
standards and innovations in music. In A. Steptoe (Ed.), Genius
and the mind (pp. 67-94). Oxford, UK : Oxford
University Press. |
GRUBER, H., JANSEN, P., MARIENHAGEN, J. & ALTENMUELLER
(2010). Adaptations during acquisition of expertise. Talent
Development & Excellence, 2 (1), 3-15. [PDF] |
|
STERNBERG, R.J. (1999). Intelligence as developing
expertise. Contemporary Educational Psychology, 24,
259-375. |
|
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HINDS, P.J. (1999). The curse of expertise : The effects
of expertise and debiasing methods on predictions of
novice performance. Journal of Experimental
Psychology : Applied, 5 (2), 205-221. [PDF] |
SPEIRS-BRIDGE, A., FIDLER, F., McBRIDE, M., FLANDER, L.,
CUMMING, G. & BURGMAN, M. (2010). Reducing
overconfidence in the interval judgments of experts.
Risk Analysis, 30, 512-523. [PDF] |
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Voir aussi Surapprentissage,
Habileté, Effort, Exercice, Répétition et Compétence |
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Explication : Expliquer : Il s'agit de l'un
des trois objectifs de la science
(Décrire, expliquer et contrôler).
Expliquer consiste à mettre en évidence les causes
nécessaires, probables ou possibles d'un phénomène.
En d'autres termes, une explication est un raisonnement
qui permet de comprendre en quoi un X (= cause) influence un
Y (phénomène). En science, les explications prennent notamment la
forme de théorie et de modèle.
Explication et types
d'explication. Selon Bunge,
une théorie est un ensemble de concepts
- au moins deux - logiquement reliés, qui permet de décrire et
d'expliquer un ensemble de phénomènes (au moins un). Explication et
types d'explication.
*Compréhension.
Explanation.
En psychologie,
l'explication scientifique revêt de multiples formes, que l'on
peut classer selon au moins cinq caractéristiques :
- Le nombre de concepts que
contient l'explication
- La nature des concepts
de l'explication
- La nature des relations
qui unissent les concepts qui forment l'explication
- Le laps de temps qui
s'écoule entre X et Y ou entre Z et Y, selon le cas.
- Le langage utilisé
pour formuler l'explication
|
|
| 1 |
Nombre de concepts d'une explication |
| 1.1
|
Explication descriptive |
L'explication repose sur les seules propriétés ou
caractéristiques du phénomène étudié (Y) |
Certains scientifiques -
notamment Bélanger
- considèrent que la description d'un phénomène Y
constitue une forme élémentaire d'explication. Décrire
un phénomène consiste à l'observer et à en énumérer les
propriétés, ainsi que le contexte dans lequel ce
phénomène se produit. EX: En présence
d'adultes, certains enfants se comportent de façon
agressive, alors que lorsqu'ils sont seuls, ces mêmes
enfants sont calmes. Pourquoi les enfants se
comportent-ils de façon agressive ? Ici, on pourrait
affirmer que le comportement agressif des enfants a la
propriété de s'adapter au contexte ou au milieu
(présence ou non d'adultes). L'explication repose donc
sur les seules propriétés du phénomène observé, en
l'occurrence sa plasticité, son ajustement ou sa
variabilité, qui sont tous deux des concepts importants
de la psychologie. |
| 1.2 |
Explication
empirique |
L'explication
repose sur la relation entre deux phénomènes, X et Y |
Au sens strict, une explication
contient au moins deux éléments, soit le phénomène
étudié (Y), que l'on souhaite expliquer, et le phénomène
que l'on considère comme la cause de Y, soit X. EX:
Quand il fait chaud (X), certains individus se
comportent de manière agressive (Y). Pourquoi certains
individus sont-ils agressifs ? Parce qu'il fait chaud.
C'est donc la chaleur qui rend les gens agressifs. |
| 1.3 |
Explication
théorique |
L'explication de la relation entre X et Y repose sur
l'intervention d'un tiers phénomène Z |
Les psychologues
se contentent rarement de ces deux premiers types
d'explication. Généralement, ils ont recours à un
tiers-phénomène Z pour expliquer la relation entre X et
Y. EX: Quand il fait chaud (X),
certains individus se comportent de manière agressive
(Y) car ils ont alors de la difficulté à obtenir ce
qu'ils désirent et, ce faisant, leur frustration (Z)
augmente. Pourquoi les individus sont-ils agressifs ?
Parce qu'il fait chaud ? Non, la chaleur n'est qu'un
phénomène parmi d'autres qui produit de la frustration
chez l'individu. L'explication du comportement agressif
réside donc dans l'intervention d'un tiers, en
l'occurence la frustration. Pourquoi les individus
sont-ils agressifs ? Réponse : parce qu'ils sont
frustrés. La chaleur contribue à augmenter la
frustration, mais un bruit fort continu ou une douleur
aiguë peut produire le même résultat. |
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| 2 |
Nature des phénomènes explicatifs |
| 2.1
|
Explication
fonctionnelle ou béhavioriste |
L'explication contient 2 ou 3 éléments qui possèdent
tous le même statut
ontologique |
L'explication contient 2
ou 3 éléments qui possèdent tous le même statut
ontologique. Il existe trois statuts ontologiques en
psychologie : a) le phénomène existe,
il est matériel et on peut donc l'observer (phénomène
empirique); b) le phénomène existe, il
est immatériel et on ne peut l'observer (construit
hypothétique). c) le phénomène
n'existe pas, mais on feint provisoirement son
existence, il est donc inobservable (variable
intermédiaire). Dans ce premier type d'explication, X et
Y ont le même statut ontologique que Z; ils sont tous
les trois matériels et observables EX:
Quand un individu se comporte de manière agressive (Y),
les individus autour de lui le regardent (Y). Ces
regards renforcent les comportements agressifs. Pourquoi
les individus sont-ils agressifs ? Parce qu'ils sont
renforcés à l'être. Ici, le scientifique a recours à une
explication Z - le conditionnement opérant - qui a le
même statut ontologique que les comportements agressifs
(Y) et d'observation (X). |
| 2.2 |
Explication
réductrice biologique ou chimique, explication
neurobiologique |
L'explication
contient 3 éléments qui possèdent tous le même statut
ontologique (matériel et potentiellement observable),
mais Z est d'un niveau ontologique inférieur |
Certains psychologues considèrent
que si l'on veut expliquer les comportements humains, il
faut expliquer comment le cerveau produit ces mêmes
comportements. Ici Z est donc réduit au fonctionnement
du cerveau, à ses composants. EX:
Quand il fait chaud (X), certains individus se
comportent de manière agressive (Y) parce que le centre
de régulation de la chaleur situé dans l'hypothalamus
(Z) ne parvient pas à maintenir la température interne
du corps. Un message est alors transmis au système
limbique (Z) responsable de l'agressivité. Pourquoi
certains individus sont-ils agressifs ? Parce que
l'hypothalamus et le système limbique ont engendré cette
réponse. Le même trajet de l'influx nerveux responsable
du comportement agressif pourrait être décrit en des
termes encore plus réducteurs (neurone, molécules, etc). |
| 2.3 |
Explication
cognitive de type émergente |
L'explication contient 3 éléments qui possèdent tous le
même statut ontologique (matériel et potentiellement
observable), mais Z est d'un niveau ontologique
supérieur |
De nombreux
psychologues croient que l'explication réductrice
biologique est vouée à l'échec, car l'esprit ne peut être
réduit à un ensemble de neurones. Selon eux, il existe des
phénomènes mentaux ou cognitifs, donc non biologiques,
qui permettent d'expliquer comment l'individu analyse
son milieu et comment cette analyse guide ou oriente ses
comportements. EX: Quand il fait chaud
(X), certains individus se comportent de manière (Y)
parce qu'ils croient (Z), à tort ou à raison, qu'ils
vont perdre connaissance, alors ils paniquent et
deviennent agressifs. Pourquoi certains individus
sont-ils agressifs ? Parce que leur analyse cognitive de
la situation repose sur l'idée ou la croyance qu'un coup
de chaleur peut provoquer une perte de connaissance, en
