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Race : Le concept a deux usages distincts et non compatibles
: a) À l'origine, le mot renvoie à l'idée d'un
groupe d'individus ayant la même origine, donc les mêmes
caractéristiques. On dit souvent des individus de «même sang».
Ensuite, avec la découverte du gène, on utilise le terme «race»
pour identifier les personnes d'un groupe qui possèdent les mêmes
gènes, le même patrimoine
génétique (génome). Pour
certains auteurs, cette parenté génétique détermine même le
devenir individuel et collectif des individus : selon eux, la race
influencerait largement la culture,
les valeurs, les
idéologies, et même la personnalité
des individus. Cependant, la race n'est pas un concept
scientifique. En effet, comme l'a montré Gould
et Lewontin sur le plan
génétique, il n'existe pas plus de différence entre un Noir et un
Blanc, qu'entre deux Blancs ou deux Noirs. En ce sens, le terme
«race» ou «groupe racisé» est à proscrire. On peut le remplacer
par "ethnie" ou mieux encore par "culture ou sous-culture" qui
rendent mieux l'idée d'un «fond commun, de partage d'une identité
commune» sans recourir aux notions de «gène» ou de «même sang».
Cependant, il s'agit tout de même d'une concept subjectif que les
individus utilisent pour classer les autres en fonction de leur apparence
(couleur de la peau, pigmentation, forme du visage, traits
particuliers, etc.) ou comme explication intuitive pour comprendre
le comportement d'autrui (théorie
implicite de la personnalité) ou l'influence de la culture.
De nos jours, c'est à ce titre - comme théorie implicite de
l'apparence - que la psychologie utilise le concept de race. NDLR
: En anglais, ce terme renvoie parfois au concept
d'ethnie ou de communauté ethnique. Race, différences
racialeset racisme. =
race humaine, de la même origine, du même sang.
Race. b) La police
emploie également ce terme pour décrire succintement les
caractéristiques faciales d'un
suspect ou d'une personne disparue ou recherchée (signalement),
notamment la couleur de sa
peau. EX : Un homme de race blanche.
Race, reconnaissance
du visageetcatégorisation.= apparence, couleur de la peau,
élément du signalement policier.
Race, skin color.
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Raciales
(Tensions) : Terme utilisé pour
désigner un malaise (individuel) ou une situation sociale
désagréable (collectif), voire
anxiogène, entre des individus
ou des groupes qui croient
appartenir à des races différentes,
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Racisme
: Raciste : Il existe au moins deux formes de racisme :
le racisme «viscéral» et le racisme «idéologique». Bien que ces
deux formes s'expriment sensiblement de la même façon - que nous
décrirons plus loin dans le texte - leur point d'origine est
différent.
Le racisme viscéral ou affectif repose sur la
haine ou la répulsion
des individus d'une autre race (ou groupe/origine
ethnique). Ces émotions
ou sentiments, à la
fois négatifs et intenses, naissent généralement lors
d'expériences traumatisantes individuelles (agression,viol,enlèvement,
etc) ou collectives (guerre,génocide, etc). On déteste
alors ceux et celle qui nous ont fait mal ou qui cherchent à nous
blesser (menace), quels
qu'ils soient, mais encore plus si ceux-ci - «les autres =
A» - sont culturellement ou physiquement différents de nous.
Détester ceux ou celles qui nous ont fait mal n'est pas du
racisme, mais une réaction normale. Cela devient du racisme
lorsqu'on déteste tous les A, bref tous ceux qui ressemblent à
ceux ou celles qui nous on fait mal. Ces différences - que
l'on assimile à une race (couleur de la peau, forme du visage,
morphologie typique, etc) servent alors de stimulus
discriminatif aux comportements de discrinination sociale,
de rejet, de mépriss, d'hostilité verbale et parfois même de
violence à l'endroit de ceux et celles qui font partie de ces
«autres», même si ces derniers ne nous ont jamais fait mal. Il
s'agit d'une généralisation
: Albert m'a donné un coup de poing, j'ai mal, Roger est un
A, donc je déteste tous les A, incluant Artémise et Arnold que je
ne connais même pas. Bref, la haine que l'on ressent à l'endoit
d'un individu se généralise à tous son groupe «les autres».
