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 |
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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.
| |
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| 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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LAUTREY, J. (1989). Réussite et échec scolaires :
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|
|
DEPREEUW, E. (1990). Fear of failure : A complex
clinical phenomenon. Belgium : University of
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ISAMBERT-JAMATI, V. (1992). Quelques rappels de
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Niestlé. |
|
|
GOSLING, P. (1992). Qui est responsable de l'échec
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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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SAARILUOMA, P. (1989). Chess players' recall of auditorily
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[PDF] |
|
| /td>
|
|
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. |
|
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] |
|
WRIGHT, B.D. (1985). Additivity in psychological
measurement. In E. Roskam (Ed.), Measurement and
personality assessment (pp. 101-112). North
Holland : Elsevier Science Ltd. |
|
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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KNAPP, T.R. (1990). Treating ordinal to resolve the
controvers. Nursing Research, 39 (2), 121-123. [PDF] |
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STEVENS, S.S. (1959). Measurement, psychophysics and
utility. In C.W. Churchman & P. Ratoosh (Eds.), Measurement
: Definitions and theories. New York : Wiley. |
DE VELLIS, R.F. (1991). Scale development : Theory
and applications. London : Sage. |
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BIRNBAUM, M.H. & SUTTON, S. E. (1992). Scale
convergence and utility measurement. Organizational
Behavior & Human Decision Processes, 52, 183-215.
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GREENLEAF, E.A. (1992). Improving rating scale measures by
detecting and correcting bias components in some response
styles. Journal of Marketing Research, 29, 176-188.
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BONEAU, C.A. (1961). A note on measurement scales and
statistical tests. American Psychologist, 16, 260-261. |
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ordinal, interval, and ratio typologies are misleading.
The American Statistician, 47 (1), 65-72. [PDF] |
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KOMORITA, S.S. & GFRAHAM, W.K. (1965). Number of scale
points and the reliability of scales. Educational
& Psychological Measurement, 25, 897-995. |
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Breakwell, S. Hammond & C. Fife-Schaw (Eds.), Research
methods in psychology. London : Sage. |
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ROZEBOOM, W.W. (1966). Scaling theory and the nature of
measurement. Synthese, 16, 170-233. |
MacNAUGHTON, R.J. (1996). Numbers, scales, and qualitative
research. The Lancet, 347, 1099-1100. |
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LICHTENSTEIN, S. & NEWMAN, J.R. (1967). Empirical
scaling of common verbal phrases associated with numerical
probabilities. Bulletin of the Psychonomic Society,
9, 563-564. |
WRIGHT, B.D. (1997). A history of social science
measurement. Educational Measurement : Issues &
Practice, 16 (4), 33-45, 52. [PDF] |
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ZURIFF, G.E. (2002). A behavioral interpretation of
psychophysical scaling. Behaviorism, 1 (1),
118–133. [PDF] |
LINACRE, J.M. (2004). Optimizing rating scale category
effectiveness. In E.V. Smith & R.M. Smith (Eds.),
Introduction to Rasch measurement : theory, models and
applications (pp. 258-278). Maple Grove, MN : JAM
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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
of measurement, issues of reliability resolving some
critical issues for clinicians and researchers. The
Journal of Nervous & Mental Disease, 194 (8),
557-564. [PDF] |
| |
BECH, P. (2006). Rating scales in depression : Limitations
and pitfalls. Dialogues in Clinical Neuroscience, 8 (2),
207-215. [PDF] |
| |
MOORS, G., KIERUJ, N.D. & VERMUNT, J.K. (2014). The
effect of labeling and numbering of response scales on the
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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.
| Exemples
d'échelle d'intervalles |
| 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, a href="definitionst.htm#thorndikerm">
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 |
|
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[PDF] |
|
|
Voir aussi
Socialisation |
| b |
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Voir aussi
Apprentissage, Scolarisation
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| c |
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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,
distance education, mobile apps, video conferencing.
| |
|
|
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.
| |
|
|
WATSON, J.B. & LASHLEY, K.S. (1919). A consensus of
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|
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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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Eerola Tuomas ( ) : Spécialiste de l'étude
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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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MAYR, E. (1961). Cause and effect in biology. Science,
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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. |
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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. |
|
|
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. |
|
|
Voir aussi Effets |
|
|
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.
|
|
|
Effet d'arche :
Bow effect, U- shaped curve.
| |
|
|
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.
| |
|
|
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. |
|
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 &
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|
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,
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MELTON, A.W. (1970). The situation with respect to the
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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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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
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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. |
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HINTZMAN, D.L. (1974). Theoretical implications of
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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:
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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 :
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MAMMARELLA, N., RUSSO, R. & AVONS, S.E. (2002).
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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
and the influence of distinct repetitions on recognition
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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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repetition improves learning and memory in moderate to
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SHAUGHESSY, J.J. (1977). Long-term retention and the
spacing effect in free-recall and frequency judgments.
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MAMMARELLA, N., AVONS, S.E & RUSSO, R. (2004). A
short-term perceptual priming account of spacing effects
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
spacing effects. Journal of Verbal Learning &
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
spacing effects in free recall. Journal of
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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
Bulletin & review, 12 (19), 159-164. [PDF] |
|
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
and embellishment on memory for main points of a text. Memory
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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
effect in free recall emerges with development. Memory
& 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
Experimental Child Psychology, 37, 637-648. |
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
of Psychology, 100 (1), 61-68. |
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
comprehensive reference. Academic Press. |
|
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
of induction"? Psychological Science, 19,
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
on the automaticity hypothesis. Memory &
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| |
DELANEY, P.F., VERKOEIJEN, P.P. & SPIRGEL, A. (2010).
Spacing and testing effect : A deeply critical, lengthy,
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
implications for instruction. Educational Psychology
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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
Psychology, 80, 113-130. [PDF] |
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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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] |
|
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Voir aussi Effets |
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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. |
|
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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. |
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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. |
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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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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
effects occur on disjunctive tasks ? A test of Steiner's
theory. Bulletin of the Psychonomic Society, 8 (6),
469-471. [PDF] |
PROPP, K.M. (2003). In search of the assembly bonus
effect. Human Communication Research, 29 (4),
600-606. |
|
MICHAELSEN, L.K., WATSON, W.E. & BLACK, R.H. (1989). A
realistic test of individual versus group consensus
decision making. Journal of Applied Psychology, 74
(5), 834-839. |
LAUGHLIN, P.R., HATCH, E.C., SILVER, J.S. & BOH, L.