conséquence ils paniquent et deviennent agressifs. Ici
le scientifique doit inférer l'existence d'un processus
d'analyse (croyance plus ou moins rationnelle en un
danger), processus qui pour les mentalistes est
immatériel et donc inobservable. Pour certains
psychologues, ce processus serait une émergence du
cerveau. |
| 2.4 |
Explication
mentaliste |
L'explication
contient 3 éléments, mais Z a un statut ontologique
différent de X et Y |
| 2.5 |
Explication
formelle |
L'explication
contient 3 concepts, mais Z est une fonction, il
n'existe pas |
Certains psychologues souscrivent à
l'analyse 3 mais sans se prononcer sur l'existence des
processus cognitifs invoqués pour expliquer le
comportement Y. En fait, pour eux Z peut-être considéré
comme une simple fonction mathématique qui permet de
relier les domaines X et Y. EX: Quand
il fait chaud (X), certains individus se comportent de
manière agressive (Y) parce qu'ils croient (Z), à tort ou
à raison, qu'ils vont perdre connaissance, alors ils
paniquent et deviennent agressifs. Ces croyances ou ce
raisonnement existent-ils ? Non, ce sont des mots que
l'on utilise pour décrire un phénomène intermédiaire,
situé entre X et Y, que l'on ne comprend pas. |
| 2.6 |
Explication
intégrative |
Plusieurs
types ou niveaux d'explication peuvent coexiter au sein
d'unu seule et même
explication |
Il existent deux types d'explication
intégrative : L'explication intégrative pragmatique et
l'explication intégrative ontologique. La première forme
- intégrative pragmatique - considère que l'on peut
faire des concessions sur le plan de la cohérence
interne entre les explications si, en conséquence, le
recours à plusieurs niveaux d'explications - même
contradictoires - permet une meilleure compréhension des
phénomènes. L'autre forme intégrative - ontologique -
considère que certaines explications sont compatibles
entre elles. EX: le béhaviorisme
radicale et certaines forme d'écologie
humaine (Kunkel)
ou de matérialisme
culturel (Glenn). |
|
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|
| 3 |
Nature
des relations entre les concepts d'une explication |
| 3.1
|
Explication
causale - déterminisme strict |
X
ou Z est nécessaire et suffisant à l'apparition de Y |
|
| 3.2 |
Explication
probabiliste - déterminisme faible |
Quand
X ou Z se produit, il est probable que Y apparaisse |
|
| 3.3 |
Explication
corrélationnelle ou indéterminée |
Les phénomènes coexistencent mais on ne peut déterminer qui est Y, X ou Z |
|
| 3.4 |
Explication
stochastique - absence de déterminisme |
Le phénomène à expliquer (Y) obéit au lois du hasard |
|
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|
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|
|
| 4 |
Laps de temps qui s'écoule entre X et Y ou entre Z et Y |
| 4.1
|
Explication
proximale |
X
ou Y est situé dans le milieu immédiat de Y |
|
|
| Explication
distale génétique |
Quand
X ou Z se produit, il est probable que Y apparaisse |
Vulnérabilité biologique à la
chaleur |
| 4.3 |
Explication distale évolutive |
Les phénomènes coexistent mais on ne peut déterminer qui est Y, X ou Z |
|
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|
|
|
|
| 5 |
Langage
utilisé pour formuler l'explication |
| 5.1 |
Explication classique |
L'explication
est en prose, en langage naturel |
|
| 5.2 |
Explication
formelle |
L'explication
a été traduite en axiomes (axiomatisation) |
|
| 5.3 |
Explication
logico-mathématique |
L'explication
a été transformée en termes mathématiques, en équation |
La loi d'appariement de Hernnstein |
|
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| |
|
 |
| |
|
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CUMMINS, R. (1983). The nature of psychological
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DRETSKE, F.I. (1988). Explaining behavior. Reasons in
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GIJSBERS, V. (2007). Why unification Is neither necessary
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WEISBERG, D.S., KEIL, F.C., GOODSTEIN, J., RAWSON, E.
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| |
BERMÙDEZ, J.L. (2008). The reinterpretation hypothesis :
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KITCHER, P. (1989). Explanatory unification and the causal
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|
THAGARD, P. (1989). Explanatory coherence. Behavioral
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CUMMINS, R. (1991). The role of representation in connectionist explanations
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UTTAL, W.R. (2014). Are neuroreductionist explanations of
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| |
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[PDF] |
|
|
| |
|
Voir aussi Théorie,
Prédiction et Modèle |
|
|
Explication (personnelle) : Explication personnelle, théorie
naïve de la personnalité et attribution.
| |
|
|
MILLER, J.G. (1984). Culture and the development of
everyday social explanation. Journal of Personality
& Social Psychology, 46, 961-978. |
MALLE, B.F., KNOBE, J., O'LAUGHLIN, M., PEARCE, G.E. &
NELSON, S.E. (2000). Conceptual structure and social
functions of behavior explanations : Beyond
person-situation attributions. Journal of Personality
& Social Psychology, 79, 309-326. |
|
SOBER, E. (1984). Common cause explanation. Philosophy
of Science, 51, 212-241. |
|
|
KOEHLER, D. (1991). Explanation, imagination, and
confidence in judgment. Psychological Bulletin, 110
(3), 499-519. [PDF] |
O'LAUGHLIN, M.J. & MALLE, B.F. (2002). How people
explain actions performed by groups and individuals. Journal
of Personality & Social Psychology, 82, 33-48. |
|
ANDERSON, C.A., KRULL, D.S. & WEINER, B. (1996).
Explanations : Processes and consequences. In E.T. Higgins
& A.W. Kruglanski (Eds.), Social psychology :
Handbook of basic principles (pp. 271-296). NY :
Guilford Press. |
KNOBE, M.J. & MALLE, B.F. (2002). Self and other in
the explanation of behavior : 30 years later. Special
Issue on self-other asymmetries : Psychologica
Belgica, 42, 113-130. |
| |
KEIL, F.C. (2006). Explanation and understanding.
Annual Review of Psychology, 57, 227-254. [PDF] |
|
MALLE, B.F. & KNOBE, J. (1997). Which behaviors do
people explain ? A basic actor-observer asymmetry. Journal
of Personality & Social Psychology, 72,
288-304. |
WILLIAMS, J.J. & LOMBROZO, T. (2010). The role of
explanation in discovery and generalization : Evidence
from category learning. Cognitive Science, 34, 776-806. |
|
MALLE, B.F. (1999). How people explain behavior : A new
theoretical framework. Personality & Social
Psychology Review, 3, 23-48. |
KHEMLANI, S. & JOHNSON-LAIRD, P.N. (2011). The need to
explain. Quarterly Journal of Experimental
Psychology, 64, 2276-2288. |
| |
|
Voir aussi Théorie
naïve de la personalité |
|
|
Explication
alternative : En science,
explication proposée par un chercheur
pour remplacer son explication
principale. Cette substitution survient lorsque
l'explication principale est infirmée
par les faits de la recherche
ou s'opposent à un ensemble de recherches réalisées par
d'autres chercheurs. Cette explication de rechange peut-être une
autre théorie que l'on
avait jusque alors négligée (explication théorique), une nouvelle
théorie qui vient d'être proposée (explication théorique) ou
simplement de nouveaux faits (explication empirique) qui
permettent de mieux expliquer les résultats que l'on cherche à
comprendre. L'explication alternative est généralement présentée
dans la discussion de
l'inteprétation des résultats d'un article
empirique ou d'un rapport
de recherche. Parfois, les auteurs y consacrent un
article théorique complet. NDLR : Par
définition, l'explication alternative s'oppose logiquement à
l'hypothèse alternative, mais certaines de ces hypothèses sont
compatibles. Dans ce contexte, le terme "explication de rechange"
semble plus juste que "explication alternative". =
explication de rechange, explication ad hoc, explication de
remplacement. /explication
principale.