La seconde forme - le racisme idéologique - a
plutôt comme origine le sentiment
de supériorité, d'un individu ou d'un groupe, à l'endroit
d'individus qui appartiennent à une autre «race»,
considérée comme inférieure, généralement sur tous les
plans et à tous égards, en raison de son origine biologique (les races dégénérées,
le mauvais sang, les mutants, les tares génétiques, etc.) ou parce
que cette «race» a subi au cours de l'histoire une forme
d'oppression ou de domination sociale qui la rend faible, la
plaçant ainsi en position de soumission (colonisation,
déportation, défaite lors d'une guerre, dépendance économique ou
militaire, mauvais sort, châtiment de dieu, aléas de l'histoire,
etc). On se croit supérieurs aux vaincus, aux perdants de tout
acabit, davantage si le vaincu est différent de nous, fait partie
«des autres». Albert est un A, il a fait faillite, c'est un
minable, donc je me sens supérieur à tous les A, incluant Artémise
et Arnold que je ne connais même pas.
Il va de soi que ces deux formes de
racisme peuvent coexister chez une même personne ou un même
groupe; elles ne sont pas mutuellement exclusives. On peut sans
doute affirmer que le nazisme
est un exemple de biracisme à l'endroit des Roms et des Juifs.
Quelque que soit la forme, le raciste considère que les inégalités
de traitement eu égard à la race ou à l'ethnie sont normales,
voire méritées : «Il peuvent me faire mal, ce sont des minables,
qu'ils payent !». On sait pourtant que l'existence des «races»
n'est pas scientifiquement avérée; elle repose essentiellement sur
des croyances. Quoi qu'il
en soit, pour celui ou celle qui en postule l'existence
(perception), cette supériorité légitime l'exclusion
et justifie les injustices
et l'exploitation
d'autrui.
Ces deux mécanismes sont à l'oeuvre, même si
les différences entre «nous» et les «autres» sont faibles ou
quasi-inexistence. On peut mépriser les femmes qui sont blondes
(«ce ne sont que des idiotes») ou craindre tous les hommes qui ont
un tatouage («ils ont fait de la prison, ils sont dangereux»). La
tendance à discriminer et donc à constituer des catégories est une
fonction du vivant. La discrimination devient sociale lorsque la
formation de ces catégories (nous, les autres) lèse autrui
(les autres) ; l'injustice peut être réelle ou perçue.
Contrairement à la xénophobie,
le racisme peut difficilement être effacé par les effets
bénéfiques de l'éducation,
de l'enculturation,
de l'intégration ou même de l'assimilation. Le racisme individuel
est parfois érigé en système.
Les individus qui se croient supérieurs ou qui sont poussés par la
haine de «l'autre» s'organisent en groupuscule,
parfois en de grands mouvements
sociaux (EX: KKK, mouvement bougaloo et
autres groupes
suprémacistes). Ces grands ensembles se forgent une idéologie
et certains se donnent même les moyens d'action pour réaliser
leurs idéaux racistes (pureté de la race, survie de l'espèce, un
monde meilleur, les élus de dieu, etc). Ces groupes parviennent
parfois à se constituer en parti
politique et à prendre le pouvoir (EX: le
National-Socialisme d'Hitler ou l'Afrikaner Party en Afrique du
sud). Dans ces cas, le racisme devient collectif.
Bonilla-Silva utilse le terme «système social racialisé»
(racialized social systems) pour désigner cette forme de racisme
collectif, implicite ou explicite. Ce racisme de groupe peut alors
devenir systémique ou instiutionnel, si l'état le défend
(sysémique) et le promeut publiquement (institutionnel).
Même si du point de vue de la victime, il n'y a
pas toujours de différence tangible entre subir le racisme ou la
discrimination (après tout, c'est toujours injuste et
désagréable), il y a entre ces deux phénomènes une distinction
très importante chez celui ou celle qui en est l'instigateur : le
racisme nécessite un sentiment négatif intense - de haine ou de
supériorité envers autrui - alors que la
discrimination n'implique pas nécessairement une telle
chose. Pour cette raison, on
confond souvent l'un et l'autre. En recherche, on
s'intéresse autant au racisme envers autrui qu'au racisme
perçu. = haine collective,
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et des politiques de lutte contre de l'état
le racisme. De nos jours,
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Antiracism, anti-prejudice.