(2006). Groups perform better than the bestiIndividuals on
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. |
|
|
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
& Social Psychology Bulletin, 34, 1110-1123. [PDF] |
|
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.
| |
|
|
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
crisis center telephone calls. Journal of Social
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
human reproduction : A likely unit of biological time. American
Journal of Obstetrics & Gynecology, 77,
905-914. |
ROGERS, T.D., MASTERTON, G. & McGUIRE, R. (1991).
Parasuicide and the Lunar cycle. Psychoogical
Medicine, 21 (2), 393-397. |
|
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
of belief in a lunar influence on behaviour
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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
Psychology, 84 (6), 715-717. |
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
and the lunar cycle. Psychological Reports, 80
(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.
(1998). Lunar cycles and violent behaviour. Australian
& 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
Disorders, 53 (1), 99-106. |
|
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
cycle effects on humans : myth or reality ? Salud
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|
ABELL, G.O. & GREENSPAN, B. (1979). Human births and
the phase of the moon. New England Journal of
Medicine, 300, 96. |
|
|
BONK, J.R. (1979). Don't pass the buck : the full moon is
not responsible for an increase in the occurrence of
untoward events in a hospital setting. Journal of
Psychiatric Nursing, 17, 33-36. |
|
|
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.
Family Practice, 17, 472-474. |
|
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.
|
|
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.
(2002). Moon cycles and violent behaviours : myth or fact
? European Journal of Emergency Medicine, 9 (2),
127-130. |
|
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.
British Medical Journal, 289, 1789-1791. [PDF] |
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. |
|
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
evaluations. Military Medicine, 171 (12),
1239-1242. [PDF] |
|
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. |
OWENS, M. & McGOWEN, I.W. (2006). Madness and the moon
: The lunar cycle and psychopathology. German Journal
of Psychiatry, 9 (1), 123-127. [PDF] |
|
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
Psychiatry, 50, 573-577. [PDF] |
|
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
escape model of heat and aggression. Psychological
Bulletin, 111, 342-346. |
| |
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. |
|
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
temperature and attraction. Journal of Personality
& Social Psychology, 15, 240-244. |
ANDERSON, C.A., DEUSER, W.E. & DENEVE, K. (1995). Hot
temperatures, hostile affect, hostile cognition, and
arousal : Tests of a general model of affective
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|
BARON, R.A. (1972). Aggression as a function of ambient
temperature and prior anger arousal. Journal of
Personality & Social Psychology, 21, 183-189. |
WYON, D., WYON, I. & NORIN, F. (1996). Effects of
moderate heat stress on driver vigilance in a moving
vehicle. Ergonomics, 39 (1), 61-75. |
|
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
temperature effects on aggressive thoughts, affect, and
attitudes. Personality & Social Psychology
Bulletin, 22, 366-376. [PDF] |
|
BELL, P.A. & BARON, R.A. (1974). Environmental
influences on attraction : Effects of heat, attitude
similarity, and personal evaluations. Bulletin of the
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ANDERSON, C.A., BUSHMAN, B.J. & GROOM, R.W. (1997).
Hot years and serious and deadly assault : Empirical tests
of the heat hypothesis. Journal of Personality &
Social Psychology, 73, 1213-1223. [PDF] |
|
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.,
PORTERA, L., IQBAL, M.I., NOCK, M.K. & HARTWELL, N.
(1998). Ambient temperature and mortality from
unintentional cocaine overdose. Journal of the
American Medical Association, 279, 1795-1800. |
|
BELL, P.A. & BARON, R.A. (1976). Aggression and heat :
The mediating role of negative affect. Journal of
Applied Social Psychology, 6, 18-30. |
ANDERSON, C.A. & ANDERSON, K.B. (1998). Temperature
and aggression : Paradox, controversy, and a (fairly)
clear picture. In R. Geen & E. Donnerstein (Eds.), Human
aggression : Theories, research and implications for
policy (pp. 247-298). San Diego, CA : Academic
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
M.B. Zanna (Ed.), Advances in experimental social
Psychology (Vol. 32, pp. 63-133). San Diego :
Academic Press. |
|
BELL, P.A. (1978). Effects of heat and noise stress on
primary and subsidiary task performance. Human
Factors, 20, 749-752. |
ANDERSON, C.A. (2001). Heat and violence. Current
Directions in Psychological Science, 10, 33-38. [PDF] |
|
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,
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|
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-
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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] |
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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
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HUSTON, T.L. & KORTE, C. (1975). The responsive
bystander. Why he helps. In T. Lichona (Ed.), Morality
: Theory, research and social issues. New York :
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FISCHER, P., GREITEMEYER, T., POLLOZEK, F. & FREY, D.
(2006). The unresponsive bystander : are bystanders more
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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
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(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. |
|
|
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. |
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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,
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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. |
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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
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LEVINE, R. & COHEN, E. (1974). The Hawthorne effect. Clinical
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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.
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PARSONS, H.M. (1974). What caused the Hawthorne effect ? A
scientific detective story. Administration in social
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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.
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GALE, E.A.M. (2004). The Hawthorne studies : A fable for
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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
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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. |
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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
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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
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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
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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
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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
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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. |
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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
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[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).
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are needed to study research participation effects. Journal
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| |
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 |
|
|
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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.
| |
|
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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 |
|
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Effet
Lucifer : Lucifer effect.
|
|
|
ZIMBARDO P. (2008). The Lucifer effect. New York :
Random House Trade Paperbacks.
NY
|
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| |
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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MONCRIEFF, J., WESSELEY, S. & HARDY, R. (2002). Active
placebos versus antidepressants for depression (Cochrane
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BYSTRITSKY, A. & WAIKAR, S.V. (1994). Placebo versus
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MONCRIEFF, J. (2003). A comparison of antidepressant
trials using active and inert placebos. International
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117-127.
[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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ceiling in the United States and Sweden : Lessons from the
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Blau, M.C. Brinton & D.B. Grusky (Eds.), The
declining significance of gender ? (pp. 156-212).
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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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
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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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MASAND, P., GUPTA, S. & DWAN, M. (1991). Suicidal
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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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CSOKA, A.B., BAHRICK, A.S. & MEHTONEN, O. (2008).