Alternative explanation.
| |
|
|
SHIPLEY, E.F. (1974). The piagetian class-inclusion
task : An alternative explanation (Technical Report
No. 19). National Institut of Mental Health (DHEN),
Bethesda. [PDF] |
|
BRANIGAN, A. (1987). Pornography and behavior :
Alternative explanations. Journal of Communication,
37, 185-192. |
|
|
Voir aussi Explication et i Paradigme |
|
|
Explication
corrélationnelle : Explication
qui montre l'existence d'une relation mathématique entre deux
phénomènes ou deux
variables, sans pouvoir par ailleurs préciser lequel des
deux phénomènes/variables est la cause
(ou l'effet). Pour certains
épistémologues, une corrélation n'est pas une explication,
mais peut le devenir si elle est maintes fois répétées ou si on
montre plus clairement qu'il s'agit bel est bien d'une relation de
cause à effet.
|
Explication métaphorique : Explication
qui utilise les propriétés d'un objet ( EX:
mémoire des ordinateurs) pour expliquer les propriété d'un autre
objet ( EX: mémoire d'un cerveau). En science,
la métaphore, ou modèle
scientifique, est souvent utilisée pour expliquer un
phénomène difficile à comprendre. On recourt alors à un
objet simple (EX: ordinateur) pour mieux comprendre les
propriétés et les fonctions d'un objet plus complexe (EX:
cerveau). EX: le modèle
hydraulique de Lorenz. En revanche, la métaphore devient
inutile, voire nuisible, si on utilise un objet complexe pour
comprendre un phénomène simple. EX: Le recours
au tore, un concept de la topologie, pour décrire la structure du
névrosé chez Lacan. Métaphore, explication
et analogie
fonctionnelle.
Metaphor.
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LEWONTIN, R.C. (1963). Models, mathematics and metaphors.
Synthese, 15, 222-244. |
MURPHY, G.L. (1996). On metaphoric representation. Cognition,
60, 173-204. [PDF] |
|
SZASZ, T.S. (1973). Mental illness as a metaphor. Nature,
242, 305. |
GIGERENZER, G. & GOLDSTEIN, D.G. (1996). Mind as
computer : Birth of a metaphor. Creativity Research
Journal, 9 (2-3), 131-144. [PDF] |
|
BODEN, M.S.A. (1979). The computational metaphor in
psychology. In N. Bolton (Ed.), Philosophical
problems in psychology. London : Methuen. |
BRADIE, M. (1998). Explanation as metaphorical
redescription. Metaphor & Symbol, 13,
125-139. |
|
ROEDIGER, H.L.I. (1980). Memory methaphors in cognitive
psychology. Memory & Cognition, 8 (3),
231-246.
[PDF] |
SFARD, A. (1998). On two metaphors for learning and the
danger of choosing just one. Educational Researcher,
27 (2), 4-13.
[PDF] |
| |
CROWTHER-HEYCK, H. (1999). George A. Miller, language, and
the computer metaphor of mind. History of Psychology,
2, 37-64. |
|
WATKINS, M.J. (1981). Human memory and the
information-processing metaphor. Cognition, 10
(1-3), 331-336. |
BORODITSKY, L. (2000). Metaphoric structuring :
Understanding time through spatial metaphors.
Cognition, 75 (1), 1-28.
[PDF] |
|
KACELNIK, A. & HOUSTON, A. (1984). The use of
evolutionary analogies and the rejection of state
variables by B.F. Skinner. Behavioral & Brain
Sciences, 7 (4), 691-692. |
KINTSCH, W. (2000). Metaphor comprehension : A
computational theory. Psychonomic Bulletin &
Review, 7, 257-266. |
|
CARROLL, J.M. & MACK, R.L. (1985). Metaphor, computing
systems, and active learning. International Journal
of Man-Machine Studies, 22, 39-57. |
MAUREL, M-C. et MIQUEL, P.-M. (2001). Programme
génétique : concept biologique ou métaphore ? Paris
: Éditions Kimé. |
|
GROSSBERG, S. (1986). Brain metaphors, theories, and
facts. Behavioral & Brain Sciences, 9,
97-98. |
|
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WESTCOTT, M.R. (1987). Minds, machines, models and
metaphors: A commentary. The Journal of Mind and
Behaviour, 8, 281-290. |
KUBOVY, M. & EPSTEIN, W. (2001). Internalization : A
metaphor we can live without. Behavioral & Brain
Sciences, 24, 618-625. [PDF] |
|
LEARY, D.E. (Ed.) (1990). Metaphors in the history of
psychology. Cambrdige, UK : Cambridge Univeristy
Press. |
GRIFFITHS, P.E. (2001). Genetic information : A metaphor
in search of a theory. Philosophy of Science, 68 (3),
394-412. |
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GARNER, R. (2005). Humor, analogy, and metaphor : H.A.M.
it up in teaching. Radical Pedagogy, 6 (2), [LIRE] |
|
SFARD, A. (1994). Reification as the birth of metaphor.
For the Learning of Mathematics, 14 (1), 44-55. [PDF] |
BOWDLE, B.F. & GENTNER, D. (2005). The career of
metaphor. Psychological Review, 112 (1),
193-216. [LIRE] |
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PIGLIUCCI, M. (2005). The power and perils of metaphors in
science. Skeptical Inquirer, 29 (5), 20-21. |
| |
BOWDLE, B. &
GENTNER, D. (2005). The career of metaphor. Psychological
Review, 112 (1), 193-216. |
| |
TRACY, S., LUTGEN-SANDVIK, P. & ALBERTS, J. (2006).
Nightmares, demons and slaves : Exploring the painful
metaphors of workplace bullying. Management
Communication Quarterly, 20 (2), 148-185. |
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MORF, C.C. & HORVATH, S. (2007). Connectionism as
metaphor : Toward an integrated, unified conception of
self-system and individual differences. Psychological
Inquiry, 18, 108-113. |
| |
SFARD, A. (2009). Metaphors in education In H. Daniels, J.
Porter & H. Lauder (Eds.), Educational theories,
cultures and learning : A critical perspective (pp.
39-49). London Routledge. |
|
TIBERGHIEN, G. et JEANNEROD, M. (1995). Pour la science
cognitive, la métaphore cognitive est-elle
scientifiquement fondée ? Revue Internationale de
Psychopathologie, 18, 173-203. [PDF] |
WHITE, J. (2012). Community, transnationalism, and the
Left-Right metaphor. European Journal of Social
Theory, 15 (2), 197-219. |
| |
OBERAUER, K. (2013). The focus of attention in working
memory-from metaphors to mechanisms. Frontiers in
Human Neuroscience, 7 [ 673], 1-16. [PDF] |
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Voir aussi Analogie
fonctionnelle, Métaphore
et Explication
métaphorique |
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Explication primitive : Première tentative - plus ou moins réussie selon les cas
- d'expliquer un nouveau phénomème.
Pour Mach et Skinner, les
artisans - qui transforment la matière pour des raisons
utilitaires, souvent de manière répétitive - sont sans doute les
premiers, dans leurs domaines respectifs, à développer de
telles explications, explications qui seront par la suite
formaliser et empiriquement vérifier par les scientifiques sous
forme de théorie.
=
proto-explication, quasi explication, explication rudimentaire.
Rules of thumb.
|
Selon Skinner : |
[Science] is a search for
order, for uniformities, for lawful relations among the
events in nature. It begins, as we all begin, by observing
single episodes, but it quickly passes on to the general
rule, to scientific law. [...} As Ernst Mach showed in
tracing the history of the science of mechanics, the
earliest laws of science were probably the rules used by
craftsmen and artisans in training apprentices. In a
later stage science advances from the collection of rules
or laws to larger systematic arrangements. Not only does
it make statements about the world, it makes statements
about statements (Skinner, 1953, pp. 13–14).
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Explication trompeuse : Explication
d'un phénomène que l'on
tient pour verite et complète
alors que, dans les faits, cette
explication est fausse, ou au mieux imprécise et incomplète.
Illusion of explanatory depth.
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ALTER, A.L., ZEMLA, J.C. & OPPENHEIMER, D.M. (2010).