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Racisme
: Discrimination raciale : Discrimination systémique (Différences) : Bien que recouvrant, en
apparence, la même réalité (voir comportements ci-dessous), ces
quatre concepts renvoient à des aspects différents de cette réalité.
Voici un exemple pour illustrer
ces différences. Noir et Blanc travaillent pour X. Ils exécutent
tout deux les mêmes tâches (=), avec le même niveau d'efficacité
(=). Et pourtant Noir gagne $ et Blanc $$ (B>N). Noir est-il
victime de racisme ? Réponse : Peut-être, mais pas nécessairement.
Supposons que X déteste les Noirs. Ou se sent supérieurs à eux.
Ces deux facteurs - sentiment de supériorité et haine - pourraient
nous permettre d'établir que Noir est victime de racisme.
En effet, pour distinguer le racisme de la discrimination raciale,
il faut d'abord faire la démonstration que X est animé par un
sentiment de supériorité (racisme idéologique)
ou détestent les Noirs (racisme viscéral).
Ensuite, il faut montrer que l'un ou l'autre de ce deux facteurs
- ou les deux simultanément - est la cause du
comportement qui consiste à offrir un salaire (comportement) plus
élevé à B, lequel comportement produit alors une injustice
(conséquence) envers N.
En l'absence de ces deux sentiments, Noir est-il néanmoins victime
de racisme ? La réponse est non. Pourtant, Noir subit bel et bien
une injustice (conséquence) ? C'est dans ce contexte que l'on a
recours au concept de discrimination raciale; il faut
alors montrer que Noir et Blanc exécutent les mêmes tâches (=)
avec la même efficacité (=), mais que Noir gagne moins que Blanc
(N<B). Par contre, si Noir est moins efficace que Blanc
(N<B) ou s'il exécute des tâches plus faciles ou moins
dangereuses que Blanc (N<B), alors il faudra convenir que la
différence $/$$ s'explique autrement (pratique salariale
différenciée). En clair, racisme et discrimination raciale
se distinguent par la nature de leurs causes (propriété 1), et non
seulement par les comportements (propriété 2) ou les conséquences
(propriété 3) qu'ils engendrent. Bref, toute injustice n'est pas
le résultat du racisme ou de la discrimination. En fait, en
science, il existe une foule de facteurs qui peuvent expliquer les
injustices sociales.
Exemple
1 : Individu
Définition
Propriété 1
Propriété 2
Propriété 3
Causes
Comportements
Conséquences
Racisme
Sentiment
de supériorité ou Haine (ou les deux)
X
offre un meilleur salaire à B
Injustice
envers N
Discrimination
raciale
Préférences
individuelles, biais cognitifs, stéréotypes, préjugés, etc
Pratique
salariale différenciée
B est +
compétent, prend + de risque que N ou a + d'expérience
Pas d'injustice envers N
Il va de soi que, dans
l'exemple ci-dessus, on peut substituer N à B. Précisons également
qu'on ne sait pas si X est un B ou un N. Soulignons finalement que
dans cet exemple, on définit ces réalités en vertu de trois
propriétés : les causes, les comportements engendrés par ces
causes et les conséquences de ces comportements. Certaines
définitions se centrent uniquement sur les comportements ou les
conséquences, ce qui, selon nous, ne permet pas de distinguer
le racisme de la simple discrimination.
Maintenant, si X était un groupe, plutôt qu'un individu,
pourrait-on affirmer que ce groupe est raciste ou qu'il pratique une forme
de discrimination raciale envers certains de ses membres ? Bref,
peut-on utiliser ces concepts pour décrire les groupes ou
seulement les individus ? Une organisation est-elle raciste ? Un
état peut-il faire preuve de discrimination raciale ? Peut-on
attribuer à un groupe les propriétés que l'on utilise pour
décrire les phénomènes individuels ? Certes, on peut qualifier un
individu d'agressif. Peut-on en dire autant de sa famille ou de
son entreprise ? Si oui, faut-il que tous les individus de ce
groupe soient racistes pour que l'on puisse affirmer que ce groupe
- tout entier - est bel et bien raciste ? Ou seulement ses
dirigeants ? Ses leaders ? Son personnel ? Combien faut-il de racistes dans un groupe avant d'affirmer ue ce groupe est raciste ?