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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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Journal of Risk & Safety in Medicine, 3,
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for people suffering from anxiety disorders. Journal
of CyberTherapy & Rehabilitation, 2, 127-137. |
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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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preventive medical treatment decisions. Health
Psychology, 28, 201-209. |
|
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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PANSKY, A. & ALGOM, D. (1999). Stroop and Garner
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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.
|
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|
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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ROEDIGER, H.L. & KARPICKE, J.D. (2006). Test-enhanced
learning : Taking memory tests improves long-term
retention. Psychological Science, 17, 249-255. [PDF] |
WIREBRING, L.K., WIKLUND-HÖRNQVIST, C. ERIKSSON, J.,
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] |
|
| |
|
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. |
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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,
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JACKSON, J.M. & HARKINS, S. (1985). Social
loafing on difficult tasks : Working collectively can
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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
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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
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STACHNIK, T. (1967). The role of response effort in
extinction : Much ado about nothing. Psychonomic
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JACKSON, J.M. & HARKINS, S. (1985). Equity in effort:
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ELSEMORE, .T.F. (1971). Effects of response effort on
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EISENBERGER, R. & ADORNETTO, M. (1986). Generalized
self-control of delay and effort. Journal of
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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.
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MICHAELS, J. & MIETHE, T. (1989). Academic effort and
college grades. Social Forces, 68 (1), 309-319. |
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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
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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. |
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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
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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 &
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DRUCKER, P.M., DRUCKER, D.B., LITTO, T. & STEVENS, R.
(1998). Relation of task difficulty to persistence. Perceptual
& Motor Skill, 86, 787-794. |
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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
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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
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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. |
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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.
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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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ratings of student effort, student ability and teacher
input as correlates of student performance on
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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
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|
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GARON, R. (2006). Pour transmettre de goût de l'effort en
classe. Résonances : Mensuel de l'école Valaisanne,
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EISENBERGER, R. & LEONARD, J.M. (1980). Effects of
conceptual task difficulty on generalized persistence. American
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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
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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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ZAROMB, F.M & ROEDIGER, H.L. (2009). The effects of
"effort after meaning" on recall : Differences in within-
and between-subjects designs Memory & Cognition,
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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
|
|
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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).
| |
|
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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. |
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EGETH, H.E. & YANTIS, S. (1997). Visual attention :
Control, representation, and time course. Annual
Review of Psychology, 48, 269-297. [PDF] |
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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] |
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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. |
|
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|
|
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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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Voir aussi Pays |
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Collaboratrice de Carlo et Fabes.
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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
ejaculation. Brunne-Mazel, New York / L'éjaculation
précoce : comment y remédier. Laval : G.
Saint-Jean. |
ALTHOF, S.E. (2005). Psychological treatment strategies
for rapid ejaculation : Rationale, practical aspects, and
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ARAFA, M. & SHAMLOUL, R. (2006). Efficacy of
sertraline hydrochloride in treatment of premature
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questionnaire. International Journal of Impotence
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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
Journal of Psychology, 15, 154-160. |
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EKEHAMMAR, B. & SIDANIUS, J. (1979). Political
perception dimensions based on negative similarities. Perceptual
& Motor Skills, 49, 19-26. |
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EKEHAMMAR, B. & AKRAMI, N. (2003). The relation
between personality and prejudice : A variable- and a
person-centred approach. European Journal of
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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] |
|
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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43-53. |
|
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.
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|
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
the failure of creationism. New York : W.H. Freeman
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
people's choice. New York : Duell, Sloan &
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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
identification, upon the perception of political figures.
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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
voter turnout. The Public Opinion Quarterly, 40 (3),
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
presidential election. Personality & Social
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LASLIER, J.F. et VAN DER STAETEN, K. (2004). Élection
présidentielle : une expérience pour un autre mode de
scrutin. Revue Française de Science Politique, 54, 99-130. |
|
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),
53-83. |
TODOROV, A., MANDISODZA, A.N., GOREN, A. & HALL, C.C.
(2005). Inferences of competence from faces predict
election outcomes. Science, 308, 1623-1626. [PDF] |
KINDER, D.R., ADAMS, G.S. & GRONKE, P.W. (1989).
Economics and politics in the 1984
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Political Science, 33, 491-515. |
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
images. Political Psychology, 31 (1), 41-58. [PDF] |
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GELMAN, A. (1990). Estimating the electoral consequences
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political elections from rapid and unreflective face
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McKELVEY, R.D. & ORDERSHOOK, P. (1990). A decade of
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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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election. McGill-Queen's University Press,
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CASTELLI, L., CARRARO, L., GHITTI, C. & PASTORE, M.
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LASLIER, J.F. (2009). The leader rule : a model of
strategic approval voting in a large electorate. Journal
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PASEK, J., TAHK, A., LELKES, Y., KROSNICK, J.A., PAYNE,
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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NADEAU, R. & BLAIS, A. (1993). Explaining election
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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., LABBÉ-ST-VINCENT, S., LASLIER, J.F., SAUGER, N.
& VAN DER STAETEN, K. (2011). Strategic vote choice in
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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
outcomes in North Dakota. Electoral Studies, 35,
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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
Studies, 18 (3), 341-366. |
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] |
|
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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ROGERS, T., GREEN, D.P., TERNOVSKI, J. & YOUNG, C.F.
(2017). Social pressure and voting : A field experiment
conducted in a high-salience election. Electoral
Studies, 46, 87-100. |
| |
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),
383-398. [PDF] |
|
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. |
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Voir aussi Appareil
de mesure et Cerveau |
|
|
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
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BJORK, R.A. (1970). Positive forgetting : the
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ELMES, D.G. & BJORK, R.A. (1975). The interaction of
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PASTÖTTER, B. & KLIEGL, O. & BÄUML, K.-H.T.
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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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MOSS, C.J. (1988). Elephant memories. Boston :
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SUKUMAR, R., JOSHI, R. & KRISHNAMURTHY, V. (1988).
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POOLE, J.H. (1989). Announcing intent : the aggressive
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SCHULTE, B.A. (2000). Social structure and helping
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BATES, L.A. & CHAPPELL, J. (2002). Inhibition of
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BURKS, K.D., MELLEN, J.D., MILLER, G.W., LEHNHARDT, J.
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VIDYA, T.N.C. & SUKUMAR, R. (2005). Social
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McCOMB, K., SHANNON, G., SAYIALEL, K. & MOSS, C.J.