Missing the trees for the forest : A construal level
account of the illusion of explanatory depth. Journal
of Personality & Social Psychology, 99 (3),
436-451. [PDF] |
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Exploiter : Exploitation
: Ce concept a trois acceptions : a)
En écologie, il désigne
la mise à profit des ressources
du milieu à des fins de survie
et de développement individuel et collectif. =
rendre profitable, extraire. b) L'économie,
elle, s'intéresse davantage à la transformation de ses ressources
en biens et
services et à leur échange sur un marché.
c) Il renvoie également à une mise à profit
abusive et immorale
d'autrui, qui se produit généralement au sein d'une relation
de dominance. Exploitation, victime
et aliénation.
Exploitation.
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| a |
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COHEN, J.D., McCLURE S.M. & YU, A.J. (2007). Should i
stay or should i go ? How the brain manages the trade-off
between exploitation and exploration. Philosophical
Transactions of Royal Society B, 362, 933-942. [PDF] |
|
| b |
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| c |
|
RAPOPORT, A. (1967). Exploiter, leader, hero, and martyr :
the four archetypes of the 2 X 2 game. Behavioral
Science, 12, 81-84. |
| KEY, W.B. (1975). Media sexploitation.
New Jersey : Prentice Hall. |
|
REEVE, A. (Ed.) (1987). Modern theories of
exploitation. Beverly Hills, CA : Sage
Publications. |
|
VOHS, K.D., BAUMEISTER, R.F. & CHIN, J. (2007).
Feeling duped : Emotional, motivational, and cognitive
aspects of being exploited by others. Review of
General Psychology, 11 (2), 127-141. |
|
BURGESS, A.W., MAHONEY, M., VISK, J. & MORGENBESSER,
L. (2008). Cyber child sexual exploitation. Journal
of Psychosocial Nursing, 46 (9), 1-8. |
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Exploration : Explorer : Le mot à deux significations : a)
En science, ensemble des méthodes
qui permettent d'étudier un phénomène
nouveau ou peu connu. Exploration et découverte.
b) Le mot renvoie également aux
comportements qui permettent à un organisme
de découvrir son milieu,
les objets qu'il contient. =
comportement
exploratoire.<
/a> Exploration, habileté
cognitive et
curiosité. Exploring.
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| a |
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NEIGHBORS, C., LOSTUTTER, T.W., CRONCE, J.M. & LARIMER,
M.E. (2002). Exploring college student gambling
motivation. Journal of Gambling Studies, 18 (4),
361-371. [PDF] |
|
PELLEGRINI, A.D. & SMITH, P.K. (2005). The nature
of play : great apes and humans. New York :
Guilford Press. |
| b |
|
BERLYNE, D.E. (1950). Novelty and curiosity as
determinants of exploratory behavior. British Journal
of Psychology, 41, 68-80. |
|
MYERS, A.K. & MILLER, N.E. (1954). Failure to find a
learned drive based on hunger; evidence for learning
motivated by "exploration". Journal of Comparative
& Physiological Psychology, 47, 428-436. |
|
ROCHAT, P. (1989). Object manipulation and exploration in
2- to 5-month old infants. Developmental Psychology,
25, 871-884. [PDF] |
|
EPPLER, M.A., ADOLPH, K.E. & WEINER, T. (1996). The
developmental relationship between infants' exploration
and action on slanted surfaces. Infant Behavior &
Development, 19, 259-264. |
|
WEISS, A. & NEURINGER, A. (2012). Reinforced
variability enhances object exploration in shy and bold
rats. Physiology & Behavior, 107, 451-457. |
|
WIESEN, S.E., WATKINS, R.M. & NEEDHAM, A. (2016).
Active motor training has long-term effects on infants'
object exploration. Frontiers in Psychology, 7
[599], 1-10.
[PDF] |
|
NEEDHAM, A., JOH, A.S., WIESEN, S.E. & WILLIAMS, N.
(2016). Motor training at 3 months affects object
exploration 12 months later. Developmental Science,
19 (6), 1058-1066. |
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Voir aussi Comportement
exploratoire, Habileté
cognitive et
Curiosité |
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Exportation : Exportateur :
/importer.
Exporter, exportation.
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AMITI, M., ITSHOSKI, O. & KONINGS, J. (2014). Importers, exporters, and exchange rate disconnect. American Economic Review, 104 (7), 1942–1947. |
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Exposition : Le fait de se trouver en présence ou en contact
avec un stimulus, généralement
à plusieurs reprises ou une seule fois de manière prolongée . Ce
stimulus peut être appétitif
ou aversif, mais
la recherche semble davantage s'intéresser à cette dernière forme.
On s'intéresse davantage aux effets de
cette exposition. Exposition et effet
d'exposition.
Exposure.
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JOHNSON, J.D., JACKSON, L.A. & GATTO, L. (1995).
Violent attitudes and deferred academic aspirations :
Deleterious effects of exposure to rap music. Basic
& Applied Social Psychology, 16, 27-41. |
|
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JOHNSON, J.D., ADAMS, M.S., ASHBURN, L. & REED, W.
(1995). Differential gender effects of exposure to rap
music on African American adolescents' acceptance of teen
dating violence. Sex Roles, 33, 597-605. |
|
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JOHNSON, J.D., WHITESTONE, E., JACKSON, L A. & GATTO,
L. (1995). Justice is still not colorblind : Differential
racial effects of exposure to inadmissible evidence. Personality
& Social Psychology Bulletin, 21, 893-898. |
PETER, J. & VALKENBURG, P.M. (2008). Adolescents'
exposure to sexually explicit internet material and sexual
preoccupancy. A three-wave panel study. Media
Psychology, 11, 207-234. |
|
ABRAMOVITZ, J.S. (1996). Variants of exposure and response
prevention in the treatment of obsessive-compulsive
disorder : A meta-analysis. Behavior Therapy, 27,
583-600. |
SAXTON, T.K., LITTLE, A.C., DeBRUINE, L.M., JONES, B.C.
& ROBERTS, S.C. (2009). Adolescents' preferences for
sexual dimorphism are influenced by relative exposure to
male and female faces. Personality & Individual
Differences, 47, 864-868. |
|
JOHNSON, J.D., ADAMS, M.S., HALL, W. & ASHBURN, L.
(1997). Race, media, and violence : Differential racial
effects of exposure to violent news stories. Basic
& Applied Social Psychology, 19 (1), 81-90. |
|
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Voir aussi Thérapie
par exposition et Effet
d'exposition |
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Expression : Ensemble de mots
qui acquiert une signification particulière, souvent
différente des mots qui le composent.
|
Expression faciale : Configuration particulière des muscles
du visage qui communique
une émotion ou une information,
vraie ou fausse (mensonge).
Expression faciale, émotion
et perception
des visages.
Facial expression, facial
movement, facial actions, facial behavior, facial displays of emotion.
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LANDIS, C. (1929). The interpretation of facial expression
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SCHLOSBERG, H. (1952). The description of facial
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FRIJDA, N.H. (1953). The understanding of facial
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LEMAY, G., KIROUAC, G. et LACOUTURE, Y.G. (1995).
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LEVENTHAL, H. & SHARP, E. (1965). Facial
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EKMAN, P., SORENSON, E.R. & FRIESEN, W.V.
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GRANT, E.C. (1969). Human facial expression. Man, 4,
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EKMAN, P. (1973). Cross-cultural studies of facial
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EKMAN, P. & FRISEN, V.W. (1976). Measuring facial
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EKMAN, P. (1977). Biological and cultural contributions to
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EKMAN, P. & FRISEN, V.W. (1978). Facial action
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TOLRANGEAU, R. & ELLSWORTH, P.C. (1979). The role of
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EKMAN, P., ROPER, G. & HAGER, J.C. (1980). Deliberate
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FRIEDMAN, H.S., MERTZ, T. & DiMATTEO, M.R. (1980).
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Voir aussi Visage,
Communication non-verbale, Rougir
et Expression
des émotions |
| |
|
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Expression latine : Mot ou expression emprunté au latin. En français, dans le texte, il faut mettre ces expressions en italique.
