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mathématique.=règle
de calcul, opération
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ci-dessous.
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Calepin
visuo-spatial : Concept proposé par Baddeley
pour désigner une fonction de la mémoire
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visuelles (images).=
mémoire de travail visuo-spatiale. Visuo-spatial
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John B. (1917-1995) :Éthologiste
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Califia
Pat (1954-) : Thérapeute et
spécialiste de l'étude du genre
et du mouvement queer.
= Patrick Califia.
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California
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Harvard refusa de lui attribuer un doctorat. Elle mis néanmoins
sur pied l'un des tout premiers laboratoires de psychologie en sol
américain (1898). Elle fut également la toute première présidente
de l'American Psychological
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Collaboratrice de Dunlap,
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Calloas Nagib ( ) : Mathématicien et
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Calmar : Céphalopode étudié en biologie
en raison de la taille de ses axones
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Ces études ont mené notamment à la découverte des pompes
à ions.= calamar, encornet,
chipiron, supion. Squid, loligo.
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D. (Ed.) (2001). Animal. Londres : Dorling
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CALSYN, R.J. & MORSE, G.A. (1990). Homeless men and
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CALVERT, S.L., HUSTON, A.C., WATKINS, B.A. & WRIGHT,
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Cameron Donald Ewen (Bridge of Allan 1901-1967) : Psychiatre
américain, d'origine écossaise, connu pour ses recherches sur la
reconstruction psychique et l'amnésie programmée menées en
collobaration avec la CIA dans les années 50 et 60 (Le projet
MKULTRA). Certaines de ces études ont été réalisées au Allan
Memorial Institute de l'Université
McGill.
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Camouflage : Camoufler Ensemble de techniques visant à se dissimuler, à
passer inaperçu. Ces techniques sont utilisées en temps de guerre,
à la chasse et dans certaines assemblées nationales, lors de certaines décisions decision difficile. Camouflage.
Campagne : Ensemble des régions d'un pays qui se caractérise par sa fonction première -
l'agriculture - et son mode de peuplement, les villages et les
rangs. = région rurale. /ville.Rural.
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catégories d'aliments (les légumes, le poisson, etc.), qui ne sont
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Caractère : Le mot a un sens psychologique et biologique : a)
En psychologie, il
désigne les variations
ou les traits distinctifs
de la personnalité
d'un individu (parfois appliqué aux animaux); b)
En biologie, il renvoie à l'expression particulière d'un gène
ou d'un groupe de gènes aux différents niveaux d'organisation
biologique d'un organisme (comportemental, physiologique,
neuronal, biochimique) sous l'influence (caractère acquis) ou non
(caractère inné) de l'environnement.= caractère phénotypé.
Character.
a
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Caractère sexuel primaire : Organes
qui distinguent les deux sexes d'une espèce
et qui sont essentiels à leur reproduction.= organes sexuelles, organes génitaux.
Caractère sexuel secondaire : Traits ou variations anatomiques
qui distinguent les deux sexes d'une espèce,
mais qui ne participent pas directement à la reproduction.
Ces caractères se développent à la puberté chez l'humain (mue de
la voix, élargissement du bassin et des épaules, augmentation de
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Catatonie : Catatonique : Au sens large, état de passivité qui
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Catatonia, syndrome of catatonia.
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Catégorie : Catégoriser : Catégorisation : Fonction
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catégorie peut être nommer. La
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de récupération de l'information. =
classer.
Categorization, category
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Causes
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une influence sur toute chose, incluant les individus.
De nos jours, on utilise le terme pour désigner la fonction
d'un objet. = fin, finalité,
fonction. /intention.Telos.
Cause psychologique : Expression qui recouvre deux réalités complémentaires : a) Au sens large, l'expression
désigne une vaste gamme de phénomènes explicatifs qui se trouvent
dans l'individu, sans être de nature biologique (EX : les
attitudes, les intentions, les maladies mentales, etc.). NDLR
: Attention, en psychologie, il existe de nombreuses
explicationsmonistes
biologiques ou sociales dites externalismes)
que l'on qualifie également de psychologique. =
facteur psychologique. /cause
biologique. b) Le terme renvoie également au
débat entre les matérialistes/monistes et les
mentalistes/dualistes; la thèse de ces derniers soutient qu'il
existe des causes
internes non-biologiques qui permettent d'expliquer des
phénomènes biologiques/physiques, comme les comportements. =
cause mentale, cause interne. Mental
causation, inner cause.
a
b
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CCDMD : entre Collégial
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Organisme gouvernemental qui promeut le developpement des TICS à
l'école.
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Ce
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Cécité
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Cellule : Du latin cellula qui
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viable et autonome des organismes.
Les cellules du cerveau se nomme neurone et cellule gliale.Hooke a découvert (et nommé) cette «petite chambre» mais le premier a avoir décrit sa structure est Van Leeuwenhoeck. En revanche, ces deux savants ne comprenaient pas vraiment le rôle de la cellule; c'est à Schwann que revient le mérite d'avoir décrit les fonctions de base de cette structure essentielle à la vie.
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Cellule gliale : Cellules du cerveau qui constituent le milieu ambiant d'un neurone.
Elles jouent un rôle dans le maintien de l'homéostasie
des neurones. Elles
contribuent également à la production de la myéline
qui entoure leur axone, dans
la protection du tissu nerveux, notamment en combattant les agents
infectieux et en assurant l'apport en oxygène et en nutriment.
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neurones. = nevroglie, astrocyte, gli.
Glia, neuron-glia.
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Cellule de lieu : Neurone pyramidal situé dans
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Cellulaire : Voir Téléphone.Telephone, cell phone, mobile, mobile phone,
smart phone, mobile device, wireless mobile device.
Censure : Le mot a moins deux significations voisines : a)
En thérapie, processus ou
mécanisme de répression de certains contenus psychiques jugés
gênants ou traumatisants par le malade/patient/client. b)
Le concept désigne également les pressions
sociales qu'un milieu exerce sur ses membres quand ils ne
se conforment pas aux règles ou aux valeurs
admises dans ce groupe/société. Cette pression peut prendre de
nombreuses formes : appel au silence, suppression de certaines
informations, menaces, etc. =refoulement.
Censure directe : Au sein d'un groupe/organisation, ensemble de mécanismes individuels et sociaux de répression des idées qui consistent à critiquer et à punir l'expression d'idées divergentes
aux idées dominantes et donc à encourager seulement les idées
convergentes ou celles du bloc au pouvoir. Ces mécanismes sont :
l'isolement, l'indifférence, la dérision, dénigrement, le
congédiement, la mutation, le blâme (lettre au dossier), etc.
Censure indirecte : Au sein d'un groupe/organisation, ensemble de mécanismes individuels et sociaux de répression des idées qui
consistent à ignorer une idée (mécanisme indirecte) plutôt que
d'en punir l'expression (mécanisme direct). Il existe deux formes
de censure indirecte : la censure par le vide et la censure par la
sélection.
= censure par omission.
Censure indirecte par le vide : Mécanisme de censure à l'oeuvre dans certains médias québécois et qui
consiste à ne choisir (sélection) comme animateur que des
individus dépourvus d'opinion ou d'idées, censurant ainsi
indirectement les idées ou les points de vue opposés à ceux de la
direction. EX: Les chaînes de télévision
engagent de plus en plus d'animateurs neutres ou ignorants sur le
plan politique, une pratique qui limite l'expression et le débat
des idées et confine de plus en plus les ondes aux potinages, aux
nombrilisme du monde des artistes et aux faits divers. =
censure indirecte, censure douce, censure par omission.
Censure indirecte par sélection : Mécanisme de censure à l'oeuvre dans certains médias et qui consiste à ne choisir
(sélection) que des individus qui pensent et appuient les idées du
propriétaire du journal ou de la chaîne de télévision, censurant
ainsi indirectement, par omission, les autres idées ou
points de vue. EX: L'un des grands quotidiens de
Montréal n'engage pratiquement que des pro-fédéralistes
(sélection), une pratique qui limite l'expression des autres idées
(socialistes, écologistes, souverainistes, centristes,
conservatrice, etc.).
= censure
indirecte, effet de sélection, censure par omission
Censure volontaire : Stratégie qui consiste à neutraliser sciemment et publiquement l'expression d'une idée.
CENTERWALL, B.S. (1989). Exposure to television as a cause
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CENTERWALL, B.S. (1991). Homicide and the prevalence of
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CENTERWALL, B.S. (1992). Television and violence. The
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CENTERWALL, B.S. (1995). Race, socioeconomic status, and
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Centile : Ensemble des valeurs
chiffrées - il y en a 99 - qui forment une distribution,
triées en 100 parts égales. Percentile.
GILLES, A. (1984). Éléments de méthodologie et d'analyse statistique pour les sciences sociales. St-Laurent : Mcgraw-Hill Éditeurs.
CENTRA, J.A. (1970). College freshman attitudes toward
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CENTRA, J.A. (1975). Colleagues as raters of classroom
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CENTRA, J.A. (2003). Will teachers receive higher student
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Centre : Le sens de ce mot varie selon qu'il désigne un lieu ou une idée : a) Comme le nom l'indique, le
mot centre désigne un lieu relativement précis où se déroule une
activité particulière. Il peut s'agir d'un lieu physique ou d'un
endroit précis dans un organisme. EX : Les
centres de la petite enfance (CPE), le centre du plaisir.
Center, pleasure centre.b) Il renvoie
également à l'idée que l'on puisse être partagé entre deux idées,
à mi-distance entre deux idées opposées et parfois extrêmes. EX
: Être au centre politiquement, c'est être ni à
gauche, ni à droite.
Center.
Centre du plaisir : Expression qui désigne un lieu précis dans le cerveau - le neurocircuit
de récompense/renforcement - découvert par Olds
et Milner, et où
résiderait le mécanisme de sensation du plaisir
qui serait à l'origine de l'effet de
récompense/renforcement. Pleasure centers,
cerebral localization of pleasure, pleausre circuit, reward
circuit.
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Cercle de Vienne : Groupe de scientifiques et d'épistémologues
formé en 1925 autour de Schlick.
Ils se donnent notamment pour mandat d'exclure les considérations
métaphysiques du discours scientifique. Ce cercle, devenu par la
suite une association, est à l'origine du positivisme
logique.Vienna circle.
KOLAKOWSKI, L. (1972). Positivist Philosophy : From
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Certification : Certifier : La certification se fait en deux étapes : 1) Vérification, au moyen de standards,
de la qualité d'un bien
ou d'un service et 2)
Communication, à plus ou moins large échelle selon le cas, des
résultats de cette vérification.
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certitude de manière subjective (forte intuition,
forte impression) ou de
manière objective (probabilité
élevée). /incertitude,
doute.Certainty.
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ce cerveau serait la plus récente partie
du cerveau humain. Ce nouveau cerveau ou "néo-cortex"
est apparu chez les primates.
Il prend la forme de deux gros hémisphères
cérébraux. Chez l'humain, il assure les fonctions dites nobles ou
supérieures, comme la conscience et
l'apprentissage du langage,
de la pensée abstraite, de la logique, de l’imagination,
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limbique : Selon Maclean,
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premiers mammifères
(dont nos premiers ancêtres) après le cerveau
reptilien. Il est apparu chez les premiers mammifères
il y a environ 150 millions d'années, et les a rendus capables de
mémoriser les expériences
agréables ou désagréables, et donc d'éprouver des émotions.
Il comprend principalement l’hypothalamus,l’hippocampe,l’amygdale.
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nos opinions, nos idées
irrationnelles. = système linbique. Limbic
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Cerveau
triunique : Théorie des trois cerveaux
développée par Maclean, selon
laquelle le cerveau serait divisé en trois structures distinctes,
spécialisées mais étroitement reliées entre elles. Apparues
successivement chez nos ancêtres, ces sous-structures auraient été
lentement façonnées par l'évolution, d'où le vocablecerveau
reptilien, cerveau limbique de mammifère et cerveau humain
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MACLEAN, P.D. (1990). The triune brain in
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Springer.
ROSENZWEIG,
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Cerveau
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qui permettent à un organisme de traiter
l'information et donc de s'adapter au milieu (résolution de
problème). Ces processus sont
inférés plutôt qu'observés. Les théories de ce domaine de
recherche ont pour but d'expliquer le comportement
moteur et verbal (pensée), et non le fonctionnement
biologique du cerveau réel.
Cerveau virtuel, machine
binaire etanalogie
fonctionnelle.= cerveau formel,
cerveau cognitif, cerveau computationnel, cerveau analogique. /cerveau
biologique.Virtual brain, cognitive
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Chaîne : Concept métaphorique descriptif qui emprunte à la chaîne "physique" l'idée d'un tout composé de plus petits éléments
(les chaînons) logiquement reliés, éléments que l'on peut sans
doute assimiler au concept de phase, de segment ou d'étape d'un
processus (la chaîne). Chain.
Chaire
de recherche : Au sens strict, une chaire est un poste
de professeur/chercheur (titulaire) créé par une université dans
un but précis. EX: Étudier la politique
américaine, le réchauffement climatique, etc. Pour être atteint,
ce but nécessite généralement la mise en commun du savoir et des
efforts de nombreux chercheurs. Voilà pourquoi ce terme est
parfois devenu synonyme
d'équipe de recherche. Ces équipes sont généralement
subventionné par l'état ou par des entreprises privées. En soi, la
formule est séduisante : contrer le sous-financement public et
concentrer la matière grise afin d'augmenter l'efficacité des
chercheurs. Malheureusement, toutes les chaires ne remplissent pas
leurs promesses. En effet, certaines d'entre elles reçoivent une
grande part de leur financement des grandes entreprises.
De ce fait, elles perdent une partie de la neutralité
nécessaire à l'objectivité
scientifique vers laquelle doit tendre tout individu ou
institution qui prétend au titre de scientifique/science. En fait,
plusieurs chaires sont davantage des outils de propagande
au service des entreprises, de l'état ou de groupes
de pression, que des véhicules du
savoir savant. Elles se drapent du manteau de la science et
de l'objectivité pour
convaincre et influencer autrui. Certes, ce subterfuge n'est pas
nouveau, mais la caution scientifique et morale que leur accordent
maintenant les universités, les grands journaux et le public en
général constitue une menace importante à la crédibililité
et à la rationnalité
scientifique. Chaire de recherche, fonds
de rechercheet recherche
indépendante. Research
center.
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Champ
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hasard etjeu
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Changement
: Changer : Différence observée
entre deux états mesurés, l'état
initial (ou niveau de
base) et l'état final (objectif de changement ou comportement-cible).
En recherche, on attribue cette différence à l'intervention ou au
traitement, toutes
choses égales par ailleurs. En psychologie, le changement
est le résultat souhaité d'un grand nombre de thérapies (sauf
peut-être la psychanalyse, qui mise davantage sur la prise de
conscience de ses conflits
intrapsychiques et le transfert,
et l'humanisme, qui met l'accent sur la découverte de soi,
et toutes les autres formes de thérapies qui se centrent sur
l'acceptation et le renoncement). NDLR : Le
changement est un concept important; il semble être à la
psychologie et aux sciences sociales ce que le mouvement est à la
physique. = transformation.
/Inertie.Change.
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Changement
physiologique : Tout changement
de l'état biologique de
l'organisme, à quelque niveau que ce soit. La description de
ce changement peut se faire à un niveau
molaire ou moléculaire.= changement biologique, réaction
physiologique, réponse physiologique.
Changement
social : Changement politique : Tout changement
qui survient dans l'organisation d'une société.Social change, political transition.
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Changement
thérapeutique : Changement
observé chez le patient/client
entre le début et la fin d'une thérapie,
que l'on attribue à l'intervention volontaire du thérapeute.
Ce changement sera considéré comme positif s'il contribue à aider
et guérir le patient.
Selon les thérapies, ce changement peut prendre la forme d'une
modification de comportement, d'une prise de conscience de son
inconscient, d'une façon de penser différente, d'un changement
d'attitude, et même de la découverte du bonheur ! Changement etefficacité de la
thérapie.Therapeutic
change, Mechanism of change.
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d'un livre écrit par un seul auteur (ou parfois quelques auteurs),
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Charisme
: Ensemble de caractéristiques physiques et d'habiletés
sociales/cognitives
d'un individu qui, selon le contexte, suscite chez autrui un intérêt
marqué, emporte l'adhésion des masses. Le récipidendaire de ces
caractéristiques n'est pas toujours conscient de les posséder ou
d'en profiter pour influencer autrui. Le charisme est un ensemble
de caractéristiques psychologiques et d'habiletés sociales. Cet
ensemble a notamment été étudié chez les leaders.
Charisme, influence
socialesetleader
charismatique. Charisma.
WILSON, B.R. (1975). The noble savages : The
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Presidential leadership and charisma : The effects of
metaphor. The Leadership Quarterly, 16,
287-294.
Charité
: Comportement d'aide qui
découle d'un sentiment altruiste
ou d'une stratégie, et
qui consiste à donner de
l'argent (ou un objet qui a une valeur en argent) à une personne
visiblement dans le besoin (sans rien obtenir en retour).
Charity.
HOLLAND, J.H. & NISBETT, R.E. (1982). Rationality and
charity. Philosophy of Science, 42, 379-394.
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N. (2006). Toward an understanding of the economics of
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Charlatanisme
: Charlatan : Art et pratique du charlatan. Le
charlatan exploite la crédulité, l'ignorance
et la souffrance des
gens dans le but de leur vendre son pseudo-savoir sous forme de médicament
(EX: granules homéopathiques), de thérapie
(EX: Thérapie par les anges), de conférence
(EX: Comment devenir millionnaire sans rouler son beau-frère), de
livre (EX: Les
extra-terrestres sont parmi nous !) et autres gadgets (amulette,
pyramide d'énergie, bracelet magique, bougie auriculaire, cube
cosmique, etc.). C'est un imposteur car il sait pertinemment que
ce qu'il tient pour vrai est faux ou, au mieux, non-démontré. La
plupart du temps, cet imposteur se double d'un escroc dont le but
premier est de soutirer au croyant
de l'argent ou des services en retour de son psychoverbiage.
Il ne faut donc pas confondre le charlatan - qui abuse de la
naïveté de ses "patients" - avec l'adepte de la psychologie
populaire ou de sous-sol
d'église, ces derniers étant de bonne foi donc persuadés
qu'ils possèdent la "science infuse" ou un don, transmis
secrètement par une lointaine tante qui habitait la Transylvanie,
pour guérir autrui. Bref, le charlatan est un incompétent sans
scrupules. Charlatan, imposteuret fraude.= escroc, imposteur, psy de pacotille,
corsaire de l'âme. Charlatanism.
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Comportement agonistique
qui consiste à poursuivre une proie
et à la tuer (prédation)
dans le but de la manger. =
prédation. Hunting.b)Comportement agonistique qui consiste
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a
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En science, il désigne la
démarche formelle qui vise à découvrir
de nouveaux aspects de la réalité, de nouvelles propriétés
des objets (ou de confirmer
celles qui existent déjà). =
Découvrir. b) Chez l'enfant, la recherche -
souvent sous forme de jeu - est
un comportement qui permet à l'enfant d'explorer
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Search behavior.
a
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Chercheur
(Stratégie) : Ensemble des stratégies
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pour promouvoir leur travaux et obtenir des subventions
de recherche. Parmi ces stratégies, on trouve :
l'augmentation de la visibilité publique (EX:
passage à la TV, à la radio, dans les journaux), association avec
les grandes entreprises (EX:
chaire de recherche), déclaration prématurée ou exagérée
d'une découverte (EX:
gène de l'homosexualité, de la dyslexie, etc.), concentration des
recherches dans les secteurs largement subventionnés par l'état (EX:
) remise de prix (EX:prix
Nobel). Même si on attribue aucune intention malveillante
aux chercheurs qui ont recours à ces
stratégies, il faut reconnaître qu'elles ne servent pas toujours
uniquement à augmenter la diffusion de la connaissance
(angélisme scientifique). Il semble légitime de s'interroger
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Chiropractie
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Chirurgie
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médecine. Le chirurgien est un médecin
qui possède la formation (les connaissances et les habiletés
manuelles) et le droit (titre)
de procéder à une chirurgie. Cette opération consiste à modifier
l'état physique et interne d'un organisme
en lui ajoutant un corps étranger (EX : une
hanche ou un coeur artificiel) ou en retirant un organe
malade (ablation de la
rate, d'un rein) ou un élément qui nuit au bon fonctionnement de
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Chirurgie
de réattribution sexuelle : CRS:
Chirurgie visant à transformer une
femme en homme, ou
vice-versa, en modifiant l'apparence des organes
sexuels conformément au sexe réattribué, généralement en
procédant à l'ablation
des organes qui ne correspondant pas à ce nouveau sexe. Chirurgie
de réattribution,
transsexualisme et
réattribution du sexe.= CRS,
opération de changement de sexe, réassignation sexuelle.
Sex reassignment surgery SRS, gender
reassignment surgery.
BEATRICE, J.A. (1985). Psychological comparison of hetero-
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postoperative transsexuals. Journal of Nervous &
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(2001). Adolescents with gender identity disorder who were
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RAMACHADRAN, V.S. & McGEOCH, P.D. (2007). Occurrence
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MURAD, A. & ERWIN, P.J. & MONTORI, V. (2010)
Hormonal therapy and sex reassignment : a systematic
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LAWRENCE, A.A. (2003). Factors associated with
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Chirurgie
de l'esprit : Chirurgie du cerveau
dont l'objetif est de traiter une maladie mentale ou un trouble
psychologique, notamment la démence.
= = neurochirurgie de l'esprit. Psychochirurgy,
surgery of the mind
BURGHARDT, G. (1886). About cortical excision, as a
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MONIZ, E. (1936). Essai d’un traitement chirurgical de
certaines psychoses. Bulletin de l’Académie de
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WATTS, J.W. & FREEMAN, W. (1946).
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MÜLLER, R.C. (1960). Gottlieb Burckhardt : Le Père de la
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GOSTIN, L.O. (1982). Psychosurgery : a hazardous and
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Chirurgie esthétique: Au sens large, la chirurgie
consiste à modifier l'état physique et interne d'un organisme
en lui ajoutant un corps étranger (EX : une
hanche ou un coeur artificiel) ou en retirant un organe
malade (ablation de la rate, d'un rein) ou un élément qui nuit au
bon fonctionnement de cet organe
(débloquer une artère, retirer un kyste). Quant à elle, la
chirurgie esthétique, comme le nom l'indique, vise à améliorer l'apparence
d'un individu (visage,sein,
ventre, etc) ou à corriger un défaut physique (EX:
Oreilles trop décollées). La chirurgie se distingue de la coiffure
ou des soins esthétiques (modifie l'apparence
externe) en raison du caractère interne de son intervention qui a
lieu sous la peau. Chirurgie,
beautéetperfectionnisme.=
chirurgie plastique, rhinoplastie, mammoplastie. Plastic
surgery, cosmetic surgery.
DULL, D. & WEST, C. (1991). Accounting for
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Psychologist, 37, 975-977.
GARFIELD, E. (2003). The meaning of the impact factor. International
Journal of Clinical & Health Psychology, 3, 363-
369.
MacROBERTS, M.H. & MacROBERTS, B.R. (1989). Problems
of citation analysis : A critical review. The Journal
of the American Society for Information Science &
Technology, 40 (5), 342-349.
ADAIR, J.G. & VOHRA, N. (2003). The explosion of
knowledge, references and citations : Psychology’s unique
response to a crisis. American Psychologist, 58 (1),
15-23. [PDF]
BERGHMANS, T., MEERT, A.P., PAESMANS, M., LAFITTE, J.J.
& SCULIER, J.P. (2003). Citation indexes do not
reflect methodological quality in lung cancer randomized
trials. Annals of Oncology, 14, 71-721.
ROBINS, R.W. & CRAIK, K.H. (1993). Is there a citation
bias in the judgment and decision literature ?
Organizational Behavior & Human Decision Processes,
54, 225-244.
RYAN, T.P. & WOODALL, W.H. (2005). The most-cited
statistical papers. Journal of Applied Statistics, 32
(5), 461-474. [PDF]
MOED, H. F. (2005). Citation analysis in research
evaluation. Springer Verlag.
ELLIOTT, A.J., MORGAN, K., FUQUA, R.W., EHRHARDT, K. &
POLING, A. (2005). Self-and cross-citations in the Journal
of Applied Behavior Analysis and the Journal of the
Experimental Analysis of Behavior : 1993-2003. Journal
of Applied Behavior Analysis, 38 (4), 559-563. [PDF]
STIGLER, S.M. (1994). Citation patterns in the Journals of
Statistics and Probability. Statistical Science, 9 (1),
94-108. [PDF]
CARR J.E. & STEWART, K.K. (2005). citation performance
of behaviorally oriented journals. The Behavior
Analyst Today, 6 (2), 83-87. [PDF]
BORNMANN, L. & DANIEL, H.-D. (2006). What do citation
counts measure ? A review of studies on citing behavior. Journal
of Documentation, 64, 45-80.
SALZINGER, K. (1994). The one with the most citations
wins. American Psychologist, 49, 816.
GLÄNZEL, W., DEBACKERE, K., THIJS, B. & SCHUBERT, A.
(2006). A concise review on the role of author self-
citations in information science, bibliometrics and
science policy, Scientometrics, 67 (2),
263-277.
GREENWALD, A.G. & SCHUH, E.S. (1994). An ethnic bias
in scientific citations. European Journal of Social
Psychology, 24, 623-639. [PDF]
LEUNG, K. (2007). The glory and tyranny of citation impact
: An East Asian perspective. The Academy of
Management Journal, 50, 510-513.
ADAMS, J. (2008). Early citation counts correlate with
cumulative impact. Scientometrics, 63, 567-581.
SHADISH, W.R., TOLLIVER, D., GRAY, M. & SEN GUPTA,
S.K. (1995). Author judgments about works they cite :
Three studies from psychology journals. Social
Studies of Science, 25, 477-498.
WRIGHT, M. & ARMSTRONG, M. (2008). The ombudsman :
verification of citations : fawlty towers of knowledge.
Interfaces, 38 (2), 125-132.
ROBINS, R.W., GOSLING, S.D. & CRAIK, K.H. (1998).
Psychological science at the crossroads. American
Scientist, 86, 310-313. [PDF]
MARTIN, B. (2008). Comment : citation shortcomings :
peccadilloes or plagiarism ? Interfaces, 38 (2),
136-137.
[LIRE]
Citer ses sources dans le texte : Consiste pour un auteur à inclure directement dans son texte ou entre parenthèses les références
partielles à ses sources
primaires et secondaires.
Généralement, une référence contient le nom
de l'auteur cité ainsi que l'année
de publication de son ouvrage. Les notices
complètes de tous les ouvrages cités sont disponibles dans la
section références/bibliographie à la toute fin de de l'ouvrage.
Cette méthode est en usage en psychologie
et dans la plupart des sciences de la nature. =
méthode auteur-date, méthode scientifique, méthode APA.
Sexualité
et pouvoir sont généralement traités comme des
domaines séparés
(Hearn et Parkins, 1983).
Selon
Hearn et Parkins (1983)sexualité
et pouvoir sont généralement traités comme des
domaines séparés.
Citer ses sources en bas de page : Consiste pour un auteur
à indiquer ses sources
dans le texte au moyen de chiffres- les appels de note - lesquels
chiffres renvoient le lecteur au bas de la page, qui fournit alors
la référence
complète ou partielle des ouvrages
cités dans cette page. Cette méthode est en usage en histoire
et en philosophie. = Appel de note,
méthode classique, méthode européenne.
Still,
for a long time, nothing of the magnitude of the works
of Donald P. Little, the late Ulrich Maramann and Li
Guo on Turkish Mamluk period (649-922/1250-1382)
historiography had been undertaken with regard to that
of the early Circassian era (roughly, the reign of
Barquq), particularly concerning Syria.1
Recent research has remedied
this shortcoming.2
1 D.P. Little, An Introduction to Mamluk
Historiography : An Analysis of Arabic Annalistic and
Biographical Sources for the Reign of al-Malik an-Nasir
Muhammad ibn Qala’un. Montréal : McGill-Queen’s
University Press, 1970. 2. D.C. Reismann, A Holograph
MS of Ibn Qadi Shuhbah's Dhayl, Mamluk Studies Review,
2 (1998), pp.19-49.
Citer ses sources à la fin du texte : Consiste pour l'auteur
à fournir au lecteur, à la toute fin de son texte, en ordre
alphabétique, l'ensemble des notices
des sources qui
ont servi à la rédaction. 1)Article;2)
Livre; 3) Chapitre de livre; 4)
Autres formats :
Voir ce site.=références,
bibliographie.
Exemples
APA
1
BÉLANGER, J. (1978). Images et réalités du béhaviorisme.
Philosophiques, 5 (1), 3-110.
2
SKINNER, B.F. (1971). L'analyse expérimentale du
comportement. Paris : Seuil.
3
BEAUGRAND, J. (1988). Démarche scientifique et cycle
de la recherche. Dans M. Robert (Dir.), Fondements
et étapes de la recherche scientifique en
psychologie (p. 1-34). St-Hyacinthe : Édisem.
PEDEN, B.F. (1991). Teaching the importance of accuracy in
preparing references. Teaching of Psychology, 18,
102-105.
Citation textuelle : Citer textuellement : Consiste à
reproduire intégralement les propos d'un auteur entre guillemets.
Pour éviter le plagiat, il
faut également citer le nom de cet auteur, dans le texte, entre
parenthèses ou en bas de page. En science, il faut utiliser la
citation dans le texte avec parcimonie. On cite mot-à-mot les
définitions, pour ne pas en modifier la signification, les
passages flous ou nébuleux d'une sources, que l'on ne parvient pas
à paraphraser, une conclusion. = citer
mot-à-mot, ouvrir et fermer les guillemets.
« Le chercheur est tenu de connaître et de
citer, avec leurs auteurs, les résultats les plus
récents déjà acquis pour situer en quoi sa recherche,
sa méthode et ses résultats constituent un apport
nouveau. » (Salomon, 2006).
MARTIN, B. (2008). Comment : citation shortcomings :
peccadilloes or plagiarism ? Interfaces, 38 (2),
136-137.
[LIRE]
PIZARRO, D.A. & SALOVEY, P. (2002). Being and becoming
a good person : The role of emotional intelligence in
moral development and behavior. In J. Aronson & D.
Cordova (Eds.), Improving academic achievement :
Impact of psychological factors on education (pp.
247-266). San Diego : Academic Press.
Citoyenneté
: Ensemble des obligations et des devoirs
qu'il faut accomplir pour (bien) vivre en société.
Citizenship.
TESSIER, C. et MC ANDREW, M. (2001). L'éducation à la
citoyennete. Dans C. Gohier et S. Laurin (Dirs.), La
formation fondamentale. Montréal : éditions
Logiques.
LABELLE, M. et MARHRAOUI, A. (2002). Les enjeux de la
citoyenneté et le transnationalisme : multiplicité des
identités et des pratiques dans un contexte de double
appartenance. Dans M. Seymour (Dir.), états-nations,
multinations et organisations supranationales (p.
353-367). Montréal : Liber.
XYPAS, C. (2003). Les citoyennetés scolaires.
Paris : PUF.
DUBET, F. (2005). La citoyenneté à l'école : mutations
croisées, dans Les mutations de l'école. Dans M. Fournier
et V. Troger (Dirs.), Le regard des sociologues
(p. 139-152). Auxerre Cedex : éditions Sciences Humaines.
Civilisation : De civis qui signifie «citoyen» et de civitas
qui veut dire «cité». Culture qui s'avère
assez bien organisée
pour durer et laisser des traces de son essor intellectuel,
social, moral et économique. Pour de nombreux historiens, cette
culture gravite autour d'un noyau composé minimalement d'une
langue (tradition orale et écrite) et d'un ensemble de règles
communes (mais pas nécessairement une origine ou un terroitoire
commun). À ce sujet, Freud
a dit : «Le premier homme à jeter une insulte plutôt qu’une pierre
est le fondateur de la civilisation». EX:
Civilisation chinoise.
Civilization.
DURKHEIM, E. & MAUSS, M. (1913). Note sur la notion de
civilisation. L'Année Sociologique, 12, 46-50.
NIEBUHR, R. (1941). Does civilization need religion ?
New York : Macmillan.
CHANG, K.C. (1982). Shang civilization. New
Haven : Yale University Press.
TOYNBEE, A. (1948). Civilization on trial. New
York : Oxford University Press.
BRAUDEL, F. (1994). A history of civilizations. London
: Penguin Books.
TOYNBEE, A. (1959). Hellenism : The history of a
civilization. Oxford : Oxford University Press.
HUNTINGTON, S.P. (1996/2000). The clash of
civilizations and the remaking of world order. Simon
& Shuster / Le choc des civilisations. Paris
: Odile Jacob.
BURKITT, I. (1996). Civilization and ambivalence. The
British Journal of Sociology, 47 (1), 135-150.
FLETCHER, J. (1997). Violence and civilization. An
introduction to the work of Norbert Elias.
Cambridge : Polity Press.
COULBORN, R. (1959). Origins of civilized societies. Princeton
: Princeton University Press.
SCHÄFER W. (2001). Global ciivilization and local cultures
& A crude look at the whole. International
Sociology, 16 (3), 301-319.
BAGBY, P. (1963). Culture and history : Prolegomena
to the comparative study of civilizations. Berkeley
: University of California Press.
HALL, M . & JACKSON, P. (Eds) (2007). Civilizational
identity : The production and reproduction of
"civilizations" in international relations. New
York : Palgrave MacMillan.
COCHRAN, G. & HARPENDING, H. (2009). The 10,000
year explosion : How civilization accelerated human
evolution. New York : Basic Books.
MARCUSE, H. (1969). Eros and civilization. London
: Penguin.
WEI, R. (2011). Civilization and culture. Globality
Studies Journal, 24, 1-9.
[PDF]
Civisme
: Ensemble des principes
et des règles du savoir-vivre en société.EX: On fait preuve de civisme lorsque l'on
remercie une personne qui nous aide. Civisme et civisme
en classe.Civility.
ANDERSSON, L.M. & PEARSON, C.M. (1999). Tit for tat ?
The spiraling effect of incivility in the workplace. Academy
of Management Review, 24, 452-471. [PDF]
ARGUE, D., MORWOOD, M.J., SUTIKNA, T., JATMIKO &
SAPTOMO, E.W. (2009). Homo floresiensis : a cladistic
analysis. Journal of Human Evolution, 57 (5),
623-639.
CLAES, M. (1996). L'expérience adolescente.
Bruxelles : Pierre Mardaga éditeur.
CLAES, M. (2001). L'univers social des adolescents.
Montréal : Presses de l’Université de Montréal.
LACOURSE, E., NAGIN, D., TREMBLAY, R.E., VITARO, F. &
CLAES, M. (2003). Developmental trajectories of boys
delinquent group membership and facilitation of violent
behaviors during adolescence. Development &
Psychopathology, 15, 183-197.
MIRANDA, D. & CLAES, M. (2004). Rap music genres and
deviant behaviors in French-Canadian adolescents. Journal
of Youth & Adolescence, 33 (2), 113-122.
CLAES, M. (2005). L'adolescence dans le cours de
l'existence humaine : enjeux développementaux et défis
sociaux. In J. Zabalia (Dir.), Adolescences
d'aujourd'hui (pp. 32-46). Rennes : Presses de
l'Université de Rennes.
Clairvoyance
: Forme de perception
extra-sensorielle. Il s'agit en fait d'une croyance, donc d'une pseudophénomène
qui consisterait en la capacité de percevoir les objets
et les événements sans recourir à nos sens,
le plus souvent avant même qu'ils ne se produisent.
Clairvoyance etparapsychologie.Clairvoyance, extra-sensory-perception.
Clandestinité : Individu ou groupe
qui opère en secret, à l'insu de tous, dans l'ombre.
Clandestinité, maquis etcomplot.
Claparède Edouard (Genève 1873-1940 Genève) : Médecin,psychologue et pédagogue
suisse. Il a étudié le sommeil
et le développement
cognitif. Il suggère que la pensée
se développe par essais et erreurs. Il fut longtemps directeur du
laboratoire de psychologie à la faculté des sciences de
l'Université de Genève. Il a grandement influencé Piaget.
Professeur d'Inhelder.
Collaborateur de Bovet et Rey.
CLAPARÈDE, E. (1903). L'association des idées.
Paris : Doin.
CLAPARÈDE, E. (1920/1953). L'école sur mesure. Genève
: Payot/Neuchâtel et Paris : Delachaux et Niestlé.
CLAPARÈDE, E. (1923). Comment diagnostiquer les
aptitudes des écoliers. Paris : Flammarion.
CLAPARÈDE, E. (1934). Le sentiment d'infériorité chez
l'enfant. Les cahiers de pédagogie expérimentale et
de psychologie de l'enfant. Genève : Université de
Genève. Institut des sciences de l'éducation.
CLAPARÈDE, E. (1968). L'éducation fonctionnelle.
Neuchâtel : Delachaux & Niestlé.
Clarification :Technique
thérapeutique non
directive, développée par les humanistes,
qui consiste à encourager le client
à préciser la nature 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
sur la nature de ses expériences.
NDLR : En français, «clarifier» signifie
rendre plus clair. On peut clarifier une sauce en ajoutant du
bouillon. Dans ce contexte, les mots «éclaircir» ou
«éclaricssement» seraient sans doute plus indiqués. =
reformulation par éclaircissement. Clarification,
reformulation etécoute
active.
Clark Andy ( ) :Philosophe
écossais. Ses travaux portent notamment sur le langage
et la relation entre la cognition
et le milieu. Collaborateur de Chalmers
CLARK, A. & KARMILOFF-SMITH, A. (1993). The cognizer's
innards : A psychological and philosophical perspective on
the development of thought. Mind & Language, 8 (4),
487-519. [PDF]
CLARK, A. & CHALMERS, D. (1998). The extended mind.
Analysis, 58 (1), 7-19. [PDF]
CLARK, A. (1999). Minimal rationalism. Mind, 102
(408), 587-610. [PDF]
CLARK, A. (2001). Visual experience and motor action : Are
the bonds too tight ? Philosophical Review, 110, 1-41.
[PDF]
CLARK, A. (2006). Language, embodiment and the cognitive
niche. Trends in Cognitive Science, 10 (8),
370-374. [PDF]
+ [PDF]
CLARK, D.A. & BECK, A.T. & ALFORD, B. (1999).
Scientific foundations of cognitive theory and therapy of
depression. New York : John Wiley & Sons.
CLARK, D.A. (2000). Cognitive behavior therapy for
obsessions and compulsions : New applications and emerging
trends. Journal of Contemporary Psychotherapy, 30,
129-147.
CLARK, D.M. (2001). A cognitive perspective on social
phobia. In W.R. Crozier & L.E. Alden (Eds.), International handbook of social anxiety : Concepts, research and
interventions relating to the self and shyness. John
Wiley & Sons Ltd. [PDF]
CLARK, D.A. & BECK, A.T. (2002). Clark-Beck
Obsessive Compulsive Inventory. San Antonio, TX :
The Psychological Corporation.
CLARK, D.A. (2004). Cognitive behavior therapy of OCD.
New York : Guilford Press.
CLARK, D.M. (1986). A cognitive approach to panic. Behaviour
Research & Therapy, 24, 461-470.
CLARK, D.M., SALKOVSKIS, P.M., HACKMAN, A.,
MIDDLETON, H., ANASTASIADES, P. & GELDER, M. (1994). A
comparison of cognitive therapy, applied relaxation, and
imipramine in the treatment of panic disorder. British
Journal of Psychiatry, 164, 759-769.
CLARK, D.M. (1999). Anxiety disorders : why they persist
and how to treat them. Behaviour Research &
Therapy, 37, 5-27. [PDF]
CLARK, D.M. (2001). A cognitive perspective on social
phobia. In W.R. Crozier & L.E. Alden (Eds.), International
handbook of social anxiety : Concepts, research and
interventions relating to the self and shyness. John
Wiley & Sons Ltd. [PDF]
CLARK, D.M. (2004). Developing new treatments : on the
interplay between theories, experimental science and
clinical innovation. Behaviour Research &
Therapy, 42 (9), 1089-1104.
CLARK, F.C. (1959). Some quantitative properties of
operant extinction data. Psychological Reports, 5,
131-139.
CLARK, F.C. (1961). Avoidance conditioning in the
chimpanzee. Journal of the Experimental Analysis of
Behavior, 4 (4), 393-395. [PDF]
CLARK, F.C. & HULL, L.D. (1966). Free operant
avoidance as a function of the response-shock =
shock-shock interval. Journal of the Experimental
Analysis of Behavior, 9 (6), 641-647. [PDF]
CLARK, F.C., LANGE, K.O. & BELLEVILLE, R.E. (1973).
Behavioral regulation of gravity : schedule effects under
escape-avoidance procedures. Journal of the
Experimental Analysis of Behavior, 20 (3),
345-353. [PDF]
CLARK, F.C. & SMITH, J.B. (1977). Schedules of food
postponement : II. Maintenance of behavior by food
postponement and effects of the schedule parameter Journal
of the Experimental Analysis of Behavior, 28 (3),
253-269. [PDF]
CLARK, K.B. & CLARK, M.P. (1947). Racial
identification and preference in Negro children. In T.M.
Newcomb & E.L. Hartley (Eds.), Readings in social
psychology. New York : Holt.
CLARK, K.B. (1953). The effects of segregation and the
consequences of desegregation : A social science
statement. Appendix to appellants' brief : Brown v. Board
of Education of Topeka. Minnesota Law Review, 37,
427-439.
CLARK, K.B. (1953). Desegregation : An appraisal of the
evidence. Journal of Social Issues, 9, 1-79.
CLARK, K.B. (1965). Dark ghetto : Dilemmas of social
power. Wesleyan.