En science, on utilise souvent le mot «systémique»
pour désigner les propriétés émergentes
d'un ensemble; c-à-d les caractéristiques d'un ensemble qui
n'appartiennent pas en propre à ses éléments. Autrement dit, un
groupe - qui est un ensemble - pourrait être qualifié de raciste
ou d'agressif même si tous ses membres (éléments) ne sont pas
racistes ou agressifs. Donc si un groupe est qualifié de nazi,
tous ces membres ne sont pas forcément des nazis. Bien sûr, si le
discours officiel du groupe est haineux, on peut affirmer que les
dirigeant du groupe, qui cautionnent officiellement ou
officieusement ce discours, le sont sûrement, surtout s'ils
décident de mieux payer les employés qui souscrivent à ce
discours. Il s'agit alors de racisme systémique car le
système produit des injustices même si tous les membres ne
participent pas volontairement à ce résultat. Mais un groupe peut
produire des conséquences malheureuses pour certains de ses
membres, sans que les dirigeants soient conscients ou responsables
de cet effet. Dans ce cas, il s'agit plutôt de discrimination
systémique. Finalement, ajoutons qu'un groupe peut très
bien décider formellement que certains de ses membres seront
traités mieux que d'autres en raison de leur compétence, de leurs
responsabilités ou des risques qu'ils encourent lors de
l'exécution de leurs tâches (politique salariale
différenciée).
Exemple
2 : Groupe
Définition
Propriété
1
Propriété
2
Propriété
3
Causes
Comportements
Conséquences
Racisme
systémique
Sentiment
de supériorité ou Haine (ou les deux) de certains membres
- actuels ou anciens - du groupe
X
offre un meilleur salaire à B
Injustice
envers N
Discrimination
raciale systémique
Préférences
individuelles, biais cognitifs, stéréotypes, préjugés,
effets pervers, etc de certains membres - actuels ou
anciens - du groupe
Politique
salariale différenciée
B est +
compétent, prend + de risque que N ou a + d'expérience
Pas d'injustice envers N
Racisme/Discrimination
raciale (Mesures/Évlautations) :
Ensemble des critères
de diagnostic,
des tests et des
outils de collecte de données
qui permettent d'évaluer et
de mesurer le racisme
et la discrimination raciale. Perceived racism scale, perceived ethnic
discrimination, measuring racial discrimination, self-reported
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Racisme
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Racisme
systémique : Forme de racisme
qui ne dépend pas des individus, de leur volonté, mais plutôt du
sytème auquel participe les individus. Ce système peut être une classe
d'élèves, une
entreprise, une société
toute entière. Ce racisme s'exprime formellement
(loi, institution, système scolaire, emploi, etc) et
volontairement (discours
et propagande haineuse)
au sein de ces groupes
contre certains de ses membres
ou sous-groupes de membres
dans le but, souvent avoué, de favoriser certains individus
qui se considèrent comme "supérieurs" au détriment d'autres (qui
sont alors lésés), et même
dans certains cas d'exploiter
systématiquement ceux que l'on considèrement comme "inférieurs".
EX : L'Allemagne nazie contre les Roms ou le regime de
l'Apartheid en Afrique du sud.
Le racisme systémique est une propriété
émergente du groupe
ou de l'organisation,
et non des individus, ce qui signifie qu'il peut s'exprimer
concrètement au sein des organisations (système), même si
plusieurs individus au sein de ces organisations, voire la majorité
d'entre eux, ne sont pas racistes
ou le combattent ouvertement. Autrement dit, les membres d'un
groupes peuvent agir de manière raciste contre leur volonté, sans
s'en rendre compte. On dira alors que système est "plus fort" que
les individus qui le composent. Le gouvernement nazi est un bel
exemple d'un système qui a poussé des individus non-racistes à
commettre des geste racistes, contre leur gré. =
haine érigée en système, racisme institutionnel, racisme
organisationnel.