= Locution latine.
|
Extension : En logique, ensemble des objets qui possèdent la ou les propriétés
nécessaires
et suffisantes d'un concept.
EX : La France et la Belgique sont des pays
francophones, car ils ont en commun la propriété d'avoir le
français comme langue officielle; pour un enfant x, un chien est
un chien s'il a les propriétés suivantes : 1) du poil; 2) quatre
pattes; 3) il fait wouf. Extension et intension.
= référé, exemple. Extension.
| |
| Exemple : Concept de chien chez un enfant de 3 ans |
| Intension |
1)
qui a quatre pattes
2) qui a du poil
3) qui fait wouf |
Synonyme
d'intension : définition |
| Extension |
Mon chihuahua Quick
Le chien du voisin Brutus |
Synonyme d'extension : exemple |
|
| |
|
|
PEIRCE, C.S. (1867). Upon logical comprehension and
extension. Proceedings of the American Academy of
Arts & Sciences, 7, 416-432. |
|
YOSHIDA, H. & SMITH, L.B. (2003). Known and novel noun
extensions : Attention at two levels of abstraction.
Child Development, 74 (2), 564-577. |
|
CLARK, A. (2008). Supersizing the mind : Embodiment,
action, and cognitive extension. Oxford University
Press. |
|
|
|
Exterminer : Extermination : Consister à tuer un groupe animal (empoisonner une colonie de rats, détruire un nid de guêpes, etc).
= anéantissement, détruire la vie.
Eradication, annihilation, elimination, extermination.
|
Externalisme : Position épistémologique
qui stipule que la ou les causes
des phénomènes
(psychologiques) sont situées à l'extérieur de l'organisme,
donc dans son milieu
physique et social, et non dans
l'individu. /internalisme.
Externalism.
| |
|
|
BONJOUR, L. (1980). Externalist theories of empirical
knowledge. Midwest Studies in Philosophy, 5,
53-73.[PDF] |
|
FARKAS, K. (2003). What is externalism ? Philosophical
Studies, 112/3, 187-208. |
|
BONJOUR, L. & SOSA, E. (2003). Epistemic
justification : Internalism vs. externalism, foundations
vs. virtues. Oxford : Blackwell. |
|
|
Voir aussi
Internalisme |
|
|
|
Externalité : Terme utilisé par les économistes
pour désigner les conséquences non-économiques et souvent préjudiciables
de l'activité économique. EX: On considère
souvent la pollution comme une externalité de l'industrie minière
et gazière. On dit «non-économique» car ces conséquences ne se
reflètent pas dans les prix des
biens et
services qui produisent ces externalités et sont rarement
prises en compte dans les calculs économiques (budget, dettes,
PNB, PIB, etc). Externality cost, externality.
| |
|
|
AYRES, I. & LEVITT, S.D. (1998). Measuring positive
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BROWNING, E.K. (1999). The myth of fiscal externalities. Public
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GRINOLS, E. (2001). Business profitability vs. social
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DESAI, A.C. (2011). Libertarian paternalism,
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|
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|
|
|
Extinction
: Le mot a deux sens voisins : Diminution
d'une réponse acquise jusqu'à sa disparition; a)
dans le conditionnement
répondant, elle se produit lorsque le stimulus
conditionnel cesse d'être associé au stimulus
inconditionnel. Extinction, classical
extinction. b) dans le conditionnement
opérant, elle se produit lorsqu'un comportement
cesse d'être suivi d'un renforcement.
L'extinction est un phénomène souvent confondu avec la suppression
de la réponse consécutive à la punition
négative. En effet, dans les deux cas, la fréquence
du comportement diminue à la suite du retrait d'un stimulus. La
distinction réside dans le fait que l'extinction est le résultat
de l'absence ou de l'omission d'un stimulus renforçant pour
l'organisme, alors que la suppression est le produit du retrait
d'un stimulus punitif.
*punition,
oubli.
Extinction, operant extinction,
extinction procedure.
|
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reinforcer omission and extinction on a communicative
response in domestic dogs (Canis familiaris). Behavioural
Processes, 78, 464- 469.
[PDF] |
|
BAUM, M. (1966). Rapid extinction of an avoidance response
following a period of response prevention in the avoidance
apparatus. Psychological Reports, 18 (1),
59-64. [PDF]
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QUIRK, G.J. & MUELLER, D. (2008). Neural mechanisms of
extinction learning and retrieval. Neuropsychopharmacology,
33, 56-72. [PDF] |
|
BOE, E.E. (1966). Effect of punishment duration and
intensity on the extinction of an instrumental response. Journal
of Experimental Psychology, 72 (1), 125-131 |
|
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WEISBERG, P. & FINK, E. (1966). Fixed ratio and
extinction performance of infants in the second year of
life. Journal of the Experimental Analysis of
Behavior, 9 (2), 105-109. [PDF] |
SVARTDAL, F. (2008). Reversed PREE under multiple
schedules : Exploration of a modulation hypothesis. Learning
& Motivation, 39, 47-57. |
|
DAVIS, H. & DONENFELD, I. (1967). Extinction induced
social interaction in rats. Psychonomic Science, 7,
85-86. |
ESCOBAR, R. & BRUNER, C.A. (2008). Effects of the
contiguity between the extinction and the reinforcement
components in observing-response procedures. Mexican
Journal of Behavior Analysis, 34 (2), 333-347.
[PDF] |
|
SCHOENFELD, W.N. (1967). On the difference in resistance
to extinction following regular and periodic
reinforcement. Journal of the Experimental Analysis
of Behavior, 11 (3), 259-261. [PDF] |
MICKLEY, G.A., DISORBOA, A. WILSON, G.N., HUFFMAN, J.,
BACIK, S. HOXHA, Z., BIADA, J.M. & KIM, Y.-H. (2009).
Explicit disassociation of a conditioned stimulus and
unconditioned stimulus during extinction training reduces
both time to asymptotic extinction and spontaneous
recovery of a conditioned taste aversion. Learning
& Motivation, 40 (2), 209-220. [PDF]
|
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TRAPOLD, M.A. & WINOKUR, S. (1967). Transfer from
classical conditioning and extinction to acquisition,
extinction, and stimulus generalization of a positively
reinforced instrumental response. Journal of
Experimental Psychology, 73 (4), 517-525. |
|
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SPIVEY, J.E. (1967). Resistance to extinction as a
function of number of n-r transitions and percentage of
reinforcement. Journal of Experimental Psychology, 75
(1), 43-48 |
PODLESNIK, C.A. & SHAHAN, T.A. (2010). Extinction,
relapse, and behavioral momentum. Behavioural
Processes, 84, 400-411. [PDF]
|
|
BOE, E.E. & CHURCH, R.M. (1967). Permanent effects of
punishment during extinction. Journal of Comparative
& Physiological Psychology, 63 (3), 486-492. |
GERSHMAN, S.J., BLEI, D.M. & NEIV, Y. (2010). Context,
learning, and extinction. Psychological Review, 117 (1),
197-209. [PDF] |
|
McKEARNY, J.W. (1969). Fixed-interval schedules of
electric shock presentation : extinction and recovery of
performance under different shock intensities and
fixed-interval durations. Journal of the Experimental
Analysis of Behavior, 12 (2), 301-313. [PDF] |
BOUTON, M.E., WINTERBAUER, N.E. & TODD, T.P. (2012).
Relapse processes after the extinction of instrumental
learning : Renewal, resurgence, and reacquisition. Behavioural
Processes, 90, 130-141. [PDF] |
|
UHL, C.N. & GARCIA, E.E. (1969). Comparison of
omission with extinction in response elimination in rats.
Journal of Comparative & Physiological Psychology,
69 (3), 554-562. |
BELKE, T.W., MANN, S. & PIERCE, W.D. (2015). Effects
of extinction on wheel running and lever pressing as
operant behaviors within a multiple schedule of
reinforcement. Learning & Motivation, 52,
36-47. |
|
KUNNAVATANA, S.S., BLOOM, S.E., SAMAHA, A.L., SLOCUM, T.A.