CLARK, K.B. (1975). Pathos of power. Harper
Collins.
KEPPEL. B. (2002). Kenneth B. Clark in the patterns of
American culture. American Psychologist, 57 (1),
29-37.
JONES, J.M. & PETTIGREW, T.F. (2005). Kenneth B. Clark
(1914-2005) : Obituary. American Psychologist, 60
(6), 649-651.
CLARK, L.A. & WATSON, D. (1988). Mood and the mundane
: Relations between daily life events and self-reported
mood. Journal of Personality & Social Psychology,
54, 296-308.
CLARK, L.A. & WATSON, D. (1991). Tripartite model of
anxiety and depression : Psychometric evidence and
taxonomic implications. Journal of Abnormal
Psychology, 100, 316-336.
CLARK, L.A. & WATSON, D. & MINEKA, S. (1994).
Temperament, personality, and the mood and anxiety
disorders. Journal of Abnormal Psychology, 103,
103-116.
CLARK, L.A. (2005). Temperament as a unifying basis for
personality and psychopathology. Journal of Abnormal
Psychology, 114, 505-521.
CLARK, L.A. (2009). Stability and change in personality
disorder. Current Directions in Psychological
Science, 18 (1), 27-31.
Clark Phipps "Mamie" (Hot Springs États-Unis 1917-1983) :
Psychologue
américaine, spécialisée dans l'étude du développement
des enfants.
Collaboratrice de Clark.
CLARK, M.P. (1944). Changes in primary mental abilities
with age. Archives of Psychology, 291, 1-31.
CLARK, K.B. & CLARK, M.P. (1947). Racial
identification and preference in Negro children. In T.M.
Newcomb & E.L. Hartley (Eds.), Readings in social
psychology. New York : Holt.
CLARK, R.E. & ESTES, F. (1996). Cognitive task
analysis. International Journal of Educational
Research. 25(5), 403-417. [PDF]
CLARK, R.E. & ESTES, F. (1998). Technology or craft :
What are we doing ? Educational Technology, 38
(5), 5-11. [PDF]
CLARK, R.E. & ESTES, F. (1999). The development of
authentic educational technologies. Educational
Technology, 39 (2), 5-16. [PDF]
CLARK, R.E. (2003). Fostering the work motivation of
individuals and teams. Performance Improvement, 42
(3), 21-29.
CLARK, R.E. (2009). Translating research into new
instructional technologies for higher education : The
active ingredient process. Journal of Computing in
Higher Education, 21 (1), 4-18. [PDF]
CLARK, R.E., ZHANG, A.A. & LAVOND, D.G. (1992).
Reversible lesions of the cerebellar interpositus nucleus
during acquisition and retention of a classically
conditioned behavior. Behavioural Neuroscience, 106,
879-888.
CLARK, R.E., ZOLA, S.M. & SQUIRE, L.R. (2000). Impaired
recognition memory in rats after damage to the
hippocampus. Journal of Neuroscience, 20,
8853–8860.
CLARK, R.E., WEST, A.N., ZOLA, S.M. & SQUIRE, L.R.
(2001). Rats with lesions of the hippocampus are impaired
on the delayed nonmatching-to-sample task. Hippocampus,
11, 176-186.
CLARK, R., ANDERSON, N.B., CLARK, V.R. & WILLIAMS,
D.R. (1999). Racism as a stressor for African Americans :
A biopsychosocial model. American Psychologist, 54
(10), 805-816.
CLARK, R. (2000). Perceptions of interethnic group racism
predict increased vascular reactivity to a laboratory
challenge in college women.Annals of Behavioral Medicine, 22 (3),
214-222.
CLARK, R. & ANDERSON, R.B. (2001). Efficacy of
racism-specific coping styles as predictors of
cardiovascular functioning. Ethnicity & Desease, 11
(2), 286-295.
CLARK, R. (2003). Self-reported racism and social support
predict blood pressure reactivity in Blacks. Annals of
Behavioral Medicine, 25 (2), 127-136.
CLARK, R. & ADAMS, J.H. (2004). Moderating
effects of perceived racism on John Henryism and blood
pressure reactivity in Black female college students.
Annals of Behavioral Medicine, 28 (2), 126-131.
CLARKE, V. (2000). Stereotype, attack and stigmatize those
who disagree : Employing scientific rhetoric in debates
about lesbian and gay parenting. Feminism &
Psychology, 10, 152-159.
CLARKE, V. (2001). What about the children ? Arguments
against lesbian and gay parenting. Women's Studies
International Forum, 24, 555-570.
CLARKE, V., KITZINGER, C. & POTTER, J. (2004). Kids
are just cruel anyway : Lesbian and gay parents' talk
about homophobic bullying. British Journal of Social
Psychology, 43 (4), 531-550. [PDF]
CLARKE, V. & TURNER, K. (2007). Clothes maketh the
queer ? Dress, appearance and the construction of gay,
lesbian and bisexual identities. Feminism &
Psychology, 17 (2), 267-276.
CLARKE, V. (2013). Introducing lesbian, gay and bisexual
appearance psychology. Psychology of Sexuality, 4
(1), 1-13. [PDF]
CLARKIN, J.F., FOELSCH, P.A., LEVY, K.N., HULL, J.W.,
DELANEY, J.C. & KERNBERG, O.F. (2001). The development
of a psychodynamic treatment for patients with borderline
personality disorder : A preliminary study of behavioral
change. Journal of Personality Disorders, 15
(6), 487-495.
[PDF]
CLARKIN, J.F. & POSNER, M. (2005). Defining the
mechanisms of borderline personality disorder. Psychopathology,
38, 56-63. [PDF]
CLARKIN, J.F., YEOMANS, F.E., LENZENWEGER, M.F., LEVY,
K.L. & KERNBERG, O.F. (2007). An object relations
model of borderline pathology. Journal of Personality
Disorders, 21 (5), 474-499. [PDF]
CLARKIN, J.F., LEVY, K.N., LENZENWEGER, M.F. &
KERNBERG, O.F. (2007). Evaluating three treatments for
borderline personality disorder : a multiwave study. American
Journal of Psychiatry, 164, 922-928. [PDF]
STROMBERG, G. & CHAPPELL, M. (1990). Where have all
the classrooms gone ? Journal of Precision Teaching,
7 (1), 1-4.
HARPER, L. & WRIGHT, B.D. (1958). Dealing with
emotional problems in the classroom. The Elementary
School Journal, 58, 316-325.
BRESSOUX, P. (1990). Méthodes pédagogiques et interactions
verbales dans la classe : Quel impact sur les élèves de CP
? Revue Française de Pédagogie, 93, 17-25. [PDF]
ZIMMERMAN, E.H. & ZIMMERMAN, B.J. (1962). The
alteration of behavior in a special classroom situation. Journal
of the Experimental Analysis of Behavior, 5 (1),
59-60.
[PDF]
BROOKFIELD, S.D. (1990). The skillful teacher : On
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que les individus au service de ces bourgeoisies (PDG,
comptables, avocats, banquiers, conseils d'administration, etc) et
que Galbraith appelle la
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Classe inversée : Par opposition à la classe ordinaire ou dite "traditionnelle", la classe inversée propose un
ensemble d'acitivités d'apprentissage qui encourage davantage l'élève/étudiant à être actif.
EX : Résoudre soi-même un problème (actif),
plutôt que de regarder le professeur résoudre le problème
(passif). Ces classes font souvent appel aux technologies de
l'information et de la communication (TICS).
Classe inversée, ordinateur
et apprentissage
actif. = classe d'apprentissage
actif, CLAAC. /cours magistral.
Inverted classroom, flipped classroom, flip, reversing the
lecture/homework paradigm.
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ENFIELD, J. (2013). Looking at the impact of the flipped
classroom model of instruction on undergraduate multimedia
students at CSUN. TechTrends : Linking Research &
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FOERTSCH, J., MOSES, G.A., STRIKWERDA, J.C. & LITZKOW,
M.J. (2002). Reversing the lecture/homework paradigm using
eTeach web-based streaming video software. Journal of
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MISSILDINE, K., FOUNTAIN, R., SUMMERS, L. & GOSSELIN,
K. (2013). Flipping the classroom to improve student
performance and satisfaction. Journal of Nursing
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ULLMAN, E. (2013). Tips to help flip your classroom :
Teachers offer their strategies for making the most out of
the flipped classroom model. ASCD Education Update, 55
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ENFIELD, J. (2013). Looking at the impact of the flipped
classroom model of instruction on undergraduate multimedia
students at CSUN. Techtrends, 57 (14), 14-27
DAVIES, R.S., DEAN, DL. & BALL, N. (2013). Flipping
the classroom and instructional technology integration in
a college-level information systems spreadsheet course. Educational
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BRUNSELL, E. & HOREJSI, M. (2013). Science 2.0:
"Flipping" your classroom in one "take". The Science
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GANNOD, G., BURGE, J. & HELMICK, M. (2008). Using the
inverted classroom to teach software engineering. In W.
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LEMMER, C.A. (2013). A view from the flip side : Using the
"inverted classroom" to enhance the legal information
literacy of the introductory business. International
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STRAYER, J. (2009). Inverting the classroom : A study
of the learning environment when an intelligent tutoring
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BOUCHER, B., ROBERTSON, E., WAINNER, R. & SANDERS, B.
(2013). "Flipping" Texas State University's physical
musculoskeletal implementation of a hybrid learning model.
Journal of Physical Therapy Education, 27 (3),
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ZAPPE, S., LEICHT, R., MESSNER, J., LITZINGER, T. &
LEE, H. W. (2009). Flipping the classroom to explore
active learning in a large undergraduate course.
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D.K. (2010). Learn before lecture : a strategy that
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BUTT, A. (2014). Student views on the use of a flipped
classroom approach : Evidence from Australia. Business
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MOK, H.N. (2014). Teaching tip : The flipped classroom. Journal
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K.M., CLARK, W. W., NORMAN, B.A. & SLAUGHER, W.S.
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REID, S.A. (2016). A flipped classroom redesign in general
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LONG, T.T. & LONG, J. (2016). Students' and
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using a flipped classroom instructional model in a
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LAI, C.-L. & HWANG, G-J. (2016). A self-regulation
flipped classroom approach to improving students. Computers
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Classe mixte :Classe composée de
garçons et de filles, en proportion variable. /non-mixité.
Single-sex classe, single-sex education.
MARSH, H.W. (1989). Effects of attending single-sex and
coeducational high schools on achievement, attitudes,
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Classe moyenne : Classe
sociale par défaut regroupant tous les individus qui ne sont
ni riches ni pauvres.
Les individus qui forment cette classe n'ont rien en commun si ce
n'est le même niveau de
vie intermédiaire - entre la classe ouvrière et la classe
dominante - niveau de vie qui varie beaucoup d'une société
à l'autre, et même parfois d'une époque
à l'autre. Le concept sert donc à classer par défaut une
population donnée, souvent majoritaire, plutôt qu'à la
caractériser. Ce terme permet également de parler ou faire
allusion aux riches et aux pauvres sans les nommer. En ce sens, il
est fort prisé des adeptes de la
rectitude politique./élite.
Middle classes.
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Classe
multi-âge :Classe formée
d'élèves de niveaux
différents (habituellement deux niveaux consécutifs), donc d'âges
différents. Multiage classroom, mixed-age
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Classe multi-média : Classe équipée
d'un ordinateur, d'un
projecteur ou d'un tableau
blanc, ou de tout autre technologie
qui permet d'enseigner
l'essentiel de la matière. Multicultural
class, multimedia-based lab, electronic classroom, multimedia
classroom.
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student engagement and performance. Journal of
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Classe
objective/Classer : Ensemble d'objets
ayant des propriétés
nécessaires et suffisantes aux yeux de la science.EX: Tous les mammifères ont des mamelles.
L'épistémologie cognitive étudie notamment la formation des
concepts objectifs ou scientifiques. Classe
objective, catégorisation. =concept scientifique, classe cognitive.
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Classe
politique : L'expression renvoie à l'ensemble des
individus élus d'un pays
(députation), ainsi qu'à tous ceux et celles qui permettent à
cette députation de
jouer son rôle.
Classe
sociale :Groupe
informel d'individus qui, du fait de la position qu'il
occupe dans le procès de reproduction
du capital, possède, selon les marxistes,
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de données : En recherche, technique qui consiste à
créer des catégories, soit lexicales (analyse de contenu,
questionnaire, entrevue), soit comportementales (observation
systématique) dans le but de noter et d'extraire les données qui
feront l'objet d'une analyse quantitative ou qualitative.
Coding data.
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midpoint responses and reverse coding on survey data. Measurement
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Codage
double : Hypothèse formulée par Paivio
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(représentation verbale et images mentales) pour expliquer le
fonctionnement de la pensée. =
dualisme cognitif. Dual coding theory.
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Code
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Code linguistique, code civil.
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Code
de déonotologie : Ensemble des règles et des
dispositions de bonne conduite professionnelle en vigueur dans les
milieux scientifique et clinique et qui encadre la pratique professionnelle.
La déontologie, c'est «ce que l'on doit faire et ne pas faire»
lorsqu'on pratique un métier ou une profession. Code de
déontologie, éthiqueet
droits
sujets/déontologie. =
déontologie ou code. Ethical principles, code
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Code
de Nuremberg : Texte juridique - proposé en 1947 à la
suite du procès de Nuremberg - qui suggère de soumettre la
conduite de la recherche
scientifique auprès des humains à dix principes éthiques,
notamment le consentement
éclairé des participants
d'une étude.
Coefficient
: Nombre qui correspond à l'évaluation ou à la mesure
d'un phénomène ou une relation entre deux phénomènes. Dans le cas
des tests
statistiques, le coefficient désigne le résultat
mathématique du test. ( ): Voir
tableau ci-dessous.
SCHERRER, B. (1984). Biostatistique. Chicoutimi :
Gaëtan Morin.
Coefficient
alpha : Test de fidélité conçu par Cronbach
pour mesurer la cohérence interne d'un test.
= coefficient de Cronbach, coefficent de fidélité Alpha. Coefficient
alpha.
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HAYASHI, K. & KAMATA, A. (2005). A note on the
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ALASAWALMEH, Y.M. & FELDT, L.S. (1999). Testing the
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SCHERRER,
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PEARSON, K. (1895). Contributions to the mathematical
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material. Philosophical Transactions of the Royal
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skewness and kurtosis. The Statistician, 33,
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Coefficient
de contingence (C) : Résultat du test
statistique qui permet de mesurer l'intensité d'un lien
d'association ou de dépendance entre deux ou plusieurs variables
qualitativesnominales.NDLR : Dans ce contexte bien précis, le mot
contingence est un anglicisme. = test
de contingence.
Contingency tables.
YULE, G.U. (1923). On the application of the khi-deux
method to association and contingency tables, with
experimental illustrations. Journal of the Royal
Statistical Society, 85, 95-104.
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contingency between two dichotomous variables. Journal
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EVERITT, B.S. (1977). The analysis of contingency
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SCHERRER, B. (1984). Biostatistique. Chicoutimi :
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Coefficient
de concordance de Kendall : Résultat du Test
statistique qui permet de mesurer l'intensité d'un lien
d'association entre deux variables ordinales ou nominales.
SCHERRER, B. (1984). Biostatistique. Chicoutimi :
Gaëtan Morin.
Coefficient
de corrélation (r) : Résultat Test
de corrélation qui permet de mesurer l'intensité d'un lien d'association ou de dépendance entre deux ou
plusieurs variables
quantitives.Correlation coefficient.
Coefficient
Interprétation
du coefficient
1
Relation parfaite
0.90
et +
Relation très forte
0.70
- 0.89
Relation forte
0.40 -
0.69
Relation modérée
0.20
- 0.39
Relation faible
0.19
et -
Relation négligeable
0
Relation
nulle
HEMPHILL, J.F. (2003). Interpreting the magnitudes of
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SCHERRER,
B. (1984). Biostatistique. Chicoutimi : Gaëtan
Morin.
Coercition
: Obligation physique d'agir, d'émettre un comportement,
sous peine de sanction, de
punition. Coercion.
SIDMAN, M. (1999). Coercion in educational settings. Behavior
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KOPP, J. (2001). Coercion and its fallout study
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SIDMAN, M. (2001). Coercion and its fallout. Boston
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Coeur
: Le mot a un un sens propre et au moins deux sens
figurés : a) En biologie,muscle lisse qui a pour
fonction de pomper le sang dans
le réseaux sanguin d'un organisme
et, ainsi, permettre l'oxygénation du cerveau.
Coeur, réponse
cardiaqueetrythme
cardiaque.Heart, heart-rate. b)
En linguistique,
synonyme de noyau. c) On utilise l'expression
"par coeur" comme synonyme de rétention.
a
LADER, M.H. (1964). Measurement of cardiovascular
variables. Bulletin of the British Psychological
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Cognition
: Du latin cognitio qui signifie «apprendre à
connaître ou connaissance». Au sens large, ce que l'on pense,
de soi, des autres, du monde qui nous entoure. Le terme a deux
acceptions voisines, voire inclusives : a) Il
est d'abord synonyme d'activité mentale, consciente et
inconsciente. Plus précisément, la cognition désigne l'ensemble
des processus et
des structures
psychologiques qui ne peuvent être réduits à des comportements ou
à des mécanismes biologiques. Par définition, ces processus et ces
structures sont inférés,
donc inobservables.
Ces processus, qui se déroule dans le cerveau,
sont considérés comme la cause de la plupart des comportements
humains et animaux. b) Dans certaines théories,
dites cognitives,
le terme renvoie à un processus de traitement
de l'information de niveau supérieur, qui a pour fonction de
résoudre les problèmes au moyen d'algorithmes
ou d'heuristiques.
Pour la plupart des cognitivistes, la cognition est une des causes
du comportement, ou
du moins un des facteurs déterminants.
Pour certains cognitivistes, la cognition est un phénomène en soi
distinct du cerveau (dualisme);
pour d'autres la cognition est une propriété du cerveau au même
titre que l'apprentissage (mentalisme ou dualisme
fonctionnaliste); finalement pour certains la cognition et
l'activité cérébrale sont une seule et même chose (monisme).
Cognition et cognitivisme. = analyse, prise de décision,
connaissance, processus mental, fonction mentale, structure
mentale, processus cognitif, structure cognitive, fonction
cognitive, perception, pensée, idée, raisonnement. Cognition,
thought, knowledge.
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Cognition (Distorsion) :Cognition
qui ne correspond pas aux faits, qui les déforme. =
distorsion cognitive. biais
cognitif.Distortion, cognitive
distortion.
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Cognition (Flexibilité) : Fonction
exécutive qui consiste à déplacer son attention
vers un nouveau stimulus
ou une nouvelle tâche
lorsque la situation l'exige. EX : En
conduisant, capacité de regarder dans son rétroviseur, alors que
le feu est jaune.
Cognitive flexibility,
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Cohen Lindsey ( ) :
Psychologuecognitivo-béhvioriste américain, spécialisé dans l'étude de la douleur,
notamment chez les enfants et les handicapés. Il s'intéresse
plus particulièrement à la douleur ressentie ou appréhendée lors
des injections.
Collaborateur de Blount.
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Nurse coaching and cartoon distraction : An effective and
practical intervention to reduce child, parent, and nurse
distress during immunizations. Journal of Pediatric
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DEMORE, M., LIM, C.S., SHELTON, E. & GANGARAM, B.
(2006). Randomized clinical trial of distraction for
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(2006). Correlates of pediatric behavior and distress
during intramuscular injections for invasive dental
procedures. Journal of Clinical Pediatric Dentistry,
31, 44-47.
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pediatric pain : Contextual issues in children’s pain
management. Children’s Health Care, 36 (3),
197-202.
COHEN, L.L., LEMANEK, K., BLOUNT, R.L., DAHLQUIST, L.M.,
LIM, C.S., PALERMO, T.M., McENNA, K.D. & WEISS, K.E.
(2008). Evidence-Based assessment of pediatric pain.
Journal of Pediatric Psychology, 33, 939-955.
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COHEN, S., TYRELL D.A.J. & SMITH, A.P. (1991).
Psychological stress and susceptibility to the common
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COHEN, S. & LEMAY, E. (2007). Why would social
networks be linked to affect and health practices ? Health
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COHEN, Y. (Dir.) (1987). Femmes et contre-pouvoir.
Montréal : Les Éditions du Boréal Express.
COHEN, Y. (2000). Les féministes et la parité à la
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Politique, Culture, 11, 99-107.
COHEN, Y. (2000). Une histoire des soins dans les
hopitaux au Québec. Montréal : Les presses de
l’université de Montréal.
COHEN, Y. et LAMONTAGNE, E. (2004). Les Soeurs Grises à
l’Université de Montréal, 1923-1947: de la gestion
hospitalière à l’enseignement supérieur en nursing. Historical
Studies in Education/Revue d’Histoire de l’Éducation, 15
(2), 273-297.
COHEN, Y. (2004). Rapports de genre, de classe et
d’ethnicité : l’histoire des infirmières au Québec.
Canadian Bulletin of Medical Hstory/Bulletin Canadien
d’Histoire de la Médecine, 21 (2), 387-409.
COHEN-KETTENIS, P.T. & VAN GOOZEN, S.H. (1998).
Pubertal delay as an aid in diagnosis and treatment of a
transsexual adolescent. European Child &
Adolescent Psychiatry, 7, 246-248.
COHEN-KETTENIS, P.T. & GOOREN, L.J. (1999).
Transsexualism : a review of diagnosis, etiology, and
treatment. Journal of Psychosomatic Research, 46 (4),
315-333.
COHEN-KETTENIS, P.T. & GOOREN, L.J. (2001). Gender
identity disorder in the DSM ? Journal of the
American Academy of Child & Adolescent Psychiatry,
40, 391.
COHEN-KETTENIS, P.T., DELAMARRE-VAN DE WAAL, H.A. &
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Cohérence (psychologique) : Chez Rogers,
désigne l'absence de conflit
au sein du soi.Sense
of coherence.
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congruence : Two aspects of personality integration. Journal
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Attachment, sense of coherence, and mental health among
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Cohérence
(théorique) : En épistémologie,propriété d'une théorie
(et par extension de tout raisonnement) dont les concepts
et les principes respectent la
logique, sont dépourvus de flous ou de contradictions.
Pour qu'une théorie soit cohérente, il faut que ses concepts
soient clairement définis (pas nécessairement de manière opérationnelle)
et déduits les uns des autres. L'axiomatisation
ou la formalisation
d'une théorie permet d'augmenter et d'éprouver la cohérence d'une
théorie. NDLR : Une théorie peut être
parfaitement cohérente, mais totalement fausse ! Cohérence
théorique, flou théoriqueetvéracité.=
cohérence logique interne, cohérence interne d'une théorie,
solidité d'un raisonnement théorique. Conceptual
coherence.
FIRTH, R. (1964). Coherence, certainty, and epistemic
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545-557.
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Cohérence interne : Technique de mesure de la fidélitéd'un test qui se fonde
notamment sur le coefficient de
Cronbach, et qui a pour fonction d'estimer la consistance
interne d'un instrument en le divisant en autant de parties qu'il
comporte de questions. = Fidélité
test-test.
CRONBACH, L.J. (1951). Coefficient alpha and the internal
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BEAL D.J., COHEN, R.R., BURKE, M.J. & McLENDON, C.L.
(2003). Cohesion and performance in groups : A
meta-analytic clarification of construct relations. Journal
of Applied Psychology, 88 (6), 989–1004.
Cohorte
: Ensemble d'individus
ayant vécu le ou les mêmes événements,
donc à la même époque. EX:
Tous les Québécois nés en 2000; toutes les femmes qui ont accouché
lors du grand verglas. Au sens strict, la cohorte n'est pas un groupe.
*génération.Cohort.
RYDER, N.B. (1965). The cohort as a concept in the study
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BRODY, S., POTTERAT, J.J., MUTH, S.Q. & WOODHOUSE,
D.E. (2005). Psychiatric and characterological factors
relevant to excess mortality in a long-term cohort of
prostitute women. Journal of Sex & Marital
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COLLINS, L.M., CLIFF, N., CUDECK, R.A., MCCORMICK, D.J.
& ZATKIN, J.L. (1983). Patterns of crime in a birth
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CASPI, A., MOFFITT, T.E., NEWMAN, D.L. & SILA, P.A.
(1996). Behavioral observations at age 3 predict adult
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(2008). Cohort differences in personal goals and life
satisfaction in young adulthood : Evidence for historical
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Rethinking "Generation me" : A Study of cohort effects
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Rethinking "Generation me" : A study of cohort effects
from 1976-2006. Perspectives on Psychological Science,
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Coïncidence : Deux événements qui surviennent en même temps (mais
pas nécessairement au même endroit), de manière indépendante, donc
sans que l'un soit la cause (ou l'effet) de l'autre. En science,
lorsqu'une coïncidence survient fréquemment et avec régularité,
on postule entre les événements concernés l'existence d'une
relation de dépendance, voire de cause.
Coïncidence, hasardet
superstition.Coincidence.
FISHER, R.A. (1921). A method of scoring coincidences in
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When a coincidence is suspicious : The role of mental
simulation. Journal of Personality & Social
Psychology, 57, 581-589.
FALK, R. (1989). The judgment of coincidences : Mine
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BURGER, J.M. MESSIAN, N., PATEL, S., DEL PRADO, A. &
ANDERSON, C. (2004). What a coincidence ! The effects of
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SUTHERLAND, E.H. (1949). White-collar crime. New
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critique of a recently proposed general theory of crime. Journal of Crime & Delinquency, 29, 251–272.
MILLS, C.W. (1951). White collar : The American
middle classes. Oxford : Oxford University Press.
GEIS, G. (1962). Toward a delineation of white-collar
offenses. Sociological Inquiry, 32, 160-71.
PADAVIC, I. (1992). White-collar work values and women's
interest in blue-collar jobs. Gender & Society, 6,
215-230.
WATKINS, J.C. (1977). White-collar crime, legal sanctions,
and social control : "Idols of the theater" in operation.
Crime & Delinquency, July, 290-303.
FRIEDRICHS, D.O. (1992). White collar crime and the
definitional quagmire : A provisional solution.
Journal of Human Justice, 3 (3), 5-21.
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Colère (Contrôle/Gestion) : Capacité de
maîtriser sa colère ou celle d'autrui (un
enfant, un déficient intellectuel, etc). =
maitrise de la colère, des émotions. Anger
control.
NOVACO, R.W. (1975). Anger control : The development
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specific populations (pp. 197-212). New York : Oxford
University Press.
Colère au clavier : Réponse émotionnelle (farfois
accomfagnées de comfortements agressifs et de bruits de bouche)
manifestées à l'endroit d'un clavier d'ordinateur qui refuse
obstinément d'agir aussi rapidement que le cerveau de l'usager ou
de froduire la &**&?%$#* lettre... P !
Colère au volant : Fortecolère ressentie par certains conducteurs au prise avec des bouchons de circulation ou les
comportements d'autres conducteurs, et qui se traduit parfois par
une conduite dangereuse ou téméraire. Driving
anger, driver aggression.
NOVACO, R.W. (1991). Aggression on roadways. In R.
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Collaborateurs (Et ses...) : Expression utilisée dans
le texte d'un ouvrage scientifique pour désigner les
collaborateurs ou les collègues d'un-e auteur-e qui ont participé
à la rédaction d'un article
scientifique. On dit aussi «et ses collègues». =
Co-auteur, collègues, et
al. and his colleagues.
Collecte de données : Étape de la recherche
empirique qui consiste à utiliser une méthode
de recherche et une technique ou un outil pour évaluer
ou mesurer le ou les
phénomènes à l'étude. La collecte des données peut être qualitative
ou quantitative.
Elle peut se faire auprès de sujets (objet ou animaux), de participants
ou des productions des participants (corpus).= cueillette de données, récolte des
données, phase ou étape empirique de la recherche, collecte
d'information.
Data collection.
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0U
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Colloque : En science, ensemble de débats
et de conférences
organisé entre un petit nombre de spécialistes d'un domaine
autour d'idées importantes et parfois
controversées.Symposium.
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compliance enhancement. Journal of Clinical
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COLOM, F., VIETA, E., SÀNCHEZ-MORENO, J.,
MARTINEZ-ÂRÀN, A., TORRENT, C., REINARES, M., GOIKOLEA,
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Colombe :Oiseau.de
la famille des colombidés.
Dove.
McFARLAND, D.J. (1964). Interaction of hunger and thirst
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Colonisation : Colonialisme : Colonisateur : Stratégie
de groupe(pays,nation,peuple),
généralement du bloc au pouvoir, qui consiste à dominer
(militairement, économiquement, culturellement) un autre
groupe, généralement considéré comme inférieur (EX : Ce ne
sont que des sauvages !), dangeureux (EX: Il faut les
envahir avant qu'ils ne le fassent) ou, au contraire, totalement
inoffensifs (EX : Ils ne pourront jamais exercer de représailles
contre nous), dans le but de les asservir (esclavage,
main d'oeuvre à bon marché, gouvernement fantoche, république de
banane, etc.) pour s'emparer de leurs ressources,
de leur territoire
et les exploiter sans partage (ou moyennant de faibles redevances
ou d'autres concessions symboliques). Colonisation, dominationet Impérialisme.
/Décolonisation. Colonialism.
MANNONI, O. (1950). Psychologie de la colonisation.
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Social & Personal Relationships, 31 (4),
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Colonne vertébrale : Ensemble des
vertèbres, articulées en un axe osseux
qui, chez les mammifères,
va du bassin jusqu'à la base du crâne et qui
soutient le squelette et
protège la moelle épinière.
b) On utilise également ce mot de manière métaphorique
pour désigner les fondements d'une chose, notamment, en science,
d'une théorie, d'un
domaine.EX : Hasard, variation et
probabilité forment la colonne vertébrale des
statistiques.
a
b
BOYACK, K.W., KLAVANS, R. & BÖRNER, K. (2005). Mapping
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Color Research & Application :Revue
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Éditeur : De Gruyter.
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effect of a familiar contextual object on color
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Coma : À la suite d'un traumatisme
craniocérébral, perte de conscience qui s'accompagne d'une
perte totale de la motricité volontaire et d'une diminution
importante de la sensibilité (parfois d'une perte totale). À ce
stade, seul le maintien partiel des fonctions vitales
(respiration, pression sanguine, fonctionnement de base des
organes) permet au malade de demeurer en
vie.Coma.
LINDSLEY, O.R. & CONRAN, P. (1962). Operant behavior
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46, 408-409.
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How costly is fighting ? Physiological effects of
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50, 1657-1666.
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[PDF]
Comité d'enquêtes des sceptiques: CSI : Comité américain d'examen des phénomènes
paranormaux et de la
parapsychologie, fondé par Kurtz,
qui publie le Skeptical
Inquirer. L'équivalent en France est le Laboratoire
de zététisme et au Québec, les
Sceptiques du Québec. Anciennement le Comittee for the
Scientific Investigation of Claims of the Paranormal ou CSICOP.= Association Américaine pour l'Étude
Scientifique des Phénomènes Paranormaux et des Pseudosciences. Committee
for Skeptical Inquiry, CSI.
Comité de lecture : Comité formé de scientifiques
spécialisés dans un domaine (les pairs,
en anglais = peer), dont la tâche consiste à lire et à critiquer
les projets de
recherche et les manuscritsd'articles scientifiques (=
review) qui sont soumis pour publication
aux éditeurs des
revues scientifiques. La plupart de ces comités fonctionnent
en double aveugle.
Cela signifie que les auteurs
qui soumettent un article à une revue
ne connaissent pas le nom des membres du comité, et vice-versa.
Cet examen critique des manuscrits a pour but d'améliorer la
qualité du travail scientifique. Il permet : 1)
de souligner le manque de clarté, de cohérence
et de précision
de la rédaction; 2) de relever les
biais et les erreurs méthodologiques
ou statistiques; 3) de corriger ou de nuancer
certaines
interprétations théoriques; 4) de dénoncer
la tricherie et
le plagiat;5)
de favoriser la reconnaissance
du travail d'autrui (notamment en citant
correctement ses sources);6) d'empêcher
la publication de travaux farfelus (article
bidon) ou non-conformes à l'éthique
ou déjà faits depuis longtemps. En revanche, ces comités peuvent
parfois constituer un frein à la créativité
ou au développement de nouvelles idées qui vont à l'encontre du paradigme
en vigueur, ou à la critique d'idées qui semblent faire
l'unanimité dans un domaine de recherche. Le conservatisme
rigoureux de ce processus d'examen a donc un revers, qui ne
saurait par ailleurs constituer un argument valable pour abolir
ces comités, comme certains le prêchent. Notons également que ces
comités ne sont pas toujours exempts de népotisme
intellectuel (Les idées de mes collègues sont les meilleures
(ou les pires ! (désolé pour les parenthèses :))), surtout dans
les domaines hyper-spécialisés où les chercheurs/évaluateurs, peu
nombreux - sont rarement "aveugles" (puisque l'on reconnait
aisément le style et les idées de l'auteur du manuscrit que l'on
évalue... puisque l'on a dîné avec lui la veille). Comité de
lecture et critique par
les pairs.= comité de pairs,
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DRASGOW, E., HALLE, J.W. & OSTROSKY, M.M. (1998).
Effects of differential reinforcement on the
generalization of a replacement mand in three children
with severe language delays. Journal of Applied
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PETERSON, S.M., FRIEDER, J.E., SMITH, S L., QUIGLEY, S.P.
& VAN NORMAN, R.K. (2009). The effects of varying
quality and duration of reinforcement on mands to work,
mands for break, and problem behavior. Education
& Treatment of Children, 32 (4), 605-630.
LECHAGO, S.A., CARR, J.E., GROW, L.L., LOVE, J.R. &
ALMASON, S.M. (2010). Mands for information generalize
across establishing operations. Journal of Applied
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DERBY, K.M., FISHER, W.W., PIAZZA, C.C., WILKE, A.E. &
JOHNSON, W. (1998). The effects of noncontingent and
contingent attention for self-injury, manding, and
collateral responses. Behavior Modification, 22
(4), 474-484.
BETZ, A.M., HIGBEE, T.S. & POLLARD, J.S. (2010).
Promoting generalization of mands for information used by
young children with autism. Research in Autism
Spectrum Disorders, 4, 501–508.
SCHILLINSBURG, M.A. & VALENTINO, A.L. (2011). Teaching
a child with autism to mand for information using "how". The
Analysis of Verbal Behavior, 27, 179-184. [PDF]
HOWLETT, M.A., SIDENER, T.M., PROGAR, P.R. & SIDENER,
D.W. (2011). Manipulation of motivating operations and use
of a script-fading procedure to teach mands for location
to children with language delays. Journal of Applied
Behavior Analysis, 44, 943-947. [PDF]
KODAK, T., PADEN, A. & DICKES, N. (2012). Training and
generalization of peer-directed mands with non-vocal
children with autism. The Analysis of Verbal
Behavior, 28, 119-124. [PDF]
PADEN, A.R., KODAK, T., FISHER, W.W., GAWLEY-BULLINGTON,
E.M. & BOUXSEINT, K.J. (2012). Teaching children with
autism to engage in peer-directed mands using a picture
exchange communication system.Journal of Applied
Behavior Analysis, 45 (2), 425-429.
[PDF]
FRAGALE, C.L., O'REILLY, M.F., AGUILAR, J., PIERCE, N.,
LANG, R., SIGAFOOS, J. & LANCIONI, G. (2012). The
influence of motivating operations on generalization
probes of specific mands by children with autism. Journal
of Applied Behavior Analysis, 45, 565-577.
[PDF]
FALCOMATA, T.S., WACKER, D.P., RINGDAHL J.E., VINQUIST, K,
DUTT, A. (2013). An evaluation of generalization of mands
during functional communication training. Journal of
Applied Behavior Analysis, 46 (2), 444-544.
DRASH, P.W., HIGH, R.L. & TUDOR, R.M. (1999). Using
mand training to establish an echoic repertoire in young
children with autism. The Analysis of Verbal
Behavior, 16, 29-44. [PDF]
SCHILLINSBURG, M.A., BOWEN, C.N., VALENTINO, A.L. &
PIERCE, L.E. (2014). Mands for information using "who ?"
and "which ?" in the presence of establishing and
abolishing operations. Journal of Applied Behavior
Analysis, 47 (1), 136–150.
[PDF]
VLADESCU, J.C. & KODAK, T. (2016). Using a
multiple-schedule arrangement to bring mands under the
control of adult behavior in a child with autism. Behavioral
Interventions, 31, 3-11.
SKINNER, B.F. (1957). Verbal behavior. New York : Appleton-Century-Crofts.
Commensalisme :Relation
entre deux organismes
(ou plus) d'espèces
différentes qui est avantageuse pour l'un d'eux (le commensal) et
sans bénéfice ni inconvénient pour l'autre (l'hôte).
Commensalisme, mutualisme
etparasitisme.
MIURA, Y., TANAKA, H., OKAZAKI, M., (1980). Stability
analysis of commensal and mutual relations with
competitive assimilation in continuous mixed culture.
Biotechnology & Bioengineering, 22, 929-948.
MITCHELL, J, (2011). Streptococcus mitis : walking the
line between commensalism and pathogenesis.
Molecular Oral Biology, 26, 89-98.
LITTMAN, D.R. & PAMER, E.G., (2011). Role of the
commensal microbiota in normal and pathogenic host immune
responses. Cell Host & Microbe, 10,
311-323.
POREAU, B. (2011). Commensalisme, mutualisme, parasitisme,
une preuve de l'Évolution pour Etienne Rabaud ? Llull,
Revista de la Sociedad Espanola de Historia de las
Ciencias y de las Técnicas, 2011, 34(74), 355-374.
POREAU, B. (2013). Microbiome et commensalisme :
instabilité d'une association biologique. Bulletin
d'Histoire et d'Épistémologie des Sciences de la Vie, 20
(2), 139-150.
Comment: En
science, le «comment» renvoie aux conditions qui permettent
de produire un phénomène.
On utilise souvent le mot technique
pour désigner ces causes.
Souvent opposé au «pourquoi» qui désigne plutôt les causes ou les
mécanisme qui permettent
d'expliquer le phénomène en question. Le comment, le quoiet lepourquoi,The
how.
MARR, M.J. (2003). The what, the how and the why : The
explanation of Ernst Mach. Behavior & Philosophy,
31, 191–192.
PELLEGRIN, K.L. & FRUEH, B.C. (1994). Why
psychologists don’t think like philosophers
(Commentary). American Psychologist, 49, 970.
Commission
d'enquête :Orgnisation,
souvent ponctuelle (on dit aussi ad hoc), mise sur pied par un gouvernement
pour faire la lumière sur des évènements importants (EX :
La crise d'octobre au Québec)
ou pour examiner un aspect particulier de la société
(EX : Santé mentale, crime organisé, etc). Une commission
est généralement présidée par un expert,
un ex-juge ou un avocat qui, sauf exception (La
commission Grenier), rend publiques ses conclusions sous
forme de rapport.= commission d'enquête publique.
BRODEUR, J.-P. (1994). La crise d'octobre et les
commissions d'enquête. Criminologie, 13 (2), 79-98.
Commission
Bastarache (2010-2011) : Au Québec,
en 2011, commission
d'enquête chargée d'examiner le processus de nomination
des juges du Québec.
BASTARACHE, M. (2011). Commission d'enquête sur
le processus de nomination des juges de la Cour du
Québec, des cours municipales et des membres du Tribunal
administratif du Québec. Québec : Publications du
Québec. [PDF]
Commission Charbonneau (2011-2015) : Au Québec,
en 2011, commission
d'enquête chargée d'examiner l'octroi et la gestion des
contrats publics dans l'industrie de la construction.
CHARBONNEAU, F. et LACHANCE, R. (2015). Rapport
final de la Commission d'enquête sur l'octroi et la
gestion des contrats publics dans l'industrie de la
construction. Québec : Bibliothèque et Archives
nationales du Québec. [PDF]
CLICHE, T. (1975). Rapport de la Commission d'enquête
sur l'exercice de la liberté syndicale dans l'industrie
de la construction. Québec : Éditeur officiel du
Québec.
[PDF]
Commission d'examen des troubles mentaux : Au Québec, commission responsable de toutes les personnes accusées d’une infraction criminelle et qui ont fait l’objet d’un verdict
d’inaptitude à subir leur procès ou d’un verdict de non-responsabilité criminelle pour cause de troubles mentaux.
Cette commission est chargé d'examiner le suivi de ces personnes.
Commission d'enquête sur le crime organisé (1972-1980) : Au Québec,
en 1972, commission
d'enquête sur le crime organisé. =
CECO.
DUTIL, J.L. (1975). L'introduction frauduleuse de
viande impropre sur le marché de la consommation humaine
et la fraude en rapport avec la viande chevaline :
rapport intérimaire de l'Enquête sur le crime organisé.
Ste-Foy, Québec : Commission de police de Québec. [PDF]
DUTIL, J.L. (1976). La lutte au crime organisé au
Québec : rapport d'enquête sur le crime organisé et
recommandations : rapport partiel. Montréal : La
Commission. Ste-Foy, Québec : Commission de police de
Québec. [PDF]
DUTIL, J.L. (1976). La lutte au crime organisé au
Québec : rapport d'enquête sur le crime organisé et
recommandations. Montréal : Commission de police du
Québec. [PDF]
DIONNE, D. (1977). Le crime organisé et le monde des
affaires. Québec : Éditeur officiel du
Québec. [PDF]
DIONNE, D. (1978). Exploitation du public par certaines
campagnes de souscription et ventes d'annonces.