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HARVEY, N.D., DALY, C., CLARK, N., RANSFORD, E., WALLACE,
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BONAPARTE-SALLER, M. & MENCH, J.A. (2018). Assessing
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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
depression are related to problematic smartphone use. Computers
in Human Behavior, 63, 509-516. |
|
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. |
|
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. |
|
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
children with autism. Research in Autism Spectrum
Disorders, 6, 842-851. |
|
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
atypical visual orienting in 7-month-olds at risk for
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
at 6 months predicts individual differences in joint
attention at 9 Months. Developmental Science, 16
(2), 86-197. [PDF] |
|
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
later classified with autism spectrum disorder. Journal
of the American Academy of Child & Adolescent
Psychiatry, 53 (11), 1216-1224.
[PDF] |
|
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
beliefs about international relations. Journal of
Peace Psychology, 1 (4), 365-382. |
|
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
critique of recent research. Sociological Quarterly,
20, 5-22.
[PDF] |
KOOPMAN, C., SHIRYAEV, R., McDERMOTT, R., JERVIS, R. &
SNYDER, J. (1998). Beliefs about international security
and change among Russian and American national scurity
elites. Journal of Peace Psychology, 4 (1),
35-57. |
|
GADBOIS, L. (1989). Des classes spéciales pour élèves
motivés : vers la formation d'une nouvelle élite. Prospectives,
67-72. |
ZWEIGENHAFT, R.L. (2001). Diversity in the United States
power elite. Revue de l'Intégration et de la
Migration Internationale/Journal of International
Migration & Integration, 2, 267-281. [PDF] |
| |
|
Voir aussi Oligarchie
et Bloc au
pouvoir |
|
|
Elkind David (Détroit 1931-) : Psychologue
cognitiviste européen
d'origine anglaise, spécialisé dans l'étude du développement
des enfants.
 |
ELKIND, D. & ELKIND, S. (1962). Varieties of religious
experience in young adolescents. Journal for the
Scientific Study of Religion, 2, 102-112. |
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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.
Reading, MA : Addison-Wesley. |
|
ELKIND, D. (1994). Ties that stress : The new family
imbalance. Cambridge, MA : Harvard University
Press. |
|
|
|
Ellemberg
Dave ( ) : Neuropsychologue
québécois et spécialiste de l'étude des conséquences
psychologiques des traumatisme
crâniens et des commotions
cérébrales, subis notamment lors d'exercices
ou de la pratique d'un sport.
Étudiant de Guillemot et
Lepore.
|
ELLEMBERG, D., WILKINSON F., WILSON, H.R. & ARSENAULT,
A.S. (1998). Apparent contrast and spatial frequency of
local texture elements. The Journal of the Optical
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ELLEMBERG, D., HAMMARRENGER, B, LEPORE, F., ROY, M.S.
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ELLEMBERG, D., LECLERC, S., COUTURE, S. & DAIGLE, C.
(2007). Prolonged neuropsychological impairments following
a first concussion in female university soccer athletes.
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ELLEMBERG, D., HENRY, L.C., MACCIOCCHI, S.N., GUSKIEWICZ,
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ELLEMBERG, D. & ST-LOUIS-DESCHÊNES, M. (2010). The
effect of acute physical exercise on cognitive function
during development. Psychology of Sport &
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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
et Tracy.
|
ELLIOT, A.J. & DEVINE, P.G. (1994). On the
motivational nature of cognitive dissonance : Dissonance
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|
ELLIOT, A.J. & COVINGTON, M.V. (2001). Approach and
avoidance motivation. Educational Psychology Review,
13 (2), 73-92. [PDF] |
|
ELLIOT, A.J. & THRASH, T.M. (2002). Approach-avoidance
motivation in personality : Approach and avoidance
temperaments and goals. Journal of Personality &
Social Psychology, 82 (5), 804-818. [PDF] |
|
ELLIOT, A.J., THRASH, T.M. & MURAYAMA, K. &
PEKRUN, R. (2011). A 3 x 2 achievement goal model. Journal
of Educational Psychology, 103, 632-648. [PDF] |
|
ELLIOT, A.J., TRACY, J.L., PRAZDA, A.D. & BEALL, A.T.
(2013). Red enhances women's attractiveness to men : First
evidence suggesting universality. Journal of
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|
|
|
Elliotson
John (1791-1868) :
Médecin anglais et partisan du mesmérisme,
de l'hypnose, de l'acupuncture
et de la phrénologie.
|
ELLIOTSON, J. (1832). Acupuncture. In J. Forbes, A.
Tweedie & J. Conolly (Eds.), The cyclopedia of
practical medicine : Comprising treatises on the nature
and treatment of diseases, materia medica and
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|
ELLIOTSON, J. (1844). Case of epilepsy cured by mesmerism.
The Zoist : A Journal of Cerebral Physiology &
Mesmerism, and Their Applications to Human Welfare, 2 (6),
194-238. |
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ELLIOTSON, J. (1846). Operation without pain in the
mesmeric state. The Zoist : A Journal of Cerebral
Physiology & Mesmerism, & Their Applications to
Human Welfare, 12, 380-383. |
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ELLIOTSON, J. (1855). An instance of sleep and cure by
imagination only. The Zoist : A Journal of Cerebral
Physiology & Mesmerism, & Their Applications to
Human Welfare, 12 (48), 396-403. |
|
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ROSEN, G. (1936). John Elliotson : Physician and hypnotis.
Bulletin of the Institute of the History of Medicine,
4, 600-603. |
|
SCHNECK, J.M. (1963). John Elliotson, William Makepeace
Thackeray, and Doctor Goodenough.International Journal
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 I : Earlier years and
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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
Biography, 2 (1), 1-7. |
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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
: RoutledgeFalmer Press. |
|
ELLIOTT, J.G. (2005). Dyslexia : diagnoses, debates and
diatribes. Special Children, 169, 19-23. [PDF] |
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ELLIOTT, J.G. & GIBBS, S. (2008). Does dyslexia exist
? Journal of Philosophy of Education, 42 (3-4),
475-491. [PDF] |
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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,
80 (2), 606-621. |
|
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
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 |
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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
Journal of Genetic Psychology, 15, 61-71. |
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ELLIS, A. (1957). How to live with a neurotic.
New York : Crown Publishers. |
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ELLIS, A. (1975). A guide to rational living.
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ELLIS, A. (2000). Can rational emotive behavior therapy
(REBT) be effectively used with people who have devout
beliefs in god and religion ? Professional Psychology
: Research & Practice, 31 (1), 29-33.
[PDF] |
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ELLIS, A. (2004). The road to tolerance : The
philosophy of rational emotive behavior therapy.