& CLAY, C.J. (2018). Manipulating parameters of
reinforcement to reduce problem behavior without
extinction. Journal of Applied Behavior Analysis, 51
(2), 283-302. |
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MALCUIT, G., POMERLEAU, A. et MAURICE, P. (1995). Psychologie
de l'apprentissage : termes et concepts.
St-Hyacinthe : Edisem. |
Voir aussi Conditionnement
opérant |
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Extinction (Agressivité consécutive) : Extinction-induced aggression.
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AZRIN, N.H., HUTCHINSON, R.R. & HAKE, D.F. (1966).
Extinction-induced aggression. Journal of the
Experimental Analysis of Behavior, 9 (3), 191-204.
[PDF] |
|
THOMPSON, T. & BLOOM, W. (1966). Aggressive behavior
and extinction-induced response rate increase.
Psychonomic Science, 5, 335-336. |
|
RILLING, M. & CAPLAN, H.J. (1973). Extinction-induced
aggression during errorless discrimination learning. Journal
of the Experimental Analysis of Behavior, 20 (1),
85-92.
[PDF] |
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Voir aussi Extinction |
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Extinction (Poussée de comportement) : Lors
d'une procédure d'extinction,
augmentation soudaine et parfois passagère de la fréquence d'un comportement
lorsqu'on cesse de renforcer
ce comportement.
Extinction burst of behavior.
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LERMAN, D.C. & IWATA, B.A. (1995). Prevalence of the
extinction burst and its attenuation during treatment.
Journal of Applied Behavior Analysis, 28 (1),
93-94. [PDF] |
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LERMAN, D.C., IWATA, B.A. & WALLACE, M.D. (1999). Side
effects of extinction : prevalence of bursting and
aggression during the treatment of self-injurious
behavior. Journal of Applied Behavior Analysis, 32
(1), 201-204. [PDF] |
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Voir aussi Extinction |
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Extinction (Résistance) : Dans la
théorie du conditionnement
opérant, désigne le fait que la fréquence
d'un comportement
non-renforcé diminue plus lentement, et parvient donc moins
rapidement en phase d'extinction,
s'il a été au préalable renforcé par un programme
de renforcement intermittent que s'il a été renforcé par un
programme de
renforcement continu.
Resistance to
extinction, persistence during extinction, partial reinforcement
extinction effect, PREE, resistance to change.
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SKINNER, B.F. (1933). Resistance to extinction" in the
process of conditioning. Journal of General
Psychology, 9, 420-429. |
FELDON, J. & GRAY, J.A. (1981). The partial
reinforcement extinction effect : influence of
chlordiazepoxide in septal lesioned rats. Psychopharmacology,
74 (3), 280-289. |
|
SKINNER, B.F. (1938). The behavior of organisms.
New York : Appleton- Century-Crofts. |
|
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WILLIAMS, S.B. (1938). Resistance to extinction as a
function of the number of reinforcements. Journal of
Experimental Psychology, 23 (5), 506-522. |
BAEYENS, F., CROMBEZ, G., VAN DER BERGH, O. & EELEN,
P. (1988). Once in contact always in contact : Evaluative
conditioning is resistant to extinction.Advances in
Behaviour Research & Therapy, 10, 179-199. |
|
LAWRENCE, D.H. & MILLER, N.E. (1947). A positive
relationship between reinforcement and resistance to
extinction produced by removing a source of confusion from
a technique that had produced opposite results. Journal
of Experimental Psychology, 37, 494-509. |
|
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STRASSBURGER, R.C. (1950). Resistance to extinction of a
conditioned operant as related to drive level at
reinforcement. Journal of Experimental Psychology, 40
(4), 473-487. |
RESCORLA, R.A. (1999). Within-subject partial
reinforcement extinction effect in autoshaping. Quarterly
Journal of Experimental Psychology, 52 (B), 75-87. |
|
DENNY, M.R., WELLS, R.H. & MAATSCH, J.L. (1961).
Resistance to extinction as a function of the
discrimination habit established during fixed-ratio
reinforcement. Journal of Experimental Psychology, 54
(6), 451-456. |
NEVIN, J.A., TOTA, M.E., TORQUATO, R.D. & SHULL, R.L.
(1990). Alternative reinforcement increases resistance to
change: Pavlovian or operant contingencies ? Journal
of the Experimental Analysis of Behavior, 53,
359-379. [PDF] |
|
HEARST, E. (1961). Resistance-to-extinction functions in
the single organism. Journal of the Experimental
Analysis of Behavior, 4 (2), 133-144. [PDF] |
SVARTDAL, F. (2000). Persistence during extinction :
persistence during extinction : Are judgements of
persistence affected by contingency information ? Scandinavian
Journal of Psychology, 41, 315-328. [PDF] |
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MURILLO, N.R. & CAPALDI, E.J. (1961). The role of
overlearning trials in determining resistance to
extinction. Journal of Experimental Psychology, 61 (4),
345-349. |
SVARTDAL, F. (2000). Persistence during extinction :
Conventional and reversed PREE under multiple schedules. Learning
& Motivation, 31, 21-40. |
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SENKO, M.G., CHAMP, R.A. & CAPALDI, E.J. (1961).
Supplementary report : Resistance to extinction of a
verbal response as a function of the number of acquisition
trials. Journal of Experimental Psychology, 61
(4), 350-351 |
NEVIN, J.A., GRACE, R.C., HOLLAND, S. & McLEAN, A.P.
(2001). Variable-ratio versus variable-interval schedules
: Response rate, resistance to change, and preference. Journal
of the Experimental Analysis of Behavior, 76 (1),
43-74. [PDF] |
|
BOREN, J.J. (1961). Resistance to extinction as a function
of the fixed ratio. Journal of Experimental
Psychology, 61 (4), 304-308. |
NEVIN, J.A., McLEAN, A.P. & GRACE, R.C. (2001).
Resistance to extinction : Contingency termination and
generalization decrement. Animal Learning &
Behavior, 29 (2), 176-191. [PDF] |
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JENKINS, H.M. (1962). Resistance to extinction when
partial reinforcement is followed by regular
reinforcement. Journal of Experimental Psychology, 64
(5), 441-450. |
SHULL, R.L., GAYNOR, S.T. & GRIMES, J.A. (2002).
Response rate viewed as engagement bouts : Resistance to
extinction. Journal of the Experimental Analysis of
Behavior, 77 (3), 211-231. [PDF] |
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ANDERSON, N.H. (1963). Comparisons of different
populations : Resistance to extinction and transfer. Psychologieal
Review, 70, 162-179. |
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SIEGEL, S. & WAGNER, A.R. (1963). Extended acquisition
training and resistance to extinction. Journal of
Experimental Psychology, 66 (3), 308-310. |
SVARTDAL, F. (2003). Extinction after partial
reinforcement : Predicted vs. judged persistence. Scandinavian
Journal of Psychology, 44 (1), 55-64. [PDF] |
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SPERLING, S.E. (1965). Reversal learning and resistance to
extinction : A review of the rat literature.
Psychological Bulletin, 63 (5), 281-297. |
HIRONAKA, N., IEDA, K., SORA, I., UHL, G.R. & NIKI, H.
(2004). Food-reinforced operant behavior in dopamine
transporter knockout mice : enhanced resistance to
extinction. Annals of the New York Academy of
Sciences, 1025, 140-145. |
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HOTHERSALL, D. (1966). Resistance to extinction when
continuous reinforcement is followed by partial
reinforcement. Journal of Experimental Psychology, 72
(1), 109-112. |
GRACE, R.C., McLEAN, A.P. & NEVIN, J.A. (2003).