Québec : Éditeur officiel du Québec. [PDF]
DIONNE, D. (1980). Rapport d'enquêtes tenues à Québec
et à Montréal en 1979. Québec : la Commission. [PDF]
DIONNE, D. (1980). Rapport d'enquête sur les activités
des groupes de motards de : Havre Saint-Pierre,
Sept-Iles, Mont-Joli, Saint-Gédéon, Sherbrooke et
Asbestos. Québec : La Commission. [PDF]
MORIER, G. (1980). La criminalité dans certains milieux
d'affaires à Québec. Sainte-Foy, Québec : La
Commission. [PDF]
CANADA (1996). Rapport de la Commission d'enquête
sur les peuples autochtones (cinq volumes). Ottawa : Approvisionnements et
Services Canada.
BOIVIN, R. & MORIN, R. (2007). La Commission royale sur les peuples autochtones (1991-1996) ou la longue marche des peuples autochtones du Canada vers la reconnaissance de leurs droits. Recherches Amérindiennes au Québec, 48, 25-35.
[PDF]
GENDRON, J.D. (1972). Rapport de la Commission
d'enquête sur la situation de la langue française et sur
les droits linguistiques au Québec. Québec :
Éditeur officiel du Québec. [PDF]
GENDRON, J.D. (1972). Report of the
Commission of Inquiry on the Position of the French
Language and on Language Rights in Québec. Québec :
Éditeur officiel du Québec.
Commission Gomery (2004-2006) : Au Canada,
commission d'enquêtecrée en 2004 pour faire la lumière sur le scandale
des commandites. Les commandites désignent les activités
publicitaires illégales du Gouvernement Fédéral avant et pendant
le second référendum
québécois.
GOMERY, J. (2005). Who is responsible ? Phase 1 Report.
Ottawa, ON : Public Works and Government Services Canada.
[PDF]
GOMERY, J. (2006). Restoring accountability : Phase 2
Report. Ottawa, ON : Public Works and Government
Services Canada. [PDF]
Commission Grenier (2007) : Au Québec,
en 2007, commission
d'enquête menée par le Directeur des Élections du Québec sur
les activités d'Option Canada lors du référendum
pour l'indépendance en 1995, notamment au sujet du
finacement illégal.
BÉRUBÉ, P. (2024). Loi sur le processus de publication
des documents issus de l’enquête menée par Bernard
Grenier au sujet des activités d’'Option Canada à
l’'occasion du référendum tenu au Québec en octobre 1995.
Commission Keable (1977-1981) : Au Québec,
commission d'enquête institué en 1977 sur des
opérations policières illégales
(perquisition
illégales, vol de dynamite, incendie criminel d'une grange, vol de
données (liste électorale), faux communiqués, etc.) menées par la
Gendarmerie royale du Canada (GRC) en territoire québécois,
notamment lors de la crise
d'octobre (1972).
BRODEUR, J.-P. (1994). La crise d'octobre et les
commissions d'enquête. Criminologie, 13 (2), 79-98.
KEABLE, J. (1981). Rapport de la Commission d'enquête
sur des opérations policières en territoire québécois.
Québec : Ministère de la justice. [PDF]
BERNARD, D. (2008). La Commission d'enquête sur des
opérations policières en territoire québécois :
portée réelle et limites du rapport Keable. (Mémoire
de maîtrise). Montréal : Université du Québec à Montréal.
Commission McDonald (1977-1983) :
Au Canada, em 1977, commission
d'enquête sur des allégations de pratiques illégales
commises par la Gendarmerie royale du Canada (usage d'explosifs,
faux document, écoute électronique, introduction par effraction,
vols).
McDONALD, D.C. (1979). Sécurité et information. Hull
: Centre d'édition du Gouvernement du Canda. [PDF]
McDONALD, D.C. (1979). La liberté et la sécurité de la
loi Hull : Centre d'édition du Gouvernement du
Canda. [PDF]
BRODEUR, J.-P. (1994). La crise d'octobre et les
commissions d'enquête. Criminologie, 13 (2), 79-98.
BERNARD, D. (2008). La Commission d'enquête sur des opérations policières en territoire québécois :
portée réelle et limites du rapport Keable. (Mémoire
de maîtrise). Montréal : Université du Québec à Montréal.
PARENT, A.M. (1963). Rapport de la
Commission royale d'enquête sur l'enseignement dans la
province de Québec, Première partie ou tome I: Les
structures supérieures du système scolaire. Les
Publications du Québec. [PDF]
PARENT, A.M. (1964). Deuxième partie
ou tome II : Les structures pédagogiques du système
scolaire. A. Les structures et les niveaux de
l'enseignement. Les Publications du Québec. [PDF]
PARENT, A.M. (1966). Deuxième partie
ou tome II : Deuxième partie ou tome II: Les structures
pédagogiques du système scolaire (suite). B. Les
programmes d'études et les services éducatifs. Les
Publications du Québec. [PDF]
PARENT, A.M. (1966). Troisième
partie ou tome III : L'administration de l'enseignement.
A. Diversité religieuse, culturelle, et unité de
l'administration. Les Publications du Québec. [PDF]
PARENT, A.M. (1966). Troisième partie
ou tome III : L'administration de l'enseignement. B. Le
financement. C. Les agents de l'éducation. Les
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Committee for Skeptical Inquiry : Voir
Comité d'enquête des Sceptiques. =Committee for the Scientific Investigation of
Claims of the Paranormal.
Commotion
cérébrale : Traumatisme
cérébral qui se caractérise par une détérioration
post-traumatique immédiate et transitoire de la fonction cérébrale
(altération de la conscience,
des fonctions
exécutives), consécutive à une blessure
à la tête, (chute ou coup direct ou indirect porté à la
tête) ou au corps. Cette blessure
survient lorsque le cerveau
est comprimé le long des parois du crâne. Certains symptômes
sont observables immédiatement après le choc (mais pas toujours),
alors que d'autres se manifestent deux à trois semaines après le
traumatisme. De nombreux sports
comportent des risques élévés de commotion cérébrale (boxe,
football,
hockey, ski/planche, soccer,
vélo, etc). Commotion cérébrale,
lésionetIRMf. Concussion, Brain dammage.
Niveau
de gravité
Symptômes/Critère
Autres symptômes
Gravité
légère
Confusion,
pas d'amnésie, pas de perte de conscience
Perte
de conscience (+ Confusion et amnésie au réveil)
JOHNSTON, K.M., BLOOM, G.A., RAMSAY, J., KISSICK, J.,
MONTGOMERY, D., FOLEY, D., CHEN, J.K. & PTITO, A.
(2004). Current concepts in concussion rehabilitation. Current
Sports Medicine Reports, 3, 316-323. [PDF]
SCHATZ, P., MOSER, R.S., COVASSIN, T. & KARPF, R.
(2011). Early indicators of enduring symptoms in high
school athletes with multiple previous concussions. Neurosurgery, 68 (6), 1562-1567.
BLOOM, G.A., HORTON, A.S., McCRORY, P. & JOHNSTON,
K.M. (2004). Sport psychology and concussion : New impacts
to explore. British Journal of Sports Medicine, 38
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SULLIVAN, S.J., ALLA, S., LEE, H., SCHNEIDERS, A.G AHMED,
O.H. & McCRORY, P.R. (2012). The understanding of the
concept of "rest" in the management of a sports concussion
by physical therapy students : a descriptive study.
Physical Therapy in Sport, 13 (4), 209-213.
SCHMIDT, J.D., REGISTER-MIHALIK, J.K., MIHALIK, J.P.,
KERR, Z.Y. & GUSKIEWICZ, K.M. (2012). Identifying
Impairments after concussion : normative data versus
individualized baselines. Medicine & Science in
Sports & Exercise, 44 (9), 1621-1628.
GUSKIEWICZ, K.M., MARSHALL, S.W., BAILES, J., McCREA, M.,
CANTU, R.C., RANDOLPH, C. & JORDAN, B.D. (2005).
Association between recurrent concussion and late-life
cognitive impairment in retired professional football
players. Neurosurgery, 57 (4), 719-726.
MOSER, R.S., GLATTS, C. & SCHATZ, P. (2012). Efficacy
of immediate and delayed cognitive and physical rest for
treatment of sports-related concussion. The Journal
of Pediatrics, 161 (5), 922-926.
MENDEZ, C.V., HURLEY, R.A., LASSONDE, M., LIYING, Z. &
TABER, K.H. (2005). Mild traumatic brain injury :
Neuroimaging of sports-related concussion. Journal of
Neuropsychiatry & Clinical Neuroscience, 17,
297-303.
CARON, J.G., BLOOM, G.A., LOUGHEAD, T.M., SHAPCOTT,
E.J.B., JOHNSTON, K.M. JOHNSTON, K.M. & SABISTON, C.M.
(2013). Effects of multiple concussions on retired
National Hockey League players. Journal of Sport &
Exercise Psychology, 35 (2), 168-179.
[PDF]
RANDOLPH, C., McCREA, M.A. & BARR, W.B. (2005). Is
neuropsychological testing useful in the management of
sport-related concussion ? Journal of Athletic
Training, 40 (3), 139-152.
ELLEMBERG, D. (2013). Les commotions cérébrales dans
le sport : Une épidémie silencieuse. Montréal :
Québéc-Livres.
WILLIAMSON, I.J. & GOODMAN, D. (2006). Converging
evidence for the under-reporting of concussions in youth
ice hockey. British Journal of Sports Medicine, 40
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McCRORY, P. & al. (2013). Consensus statement on
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GUILMETTE, T.J., MALIA, L.A., McQUIGGAN, M.D. (2007).
Concussion understanding and management among New England
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RESCH, J.E., McCREA, M.A. & CULLUM, C.M. (2013).
Computerized neurocognitive testing in the management of
sport-related concussion : an update. Neuropsychological
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SHAPCOTT, E.J.B., BLOOM, G.A., JOHNSTON, K.M., LOUGHEAD,
T.M. & DELANEY, J.S. (2007). The effects of
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MOORE, R.D., BROGLIO, S.P. & HILLMAN, C.H. (2014).
Sport-related concussion and sensory function in young
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BLOOM, G.A., LOUGHEAD, T.M., SHAPCOTT, E.J.B., JOHNSTON,
K.M. & DELANEY, J.S. (2008). The prevalence and
recovery of concussed male and female collegiate athletes.
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CARON, J.G., BLOOM, G.A., LOUGHEAD, T.M. & HOFFMANN,
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Communauté : Groupe d'individus qui partagent au moins une caractéristique
(but, intérêt, fonction, etc), caractéristique commune
autour de laquelle les membres de cette communauté s'organisent, à
des degrés divers, généralement sur un même territoire
(mais pa nécessaire. comme par exemple communauté internationale.
EX : Communauté des affaires d'un quartier.
Communauté scientifique : Ensemble des scientifiques,
et plus particulièrement des pairs d'un domaine de recherche en
particulier. La fonction de la communauté scientifique est triple
: produire et appliquer des
connaissances sous forme de recherche
scientifique, les diffuser et les critiquer (comité de lecture,sceptiques).Network
in science.
GUERIN, B. & JUNICHIRO, S. (1997). Verbal community
reinforcement, with an illustration using the esoteric
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Communication : Communiquer : Du latin communicare qui signifie "mettre
en commun, partager". Au sens large, la communication est un
échange d'information
entre deux ou plusieurs
individus, notamment sous forme de
message. Chez l'humain, cet échange sert à exprimer une idée,
un état ou une émotion au
moyen d'un langage (parlés
ou non), tant chez l'humain que chez l'animal.
Communication, théorie
de la communication et média.
( ): Voir tableau ci-dessous.
Communication,
face-to-face communication.
WIENER, N. (1948). Cybernetics or control and
communication in the animal and the machine.
Hermann and Cie.
SENAR, J.C. (1990). Agonistic communication in social
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WALTHER, J.B. & BURGOON, J.K. (1992). Relational
communication in computer-mediated interaction. Human
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BURGOON, J.K. (1993). Interpersonal expectations,
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GERBNER, G. (1958). On content analysis and critical
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WALTHER, J.B. (1995). Relational aspects of
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ALLYN, J. & FESTINGER, L. (1961). The effectiveness of
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SCHWARZ, N. (1996). Cognition and communication :
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LEVENTHAL, H. (1965). Effect of fear communications in the
acceptance of preventive health practices. Bulletin of
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LATANÉ, B. (1996). Dynamic social impact : The creation of
culture by communication. Journal of Communication, 46
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WALTHER, J.B. (1996). Computer-mediated communication :
Impersonal, interpersonal and hyperpersonal interaction. Communication
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LEVENTHAL, H. & WATTS, J.C. (1966). Sources of
resistance to fear-arousing communications on
smoking and lung cancer. Journal of Personality, 34,
155-175.
MEHRABIAN, A. & WIENER, M. (1967). Decoding of
inconsistent communications. Journal of Personality
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KINDER, D.R. (1998). Communication and opinion. Annual
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WATLAWICK, P. & BEAVIN, J. (1967). Some formal aspects
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BENNETT, M.J. (1998). Intercultural communication : A
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concepts of intercultural communication : Selected
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WATLAWICK, P., BEAVIN, J. & JACKSON, D.D. (1967/72). Une
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BJORK, R.A. (2000). Independence of scientific publishing
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55, 981-984.
LEVENTHAL, H. & TREMBLY, G. (1968). Negative emotions
and persuasion. Journal of Personality, 36, 154-168.
ROSNOW, R.L. (1968). One-sided versus two-sided
communication under indirect awareness of persuasive
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TODOROV, A. (2002). Communication effects on memory and
judgment. European Journal of Social Psychology, 32,
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LEVENTHAL, H. (1970). Findings and theory in the study of
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GERBNER, G. (1972). Communication and social environment.
Scientific American, 227 (3), 152-160.
BRETON, P. (2003). L'utopie de la communication. Le
mythe du village planétaire. La découverte.
DANZIGER, K. (1976). Interpersonal communication. New
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ses émotions. =
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Communication non-verbale : Tout mouvement, volontaire ou non, du corps - contact
visuel,expression du
visage,geste,posture,toucher - qui transmet au récepteur
des informations sur l'état
de l'émetteur.=
communication corporelle, message silencieux, parler avec les
yeux, avec les mains. Body language, bodily
communication, nonverbal communication, nonverbal exchange,
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implicit communication, nonverval expression.
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d'un chapitre de livre, d'un article
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d'une affiche. Dans tous
les cas, l'auteur doit citer ses sources. Il
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les experts d'une domaine
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vulgarisation scientifique qui, elle, s'adresse à monsieur
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idéologie et régime
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de la société sans classes
sociales et sans salariat,
fondé sur la dictature du
prolétariat et l'abolition de la propriété privée des moyens
de production et d'échange au profit de la propriété collective
dont la fonction est d'assuré la production des biens et service
de manière à combler les besoins de chacun, plutôt qu'à
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Comorbidity.
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Comparaison : Comparer : La signification de ce terme varie selon les domaines : a) En
psychologie, il existe une branche - la psychologie comparée - qui se consacre à la comparaison systématique
entre l'humain et les
autres espèce animales.Comparative psychology. b) Toujours en psychologie, on utilise le terme étude comparative (parfois recherche comparative) pour désigner des recherches dont le but est de comparer différentes populations ou caractéristiques psychologiques. c) En psychologie sociale, le terme renvoie à la comparaison qu'un individu
établit entre lui et les autres. Social
comparison. d) En
statistique, la comparaison sert à montrer jusqu'à quel
point deux groupes
ou deux mesures sont
différents, dans le but de démontrer que cette différence
existe au sein de la population.
L'existence d'une différence réelle (Y1 > ou
< Y2), et sa mise en relation avec un facteur X
(manipulé ou sélectionné par le chercheur) permet d'inférer
une relation de
causalité entre X et Y (et non le simple effet du hasard).
La comparaison et la mise en évidence de différences sont donc des
étapes préliminaires de l'inférence
statistique.Multiple comparisons.e) En logique
et en cognition,
comparer consiste à montrer en quoi deux objets
se ressemblent (ou se distinguent), donc à mettre en évidence les
points communs et les différences
entre ces choses. Comparer etraisonnement.
= comparaison logique. Comparison,
comparison process.
DEVAULT, A. et BOUCHARD, C. (1996). Difficultés vécues et stratégies de résolution de problèmes : une comparaison entre pères et mères de familles monoparentales. Revue Québécoise de Psychologie, 17 (3), 5-23.
c
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comparing several treatments with a control. Journal
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1096-1121.
Comparaison multiple : Dans un plan
factoriel, nombre X de
comparaisons statistiques faites deux à deux. On sait,
lorsque ce nombre de comparaison est élevé que, par simple hasard,
certaines de ces comparaisons seront probablementt significatives.
Pour résoudre ce problème, on utilise notamment la correction
de Bonferonni.
Multiple comparisons,
multiple testing.
TUKEY, J.W. (1953). The problem of multiple
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Comparaison sociale : Processus psychologique, décrit par Festinger,
qui consiste à se comparer
aux autres, à évaluer s'ils sont meilleurs ou moins bons que nous
(évaluation de soi),
afin de se faire une idée de soi-même (perception de soi) et d'établir son rang
au sein d'une hiérarchie, d'un
groupe.NDLR : Il
y a toujours quelqu'un de plus sympathique, de plus intelligent, de
plus modeste ou de plus beau que vous; au jeu de la comparaison
sociale, personne ne sort gagnant... Comparaison sociale,
réseau social réel et virtuel.
Social comparison, comparison.
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Compassion de soi : Compassion que
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sévérité de notre jugement lorsqu'on agit pas correctement ou que
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faute; c'est pas si grave; tu vas te reprendre, tu peux faire
mieux, le connard, c'est ton beau-frère, etc". =
auto-compassion.
Self-compassion.
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Conceptualizations, correlates, and interventions.
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Compatibilité : Compatible : De façon générale, deux choses sont compatibles si,
une fois comparées ou réunies, à distance ou non, elles fonctionnent
ensemble, sans trop de ratés ou d'incohérences. En science,
propriété ou qualité d'une
théorie dont les concepts centraux ne sont pas en
contradiction avec les autres théories du même domaine (et donc
qui s'intéresse aux mêmes phénomènes,
au même objet d'étude)./Incompatibilité.
Compatibilité
théorique
Non-pertinente
Compatibilité moyenne
Forte compatibilité
Incompatibilité
La
psychanalyse et le béhaviorisme sont des théories qui
n'ont pas le même objet d'étude, ni le même type
d'explication
La
théorie de Pavlov et celle de Skinner ont le même objet
d'étude (comportement) mais des explications différentes
(répondant ou opérant)
La
théorie de Platt (social trap) et celle de Skinner ont le
même objet d'étude (comportement) et le même type
d'explication (contingence et programme de renforcement)
La
cognition américaine et le béhaviorisme radical sont des
théories qui ont le même objet d'étude (comportement) mais
pas le même type d'explication (respectivement internalisme cognitif et
externalisme environnemental)
Compendium : Du latin compendium ou compenso qui
signifier «peser ensemble, équilibrer». Abrégé des connaissances
d'un domaine, généralement sous forme de livre. Compendium.
Compensation cognitive : Raisonnement en deux temps qui prend en considération ce que l'on gagne sur un plan pour soustraire la
même valeur ou la même quantité sur un autre plan. Compensation et
conservation.Compensation.
ACREDOLO, C. & ACREDOLO, L. (1979). Identity,
compensation, and conservation. Child Development,
50, 524-535.
GELMAN, C.R. & WEINBERG, D.H. (1986). The relationship
between liquid conservation and compensation. Child
Development, 43, 371-383. [PDF]
Compensation financière : Montant versé à un individu qui accepte de participer à une recherche.
Ce montant est généralement proportionnel aux obligations et aux
contraintes qu'impose cette participation (nombre d'heures,
déplacement, niveau de risque,
effets secondaires, etc.) et est habituellement précisé
dans le formulaire de
consentement que le participant doit signer avant le début
de la recherche. Compensation financière, recrutementet éthique
de la recherche.Reward for
particiption, incentive, monetary incentive.
GRIBBIN, K. & SCHAIE, K.W. (1976). Monetary incentive,
age, and cognition. Experimental Aging Research, 2 (5),
461-468.
GUYLL, M., SPOTH, R. & REDMOND, C. (2003). The effects
of incentives and research requirements on participation
rates for a community-based preventive intervention
research study. Journal of Primary Prevention, 24 (1),
25-41.
SHARPS, E.C., PELLETIER, L.G. & LÉVESQUE, C. (2006).
Double-edged sword of rewards for participation in
psychology experiments. Canadian Journal of
Behavioural Science, 38 (3), 269-277.
[PDF]
Compétence : Le mot a plusieurs acceptions : a/b) Pour certains auteurs, la compétence n'est rien d'autre qu'une habileté - à faire une chose - alors que pour d'autres auteurs il
s'agit d'un savoir-faire particulier qui permet de faire cette
chose, généralement assez complexe comme lire, écrire, parler,
compter, etc. EX: Pour écrire, il faut connaître
les lettres, les sons, les règles de grammaire et de syntaxe, etc.
Ces auteurs suggèrent donc de distinguer le savoir préalable (la
compétence) à l'exécution à proprement dit ce cette cette chose
(habileté). La compétence varie donc chez un même individu, et
d'un individu à l'autre, d'où l'expression niveau de
compétence.c/d) D'autres auteurs
proposent plutôt de réserver le mot compétence pour
désigner les fonctions
cognitives plus complexes qui permettent d'acquérir ces
connaissances préalables. Finalement, on peut distinguer habilteté
et compétence en s'appuyant sur l'idée que la
première est apprise alors que la seconde est innée (compétence
innée à parler chez Chomsky
ou à résoudre des problèmes (intelligence) chez les psychologues
du groupe des 52). Ces
distinctions semblent peu convaincantes, du moins si on se fie à
l'usage de ce concept, qui varie énormément d'un auteur à l'autre.
NDLR : La coexistence de ces deux concepts -
habileté et compétence - illustre à merveille le flou théorique
qui règne en psychologie; une multitude de théories qui se
développent souvent sans souci de cohérence, suivant des principes
épistémologiques et ontologiques forts différents, voire
diamétralement opposés dans certain cas.
=savoir-faire.
( ):compétence sociale,compétence transversale. Competence.
Statut ontologique de la compétence
a
=
Habileté
b
=
Connaissances (Savoir)
c
=
Fonction cognitive
d
=
Fonction cognitive innée
WHITE, R. (1959). Motivation reconsidered : The concept of
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la matière.
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attractiveness and flirtatiousness. Personality &
Individual Differences, 50, 111-115. [PDF]
JOHNSON, D.W. & JOHNSON, R. (1989). Cooperation
and competition : Theory and research. Edina :
Interaction Book Company.
POLIS, G.A., MYERS, C.A. & HOLT, R.D. (1989). The
ecology and evolution of intraguild predation : potential
competitors that eat each other. Annual Review of
Ecology, Evolution, & Systematics, 20, 297-330.
BURT, R. (1992). Structural holes : The social
structure of competition. Cambridge, London :
Harvard University Press.
GARCIA, S.M., TOR, A. & SCHIFF, T.M. (2013). The
psychology of competition : A social comparison
perspective. Perspectives on Psychological Science, 8
(6), 634-650. [PDF]
KODRIC-BROWN, A. (1996). Role of male-male competition and
female choice in the development of breeding coloration in
pupfish (Cyprinodon pecosensi). Behavioral Ecology,
7, 431-437.
DEE, T. (1998). Competition and the quality of public
schools. Economics of Education Review, 17 (4),
419-427.
FEHR, E. & SCHMIDT K.M. (1999). A theory of fairness,
competition and cooperation. Quarterly Journal of
Economics, 114, 817-868. [PDF]
Compétition des pires : Idée ou principe selon lequel entre deux maux (pires) on
choisit toujours le moindre (moins pire). EX : Par évitement.
un étudiant peu accomplir des tâches désagréables (faire le ménage
= moindre mal) uniquement parce que ces tâches permettent de ne pas
faire des choses encore plus désagréables (faire ses devoirs =
pire des maux). Il y a compétition
car, à un moment donné, on choisit de faire l'un ou l'autre. Il est à noter que, prise individuellement, chaque situation est punitive, et réduirait la fréquence des comportements qui la produirait comme conséquence immédiate (contingence), mais dans un contexte où il y a coexistence de ces deux situations punitives, on choisit toujours la moins punitive.
=choisir le moindre mal.
Compétition génique : Selon Dawkins,rivalité qui se développe
entre les gènes pour se
propager au sein du genome d'une
espèce. Gene competition, selfish gene.
DAWKINS, R. (1976/86). The selfish gene /Le
gène égoïste. Oxford : Oxford University
Press/Paris : Armand Colin.
DAWKINS, R. (1981). In defence of selfish genes. Philosophy,
56, 556-573.
PARKER, G.A. (1990). Sperm competition games : sneaks and
extra-pair copulations. Proceedings of the Royal
Society of London B, 242, 127-133.
MOLLER, A.P. (1991). Sperm competition, sperm depletion,
paternal care and relative testes size in birds. American
Naturalist, 137, 882–906
BIRKHEAD, T.R., HATCHWELL, B.J. & DAVIES, N.B. (1991).
Sperm competition and the reproductive organs of the male
and female dunnock. Ibis, 133, 306-311.
BRISLIE, J.V. 1992. Copulation patterns and sperm
competition in the polygynandrous Smith's longspur.
Auk, 109, 563-575.
Compétitivité : Qui est en mesure de soutenir la compétition,
de tirer son épingle du jeu, même lorsque la rivalité
est grande. Competivity, competitive
advantage.
BARNEY, J. (1991). Firm resources and sustainable
competitive advantage. Journal of Management, 17,
99-120. [PDF]
Compiler : Compilation : Signifie traduire ou transformer. a)
En statistique, il
s'agit d'une opération
qui vise à traduire les données
brutes - provenant d'une
grille d'observation, d'un questionnaire
ou d'une entrevue - de
manière à les rendre plus intelligible et de permettre au
chercheur de répondre à ses questions
de recherche. Il peut s'agir de saisir les données dans un
logiciel, produire recenser les données manquantes, éliminer des
données illisibles, produire des tableaux,
des graphiques,
transformer des données en pourcentage,
en taux. Ces dernières opérations recouvrent l'analyse
descriptive préliminaires des données. Data
compliation.b) En informatique,
plus particulièrement en programmation, la compilation consiste à
traduire le code d'un programme rédigé dans un langage évolué (EX:
C, Python, Java ou Pascal) en un langage plus primitif
qu'un ordinateur peut exécuter (EX : Code binaire).
Compliation.
a
b
Complémentarité :Tendance à
s'intéresser ou à être attiré
par des individus différents
de nous, qui nous complètent sur le plan des
opinions, des attitudes
et des valeurs.=
effet de complementarité. Complementarity.
BLAZER, J.A. (1963). Complementary needs and marital
happiness. Marriage & Family Living, 25,
89-95.
HEATERINGTON, L. & FRIEDLANDER, M.L. (1990).
Complementarity and symmetry in family therapy
communication. Journal of Counseling Psychology, 37,
261-268.
PALMER, J. & BYRNE, D. (1970). Attraction toward
dominant and submissive strangers : Similarity versus
complementarity. Journal of Experimental Research in
Personality, 4, 108-115.
NOWICKI, S. & MANHEIM, S. (1991). Interpersonal
complementarity and time of interaction in female
relationships. Journal of Research in Personality,
25, 322-333.
WHITE, S.G. & HATCHER, C. (1984). Couple
complementarity and similarity : A review of the
literature. American Journal of Family Therapy, 12, 15-25.
TRACEY, T.J. (1994). An examination of the complementarity
of interpersonal behavior. Journal of Personality
& Social Psychology, 67, 864-878.
BLUHM, C., WIDIGER, T. & MIELE, G. (1990).
Interpersonal complementarity and individual differences.
Journal of Personality & Social Psychology, 55,
464-471.
DRYER, D.C. & HOROWITZ, L.M. (1997). When do opposites
attract ? Interpersonal complementarity versus similarity.
Journal of Personality & Social Psychology, 72, 592-603.
[PDF]
POPE, H.G., PHILLIPS, K.A. & OLIVARDA, R. (2000).
The Adonis complex : The secret crisis of male body
obsession. New York : The Free Press
Complexe de castration : Terme psychanalytique,
plus précisément freudien,
qui désigne l'après-l'Oedipe. Cette période est marquée par un
renoncement à l'objet
maternel en raison de la peur fantasmatique qu'entretient le
petit garçon (angoisse
de castration) que son père, en lui coupant le pénis
(castration), réprime son amour pour sa mère, et partant sa
sexualité.
Castration complex, phallic
castration complex.
STÄRKE, A. (1921). The castration complex.
International Journal of Psycho-Analysis, 2,
179-201.
ALEXANDER, F., MENNINGER, C.F. & KANSAS, T. (1935).
Concerning the genesis of the castration complex. Psychoanalytic Review, 22, 49-52.
ABRAHAM, K. (1922). Manifestations of the female
castration complex. International Journal of
Psycho-Analysis, 3, 1-29.
FENICHEL, O. (1939/42). A supplement to the castration
complex : The sphere of fantasies relating to the os
priapi : Imre Hermann. International Journal of
Psycho-Analysis, 20, 322-329.
ALEXANDER, F. (1923). The castration complex in the
formation of character. International Journal of
Psycho-Analysis, 4, 11-42.
FLIESS, R. (1956). The déjà raconté : a
transference-delusion concerning the castration complex. Psychoanalytic Quarterly, 25, 215-227.
RIVIERE, J. (1924). The castration complex in a child.
International Journal of Psycho-Analysis, 5,
467-468.
ROIPHE, H. & GALENSON, E. (1972). Early genital
activity and the castration complex. Psychoanalytic
Quarterly, 41, 334-347.
HORNEY, K. (1924). On the genesis of the castration
complex in women. International Journal of
Psycho-Analysis, 5, 50-65.
LINDON, J.A. (1992). A reassessment of little Hans, his
parents, and his castration complex. Journal of
American Academy of Psychoanalysis, 20, 375-394.
FLUGEL, J.C. (1924). Polyphallic symbolism and the
castration complex. International Journal of
Psycho-Analysis, 5, 155-196.
MAYER, E.L. (1995). The phallic castration complex and
primary femininity : Paired developmental lines toward
female gender identity. Journal of the American
Psychoanalytic Association, 43, 17-38.
RIVIERE, J. (1924). The castration complex in a
child. International Journal of Psycho-Analysis, 5,
467-468.
GREEN, A. (1990/2007). Le complexe de castration.
Paris : PUF/Que sais-je ?
JONES, E. (1926). Deprivation of the senses as a
castration symbol. International Journal of
Psycho-Analysis, 7, 236-237.
MARUCCO, N.C. (1997). The Oedipus complex, castration and
the fetish : A revision of the psychoanalytic theory of
sexuality. International Journal of Psycho-Analysis,
78, 351-355.
HALL,
C.S. (1957). L'ABC de la psychologie freudienne.
Paris : Montaigne.
Complexe
d'Oedipe : Terme psychanalytique,
plus précisément freudien,
désignant le conflit
interne qui consiste, chez le garçon, à désirer avoir pour lui
seul sa mère et à considérer son père comme un
rival. Ce sont les pulsions
qui pousse le jeune garçon, lors du stade
phalliqiue, entre deux et trois ans, à ressentir une attirance
pour sa mère et une hostilité pour son père. L'angoisse
de castration met fin au complexe d'Oedipe. Le terme Oedipe
fait référence au mythe
développé par le tragédien Sophocle dans sa pièce l'Oedipe-roi.NDLR : Il faut prononcer "Édipe" et non "Eudipe";
la majuscule est facultative. =
conflit oedipien. Oedipus complex, Oedipal
phase, oedipal conflict.
FREUD, S. (1924). The passing of the Oedipus complex. International
Journal of Psycho-Analysis, 5, 419-424.
HANBOWSKI, W. (2000). Oedipus complex in the case of
sexual abuse. Psychiatria Polska, 34 (1), 89-98.
KLEIN, M. (1928/68). Les stades précoces du conflit
Oedipien. Essais de psychanalyse. Paris : Payot.
FUCHSMAN, K. (2001). What does Freud mean by the Oedipus
complex ? Free Associations, 9A, 82-118.
LAMPL-DE GROOT, A. (1928). The evolution of the Oedipus
complex in women. International Journal of
Psycho-Analysis, 9, 332-345.
DRWIEGA, M. (2002). On controversies around the Oedipus
Complex. Psychiatria Polska, 36 (6), 895-909.
FENICHEL, O. (1931). Specific forms of the Oedipus
complex. International Journal of Psycho-Analysis,
12, 412-430.
FUCHSMAN, K. (2004). Fathers and sons : Freud's discovery
of the Oedipus complex. Psychoanalysis & History,
6 (1), 23-36.
REICH, W. (1931). The characterological mastery of the
Oedipus complex. International Journal of
Psycho-Analysis, 12, 452-467.
RUSBRIDGER, R. (2004). Elements of the Oedipus complex : a
Kleinian account. The International Journal of
Psycho-Analysis, 85 (3), 731-747.
KLEIN, M. (1945). The Oedipus complex in the light of
early anxieties. International Journal of
Psycho-Analysis, 26, 11-33.
HAUTE, P.V. (2005). Infantile sexuality, primary
object-love and the anthropological significance of the
Oedipus complex : Re-reading Freud's "female sexuality". International
Journal of Psycho-Analysis, 86, 1661-1678.
HEINMANN, P. (1952). A contribution to the re-evaluation
of the Oedipus complex : the early stages. International
Journal of Psycho-Analysis, 33, 84-92.
EASTMAN, J. (2005). Freud, the Oedipus complex, and Greece
or the silence of Athena. Psychoanalytic Review, 92
(3), 335-354.
LAMPL-DE GROOT, A. (1952). Re-evaluation of the r ôle of
the Oedipus complex. International Journal of
Psycho-Analysis, 33, 335-342.
ALVAREZ-LINCE, V. (2005). From the seduction theory to the
oedipus complex. Vertex, 16 (63), 386-397.
JACKSON, D.D. (1954). Some factors influencing the Oedipus
complex. Psychoanalytic Quarterly, 23, 566-581.
BOROVECKI-JAKOVJEV, S. & MATACIC, S. (2005). The
Oedipus complex in the contemporary psychoanalysis. Collegium
Antropologicum, 29 (1), 351-360.
HARTCOLLIS, P. (2005). Origins and evolution of the
Oedipus complex as conceptualized by Freud. Psychoanalytic
Review, 92, 315-334.
FROMM, E. & NARVAEZ, F. (1968). The Oedipus complex :
Comments on 'The case of Little Hans'. Contemporary
Psychoanalysis, 4, 178-187.
GU, M.D. (2006). The filial piety complex : Variations on
the Oedipus theme in chinese literature and culture. Psychoanalytic
Quarterly, 75, 163-195.
GREEN, A. (1969). Un œil en trop. Le complexe
d'Oedipe dans la tragédie. Paris : Éditions de
Minuit.
DIAMOND, D. & YEOMANS, F.E. (2007). Oedipal love and
conflict in the transference/Countertransference Matrix:
Its impact on attachment security and mentalization. In D.
Diamond, J. Lichtenberg & S. Blatt (Eds.),
Attachment and sexuality (pp. 201-255). New Jersey
: Analytic Press.
DELEUZE, G. et GUATTARI, F. (1972/83). L'anti-oedipe
: capitalisme et schizophrénie. Anti-Oedipus :
Capitalism and schizophrenia. Paris : Les
Éditions de Minuit. / Minneapolis MN : University of
Minnesota Press.
DIMAS, C., REISS, D. & NEIDERHISER, J. (2008).
Triangular relationships in adolescence predict adult
psychopathology : An empirical validation of the Oedipus
complex ? Journal of the American Psychoanalytic
Association, 56, 1342-1348.
GRUNBERGER, B. (1980). The oedipal conflicts of the
analyst. Psychoanalytic Quarterly, 49, 606-630.
OSMAN, M.P. (2009). Freud's Rat Man from the perspective
of an early-life variant of the Oedipus complex. The
Psychoanalytic Quarterly, 78 (3), 765-790.
LEBOVICI, S. (1982). The origins and development of the
Oedipus complex. International Journal of
Psycho-Analysis, 63, 201-215.
PERELBERG, R.J. (2009). Murdered father; dead father :
revisiting the Oedipus complex. The International
Journal of Psycho-analysis, 90 (4), 713-732.
ABRAMS, S. (1984). Fantasy and reality in the Oedipal
phase. PSCh, 39, 83-100.
TERMAN, D.M. (1984). The self and the Oedipus complex. Annual
of Psychoanalysis, 12, 87-104.
SCHMIDT-HELLERAU, C. (2010). The Kore complex : on a
woman's inheritance of her mother's failed Oedipus
complex. The Psychoanalytic Quarterly, 79 (4),
911-933.
LOEWALD, H. (1985). Oedipus complex and development of the
self. Psychoanalytic Quarterly, 54, 435-443.
BADCOCK, C.R. (1990). Is the Oedipus complex a darwinian
adaptation ? Journal of American Academy of
Psychoanalysis, 18, 368-377.
TOBIN, R.D. (2011). Fixing Freud : the Oedipus complex in
early twenty-first century US American novels. Psychoanalysis
& History, 13 (2), 245-264.
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MAHON, E.J. (1991). The "dissolution" of the Oedipus
complex : A neglected cognitive factor. Psychoanalytic
Quarterly, 60, 628-634.
ZEPF, S. & ZEPF, F.D. (2011). "You are requested to
close an eye" : Freud's seduction theory and theory of the
Oedipus complex revisited. Psychoanalytic Review, 98
(3), 287-323.
LEVY, I. (1995). The fate of the Oedipus complex :
Dissolution or waning. International Forum of
Psychoanalysis, 4, 7-14.
SMADJA, E. (2011). The Oedipus complex, crystallizer of
the debate between psychoanalysis and anthropology. The
International Journal of Psycho-Analysis, 92 (4),
985-1007.
STEINER, J. (1996). Revenge and resentment in the Oedipus
situation. International Journal of Psycho-Analysis,
77, 433-443.
MARUCCO, N.C. (1997). The Oedipus complex, castration and
the fetish : A revision of the psychoanalytic theory of
sexuality. International Journal of Psycho-Analysis,
78, 351-355.
KOLSTEIN, S.K. (2012). From Oedipus complex to Oedipal
complexity : reconfiguring the negative Oedipus complex
and the disowned erotics of disowned sexualities. American
journal of psychoanalysis, 72 (1), 78-79.
MINERBO, V. (1998). The Oedipus complex reconsidered. The
International Journal of Psycho-Analysis, 79 (3),
583-586.
QUINODOZ, D. (1999). The Oedipus complex revisited :
Oedipus abandoned, Oedipus adopted. International
Journal of Psycho-Analysis, 80, 15-30.
APPLEBAUM, J. (2012). Father and son : Freud revisits his
Oedipus complex in Moses and monotheism. American
Journal of Psychoanalysis, 72 (2), 166-184.
MAHON, E.J. (2013). Mourning, dreaming, and the discovery
of the oedipus complex. The Psychoanalytic Quarterly,
82 (4), 877-895.
HALL,
C.S. (1957). L'ABC de la psychologie freudienne.
Paris : Montaigne.
Complexe
militaro-industriel : Expression utilisée par le
président américain Eisenhower pour désigner l'alliance
plus ou moins secrète entre les entreprises
et l'armée, dans le but
d'influencer les gouvernements
et faire augmenter les budgets militaires. = lobby
militaire. Military-industrial complex.
ROBIN, R. (2001). The making of the Cold War enemy :
Culture and politics in the military-industrial complex.
Princeton : Princeton University Press.
Complexité
: État ou propriété
d'un système - vivant (organisme)
ou non (milieu physique) - formé de plusieurs éléments interreliés
et possédant de multiples propriétés (dont certaines peuvent être
irrégulières ou difficile à prédire). EX:
Complexité du cerveau, de l'atome, de la société moderne. C-EX:
Simplicité d'un crystal, d'une particule élémentaire, d'un
réflexe. Par opposition, il existe donc des phénomènes
simples, plus facile à décrire
et à expliquer. La
relation entre les phénomènes peut également être plus ou moins
complexe. Par exemple, on peut avancer qu'un phénomène (E) qui est
déterminé par un seule cause (C1) est plus simple qu'un phénomème
multidéterminé
(C1 + C2 +C3). De la même manière, on peut sans doute dire qu'un
relatiion linéraire entre deux phénomèmes est plus simple qu'une
relation réciproque
(déterminisme réciproque)./simplicité.Complexity.
BERLYNE, D.E. (1958). The influence of albedo and
complexity of stimuli on visual fixation in the human
infant. British Journal of Psychology, 49,
315-318.
KAUFFMAN, S. (1996). At home in the universe : The
search for laws of self-organization and complexity.
Oxford University Press.
SIMON, H.A. (1962). The architecture of complexity. Proceedings
of the American Philosophical Society, 106,
467-482.
HEYLIGHEN, H.C. & AERTS, D. (Eds.) (1996). The
evolution of complexity. Kluwer.
LEVENTHAL, H. & SINGER, D.L. (1964). Cognitive
complexity, impression formation and impression
change. Journal of Personality, 32, 210-226.
TIMBERLAKE, W. & BIRCH, D. (1967). Complexity,
novelty, and food deprivation as determinants of speed of
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Ghezzi (Eds.), Investigations in behavioral
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NEALE, J.M. & CROMWELL, R.L. (1969). Preference for
complexity in acute schizophrenics. Journal of
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245-246.
RICHARDSON, R.C. (1997). Natural and artificial
complexity. Philosophy of Science, 64 (S),
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WASON, P.C. (1969). Structural simplicity and
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O'KEEFE, D.J. & BRADY, R.M. (1980). Cognitive
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BECKWITH, J. (1999). Simplicity and complexity : Is IQ
ready for genetics ? Cahiers de Psychologie Cognitive
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GELL-MANN, M. (1988). Simplicity and complexity in the
description of nature. Engineering & Science, 5
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SMITH, G. (2000). Learning to live with complexity :
Ethnicity, socioeconomic position, and health in Britain
and the United States. American Journal of Public
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WOLFRAM, S. (2002). Cellular automata and complexity.