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YANKURA, J. & DRYDEN, W. (1994). Albert Ellis.
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ZIEGLER, D.J. (2002). Freud, Rogers, and Ellis : A
comparative theoretical analysis. Journal of
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STILL, A. & DRYDEN, W. (2003). Ellis and Epictetus :
Dialogue vs. method in psychotherapy. Journal of
Rational-Emotive & Cognitive-Behaviour Therapy, 21
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FARLEY, F. (2009). Albert Ellis (1913-2007) : Obituary.
American Psychologist, 64 (3), 215-216. |
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VELTEN, E. (2009). Albert Ellis : American
Revolutionary. Sharp Press. |
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Ellsworth Phoebe C. ( ) : Psychosociologue
suisse et spécialiste de l'étude des émotions,
Collaboratrice de Ekman, Friesen,
Mesquita, Gross,
et Scherer.
|
ELLSWORTH, P.C. (1994). William James and emotion : is a
century of fame worth a century of misunderstanding ?
Psychological Review, 101, 222–229. |
ELLSWORTH, P.C. & REIFMAN, A. (2003). Juror
comprehension and public policy : Perceived problems and
proposed solutions. Psychology Public Policy &
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ELLSWORTH, P.C. (2011). Legal reasoning and scientific
reasoning. Alabama Law Review, 63 (4), 895-918. [PDF] |
ELLSWORTH, P.C. (2013). Appraisal theory : Old and new
questions. Emotion Review, 5 (2), 125–131.
|
|
ELLSWORTH, P.C. (2014). Basic emotions and the Rocks of
New Hampshire. Emotion Review, 6 (1), 21–26. |
|
|
|
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
du Vietnam).
|
ELLSBERG, D. (1961). Risk, ambiguity, and the savage
axioms. Quarterly Journal of Economics, 75 (4),
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ELLSBERG, D. (1972). Papers on the War. New York :
Simon and Schuster. |
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ELLSBERG, D. (2001). Risk, ambiguity, and decision.
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ELLSBERG, D. (2003). Secrets : A memoir of Vietnam and
the Pentagon papers. New York : Viking Press. |
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ELLSBERG, D. (2017). The doomsday machine :
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|
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ANDERSON, D.L. (2000). Daniel Ellsberg, The
human tradition in the Vietnam. Era, Rowman
& Littlefield.
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WELLA, T. (2002). Wild man : The life and times of
Daniel Ellsberg. New York : Palgrave.
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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.
|
ELLUL, J. (1952). Propagande et démocratie. Revue
Française de Science politique, 2 (3), 474-504. |
|
ELLUL, J. (1957). Information et propagande. Diogène,
18, 69-90. |
|
ELLUL, J. (1963). De la signification des relations
publiques dans la société technicienne. L’Année
Sociologique, 14 (4), 161–243. |
|
ELLUL, J. (1970 ). L’information aliénante. Économie
et Humanisme, 192, 43–52. |
|
ELLUL, J. (1986). Peut-il exister une culture technicienne
? Revue Internationale de Philosophie, 41 (161),
216-233. |
|
|
GODDARD, A. (1996). Obituary Jacques Ellul (1912–-1994). Studies
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ROGNON, F. (2012). Bernard Charbonneau et Jacques Ellul
: Aux sources de l'écologie radicale du xxie siècle. Écologie
et Politique, 44, 67-76.
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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
Acoustical Society of America, 62, 971-974. |
|
ELMAN, J.L. (1982). Approaches to speech. Contemporary
Psychology, 27, 316-317. |
|
ELMAN, J.L. & McCLELLAND, J.L. (1985). An architecture
for parallel processing in speech recognition : The TRACE
model. In M.R. Schroeder Speech recognition (pp.
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ELMAN, J.L. (2004). An alternative view of the mental
lexicon. Trends in Cognitive Science, 8,
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|
ELMAN, J.L. (2005). Connectionist models of cognitive
development : where next ? Trends in Cognitive
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|
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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
Psychologist, 64 (1), 32-36.
[PDF] |
|
|
ROSENZWEIG, S. (1982). Skinner's fictions: A response to
Elms. American Psychologist, 37 (5), 599. |
|
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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.
| |
|
|
RAPPAPORT, J. (1981). Praise of paradox : A social policy
of empowerment over prevention. American Journal of
Community Psychology, 9 (1), 1-25. [PDF] |
|
|
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. |
|
RAPPAPORT, J. (1987). Terms of empowerment/exemplars of
prevention: toward a theory for community psychology. American
Journal of Community Psychology, 15 (2), 121-148. |
|
|
ZIMMERMAN, M.A. & RAPPAPORT, J. (1988). Citizen
participation, perceived control, and psychological
empowerment. American Journal of Community
Psychology, 16, 725-750. |
|
|
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. |
|
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. |
|
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] |
|
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. |
|
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. |
|
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. |
|
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. |
|
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. |
|
|
|
Voir aussi Ressource,
Action collective
et Syndicalisme |
|
|
Emballer
: Emballage : Packaging.
| |
|
|
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. |
|
|
|
Embarras
: Embasser : Flustered.
| |
|
|
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] |
|
|
|
Embonpoint
: Caractéristique d'un
individu un peu gras, au-dessus de son poids
santé. Embonpoint, poids
et obésité.
= surpoids, quelques kilos en trop. Overweight.
| |
|
|
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. |
| |
WANG, Y. & LOBSTEIN, T. (2006). Worldwide trends in
childhood overweight and obesity. International
Journal of Pediatric Obesity, 1 (1), 11-25. |
|
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] |
|
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. |
|
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. |
|
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] |
|
|
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. |
|
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. |
|
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] |
|
|
|
Voir aussi Comportement
de manger, Trouble
alimentaire, Poids
santé, Obésité,
Exercice,
Image
corporelle et Poids |
|
|
|
|
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.
| |
SMITH, N. (1996). The new urban
frontier-gentrification and the revanchist city.