Reinforcement context and resistance to change. Behavior
Process, 64, 91-101. |
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KASS, N. & WILSON, H. (1966). Resistance to extinction
as a function of percentage of reinforcement, number of
training trials, and conditioned reinforcement. Journal
of Experimental Psychology, 71 (3), 355-357. |
NEVIN, J.A. & GRACE, R.C. (2005). Resistance to
extinction in the steady state and in transition. Journal
of Experimental Psychology : Animal Behavior Processes,
31, 199-212. |
|
UHL, C.N. & YOUNG, A.G. (1967). Resistance to
extinction as a function of incentive, percentage of
reinforcement, and number of nonreinforced trials. Journal
of Experimental Psychology, 73 (4), 556-564. |
SHULL, R.L. & GRIMES, J.A. (2006). Resistance to
extinction following variable-interval reinforcement :
Reinforcer rate and amount. Journal of the
Experimental Analysis of Behavior, 85 (1), 23-39.
[PDF] |
|
SCHOENFELD, W.N. (1967). On the difference in resistance
to extinction following regular and periodic
reinforcement. Journal of the Experimental Analysis
of Behavior, 11 (3), 259-261. [PDF] |
MACE, F.C., MCCOMAS, J.J., MAURO, B.C., PROGAR, P.R.,
ERVIN, R. & ZANGRILLO, A.N. (2010). Differential
reinforcement of alternative behavior increases resistance
to extinction : Clinical demonstration, animal modeling,
and clinical test of one solution. Journal of the
Experimental Analysis of Behavior, 93 (3),
349-367. [PDF] |
|
RASHOTTE, M.E. (1968). Resistance to extinction of the
continuously rewarded response in within-subject
partial-reinforcement experiments. Journal of
Experimental Psychology, 76 (2), 206-214. |
NEVIN, J.A. (2012). Resistance to extinction and
behavioral momentum. Behavioural Processes, 90
(1), 89-97. [PDF] |
|
RESCORLA, R.A. & SKUCY, J.C. (1969). Effect of
response-independent reinforcers during extinction. J.
Comp. Physiol. Psychol. 1969; 67:381-389. |
|
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COTLER, S.B. & NYGAARD, J.E. (1969). Resistance to
extinction following sequences of partial and continuous
reinforcement in a human choice task. Journal of
Experimental Psychology, 81 (2), 270-274. |
PODLESNIK, C.A., BAI, J.Y. & ELIFFE, D. (2012).
Resistance to extinction and relapse in combined stimulus
contexts. Journal of the Experimental Analysis of
Behavior, 98 (2), 169-189. [PDF] |
|
GRAY, J.A., QUINTAO, L. & ARAUJO-SILVA, M.T. (1972).
The partial reinforcement extinction effect in rats with
medial septal lesions. Physiology & Behavior, 8
(3), 491-496. |
BELKE, T.W. PIERCE, W.D., HARRIS, A.F., LELBLANC, M.M.
& CLENNETT, V.L. (2017). Resistance to extinction of
lever-pressing rates maintained by different wheel-running
reinforcement durations. Learning & Motivation,
57, 36-47. |
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Voir aussi Extinction et Programme
de renforcement intermittent |
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Extinction de masse : Disparition d'une espèce ou d'une partie significative des spécimens d'une population.
Mass extinction.
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PIMM, SL., JONES, L. & DIAMOND, J. (1988). On the risk
of extinction. American Naturalist, 785, |
| |
BARNOSKY, A.D, et al. (2011). Has the Earths sixth mass
extinction already arrived ? Nature, 471 (7336),
51-57. |
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Extra : Préfixe qui signifie au-delà. /intra.
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Extraction
de connaissances à partir de données (ECD) :
Technique statistique d'analyse
de contenu (mots, expressions, etc.). Data
mining.
| |
|
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FRIEDMAN, J.H. (1997). Data mining and statistics :
what's the connection ? Keynote Address, 29th
Symposium on the Interface : Computing Science and
Statistics.
[PDF] |
|
TAN, P.N., STEINBACH, M. & KUMAR, V. (2006). Introduction
to data mining. Addison Wesley. |
|
HASTIE, T., TIBSHIRANI, R. & FRIEDMAN, J.H. (2009).
Elements of statistical learning : Data mining,
inference and prediction. Springer-Verlag, New
York. |
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Extrant
: Ce qui sort d'une machine
(un ordinateur), d'un
système (fiscal ou bancaire) ou d'un cerveau
après avoir été transformé (codé, interprété, symbolisé
«binarisé») par cette machine. Pour les cognitivistes,
le comportement est
un extrant ou une production du cerveau
virtuel (cognitif). = comportement,
réponse, mécanisme
d'entrée/sortie.
/Intrant.
Output, behavior, response.
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TULVING, E. & ARBUCKLE, T.Y. (1966). Input and output
interference in short-term associative memory. Journal
of Experimental Psychology, 72, 145-150. [PDF] |
|
JONGEWARD, R.H., WOODWARD, A.E. & BJORK, R.A. (1975).
The relative roles of input and output mechanisms in
directed forgetting. Memory & Cognition, 3,
51-57. |
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Extrapolation : Estimation, faite à partir d'un ensemble
d'observations (données empiriques), des valeurs non-observées que
pourrait prendre une variable x (données inférées).
L'extrapolation permet de prévoir des tendances sans être obligé
d'observer tous les cas. Dans l'exemple suivant, par
extrapolation, on peut estimer
que la cinquième série de lignes (non-observées) est : --
----- ---- ---
?
L'extrapolation peut se faire à partir d'une
intuition, d'un raisonnement logique ou d'un modèle
mathématique. En statistique,
la droite de
regression (modèle mathématique) permet une extrapolation
linéaire des données. /intrapolation.
Extrapolation.
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HERZBERG, A.M. & COX, D.R. (1972). Some optimal
designs for interpolation and extrapolation.
Biometrika, 59, 551-561. |
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Voir aussi
Intrapolation |
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Extraversion : Chez Eysenk, l'extraversion désigne l'un des deux pôles du type introversion-extraversion, qui
correspond à des caractéristiques de la personnalité
comme : social, sympathique, amical, chaleureux, impulsif,
intrépide, etc. L'extraversion est également un trait central de
certaines théories la personnalité (Big-five
et HEXACO). /introversion.
Extraversion.
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SAVAGE, R.D. (1964). Electro-cerebral activity,
extraversion and neurotism. British Journal of
Psychiatry, 110, 96-100. |
HEATON, A.W. & KRUGLANSKI, A.W. (1991). Person
perception by introverts and extraverts under time
pressure: effects of need for closure. Personality
& Social Psychology Bulletin, 17, 161-165. |
|
GRAY, J.A. (1970). The psychophysiological basis of
introversion/extraversion. Behaviour Research &
Therapy, 8, 249-266. |
REVELLE, W. (1997). Extraversion and impulsivity : The
lost dimension. In H. Nyborg (Ed.), The scientific
study of human nature : Tribute to Hans J. Eysenck at
eighty (pp. 189-212). Elsevier Science Press. [PDF] |
|
PALMIERE, L. (1972). Intro-extra-version as an organasing
principle in fantasy production. Journal of
Analytical Psychology, 17 (2), 116-131. |
RUSTING, C.L. & LARSEN, R.J. (1997). Extraversion,
neuroticism, and susceptibility to positive and negative
affect : a test of two theoretical models. Personality
& Individual Differences, 22, 607-612. |
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RIGGIO, H.R. & RIGGIO, R.E. (2002). Extraversion,
Neuroticism, and emotional expressiveness : A
meta-analysis. Journal of Nonverbal Behavior, 26,
195-218. |
|
BAEKGAARD, W., NYBORG, H. & NIELSEN, J. (1978).
Neuroticism and extraversion in Turner's syndrome.
Journal of Abnormal Psychology, 87, 583-586. |
ASHTON, M.C., LEE, K.K. & PAUNONEN, S.V. (2002). What
is the central feature of extraversion ? Social attention
versus reward sensitivity. Journal of Personality
& Social Psychology, 83, 245- 252. |
|
ROCKLIN, T. & REVELLE, W. (1981). The measurement of
extraversion : A comparison of the Eysenck Personality
Inventory and the Eysenck Personality Questionnaire. British
Journal of Social Psychology, 20, 279-284. [PDF] |
SCOLLON, C.N. & DIENER, E. (2006). Love, work, and
changes in extraversion and neuroticism over time.