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BOVAIR, S., KIERAS, D.E. & POLSON, P.G. (1990). The
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cognitive complexity analysis. Human-Computer
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HOLBROOK, M.B. (2003). Adventures in complexity : An
essay on dynamic open complex adaptive systems,
butterfly effects, self-organizing order, coevolution,
the ecological perspective, fitness landscapes, market
spaces, emergent beauty at the edge of chaos, and all
that jazz. Columbia University : Academy of
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STREVENS, M. (2004). Bigger than chaos :
Understanding vomplexity through probability.
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STREVENS, M. (2005). How are the sciences of complex
systems posible ? Philosophy of Science, 72, 531-556.
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BECHTEL, W. & RICHARDSON, R.C. (1993). Discovering
complexity : Decomposition and localization as
strategies in scientific research. Princeton, NJ :
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MORIN, E. (1994). La complexité humaine. Paris
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SWELLER, J. (2006). How the human system deals with
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MacLEAN, E., MERRITT, D. & BRANNON, E.M. (2008).
Social complexity predicts transitive reasoning in
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PETTIT, P. (2014). Just freedom : A moral compass for
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STREVENS, M. (2016). Complexity theory. In P. Humphreys
(Ed.), Oxford handbook of the philosophy of science.
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Complice : Le terme a deux acceptions : a) En
recherche, le complice est une personne qui, à la demande d'un
chercheur, participe à une recherche qui recourt à la
tromperie, notamment en jouant le rôle d'un
faux-participant. = comparse,
assistant. Confederate.b)
Le complice est aussi celui ou celle qui participe, à des degrés
divers, à la commission du crime
d'une autre personne.
a
MORI, K. & ARAI, M. (2010). No need to fake it :
reproduction of the Asch experiment without confederates.
International Journal of Psychology, 45 (5),
390-397.
HANAYAMA, A. & MORI K. (2011). Conformity of
six-year-old children in the Asch experiment without using
confederates. Psychology, 2 (7), 661-664.
[PDF]
MORI, K., ITO-KOYAMA, A., ARAI, M. & HANAYAMAM, A.
(2014). Boys, be independent ! Conformity development of
Japanese children in the Asch experiment without using
confederates. Psychology, 5 (7), 617-623. [PDF]
Complot : Comploter : Complotisme : Projet préparé et organisé secrètement, généralement par un petit groupe
d'individus, dans le but de commettre un acte ou une série d'actes
socialement ou moralement répréhensibles (ou jugés comme tel par
ceux et celles qui en sont les victimes ou les témoins), acte qui
n'aurait sans doute pas pu être planifié et commis au vu et au su
de tous. Si l'acte est moralement acceptable ou souhaitable, comme
une fête-surprise, il ne s'agit pas d'un complot, car l'intention
n'est pas moralement répréhensible, au contraire. Parmi ces actes
répréhensibles, on compte : le coup d'état, l'assasinat, le
sabotage, la fraude électorale, le terrorisme, etc,
Même éventé, un complot demeure un complot.
S'il se réalise, le complot crée un effet de surprise et souvent
de stupeur ou de terreur chez
ceux et celles qui en ignorent l'existence ou qui en subissent les
conséquences. EX: Rôle du gouvernement Nixon
dans l'affaire du Watergate,
du gouvernement Nixon/Ford dans l'opération Condor ou du gouvernement fédéral Canadien et du quotidien
La Gazette dans le coup de la Brink's au Québec. NDLR : Dans
certain cas, le terme est également utilisé pour jeter le
discrédit sur un raisonnement ou tourner en ridicule un opposant.
En qualifiant une idée de "complotiste", on commet alors un sophisme
qui laisse à penser que si vous postulez l'existence d'un complot
(ce qui est sans doute rare mais possible) pour expliquer un
phénomène X (difficile à expliquer), votre explication sera
forcément considérée comme aussi ridicule ou absurde que les
explications non-conformes à la thèse officielle du 11 septembre 2001, par exemple. Pour certains auteurs, les complots sont à toute société ce que l'inconscient est à un
individu : une part cachée mais néanmoins active du
fonctionnement.
= ourdir un
complot. Complot, terrorisme
etthéorie
du complot.= machination, ce
qui se trame.
Conspiracy.
Conditions nécessaires d'un complot
1
Projet tenu secret jusqu'à sa réalisation (ou son
échec)
2
Implique au moins deux individus, souvent +
3
Ce qui
se trame est "mal", donc jugé par autrui comme immoral ou
répréhensible
WRIGHT, T.L. & ARBUTHNOT, J. (1974). Interpersonal
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le comportement est un changement
de l'état biologique d'un organisme
attribuable à une modification de l'environnement
physique et social. Suivant cette définition, le comportement peut
être modifié par des techniques qui visent à
contrôler le milieu/environnement du
sujet/patient.NDLR
: Les Américains écrivent «behavior», alors que les
Anglais/Britannique ajoutent un u «behaviour». =
faire quelque chose, agissement, conduite, mouvement,
geste, réponse,conduite.b) En cognition,
le comportement est le résultat ou du traitement
de l'information.= activité,
mouvement, réaction, réponse.
c) En biologie et
en neurobiologie, le
comportement est considéré comme une production du cerveau. = sortie, extrant (output). d) Finalement, dans la perspective psychanalytique,
le comportement est un symptôme
ou un indice d'un état
psychique sous-jacent (personnalité, structure psychique, conflit
psychique, etc.). =symptôme,
indice, signe.
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Chaining, behavioral chains.
Comportement
1
Comportement
2
Comportement
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Renforcement
Établir
un contact visuel
Sourire
Tendre
la main
Poignée
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Comportement : C : (Classe) : Ensemble de comportements
qui, malgré leurs
topographies différentes, entraînent la même conséquence
renforçante (ou punitive). EX: Votre chien a
appris qu'en votre présence (Sd), il peut se rouler par terre,
faire le beau ou donner la patte; dans tous les cas, il recevra un
bonbon (conséquence). = classe
opérante, équivalence fonctionnelle des réponses. Responses
class, response-class hierarchy.
Sd
(En votre présence)
Comportement1
(Se rouler au sol)
Conséquence
(Obtenir un bonbon)
=
Comportement2
(Faire le beau)
=
Comportement3
(Donner la patte)
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Comportement
(Généralisation) : Tendance à
émettre des comportements différents
(mais de la même classe) en présence d'un même
stimulus lorsque les conséquences renforçantes ou punitives
que l'on obtient sont identiques ou équivalentes. EX:
Votre chien a appris qu'en votre présence (Sd), il peut se rouler
par terre (comportement1) ou faire le beau
(comportement2), dans tous les cas il recevra un bonbon
ou une caresse (conséquence positive). On peut donc dire que
«Faire le beau» et «Se rouler au sol» font partie de la même
classe de comportement. Généralisation de la réponse etclasse opérante.= généralisation de la réponse,
équivalence fonctionnelle des comportements ou de la réponse. /différenciation
de la réponse.
*généralisation
du stimulus.Generalization of responses, response generalization.
Sd
(En votre présence)
Comportement1
(Se rouler au sol)
=
Conséquence
+ (Obtenir un bonbon/caresse)
Comportement2 (Faire le beau)
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Comportement
(Interruption) :
Consiste à mettre fin, volontairement ou non, à un comportement
ou à une chaîne
de comportements. Interruption.
ZLUTNICK, S., MAYVILLE, W.J. & MOFFAT, S. (1975).
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inappropriate vocalizations. Journal of Applied
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BINDRA, D. & SPINNER, N. (1958). Response to different
degrees of novelty : the incidence of various activities.
The creative porpoise : Training for novel behavior. Journal
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PRYOR, K.W., HAAG, R. & O'REILLY, J. (1969). The
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PARTRIDGE, T., WEISS, E. & GREENBERG, G. (1996).
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Comportement
(Poussée) : Augmentation
soudaine et parfois passagère de la fréquence d'un comportement.
On observe ces poussées lorsqu'un renforcement est sur le
point d'être obtenu (EX :
programme de renforcement à intervalle fixe) ou lorsqu'on
cesse soudainementsde renforcer un comportement (extinction
burst). = accès de comportement.Burst of behavior.
LERMAN, D.C. & IWATA, B.A. (1995). Prevalence of the
extinction burst and its attenuation during treatment. Journal
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Comportement
(Répertoire) : Ensemble des comportements
innés et acquis d'un organisme.
Tout ce qu'un organisme
peut faire ou pourrait faire si les contingences
sociales et physiques le permettaient. =
répertoire de comportemen. *éthogramme.Behavior repertory.
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EPSTEIN, R. (1987). The spontaneous interconnection of
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SHAFER, E. (1994). A review of interventions to teach a
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WALKER, E.L. (1961). Quest for stability and change. Contemporary
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KILLEEN, P.R. (1978). Stability criteria. Journal of
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EPSTEIN, S. (1980). The stability of behavior : II.
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Comportement
(Techniques de modification) : a) Application
dans le milieu naturel
d'un organisme des techniques de conditionnement
dans le but d'enseigner de nouveaux comportements
mieux adaptés, ou de changer
des comportements dans le répertoire.
Cet organisme peut être un humain ou tout autres espèces en sure
d'apprendre par conditionnement (chien, singes, cheval, etc).
Techniques de modification du comportement, analyse
fonctionnelle et thérapie
béhavioriste.=Analyse
fonctionnelle, analyse du comportement en milieu naturel,
application des techniques de conditionnement opérant, intervention
comportementale intensive. ( ):
Voir tableau ci-dessous. Behavior modification
technique, reinforcement technique, behavior modification,
behavior change, behavior analysis, clinical behavior analysis,
behavior therapy.b) Des techniques de
conditionnement
analogues existent dans le but d'enseigner aux animaux
de nouveaux comportements
mieux adaptés, ou de supprimer des comportements
inappropriés ou problématiques. Applied
animal psychology.
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Comportement
(Topographie) : La
signification de ce concept varie selon le contexte : a)
Pour les béhavioristes,
désigne la forme ou la nature d'un comportement
par opposition à sa fréquence.
Des comportements de topographie différente peuvent engendrer la
même conséquence et donc faire partie de la même classe d'opérant.
= manière de, façon particulière.
Topography, response topographie.b)
Pour les béhavioristes,
désigne la forme ou la nature d'un stimulus verbal.
Stimulus control topographies.
Topographie
et
Fréquence
Se
laver les mains dans la cuisine en frottant ses paumes et
ses ongles avec les doigts.
Se
laver les mains 10 fois fois par jour.
Topographie
1
=
Topographie
1
Pleurer
pour obtenir de l'attention (= conséquence)
Même
classe
Crier
pour obtenir de l'attention (= conséquence)
a
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agonistique : En éthologie,
ensemble des comportements
agressifs et défensifs
présent chez toutes les espèces,
incluant l'humain. Cet ensemble, que l'on peut déplier sur
un continuum d'intensité aversive,a>
va de la simple menace (EX:
grogner, montrer ses crocs, brandir le poing, tendre un doigt
d'honneur, etc.) à l'attaque
proprement dite (EX:chasse,morsure, coup de griffes,
coup de poing, etc.) qui permettent à un individu d'établir sa dominance.
Ces comportements
sont les éléments d'enchaînement ou de séquence plus complexe que
l'on nomme habileté de combat. =
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IRWIN, A. & GROSS, A. (1995). Cognitive tempo, violent
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preventing antisocial behavior patterns among school-age
children and youth. Journal of Emotional &
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MA, H.K., LI, S.C. & POW, J.W.C. (2011). The relation of Internet use to prosocial and antisocial behaviour in Chinese adolescents. Cyberpsychology, Behavior, & Social Networking, 14 (3), 123-130.
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A. (1997). Assessing family processes to explain risk for
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HAMLIN, J.K., WYNN, K., BLOOM, P. & MAHAJAN, N.
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Understanding youth antisocial behavior using neuroscience
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GARAIGORDOBIL, M. (2017). Antisocial behavior : Connection
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TIMBERLAKE, W. (1983). The functional organization of
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Comportement asociable :Comportement
qui s'éloigne de la norme et
qui, de ce fait, est considéré par la société comme désagréable,
difficile ou nuisible à la vie en société. EX :
boire de l'alcool est normal, mais trop boire engendre des
comportements hostiles. En classe, ou dans
tout autre milieu social, comportement inadapté
qui perturbe le déroulement d'une activité, le cours normal
des choses.
= comportement
nuisible, comportement disruptif, comportement difficile,
comportement asocial.
( ): Voir tableau ci-dessous.
Disruptive behavior.
BECKER, W.C., MADSEN, C.H., ARNOLD, C.R. & THOMAS,
D.R. (1967). The contingent use of teacher attention and
praise in reducing classroom behavior problems. Journal
of Special Education, 1, 287-307.
PORTERFIELD, J.K., HERBERT-JACKSON, E. & RISLEY, T.R.
(1976). Contingent observation : an effective and
acceptable procedure for reducing disruptive behavior of
young children in a group setting. Journal of Applied
Behavior Analysis, 9 (1), 55-64.
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THOMAS, D.R., BECKER, W.C. & ARMSTRONG, M. (1968).
Production and elimination of disruptive classroom
behavior by systematically varying teacher's behavior. Journal
of Applied Behavior Analysis, 1 (1), 35-45. [PDF)
APPLEBY, D.C. (1990). Faculty and student perceptions of
irritating behaviors in the college classroom. Journal
of Staff, Program, & Organization Development, 8,
41-46.
BARRISH, H.H., SAUNDERS, M. & WOLF M.M. (1969). Good
behavior game : effects of individual contingencies for
group consequences on disruptive behavior in a classroom.
Journal of Applied Behavior Analysis, 2 (2),
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ROYER, É. (1995). Behavior disorders, suspension and
social skills : punishment is not education. Therapeutic
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BOSTOW, D.E. & BAILEY, J.B. (1969). Modification of
severe disruptive and aggressive behavior using brief
timeouts and reinforcement procedures. Journal of
Applied Behavior Analysis, 2 (1), 31-38.
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Comportement
autoclitic : Type de comportement
verbal proposé par Skinner,
dont la fonction consiste à atténuer la portée d'un autre
comportement verbal. EX: [Certains auteurs
prétendent que] Skinner a dit que... =
nuance.
Weasel word, autoclitic processes.
CATANIA, A.C. (1980). Autoclitic processes and the
structure of behavior. Behaviorism, 8 (2),
175-186.
LODHI, S. & GREER, R.D. (1989). The speaker as
listener. Journal of the Experimental Analysis of
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LUKE, N., GREER, R.D., SINGER-DUDEK, J. & KEHOANE, D.
(2011 The emergence of autoclitic frames in atypically and
typically developing children as a function of multiple
exemplar instruction. The Analysis of Verbal
Behavior, 27, 141-156. [PDF]
Comportement automatique : Comportement automatique et automaticité.Automatic behavior.
DIJKSTERHUIS, A. & VAN KNIPPENBERG, A. (2000).
Behavioral indecision : Effects of self-focus on automatic
behavior. Social Cognition, 18, 55-74.
DIJKSTERHUIS, A., BARGH, J.A. & MIEDEMAN, J. (2000).
Of men and mackerels : Attention, subjective experience,
and automatic social behavior. In H. Bless & J.P.
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DIJKSTERHUIS, A., AARTS, H., BARGH, J.A. & VAN
KNIPPENBERG, A. (2000). On the relation between
associative strength and automatic behavior. Journal
of Experimental Social Psychology, 36, 531-544. [PDF]
Comportement auxilliare : Pour les béhavioristes,comportement parfois problèmatique,
qui n'est pas maintenu pas ses propres conséquences, mais par la
présence d'un autre comportement moins apparent et ses
conséquences EX: Une enfant fait pipi au lit
(comportement collatéral) chaque fois que ses parents la punissent
(conséquence) pour avoir mordu (comportement-cible) son
petit-frère.
= comportement collatéral.
Adjunctive behavior.
FALK, J.L. (1971). The nature and determinants of
adjunctive behavior. Physiology & Behavior, 16,
577-588.
WALLACE, M., SANSON, A. & SINGER, G. (1978).
Adjunctive behavior in humans on a food delivery schedule.
Physiology & Behavior, 20, 203-204.
FOSTER, W.S. (1978). Adjunctive behavior : an
under-reported phenomenon in applied behavior analysis ?
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ROBERT, S., MATTE, J.J., FARMER, C., GIRARD, C.L. &
MARTINEAU, G.P. (1993). High-fibre diets for sows :
Effects on stereotypies and adjunctive drinking. Applied
Animal Behaviour Science, 37, 297-309.
FALK, J.L. (1998). Solvay Award address. Drug abuse as an
adjunctive behavior. Drug & Alcohol Dependence, 52
(2), 91–98.
Comportement aversif : Pour les béhavioristes,
se dit de tout comportement émis à la
suite d'un stimulus
aversif : l'émetteur de ce comportement peut soit tenter
d'éviter ce stimulus, lui échapper ou tenter de le
neutraliser/éliminer. Lorsque l'on considère la sitaution aversive
du point de vue de celui qui subit le comportement on utilise plutôt
l'expression «commportement agressif» ou
«comportement agonistique».
Comportement
cible : Comportement que
l'on souhaite observer, expliquer ou modifier, qui intéresse le chercheur
ou le thérapeute,
qui fait l'objet d'une recherche scientifique ou d'une analyse
fonctionnelle.= comportement
analysé, réponse-cible.
Target behavior,
desirable behavior.
HYNAN, M.T. & KNUTSON, J.F. (1976). Target behavior as
a determinant of aggressor's behavior in shock-induced
attack. Psychological Reports, 38, 371-379.
VAN HOUTEN, R. (1979). Social validation : The evolution
of standards of competency for target behaviors. Journal
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TREMBLAY, A., STRAIN, P.S., HENDRICKSON, J.M. &
SHORES, R.E. (1981). Social interactions of normal
preschool children : Using normative data for subject and
target behavior selection. Behavior Modification, 5,
237-253,
HAWKINS, P. (1986). Selection of target behavior. In R.O.
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of behavioral assessment (pp. 331-385). New York :
Guilford Press.
DUNLAP, G. & KERN, L. (1996). Modifying instructional
activities to promote desirable behavior : A conceptual
and practical framework. School Psychology Quarterly,
11, 297-312.
BOSCH, S. & FUQUA, R.W. (2001). Behavioral cusps : A
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MALCUIT, G., POMERLEAU, A. et MAURICE, P. (1995). Psychologie
de l'apprentissage : termes et concepts.
St-Hyacinthe : Edisem.
Comportement colérique : Chez l'enfant, ensemble de comportements qui marque un refus ou manifeste une frustration. Comportement colérique etcolère.= crise de bacon.
Tantrum
behaviour.
ROLIDER, A. & VAN HOUTEN, R. (1985). Suppressing
tantrum behavior in public places through the use of
delayed punishment mediated by audio recording.
Behavior Therapy, 16, 181-194.
WORCESTER, L., McLAUGHLIN, T.F., NEYMAN, J. & BLECHER,
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Comportement conforme au sexe/genre : Sex-typed behaviour.
ROSENFELD, D. & STEPHAN, W.G. (1978). Sex differences
in attributions for sex-typed tasks. Journal of
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FAGOT, B.I. & HAGAN, R. (1991). Observations of parent
reactions to sex-stereotyped behaviors : Age and sex
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BLAKEMORE, J.E.O., LARUE, A.A. & OLEJNIK, A.B. (1979).
Sex-stereotyped toy preference and the ability to
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LANGLOIS, J.H. & DOWNS, A.C. (1980). Mothers, fathers
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WEINRAUB, M., CLEMENS, L.P., SOCKLOFF, A., ETHRIDGE, R.,
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FRIDELL, S.R. (2001). Sex-typed play behavior and peer
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HEPBURN, C. (1985). Memory for the frequency of sex-typed
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ALEXANDER, G.M. (2003). An evolutionary perspective of
sex-typed toy preferences : Pink, blue, and the brain. Archives
of Sexual Behavior, 32, 7-14.
ZUCKER, K.J. & BRADLEY, S.J., DOERING, R.W. &
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HUSTON, A.C. & CARPENTER, C.J. (1985). Gender
differences in preschool classrooms : The effects of
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Comportement complexe : Comportement ou chaîne de comportements moteurs difficile à apprendre par règle
(instruction). Le façonnement
est généralement la technique la plus efficace pour apprendre ces
comportements. EX : nager ou faire du vélo. Complex
behavior.
LOVAAS, O.I. FREITAS, L., NELSON, K. & WHALEN, C.
(1967). The establishment of imitation and its use for the
development of complex behavior in schizophrenic children.
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SALZINGER, K.B. (1968). On the operant conditioning of
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MADISON, P. (1969). Complex behavior in natural settings.
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DONAHOE, J.W. & PALMER, D.C. (1989). The
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to Parallel Distributed Processing. Journal of the
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DONAHOE, J.W. & PALMER, D.C. (1994). Learning and
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BURGOS, J.E. & DONAHOE, J.W. (2000). Structure and
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RADOMSKY, A.S., RACHMAN, S. & HAMMOND, D. (2001).
Memory bias, confidence and responsibility in compulsive
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RADOMSKY, A.S. & RACHMAN, S. (2004). Symmetry,
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Comportement d'aide : Comportement prosocial que l'on émet pour le bénéfice d'autrui. Il y a
de multiples façons d'aider : en donnant des conseils, du temps,
de l'argent, des encouragements, un coup de pouce, en prêtant
assistance ou en secourant une personne dans le besoin, en
détresse, etc. On peut aider une personne même si elle ne
réclame pas notre aide. Le cas de Kitty Genovese illustre bien les conséquences d'une absence
d'aide. Comportement d'aide, effet
du passant etdiffusion
de responsabilité.= aider,
rendre service. *relation
d'aide, aide, altruisme. Helping behavior, aid, eliciting help, help
giving, responses to emergencies.
RICE, G.E.J. (1964). Aiding behaviour vs.
fear in the albino rat. Psychological Record, 14, 165-170.
LATANÉ, B. & DARLEY, J. (1968). Group inhibition of
bystander intervention in emergencies. Journal of
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+ [PDF]
FREY, D.L. & GAERTNER, S.L. (1986). Helping and the
avoidance of inappropriate interracial behavior : A
strategy that perpetuates a nonprejudiced self-image.
Journal of Personality & Social Psychology, 50 (6),
1083-1090.
DARLEY, J.M. & LATANÉ, B. (1968). When will
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EAGLY, A.H. & CROWLEY, M. (1986). Gender and helping
behavior : A meta-analytic review of the social
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DARLEY, J.M. & LATANÉ, B. (1968). Bystander
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traits and helping behaviors. Journal of
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615-621.
LATANÉ, B. & RODIN, J. (1969). A lady in distress :
Inhibiting effects of friends and strangers on bystander
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WHELDALL, K., BEVAN, K. & SHORTALL, K. (1986). A
touch of reinforcement : The effects of contingent
teacher touch on the classroom behaviour of young
children. Educational Review, 38, 207-216.
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NADLER, A. & FISHER, J.D. (1986). The role of threat
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CALLERO P.L., HOWARD, J.A. & PILIAVIN, J.A. (1987).
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JOB S. (1987). The effect of mood on helping behavior.
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ADERMAN, D. & BERKOWITZ, L. (1970). Observational
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ROSEN, S., MICKLER, S.E. & COLLINS, J.E. (1987).
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L.L. & ALLEN, J.L. (1988). Empathic concern and
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FISHER, J.D., NADLER, A. & WHITCHER-ALAGNA, S.
(1982). Recipient reactions to aid. Psychological
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MARKS, E.L., PENNER, L.A. & TONE, A.V.W. (1982).
Helping as a function of empathic responses and
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PILIAVIN, J.A. (2009). Altruism and helping : The
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SCHEIN, E.H. (2009). Helping : how to offer,
give, and receive help. San Francisco :
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LADD, G.W., LANGE, G. & STREMMEL, A. (1983).
Personal and situational influences on children's
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SAFRILSYAH, S., JUSOFF, K. & FADHIL, R. (2009).
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& BARLETT, C.P. (2010). Violent video game effects
on aggression, empathy, and prosocial behavior in
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Comportement
d'observation (dans un contexte scientifique)
: Voir Observer.Observing behavior.
Comportement
d'opposition : Comportement
de refus (la phase du "non"), de colère (le fameux "bacon
frétillant") et de résistance à l'autoritéparentale ou scolaire.
Ce comportement est "normal" puisqu'il permet à l'enfant de
s'affirmer,
d'acquérir de l'autonomie,
ainsi que la capacité
d'influencer les autres (pouvoir social), toute chose
essentielle à un bon developpement.
Mais, dans certains cas, lorsqu'il devient systématique et
agressif, ce comportement peut nuire à l'enfant (ou au
fonctionnement de sa famille
ou de sa classe) et, de ce
fait, manifester plutôt l'existence d'un trouble
de l'opposition avec provocation./obéissance.Oppositional behavior.
WAHLER, R.G. (1968). Behavior therapy for oppositional
children : love is not enough. Paper read at Eastern
Psy- chological Association meeting.
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parental reinforcement control. Journal of Applied
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therapy with children and adolescents : A clinical
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Comportement
de choix : Voir Choix/Choisir.Choice, choice behavior, choice responding.
LUCE, D. (1959). Individual choice behavior : A
theoretical analysis. New York : Wiley.
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research on choice responding. Journal of the
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[PDF]
Comportement
de destruction :Comportement
agressif qui consiste à détruire des objets.
Il s'agit généralement d'un comportement
nuisible (sauf en construction ou en temps de guerre).
Lorsque la destruction est orienté vers soi, on utilise le terme automutilation.= comportement destructeur, briser,
brise-fer. Destructive behavior.
EDELSON S.M., TAUBMAN M.T. & LOVAAS, I. (1983). Some
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VALDOVINOS, M.G., NAPOLITANO, D.A., ZARCONE J.R.,
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EBANKS, M.E. & FISHER, W.W. (2003). Altering the
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BOWMAN, L.G., FISHER, W.W., THOMPSON, R.H. & PIAZZA,
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ZARCONE J.R., LINDAUER, S.E., MORSE, P.S., CROSLAND, K.A,
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FISHER, W.W., LINDAUER, S.E., ALTERSON, C.J. &
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FISHER, W.W., ADELINIS, J.D., VOLKERT, V.M., KEENY, K.M.,
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Comportement
de jeu : Comportement de jeu, jouetetjeu.
Play behavior, play.
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PREMACK, D. & BAHWELL, R. (1959). Operant-level lever
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Litter in a university cafeteria : demographic data and
the use of prompts as an intervention strategy. Environment
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GELLER, E.S., FARIS, J.C. & POST, D.S. (1973).
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Comportement
du professeur/enseignant : Voir enseigner.Teacher's behavior.
Comportement
échoïque : Chez Skinner,comportement verbal qui
consiste à reproduire ou imiter ce que l'on entend. Echoic
repertoire.
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*comportement
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Comportement superstitieux : Comportement
appris ou maintenu par suite d'une relation accidentelle
avec un renforcement,
donc sans contingence.EX : Un joueur souffle sur ses dés pour obtenir
un 7 car, à quelques reprises, ce comportement a été renforcé (il
a gagné des $ en agissant ainsi, alors il recommence même si le
gain n'est pas une conséquence du geste). Comportement
superstitieux, superstitionetillusion
de contrôle.= superstition.
Superstitious behavior, superstitious.
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Comportement
verbal : Terme proposé par Skinner
pour désigner les comportements
(généralement produits par l'appareil
phonatoire, mais pas nécessairement) qui ne sont renforcés
que par la communauté verbale. Ces
comportements sont appris (notamment par conditionnement
opérant) comme tous les autres comportements. En revanche,
contrairement au comportement non-verbal (ou moteur) ils n'ont pas
d'effet physique sur l'environnement et ils ne peuvent être
adéquatement renforcé que par des individus qui ont été soumis aux
mêmes contingences linguistiques (communauté verbale), donc
àl'intéraction entre ceux qui parle (speaker) et ceux qui écoutent
(listener). Ils peuvent également être transformés en règle
de contingence. (voir command).
Langage,paroleet
comportement verbal. = langage,
parler. /comportement
non-verbal.( ): Voir tableau
ci-dessous. Verbal behavior, verbal response,
linguistic behavior, Language as
behavior.
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: Ce terme a au moins deux acceptions : a) Il
est synonyme de béhaviorisme
(plus en France qu'au Québec). Ce terme est tombé en
désuétude, même si, au strict point de vue de la langue, il est
préférable au mot béhaviorisme.b) Il
désigne également un ensemble de théoriciens qui ont le comportement
pour objet d'étude, mais qui ne partagent pas nécessairement les
mêmes méthodes ou les mêmes explications. Dans ce contexte, le
mot béhavioralisme, aussi calqué de l'anglais, serait
un synonyme plus acceptable. =béhaviorisme,
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Compréhension
: Comprendre : Ce terme a au moins trois acceptions :
a) Il est parfois utilisé comme synonyme d'explication
scientifique.= comprendre le
monde. b) Il renvoie à un processus cognitifs de
haut niveau, l'une des dernières étapes du traitement de
l'information, qui vise à donner une signification
à un texte, à des paroles,
à une matière enseignée, une équation,
etc. = compréhension de texte. c)
Finalement, il désigne l'explication que le sujet ou
l'acteur donne à ses propres comportements. Pour de nombreux
théoriciens des sciences humaines, l'objectif de la science est de
saisir le point de vue l'acteur (= sa compréhension du monde), et
non d'expliquer objectivement ses comportements. Compréhension
et recherche
qualitative. =point de
vue, perception, explication subjective.
*expliquer/explication.Comprehension, understanding.
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Concentration : Capacité de maintenir son attention
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une même tâche pendant un
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ou l'apprentissage
d'un nouveau comportement).
Dans plusieurs théories, la concentration est la seconde étape de
l'attention (sustain function), après le repérage (détection) et
avant le filtrage.
Concentration, sustain function.
Sélection
des caractéristiques essentiels de ce stimulus (Filtrage)
Décrochage
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CAREY, S. (2009). The origin of concepts. New
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MASSON, S., POTVIN, P., RIOPEL, M., BRAULT FOISY, L.-M.
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MARESHAL, D. & QUINN, P.C. & SEG, L. (2013). The
making of human concepts. Oxford University Press.
BARSALOU, L.W. (2013). Contextual processing of abstract
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KEMMERER, D. (2017). Categories of object concepts across
languages and brains : the relevance of nominal
classification systems to cognitive neuroscience. Language,
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commentary on Kemmerer (2016). Language, Cognition
& Neuroscience, 32 (4), 444-446. [PDF]
Concept (Formation) : Ensemble des processus
à l'oeuvre lors du développement
et qui permettent d'expliquer comment un humain acquiert
progressivement des concepts. Ces
mécanismes sont : observer un objet (Ceci est un X), nommer
cet objet (Ce x = chien), distinguer/discriminer
ses propriétés (Ce chien jappe), abstraire/généraliser et
mémoriser ces propriétés (Tous les chiens jappent),
classer/catégoriser les objets(Si un
X jappe = chien), développer un nouveau concept (Si
un X jappe = chien, sinon Y). =
développement des concepts, apprentissage des concepts. Formation
des concepts etapprentissage
conceptuel.Development of the concept,
concept formation, acquisition of concept, making of concept.
Étapes
Exemple
Observer
Un X
jappe
Discriminer
X
jappe/Pas Y
Généraliser
Tous
les X jappent/Aucun Y
Associer
Ceux
qui jappent ont aussi du poil
Abstraire
Tous
les X jappent, ont du poil, quattre pattes
Nommer
Ce X =
chien
Exclure
les erreurs
Ce X ne
jappe pas mais c'est tout de même un X
Classer/Catégoriser
Tous
les X qui jappent sont des chiens
PIAGET, J. (1921). Essay on some aspects of the
development of the concept of "part" in the child. Journal
de Psychologie, 18, 449-480.
PAZZANI, M.J. (1991). Influence of prior knowledge on
concept acquisition : Experimental and computational
results. Journal of experimental Psychology :
Learning, Memory & Cognition, 17 (3), 416-432.
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PIAGET, J. (1921). How children form mathematical
concepts. Scientific American, 189 (5), 74-79.
SCHYNS, P. G., GOLDSTONE, R.L. & THIBAUT, J.P. (1998).
The development of features in object concepts. Behavioral
& Brain Sciences, 21, 1-54.
MACHADO, A., LOURENÇO, O. & SILVA, F.J. (2000). Facts,
concepts, and theories : The shape of psychology's
epistemic triangle. Behavior & Philosophy, 28,
1-40. [PDF]
JACOBY, L.L. & RADTKE, R.C. (1969). Effects of
contiguity and meaningfulness of relevant and irrelevant
attributes on concept formation. Journal of
Experimental Psychology, 81, 454-459. [PDF]
BINDER, J.R., WESTBURY, C.F., McKIERNAN, K.A., POSSING,
E.T. & MEDLER, D.A. (2005). Distinct brain systems for
processing concrete and abstract concepts. Journal of
Cognitive Neuroscience, 17, 905-917.
MILLER, L.K. & WEAVER, H. (1976). A behavioral
technology for producing concept formation in university
students.Journal of Applied Behavior Analysis, 9 (3),
289-300. [PDF]
MEUNIER, J.-G. (2006). Le concept : De la singularité à la
synthèse. Les Cahiers du laboratoire d'Analyse
Cognitive de l'Information, 6, 1-16. [PDF]
COHEN, L.B. & STRAUSS, M.S. (1977). Concept
acquisition in the human infant. Child Development,
50, 419-424
BRAINERD, C.J. (1979). Une modele neo-Piagetian de
l'apprentissage du concept chez l'enfant. Bulletin de
Psychologie, 32, 509-521.
CAREY, S. (2009). The origin of concepts. New
York : Oxford University Press.
POSNER, G.J., STRIKE, K.A., HEWSON, P.W. & GERTZOG,
W.A. (1982). Accommodation of a scientific conception :
Toward a theory of conceptual change. Science
Education, 66, 211-227.
GELMAN, S.A. (2009). Learning from others : Children's
construction of concepts. Annual Review of
Psychology, 60 (1), 115–140.
MEDIN, D.L. & SMITH, E.E. (1984). Concepts and concept
formation. Annual Review of Psychology, 35,
113-138.
MARESHAL, D. & QUINN, P.C. & SEG, L. (2013). The
making of human concepts. Oxford University Press.
ROSS, R., NELSON, K., WETSTONE, H. & TANOUYE, E.
(1986). Acquisition and generalization of novel object
concepts by young language learners. Journal of Child
Language, 13, 67-83.
PULVERMÜLLER, F. (2014). The case of CAUSE :
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Concept
(Pré) :
Concept
(Volume/Taille) : En science,
nombre ou étendu de phénomènes
qu'un concept embrasse
réellement (ou non) à un moment précis de son histoire (En
bleu dans l'exemple ci-dessous). Ce volume est défini par deux
paramètres, le premier logique, soit la définition
du concept, qui renvoie à l'ensemble des propriétés nécessaires et suffisantes(théorie)
et le second empirique, soit l'ensemble des recherches
qui permettent de confirmer
ou non l'existence de des propriétés de ces phénomènes. La
définition permet d'exclure des phénomènes (en gris ci-dessous).
Les concepts ne sont pas toujours parfaitement défini; en
conséquence, il existe souvent une zone floue autour des concepts
(en blanc, ci-dessous).
/Extension
d'un concept.
Exemple
: Concept de chien
Hyène
Loup
Chacal
Coyote
Berger allemand, Chihuahua, Caniche, etc
Chien-loup
(Tamaskan)
Renard
Concept
abstrait : Concept qui ne représente pas un objet, mais
désigne plutôt l'une de ses propriétés ou sa relation avec
d'autres objets. EX : L'infini et l'éternité
sont des propriétés respectivement du cosmos et du temps.
Abstract concepts
SCHWANENFLUGEL, P.J. & SHOBEN, E.J. (1983).
Differential context effects in the comprehension of
abstract and concrete verbal materials. Journal of
Experimental Psychology : Learning, Memory, &
Cognition, 9, 82-102.
SCHWANENFLUGEL, P.J. (1991). Why are abstract concepts
hard to understand ? In P.J. Schwanenflugel (Ed.), The
psychology of word meaning (pp. 223-250). Mahwah :
Erlbaum.
CASASANTO, D. (2009). Embodiment of abstract concepts :
good and bad in right-and left-handers. Journal of
Experimental Psychology : General, 138 (3), 351.
CASASANTO, D. & CHRYSIKOU, E.G. (2011). When left is
"right" motor fluency shapes abstract concepts. Psychological
Science, 22 (4), 419-422.
WILSON-MENDENHALL, C.D., SIMMONS, W.K., MARTIN, A. &
BARSALOU, L.W. (2013). Contextual processing of abstract
concepts reveals neural representations of non-linguistic
semantic content. Journal of Cognitive Neuroscience,
25, 920-935.
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LANDRUM, R.E. (2005). Core terms in undergraduate
statistics. Teaching of Psychology, 32, 249-251.
Concept chez les animaux : Categorical
differentiation of animal species.
HERNSTEIN, R.J., LOVELAND, D.H. & CABLE, C. (1976).
Natural concepts in pigeons. Journal of Experimental
Psychology : Animal Behavior Processes, 2, 285-301.
SCHRIER, A. M., ANGARELLA, R. & POVAR, M.L. (1984).
Studies of concept formation by stumptailed monkeys :
Concepts, humans, monkeys and letter A. Journal of
Experimental Psychology : Animal Behavior Processes, 10,
564-584.
DASSER, V. (1988). A social concept in Java monkeys. Animal
Behaviour 36, 225-230.
QUINN, P.C. & EIMAS, P.D. (1996). Perceptual cues that
permit categorical differentiation of animal species in
infants. Journal of Experimental Child Psychology,
63, 189-211.
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levels of abstraction. Journal of the Experimental
Analysis of Behavior, 78 (3), 315-332. [PDF]
VONK, J. (2002). Can orangutans (Pongo abelii) and
gorillas (Gorilla gorilla gorilla) acquire concepts for
social relationships ? International Journal of
Comparative Cognition, 15, 257-277. [PDF]
Concept empirique : Concept dont
l'intension (signification) correspond en tout (et non
seulement en parties) à des éléments observables ou
potentiellement observables. Concept empirique etopérationnalisation.=
concept concret.
/Concept
abstrait. Empirical concept.
BIJOU, S.W., PETERSON, R.F. & AULT, M.H. (1968). A
method to integrate descriptive and experimental field
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Concept
flou : Fuzzy concept.
RUSSELL, J.A. & BULLOCK, M. (1986). Fuzzy concepts and
the perception of emotion in facial expressions. Social
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Concept-poubelle : En science, concept vide de sens en raison soit de
son ambiguïté (absence de définition claire) ou de son imprécision
(déféinition qui ratisse trop large) et que l'on utilise à toutes
les sauces pour expliquer
un ensemble de phénomènes. EX:Capacité.
(en psychologie) ou Gauche/droite (en politique). Garbage
concept.
Concept
scientifique : Concept
développé par un
scientifique, le plus souvent dans le cadre d'une théorie.
Contrairement au concept naturel, le
concept scientifique a une intension
et une extension
explicite, qui tout deux font l'objet de recherches empiriques (à
quelle réalité exactement ce concept renvoie-t-il ?) et de débats
théoriques (ce concept est-il cohérent avec les théories actuelles
? Quelle en est la signification exacte ?), méthodologique
(comment mesure-t-on ce concept ?) et historique (quand et dans
quel contexte a t-il été proposé ?). = construit
scientifique, construit théorique. Concept,
scientific concept.
SARTORI, G. [Ed.] (1984). Social sciences concepts :
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Conception du monde : Ensemble d'idées plus ou moins organisées
et cohérentes, parfois totalement fausses ou à demi-vraies, mais
qui s'imposent pour diverses raisons, souvent parce qu'elles sont
simples et nouvelles, parfois parce qu'elles sont en partie vraies
et utiles. Une conception du monde devient une théorie lorsqu'un
effort systématique est fait dans le but d'organiser logiquement
ses idées et de les soumettre à l'épreuve des faits. EX : Darwinisme,
la théorie des quantas. Mais elle devient une doctrine ou un dogme
si l'objectif premier et plus ou moins avoué est de faire des
adeptes ou des disciples. EX : Scientologie. La
conception du monde est moins rigide que la doctrine et le dogme;
contrairement à eux, elle peut se transformer pour le meilleur ou
pour le pire. Mais comme eux, elle peut parvenir à convaincre les
masses, et même à influencer certains de leurs comportements,
surtout si elle est promue et soutenue par les pouvoirs en place
(gouvernement, entreprises, syndicats, religion, etc). =
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Conciliation
: Concilier : Négociation
en vue de trouver une position intermédiaire afin de satisfaire
les intérêts souvent
opposés des uns et des autres (parties).
Conclusion
: Proposition
qui clôt un
raisonnement, un texte, notamment les textes scientifiques.
Conclusion.
Conclusion
(Raisonnement) : Proposition
tirée d'arguments qui clôt un
raisonnement.= conclusion
logique. Logical conclusion.
MARKOVITS, H. & NANTEL, G. (1989). The belief-bias
effect in the production and evaluation of logical
conclusions. Memory & Cognition, 17, 11-17.
Conclusion
(Recherche) : Dans un article
empirique, partie ou section du travail qui clôt l'interprétation
des résultats et dans laquelle le scientifique rappelle aux
lecteurs qu'il a confirmé ou non son hypothèse de recherche (ou
atteint son objectif) et, en conséquence, qu'elles sont maintenant
les avenues de recherche pour faire avancer nos connaissances
(ouverture). Pour pouvoir conclure que ce qui est vrai pour l'échantillon
est également vrai pour l'ensemble de la population
à l'étude, le chercheur doit recourir aux statistiques
inférentielles.= conclusion
scientifique. ( ) :conclusion
externe,conclusion interne. Conclusion.