*discrimination
systémique.Institutional racism,
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En science, il
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s'appuie sur des arguments qui
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causes premières; bref le mot renvoie à la racine (=radical)
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=
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de Skinner. b) En politique,
on qualifie de radicale une doctrine
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décisives, qui tranchent avec les façons habituelles de faire les
choses. En ce sens, radical s'oppose à conservateur. NDLR
: Le mot n'est pas synonyme de violence,
ni même d'extrême.
Toutefois, il va de soi qu'une action décisive peut entraîner, du
point de celui qui s'apprête à la commettre, de la violence,
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=
extrême, draconien, pur et dur. /Extrême.
a
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Raison : Le mot a deux acceptions complémentaires : a)
Au sens large, la raison est la capacité
de discernement (raisonnement logique) et d'analyse logique de la
réalité sous toutes ses
formes. En principe, cette capacité de discernement permet à
l'individu de faire les bon choix
et d'agir en conséquence. La raison est donc "cette petite
lumière qui guide nos pas dans la nuit". Raison, raisonnement
et conscience.= lucidité. b)
Cette capacité conduit un individu à prendre conscience des
«causes» qui «se cache» derrière les phénomènes que l'on cherche à
comprendre. Dans
certains cas, ces raisons ou «causes invoquées ou percues»
correspondent à des causes réelles; dans d'autres cas, elles ne
sont que de pures inventions, parfois sans lien avec la réalité. C'est pourquoi on ne considère pas
«raison» et «causes» comme synonymes.
Reason.
a
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Biais. Bias in judgment.
Raisonnement
(Deux systèmes) : Two
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Raisonnement binaire :Raisonnement
de type Si non A, donc B. En En d'autres termes, si ce
n'est pas blanc (A), c'est nécessairement noir (B). EX: Si
un cours est populaire, alors qu'un autre qui se donne au
même moment se vide (A), on en déduit donc que s'il se vide parce
qu'il est de mauvaise qualité (B). Ici toute autre explication
(C à Z) est exclue du raisonnement. Il n'y a pas de nuances possibles, de position intermédiaire, c'est un ou l'autre, blanc ou noir; rien entre les deux. EX: Le cours moins populaire n'est pas forcément de
mauvaise qualité; il peut-être tout simplement moins intéressant que le
premier (C); si le premier n'était pas disponible, le second se
remplirait. Si elle parvient parfois à saisir certains phénomènes
simples, cette forme de a href="definitionsp.htm#pensee">pensée . échoue totalement à appréhender la complexité. et les variations de la réalité. s
= Si non A, donc B. =
raisonnement simpliste, pensée simpliste, pensée linéaire.
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Raisonnement
contrefactuel : Raisonnement qui consiste à envisager
les «possibles scénarios» d'une situation réelle, en remplaçant la
version réelle des faits par une
version alternative, contaire à ces faits.
Cette version alternative peut être plus agréable ou «noires» que
la version originale. EX : Que ce serait-il
passé si l'Archi-duc Ferdinand d'Autriche avait emprunté un
itinéraire différent le jour de son assasinant ? Serait-il mort ?
Le première Guerre Mondiale aurait-elle été déclenchée ? (=
possible).
= Que serait-il arrivé si...
Counterfactual thinking.
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TULVING, E. & HASTIE, R. (1972). Inhibition effects of
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LAMING, D. (2009). Serial position curves in free recall.
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BJORK, R.A. & WOODWARD, A.E. (1973). Directed
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Free and cued recall as a function of different levels of
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TZENG, O.J.L. (1973). Positive recency effect in delayed
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[PDF]
Rappel
séquentiel : Dans une tâche
de rappel séquentiel, le participant
doit se remémorer les éléments dans l'ordre de présentation de
ceux-ci. = rappel sériel. /rappel
libre.Serial recall.
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recall of unorganized and sequentially organized verbal
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serial recall. Intelligence, 25, 37-47.
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memory. British Journal of Psychology, 51, 45-48.