London and New York : Routledge. |
|
SMITH, N. (2002). New globalism, new urbanism :
Gentrification as global urban strategy. Antipode, 34
(3), 434-457. |
|
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. |
|
BÉLANGER, H. et GAUDREAU, L. (2013) La gentrification, un
mal pour un bien ? Relations, 769, 36-37. |
|
|
|
Embranchement
(taxinomique) : Voir Rang
taxinomique. = phylum.
| |
|
| BURNIE,
D. (Dir.) (2001). Animal. Londres : Dorling
Kindersley / Le règne animal. Saint-Laurent :
Erpi. |
|
|
Embryon
: Embryon et
foetus. Embryo.
| |
GERHARDT, J. & KIRSCHNER, M. (1998). Cells,
embryos & evolution. Oxford : Basil Blackwell. |
|
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. |
|
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. |
|
|
|
Emde
Robert N. ( ) : Psychiatre,
psychanalyste
américain et spécialiste du développement
pathologique. Collaborateur de Campos,
Defries, Hewitt,
Kagan, Plomin,
Robinson et Zahn-Waxler.
|
EMDE, R.N. & KOENIG K.L. (1969). Neonatal smiling and
rapid eye movement states. Journal of American Academy
of Psychiatry, 8, 57-67. |
|
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. |
|
EMDE, R.N. (1998). À propos des classifications
diagnostiques dans la petite enfance : quelques principes.
Devenir, 10 (1), 11-17. |
|
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. |
|
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.
| |
|
|
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. |
| |
JOHNSON, S. (2001). Emergence. New York :
Scribner |
|
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. |
|
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. |
|
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. |
|
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] |
|
|
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. |
| |
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. |
|
HOLLAND, J.H. (1998). Emergence : From chaos to
order. Cambridge, MA : Perseus. |
KIM, J. (2006). Emergence : Core ideas and issues. Synthese,
151, 547-559. |
|
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. |
| |
ELDER- VASS, D. (2007). For emergence : Refining Archer’s
account of social structure. Journal for the Theory of
Social Behaviour, 37 (1), 25-44. |
|
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] |
|
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 |
|
O'CONNOR, T. & WONG, H.Y. (2012). Emergent Properties.
In E.N. Zalta (Ed.), The Stanford encyclopedia of
philosophy. Stanford, CA : Stanford University. |
|
| |
|
Voir aussi
Conscience |
|
|
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.
| |
|
|
SPERRY, R.W. (1991). In defense of mentalism and emergent
interaction. Journal of Mind & Behavior, 12,
221-245. |
|
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. |
|
THOMAS, R.K. (2001). Hazards of "emergentism" in
psychology. History & Theory of Psychology |
|
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.
|
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. |
|
EMERY, N.J. (2000). The eyes have it : the neuroethology,
evolution and function of social gaze. Neuroscience
& Biobehavioral Reviews, 24, 581-604.
[PDF] |
|
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] |
|
EMERY, N.J. & CLAYTON, N.S. (2004). The mentality of
crows. Convergent evolution of intelligence in corvids and
apes. Science, 306, 1903-1907. |
|
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.
| |
|
|
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.
| |
|
|
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. |
|
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] |
|
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] |
|
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. |
|
|
|
Voir aussi
Violence et Foule |
|
|
|
|
Emmelkamp
Paul M.G. ( ) : Psychologue
néerlandais et spécialiste de l'étude des
troubles d'anxieux et du trouble obsessionel-compulsif
(TOC). Collaborateur de
Hoestra.
|
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. |
|
EMMELKAMP, P.M. & BEENS, H. (1991). Cognitive therapy
with obsessive-compulsive disorder : a comparative
evaluation. Behaviour Research & Therapy, 29, 293-300. |
|
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. |
|
EMMELKAMP, P.M. (2012). Specific and social phobias in
ICD-11. World psychiatry, 11 (S1), 94-99.
[PDF] |
|
EMMELKAMP, P.M. & POWER, P.M. (2012). DSM-5
personality disorders : stop before it is too late.
Clinical Psychology & Psychotherapy, 19 (5),
363. |
|
|
|
Emmer
Edmund T. ( ) : Spécialiste
américain de l'éducation, notamment
de la gestion de classe.
Collaborateur de Evertson.
|
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] |
|
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. |
|
EMMER, E.T. & EVERTSON, C.M. (1981). Synthesis of
research on classroom management. Educational
Leadership, 38 (4), 342-347. [PDF] |
|
EMMER, E.T., EVERTSON, C.M. & WORSHAM, M.E. (1984). Classroom
management for secondary teachers. Boston : Allyn
& Bacon. |
|
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] |
|
|
|
Emmert
Emil (1844-1911) :
|
EMMERT, E. (1881). Grossenverhaltnisse der Nachbilder" KlinischeMonatsblatterfur
Augenheilkunde, 19 443-450 |
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Émotion
: État interne
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temps déclenché par un événement externe (stimulus). Comporte
souvent une dimension physiologique
(rougeur, accélération du rythme
cardiaque, transpiration, etc.) et communicationnelle (expressions
faciales). Contrairement au sentiment,
l'émotion se dissipe rapidement. EX: La colère
est une émotion, la haine un sentiment. En présence d'autrui, nos
émotions communique de l'information
sur notre état. Émotion, expression
des émotions et expression
faciale. = affect.
*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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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
of negative emotions. Cognition & Emotion, 12,
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,
641-672. |
|
|
FREDRICKSON, B.L. (2001). The role of positive emotions in
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KUPPENS, P., DIENER, E. & REALO, E. (2008). The role
of positive and negative emotions in life satisfaction
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Social Psychology, 95 (1), 66-75. [PDF] |
|
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
source of cultural variation in the experience of positive
and negative emotions. The Journal of Positive
Psychology, 4, 447-460. |
|
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
base, émotion principale, émotion primitive. /émotion
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.
|
|
|
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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HOGAN, R. (1969). Development of an empathy scale. Journal
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MEHRABIAN, A. & EPSTEIN, N.A. (1972). Measure of
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[PDF] |
|
|
Voir aussi Empathie |
| CARPENTER,
M.B. & SUTIN, J. (1983). Human neuroanatomy.
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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
inquiry into the roots of philosophical error. Presidentia
lAddressto the American Philosophical Association, Pacific
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OVERTON, W.F. (1999). Nativism, empiricism and
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of Philosophy, 45, 512-517. |
NAGEL, J. (2000). The empiricist conception of experience.
Philosophy, 75, 345-376. |
|
LEWIS, C.I. (1948). Professor Chisholm and empiricism.