Concomitance
: Concomitant : À mi-chemin entre le hasard et la
causalité, ce terme désigne ou qualifie la relation entre des
phénomènes qui coïncident souvent dans le temps et l'espace, ce
qui laisse entendre qu'ils sont probablement associés, sans que
l'on soit par ailleurs parvenu à en faire la démonstration.
Concomitance, indicateur
secondaire et trouble
concomitant.= synchronie, corrélation.
Condensation
: Concept proposé
par Freud pour désigner la
fusion de deux ou plusieurs pulsions
en un même fantasme ou rêve.Condensation.
Condillac
Étienne Bonnot de (Grenoble 1715-1780 Beaugency
France) : Philosophe
français et représentant de l'école sensualiste.
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CONDILLAC, E.B. (1798). La Langue des calculs.
ANDRESEN, J. (1983). Signs and systems in Condillac and
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Condition
: Le terme a au moins trois acceptions : a)
En logique, il désigne une proposition de type Si x donc y.= si. b) De façon
générale, il renvoie à l'état d'un organisme.c) En méthodologie,
le terme décrit les caractéristiques d'une situation de
recherche.
KNEALE, W.C. & KNEALE, M. (1988). The development
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Condition
artificielle : Désigne les caractéristiques d'une recherche
réalisée en laboratoire.
En science, artificiel
ne signifie pas faux, mais plutôt sous le contrôle
du chercheur. Pour qu'une recherche en laboratoire soit pleinement
valide, il faut que les conditions créent par le chercheur pour
vérifier son hypothèse soit équivalentes à celles qui existent en
milieu naturel;
si tel est le cas, on dira que sa recherche a une validité
écologique élevée. Laboratory task.
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Condition
de contrôle : Au sens général, toute mesure prise par
le chercheur en vue de neutraliser
ou de manipuler les
phénomènes à l'étude. Au sens strict, désigne la situation de
référence et de comparaison dans laquelle les sujets
ne sont pas soumis aux variations
de la variable indépendante.
Condition de contrôle et groupe
de contrôle.
Condition
humaine : Au sens général, ce concept renvoie à l'état
des choses, donc à ce qui caractérise la vie et le
bien-être des individus d'une société à un moment
donné (et non aux humains, en général, à titre d'espèce, comme
pourrait le laisser croire cette expression).
Condition
naturelle : Désigne les caractéristiques d'une recherche
réalisée dans le milieu
naturel du sujet.EX:
Une famille, s'il s'agit d'un enfant ou la jungle, s'il s'agit
d'un gorille des montagnes. = In vivo,
milieu naturel, en situation naturelle, sur le terrain, dans la
réalité. /expérience,
laboratoire. In situ, field setting,
naturalistic task, naturalistic
social situations.
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Condition
nécessaire et suffisante : Ensemble des facteurs X qui
explique l'apparition d'un phénomène donné (Y). Ces facteurs ou conditions doivent nécessairement être réunies pour que le phénomène Y
apparaisse (neccessité); toutefois, il n'est pas nécessaire qu'il
y en est d'autres, puisque ces facteurs suffisent à
produire le phénomène en question (suffisance). =
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selon les béhavioristes,
par conditionnement
répondant.EX: dégoût prononcé pour le
poisson, les oeufs ou les huîtres. Découvert par Garcia,
cette forme d'apprentissage
entre un aliment et un
stimulus aversif
(poissons rances, odeurs fortes, etc.) se fait généalement assez
rapidement, parfois en une
seule association (one trial learning).
= effet Garcia, dégoût incontrôlé, répugnance ou
répulsion alimentaire, phobie alimentaire, apprentissage
alimentaire aversif.
Conditioned aversion on
food intake, conditioned food aversion, taste aversion,
Taste-aversion conditioning, taste aversion learning, Garcia
effect.
GARCIA, J., KIMELDORF, D.J. & KOELLING, R.A. (1955).
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LOGUE, A.W. (1985). Conditioned food aversion learning in
humans. In N.S. Braveman & P. Bronstein (Eds.), Experimental
assessments and clinical applications of conditioned
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KALAT, J.W. ROZIN, P. (1971). The role of interference in
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DOMJAN, M. & WILSON, N.E. (1972). Contribution of
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ARWAS, S., ROLNICK, A. & LUBOE, R.E. (1989).
Conditioned taste aversion in humans using motion-induced
sickness as US. Behaviour Research & Therapy, 27,
295-301.
DOMJAN, M. (1972). CS preexposure in taste-aversion
learning : Effects of deprivation and preexposure
duration. Learning & Motivation, 3, 389-402.
DU TOIT, J.T., PROVENZA, F.D. & NASTIS, A. (1990).
Conditioned taste aversions : how sick must a ruminant get
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DOMJAN, M. & WILSON, N.E. (1972). Specificity of cue
to consequency in aversion learning in the rat. Psychonomic
Science, 26, 143-145.
ROSAS, J.M. & BOUTON, M.E. (1997). Renewal of a
conditioned taste aversion upon return to the conditioning
context after extinction in another one. Learning
& Motivation, 28 (2), 216-229.
KALAT, J.W. & ROZIN, P. (1973). Learned safety as a
mechanism in long delay taste-aversion learning in rats.
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MILLER, J.S., FROMBACH, J.C., SCHERER, S.L. & JAGIELO,
J.A. (1997). Pain sensitivity following taste aversion
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assess taste aversion learning. Learning &
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DOMJAN, M. & BOWMAN, T.G. (1974). Learned safety and
the CS-US delay gradient in taste-aversion learning. Learning
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BERNSTEIN, I.L., GOEHLER, L.E. & BOUTON, M.E. (1983).
Relative potency of foods and drinks as targets in
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Biology, 37, 134-148.
DOMJAN, M. (1975). Poison-induced neophobia in rats : Role
of stimulus generalization of conditioned taste aversions.
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GALEF, B.G., WIGMORE, S.W. & KENNETT, D.J. (1983). A
failure to find socially mediated taste-aversion learning
in Norway rats (R. norvegicus). Journal of
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DOMJAN, M. (1975). The nature of the thirst stimulus : A
factor in conditioned taste-aversion behavior.
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DU TOIT, J.T., PROVENZA, F.D. & NASTIS, A. (1990).
Conditioned taste aversions : how sick must a ruminant get
before it learns about toxicity in foods ? Applied
Animal Behaviour Science, 30 (1-2), 35-46.
PAGER, J. & ROYET, J.P. (1976). Some effects of
conditioned aversion on food intake and olfactory bulb
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PAGER, J. & ROYET, J.P. (1976). Some effects of
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ROSAS, J.M. & BOUTON, M.E. (1998). Context change and
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TERNENT, M.A. & GARSHELIS, D.L. (1999). Taste-aversion
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DOMJAN, M. & GREGG, B. (1977). Long-delay backward
taste-aversion conditioning with lithium. Physiology
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BATSELL, W.R. & BATSON, J.D. (1999). Augmentation of
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GILLAN, D.J. & DOMJAN, M.P. (1977). Taste-aversion
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BEST, M.R. & GEMBERLING, G.A. (1977). The role of
short-term processes in the CS preexposure effect and the
delay of reinforcement gradient in long-delay
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GREGG, B., KITTRELL, E.M., DOMJAN, M. & AMSEL, A.
(1978). Ingestional aversion learning in preweanling rats.
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KLOSTERHALFEN, S., RUNTTGERS, A., KRUMREY, E., OTTO, B,
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DOMJAN, M.P., FOSTER, K. & GILLAN, D.J. (1979).
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Conditionnement
des réponses émotionelles :Emotional
conditioning.
WATSON, J.B. & RAYNER, R. (1920). Conditioned
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ÖHMAN, A. & SNARES, J.U. (1998). Emotional
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Conditionnement
instrumental : Notion ambiguë, employée au moins de
trois façons : a) Pour certains auteurs, il
s'agit d'une forme d'apprentissage
découverte par Konorski et
Miller et qui consiste à introduire une réponse motrice dans le
schéma classique du conditionnement répondant de Pavlov. EX:
On produit un son de cloche (SN), on fléchit la patte
d'un rat (réponse motrice), puis on présente la nourriture (SI).
Après un certain nombre de pairages, non seulement l'animal
salive-t-il (conditionnement classique de type I), mais en plus il
fléchit la patte sans intervention du chercheur (conditionnement
instrumental ou de type II). = conditionnement
de type II. b) Forme d'apprentissage
par essais et erreurs qui consiste à ne renforcer que le
dernier comportement d'une chaîne de réponses. EX: Après plusieurs
essais et erreurs (ou comportements non-renforcés), un rat placé
dans un labyrinthe finit par trouver la nourriture (conséquence
positive renforçante ou réussite). Pour certains auteurs, la
différence entre le conditionnement instrumental et le
conditionnement opérant réside moins dans l'explication théorique
du phénomène (il s'agit dans les deux cas d'une association entre
une réponse et un stimulus appétitif ou renforçant) que dans les
instruments et les dispositifs utilisés pour le mettre en
évidence. Dans le conditionnement instrumental, les chercheurs
utilisent habituellement un labyrinthe,
alors qu'en opérant, ils utilisent une boîte
de Skinner. En instrumental, l'animal, souvent un rat, est
retiré du labyrinthe puis replacé à la case départ chaque fois
qu'il trouve sa nourriture (renforcement). L'opération est répétée
jusqu'à ce que le rat trouve sa nourriture sans faire d'erreur ou
dans le laps de temps le plus cours possible, ou en tenant compte
de ces deux paramètres, vitesse et précision. Dans ce contexte,
seul le dernier comportement émis par l'animal est renforcé,
tandis que tous les autres comportements sont, en principe,
non-renforcés. En opérant, chaque pression sur le levier peut être
renforcée (renforcement
continu), alors que tous les autres comportements peuvent
être volontairement ignorés par le chercheur. =
conditionnement ou apprentissage par essais et erreurs,
apprentissage instrumental. c) Enfin, pour
certains auteurs les conditionnements instrumental et opérant sont
de simples synonymes; car au-delà des différences de procédure,
ils mettent en oeuvre le même mécanisme d'apprentissage. Instrumental
conditionning, instrumental learning.
a
b
c
WILLIAMS, D.R. (1965). Negative induction ininstrumental
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SHEFFIELD, F.D. (1965). Relation between classical
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SHANKS, D.R. (1993). Human instrumental learning : A
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MILLER, N.E. & DICARA, L.V. (1967). Instrumental
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DICARA, L.V. & MILLER, N.E. (1968). Changes in heart
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2
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ET
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Réponse
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Conditions
de départ
Stimulus
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ET
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Réponse
Conditionelle (RC1)
=
Pairage
-- >
Stimulus
Neutre + Stimulus Conditionnel (SC1)
Réponse
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Si
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Stimulus
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Conflit
animal :Conflit entre deux congénères
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TRIVERS, R.L. (1974). Parent-offspring conflict. American
Zoologist, 14, 249-264.
MULLER, M.N. & MITANI, J.C. (2005). Conflict and
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HUNTINGFORD, F. & TURNER, A. (1987). Animal
conflict. London : Chapman & Hall.
FRANZ, M., VAN DER POST, D., SCHÜLKE, O. & OSTNER, J
(2011). The evolution of cooperative turn-taking in animal
conflict. BMC Evolutionary Biology, 11, 323-337.
[PDF]
Conflit
approche-évitement : Dans certaines théories de l'apprentissage,
ce terme désigne la présence simultanée de drives
opposées (ou d'un renforcement et d'une punition), qui pousse
l'organisme à s'approcher d'un stimuli (stimulus
appétitif) et à le fuir simultanément (stimulus
aversif).= relation
amour-haine. Approach-avoidance conflict.
MILLER, N.E. & KRAELING, D. (1952). Displacement :
Greater generalization of approach than avoidance in a
generalized approach-avoidance conflict. Journal of
Experimental Psychology, 43, 217-221.
FENZ, W.D. & EPSTEIN, S. (1965). Theory and experiment
on the measurement of approach-avoidance conflict. Journal
of Abnormal & Social Psychology, 64, 97-112.
BOWER, G.H. & MILLER, N.E. (1960). Effects of amount
of reward on strength of approach in an approach-avoidance
conflict. Journal of Comparative & Physiological
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BACHMANN, R.F. & ARMUS, H.L. (1970). Effect of
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TRAPOLD, M.A., MILLER, N.E. & COONS, E.E. (1960).
All-or-none versus progressive approach in an
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EPSTEIN, S. (1978). Approach-avoidance, the fifth basic
conflict. Journal of Consulting & Clinical
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FENZ, W.D. & EPSTEIN, S. (1962). Measurement of
approach-avoidance conflict by a stimulus dimension in a
test of thematic apperception. Journal of Personality,
30, 613-632.
MILLER, N.E. (1963). Comments on "Approach-avoidance
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GANNON, S., ROCHE, B., KANTER, J., FORSYTH, J.P. &
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approach-avoidance conflict : Implications for the
behavioral analysis of human anxiety. The
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Conflit
d'intérêt : Situation particulière où la neutralité
et l'impartialité de celui ou celle qui doit prendre une décision
ou rendre un jugement sont compromises. Conflicts
of interest.
LO, B., WOLF, B.E. & BERKELEY, A. (2000).
Conflict-of-interest policies for investigators in
clinical trials. New England Journal of Medicine,
343, 1616-1620.
WARNER, T.D. & GLUCK, J.P. (2003). What do we really
know about conflicts of interest in biomedical research ?
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FAVA, G. (2007). Financial conflicts of interest in
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THAGARD, P.R. (2007). The moral psychology of conflicts of
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of interest, and scientific fallacies : Implications for
the evaluation of antidepressants' efficacy and harm.
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RIZZO, J., HOUSE, R. & LIRTZMAN, S. (1970). Role
conflict and ambiguity in complex organizations. Administrative
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SHARPE, M.J. & HEPPNER, P.P. (1991). Gender role,
gender-role conflict, and psychological well-being in men.
Journal of Counseling Psychology, 38, 323-330.
TOSI, H.L. & TOSI, D. (1970). Some correlates of role
conflict and ambiguity among public school teachers. Journal
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ambiguity as critical variables in a model of
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MILLER, J.L & LEVY, G.D. (1996). Gender role conflict,
gender-typed characteristics, self- concepts, and sport
socialization in female athletes and non athletes. Sex
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MILES, R.H. (1976). A comparison of the relative impacts
of role perceptions of the ambiguity and conflict by role.
Academy of Management Journal, 19 (1), 25-35.
FRAGOSO, J.M. & KASHUBECK, S. (2000). Machismo, gender
role conflict, and mental health in Mexican American men.
Psychology of Men & Masculinity, 1 (2),
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ideal gender-role conflict : Exploring psychological
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MILES, R.H. & PERREAULT, W.D. (1976). Organizational
role conflict : Its antecedents and consequences. Organizational
Behavioral & Human Performance, 17, 19-44.
LANE, J.M. & ADDIS, M.E. (2005). Male gender role
conflict and patterns of help seeking in Costa Rica and
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BEGER-GROSS, V. & KRAUT, A I. (1984). "Great
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Conflit
extrapsychique : Pour Freud,Conflit entre les exigences du moi
et le monde extérieur. Ce concept n'a de sens qu'en
opposition avec celui de conflit
intrapsychique. = test de la
réalité. /conflit intrapsychique.
Conflit
familial : Conflit entre mari
et femme au sein de la famille.Marital
conflict.
CUMMINGS, E.M. & DAVIES, P.T. (1994). Children
and marital conflict : The impact of family dispute and
resolution. New York : Guilford Press.
LÉVEILLÉ, S. et JULIEN, D. (1995). Conflits conjugaux :
analyse des échanges entre conjoints et leurs aidants
naturels. Sciences et Comportements, 24, 67-85.
TURGEON, L., JULIEN, D. & DION, E. (1998). Temporal
linkages between wive's pursuit and husbands' withdrawal
during marital conflict. Family Process, 37, 323-334.
Conflit
intergenerationnel : Conflit
entre les générations. Intergenerational conflict.
YING, Y.W. & HAN, M. (2006). The effect of
intergenerational conflict and school-based discrimination
on depression and academic achievement in Filipino
American adolescents. Journal of Immigrant &
Refugee Studies, 4 (4), 19-35.
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conflict and harmony between groups. Education &
Psychology, Sastry Memorial Volume, 192-205.
TAJFEL, H. (1982). Social psychology of intergroup
relations. Annual Review of Psychology, 33,
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SHERIF, M. (1958). Superordinate goals in the reduction of
intergroup conflict. American Journal of Sociology,
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BOBO, L. (1983). Whites' opposition to busing : Symbolic
racism or realistic group conflict ? Journal of
Personality & Social Psychology, 45, 1196-1210.
SHERIF, M., HARVEY, O.J., WHITE, B.J. & SHERIF, C.W.
(1961). Intergroup cooperation and conflict : The
robbers cave experiment. Norman, OK : University
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to busing : On conceptualizing and operationalizing group.
Journal of Personality & Social Psychology, 48 (5),
1141-1147.
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SHERIF, M. (1963). Superordinate goals in the reduction of
intergroup conflict : An experimental evaluation.
American Journal of Orthopsychiatry, 33, 241-243.
BOBO, L. (1996). Perceptions of racial group conflict :
Extending Blumer's theory of group position to a
multiracial social context. American Sociological
Review, 61, 951-972.
TAJFEL, H., BILLIG, M.G., BUNDY, R.P. & FLAMENT, C.
(1971). Social categorization and intergroup behavior.
European Journal of Social Psychology, 1 (2),
149-178.
GALINSKY, A.D. (2002). Creating and reducing intergroup
conflict : the role of perspective-taking in affecting
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TAJFEL, H. & TURNER, J.C. (1979). An integrative
theory of intergroup conflict. In W. Austin & S.
Worchel (Eds.), The social psychology of intergroup
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DOVIDIO, J.F., SAGUY, T. & SHNABEL, N. (2009).
Cooperation and conflict within groups : Bridging
intragroup and intergroup processes. Journal of
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[PDF]
Conflit
international :Conflit entre
deux ou plusieurs pays.
Certains de ces conflits dégénèrent en guerre. International conflict.
ROUSSEAU, D.L. (2005). Democracy and war :
Institutions, norms, and the evolution of international
conflict. Stanford, CA : Stanford University Press.
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international conflict. American Political Science
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WINTER, D.G., KEMMELMEIRER, M. & WINTER, D.G. (2000).
Putting threat into perspective : Experimental studies on
perceptual distortion in international conflict. Personality
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EXLINE, R.V. (1959). Status congruency and interpersonal
conflict in decision-making groups. Human Relations,
12 (2), 147-162.
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conflict. In J.W. Thibaut, J.T. Spence & R.C. Carson
(Eds.), Contemporary Topics in Social Psychology
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BRAIKER, H.B. & KELLEY, H.H. (1979). Conflict in the
development of close relationships. In R.L. Burgess &
T.L. Huston (Eds.), Social exchange in developing
relationships (pp. 135-168). New York : Academic
Press.
BAVELAS, J.B., ROGERS, L.E. & MILLAR, F.E. (1985).
Interpersonal conflict. In T.A. Van Dijk (Ed.), Handbook
of discourse analysis : Discourse in society (Vol.
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LAWLER, K.A., YOUNGER, J.Y., PIFERI, R.A., BILLINGTON, E.,
JOBE, R., EDMONDSON, K. & JONES, W.H. (2003). A change
of heart : Cardiovascular correlates of forgiveness in
response to interpersonal conflict. Journal of
Behavioral Medicine, 26, 373-393.
RICAUD-DROISY, H. & ZAOUCHE-GAUDRON, C. (2003).
Interpersonal conflict resolution strategies in children :
A father-child co-construction. European Journal of
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JACKSON, J.W. (1993). Realistic group conflict theory : A
review and evaluation of the theoretical and empirical
literature. Psychological Record, 43, 395-414.
Conflit intrapsychique : Pour Freud,
opposition entre des exigences contraires à l'intérieur même de la
personnalité, entre
d'une part les exigences instinctuelles du ça
(= pulsions) et le moi, et
d'autre part les pressions morales du surmoi
et le moi. Ces conflits,
qui produisent de l'angoise,
peuvent être résolu grâce aux mécanismes
de défense.= conflit
psychique, conflit inconscient. =Conflit
extrapsychique. Inner conflict.
HORNEY, K. (1945). Our inner conflicts. New York
: Norton.
ABEND, S. (1981). Psychic conflict and the concept of
defense. Psychoanalytic Quarterly, 50, 67-76.
BRENNER, C. (1982). The mid in conflict. New
York : International Universities Press.
BRENNER, C. (2002). Conflict, compromise formation, and
structural theory. Psychoanalytic Quarterly, 71,
397-417.
Conflit
Israélo-Palestinien : Conflit entre ethnie qui s'est
transformé enGuerre
entre la Palestine et Israêl. Arab-Israeli dispute.
KELMAN, H.C. (1978). Israelis and Palestinians :
Psychological prerequisites for mutual acceptance.
International Security, 3 (1), 162-186.
[PDF)
KELMAN, H.C. (1987). The political psychology of the
Israeli-Palestinian conflict : How can we overcome the
barriers to a negotiated solution ? Political
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[PDF]
KELMAN, H.C. (1983). Conversations with Arafat : A
social-pscyhological assessment of the propects for
Israeli-Palestinian peace. American Psychologist, 38,
203-216.
[PDF)
KELMAN, H.C. (1997). Group processes in the resolution of
international conflicts : Experiences from the
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[PDF]
SHIPLER, D.K. (1986). Arab and Jew : Wounded spirits
in a promised land. New York : Penguin Group.
SAJID, A. (2005). Islamophobia : A new word for an old
fear. Palestine - Israel. Journal of Politics,
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KRESSEL, N.J. (1987). Biased judgments of mass media : A
case study of the Arab-Israeli dispute. Political
Psychology, 8, 211-224.
KELMAN, H.C. (2011). A one-country / two-state solution to
the Israeli-Palestinian conflict. Middle East Policy
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Conflit organisationnel : Au sein d'une
organisation/entreprise,Conflit entre deux ou plusieurs individus
ou sous-groupes ayant
des objectifs, des stratégies ou des intérêts différents ou
divergeants. Organizational conflict, conflict
management.
MILES, R.H. & PERREAULT, W.D. (1976). Organizational
role conflict : Its antecedents and consequences. Organizational
Behavioral & Human Performance, 17, 19-44.
TJOSVOLD, D. (1980). Social face and organizational
conflict. Organizational Behavior, Administrative
Sciences Association of Canada, 1 (4), 174-179.
HEMPEL, P.S., ZHANG, Z.X. & TJOSVOLD, D. (2009).
Conflict management between and within teams for trusting
relationships and performance in China. Journal of
Organization Behavior, 30, 41-65.
Conflit parent-progéniture : Conflit
entre les exigences du survie d'un organisme
et les contraintes liées à la reproduction et à l'élevage de sa
progéniture. =conflit
de rôle chez les animaux.
Parent-offspring conflict.
TRIVERS, R.L. (1974). Parent-offspring conflict. American
Zoologist, 14, 247-262.
Conflit
science-religion : Conflit
entre la logique scientifique et les valeurs et les croyances
religieuse. = impossible
dialogue. Conflict between religion and
science.
SPERRY, R.W. (1988). Psychology's mentalist paradigm and
the religion /Science tension. American Psychologist,
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DAWKINS, R. (2006). The God delusion. Boston, MA
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PRESTON, J. & EPLEY, N. (2009). Science and God : An
automatic opposition between ultimate explanations. Journal
of Experimental Social Psychology, 45, 238-241.
JONES, S.L. (1994). A constructive relationship for
religion with the science and profession of psychology :
Perhaps the boldest model yet. American
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EVANS, J.H.. (2011). Epistemological and moral conflict
between religion and science. Journal for the
Scientific Study of Religion, 50, 707-727.
CARUSSO, G. (Ed.) (2014). Science and religion : Five
questions. Automatic Press.
CLOBERT, M. & SAROGLOU, V. (2015). Religion,
paranormal beliefs, and distrust in science : Comparing
East versus West. Archive for the Psychology of
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DITTES, J.E. (1997). Science vs. religion. In J.A. Belzen
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GINGRAS, Y. (2016). L'impossible dialogue.
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DAVIS, E.B. (2005). Science and religious fundamentalism
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Conflit
social : Conflit entre deux ou
plusieurs groupes ayant des
objectifs, des stratégies ou des intérêts différents ou
divergeants, et parfois totalement incompatibles. EX:
Conflit entre le gouvernement et un syndicat. C-EX:
Conflit entre vous et votre meilleur ami. Social
conflict.
LEWIN, K. (1948). Resolving social conflicts.
New York : Harper.
DEUTSCH, M. (1977). Recurrent themes in the study of
social conflict. Journal of Social Issues, 33,
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PRUITT, D.G. & CARNEVALE, P J. (1993). Negotiation
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Brooks/Cole.
REYNOLDS, K.J., OAKES, P.J., HASLAM, S.A., NOLAN, M.A.
& DOLNIK, L. (2000). Responses to powerlessness :
Stereotyping as an instrument of social conflict. Group
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275-290.
DOVIDIO, J.F., GAERTNER, S.L., ESSES, V.M. &
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Conformisme
(Anti-) : Refus de se conformer
- généralement justifié sur le plan idéologique ou moral - alors
que la situation l'exige. Anti-conformity.
WILLIS, R.H. (1965). Conformity, independence, and
anticonformity. Human Relations, 18, 373-388
FRAGER, R. (1970). Conformity and anti-conformity in
Japan. Journal of Personality & Social
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MEADE, R.D. & BARNARD, W.A. (1973). Conformity and
anticonformity among Americans and Chinese. The
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strategic (non)conformity. Journal of Personality
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interplay betwee nconformity and anticonformity and its
polarizing effect on society. Journal of Artificial
Societies & Social Simulation, 19 ( 4), 1-19.
[PDF]
Conformisme
(Non-) : Absence de
conformisme.Non-conformity.
SISTRUNK, F., CLEMENT, D.E. & GUENTHER, Z.C. &
ULLMAN, J.D. (1972). Effect of reinforcement magnitude on
non-conformity. Journal of Social Psychology, 86
(1), 11-22.
QURAISHI, Z.M., MOTVANI, V. & KAURA, M.C. (1982). A
study of conformity and non-conformity behavior with
reference to age, sex and education. Journal of
Psychological Researches, 75, 67-71.
Conformité : Le fait de correspondre à un standard, à une norme, d'être en accord avec une chose. Contrairement au conformisme
social, la conformité ne désigne pas le processus
d'influence sociale qui permet de correspondre à des normes ou ou à des standards, mais simplement le
résultat de ce processus ou son constat.
*conformisme.Conformity.
SHRYOCK, J.K. (1966). The origin and development of
the state cult of Confucius : An introducutory study.
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Congénère
: Organisme
qui appartiennent à notre espèce.Conspecific.
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Congruence
: Chez Rogers, état
psychologique de bien être
qui caractérise la personne en accord avec elle-même.
/incongruence.
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Conjecture
: Le mot a au moins trois sens très voisins : a)
Au sens large, il renvoie à tout énoncé que l'on tient pour vrai,
même si on ne peut en faire la démonstration. En ce sens, le mot
est synonyme d'hypothèse, de spéculation ou de supposition. =
spéculation, supposition. Speculation.
b) Chez Popper...
Conjecture. c) Finalement,
en mathématiques, le terme désigne une proposition que l'on tient
pour vai, mais que l'on n'est pas encore parvenu à démontrer, à prouver.
a
b
POPPER, K. (1963/85). Conjectures et réfutations : la
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c
Connaissance
: Connaître : Le mot a quatre acceptions très voisines
: a) Ensemble des informations
que possède un individu sur les caractéristiques
et les propriétés des objets
de son environnement social et physique, et sur soi-même. Il
existe donc trois sources de connaissance : 1) le monde physique
ou les objets inanimés; 2) le monde social ou les autres; 3) le
monde intérieur ou soi-même. =
information, savoir. ( ): Voir
tableau ci-dessous. Knowledge, knowing. b) En éducation,
désigne ce que l'élève/étudiant
doit savoir pour atteindre les objectifs
d'apprentissage de son programme
et réussir ses
cours.=
matière. c) Le terme désigne aussi une personne
que l'on reconnaît
mais avec qui on n'entretient pas une relation
étroite, même si elle peut nous être très très familière.EX : Le caissier de votre épicerie, la
mécanicienne de votre garage. Connaissance, amour
et
amitié. d) Finalement, le terme désigne
la connaissance acquise grâce à la méthode
scientifique. Scientific knowledge.
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c
d
POPPER, K. (1972/91). Conjectures and refutations,
The growth of scientific knowledge. London :
Routledge. / La connaissance objective. Paris :
Aubier.
COHEN, N.J., EICHENBAUM, H., DEACEDO, B.S. & CORKIN,
S. (1985). Different memory systems underlying acquisition
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TAVRIS, C., WADE, C., GAGNON, A., GOULET, C. et WIEDMANN,
P. (1999/2007). Introduction à la psychologie : les
grandes perspectives. St-Laurent : ERPI.
Connaissance
de soi : Ensemble des connaissances
que l'on détient sur soi. Self-knowledge.
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[PDF]
TAVRIS,
C., WADE, C., GAGNON, A., GOULET, C. et WIEDMANN, P.
(1999/2007). Introduction à la psychologie : les
grandes perspectives. St-Laurent : ERPI.
Connaissance
empirique :Empirical knowledge.
BONJOUR, L. (1976). The coherence theory of empirical
knowledge. Philosophical Studies, 30, 281-312.
BONJOUR, L. (1980). Externalist theories of empirical
knowledge. Midwest Studies in Philosophy, 5,
53-73.
BONJOUR, L. (1985). The structure of empirical
knowledge. Cambridge, MA : Harvard University
Press.
TAVRIS,
C., WADE, C., GAGNON, A., GOULET, C. et WIEDMANN, P.
(1999/2007). Introduction à la psychologie : les
grandes perspectives. St-Laurent : ERPI.
Connaissance épisodique : Souvenirs contenu dans la
mémoire épisodique, qui se constituent à partir
d'expériences personnelles et du contexte (moment et lieu) dans
lequel ces expériences ont eu lieu. Les connaissances épisodiques
sont des informations indexées.
en mémoire à long terme.
= mémoire épisodique.
Exemples
Hier,
à l'épicerie, j'ai acheté deux pintes de lait et un
fromage.
À
Noël, quand j'étais petit, on plaçait un ange au sommet du
sapin.
TAVRIS,
C., WADE, C., GAGNON, A., GOULET, C. et WIEDMANN, P.
(1999/2007). Introduction à la psychologie : les
grandes perspectives. St-Laurent : ERPI.
Connaissance
explicite : Type de connaissance.
Ce que l'on sait et que l'on peut dire ou écrire plus ou
moins clairement. Explicit knowledge.
SCHACTER, D.L., McANDREWES, M.P. & MOSCOVITCH, M.
(1988). Access to consciousness : Dissociations between
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Connaissance
implicite : Type de connaissance.
Ce que l'on sait, mais que l'on ne parvient pas à dire ou que l'on
croit à tort ignorer. Connaissance,
mémoire impliciteet appentissage
implicite.= connaissance
tacite. Implicit knowledge, tacit knowledge.
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Connaissance procédurale : Éléments de la mémoire
procédurale associés à l'accomplissement de tâches ou à des
habiletés. = mémoire procédurales,
savoir-faire.
Exemples
Pour
calculer une moyenne, il faut : 1) Faire la sommation des
X; 2) Diviser le résultat de cette sommation par le nombre
(n) de x.
Pour
changer un pneu, il faut : 1) Trouver le cric, la clef à
roue et le pneu de rechange dans le coffre de la voiture;
2) Serrer le frein à main; 3) Desserrer les boulons du
pneu crevé; 4) Placer le cric sous la voiture et la
soulever; 5) Enlever les boulons; 6) Échanger le pneu
crevée pour le pneu neuf et replacer les boulons; 7)
Abaisser la voiture, enlever le cric et replacer le tout
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Frontiers in Psychology, 5 (697), 1-18. [PDF]
LYCAN, W. (1996). Consciousness and experience.
Bradford Books-MIT Press.
THAGARD, P. & STEWART, T.C. (2014). Two theories of
consciousness : Semantic pointer competition vs.
information integration. Consciousness &
Cognition, 30, 73-90. [PDF]
CHALMERS, D.J. (1996). The conscious mind. Oxford
and New York : Oxford University Press.
SEJNOWSKI, T.J. (2015). Consciousness. Daedalus, 144,
123-132. [PDF]
PETTIT, P. (1974). Consciousness incorporated. Journal
of Social Philosophy, 49, 12-37. [PDF]
Conscience(Conception) : Il existe de nombreuses conceptions de la conscience. De ce lot, se dégagent deux visions diamétralement opposées. La première conception considère que la conscience est une propriété du cerveau humain, propriété qui nous distingue fondamentalement des autres espèces animales. La
conscience serait le guide de la pensée complexe et du langage, le
propre de humain. Une fonction exécutive indispensable à notre
singularité. La seconde conception considère que la conscience est
un épiphénomène. Elle
joue donc un rôle très secondaire, voire négligeable, dans le
développement humain. La conscience serait ici l'équivalent du
témoin lumineux d'un aspirateur : si le témoin est éteint (absence
de conscience), l'aspirateur continue de fonctionner; et s'il est
allumé (pleine conscience), l'appareil ne fonctionne pas mieux.
Conscience/Conscient (Pré) : Pour Freud,
lieu intermédiaire entre la conscience et l'inconscient,
qui contient un ensemble de souvenirs que l'on ne peut se
remémorer qu'en faisant des efforts, par introspection. Preconscious.
KRIS, E. (1950). On preconscious mental processes. Psychoanalytic
Quarterly, 19, 540-560.
GREEN, A. (1974). Surface analysis, deep analysis : The
role of the preconscious in psychoanalytical technique.
International Review of Psycho-analysis, 1,
415-423.
KANTROWITZ, J.L. (1999). The role of the preconscious in
psychoanalysis. Journal of the American
Psychoanalytic Association, 47, 65-89.
EPSTEIN, S. (1983). The unconscious, the preconscious and
the self-concept. In J. Suls & A. Greenwald (Eds.), Psychological
perspectives on the self (Vol. 2, pp. 219- 247).
Hillsdale, NJ : Erlbaum.
ROSS, J.M. (2003). Preconscious defence analysis, memory
and structural change. International Journal of
Psycho-Analysis, 84, 59-76.
PARÉ, D. & LLINAS, R. (1995). Conscious and
preconscious processes as seen from the standpoint of
sleep-waking cycle neurophysiology. Neuropsychologia,
33, 1155-1168.
DEHAENE, S., CHANGEUX, J.-P., NACCACHE, L., SACKUR, J.
& SERGENT, C. (2006). Conscious, preconscious, and
subliminal processing : a testable taxonomy. Trends
in Cognitive Sciences, 10 (5), 204-211.
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ALLEN, C. (1998). The discovery of animal consciousness :
an optimistic assessment. Journal of Agricultural
& Environmental Ethics, 10, 217-225.
CALL, J. & TOMASELLO, M. (1994). Production and
comprehension of referential pointing by orangutans (Pongo
pygmaeus). Journal of Comparative Psychology, 108,
307-317.
WEISKRANTZ, L. (1995). The problem of animal consciousness
in relation to neuropsychology. Behavioural Brain
Research, 71 (1–2), 171-175.
Conscience de classe : Ensemble d'individus conscient de son rôle
dans la société. Class consciousness.
LUKACS, G. (1919/22/60). Histoire et conscience de
classe : Essai de dialectique marxiste. Éditions de
Minuit : Paris. [PDF]
HANDY, K.M. (1984). Race and class consciousness among
southern blacks. Journal Sociological Spectrum, 4,
383-403.
BURGHARDT, G.M. (1985). Animal awareness : current
perceptions and historical perspective. The American
Psychologist, 40, 905-919.
SCHULMAN, M.D., ZINGRAFF, R. & REIF, L. (1985). Race,
gender, class consciousness and union support : An
analysis of southern textile workers. The Sociological
Quarterly, 26 (2), 187-204.
DURANT, T.J. & SPARROW, K.H. (1997). Race and class
consciousness among lower- and middle-class Black. Journal
of Black Studies, 27 (3), 334-335.
HANDY, K.M. (1984). Race and class consciousness among
southern blacks. Journal Sociological Spectrum, 4,
383-403.
SCHULMAN, M.D., ZINGRAFF, R. & REIF, L. (1985). Race,
gender, class consciousness and union support : An
analysis of southern textile workers. The Sociological
Quarterly, 26 (2), 187-204.
DURANT, T.J. & SPARROW, K.H. (1997). Race and class
consciousness among lower- and middle-class Black. Journal
of Black Studies, 27 (3), 334-335.
Conscience de soi : Conscience que l'on
a de soi, de nos
émotions, de nos processus cognitifs, de nos états
physiologiques, de nos comportements. Certains auteurs
divisent la conscience de soi en deux sous-phénomènes : la
reconnaissance de soi et la conscience d'exister. =
reconnaissance
de soi,métacognition.Self-awareness, self-consciousness.
DUVAL, S. & WICKLUND, R.A. (1972). A theory of
objective self awareness. New York : Academic
Press.
MORIN, A. (1997). History of exposure to self-focusing
stimuli as a developmental antecedent of
self-consciousness. Psychological Reports, 80,
1252-1254.
SPERRY, R.W., ZAIDEL, E. & ZAIDEL, D. (1979).
Self-recognition and social awareness in the deconnected
minor hemisphere. Neuropsychologia 17, 153-166.
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consciousness : What is it like to be autistic ? Mind
& Language, 14, 82-89.
EPSTEIN, R., LANZA, R.P. & SKINNER, B.F. (1981).
"Self-awareness" in the pigeon. Science, 212,
695-696. [PDF]
FLAVELL, J.H., GREEN, F.L. & FLAVELL, E.A. (2000).
Development of children's awareness of their own thoughts.
Journal of Cognition & Development, 1, 99.
HULL, J.G. (1981). A self-awareness model of the causes
and effects of alcohol consumption. Journal of
Abnormal Psychology, 90, 586-600.
DUVAL, T.S. & SILVIA, P.J. (2001). Self-awareness and
causal attribution : A dual systems theory. Boston :
Kluwer Academic Publishers.
PRENTICE-DUNN, S. & ROGERS, R. W. (1982). Effects of
public and private self-awareness on deindividuation and
aggression. Journal of Personality & Social
Psychology, 43, 503-513
GALLUP, G.G. (1982). Self-awareness and the emergence of
mind in primates. American Journal of Primatology, 2,
237–248.
MORIN, A. (2002). Right hemispheric self-awareness : A
critical assessment. Consciousness & Cognition,
11 (3), 396-401.
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HULL, J.G. & YOUNG, R.D. (1983). Self-consciousness,
self-esteem, and success-failure as determinants of
alcohol consumption in male social drinkers. Journal
of Personality & Social Psychology, 44, 1097-1109.
HULL, J.G. & YOUNG, R.D. (1983). The self-awareness
reducing effects of alcohol consumption : Evidence and
implications. In J. Suls & A.G. Greenwald (Eds.), Psychological
perspectives on the self (Vol. 2). Hillsdale, N.J.
: Erlbaum.
HULL, J.G., LEVENSON, R.W., YOUNG, R.D. & SHER, K.J.
(1983). The self-awareness reducing effects of alcohol
consumption. Journal of Personality & Social
Psychology, 44, 461-473.
FRANZOI, S.L. & BREWER, L.C. (1984). The experience of
self-awareness and its relation to level of
self-consciousness : An experiential sampling study.
Journal of Research in Personality, 18 522-540.
FRANZOI, S.L. & DAVIS, M.H. (1985). Adolescent
self-disclosure and loneliness : Private
self-consciousness and parental influences. Journal of
Personality & Social Psychology, 48, 768-780.
HULL, J.G., YOUNG, R.D. & JOURILES, E. (1986).
Applications of the self-awareness model of alcohol
consumption. Journal of Personality & Social
Psychology, 51, 790-796.
FRANZOI, S.L. & SWEENEY, P.D. (1986). Another look at
the relation between private self-consciousness and
self-attribution. Journal of Research in Personality,
20, 187-206.
GALLUP, G.G. & SUAREZ, S.D. (1986). Self-awareness and
the emergence of mind in humans and other primates. In J.
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Hillsdale, NJ : Erlbaum.
ROCHAT, P. (2003). Five levels of self-awareness as they
unfold early in life. Consciousness & Cognition,
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HULL, J.G. (1987). The self-awareness model of alcohol
use. In H. T. Blane & K.E. Leonard (Eds.), Psychological
theories of drinking and alcoholism. New York :
Guilford.
MORIN, A. (2004). A neurocognitive and socioecological
model of self-awareness. Genetic, Social, &
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HULL, J.G., VAN TREUTEN, R.R. ASHFORD, S.J., PROPSOM, P.
& ANDRUS, B.W. (1988). Self-consciousness and the
processing of self-relevant information. Journal of
Personality & Social Psychology, 54, 452-465.
FRANZOI, S.L. & DAVIS, M.H. & MARKWIESER, B.
(1990). A motivational explanation for the existence of
private self-consciousness differences. Journal of
Personality, 58, 641-659.
FRANZOI, S.L. & DAVIS, M.H. (2005). Self-awareness and
self-consciousness. In V. Derlega, B. Winstead & W.