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Irrelevant sound disrupts order information in free recall
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KLEIN, K.A., ADDIS, K.M. & KAHANA, M.J. (2005). A
comparative analysis of serial and free recall. Memory
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Rapport
: Le mot a des significations diverses : a)
En général, il désigne une relation entre des parties qui,
souvent, s'opposent. EX: Rapport de force. =
relation, lien. ( ):
rapport de force, rapport de pouvoir,
rapport de sexe, rapport sociaux.
b) En
psychologie, il s'agit de la description qu'un
sujet/répondant donne de ses états
internes ou de son milieu. =rapport
verbal, autodescription,
description de soi, verbalisation,
plainte. Verbal report. c)
Il désigne aussi le résultat sous forme écrite d'une analyse qui
"rapporte systématiquement" les faits, des analyses, des idées,
des conclusions, des recommandations, etc. Voir aussi
Rapport écrit.=rapport
de recherche/scientifique.Report,
scientific report. ( ): Voir
tableau ci-dessous, à gauche. d) En mathématique,
le terme renvoie à la comparaison
entre deux valeurs.EX:
une proportion. Ratio.
Rapport
(écrit) : Désigne aussi le résultat
sous forme écrite d'une analyse qui "rapporte systématiquement"
les faits, des analyses, des idées, des conclusions, des
recommandations, etc. Certains rapports ont un contenu
scientifique. =rapport
de recherche.Report, scientific report.
( ): Voir tableau ci-dessous.
Rapport
Brundtland : Rapport rédigé en
1987 par la Commission mondiale sur l'environnement et le
développement de l'Organisation des Nations unies, présidée à
l'époque par la Norvégienne Gro Harlem Brundtland (ancienne
première ministre de Norvège) et dans lequel apparaît clairement,
sans doute pour la première fois, le concept de développement
durable. = Notre avenir à tous.
Brundland
report.
Rapport
de sexe : Rapport de pouvoirinégalitaire entre les
hommes et les femmes. = asymétrie des
genres, domination masculine, rapport de genre inégalitaire,
inégalité sexuelle, bataille des sexes.
TABET, P. (1988). La construction sociale de
l'inégalité des sexes. Des outils et des corps.
Paris : L'Harmattan, Bibliothèque du féminisme.
BOURDIEU, P. (1998). La domination masculine.
Paris : Seuil.
DELPHY, C. (1998). L'ennemi principal. I. Économie
politique du patriarcat. Paris : Syllepse.
DELPHY, C. (2001). L'ennemi principal. II. Penser le
genre. Paris : Syllepse.
BEM, S.L. (1993). The lenses of gender : Transforming
the debate on sexual inequality. New Haven, CT :
Yale Univesity Press.
GUILLAUMIN, C. (1992). Sexe, race et pratique du
pouvoir. L'idée de nature. Paris : Coté femmes.
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.
Rapport
femme-homme : Rapport entre le nombre de femmes
et le nombre d'hommes au sein d'une population, ou l'inverse.
Sex ratio .
GUTTENTAG, M. & SECORD, P. (1983). Too many women ? The sex ratio question. New York : Sage Publications.
KINSEY, A.C., POMEROY, W.B. & MARTIN, C.E. (1948). Sexual
behavior in the human male. Philadelphia : W.B.
Saunders Co.
KINSEY, A.C., MARTIN, C.E., GEBHARD, P. & POMEROY,
W.B. (1953). Sexual behavior in the human female. Philadelphia
: Saunders.
Rapport Parent :Rapport
de de la Commission
royale d'enquête sur l'enseignement dans la province de
Québec, rédigé par Ghislaine Roquet, Jeanne Lapointe, Guy
Rocher et Gérard Filion, sous la présidence de Mgr
Alphonse-Marie Parent, vice-recteur de
l'Université Laval. Ce rapport, en cinq volumes, a été
publié sur une période de quatre ans (1963-1966). Il est à
l'origine de la modernisation du système d'éducation du Québec
(Création des cégeps,
des maternelles publiques, des polyvalentes, etc.). Rapport
Parent, Conseil
Supérieur de l'Éducationet Rocher.
FILION, G., ROQUET, G., LAPOINTE, J. & ROCHER, G.
(1963-66). Le raport Parent : Rapport de la Commission
royale d'enquête sur l'enseignement dans la province de
Québec - Tome 1 à 5. Québec : Publications du
Québec. [LIRE]
AUDET, L.-P. (1975). Le rapport Parent, dix ans après,
actes de colloque. Montréal : Bellarmin.