The Journal of Philosophy, 45, 517-524. |
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|
QUINE, W.V.O. (1951). Two dogmas of empiricism / Les deux
dogmes de l'empirisme. Philosophical Review,50,
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Cambridge (p. 87-112). Paris : NRF Gallimard. |
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Peking : Foreign Languages Press. |
SALOMON, M. (2001). Social empiricism. Philadelphia
: Temple University Press. |
|
|
FEYERABEND, P.K. (1970). Classical empiricism. R.E. Butts
and J.W. Davis (Eds.), The methodological heritage of
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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| EM
- 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.
|
|
|
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. |
|
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JACOBY, L.L. (1973). Encoding process, rehearsal, and
recall requirements. Journal of Verbal Learning &
Verbal Behavior, 12, 302-310. [PDF] |
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|
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 &
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KUIPER, N.A. & ROGERS, T.B. (1979). Encoding of
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CECI, S.J., LEA, S.E.G. & RINGSTROM, M.D. (1980).
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HAYES, S.M., NADEL, L. & RYAN, L. (2007). The effect
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TIBERGHIEN, G. (1980). Rappel et Reconnaissance : Les
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BAGGETT, P. & EHRENFEUCHT, A. (1983). Encoding and
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ELLIS H.C., THOMAS, R.L. & RODRIGUEZ, I.A. (1984).
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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.
| |
|
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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.
| |
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|
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] |
|
|
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] |
|
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. |
|
|
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.
| |
|
|
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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.
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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.
| |
|
|
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. |
|
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
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PIAGET, J. (1927). La première année de l'enfant. The
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SPELKE, E.S. (1991). Physical knowledge in infancy :
Reflections on Piaget's theory. In S. Carey & R.
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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.
| |
|
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Development, 58, 341-355. |
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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. &
LUBORSKY, M. (1991). Key relationships of never-married,
childless older women : A cultural analysis. Journal
of Gerontology, 46 (5), 270-277. |
|
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
and perceptions of childlessness among older persons :
Exploring the impact of marital status and gender.
Journal of Aging, 10 (3), 205-222. |
|
WENGER, G.C., SCOTT, A. & PATTERSON, N. (2000). How
important is parenthood ? Childlessness and support in old
age in England. Ageing & Society, 20, 161-182. |
|
WENGER, G.C. (2001). Ageing without children : Rural
wales. Journal of Cross-Cultural Gerontology, 16,
79-109. |
|
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
delinquent boys. Child Development, 28, 379-384. |
|
WHITBECK, L.B., HOYT, D.R., SIMONS, R.L., CONGER, R.D.,
ELDER, G.J., LORENZ, F.O. & HUCK, S.H. (1992).
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.
Psychology Monographs, 70, 1-15. |
ZENEAH, C.H. (2000). Disturbances of attachment in young
children adopted from institutions. Journal of
Developmental & Behavioral Pediatrics, 21, 230-236. |
|
WINICK, M., MEYER, K.K. & HARRIS, R.C. (1975).
Malnutrition and environmental enrichment by early
adoption. Science, 190, 1173-1175. |
GUNNAR, M.R., BRUCE, J. & GROTEVANT, H.D. (2000).
International adoption of institutionally reared children
: Research and policy. Development &
Psychopathology, 12, 677-693. |
|
TIZARD, B. (1977). Adoption : a second chance.
London : Open Books. |
MILLER, L.C. (2000). Initial assessment of growth,
development, and the effects of institutionalization in
internationally adopted children. Pediatric Annals,
29, 224-232. |
|
HO, H-Z., PLOMIN, R. & DEFRIES, J.C. (1979). Selective
placement in adoption. Social Biology, 26, 1-6. |
CHICOINE, J.F. (2001). Adoption étrangère : le point de
vue du pédiatre. Médecine Thérapeutique/Pédiatrie, 4,
342-357. |
|
HERMAN, E. (2001). Families made by science : Arnold
Gesell and the technologies of modern child adoption. Isis,
92 (4), 684–715. |
|
WIERZBICKI, M. (1993). Psychological adjustment of
adoptees: A meta-analysis. Journal of Clinical Child
Psychology, 22, 447-454. |
POMERLEAU, A., MALCUIT, G., CHICOINE, J.F., SÉGUIN, R.
BELHUMEUR, C. GERMAIN, P. AMYOT, I. & JELIU, G.
(2005). Health status, cognitive and motor development of
young children adopted from China, East Asia, and Russia
across the first 6 months after adoption.
International Journal of Behavioral Development, 29
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|
TIZARD, B. (1991). Intercountry adoption : A review of the
evidence. Journal of Child Psychology &
Psychiatry, 32, 743-756. |
VAN IJZENDOORN, M.H., JUFFER, F. & KLEIN PEOLHUIS,
C.W. (2005). Adoption and cognitive development. A meta-
analytic comparison of adopted and nonadopted children's
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131, 301-316. |
|
MARCOVITCH, S., GOLDBERG, S., GOLD, A., WASHINGTON, J.,
WASSON, C., KREKEWICH, K. & HANDLEY-DERRY, M. (1997).
Determinants of behavioural problems in Romanian children
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Behavioral Development, 20, 17-31. |
VERISSIMO, M. & SALATERRA, F. (2006). Maternal
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|
|
FISHER, L., AMES, E.W., CHILSHOLM, K. & SAVOIE, L.
(1997). Problems reported by parents of Romanian orphans
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Behavioral Development, 20, 67-82. |
LE MARE, L. & AUDET, K. (2006). A longitudinal study
of the physical growth and health of postinstitutionalized
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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.
(2007). Attachment, cognitive and motor development in
adopted children : Short-term outcomes after international
adoption. Journal of Pediatric Psychology, 32,
1259-1263. |
|
PETERS, E., ATKINS, M. & McKAY, M. (1999). Adopted
children's behavior problems : A review of five
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VAN IJZENDOORN, M.H., BAKERMANS-KRANENBURG, M.J. &
JUFFER, F. (2007). Plasticity of growth in height, weight
and head circumference : Meta-analytic evidence of massive
catch-up after international adoption. Journal of
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|
|
JOSEPH, J. (1999). A critique of the Finnish adoptive
family study of schizophrenia. Journal of Mind &
Behavior, 20, 133-154. [PDF] |
LOMAN, M.M., WIIK, K.L., FRENN, K.A., POLLACK, S.D.,
GUNNAR, M.R. & MEGAN, R. (2009). Postinstitutionalized
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| |
TAN, T. & CAMRAS, L.A. (2011). Social skills of
adopted Chinese girls at home and in school : Parent and
teacher ratings. Children & Youth Services
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| |
TE NIJENHUIS, J., JONGENEEL-GRIMEN, B. & ARMSTRONG,
E.L. (2015). Are adoption gains on the g factor ? A
meta-analysis. Personality & Individual
Differences, 73, 56-60. [PDF] |
|
|
|
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
preschool children to two schedules of reinforcement
withdrawal. Journal of the Experimental Analysis of
Behavior, 3 (2), 155-159.