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VAN VELSOR, E., TAYLOR, S. & LESLIE, J. (1993). An
examination of the relationships among self-perception
accuracy, self-awareness, gender, and leader
effectiveness. Human Resources Management, 32
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MORIN, A. (2006). Levels of consciousness and
self-awareness : A comparison and integration of various
neurocognitive views. Consciousness & Cognition,
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MORIN, A. (1993). Self-talk and self-awareness : On the
nature of the relation. The Journal of Mind &
Behaviour, 14 (3), 223-234. [PDF]
MORIN, A. (2007). Self-awareness and the left hemisphere :
The dark side of selectively reviewing the literature. Cortex,
8, 1068-1073. [PDF]
CALL, J. & TOMASELLO, M. (1994). Production and
comprehension of referential pointing by orangutans (Pongo
pygmaeus). Journal of Comparative Psychology, 108,
307-317.
IZARD, C.E., QUINN, P.C. & MOST, S.B. (2008). Many
ways to awareness : A developmental perspective on
cognitive access. Behavioral & Brain Sciences, 30,
506-507.
CHURCH, A.H. (1997). Managerial self-awareness in
high-performing individuals in organizations. Journal
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MORIN, A. (2011). Self-awareness Part 1: Definitions,
measures, effects, function, and antecedents. Social
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MITCHELL, R.W. (1997). A comparison of the self-awareness
and kinesthetic-visual matching theories of
self-recognition : Autistic children and others. New
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MORIN, A. (2011). Self-awareness Part 2: Neuroanatomy and
importance of inner speech. Social & Personality
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Conscience morale : Chez Freud,
conception du mal, des règles morales inculquées aux enfants par
leurs parents. La conscience morale et l'idéal
du moi font partie du surmoi.
Conscience phonémique : Chez le lecteur,
connaissance et reconnaissance des phonèmes,
et capacité d'utiliser les sons isolés de la langue parlée (ou phonèmes)
pour décomposer/recomposer
les mots (segmentation), afin
de les écrire et de les lire
correctement et d'en comprendre
le sens. Cette conscience se développe au fur et à mesure
que l'enfant apprend à relier les phonème (langue parlée) aux
graphèmes de la langue écrite. La conscience phonémique
favorise la fluidité verbale.
Pour de nombreux psychologues, le faible niveau de conscience
phonémique serait l'une des causes de la dyslexie.
NDLR : L'utilisation du mot conscience
laisse ici entendre que cette connaissance de la langue de la part
du locuteur
nécessiterait une capacité métacognitive d'en décrire formellement
les phonèmes ou leurs relations avec les graphèmes, alors qu'il
n'en est rien. Dans ce contexte, le mot habileté ou compétence
phonémique serait sans doute plus approprié... Conscience
phonémique, lectureetméthode syllabique.= jouer avec les osns, conscience
phonologique, conscience phonémique, conscience acoustique, la
conscience phonétique, analyse phonétique, discrimination des
sons. Phonemic awareness, phoneme awareness,
phonemic processing abilities, phonemic skill, phonemic
knowledge, ability to manipulate speech, phoneme segmentation.
LIBERMAN, I.Y., SHANKWEILLER, D., FISHER, W., CARTER, B.
(1974). Explicit syllable and phoneme segmentation in the
young child, Journal of Experimental Child
Psychology, 18, 201-212.
WOOD, C. (2000). Rhyme awareness, orthographic analogy
use, phonemic awareness and reading : An examination of
relationships. Educational Psychology, 20 (1),
5-15.
LUNDBERG, I., OLOFFSSON, A. & WALL, S. (1980). Reading
and spelling skills in the first school years predicted
from phonemic awareness skills in kindergarten. Scandinavian
Journal of Psychology, 21 (1), 159-173.
YOPP, H.K. & YOPP, R.H. (2000). Supporting phonemic
awareness development in the classroom. The Reading
Teacher, 54 (2), 130-143. [PDF]
WILLIAMS, J.P. (1980). Teaching decoding with an emphasis
on phoneme analysis and phoneme blending. Journal of
Educational Psychology, 72, 1-15.
LUNDBERG, I. (1982). Linguistic awareness as related to
dyslexia. In Y. Zotterman (Ed.), Dyslexia : Neuronal,
cognitive and linguistic aspects. (pp. 141-153).
Oxford : Pergamon Press.
OLOFSSON, A. & LUNDBERG, I. (1983). Can phonemic
awareness be trained in kindergarten ? Scandinavian
Journal of Psychology, 24, 35-44.
BENTIN, S. & KATZ, L. (1984). Semantic awareness in a
nolexical task. Bulletin of the Psychonomic Society,
22, 381-384.
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READ, C., YUN-FEI, Z., HONG-YIN, N. & BAO-QING, D.
(1986). The ability to manipulate speech sounds depends on
knowing alphabetic writing. Cognition, 24, 31-44.
[PDF]
PERFETTI, C.A., BECK, I., BELL, L.C. & HUGHES, C.
(1987). Phonemic knowledge and learning to read are
reciprocal : A longitudinal study of first grade children.
Merrill-Palmer Quarterly, 33 (3), 283-319.
FROST, J. (2001). Phonemic awareness, spontaneous writing,
and reading and spelling development from a preventive
perspective. Reading & Writing : An
Interdisciplinary Journal, 14 (5-6), 487-513.
YOPP, H.K. (1988). The validity and reliability of
phonemic awareness tests. Reading Research Quarterly,
23, 159-177.
EHRI L.C., NUNES, S.R., WILLOWS, D.M., SCHUSTER, B.V.,
YAGHOUB-ZADEH, Z. & SHANAHAN, T. (2001). Phonemic
awareness instruction helps children learn to read :
evidence from the National Reading Panel's meta-analysis.
Reading Research Quarterly, 36 (3), 250-287.
BYRNE, B. & FIELDING-BARNSLEY, R. (1989). Phonemic
awareness and letter knowledge in the child's acquisition
of the alphabetic principle. Journal of Educational
Psychology, 81(3), 313-321.
CUNNINGHAM, A.E. (1990). Explicit versus implicit
instruction in phonemic awareness. Journal of
Experimental Child Psychology, 50, 429-444.
LUNDBERG, I. (1991). Phonemic awareness can be developed
without reading instruction. In S.A. Brady & D.P.
Shankweiler (Eds.), Phonological processes in
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47-53). Hillsdale NJ : Erlbaum.
BALL, E.W. & BLACHMAM, B.A. (1991). Does phoneme
awareness training in kindergarten make a difference in
early word recognition and developmental spelling ? Reading
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BYRNE, B. & FIELDING-BARNSLEY, R. (1991). Evaluation
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awareness and rapid naming to reading development. Learning
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GRIFFITH, P. & OLSON, N.W. (1992). Phonemic awareness
helps beginning readers break the code. The Reading
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YOPP, H.K. (1992). Developing phonemic awareness in young
children. The Reading Teacher, 45 (9), 696-703.
WARRICK, N., RUBIN, H. & ROWE-WALSH, S. (1993).
Phoneme awareness in language delayed children :
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MANN, V. (1993). Phoneme awareness and future reading
ability. Journal of Learning Disabilities, 26
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HEMPENSTALL, K. (2004). Beyond phonemic awareness : What
educational role for other phonological processes ? Australian
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HURFORD, D.P., DARROW, L., EDWARDS, T.L., HOWERTON, C.J.,
MOTE, C.R., SCHAUF, J.D. & COFFEY, P. (1993). An
examination of phonemic processing abilities in children
during their first-grade year. Journal of Learning
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development in 3- and 4-year-old children with speech
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CARAVOLAS, M., VOLIN J. & HULME, C. (2005). Phoneme
awareness is a key component of alphabetic literacy skills
in consistent and inconsistent orthographies : Evidence
from Czech and English children. Journal of
Experimental Child Psychology, 92 (2), 107-139.
MORRIS, D. (1993). The relationship between children's
concept of word in text andd phoneme awareness in learning
to read : A longitudianl study. Research in the
Teaching of English, 7, 133-154.
YOPP, H.K. (1995). Read-aloud books for developing
phonemic awareness : An annotated bibliography. The
Reading Teacher, 48, 538-542.
SPECTOR, J. (1995). Phonemic awareness training :
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HULME, C., GOETZ, K., GOOCH, D., ADAMS, J. & SNOWLING,
M. (2007). Paired-associate learning, phoneme awareness
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YOPP, H.K. (1995). A test for assessing phonemic awareness
in young children. The Reading Teacher, 49 (1),
20-29.
BYRNE, B. & FIELDLING-BARNSLEY, R. (1995). Evaluation
of a program to teach phonemic awareness to young
children. Journal of Educational Psychology, 83 (4),
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WISE, J.C., SEVCIK, R.A., MORRIS, R.D., LOVETT, M.W. &
WOLF, M. (2007). The growth of phonological awareness by
children with reading disabilities : A result of semantic
knowledge or knowledge of grapheme-phoneme correspondences
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RICHGELS, D., POREMBA, K. & MCGEE, L. (1996).
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meaningful contexts. The Reading Teacher, 49,
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YOPP, H.K. & YOPP, R.H. (1996). Oo-pples and
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HEMPENSTALL, K. (1997). The role of phonemic awareness in
beginning reading: A review. Behaviour Change, 14
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ADAMS, M.J., FOORMAN, B.R., LUNDBERG, I. & BEELER, T.
(1997). Phonemic awareness in young children : A
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ADAMS, M.J., FOORMAN, B.R.I., LUNDBERG, I. & BEELER,
T. (1998). Phonemic awareness in young children : A
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MORAIS, J., MOUSTY, P. & KOLINSKY, R. (1998). Why and
how phoneme awareness helps learning to read. In C. Hulme
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J., GIACOMO, M., GUESPIN, L., MARCELLESI, C., MARCELLESI,
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Conscience phonologique : Chez le lecteur,
connaissance et reconnaissance des sons (phonèmes,
syllabe et rime). Cette
connaissance permet d'utiliser les sons isolés de la langue parlée
(ou phonèmes) pour décomposer/recomposer
les mots (segmentation), afin
de les écrire , de les lire
et d'en comprendre
le sens. Cette conscience se développe au fur et à mesure
que l'enfant apprend à relier les phonèmes (langue parlée) aux
graphèmes (langue écrite). La conscience phonémique
favorise la fluidité verbale.
Pour de nombreux psychologues, le faible niveau de conscience
phonémique serait l'une des causes de la dyslexie.
NDLR : Ici l'utilisation/traduction du mot
conscience laisse entendre que cette connaissance de la
langue nécessiterait une capacité métacognitive d'en décrire
formellement les phonèmes ou sa relation avec les graphèmes, alors
qu'il n'en est rien. En français, le mot habileté ou compétence
phonologique serait sans doute plus approprié pour
qualifier ce phénomène... Conscience phonémique, lectureetméthode
syllabique.= jouer avec les
sons, découper/recomposer les sons, conscience phonologique,
conscience acoustique, la conscience phonétique, analyse
phonétique, discrimination des sons.
Phonological awareness, phonological skill, awareness of speech,
phonological processing skills.
ZHUROVA, L.E. (1963). The development of analysis of words
into their sounds by preschool children. Soviet
Psychology & Psychiatry, 2, 17-27.
STERNE, A. & GOSWANI, U. (2000). Phonological
awareness of syllables, rhymes, and phonemes in deaf
children. Journal of Child Psychology & Psychiatry
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BRUCE, D.J. (1964). The analysis of word sounds. British
Journal of Educational Psychology, 34, 158-170.
GILLON, G.T. (2000). The efficacy of phonological
awareness intervention for children with spoken language
impairment. Language, Speech, & Hearing Services
in Schools, 31, 126-141.
LIBERMAN, I.Y., SHANKWEILER, D., FISCHER, F.W. &
CARTER, B. (1974). Reading and the awareness of linguistic
segments. Journal of Experimental Child Psychology,
18, 201-212.
CUPPLES, L. & IACONO, T. (2000). Phonological
awareness and oral reading skill in children with Down
syndrome. Journal of Speech, Language, & Hearing
Research, 43, 595-608.
FOX, B. & ROUTH, D.K. (1975). Analyzing spoken
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[LIRE]
Conscienciosité
: Consciencieux-se : Qui a à coeur la qualité de son
travail, de ses entreprises, de ses oeuvres. Il s'agit d'un trait
central de personnalité - la lettre C - de la théorie
HEXACO.
Conscientiouness, C.
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model of personality structure : Implications for
industrial and organizational psychology. Korean
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emotional feelings in animals and humans. Consciousness
& Cognition, 14 (1), 30-80.
[PDF]
Conseil : Le terme a deux acceptions complémentaires :
a) Ce que l'on suggère à autrui de dire, de
faire ou d'essayer. On trouve notamment des conseillers en politique et en psychologie.Advice. b) En français, le terme
renvoie à un organisme, généralement gouvernemental,
qui a pour fonction de conseiller l'état
en diverses matières (éducation, science, langue, économie, etc).
Committee, board.
CONSEIL SUPÉRIEUR DE L'ÉDUCATION (2000). La formation
du personnel enseignant du collégial : un projet
collectif enraciné dans le milieu. Avis au ministre
de l'éducation, Québec : CSE.
Conseil Supérieur de l'Éducation (CSÉ) : Au
Québec, en 1964, à la suite du rapport de la Commission royale
d'enquête sur l'enseignement (Commission
Parent), le Parlement adopte la Loi sur le Conseil supérieur
de l’éducation et celle sur le ministère de l'Éducation, qui crée
le Conseil supérieur de l’éducation. Cet organisme consultatif est
composé de 22 membres qui proviennent en majorité du monde de
l’éducation. Conseil Supérieur, cégepet Lessard.
CONSEIL SUPÉRIEUR DE L'ÉDUCATION (2000). La formation
du personnel enseignant du collégial : un projet
collectif enraciné dans le milieu. Avis au ministre
de l’éducation, Québec : CSE.
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consensus. London : Sage Publications.
Consensus (Faux-) :Biais cognitif qui consiste à croire que les gens de notre entourage partagent nos idées, nos valeurs
et nos opinions, ou du
moins à surestimer l'existence ou la solidité de ce consensus.= illusion de consensus, consensus
illusoire, effet du faux consensus =
effet du faux consensus.
False consensus, false consensus effect.
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[PDF]
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Consensus (Article) : Format d'article scientifique qui présente le consensus
auquel est parvenu un groupe de scientifiques autour d'un
problème ou d'une question parfois litigieuse. Ces articles sont
généralement signés par de nombreux auteurs. Ils font parfois
l'objet d'une critique. Consensus scientifique, confirmationet
données probantes.
Consensus scientifique
Consensus
Critique
du consensus
BARKLEY, R.A., COOK, E.H. & DIAMOND, A. (2002).
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TIMIMI, S. & al. (2004). A critique of the
international consensus statement on ADHD. Clinical
Child & Family Psychology Review, 7, 59-63. [PDF]
+ [LIRE]
Consensus
scientifique : En science,
état de «ce que l'on sait» avec clarté et certitude sur un sujet
précis.
Scientific consensus, international consensus.
BARKLEY, R.A., COOK, E.H. & DIAMOND, A. (2002).
International consensus statement on ADHD. Clinical
Child & Family Psychology Review, 5, 89-111. [PDF]
ORESKES, N (2004). The scientific consensus on
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MAIBACH, E.W., MYERS, T. & LEISEROWITZ, A.A. (2014).
Scientists need to set the record straight : There is a
scientific consensus that human-caused climate change is
happening. Future Earth, 2 (5), 295-298.
VAN DER LINDEN, S., MAIBACH, E. & LEISOROITZ, A.
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Consentement
(libre et éclairé) : En thérapie
et en recherche,
obligation qui est faite au clinicien/chercheur de : 1)
présenter aux patient/sujets de la thérapie/recherche tous les
risques et les avantages inhérents au traitement; 2)
et, une fois les patient/sujets informés, d'obtenir leur
consentement pour participer à cette thérapie/recherche.
Consentement éclairé, désistement
etcode
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for psychiatric drug treatment. Journal of Humanistic
Psychology, 20 (1), 59-64.
Consentement (après coup) : Il arrive qu'un chercheur
soit obligé d'observer les
participants de sa recherche
à leur insu ou de les tromper
en leur cachant le véritable objectif de la rechrche. En effet,
certains phénomènes ne
peuvent être correctement étudiés si les participants se sentent
ou se savent observés
(manque de naturel, comportements simulés, désirabilité sociale). On observe donc les sujets avant d'obtenir leur accord donc, évidemment, sans leur consentement libre et éclairé.
Pour agir ainsi, il faut observer trois conditions : a)
faire la démonstration que le dévoilement
des objectifs de la recherche pourrait nuire à la validité
et à la qualité des observations; b) s'assurer
que l'observation ne produira aucun tort ou préjudice aux
participants; c) obtenir leur consentement
après-coup (sinon le chercheur ne peut disposer des données
obtenues auprès des individus qui refusent de participer à la
recherche).
Consent.
Consentement (sexuel) : Accord mutuel tacite et
parfois de vive voix entre les partenaires d'une
relation sexuelle.
MUEHLENHARD, C.L. & HOLLABAUGH, L.C. (1988). Do women
sometimes say no when they mean yes ? The prevalence and
correlates of woomen's token resistance to sex. Journal
of Personality & Social Psychololgy, 54 (5),
872-879.
Conséquence : Au sens large, résultat de la cause, donc synonyme d'effet.
En sciences humaines, on semble privilégier le mot conséquence
pour désigner des effets non-physiques (EX: conséquences
morales) ou lointains (EX: Les conséquences de
première guerre mondiale). En conditionnement
opérant, terme qui désigne l'ajout ou le retrait d'un stimulus
à la suite du comportement. La
conséquence peut être positive (stimulus ajouté) ou négative
(stimulus retranché). En ce sens, elle est synonyme d'effet
immédiat. Cette conséquence peut avoir pour effet d'augmenter (renforcement)
ou de diminuer (punition)
la fréquence/probabilité du comportement. Conséquence, contingence
et sélection
par les conséquences.= effet
immédiat, effet à court terme. ( ): Voir
tableau ci-dessous.
Consequence.
GUERIN, B. (1995). Generalized social consequences,
ritually reinforced behaviors, and the difficulties of
analysing social contingencies in the real world. Experimental
Analysis of Human Behavior Bulletin, 13, 11-14.
AKERLOF, G. & DICKENS, W. (1982). The economic
consequences of cognitive dissonance. American
Economic Review, 72 (3), 307-319. [PDF]
JOHNS, G. (1997). Contemporary research on absence from
work : Correlates, causes, and consequences. Interna-
tional Review of Industrial & Organizational
Psychology, 12, 115-173.
SKINNER, B.F. (1983). A matter of consequences.
New York : Knopf.
THOMPSON, R.F. & IWATA, B.A. (2001). A descriptive
assessment of social consequences following problem
behavior. Journal of Applied Behavior Analysis, 34 (2),
169-178.
[PDF]
SCHELLING, T.C. (1984). Choice and consequence.
Harvard : Harvard University Press.
BIGLAN, A. (2003). Selection by consequences : One
unifying principle for a transdisciplinary science of
prevention. Prevention Science, 4 (4), 213-232.
[PDF]
LOS HORCONES, C. (1987). The concept of consequences in
the analysis of behavior. The Behavior Analyst, 10,
291-294. [PDF]
WHELAN, R. & BARNES-HOLMES, D. (2004). The
transformation of consequential functions in accordance
with the relational frames of same and opposite.
Journal of Experimental Analysis of Behavior, 82
(2), 177-195. [PDF]
MALCUIT,
G., POMERLEAU, A. et MAURICE, P. (1995). Psychologie
de l'apprentissage : termes et concepts.
St-Hyacinthe : Edisem.
VESSEL, J.-P. (2009). Defending a possibilist insight in
consequentialist thought. Philosophical Studies, 142,
183-195.
Conservation : Le terme a au moins trois usages, le premier étant sans doute, en psychologie, le plus fréquent : a)
Selon Piaget, aptitude
à reconnaître que les objets
concrets et abstraits
conservent certaines de leurs propriétés - quantité, poids,
etc. - lorsqu'ils subissent des changements ou des transformations
Ces propriétés sont des invariants. La démonstration de
l'existence de cette aptitude se fait lors d'une tâche dite de
conservation. = rien ne se crée, rien
ne se perd, tout se conserve. Conservation,
piagetian conservation, piagetian task. b)
On utilise parfois le mot conservation pour désigner le stockage
des informations en mémoire.=Stockage.c) Finalement, le terme
renvoie à la préservation et la sauvegarde des espèces,
aussi bien dans leur habitat (condition naturelle) que dans des
environnements qui recrée partiellement leurs conditions de vie
(zoo). Storage.
PIAGET, J. (1936). La genèse des principes de
conservation dans la physique de l'enfant. Annuaire
de l'Instruction Publique en Suisse, 27, 31-44.
SCANDURA, J.M. & SCANDURA, A. (1980). Structural
learning and concrete operations : An approach to
piagetian conservation. New York : Praeger.
ELKIND, D. (1961). Children's discovery of the
conservation of mass, weight, and volume : Piaget
replication study II. The Journal of Genetic
Psychology Research & Theory on Human Development,
98 (2), 219-227.
VERGNAUD G. (1965). Note sur un cas de fausse
conservation. Psychologie Française, 11,
277-279.
GLASS, G.V. & STEPHENS, B. (1980). Reply to Humphreys'
and Parsons' "Piagetian tasks measure intelligence and
intelligence tests assess cognitive development". Intelligence,
4 (2), 171-174.
GELMAN, R. (1969). Conservation acquisition : A problem of
learning to attend to relevant attributes. Journal of
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PINARD, A. (1981). The conservation of conservation :
The child's acquisition of a fundamental concept.
Chicago : University of Chicago Press.
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MUNCER, S.J. (1983). "Conservations" with a chimpanzee. Developmental
Psychology, 16, 1–11.
BRAINERD, C.J. (1970). Continuity and discontinuity
hypotheses in studies of conservation. Developmental
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BORDEN, K.A., BROWN, R.T. & WYNNE, M.E. (1987).
Piagetian conservation and response to cognitive therapy
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Child Psychology & Psychiatry, 28 (5),
755-764.
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aboriginal children. A replication study.
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WINER G., HEMPHILL, J. & CRAIG, R. (1988). The effect
of misleading questions in promoting nonconservation
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BRAINERD, C.J. (1972). The age-stage issue in conservation
acquisition. Psychonomic Science, 29, 115-117.
AU, T., SIDLE, A. & ROLLINS, K. (1993). Developing an
intuitive understanding of conservation and contam ination
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Psychology, 29, 286-299.
BRAINERD, C.J. (1972). Reinforcement and reversibility in
quantity conservation acquisition. Psychonomic
Science, 27, 114-116.
ROAZZI, A. & BRYANT, P.E. (1997). Explicitness and
conservation : Social class differences International
Journal of Behavioral Development, 21 (1), 51-70.
ROSE, S.A. & BLANK, M. (1974). The potency of context
in children's cognition : An illustration through
conservation. Child Development, 45, 199-502.
SHIMOFF, E. (1998). Piagetian conservation in college
students : A classroom demonstration. Teaching of
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SACKS, H. SCHEGLOFF, E.A. & JEFFERSON, G. (1974). A
simplest systematics for the organization of turn-taking
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SHULTZ, T.R. (1998). A computational analysis of
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BRAINERD, C.J. & HOOPER, F.H. (1975). A methodological
analysis of developmental studies of identity conservation
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82, 725-737.
HOUDÉ, O. & GUICHART, E. (2001). Negative priming
effect after inhibition of number/ length interference in
a Piaget-like task. Developmental Science, 4,
71-74.
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conservation among the elderly : Assessment and training.
Developmental Psychology, 12, 68-74.
PSALTIS, C. & DUVEEN, G. (2007). Conversation types
and conservation : Forms of recognition and cognitive
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ACREDOLO, C. & ACREDOLO, L. (1979). Identity,
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study of children's conservation. Neuroscience
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HUMPHREYS, L.G. & PARSONS, C.K. (1979). Piagetian
tasks measure intelligence and intelligence tests assess
cognitive development : A reanalysis. Intelligence, 3
(4), 369-381.
HOUDÉ, O., PINEAU, A., LEROUX, G., POIREL, N., PERCHEY,
G., LANOË, C., LUBIN, A., TURBELIN, M.-R., ROSSI, S.,
SIMON, G., DELCROIX, N., LAMBERTON, F., VIGNEAU, M.,
WISNIEWSKI, G., VICET, J.-R. & MAZOYER, B. (2011).
Functional MRI study of Piaget's conservation-of-number
task in preschool and school-age children : A
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Psychology, 110 (3), 332-346.
MARGALIDA, A, CAMPION, D. & DONAZAR, J. (2014).
Vultures vs livestock : conservation relationships in an
emerging conflict between humans and wildlife. Oryx,
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SAFFORD, R., ANDEVSKI, J., BOTHA, A., BOWDEN, C.,
CROCKFORD, N., GARBETT, R., MARAGALIDA, A., RAMIREZ, I.,
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Conservation des liquides (Épreuves) : Test
psychologique conçu par Piaget
pour évaluer la conservation
des quantités, des volumes et d'autres propriétés des liquides
comme l'horizontalité des surfaces. = conservation
des volumes, tâche de conservation des liquides. Liquid
conservation, conservation of liquid, water-level task
performance, Piagetian liquid conservation.
PELUFFO, N. (1962). Les notions de conservation et de
causalité chez les enfants provenant de différents milieux
physiques et socio culturels. Archives of Psychology,
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PASCUAL-LEONE, J. & MORRA, S. (1991). Horizontality of
water level : a neo-Piagetian developmental review. Advances
in Child Development & Behavior, 23, 231-276.
BRUNER, J.S. (1966). On the conservation of liquids. In
J.S. Bruner, R.R. Olver & P.M. Greenfield (Eds.),
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Looking beneath the surface. In R. Vasta (Ed.), Annals
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Jessica Kingsley Publishers.
MERMELSTEIN, E. & SHULMAN, L.S. (1967). Lack of formal
schooling and the acquisition of conservation. Child
Development, 38, 39-52.
PASCUAL-LEONE, J. & MORRA, S. (1991). Horizontality of
water level : a neo-Piagetian developmental review. In
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behavior (Vol. 23, pp. 231-276). San Diego :
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GREENFIELD, P.M. (1967). On culture and conservation. In
J.S. Bruner (Eds.), Studies in cognitive growth.
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HECHT, H. & PROFFITT, D.R. (1995).The price of
expertise : Effects of experience on the water-level task.
Psychological Science, 6, 90-95.
GELMAN, C.R. & WEINBERG, D.H. (1986).The relationship
between liquid conservation and compensation. Child
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VASTA, R., KNOTT, J.A. & GAZE, C.E. (1996). Can
spatial training erase the gender differences on the
water-level task ? Psychology of Women Quarterly, 20,
549–567.
SIGNORELLA, M.L. & JAMISON, W. (1978). Sex differences
in the correlations among field dependence, spatial
ability, sex role orientation, and performance on Piaget's
water-level task. Developmental Psychology, 14,
689-690.
CALL, J. & ROCHAT, P. (1996). Liquid conservation in
orangutans. Individual differences and perceptual
strategies. Journal of Comparative Psychology, 100,
219-232.
WOODRUFF, G., PREMACK, D. & KENNEL, K. (1978).
Conservation of liquid and solid quantity by the
chimpanzee. Science, 202, 991-994.
BENNABI, M. (2001). Faits de genèse et cultures : Quelle
méthodologie ? Intercultural studies of development :
Methodological questions. Archives de Psychologie, 69
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ROBERT, M. & CHARBONNEAU, C. (1980). Apprentissage de
la conservation par observation d'un modèle. L'Année
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HESPOS, S.J., FERRY, A.L. & RIPS, L.J. (2009).
Five-month-old infants have different expectations for
solids and liquids. Psychological Science, 20,
603-611.
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PIAGET, J. et INHELDER, B. (1941). Le développement
des quantités physiques chez l'enfant. Genève :
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LEFEBVRE-PINARD, M. et PINARD, A. (1972). Apprentissage de
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BRAINERD, C.J. & BRAINERD, S.H. (1972). Order of
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Conservation des masses (Épreuve) : Test
psychologique conçu par Piaget
pour évaluer la conservation
des masses. = tâche de conservation
des quantités.
Weight conservation,
conservation of solid, conservation of mass.
SMEDSLUND, J. (1961). The acquisition of conservation of
substance and weight in children : introduction. Scandinivian
Journal of Psychology, 2, 11-20.
ELKIND, D. (1961). Children's discovery of the
conservation of mass, weight, and volume : Piaget
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Psychology Research & Theory on Human Development,
98 (2), 219-227.
SMEDSLUND, J. (1961). The acquisition of conservation of
substance and weight in children : V Practice in conflict
situations without external reinforcement. Scandinavian
Journal of Psychology, 2, 153-155.
HERON, A. & SIMONSSON, M. (1969). Weight conservation
in Zambian children. A non verbal approach.
International Journal of Psychology, 4 (4),
281-292.
BAT-HAEE, M.A. (1971). Conservation of mass, weight, and
volume in intermediate grades. Psychological Reports,
28(1), 163-168.
GRAVES AVIS, J. (1972). Attainment of conservation of
mass, weight and volume in minimally educated adults.
Development Psychology, 7 (2), 233.
WOODRUFF, G., PREMACK, D. & KENNEL, K. (1978).
Conservation of liquid and solid quantity by the
chimpanzee. Science, 202, 991-994.
PIAGET, J. (1939). La construction psychologique du nombre
entier. Compte Rendu des Séances de la Société de
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PIAGET J. et SZEMINSKA, A. (1941). La genèse du
nombre. Neuchâtel : Delachaux et Niestlé/The child's
conception of number. London : Routeledge &
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HALFORD, G.S. & BOYLE, F.M. (1985). Do Young Children
Understand conservation of number ? Child
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PIAGET, J. (1952). Child's conception of number.
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WOHLWILL, J.F. & LOWE, R.C. (1962). Experimental
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GRUEN, G.E. (1965). Experiences affecting the development
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ROTHENBERG, B.B. & COURTNEY, R.G. (1968). Conservation
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ROTHENBERG, B.B. (1969).The training of conservation of
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BROWN, A.L. (1973). Conservation of number and continuous
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WUBBENA, Z.C. (2013). Mathematical fluency as a function
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HARDEMAN, M. & PEISACH, E. (1977). Conservation of
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[PDF]
Conservation des volumes (Épreuve) :
Test psychologique conçu par Piaget
pour évaluer la conservation
des volumes. = tâche de conservation
des volumes.
Volume conservation.
ELKIND, D. (1961). Children's discovery of the
conservation of mass, weight, and volume : Piaget
replication study II. The Journal of Genetic
Psychology Research & Theory on Human Development,
98 (2), 219-227.
OVERTON, W.F. & HORNBLUM, J. (1976). Area and volume
conservation among the elderly : Assessment and training.
Developmental Psychology, 12, 68-74.
Conservatisme : Conservateur :Doctrine
et idéologie politique,
morale et religieuse qui prône le maintien des valeurs
traditionnelles et de l'ordre
établi, et qui, per conséquent, voit souvent (mais pas
toujours) le changement d'un mauvais oeil et considèrent les
agents de changement comme des facteurs nuisibles de
déstabilisation de la société.
Conservatisme etlibéralisme.= maintien de l'état des choses. /progressisme. Conservatism, conservative orientation,
conservative political ideology.
McCLOSKEY, H. (1958). Conservatism and personality. American
Political Science Review, 52, 27-45.
GUTTERMAN, A. (1964). Washington Irving and the
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SÉNÉCAL, S. & NANTEL, J. (2004). The influence of
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MIN, LI, Z.Y. & DONG, X.C. (2012). Factors influencing
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GARBARINO, E. & STRAHILEVITZ, M.A. (2004). Gender
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AKHTER, S.H. (2012). Who spends more online ? The
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online spending. Journal of Retailing & Consumer
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Consommation ostentatoire : Concept proposé par Veblen
pour désigner toute forme de consommation
dont la fonction première n'est pas de satisfaire un besoin,
mais plutôt de susciter la comparaison
sociale, l'admiration d'autrui, la
jalousie. = surconsommation.
Conspicuous consumption.
VEBLEN, T.B. (1899). Theory of the leisure class. An
economic study of institutions. New York : The
Modem Library.
Consonne : Son du langage oral ( (phonème) produit par l'obstruction du passage de l'air dans le larynx. En français, il en existe 18, qui se caractérisent par
leur mode d'articulation (occlusive orale, occlusive nasale,
fricative, latérale) et leur lieu d'articulation (bilabial,
labio-dental, dental, post-alvéolaire, palatal, vélaire,
uvulaire). Consonne, voyelle etlettre.=
Unité de base des syllabes.Consonant.
Articulation
(Lieu)
Articulation
(Mode)
Bilabial
Labio-dental
Dental
Post-alvéolaire
Palatal
Vélaire
Uvulaire
Occlusive
orale
[p] [b]
[t] [d]
[k] [g]
Occlusive
nasale
[m]
[n]
[gn]
[ng]
Fricative
[f] [v]
[s] [z]
[ch]
[j]
[r]
Latérale
[l]
LIBERMAN, A.M., DELATTRE, P.C. & COOPER, F.S. (1952).
The role of selected stimulus variables in the perception
of the unvoiced-stop consonants. American Journal of
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LIBERMAN, A.M., DELATTRE, P.C. & COOPER, F.S. (1954).
The role of consonant-vowel transitions in the perception
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DELATTRE, P.C., LIBERMAN, A.M. & COOPER, F.S. (1964).
Formant transitions and loci as acoustic correlates of
place of articulation in American fricatives. Studia
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JOHNSTON, J.M. & JOHNSTON, G.T. (1972). Modification
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METZ, D.E., CONTURE, E.G. & CARUSO, A. (1979). Voice
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fluent speech. Journal of Speech & Hearing
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SVARTDAL, F. & IVERSEN, T. (1989). Consistency in
synesthetic experience to vowels and consonants : Five
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Constante : Phénomène
qui ne varie pas, ou peu, quelque soit le contexte dans lequel il
se produit. EX: La vitesse de la lumière.
Mesure du phénomène qui décrit son invariabilité. Une constante
est donc un phénomène donc la
variance est nulle (ou quasi-nulle). Il existe peu de
constance en sciences humaines. /variable.Constant.
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.
Constitution : Texte de loi qui énonce les principes et les valeurs qui organisent le fonctionnement d'un groupe, généralement un pays ou une nation. Ces principe et ses valeurs forment le «noyau dur» qui assure la cohésion du groupe et.
Constitution.
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Constriction : Chez Kelly,
rétrécissement du système de construits
personnels afin de réduire les incompatibilités et les
incohérences entre les construits.
Constriction.
Construction : Idée ou conception généralement assez complexe que l'on se fait d'une chose. =
élaboration, concept,conception,construit.Construction.
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Constructivisme de Kelly : Nom donné à la position philosophique de Kelly,
qui postule qu'il n'existe pas de réalité sociale objective ou
absolue, mais seulement diverses manières d'interpréter cette
réalité. Constructive alternativism.
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Construit
: Le mot a plusieurs significations voisines : a)
En science, on y a souvent
recours pour désigner un concept
scientifique.b) Dans la théorie
de Kelly,structure
cognitive qui permet à l'individu d'interpréter les
événements, la réalité. Un construit possède toujours un pôle de
similarité et un pôle de différence. EX: Deux
personnes sourient à un enfant qui pleure (pôle de similarité de
la gentillesse) et un autre l'ignore (pôle de la différence de la
gentillesse donc la méchanceté). =
concept, structure cognitive, structure mentale. (
): Voir
tableau ci-dessous.
Construct.
KANTOR, J.R. (1957). Constructs and events in psychology :
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Construit accessible : Structure
cognitive proposée par Higgins, qui a la particularité
d'être activée ou évoquée facilement, au moyen d'information
simple et même partielle. Chronically
accessible construct.
PERVIN, L.A. & OLIVER, P.J. (2001). Personality
theory and research. New York : John Wiley and son.
Construit central : Dans la théorie
de Kelly,structure
cognitive fondamentale, dont la modification ou le moindre
changement entraîne des répercussions importantes sur le système
de construits. Core construct.
PERVIN, L.A. & OLIVER, P.J. (2001). Personality
theory and research. New York : John Wiley and son.
Construit hypothétique : Au sein d'une
théorie,phénomène
dont on postule l'existence mais qui n'a pas encore été
directement observé ou vérifié par les faits. Tout comme une
variable intermédiaire, la fonction d'un construit hypothèse est d'expliquer
la relation entre X et Y. Construit hypothétique etvariable intermédiaire.
*variable
intermédiaire. Hypothetical construct.
MacCORQUODALE, K. & MEEHL, P.E. (1948). On a
distinction between hypothetical constructs and
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KRECH, D. (1950). Dynamic systems, psychological fields,
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283-290.
PERVIN, L.A. & OLIVER, P.J. (2001). Personality
theory and research. New York : John Wiley and son.
Construit périphérique : Dans la théorie
de Kelly,
construit secondaire, qui peut-être modifié sans engendrer
de changement majeur au sein du système de construits. Peripheral
construct.
PERVIN, L.A. & OLIVER, P.J. (2001). Personality
theory and research. New York : John Wiley and son.
Construitpréverbal : Dans la théorie
de Kelly,structure
cognitive que l'on utilise sans pouvoir la traduire en mot,
parce qu'elle a été formé avant l'apprentissage du langage. Preverbal
construct.
PERVIN, L.A. & OLIVER, P.J. (2001). Personality
theory and research. New York : John Wiley and son.
Construit verbal submergé : Dans la théorie
de Kelly, construit qui
peut s'exprimer en mots mais dont l'un des deux pôles ne peut être
verbalisé. Submerged construct.
PERVIN, L.A. & OLIVER, P.J. (2001). Personality
theory and research. New York : John Wiley and son.
Consultation : Consultant : Expert qui offre ses services sous formes de conseils,
tant auprès des individus (expertise psycho-légale,
thérapie, etc.), du gouvernement
que des entreprises. EX : Engager un consultant
en organisation pour résoudre un problème le leadership au sein
d'une entreprise.
CROPANZANO, R. & WRIGHT, T.A. (2001). When a "happy"
worker is really a "productive" worker : A review and
further refinement of the happy-productive worker
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Contact physique : Moment où s'établit un lien physique entre
deux individus. Contact,
rapprochementettoucher. =se toucher. Contact tactile.
GUÉGUEN, N. (2010). The effect of a woman's incidental
tactile contact on men's later behavior. Social
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LEFORESTIER, P.M., MORZEDEC, A. & PIRON, E. (2011).
Failure of tactile contact to increase request compliance
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MÉHU, M. (2011). Smiling and laughter in naturally
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conversation, body contacts, and displacement activities.
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BURROUGHS, W., SCHULTZ, W. & AUTREY, S. (1973).
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Contagion : Contagieux : Qualifie un phénomène qui se répand,
qui se multiplie, sans que l'on puisse l'arrêter ou le ralentir.
Contagion etvirus.
Contagion.
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Contamination : Contaminer : En recherche,
la contamination est un problème méthodologique qui survient
lorsqu'un sujet qui a
participé à une recherche
révèle à un sujet potentiel, sciemment ou par inadvertance, le but
de la recherche, les réponses d'un test ou tout autre élément
susceptible de modifier le "comportement naturel" du sujet que
l'on souhaite étudier de manière objective. Contamination etvalidité interne
d'une recherche.
Data contamination.
BERNARDI, R.A. & ADAMAITIS, K.L. (2006). Data
contamination by social desirability response bias : An
international study of student' cheating behavior. Research
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MINVIELLE, É. et CONTANDRIOPOULOS, A.P. (2003/4). La
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Contemporary Psychoanalysis (Journal) : Revue
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Éditeur : The William Alanson White Institute.
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Contenu
manifeste : Chez Freud,
signification première et évidente d'un rêve,
d'un cauchemar; ce que le sujet ou le
patient décrit sans effort. Manifest
dream.
FREUD, S. (1900/27). The interpretation of dreams. London
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Contexte
: Le concept, souvent évoqué comme expédient pour
expliquer les phénomènes,
renvoie aux conditions particulières qui prévalent au moment/lieu
où se déroule le phénomène en question. Pour les béhavioristes,
le contexte désigne l'environnemet immédiat d'un organisme
et joue donc un rôle déterminant dans l'apprentissage.
Context.
Contexte social : Situation particulière, sur
le plan personnel, social ou économique, qui permet d'expliquer
les comportements
d'un individu ou d'un groupe
d'individu. Pour les
béhavioristes, le contexte est l'ensemble des stimuli
et des contingences d'une
situation d'apprentissage.
Le terme est également utilisé pour désigner la situtation
particulière d'un groupe. EX: Contexte
économique, contexte social. Contexte, variable
contextuelle etenvironnement.= environnement ou milieu
particulier, contexte. Context, social
context, setting, environmental context.
BIRNBAUM, M.H., PARDUCCI, A. & GIFFORD, R.K. (1971).
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SMITH, S.M., GLENBERG, A.M. & BJORK, R.A. (1978).
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JOHNS, G. (2006). The essential impact of context on
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FULMER, C. A., GELFAND, M. J., KRUGLANSKI, A. W.,
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Contexte
théorique : Dans une problématique,
le contexte théorique renvoie à ce que l'on sait d'un thème
ou d'un problème de recherche particulier. On y trouve des
théories, des faits, dse définitions et des éléments historiques,
structurés de manière à cerner un sujet/thème, puis à formuler
un problème. Parfois utilisé comme synonyme de problématique
ou de l'état de la question. Pour certains auteurs, il s'agirait
d'un calque de l'anglais. = état de la
question, ensemble des connaissances d'un domaine. Theoretical
context.
SARBIN, T.R. (1977). Contextualism : A world view for
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MADILL, A., JORDAN, A. & SHIRLEY, C. (2000).
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Contextualisme
fonctionel : Contextualism.