Journal of Personality & Social Psychology, 91
(6), 1152-1165. |
|
STELMACK, R.M. (1990). Biological bases of extraversion -
psychophysiological evidence. Journal of Personality,
58, 293-311. |
WILT, J. & REVELLE, W. (2009). Extraversion. In M.R.
Leary & R.H. Hoyle (Eds.), Handbook of individual
differences in social behavior (pp. 27-45). New
York, NY : Guilford. |
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DUBOIS, J., GIACOMO, M., GUESPIN, L., MARCELLESI, C.,
MARCELLESI, J.-P. et MÉVEL, J.-P. (1999). Dictionnaire
linguistique et des sciences du langage. Paris :
Larousse. |
|
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Extrémiste : Extrémisme
: Qualifie une idée ou une solution située aux pôles du
continuum de l'ensemble
des idées/solutions communément admises. La mise en oeuvre de ces
solutions extrêmes nécessite le recours à la menace
ou à l'usage de la force,
voire de la violence,
et donc d'un pouvoir
extrême. EX: Par exemple, la soution
«moyenne» au problème de surpopulation
consiste à encourager le port du condom et la prise de la «pilule»
plutôt que - solution extrême - d'empêcher les familles d'avoir
plus d'un enfant et de les menacer de donner le second en
adoption.
/moyenne. NDLR :
Ce qualificatif sert souvent de préfixe au concept de
gauche/droite. À notre avis, on ne devrait utiliser ce qualificatif que lorsque les protagonistes - les individus extrêmes ou extrémistes - recourent à la force/violence pour défendre leurs
idées ou leurs politiques, ou menacent de le faire. * Style de réponse extrême.
Extremism.
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TAYLOR, I.A. (1960). Similarities in the structure of
extreme social attitudes. Psychological Monographs, 74
(489), 1-32. |
LOZA, W. (2007). Psychology of extremism and terrorism : A
middle-eastern perspective. Aggression & Violent
Behavior, 12 (2), 141-155. |
|
IGNAZI, P. (1992). The silent counter-revolution :
Hypotheses on the emergence of extreme right-wing parties
in Europe. European Journal of Political Research, 22,3-34. |
GLAESER, E.L. & SUNSTEIN, C.R. (2009). Extremism and
social learning. Journal of Legal Analysis , 1
(1), 263-324. |
|
TESSER, A., MARTIN, L. & MEENDOLIA, M. (1995). The
impact of thought on attitude extremity and
attitude-behavior consistency. In R.E. Petty & J.A.
Krosnick (Ed.), Attitude strength : Antecedents and
consequences (pp. 73-92). Mahwah, NJ : Erlbaum. |
SCHKADE, D., SUNSTEIN, C.R. & HASTIE, R. (2010). When
deliberation produces extremism. Critical Review : A
Journal of Politics & Society, 22, 227-252. |
|
KELTNER, D. & ROBINSON, R.J. (1996). Extremism, power,
and the imagined basis of social conflict. Current
Directions in Psychological Science, 5, 101-105. [PDF]
|
VAN BOVEN, L., JUDD, C.M. & SHERMAN, D.K. (2012).
Political polarization projection : Social projection of
partisan attitude extremity and attitudinal processes.
Journal of Personality & Social Psychology, 103,
84-100. |
|
SCHMIDT, C., JOFFE, G. & DAVAR, E. (2005). The
psychology of political extremism. Cambridge Review
of International Affairs, 18 (1), 151-172. |
FERNBACH, P.M., ROGERS, T. FOX, C.R. & SLOMAN, S.A.
(2013). Political extremism is supported by an illusion of
understanding. Psychological Science, 24 (6),
939-946.
[PDF] |
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KRUGLANSKI, A.W., GELFAND, M.J., BÉLANGER, J.J.,
SHEVELAND, A., HETIARACHCHI. M. & GUNARATNA, R.
(2014). The psychology of radicalization and
deradicalization : How significance quest impacts violent
extremism. Advances in Political Psychology, 35
(S1), 69-93. [PDF] |
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Voir aussi Extrême
droite, Pouvoir et Violence |
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Eyberg Sheila M. (Omaha 1944-) : Psychologue
cognitivo-béhavioriste américaine,
spécialisée dans l'évaluation des
troubles envahissants du développement chez les
enfants. Elle a inventé le
Child Behavior Inventoy. Étudiante de Lewinshon.
Collaboratrice de Barlow.
|
EYBERG, S.M. & JOHNSON, S.M. (1974). Multiple
assessment of behavior modification with families :
Effects of contingency contracting and order of treated
problems. Journal of Consulting & Clinical
Psychology, 42, 594-606. |
|
EYBERG, S.M. & ROSS, A.W. (1978). Assessment of child
behavior problems : The validation of a new inventory. Journal
of Clinical Child Psychology, 7, 113-116. |
|
EYBERG, S.M. & ROBINSON, E. (1983). Conduct problem
behavior : Standardization of a behavioral rating scale
with adolescents. Journal of Clinical Child
Psychology, 12, 347-354. [PDF] |
|
EYBERG, S.M., BOGGS, S.R. & RODRIGUEZ, C.M. (1992).
Relationship between maternal parenting stress and child
disruptive behavior. Child & Family Behavior
Therapy, 14, 1-9. [PDF] |
|
EYBERG, S.M. (1992). Assessing therapy outcome with
preschool children : Progress and problems. Journal
of Clinical Child Psychology, 21, 306-311.
[PDF] |
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Eysenk Hans J. (1916-1997) : Psychométricien
allemand. Il a développé une théorie de la personnalité
qui se fonde sur trois types ou dimensions : 1)
introversion/extraversion; 2) stabilité
émotionnelle/névrotique; 3) interaction entre
névrotisme et extraversion/introversion. Il est également
l'inventeur d'un test qui permet de mesurer ces trois dimension
(Eysenck personality inventory). C'est aussi l'un des signataires
du Groupe des 52.
Étudiant de Burt. Professeur
de Gray, Jensen et Wilson.
Collaborateur de Barrett, Eaves,
Kamin, Petrides,
Rushton et Zuckerman.
 
No
13 |
EYSENK, H.J. (1952). The effects of psychotherapy : An
evaluation. Journal of Consulting Psychology, 16, 319-324. |
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EYSENK, H.J. (1952). The uses and abuses of factor
analysis. Applied Statistics, 1, 45-49. |
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EYSENK, H.J. (1953). The logical basis of factor analysis.
American Psychologist, 8, 105-114. |
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EYSENK, H.J. (1959). Learning theory and behavior therapy.
Journal of Mental Science, 105, 61-75. |
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EYSENK, H.J. (1991). Dimensions of personality : 16: 5 or
3 ? criteria for a taxonomic paradigm. Personality
& Individual Differences, 12, 773-790. [PDF]
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SAKLOFSKE, D.H. McKERRACHER, D.W. & EYSENK, S.B.
(1978). Eysenck's theory of criminality : A scale of
criminal propensity as a measure of antisocial behavior. Psychological
Reports, 43 (3), 683-686. |
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LEVIS, D.G. (1979). A reconsideration of Eysenck's
conditioning model of neurosis. The Behavioral &
Brain Sciences, 2, 172-174. |
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REVELLE, W. (1997). Extraversion and impulsivity : The
lost dimension. In H. Nyborg (Ed.), The scientific
study of human nature : Tribute to Hans J. Eysenck at
eighty (pp. 189-212). Elsevier Science Press. [PDF] |
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CUIJPERS, P., KARYOTAKI, E., REIJENDES, M. &
EBERT, D.D. (12019). Was Eysenck right after all ? A
reassessment of the effects of psychotherapy for adult
depression. Epidemiology and Psychiatric Sciences, 28,
21–30. [PDF] |
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citer ce site ? |
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Pl@nète Psy©/Claude
Goulet |
Claude
Goulet/2003© l Comment citer ce lexique ![[]](http://m3.moostik.net/img/?pseudo=gouc&cpt=definitionse&option=invisible)
: Il y a de plus en plus de documents audiovisuels disponibles sur
Internet. Ce symbole 