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|
ANTONITIS, J.J. (1965). Group-operant behavior :
reinforcing effects of pure tones and other sounds on the
bar pressing of preschool children in a real-life
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WINSLER, A., DIAZ, R.M., ATENCIO, D., McCARTHY, E.M. &
ADAMS-CHABAY, L. (2000). Verbal self-regulation over time
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BEREITER, C. & ENGELMAN, S. (1966). Teaching
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BAUMRIND, D. (1967). Child care practices anteceding three
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|
|
BUSHELL, D., WROBEL, P.A. & MICHAELIS, M.L. (1968).
Applying "group" contingencies to the classroom study
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|
LEWIS, M., RAUSCH, M., GOLDBERG, S. & DODD, C. (1968).
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|
BRIGHAM, T.A. & SHERMAN, J.A. (1968). An experimental
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BAUMRIND, D. (1971). Harmonious parents and their
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MARTIN, R.R., KUHL, P. & HAROLDSON, S.K. (1972). An
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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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WILLIAMS, J.E., BOSWELL, D.A. & BEST, D.L. (1975).
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ABRAMOVITCH, R. (1976). The relation of attention and
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VAUGHN, B.E. & LANGLOIS, J.H. (1983). Physical
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CASEY, M.B. (1984). Individual differences in use of
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FARRELL-ERICKKSON M., SROUFE, L.A. & EGELAND, B.
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|
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|
|
WINSLER, A., DIAZ, R.M., McCARTHY, E.M., TENCIO, D. &
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|
WASHINGTON, J.A. & CRAIG, H. (1999). Performances of
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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
processes. Journal of Educational Research, 42, 279-288. |
SHAPIRO, E.S. & KLEIN, R.D. (1980). Self-management of
classroom behavior with retarded/disturbed children. Behavior
Modification, 4, 83-97. |
|
ORLANDO R. & BIJOU S.W. (1960). Single and multiple
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|
BIJOU, S.W. & ORLANDO, R. (1961). Rapid development of
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|
McKINNEY, J.P. (1962). Multidimensional study of the
behavior of severely retarded boys. Child Develpment,
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CAMPIONE, J.C. & BROWN, A.L. (1987). Toward a theory
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|
BARRETT, B.H. & LINDSLEY, O.R. (1962). Deficits in
acquisition of operant discrimination and differentiation
shown by institutionalized retarded children. American
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[PDF] |
|
PETERSON, R.F. & PETERSON, L. (1968). The use of
positive reinforcement in the control of self-destructive
behavior in a retarded boy. Journal of Experimental
Child Psychology, 6, 351-360. |
|
|
ZIMMERMAN, E.H., ZIMMERMAN, J. & RUSSELL, C.D. (1969).
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(1989). Teaching intraverbal behavior to severely retarded
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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
discriminative stimuli for different reinforcement contin-
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Experimental Child Psychology, 7, 440-447. |
|
|
|
FAGAN, J.F. (1969). Free recall learning in normal and
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VYGOTSKY, L.S. (1994). Le problème de compensation dans le
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|
WHEELER, A.J. & SULZER, B. (1970). Operant training
and generalization of a verbal response form in a
speech-deficient child. Journal of Applied Behavior
Analysis, 3 (2), 139-147. |
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decisions on referred students with subaverage general
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|
BARTON, E.S. (1970). Inappropriate speech in a severely
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|
|
LOGAN, D.L. (1970). A "paper money" token system as a
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|
BARTON, E.S., GUESS, D., GARCIA, E. & BAER, D.M.
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|
STRAIN, P.S., SHORES, R.E. & KERR, M.M. (1976). An
experimental analysis of "spillover" effects on the social
interaction of behaviorally handicapped preschool
children. Journal of Applied Behavior Analysis, 9 (1),
31-40. [PDF] |
DURAND, V.M. (2001). Future directions for children and
adolescents with mental retardation. Behavior
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] |
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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
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CURTISS, S. (1977). Genie : Psycholinguistic study of
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BELSKY, J. (1980). Child maltreatment : an ecological
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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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BOUSHA, D.M. & TWENTYMAN, C.T. (1984). Mother-child
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READ, J. & ARGYLE, N. (1999). Hallucinations,
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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
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|
|
|
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Consistency and change in the development of premature
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|
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|
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MICELI, P.J., GOEKE-MOREY, M.C., WHITMAN, T.L., KOLBERG,
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Behavior & Development, 24 (2), 171-188. |
TROMBINI, E., SURCINELLI, P., PICCIONI, A., ALESSANDRONI,
R. & FALDELLA, G. (2008). Environmental factors
associated with stress in mothers of preterm newborns. Acta
Paediatrica, 97, 894-898. |
|
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 |
|
|
|
|
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 :
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ENGSTROM, E.J. & WEBER, M.M. (2007). Making Kraepelin
history : a great instauration ? History of
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|
ENGSTROM, E.J. (2007). "On the question of degeneration"
by Emil Kraepelin (1908). History of Psychiatry, 18
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|
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
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[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
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ENNIS, R.H. (1982). Abandon causality ? Educational
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ENNIS, R.H. (1996). Critical thinking dispositions : Their
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|
ENNIS, R.H. (1998). Is critical thinking culturally biased
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|
|
|
|
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
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ENNS, M.W., COX, B.J. & CLARA, I. (2002). Adaptive and
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ENNS, M.W. & COX, B.J. (2005). Perfectionism,
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ENNS, M.W., COX, B.J., AFIFI, T.O., DE GRAAF, R., TEN
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and risk for suicidal ideation and attempts : a
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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.
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BARGDILL, R.W. (2000). A phenomenological investigation of
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HARRIS, M.B. (2000). Correlates and characteristics of
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postsecondary students. Journal of Educational
Psychology, 113 (3), 499-515. |
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Voir aussi Absentéisme
et Stimulation
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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
Studies, 42, 85-97. |
|
VODANOVICH, S.J. (2003). Psychometric measures of boredom
: A review of the literature. The Journal of
psychology 137 (6), 569-595. |
|
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. |
|
HUNTER, J.A., DYER, K.J., CRIBBLE, R.A. & EASTWOOD,
J.D. (2015). Exploring the utility of the multidimensional
state boredom scale. European Journal of
Psychological Assessment, 32, 241-250. |
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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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