HAYES, S.C. (1987). A contextual approach to
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PELAEZ, M. (1994). Contextualism in behavior analysis of
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FOX, E.J. (2006). Constructing a pragmatic science of
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Contiguïté
(Principe) : Dans la théorie
de Pavlov, condition au
cours de laquelle deux ou plusieurs stimuli
surviennent côte à côte dans le temps et l'espace. L'une des trois
règles du conditionnement répondant.EX:
Vous voyez un éclair (premier stimulus), puis,
quelques secondes plus tard, en contiguïté, vous entendez le
tonnerre (second stimulus). L'intervalle de temps qui sépare deux
stimuli se nomme intervalle interstimuli. =
loi de la contiguïté, concomitance. Contiguity,
CS-US interval.
SMITH, M.C. (1968). CS-US interval and US intensity in
classical conditioning of the rabbit's nictitating
membrane response. Journal of Comparative &
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STUBBS, A. (1969). Contiguity of briefly presented stimuli
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DAVIS, E.R. & PLATT, J.R. (1983). Contiguity and
contingency in the acquisition and maintenance of an
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JACOBY, L.L. & RADTKE, R.C. (1969). Effects of
contiguity and meaningfulness of relevant and irrelevant
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instrumental learning. Learning & Motivation, 14,
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WASSERMAN, E.A. (1989). Pavlovian conditioning : Is
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BLOOMFIELD, T.M. (1972). Reinforcement schedules :
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SCHNEIDER, S.M. (1990). The role of contiguity in
free-operant unsignaled delay of positive reinforcement :
A brief review. The Psychological Record, 40,
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SCHNEIDER, S.M. & MORRIS, E.K. (1992). Sequences of
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FANTINO, E. (1981). Contiguity, response strength, and the
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LICKLITER, R., LEWKOWICZ, D.J. & COLUMBUS, R.F.
(1996). Intersensory experience and early perceptual
development : The role of spatial contiguity in bobwhite
quail chicks's responsiveness to multimodal maternal cues.
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THOMAS, G.V. (1981). Contiguity, reinforcement and the law
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BANGASSER, D.A., WAXLER, D.E., SANTOLLO, J. & SHORS,
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Contingence
: Le terme a au moins trois acceptions fort
différentes : a) En français, au sens strict,
le terme signifie événement fortuit, imprévisible, généralement de
peu d'importance. EX: Cette femme est parue peu
préoccupée par les contingences matérielles de la vie quotidienne.
= éventualité, circonstances fortuites,
hasards de la vie. b) Empruté à l'anglais, et
utilisé dans le contexte des théories
de l'apprentissage, le terme renvoie à la relation
séquentielle de dépendance entre le comportement
et ses conséquences physiques et
sociales. EX: le comportement de ce joueur
compulsif est sous le contrôle de contingences
de renforcements
intermittents.= conséquence
d'un comportement. NDLR : Dans ce contexte bien
précis, le mot contingence est un anglicisme.=
contingence de renforcement et de punition. Contingency.
c) En statistique,
le terme désigne la mesure ou le degré de liaison/association
entre deux variables
qualitativesnominales.
=coefficient
de contingence. Contingency
coefficient.
CHEVALLEY, C. (1995). Pascal : contingence et
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YULE, G.U. (1923). On the application of the khi-deux
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experimental illustrations. Journal of the Royal
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Contingence de renforcement et de punition : Dans la théorie de Skinner,
relation séquentielle de dépendance entre le comportement
et ses conséquences physiques et
sociales. Séquentiel signifie ici que, pour permettre
l'apprentisage, le laps de temps qui s'écoule entre le
comportement et la conséquence doit être court, et dépendance
que la conséquence n'apparaît que si et seulement si le
comportement est émis (alors que l'inverse est possible). Cette
relation s'établit dans un milieu précis que l'on nomme stimulus
discriminatif. Il y a quatre types de contingences (voir
tableau ci-dessus). Par extension, le mot désigne également l'une
des trois règles ou principes
du conditionnement opérant. Contingence, règle
de contingence et sélection
par les conséquence. = loi de
la contingence. ( ):Voir tableau
ci-dessous.
Contingency, contingency of
reinforcement, three term contingency, shaped human behavior, if
this, then that; if not this, then not that.
FLAMENT, C., LE NY, J.-F. & RITTER, M. (1962).
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comportement. Pour certains auteurs, la conscience de cette contingence
est nécessaire à l'apprentissage par conditionnement
opérant. Les recherches montrent clairement que la
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présente. Contingency awareness, awareness of
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(Gestion) : Gestion des contingences de
son milieu dans le but de modifier son propre comportement.
Gestion des contingences etauto-renforcement.
Self-management contingencies.
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Contingence
(Histoire) : Somme des apprentissages
d'un individu qui résultent de l'intéraction avec son
environnement physique et social (contingences).
Histoire des contingences etprogramme
de renforcement/punition.Reinforcement
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Contingence
(Perception/Cnscience) : Voir
Conscience des contingences.Contingency awareness,
awareness of reinforcement, contingency judgement.
Contingence (Règle) : Pour Skinner, il existe deux formes ou variantes du
conditionnement opérant : le conditionnement par
contingences et le conditionnement par
règle. La règle est un
comportement verbal
qui décrit les contingences
d'une situation ou d'un milieu donné. Il peut s'agir d'un conseil,
d'une recommandation, d'un ordre, d'une directive, d'une remarque,
d'une croyance ou d'un
avis que l'individu énonce avant d'agir et qui guide l'individu
vers «ce qu'il faut faire» pour être renforcé
ou ne pas être puni dans
un contexte donné. La règle décrit les trois éléments de la
contingence, soit le comportement à émettre (= R), la conséquence
souhaitée ou attendue de ce comportement (ajout ou retrait d'un
stimulus) et le contexte de la réponse (stimulus
discriminatif).EX: « Si tu vas Chez Tony
(Sd), commande une pizza (R), ce sont les meilleures en ville (R+
attendu)». Certaines règles ne décrivent que le comportement (=R),
la conséquence et la situation étant sous-entendues. EX:
«Cours !» en présence d'un ours. À l'instar du stimulus
discriminatif, la règle précède le comportement et rend plus
probable son émission. Règle de contingence, contingence etapparentissage. =
règle, instruction. Rule-governed behavior,
instructional control, instruction, self-instruction.
Si R
= Punition (P)
Si
retrait d'un Stimulus = Négatif (-)
Règle
:
Réponse
(R)
Stimulus
Conséquence (C+-)
Si R
= Renforcement (R)
Si
ajout d'un Stimulus = Positif (+)
KAUFMAN, A., BARON, A. & KOPP, R.E. (1966). Some
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Contingence
artificielle : Par opposition aux contingences
naturelles du milieu social et physique, les contingences
artificielles désignent les contingences mises en place par un
chercheur dans son laboratoire ou par un thérapeute dans le milieu
naturel de son client/patient. = Contingences
arrangées. (
):renforcement
arrangé, punition arrangées. Arranging
reinforcement contingencency.
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Contingence
dysfonctionnelle : Contingences
qui façonnent les
comportements pathologiques du patient,
que ce dernier ou son milieu social considère comme inadéquat ou
problématique. Qu'est-ce qu'un comportement inadéquat ? Réponse :
un comportement que le patient ou son entourage veut
modifier.
Contingence
naturelle : Par opposition aux renforcement
arrangé et aux contingences
sous le contrôle de l'expérimentateur,
les contingences naturelles désignent les contingences du milieu
naturel du sujet (famille, milieu de travail, etc.), et
donc l'individu n'a pas nécessairement conscient.
= contingence réelles, milieu naturel, condition
naturelle. /contignence artificielle,
contingence expérimentale, renforcement
arrangé. ( ):renforcement
naturel, punition naturelle.
Natural
reinforcement, natural contingency.
FERSTER, C.B. (1967). Arbitrary and natural
reinforcement. The Psychological Record, 22,
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Contingence
sociale : Par opposition aux contingences
physiques (objets), les contingences sociales désignent les
individus (amis, parents, famille, milieu de travail, etc.) qui
influent sur les comportements
d'une personne, en augmentant
leur fréquences ou en la diminuant. /contignence
physique. Cultural contingency, social
contingnecy.
PARSONSON, B.S., BAER, A.M. & BAER, D.M. (1974). The
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St-Hyacinthe : Edisem.
Continuité
évolutive (Principe) :
Principe selon lequel l'être humain est une espèce
animale à part entière. Par conséquent, l'humain doit être
étudié au moyen des méthodes qui permettent d'étudier les autres
espèces animales (observation, expérimentation, etc). =
continuisme. /rupture évolutive,
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propriétés des objets physiques (EX:
Dégradé de couleur) qu'aux concepts (EX:
Variation de force des comportements agressifs
ou de la
violence). NDLR : Le mot spectrum
est un anglicisme. = Flot continu,
spectre, variation.
/état binaire.
Continuum, spectrum,
stream, gradient.
Pôle
États
intermédiaires
Pôle
OU
Minimum
États intermédiaires
Maximum
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CUMMINGS, E.M. (1990). Classification of attachment on a
continuum of felt security. In M.T. Greenberg, D.
Cicchetti & E.M. Cummings (Eds.), Attachment in
the preschool years : Theory, research, and intervention
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behavior support : Establishing a continuum of evidence
based practices. Journal of Evidence-based Practices
for Schools, 11 (1), 62-83.
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epochal theory of time. European Journal of
Pragmatism & American Philosophy, 3 (1),
131-145. [PDF]
MAXWELL, J.W., SACK, A.R., FRARY, R.B. & KELLER, J.F.
(1977). Factors influencing contraceptive behavior of
single college students. Journal of Sex & Marital
Therapy, 3 (4), 265-273.
ZELNIK, M. & KANTNER J.F. (1980). Sexual activity,
contraceptive use, and pregnancy among metropolitan-area
teenagers : 1971-1979. Family Planning Perspectives,
12, 230-237.
BURGER, J.M. & BURNS, L. (1988). The illusion of
unique invulnerability and the use of effective
contraception. Personality & Social Psychology
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GERRARD, M., BREDA, C. & GIBBONS, F.X. (1990). Gender
effects in couples' decision making and contraceptive use.
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LÉVY, J.J., FRIGAULT, L.R., SAMSON, J.M., DUPRAS, A. et
CAPPON, P. (1994). Les scénarios sexuels et contraceptifs
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DONOVAN, J.D. (1997). Contraceptive behavior and
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KELLY, J. & BAZZINI, D.G. (2001). Gender, sexual
experience, and the sexual double standard : Evaluations
of female contraceptive behavior. Sex Roles, 45
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[PDF]
Contradiction : Se contredire : En épistémologie
et en logique, désigne au
sein d'une même théorie ou
d'un même raisonnement,
deux arguments qui
s'opposent, qui affirment des réalités contraires, qui ne peuvent
coexister en un même espace/temps. L'axiomatisation permet souvent de révéler les contradictions d'une théorie. Contradiction etparadoxe.= dire la chose et son
contraire, raisonnement boiteux, théorie incohérente.
/cohérence.
PIAGET, J. (1974). Recherches sur la contradiction.
Paris : Presses Universitaires de France.
WASON, P. (1977). Self contradictions. In P. Johnson-Laird
& P. Wason (Eds.), Thinking : Readings in
cognitive science. Cambridge, England : Cambridge
University Press.
PENG, K. & NISBETT, R.E. (1999). Culture, dialectics,
and reasoning about contradiction. American
Psyhologist, 54, 741-754.
KNEALE,
W.C. & KNEALE, M. (1988). The development of
logic. Oxford : Oxford Press.
Contrainte : Contraignant : Le terme a souvent une connotation péjorative. Il désigne soit : a) un facteur
que l'on doit respecter ou contourner avant d'agir ou de prendre
une décision;b)
un facteur qui agit sur les individus à leur insu, de manière
désagréable ou aversive.= obligation, facteur négatif,
obstacle, nécessaire, Contrainte, double contrainte
organisationnelle et théorie de la double contrainte.
Contrainte
organisationnelle (Double-) : Dans
une organisation,
situation qui contraint l’acteur
qui désire atteindre ses objectifs
personnels (première contrainte) à prendre en considération
l'objectif commun de
l'organisation
(seconde contrainte); car si le groupe
échoue, l’individu a peu de chance d’atteindre ses propres
objectifs. L’individu a donc tout avantage à ce que le groupe
parvienne à ses fins. Il doit donc opter pour une stratégie qui
lui permettra tout à la fois de contribuer à l'efficacité du
groupe et à l'atteinte de ses objectifs personnels, et ce même si
les objectifs des uns et des autres sont en contradiction.
Contraire: Les antonymes, ou
mots-contraire, proposés dans ce lexique ne respectent pas
toujours l'usage scientifique consacré. Ils ont davantage pour but
d'éclaircir la signification des mots auxquels ils s'opposent. Par
conséquent, il est possible que certaines suggestions vous
paraissent peu orthodoxes. Exemple
de /
Contrat : Entente
formelle, généralement écrite et souvent
légale (mais pas nécessairement) entre deux parties (ou
plus) à la suite d'une négociation.Contract.
DIDRY, C. (2018). Au-delà de la subordination. Les enjeux
d'une définition légale du contrat de travail. Droit
Social, 3, 229-231. [PDF]
CANTRELL, R.P., CANTRELL, M.L., HUDDLESTON, C.M. &
WOOLDRIDGE, R.L. (1969). Contingency contracting with
school problems. Journal of Applied Behavior
Analysis, 2 (3), 215-220. [PDF]
WINETT, R.A. (1973). Parameters of deposit contracts in
the modification of smoking. The Psychological
Record, 23, 49-60.
KANFER, F.H. (1975). Self-management methods. In F.H.
Kanfer & A.P. Goldstein (Eds.), Helping people
change (pp 309-356). New York : Pergamon.
WEISS, R.L. (1975). Contracts, cognition, and change :
A behavioral approach to marriage therapy. The
Counseling Psychologist, 5 (3), 15-26.
WHITE-BLACKBURN, G., SEMB, S. & SEMB, G. (1977). The
effects of a good-behavior contract on the classroom
behaviors of sixth-grade students. Journal of Applied
Behavior Analysis, 10 (2), 312. [PDF]
BELLACK, S.A. & HERSEN, M. (1987). Dictionary of
behavior therapy techniques. New York : Pergamon.
Contrat
de travail : Entente
formelle relative aux conditions de travail
d'un groupe d'employés, généralement écrite et souvent
légale (mais pas nécessairement) entre deux parties (ou
plus). Contract.
DIDRY, C. (2018). Au-delà de la subordination. Les enjeux
d'une définition légale du contrat de travail. Droit
Social, 3, 229-231. [PDF]
Contrebalancement
: Contrebalancer : Stratégie
de contrôle qui permet de neutraliser au moins partiellement
les effets d'ordre et
les effets de séquence
de la variable indépendante. Le
contrebalancement peut être complet, toutes les séquences
possibles étant alors présentées un même nombre de fois, ou
partiel : seuls certains ordres sont alors présentés. Le
contrebalancement peut de plus être intra-sujet (groupes
à mesures répétées) ou inter-sujet (groupes
indépendants). Il est dit intra-sujet lorsqu'un
même individu reçoit tous les ordres possibles ou ceux retenus et
inter-sujet (ou de groupe) lorsque divers sujets épuisent
les ordres possibles ou retenus. EX: avec 2
stimuli (ou tests) A et B : Contrebalancement inter-sujet complet
: la moitié des sujets recevront les stimuli dans l'ordre A B et
l'autre moitié dans l'ordre B A, Contrebalancement intra-sujet :
chaque sujet recevra les stimuli ou tests dans les ordres A B et B
A un nombre égal de fois, soit de façon systématique. EX:
ABBA, ou dans un ordre aléatoire, AB AB BA AB BA. Lorsque le
nombre de stimuli est supérieur à 2, le contrebalancement partiel
s'impose et le choix des séquences pourra se faire à l'aide d'un carré-latin
ou en générant les n! ordres possibles pour n'en retenir qu'un
certain nombre, choisis au
hasard. Contrebalancement etstratégie
de contrôle. Counterbalancing.
Contrefaçon
: Production systématique
d'objets de faible valeur
qui ressemblent - parfois à s'y méprendre - à des objets de grande
valeur. Selon Gosciny : «Il faut un vrai pour faire un faux sinon
le faux ne fait pas vrai, pas vrai ?». =réplique. Counterfeit.
WILCOX, K., KIM, H.M. & SEN, S. (2009). Why do
consumers buy counterfeit luxury brands ? Journal of
Marketing Research, 46 (2), 247-259.
[PDF]
Contribution
: Contribuer : Qui participe, en partie, à la
production d'un phénomène, naturel
ou artificiel, à
sa réussite, à son déroulement, à son bon fonctionnement, etc. EX
: Contribution des gaz à effet de serre (phénomène
naturel) au réchauffement climatique. Contribution des travaux de
Skinner à la compréhension de l'apprentissage (phénomène
artificiel). Contribute.
Contribution scientifique : De nos jours, la
science se fait en groupe, que l'on désigne généralement
sous le vocable de laboratoire
ou d'équipe de
recherche, ou même de chaire. Pour réaliser une
recherche scientifique, il faut accomplir de multples
tâches, et chaque membre d'une équipe y
contribue à des degrés divers. Voici ces tâches :
Diverses
contribution à une recherche + Article scientifique
SWANSON, H.L. & SIEGELl, L. (2001). Learning
disabilities as a working memory deficit. Issues in
education. Contributions of Educational Psychology,
7 (1), 1-48.
Contrôle : Contrôler : Notion fondamentale de la psychologie
scientifique. On dénombre
pas moins de sept significations distinctes mais néanmoins
voisines de ce concept : a) Le contrôle est l'un
des objectifs de la science.
Contrôler consiste à modifier volontairement un phénomène
ou les conditions qui en influencent son apparition, afin d'en
augmenter ou d'en réduire la fréquence
ou l'intensité. Si ce contrôle s'exerce en
laboratoire, de manière systématique, selon un plan,
on le nomme contrôle
expérimental. Deux phénomènes particuliers sont l'objet de
ce contrôle, soit la variable
indépendante et les variables
parasites. Contrôler, manipuler
et méthode
expérimentale. Experimental control.b) En thérapie,
en particulier chez les béhavioristes,
on utilise ce terme pour désigner les efforts planifiés et
systématiques visant à modifier le
comportement d'un client
/patient. Behavioral
control, control of human behavior. c)
On utilise également le terme en psychologie pour désigner la
capacité de réguler ou de gérer ses propres états internes
(émotion, la colère
ou stress) ou
ceux des autres. = réguler, gérer. Anger
control.d) Le terme renvoie également
aux mesures prises (psychotrope,
thérapie
médicamenteuse) par les autorités
(psychiatrie, police, etc.) pour calmer les patients
agités ou ceux qui ne respectent pas les règles sociales. Social control. Dans ce
contexte, il est préférable d'utiliser le mot «maîtriser ou
conduire» pour désigner le contrôle des objets. Physical
control. e) La capacité de coordonner
pensée et comportement se nomme contrôle
cognitif.Cognitive control.
f) Finalement, lorsqu'il s'applique à la relation entre
deux individus ou deux
groupes, le mot contrôle est souvent synonyme de pouvoir
ou d'influence.Social
power, social influence.g) On utilise
également ce terme pour désigner la capacité de diriger un objet
(une voiture, un avion,
un parachute, un jeu vidéo). h) En neurobiologie,
on emploie ce terme pour désigner la relation entre le
cerveau et les muscles,
et plus précisément pour comprendre la manière dont le cerveau
entraîne et dirige les muscles lors de l'exécution d'un
mouvement. =motricité.
Motor control.
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cognitive control. In R.L. Solso (Ed.), Information
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KANANAGH, K., YOUNGBLADE, L.M., REID, J.B. & FAGOT,
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h
TODOROV, E. (2000). Direct cortical control of muscle
activation in voluntary arm movements : a mode.
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sense of efficacy and beliefs about control. Journal
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KOENIG, L.J., CLEMENTS, C.M. & ALLOY, L.B. (1992).
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ALLOY, L.B., ABRAMSON, L.Y. & VISCUSI, D. (1981).
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TENNEN, H. & SHARP, J.P. (1983). Control orientation
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DIXON, M.R., HAYES, L.J. & EBBS, R.E. (1998). Engaging
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Contrôle
(Lieu) : Concept développé par
Rotter pour décrire les attentes
et les explications que les individus développent et entretiennent
face aux causes (interne ou externe) de leurs comportement
et de ceux d'autrui, attentes et explications qui pourraient
moduler l'effet des renforcements et des punitions. Selon Rotter,
pour expliquer leurs comportements, certain individus mettent
davantage l'accent sur les causes internes (leurs habiletés, leurs
capacités, etc), alors que d'autres insistent davantage sur des
causes externes (les autres, le destin, le hasard). =
locus de contrôle, perception de contrôle.
Locus of control.
ROTTER, J.B. (1966). Generalized expectancies for internal
versus external control of reinforcement. Psychological
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control and belief in the paranormal.
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skills, physical attractiveness, and gender. Journal
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BORING, E.G. (1954). The nature and history of
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ROBERT, M. (1988). Validité, variable et contrôle. Dans M.
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Contrôle
(Perception/Sentiment) :
Sentiment ou impression de pouvoir modifier les choses,
d'influencer les autres. = sentement.
Perceived control, sense of control.
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contingency, and the development of perceived control. Human
Development, 25 (4), 250-281.
ROTHBAUM, F., WEISZ, J.R., SNYDER, S. (1982). Changing the
world and changing the self : A two-process model of
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SCHWANKOVSKY, L. & CRUZEN, D. (1993). Maintaining
perceptions of control : Finding perceived control in
low-control circumstances. Journal of Personality
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WEISZ, J.R. (1983). Can I control it ? The pursuit of
veridical answers across the life span. in P.B. Baltes
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BALTES, M.M. & BALTES, P.B. (1986). The psychology
of control and aging. Hillsdale, NJ : Erlbaum.
SKINNER, E.A. (1995). Perceived control, motivation,
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AFFIECK, G., TENNEN, H., PFEIFFER, C. & FIFIELD, J.
(1987). Appraisals of control and predictability in
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SKINNER, E.A. (1996). A guide to constructs of control. Journal of Personality & Social Psychology, 7 (3),
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WEISZ, J.R., WEISS, B., WASWERMAN, A.A. & RINTOUL, B.
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SKINNER, E.A., CHAPMAN, M. & BALTES, E.B. (1988).
Control, means- ends, and agency beliefs : A new
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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
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Contrôle (Stratégies) : En méthodologie,
dans le cadre d'une recherche
empirique, mesure prise par le chercheur en vue de contrôler
et neutraliser les effets nuisibles des variables
parasites, de manière à d'augmenter la validité
interne de sa recherche. =
procédure de contrôle, technique de contrôle. (
): Voir tableau ci-dessous. =
contrôle de recherche.
Contrôle articulatoire : Dans le modèle de Baddeley et Hitch, processus d'autorépétition subvocale, équivalant à un langage intérieur. =
langage intérieur, langage subvocal, répétition mentale.
Sub-vocal articulation.
MURRAY D.J. (1968). Articulation and acoustic
confusability in short term memory. Journal of
Experimental Psychology, 78, 679-684.
BADDELEY, A.D. & HITCH, G.J. (1974). Working
memory. In G.A. Bower (Ed.), Recent advances in
learning & motivation (Vol. 8, pp. 47-90). New
York : Academic Press.
BADDELEY, A. (1984). Working memory : The interface
between memory and cognition. In D.L. Schacter & E.
Tulving (Eds.), Memory systems (pp. 351-367).
Cambridge, MA : MIT Press.
MATLIN,
M. (2004/2001). Cognition. Wiley, John &
Sons, Incorporated / La cognition : Une introduction
à la psychologie cognitive. Paris : Deboeck
Université.
Contrôle cognitif : Opération mentale qui consiste à préparer
et à coordonner la pensée
et les comportement,
afin de faire ce que l'on à planifier.
Cognitive control, executive control,
executive control function, mental control.
POSNER, M.I. & SNYDER, C.R.R. (1975). Attention and
cognitive control. In R.L. Solso (Ed.), Information
processing and cognition : the Loyola symposium.
Hillsdale, N.J : L. Erlbaum Associates.
DICKINSON, A. & BALLEINE, B. (2000). Causal cognition
and goal-directed action. In C. Heyes & L. Huber
(Eds.), The evolution of cognition (pp. 185-204).
Cambridge, MA : The MIT Press.
GLOSSER, G. & GOODGLASS, H. (1990). Disorders in
executive control functions among aphasic and other
brain-damaged patients. Journal of Clinical &
Experimental, 12 (4), 485-501.
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theory of prefrontal cortex function. Annual Review
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WEGNER, D.M. & ERBER, R.E. (1993). Social foundations
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ANDERSON, M.C. & GREEN, C. (2001). Suppressing
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WEGNER, D.M. & PENNEBAKER, J.W. (1993). Changing our
minds : An introduction to mental control. In D.M. Wegner
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control (pp. 1-12). Englewood Cliffs, NJ :
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RICHER, F. et BOULET, C. (2002). Les lobes frontaux et le
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executive control ? Associative priming of cue encoding
increases "switch costs" in the explicit task-cuing
procedure. Memory & Cognition, 34,
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Reward counteracts conflict adaptation. Evidence for a
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and interference in task switching : A review.
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GLÄSCHER, J., ADOLPHS, R., DAMASIO, H., BECHARA, A.,
RUDRAUF, D., CALAMIA, M., PAUL, L.K. & TRANEL, D.
(2012). Lesion mapping of cognitive control and
value-based decision-making in the prefrontal
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MATLIN,
M. (2004/2001). Cognition. Wiley, John & Sons,
Incorporated / La cognition : Une introduction
à la psychologie cognitive. Paris : Deboeck
Université.
Contrôle compensatoire : Contrôle
que l'on cherche à établir pour compenser une perte.
Compensatory control.
KAY, A. C., WHITSON, J. A., GAUCHER, D., AND GALINSKY, A.
D. (2009). Compensatory control : achieving order
through the mind, our institutions, and the heavens. Current
Directions in Psychological Science 18, 264–268.
Contrôle
conjoint : Association entre un tact
et un comportement échoic qui permet
d'expliquer un nouveaux comportement. Joint
control.
LOWENKRON, B. (1991). Joint control and the generalization
of selection-based verbal behavior. The Analysis of
Verbal Behavior, 9, 121-126. [PDF]
LOWENKRON, B. (1996). Joint control and word-object
bi-directionality. Journal of the Experimental
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LOWENKRON, B. (1997). The role of joint control in the
development of naming. Journal of the Experimental
Analysis of Behavior, 68 (2), 244-247. [PDF]
LOWENKRON, B. (1998). Some logical functions of joint
control. Journal of the Experimental Analysis of
Behavior, 69 (3), 327-354. [PDF]
SIDENER, D. (2006). Joint control for dummies : An
elaboration of Lowenkron's model of joint (stimulus)
control. The Analysis of Verbal Behavior, 22, 119-123.
[PDF]
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selection responses of both vocal and non-vocal children
with autism. The Analysis of Verbal Behavior, 22, 193-209.
[PDF]
LOWENKRON, B. (2006). An introduction to joint control. The
Analysis of Verbal Behavior, 22 (1), 123-127. [PDF]
Contrôle de l'attention : Capacité de maintenir son attention,
de se concentrer sans se laisser distraire. Attentional
control.
KRAMER, A.F., LARISH, J. & STRAYER, D.L. (1995).
Training strategies for attentional control in dual-task
settings : A comparison of young and old adults.
Journal of Experimental Psychology : Applied, 1, 50-76.
Contrôle de soi : Modulation et correction en grande partie
automatique et quotidienne de son comportement,
de ses émotions. Le terme
désigne également toute une gamme de techniques qui permettent
d'obtenir le même résultat chez les indivdus dont la maîtrise de
soi est déficiente. contrôle. Contrôle de soi, délai
de renforcementetprocrastination.
=autocontrôle,
maîtrise de soi, gestion de soi.
/impulsivité.Self-control, self-menagement, self-regulation,
self-modification, personal adjustment.
GOLDIAMOND, I. (1965). Self-control procedures in personal
behavior problems. Psychological Reports, 17, 851-868.
KING, G.R. & LOGUE, A.W. (1990). Choice in aself-
control paradigm : Effects of reinforcer quality. Behavioural
Processes, 22, 89-99.
KLAUSNER, E.Z. (1965). The quest for self-control.
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HORN, W.F., IOLONGO, N., GREENBERG, G., PACKARD, T. &
SMITH-WINBERRY, C. (1990). Additive effects of behavioral
parent training and self-control therapy with attention
deficit hyperactivity disordered children. Journal of
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MEICHENBAUM, D.H. & GOODMAN, J. (1971). Training
impulsive children to talk to themselves : A means of
developing self-control. Journal of Abnormal
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AINSLIE, G.W. & HASLAM, N. (1992). Self-control. In G.
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LOGUE, A.W. & CHAVARRO, A. (1992). Self-control and
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KANFER, F.H. & KAROLY, P. (1972). Self-control : A
behavioristic excursion into the lion’s den. Behavior
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KORIAT, A., MELKMAN, R., AVERILL, J.R. & LAZARUS, R S.
(1972). The self-control of emotional reactions to a
stressful film. Journal of Personality, 40,
601-619.
LOGAN, F.A. (1973). Self-control as habit, drive, and
incentive. Journal of Abnormal Psychology, 81,
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LYNAM, D., MOFFITT, T. & STOUTHAMER-LOEBER, M. (1993).
Explaining the relation between IQ and delinquency :
Class, race, test motivation, school failure, or
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GOLDFRIED, M.R. & MERBAUM, M. (Eds.) (1973). Behavior
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TOBIN, H., CHELONIS, J.J. & LOGUE, A.W. (1993). Choice
in self-control paradigms using rats. The
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RACHLIN, H. (1974). Self-control. Behaviorism, 2, 94-107.
BAUMEISTER, R.F., HEATHERTON, T.F. & TICE, D.M.
(1994). Losing control : How and why people fail at
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THORESEN, C. & MAHONEY, M. (1974). Behavioral
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FORZANO, L.B. & LOGUE, A.W. (1994). Self-control in
adult humans : Comparison of qualitatively different
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PATTERSON, C.J. & MISCHEL, W. (1976). Effects of
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MISCHEL, W. & PATTERSON, C.J. (1976). Structural and
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SAGOTSKY, G., PATTERSON, C.J. & LEPPER, M.R. (1978).
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BAUMEISTER, R.F., SPARKS, E.A., STILLMAN, T.F. & VOHS,
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EISENBERGER, R. (1988). Perception and learning in
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HOFMAN, W., ADRIAANSE, M., VOHS, K.D. & BAUMEISTER,
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Contrôle social : Concept utilisé en sociologie et en
psychologie, notamment par les béhavioristes,
les
psychosociologues et les psychiatres. a) Pour les béhavioristes et les
psychosociologues, il désigne l'influence que l'environnement
physique et social exerce sur l'individu, et vice-versa. Le
contrôle sur autrui peut être exercer par un individu ou un objet.
EX: Un ordinateur contrôle l'usager en renforçant ses
moindres mouvements sur le clavier. On peut exercer délibérément
un contrôle sur autrui, mais la conscience ou la planification des
comportements visant le contrôle d'un individu n'est pas une
condition nécessaire de ce concept. C'est sans doute ce qui permet
de distinguer contrôle et pouvoir (exercice
volontaire et consciente du contrôle). Le contrôle peut également
servir à manipuler autrui (mauvais escient), mais il peut
également permettre à un thérapeute de modifier les comportements
pathologiques de son patient (bon escient). En ce sens, le concept
de contrôle n'implique aucune finalité, aucune intention bonne ou
mauvaise. S'apparente au concept de pouvoir sans en être un
synonyme. En effet, le contrôle peut s'exercer sur un objet (une
machine à sous, jeu vidéo, TV,
etc.), alors que le pouvoir ne s'exerce que sur autrui. Contrôle,
illusion de contrôleetcontre-contrôle.*manipulation,pouvoir.Social
control. b) Dans la plupart des
sociétés, le contrôle social est assuré par la police
(contravention, balle de caoutchouc, canon à eau, poivre de
cayenne, etc) et la psychiatrie.
La psychiatrie a recours aux médicament
(psychotrope) et
aux thérapies
médicamenteuse pour soigner les patients/psychiatrisés,
mais aussi, dans certain cas, pour calmer/neutraliser ceux et
celles qui n'obéissent pas aux règles sociales, sont agités,
violents ou hostiles envers autrui.
a
SKINNER, B.F. (1955). The control of human behavior. Transactions
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BURGER, J.M. (1992). Desire for control :
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ROGERS, C.R. & SKINNER, B.F. (1956). Some issues
concerning the control of human behavior : A symposium.
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BAARS, B.J. (Ed.) (1992). The experimental psychology
of human error : Implications for the architecture of
voluntary control. New York : Plenum Press.
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WHITE HARRISON, C. (1992). Identity and control : A
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the psychological experiment : Antisocial behavior and
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STEIGER M. & HUNT M. (1992). Who's in control ? Journal
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LEFCOURT, H.M. (1966). Internal versus external control of
reinforcement : A review. Psychological Bulletin, 65,
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STEINMAN, W.M. (1970). The social control of generalized
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FISKE, S.T. (1993). Controlling other people : The impact
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621-628.
GOLDIAMOND, I. (1970). Human control over human behavior.
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HECKHAUSEN, J. & SCHULZ, R. (1995). A life-span theory
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NAUTH, L.L. (1995). Power and control in the male
antisocial personality. Journal of Rational-Emotive
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LANGER, E. (1975). The illusion of control. Journal of
Personality & Social Psychology, 32, 311-328.
HACKENBERG, T.D. (1995). Jacques Loeb, B.F. Skinner, and
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of personality & social psychology, 71,
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MEEHL, P.E. (1975). Control and countercontrol : A panel
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TIMBERLAKE, W. (1997). An animal-centered, causal-system
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COHEN, S. (1979). The punitive city : notes on the
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BURGER, J.M. & COOPER, H.M. (1979). The desirability
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GLASSER, W. (1984). Control theory : A new
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Contrôler
: Voir Contrôle et Auto-contrôle.
Control,
social control, self-control,
self-menagement, self-regulation, self-modification, personal
adjustment.
Controverse : En science, divergence entre deux
théories (ou plus) autour d'un problème
ou d'un ensemble de problèmes que les faits à eux seuls ne
permettent pas de trancher. Les controverses jouent un rôle
important en science car
elles : 1) permettent de réexaminer ou
d'approfondir une question que l'on croyait réglée; 2)
incitent les théoriciens à se pencher sur les théories de leurs
adversaires; 3) incitent les scientifiques à
réaliser une recherche ou une expérience
cruciale qui permettra de trancher la question litigieuse
une bonne fois pour toute (inférence
forte). Controverse, article-bidonetmythe.
/confirmation.Controversy,
affair.
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DIBNER, B. (1952). Galvani - Volta. A controversy
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Convention : Ce qu'un groupe d'individus, influents ou en en
autorité, convient tacitement de dire ou de faire dans un
contexte donné. Parfois, les conventions font l'objet d'accord
formel et deviennent alors des règlements
ou des lois.Convention.
Convention scientifique : En science, ce qu'il convient de dire ou de faire dans un contexte
donné, rarement pour des raisons logiques mais parce qu'il est
pratique de le faire ainsi, parce qu tout le monde le fait ou
parce qu'il n'y a tout simplement pas de raison valable de faire
autrement. EX: La rédaction d'un ouvrage
scientifique obéit à de nombreuses conventions; ainsi, on cite
le nom des auteurs
entre parenthèses,
mais pas leur prénom; il s'agit donc d'une convention.
Scientific convention.
BICCHIERI, C. (1988). Methodological rules as conventions.
Philosophy of the Social Sciences, 18, 477-495.
Convention sociale : Ce qu'il convient de dire ou de faire dans un contexte social donné, rarement pour des raisons logiques
mais parce qu'il est pratique de le faire ainsi, parce qu tout le
monde le fait ou parce qu'il n'y a tout simplement pas de raison
valable de faire autrement. EX: La rédaction
d'un ouvrage scientifique
obéit à de nombreuses conventions; ainsi, on cite
le nom des auteurs
entre parenthèses,
mais pas leur prénom; il s'agit donc d'une convention.
Social convention.
QUINE, W. (1936). Truth by convention/Ways of
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Convergence des intérêts : Forme d'explication qui permet de
comprendre comment deux individus (ou ) adoptent le même
comportement ou optent pour la même solution sans se consulter.
Dans bien des cas, cette explication permet d'éviter de recourir à
l'hypothèse d'un complot.
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que l'individu tient pour vrai, essentiel et immuable (même si ce
n'est pas forcément le cas). Bref, raisons de croire que l'on a
raison de croire ce que l'on croit. La conviction, contrairement à
la simple opinion, est
difficile à modifier. /sentiment.Conviction.
Convivialité : Le terme renvoie a trois réalités distinctes : a)
En ergonomie, l'ensemble
des mesures prises par une entreprise pour rendre plus agréable et
efficace les postes de travail, souvent en simplifiant l'usage des
machines et des appareils électroniques, notamment des ordinateurs,
ou en aménageant plus adéquatement les lieux de
travail. b) En communication,
on utilise ce concept, proposé par Mehrabian,
pour désigner les comportements
non-verbaux(contact visuel,sourire,posture, etc) qui
favorisent un rapprochement (physique et psychologique) entre deux
individus.=
convivialité sociale. Immediacy. c) En pédagogie,
la capacité d'un enseignant/professeur
à créer un climat de convivialité et de bon entente avec ses étudiants/élèves
est considérée comme une qualité,
car elle favorise les apprentissages.
Pour certains auteurs, la communication
verbale fait aussi partie de cette convivialité. =
prof cool, climat favorable à l'apprentissage, prof compréhensif,
enseignant motivant. Teacher immediacy.
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ARGYLE, M. (1991). Cooperation : The basis of
sociability. London : Routledge.
ARON, S. et PASSERA, L. (2011). Les sociétés animales
: Évolution de la coopération et organisation sociale.
De Boeck.
SMALDINO, P.E. & SCHANK, J.C. (2012). Movement
patterns, social dynamics, and the evolution of
cooperation. Theoretical Population Biology, 82,
48-58.
LA BARBERA, F. & CARIOTA FARRARA, P. (2012). The
effect of European identity on cooperation. Testing,
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165-175. [PDF]
PARKS, C.D., JOIREMAN, J. & VAN LANGE, P.A.M. (2013).
Cooperation, trust, and antagonism : How publicly
beneficial goods are promoted. Psychological Science
in the Public Interest, 14, 119-165.
GUMMERUM, M., LEMAN, P.J. & HOLLINS, T.S. (2013).
Children's collaborative recall of shared and unshared
information. British Journal of Developmental
Psychology, 31 (3), 302-317.
JOHNSON, D.D.P. (2013). The uniqueness of human
cooperation : Cognition, cooperation and religion. In M.A.
Nowak & S. Coakley (Eds.), Evolution, games and
god : The principle of cooperation (pp. 168-185).
Cambridge : Harvard University Press.
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conflict : field experiments in Northern Ireland. Proceeding
of the Royal Society B, 281 [1792] 1-8. [PDF]
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and cooperation : Field experiments before, during and
after sectarian riots in Northern Ireland. Frontiers
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Biswas-Diener & E. Diener (Eds), Noba textbook
series : The Science of Social Psychology. Champaign,
IL : DEF Publishers.
SMITH, A., PEDERSEN, E.J., FORSTER, D.E., McCULLOUGH, M.E.
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interpersonal value and gratitude. Evolution &
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[PDF]
GADAGKAR, R. (2020). Cooperation in social insects. In
T.K. Shackelford and V. A., Weekes- Shackelford (Eds.), Encyclopedia
of evolutionary psychological science (pp.1-9).
Cham : Springer International Publishing.
Coopter
:Individu élu
ou choisi par les (seuls) membres de son
groupe.EX: Ce sont les membres de
l'Académie française qui ont choisi ou élu Dany Laferrière,
et non l'ensemble des Français.
Coordination
: (des schèmes, des mouvements ou des habiletés)
: Le concept a deux acceptions vosines : a)
Chez Piaget, les schèmes
se developpent de manière distincte, puis de concert (en
coordination), afin de permettre à l'individu de
s'adapter. EX: L'individu regarde (schéme
1) ce qu'il va saisir (schème 2), ce qui rend sa conduite plus
efficace (ou adaptée). b) Le terme est également
utilisé pour désigner la coordination des mouvements
d'un organisme en vue
d'émettre un comportement ou d'atteindre un objet, sans référence
aucune aux schèmes, mais plutôt en faisant appel aux concepts de contrôle
et de régulation.Coordination.
a
VON HOFSTEN, C. (1982). Eye-hand coordination in the
newborn. Developmental Psychology, 18, 450-461.
McCARTY, M.E. & ASHMEAD, D.H. (1999). Visual control
of reaching and grasping in infants. Developmental
Psychology, 35 (3), 620-631.
VON HOFSTEN, C. & FAZEL-ZANDY, S. (1984). Development
of visually guided hand orientation in reaching. Journal
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SCHÖNER, G. (1989). Learning and recall in a dynamic
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Copier
: Copiage : Lors d'un
examen, forme de
tricherie qui consiste à retranscrire sur sa copie les
réponses de ses camarades de classe
ou à obtenir ces réponses par d'autres moyens frauduleux
(message codé,
aide-mémoire,téléphone,
etc). Copying.
HOUSTON, J.P. (1976). Amount and loci of classroom answer
copying, spaced seating, and alternate test forms. Journal
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answer copying on undergraduate multiple-choice exams. Research
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acquaintanceship and free versus assigned seating. Journal
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reducing multiple choice answer copying in the classroom.
Journal of Educational Psychology, 75 (4), 572-575.
HOUSTON, J.P. (1986). Classroom answer copying : Roles of
acquaintanceship and free versus assigned seating. Journal
of Educational Psychology, 78 (3), 230-232.
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statistics To detect answer copying. Research
Report, Twente University, Enschede (Netherlands). Faculty
of Educational Science and Technology.
Copier-coller : Le mot renvoie à deux usages : a) Consiste à copier un extrait au moyen d'un ordinateur dans le but de le
coller ailleurs, dans un un autre document. b) Lors
de la réaction d'un travail,
forme de tricherie qui
consiste à retranscrire dans son texte un extrait provenant d'une
source sans citer sa référence ou sans placer cet extrait entre
guillemets. Il s'agit d'une forme de
plagiat.
Copieur
: Espèce de paresseux nain qui utilise mon site
internet sans me citer. Cette espèce compte de nombreuses
sous-espèces (suceur de site, voleur d'hyperlien, avaleur de
définitions, kidnappeur d'idées, aspirateur cosmique d'HTML,
etc.). Il n'existe malheureusement aucun produit pour éradiquer
cette vermine qui "souille le net":0) Copy
fat.
COPLAN, R.J., RUBIN, K.H., FOX, N.A., CALKINS, S.D. &
STEWART, S.L. (1994). Being alone, playing alone, and
acting alone : Distinguishing among reticence and passive
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Shyness, pragmatic language, and socio-emotional
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Coppens Yves (Vannes 1934-2022 Paris) : Paléantologue
français et spécialiste de l'évolution
humaine. Co-découvreur de Lucy.
Collaborateur de Picq.
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découverte, la conscience, la création. Revue des
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1465-1471.
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l'homme et l'histoire de son histoire. Paris : Odile
Jacob.
Coprolalie
: Du grec copros qui signifie «excréments» et
lalie qui veut dire «parler». Tics
du langage qui consiste
à dire des vulagarités. S'observe notamment chez les schizophrènes.
Coprolalia.
Coprophagie : Du grec copros qui signifie "excréments" et phagie qui veut dire «avaler ou absorber». Trouble
alimentaire qui consiste à manger ses excréments ou à boire
son urine. =
scatophagie. Coprophagy, coprophagia.
FOXX R.M. & MARTIN, E.D. (1975). Treatment of
scavenging behavior (coprophagy and pica) by
overcorrection. Behavior Research & Therapy, 13
(2-3), 153-162.
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nutritional supplement on coprophagia : a study of three
cases. Research in Developmental Disabilities, 14
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chimpanzees. Primates, 45 (2), 141-145.
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HARADA, K.I., YAMAMOTO, K. & SAITO, T. (2006).
Effective treatment of coprophagia in a patient with
schizophrenia with the novel atypical antipsychotic drug
perospirone. Pharmacopsychiatry, 39 (3), 113.
Coprophalie : Du grec copros qui signifie «excréments»
et phalie qui veut dire «aimer». Paraphilie
qui consiste à chercher une excitation
sexuelle en pensant (fantaisies et fantasmes répétés et
intenses) à des excréments ou à de l'urine, ou en utilisant ces
substances lors de
l'acte sexuel.Coprophilia.
MINAMI, H. & DALLENBACH, K.M. (1946). The effect of
activity upon learning and retention in the cockroach. American
Journal of Psychology, 59, 1-58.
ZAJONC, R.B., HEINGARTNER, A. & HERMAN, E.M. (1969).
Social enhancement and impairment of performance in the
cock-roach. Journal of Personality & Social
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control self-organized choices. Science, 318, 1155-1158.
Corbeau
: Corneille : Oiseaux de la famille des
corvidés.=
(Corvus moneduloides, Corvus brachyrhynchos, Corvus
corone, Corvis corax). Crow, raven.
FRINGS, H. & FRINGS, M. (1959). The language of crows.
Scientific American, 201, 119-131.
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crows. Communications in Behavioral Biology, Part A,
2, 223-225.
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temporal patterning in the cawing of common crows. Communications
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POWELL, R.W. (1973). Operant responding in the common crow
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Corcos
Alain François (Paris 1925-2025) :Biologiste
et botaniste américain,
d'origine française, spécialisé dans l'étude de l'hérédité.
Il s'intéresse également au concept et au
mythe de race et d'ethnie,
ainsi qu'aux travaux de Mendel.
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Sarcastic honorifics use and impoliteness in Korean TV
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X
Y
ou
X
Y
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Corrélation
nulle : Absence de relation entre deux phénomènes (ou
plus). Dans un article
empirique, résultat qui indique qu'il n'y a aucune
association statistique ou de co-occurence entre entre deux variables.
Noncorrelation.
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Positive correlation.
X
Y
ou
X
Y
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Corrélation
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multivariée employée pour connaître la relation entre deux
variables dont on soustrait l'effet d'une troisième variable sur
l'une d'entre elles (et non les deux). Part
correlation (semipartial correlation).
Corrélation
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autocorrélation, corrélation en série. Autocorrelation,
serial correlation.
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Criminalisation : Solution sociale à laquelle ont recours presque toutes les sociétés pour punir
et réprimer le crime ou
tout autre comportement
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puis à arrêter les individus qui commettent ces infractions (rôle
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traduire les inculpés en justice (travail des avocats et des juges)
et, finalement, s'il sont reconnus coupables, à leur
attribuer une peine de prison
conséquente ou une punition équivalente (rôle du personnel des prison
et des pénitenciers). Cette solution n'est pas unique, et
la plupart des sociétés mettent également de l'avant d'autres
solutions comme la prévention, les thérapies, intervention
psycho-sociale, la prise en charge par la communauté, etc. Dans
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= judiciarisation. Criminalization.
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ROBISNON, E. (1985). Mortality among the James Bay Cree,
Quebec 1975-1982. In R. Fortuine (Ed.), Circumpolar
health 84 (pp.166–169). Seattle : Washington Press.
BARSS, P. (1998). Injuries from guns in Cree
communities of Eeyou Istchee, Québec, Canada : A ten
year study. Montreal, Canada : Cree Board of Health
& Social
Services of James Bay and Régie régionale de la santé et
des services sociaux.
SALISBURY, R.F. (1986). A homeland for the Cree : Regional
development in James Bay,
1971–1981. Montreal, Canada : McGill-Queen’s University
Press.
BURNABY, B. & MACKENZIE, M. (1999). Native language
for every subject : The Cree language of instruction
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ATKINSON, H.B. & MAGONET, G. (Ed.) (1990). The
James Bay experience : A guide for health professionals
working among the Crees of northern Quebec. Quebec,
Canada : Government of Quebec.
ADELSON, N. (2000). "Being alive well" : Health
and the politics of Cree well-being. Toronto :
University of Toronto Press.
LAVALLÉE, C., ROBINSON, E. et LAVERDURE, J. (1991).
Description de la clientèle et des services de santé
mentale au sein de la population crie du nord québécois. Santé Culture Health, 8 (3), 265–284.
KIRMAYER, L.J., BOOTHROYD, L.J., TANNER, A., ADELSON, N.
& ROBINSON, E. (2000). Psychological distress among
the cree of James Bay. Transcultural Psychiatry, 37 (1),
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PRINCE, R.H. (1993). Psychiatry among the James Bay Cree :
A focus on pathological grief reactions. Transcultural
Psychiatry Research Review, 30 (1), 3-50.
BURNABY, B. & MACKENZIE, M. (2001). Cree decision
making concerning language : A case study. Journal
of Multilingual & Multicultural Development, 22 (3),
191-209.
McALPINE, L. & HERODIER, D. (1994). Schooling as a
vehicle for Aboriginal language maintenance : Implementing
Cree as the language of instruction in Northern Quebec.
Canadian Journal of Education, 19 (2), 128-141.
ADELSON, N. (2003). Cree. In C.R. Ember & M. Wmber
(Eds), Encyclopedia of medical anthropology : Health
and illness in the world's cultures (pp. 614-622).
Kluwer/Plenum Press.
SAINT-PIERRE. M.-H. (1995). Mortalité de la
population des huit villages cris de la Baie James
1987–1992. Montreal, Canada : Module de santé
publique région crie dela Baie James and Régie régionale
de la Santé et des Services sociaux de Montréal-Centre.
ADELSON, N. (2008). The shifting landscape of Cree
well-being. In G. Matthews & C. Izquierso
(Eds.), Pursuits of happiness : Well-being in
anthropological perspective (pp. 109-123). Oxford :
Berghahn Book.
TERAZA, J. (2009). Langue et éducation chez les Cris
de Eeyou Istchee. Rapport de recherche. Montréal :
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Crise : Le terme a au moins quatre acceptions : a)
Sur le plan
psychologique, il désigne une période de la vie
particulièrement difficile à traverser (EX:
crise d'adolescence).= bouleversement.
Crisis.b) Le concept
renvoie également à un ensemble de réactions vives, souvent à la
suite d'une frustration,
ensemble composé de pleurs, de cris, de menaces, de comportement
agressifs ou hostiles, etc. Chez les enfants, on observe aussi
parfois des roulades, des tonneaux, des frétillements (le fameux
«bacon») et autres figures de style. =colère, se fâcher.c) En sociologie
et en science
politique, le terme désigne soit une situation hors de contrôle
impliquant une partie de la société,
soit des tensions engendrées
par un conflit entre deux
forces ou de groupe
opposés de cette société, situation/conflit qui semblent insoluble
et qui peuvent se solder par un changement profond, une rupture ou
une guerre.=crise sociale, rixe, émeute,
conflit social. d) En économie,
on utilise le terme pour désigner une période économique
particulièrement difficile qui peut se traduire par une baisse de
la croissance, une correction de la bourse ou même un effondrement. =récession.Financial
crisis. e) On utilise également le
terme pour désigner un problème important qui survient au sein
d'une organisation.= crise interne, crise de communication.
f) À tort, on utilise le mot crise cardiaque pour
désigner l'infarctus du
myocarde.Crisis.
ALLISON, G.T. (1971). Essence of decision : explaining
the Cuban missile crisis. Boston : Little Brown.
CLARKE, S. (1990). Crisis of socialism or crisis of the
state. Capital & Class, 14 (3), 19-29. [PDF]
BELZAK, L. & HALVERSON, J. (2018). The opioid crisis in Canada : a national perspective. Health Promotion
and Chronic Disease Prevention in Canada : Research,
Policy & Practice, 38 (6), 224-233. [PDF]
JALALI, M.S., BOTTICELLI, M., HWANG, R.C., KOH, H.K. &
McHUGH, R.K. (2020). The opioid crisis : a
contextual, social-ecological framework Health
Research Policy & System, 18 [87], 1-9. [PDF]
KRUGMAN, P. (2009). Pourquoi les crises reviennent
toujours. Paris : Seuil.
WAGNER, M. (2013). Fear and anger in Great Britain : Blame
assignment and emotional reactions to the financial
crisis. Political Behavior, 36 (3), 683-703.
COOMBS, W.T. (2007). Protecting organizational reputations
during a crisis : The development and application of
situational crisis communication theory. Corporate
Reputation Review, 10 (3), 163-176.
Crise d'octobre : Crise politique survenu au Québec en 1971.October crisis.
BRODEUR, J.-P. (1980). La crise d'octobre et les
commissions d'enquête. Criminologie, 13 (2),
73-98.
KEABLE, J. (1981). Rapport de la Commission d'enquête
sur des opérations policières en territoire québécois.
Québec : Ministère de la justice.
DUCHAÎNE, J.-F. (1981). Rapport sur les événements
d'octobre 1970. Québec : Gouvernement du Québec,
Ministère de la justice.
COMEAU, R. & GILL, L. (2020). Mon Octobre 70 : la
crise et ses suites. Montréal : VLB Éditeur.
Crise de l'énergie : Energy crisis.
SEARS, D.O. TYLER, T., CITRIN, J. & KINDER, D.R.
(1978). Political system support and public response to the energy crisis. American Journal of Political Science, 22, 56-82.
Crise économique : En économie,
on utilise le terme pour désigner une période économique (et
souvent sociale) particulièrement difficile, en raison d'une
baisse importante de la croissance,
d'une sévère correction de la bourse ou même d'un effondrement.
= crise financière, récession.Economic crisis, financial crisis.
KRUGMAN, P. (1979). A model of balance of payments crises.
Journal of Money, Credit & Banking 11, 311–325.
OBSFELD, M. (1984). The logic of currency crisis. Cahiers
Économiques et Monétaires, 43, 189–213.
CHOWDHRY, B. & GOYAL, A. (2000). Understanding the
financial crisis in Asia. Pacific-Basin Finance
Journal, 8, 135–152. [PDF]
KRUGMAN, P. (2009). Pourquoi les crises reviennent
toujours. Paris : Seuil.
WANG, P. & WEN, Y. (2010). Speculative bubbles and
financial crises. American Economic Journal :
Macroeconomics, 4 (3), 184-221.
WAGNER, M. (2013). Fear and anger in Great Britain : Blame
assignment and emotional reactions to the financial
crisis. Political Behavior, 36 (3), 683-703.
BUKOWSKI, M., DE LEMUS, S., RODRIGUEZ-BAILÓN, R. &
WILLIS, G. B. (2017). Who’s to blame ? Causal attributions
of the economic crisis and personal control. Group
Processes & Intergroup Relations, 20 (6),
909–923.
Crise politique : Situation problématique, souvent hors de contrôle, impliquant les forces antagonistes d'une société, parfois un groupe en particulier, et que les autorités en place doivent calmer ou résoudre rapidement
avant qu'elle ne dégénère (violence, émeute,
mort, guerre civile,
épidémie, etc).
Crisis, social crisis.
BRODEUR, J.-P. (1994).La crise d'octobre et les
commissions d'enquête. Criminologie, 13 (2),
73-98,
KEABLE, J. (1981). Rapport de la Commission d'enquête
sur des opérations policières en territoire québécois.
Québec : Ministère de la justice.
DUCHAÎNE, J.-F. (1981). Rapport sur les événements
d'octobre 1970. Gouvernement du Québec, Ministère de la
justice.
COMEAU, R. et GILL, L. (2020). Mon Octobre 70 : la
crise et ses suites. Montréal : VLB Éditeur.
Crise sociale : Situation problématique hors de contrôle impliquant une partie de la société, parfois un groupe en
particulier, et que les
autorités en place doivent calmer ou résoudre rapidement
avant qu'elle ne dégénère (violence, émeute,
mort, guerre civile,
épidémie, etc).
Crisis, social crisis.
WRIGHT, E.O. (1978). Class, crisis, and the state.
London : New Left Books.
CLARKE, S. (1990). Crisis of socialism or crisis of the
state. Capital & Class, 14 (3), 19-29. [PDF]
McDERMOTT, R., COWDEN, J. & KOOPMAN, C. (2002).
Framing, uncertainty and hostile communications in a
crisis experiment. Political Psychology, 23 (1),
133-149.
COOMB, W.T. & HOLLYDAY, S.J. (2002). Helping crisis
managers protect reputational assets : Initial tests of
the situational crisis communication theory.
Management Communication Quarterly, 16, 165-186.
LACHAPELLE, G. (2005). Claude Ryan et la violence du
pouvoir : Le Devoir et la Crise d'octobre 1970 ou le
combat de jounalistes démocrates. Québec : Presses
de l'Université Laval.
BROCKNER, J. & HAYES, J.E. (2008). Toward an
understanding of when executives see crisis as
opportunity. Journal of Applied Behavioral Science,
44 (1), 94-115.
BELZAK, L. & HALVERSON, J. (2018). The opioid crisis
in Canada : a national perspective. Health Promotion
and Chronic Disease Prevention in Canada : Research,
Policy & Practice, 38 (6), 224-233. [PDF]
Crisis : The Journal of Crisis Intervention & Suicide Prevention
: Revue
scientifique qui consacre ses pages à l'étude du suicide.
Éditeur : Heldref Publications.
MONTROSS THOMAS, L.P., PALINKAS, L.A., MEIER, E.A.,
IGLEWICZ, A., KIRKLAND, T. & ZISOOK, S. (2016).
Yearning to be heard : What veterans teach us about
suicide risk and effective interventions. Crisis :
The Journal of Crisis Intervention & Suicide
Prevention, 35 (3), 161-167.
Cristalliser : Cristallisation : Par analogie avec le
cristallisation, qui décrit le passage d'un état liquide
désordonné à un état solide plus stable - se dit de tout phénomène
psychologique qui acquiert une forme définitive ou qui résiste à
de nouveaux changements majeurs. EX : Certains
psychologues considèrent que la personnalité
se cristalise dans la mi-vingtaine. Cristalliser et
intelligence cristallisée.Crystallized intelligence.
HORN, J.L. & CATTELL, R.B. (1966). Refinement and test
of the theory of fluid and crystallized general
intelligences. Journal of Educational Psychology, 57,
253-270.
CATTELL, R.B. (1967). La théorie de l'intelligence fluide
et cristallisée. Revue de Psychologie Appliquée, 16
(3), 135-154.
HORN, J.L. & CATTELL, R.B. (1967). Age differences in
fluid and crystallized intelligence. Acta
Psychologica, 26, 107-129.
STANKOV, L. (2000). The theory of fluid and crystallized
intelligence : New findings and recent developments. Learning
& Individual DIfferences, 12 (1), 1-3.
Critère
:Référent ou
norme - généralement assez
précis - que l'on utilise afin de poser un jugement,
déclarer qu'une chose est vraie ou fausse, bonne ou mauvaise. Un
critère peut être empirique (fondé sur les
faits), théorique (provenir d'une
théorie) ou arbitraire
(fixé sans justification empirique ou théorique). =
condition à remplir, ce sur quoi on s'appuie ou on se fonde pour
dire ceci ou cela.
Criteria.
CRITCHFIELD, T.S. & PERONE, M. (1990). Verbal
self-reports of delayed matching to sample by humans. Journal
of the Experimental Analysis of Behavior, 53 (3),
321-344. [PDF]
CRITCHFIELD, T.S. & LATTAL, K.A. (1993). Acquisition
of a spatially defined operant with delayed reinforcement.
Journal of the Experimental Analysis of Behavior, 59
(2), 373-387. [PDF]
CRITCHFIELD, T.S. & RASMUSSEN, E.R. (2007). It's
aversive to have an incomplete science of behavior. Mexican
Journal of Behavior Analysis, 33, 1-6.
CRITCHFIELD, T.S. (2011). Interesting times : practice,
science, and professional organizations in behavior
analysis. The Behavior Analyst, 34, 297-310.
CRITCHFIELD, T.S. (2014). Skeptic's corner : Punishment -
Destructive force or valuable social "adhesive" ? Behavior
Analysis Practice, 7, 36-44. [PDF]
Critique : Analyse -
parfois rapide et succinte - qui met en lumière les points forts
et faibles d'une chose (livre, film, oeuvre d'art, recherche
scientifique, musique, les autres, soi-même, etc).Criticism.
HORNSEY, M.J. & IMANI, A. (2004). Criticizing groups
from the inside and the outside : An identity perspective
on the intergroup sensitivity effect. Personality
& Social Psychology Bulletin, 30, 365-383.
ELDER, T.J., SUTTON, R.M. & DOUGLAS, K.M. (2005).
Keeping it toourselves : Effects of audience size and
composition on reactionsto criticisms of the ingroup. Group
Processes & Intergroup Relations, 8, 231-244
HORNSEY, M.J. (2005). Why being right is not enough :
Predicting defensiveness in the face of group criticism. European
Review of Social Psychology, 16, 301-334.
HORNSEY, M.J., ROBSON, E., SMITH, J., ESPOSO, S. &
SUTTON, R.M. (2008). Sugaring the pill : Assessing
rhetorical strategies designed to minimize defensive
reactions to group criticism. Human Communication
Research, 34, 70-98.
HORNSEY, M.J. & ESPOSO, S. (2009). Resistance to group
criticism and recommendations for change : Lessons from
the intergroup sensitivity effect. Social &
Personality Psychology Compass, 3, 275-291.
RABINOVICH, A. & MORTON T.A. (2010). Who says we are
bad people ? The impact of criticism source and
attributional content onresponses to group-based
criticism. Personality & Social Psychology
Bulletin, 36, 524-536.
THÜRMER, LUKAS, J., McINTYRE, B. & McCREA, S.M.
(2018). Motivated collective defensiveness : Group members
prioritize counterarguing out-group criticism over getting
their work done. Social Psychological &
Personality Science, 10 (3) 382-392.
BUDDENBROCK, W.V. (1916). A criticism of the tropism
theory of Jacques Loeb. Journal of Animal Behavior, 6
(5), 341-366.
JOSEPH, J. (1999). A critique of the Finnish adoptive
family study of schizophrenia. Journal of Mind &
Behavior, 20, 133-154. [PDF]
JOSEPH, J. (1999). The genetic theory of schizophrenia : A
critical overview. Ethical Human Sciences &
Services, 1, 119-145. [PDF]
JOSEPH, J. (2000). Not in their genes : A critical view of
the genetics of attention-deficit hyperactivity disorder.
Developmental Review, 20, 539-567. [PDF]
JOSEPH, J. (2001). Is crime in the genes ? A critical
review of twin and adoption studies of criminality and
antisocial behavior. Journal of Mind & Behavior,
22, 179-218.[PDF]
JOSEPH, J. (2001). Separated twins and the genetics of
personality differences : A critique. American Journal
of Psychology, 114, 1-30. [PDF]
JUSSIM, L. (2005). Accuracy : Criticisms, controversies,
criteria, components, and cognitive processes.
Advances in Experimental Social Psychology, 37, 1-93.
[PDF]
Critique
de soi : = auto-critique. Self-criticism.
THOMPSON, R. & ZUROFF, D.C. (2004). The levels of
self-criticism scale : Comparative self-criticism and
internalized self-criticism. Personality &
Individual Differences, 36, 419-430.
Critique
méthodologique : Critique d'une étude, d'une
explication ou d'une théorie qui concerne les
méthodes de recherche utilisées pour obtenir les données qui
confirment ou infirment cette explication/théorie/étude. Cette
critique est habituellement faite dans la section
interprétation d'un article
scientifique. Methodological critique.
RAINS, C., PENZIEN, D.B., McCORY, D.C. & GRAY, R.N.
(2005). Behavioral headache treatment : History, review of
the empirical literature, and methodological critique. Headache,
5 (S2), 92-109. [PDF]
Critique
par les pairs :Principe
scientifique qui stipule que tout article
scientifique doit faire l'objet d'un examen minitieux et
rigoureux avant d'être soumis pour publication.
Cet examen (review) est fait par un comité
de lecture formé d'experts
en la matière, généralement des collègues ou des chercheurs dans
le même domaine que l'auteur (peer). Si ce comité de lecture le
juge bon, il recommandera la publication de l'article, sinon le
chercheur devra refaire ses devoirs et soumettre une nouvelle
version révisée et corrigée.
= révision par les pairs.
Review
process, peer review, review process, journal-review process, referee system.
Critique théorique externe : Critique d'une
théorie ou d'une explication
au moyen d'une autre
théorie. Il s'agit ici de confronter deux théories (ou
plus). = guerre de chapelles.
JUSSIM, L. (2005). Accuracy : Criticisms, controversies,
criteria, components, and cognitive processes.
Advances in Experimental Social Psychology, 37, 1-93.
[PDF]
Critique
théorique interne : Critique d'une théorie
ou d'une explication sur le plan de sa cohérence
conceptuel.
CRITS-CHRISTOPH, P. & MINTZ, J. (1991). Implications
of therapist effects for the design and analysis of
comparative-studies of psychotherapies. Journal of
Consulting & Clinical Psychology, 59 (1),
20-26. [PDF]
CRITS-CHRISTOPH, P., FRANK, E., CHAMBLESS, D.L., BRODY, C.
& KARP, J.F. (1995). Training in empirically validated
treatments : What are clinical psychology students
learning ? Professional Psychology : Research &
Practice, 26 (5), 514-522.
CRITS-CHRISTOPH, P. (1997). Limitations of the "Dodo bird"
verdict and the role of clinical trials in psychotherapy
research : Comment on Wampold et al. (1997). Psychological
Bulletin, 122, 216-220. [PDF]
CRITS-CHRISTOPH, P., CONNOLLY GIBBONS, M.B.,
CRITS-CHRISTOPH, K., NARDUCCI, J., SCHAMBERGER, M. &
GALLOP, R. (2006). Can therapists be trained to improve
their alliances ? A pilot study of alliance-fostering
therapy. Psychotherapy Research, 13, 268-281.
SOLOW, R. (1956). A contribution to the theory of economic
growth. Quarterly Journal of Economics, 70, 65-69.
SHEARER, R.A. (1961). The concept of economic growth.
Kyklos, 14 (4), 497-532. [PDF]
MANKIW, G.N., ROMER, D. & WEIL, D.N. (1992). A
contribution to the empirics of economic growth. Quarterly
Journal of Economics, 107, 407-437.
TOBIN, J. (1965). Money and economic growth. Econometrica, 33, (4), 671-684. [PDF]
MEADOWS, D.H., MEADOWS, D.L., RANDERS, J. & BEHRENS,
W.W. (1972). The limits to growth : a report for the
Club of Rome's project on the predicament of mankind. New
York : Universe Books.
FIREBAUGH, G. & BECK, F. (1994). Does economic growth
benefit the masses ? Growth, dependence, and welfare in
the third world. American Sociological Review, 59,
631-653.
WEEDE, E. (1983). The impact of democracy on economic
growth. Kyklos, 36, 21-39.
ENGEN, E. & SKINNER, J. (1996). Taxation and economic
growth. National Tax Journal, 49 (4), 617-642.
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COHEN, Y. (1985). The impact of bureaucratic-authoritarian
rule on economic growth. Comparative Political
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BARRO, R.J. (1997). Determinants of economic growth :
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MARTIN, P. & ROGERS, C. (2000). Long-term growth and
short-term economic stability. European Economic
Review, 44(2), 359-381.
SOROKIN, G. (1987). Growth rates of the Soviet economy. The
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KURZMAN, C., WERUM, R. & BURKHART, R.E. (2002).
Democracy's effect on economic growth : A pooled
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VANDENBUSSCHE, J., AGHION, P. & MEGHIR, C. (2006).
Growth, distance to frontier and composition of human
capital. Journal of Economic Growth, 11 (2),
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HERD, R. & DOUGHERTY, S. (2007). Growth prospects in
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SIROWY, L. & INKELES, A. (1990). The effects of
democracy on economic growth and inequality : A Review. Studies
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REINHART, C.M. & . ROGOFF, K.S. (2010). Growth in a
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HERRERA, R. & LONG, Z. (2013). L'énigme de la
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politics and economic growth. Quarterly Journal of
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Croissance personnelle (Cours/Livres) :
Désigne toute une gamme de pratiques visant à améliorer
sa santé mentale, la
plupart du temps sans l'aide d'un professionnel reconnu en la
matière. Self-help.
GLASGOW, R.E. & ROSEN, G.M. (1978). Behavioral
bibliotherapy : A review of self-help behavior therapy
manuals. Psychological Bulletin, 85, 1-23.
ROSEN, G.M. (1978). Suggestions for an editorial policy on
the review of self-help treatment books. Behavior
Therapy, 9, 960.
ROSEN, G.M. (1987). Self-help treatment books and the
commercialization of psychotherapy. American
Psychologist, 42, 46-51.
ROSEN, G.M. (1993). Self-help or hype ? : Comments on
psychology's failure to advance self-care. Professional
Psychology : Research & Practice, 24, 340-345.
Croissance psychologique : Concept humaniste
qui désigne la tendance innée des individus à s'autoactualiser.
= auto-actualisation,
actualisation de soi, croissance personnelle.
=
grandir.
Growth.
ALDERFER, C. (1972). Existence, relatedness &
growth. New York : Free Press.
Croissement sélectif : Technique de sélection artificielle utilisée pour étudier les interactions gène-comportement, et qui consiste à croiser plusieurs générations sucessives d'animaux possédant une caractéristique que l'on désire étudie ou commercialiser.
CRONIN, M.E. (1996). Life skills curricula for
students with learning disabilities : A review of the
literature. Journal of Learning Disabilities, 29
(1), 53-68
PATTON, J.R., CRONIN, M.E. & JAIRRELS, V. (1997).
Curricular implications of transition : Life skills
instruction as an integral part of transition education. Remedial
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CRONIN, M.E., PATTON, J.R. & WOOD, S.J. (1999). Infusing
real-life topics into existing curricula : Recommended
procedures and instructional examples for the
elementary, middle, and high school levels. Pro Ed.
WOOD, S.J., MURDOCK, J.Y. & CRONIN, M.E. (2002).
Self-monitoring and at-risk middle school students. Behavior
Modification, 26 (5), 605-626.
PATTON, J.R., CRONIN, M.E. & WOOD, S.J. (2006). Life
skills instruction : A practical guide for integrating
real-life content into the curriculum at the elementary
and secondary levels for students with special needs or
who. Pro Ed.
Croquis : Dans un article
scientifique ou un rapport
de recherche, figure qui illustre les conditions d'une expérience ou les aspects importants d'un site site d'observation (position des sujets, position et déplacement des
observateurs, obstacles, etc) lors d'une recherche.
CROSS, W.E. (1971). The Negro-to-Black conversion
experience. Black World, 20 (9), 13-27.
CROSS, W.E. (1978). The Cross and Thomas models of
psychological nigrescence. Journal of Black
Psychology, 5, 13-19.
CROSS, W.E., PARHAM, T.A. & HELMS, J.E. (1991). The
stages of Black identity development : Nigrescence models.
In R.L. Jones (Ed.), Black psychology (pp.
319-338). Cobb & Henry Publishers.
CROSS, W.E. (1994). Nigrescence theory : Historical and
explanatory notes. Journal of Vocational Behavior, 44
(2), 119-123.
CROSS, W.E., VANDIVER, B., WORRELL, F.C. &
FHAGEN-SMITH, P. (2002). Validating the Cross Racial
Identity Scale. Journal of Counseling Psychology, 49
(1), 71-85.
VANDIVER, B.J., FHAGEN-SMITH, P.E., COKLEY, K.O., CROSS,
W.E. & WORREL, F.C. (2001). Cross's nigrescence model
: From theory to scale to theory. Journal of
Multicultural Counseling & Development, 29 (3),
174-200.
CROSSMAN, E.K. (1968). Pause relationships in multiple and
chained fixed-ratio schedules. Journal of the
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Croyance : Idée ou explication
que l'on tient pour vraie au moment où on la formule, ou en
laquelle on a fortement confiance,
mais qui soit : 1) ne correspond pas à la réalité
(superstition); 2) s'avère bel et bien vraie (connaissance);
3) est impossible à vérifier (foi).EX: La terre est plate ou l'homéopathie est
efficace (superstition); certains poissons du Dévonien ont acquis
la capacité de se hisser hors de l'eau (connaissance) ou Dieu
existe (indémontrable= foi). Pour les psychologues, une croyance
est donc une proposition hypothétiquement vraie pour le locuteur
et croire consiste à formuler ce type de proposition. Pour les béhavioristes,
les croyances sont des comportement
verbaux qui décrivent le monde mais uniquement sous le
contrôle des contingences
sociales. Une croyance qui est empiriquement vraie acquiert
le statut de connaissance;
si cette croyance acquiert ce statut grâce à la méthode
scienifique, elle devient une connaissance scientifique. On
peut donc affirmer que croyance et connaissance scientifique
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=
foi. /connaissance
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logique ou les mécanismes sous-jacents. Le mot cargo
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postes de radios-émetteurs étrangers, qui permettaient aux
populations locales d'obtenir l'envoi de nourriture par cargos et
avions, une vénération tellement grande qu'ils ont construit de
faux postes en bois pour imiter les vrais, dans l'espoir d'obtenir
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Culturation(En-) : L'enculturation est un
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désigner les moyens par lesquels un groupe
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valeurs partagées de leur culture.=socialisation,
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a
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mais plutôt d'une idéologie
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certaines idées ou certains pratiques sociales qui contreviennent
à la "bonne cause" et à sa nouvelle conception de la morale,
centrée sur la justice immanente, la vérité individuelle (ma
vérité), l'anathème-éclair, l'auto-justice, la survalorisation de
la pureté morale et l'hyper-sensibilité individuelle (les
micro-agressions). Cette pseudo-culture s'oppose à la science qui
promeut une vérité empirique par accord et se méfie des intuitions
et des raccourcis intellectuels. =
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prescriptive pour désigner les connaissances scientifiques que les
les individus devraient possèder de nos jours (EX:
Théorie de l'évolution), ainsi que leur degré de maîtrise (Littéracie
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Culturelle
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culturelles.= diversité
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CUMMING, W.W., BERRYMAN, R., COHEN, L.R. & LANSON,
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[PDF]
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CUMMINGS, E.M. (1987). Coping with background anger in
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CUMMINGS, E.M., VOGEL, D., CUMMINGS, J.S. & EL-SHEIKH,
M. (1989). Children's - responses to different forms of
expression of anger between adults. Child
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Cure : Du latin cura qui
signifie "soin". a) Terme générique qui désigne
les soins prodigués à un malade.Cure. b) Le terme est
aussi utilisé en psychologie pour désigner la thérapie psychanalytique,
offerte en cabinet ou dans les institutions
psychiatriques. = psychanalyse,
analyse, cure
verbale, cure par le langage. Cure, talking
cure.
a
MONCRIEFF, J. (2008). The myth of the chemical cure :
A critique of psychiatric drug treatment. London :
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b
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Journal of Psychology, 45, 180-191.
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[LIRE]
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conditional process model of children's behavioral
engagement and behavioral disaffection in sport based on
self-determination theory. Journal of Sport &
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CURRAN, T. & HILL, A.P., APPLETON, P.R., VALLERAND,
R.J. & STANDAGE, M. (2015). The psychology of passion
: A meta-analytical review of a decade of research on
intrapersonal outcomes. Motivation & Emotion, 39,
631-655.
CURRAN, T. & HILL, A.P. (2017). Perfectionism is
increasing over time : A meta-analysis of birth cohort
differences from 1989 to 2016. Psychological
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[PDF]
CURRAN, T. (2018). Parent conditional regard and the
development of perfectionism in adolescent athletes : The
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CURRY, J.F. & HOCK, R.A. (1981). Sex differences in
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CURRY, J.F. & HERSH, J. (2014). Development and
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CURTIN, R. (1982). Indicators of consumer behavior : The
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CURTIN, R. (2007). Consumer sentiment surveys : Worldwide
review andassessment. Journal of Business Cycle
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surveys. American Economic Review : Papers &
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analysis of determinants within social-class levels. Canadian
Review of Sociology & Anthropology, 11 (1),
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CURTIS, J., GRABB, E., GUPPY, N. & GILBERT, S.
(Eds.) (1988/2004). Social inequality in Canada :
Patterns, problems & policies. Toronto :
Prentice-Hall.
CURTIS, J., LAMBERT, R., BROWN, S. & KAY, B. (1989).
Affiliating with voluntary associations :
Canadian-American comparisons. Canadian Journal of
Sociology, 14 (2), 143-162.
CURTIS, J., BAER, D.E & GRABB, E. (2001). Has
voluntary association activity declined ? Analyses for
thirteen countries. Canadian Review of Sociology
& Anthropology, 38 (3), 249-274.
CURTIS, J. & DESMARAIS, S. (2001). Gender and
perceived income entitlement among full-time workers :
Analyses for Canada at two points in time. Basic
& Applied Social Psychology, 24 (3), 157-168.
CURTIS, S. (2000). Undergraduates are now filling the
McJobs. Professional Manager, 44-46.
CURTIS, S. & LUCA, R. (2001). A coincidence of needs ?
employers and full time students. Employee Relations,
23 (1), 38-54.
CURTIS, S. & WILLIAMS, J. (2002). The reluctant
workforce : Undergraduates' part-time employment.
Education & Training, 44 (1), 5-10.
CURTIS, S. (2005). Support for working undergraduates :
the view of academic staff. Education &
Training, 47 (7), 496-505.
CURTIS, S. & SHANI, N. (2010). The effect of taking
paid employment during term-time on students' academic
studies. Journal of Further & Higher Education,
26 (2), 129-138.
CURY, F., BIDDLE, S., FAMOSE, J.P., GOUDAS, M., SARRAZIN,
P. & DURAND, M. (1996). Personal and situational
factors influencing intrinsic interest of adolescent girls
in physical education : A structural equation modeling
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CURY, F., ELLIOT, A., SARRAZIN, P., DA FONSéCA, D. &
RUFO, M. (2002). The trichotomous achievement goal model
and intrinsic motivation : A sequential mediational
analysis. Journal of Experimental Social Psychology,
38, 473-481.
CURY, F., DA FONSéCA, D., RUFO, M., PERES, C. &
SARRAZIN, P. (2003). The trichotomous model and investment
in learning to prepare for a sport test : A mediational
analysis. British Journal of Educational Psychology,
73, 529-543.
CURY, F., ELLIOT, A., DA FONSéCA, D. & MOLLER, A.
(2006). The social-cognitive model of achievement
motivation and the 2 X 2 achievement goal framework. Journal
of Personality & Social Psychology, 90, (4),
666-679.
CURY, F., DA FONSÉCA, D., ZAHN, I. & ELLIOT, A.
(2008). Implicit theories and IQ test performance : A
sequential mediational analysis. Journal of
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CUSSON, M. (1974). La resocialisation du jeune
délinquant. Montréal : Le Presses de l'Université
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CUSSON, M. (1983). Le contrôle social du crime.
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CUSSON, M. (1990). Croissance et décroissance du
crime. Paris : Les Presses Universitaires de
France.[PDF]
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l'histoire de la criminologie nous enseigne. Lausanne,
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S. Guay, J.Proulx et F. Cortoni (Dirs.), Traité des
violences criminelles. Les questions posées par la
violence, les réponses de la science. Montréal :
Hurtubise.
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computers. Information & Control, 2 (1),
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: Cybernetics, algorithmization, and heuristics in
education. Englewood Cliffs, NJ : Educational
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Transactions on Information Theory, 1, 143-149.
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NOLFI,
S. & FLOREANO, D. (2000). Evolutionary robotics :
The biology, intelligence, and technology of
self-organizing machines. Cambridge, MA : MIT
Press/Bradford Books.
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l'enfant et chez le robot. In L. Apostel, J.B. Grize, S.
Papert et J. Piaget (Dirs.), La filiation des
structures. Études d'épistémologie génétique (Vol
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HEYLIGHEN, F. & JOSLYN, C. (2001). Cybernetics and
second order cybernetics. In R.A. Meyers (Ed.), Encyclopedia
of physical science & technology (Vol. 4, p.
155-170). New York : Academic Press.
CyberPsychology & Behavior & Social Networking : Revue
scientifique de psychologie qui consacre ses pages aux
études de cyberpsychologie.
Autrefois CyberPsychology & Behavior.
KLINGER, E., BOUCHARD, S., LÉGÉRON, P., ROY, S.,
LAUEUR, F., CHEMIN, I. & NUGUES, P. (2005). Virtual
reality therapy for social phobia : A preliminary
controlled study. CyberPsychology & Behavior, 8
(1), 76-88.
DURKIN, K.F. & BRYANT, C.D. (1995). Log on to sex :
Some notes on the carnal computer and erotic cyberspace as
an emerging research frontier. Deviant Behavior, 16 (3),
179-200.
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expression on the Internet. Behavioral Sciences &
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theoretical, historical and statistical analysis of the
capitalist process / Les cycles des affaires.
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Effects of static stretching on leg power during cycling.
Journal of Sports Medicine & Physical Fitness, 46
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Cyclothymie : Désigne l'alternance plus ou moins systématique
d'états dépressif et
euphorique que l'on nomme parfois humeur.
Ce terme a été proposé par Kahlbaum
en 1882. De nos jours, on utilise davantge le terme trouble
bipolaire.Cyclothymia.
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cyclothymia as a cyclical mood disorder : its relevance to
the modern concept of bipolar II. Journal of
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approach. ROME : IRBD.
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P., LANCRENON, S., BAYART, D. &
AKISKAL, H.S. (2005). Cyclothymic temperament as a
prospective predictor of bipolarity and suicidality in
children and adolescents with major depressive disorder. Journal
of Affective Disorders, 85 (1-2), 181-189.
HANTOUCHE, E.G. & PERUGI, G. (2012). Should
cyclothymia be considered as a specific and distinct
bipolar disorder ? Neuropsychiatry, 2 (5),
407-414.
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Models in a behavioral theory of the firm. Behavioral
Science, 4 (2), 81-95. [PDF]
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theory of the firm. Englewood Cliffs :
Prentice-Hall.
CYERT, R.M. & MOWERY, D.C. (1987). Technology and
employment : Innovation and growth in the U.S. economy.
National Academy Press.
CYERT, R.M. (1988). The place of nonprofit management
programs in higher education. In M. O'Neill & D.R.
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organizations. New York : Praeger Publishers.
CYERT, R.M. & DE GROOT, M.H. (1959). Multi-period
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the duopoly problem. Quarterly Journal of Economics,
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the firm" by Richard M. Cyert and James G. March. American
Economic Review, 54, 144-148.
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EATON J. & STRUTHERS, C.W. (2002). Using the internet
for organizational research : A study of cynicism in the
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NAIR, P. & TKAMALANABHAN, T.J. (2010). The impact of
cynicism on ethical intentions of indian managers : the
moderating role of seniority. Journal of
International Business Ethics, 3 (1), 14-29. [PDF]
Claude
Goulet/2003© l Comment citer ce lexique 
l
Notre mission : Explorer la nébuleuse Psy !
Contraire
: Les antonymes, ou
mots-contraire, proposés dans ce lexique ne respectent pas
toujours l'usage scientifique consacré. Ils ont davantage pour but
d'éclaircir la signification des mots auxquels ils s'opposent. Par
conséquent, il est possible que certaines suggestions vous
paraissent peu orthodoxes. Exemple
de / 
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Voir aussi 
= Punition (P) 
= Renforcement (R) 