ROCHER, G. (2004). Un bilan du Rapport Parent : vers la
démocratisation. Bulletin d'Histoire Politique, 12
(2), 117-128. [PDF]
Rapport scientifique : Document à mi-chemin entre le
livre et l'article,
rédigé dans un style
scientifique, la plupart du temps à la demande d'un
organisme (privé ou public) ou dans un cours
de méthode
scientifique (collégial ou universitaire), qui présente la
démarche et les résultats d'une recherche
scientifique.= rapport de
recherche, rapport empirique.
Research report.
HUGHES, S. & GALLUP, G.G. (2003). Sex differences in
morphological predictors of sexual behavior : Shoulder to
hip and waist to hip ratios. Evolution & Human
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BRAUN, M.F. & BRYAN, A. (2010). Female waist-to-hip
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SINGH, D. (1993). Adaptive significance of female physical
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FEITOSA, M.F., BORECKI, I., HUNT, S.C., ARNETT, D.K., RAO,
D.C. & PROVINCE, M. (2000). Inheritance of the
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SINGH, D. (1993). Body shape and women's attractiveness.
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HENSS, R. (2000). Waist-to-hip ratio and female
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SINGH, D. (1994). Waist-to-hip ratio and judgments of
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MARLOWE, F. & WETSMAN, A. (2001). Preferred
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SINGH, D. (1994). Ideal female body shape : Role of body
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FURNHAM, A., LAVANCY, M. & McCLELLAND, A. (2001).
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SINGH, D. (2002). Female mate value at a glance :
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HUGHES, S. & GALLUP, G.G. (2003). Sex differences in
morphological predictors of sexual behavior : Shoulder to
hip and waist to hip ratios. Evolution & Human
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HENSS, R. (1995). Waist-to-hip ratio and attractiveness.
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FURNHAM, A., McCLELLAND, A. & OMER, L. (2003). A
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SINGH, D. & YOUNG, R.K. (1995). Body weight,
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JASIENSKA, G., ZIMOKIEWICZ, A., ELLISON, P.T., LIPSON,
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HAN, T.S., VAN LEER, E.H., SEIDELL, J.C. & LEAN,
M.E.J. (1995). Waist circumference action levels predict
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MARLOWE, F., APICELLA, C. & REED, D. (2005). Men's
preferences for women's profile waist-to-hip ratio in two
societies. Evolution & Human Behavior, 26,
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SINGH, D. & SUWARDI, L. (1995). Ethnic and gender
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VAN ANDERS, S.M. & HAMPSON, E. (2005). Waist-to-hip
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FURNHAM, A., TAN, T. & McMANUS, C. (1997).
Waist-to-hip ratio and preferences for body shape : a
replication and extension. Personality &
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[PDF] + [PDF]
PAWLOSKI, B. & DUNBAR, R.I.M. (2005). Waist-to-hip
ratio versus body mass index as predictors of fitness in
women. Human Nature, 16, 164-177.
TASSINARY L.G. & HANSEN, K.A. (1998). A critical test
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Rat-double
: Système de lecture
critique et corrective qui consiste à faire lire ses textes par
des lecteurs naïfs (rat) et par des experts (double) avant de les
soumettre pour correction.
Student
revision text.
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Rationalisation
:Mécanisme
de défense qui consiste à donner une explication cohérente
du point de vue logique ou acceptable du point de vue moral à une
action dont les véritables motifs sont refoulés.*rationalisme.Rationalization.
Rationaliser : Rationnel : Le terme a au moins deux acceptions : a)
Qui pense ou agit de manière rationnelle,
donc conforme à la raison. Dans la théorie
de Freud, propriété du moi.
Qui obéit à la raison, qui organise ses
idées et planifie ses comportements suivant un raisonnement
logique, qui est, en principe, le propre de la raison. Au sens
large, le terme renvoie à toute activité qui obéit à la logique,
qui en observe scrupuleusement les principes. /irrationnel.Rational. = rationnel.
b)
Le mot renvoie également à une opération,
plus ou moins logique, qui consiste à diviser un
bien ou un service
en part (pas nécessairement égales), pour ménager cette ressource
afin de ne pas en manquer (pénurie, besoin,
etc.), de ne pas en produire inutilement (surproduction
d'un bien) ou simplement pour faire des économies (compression des
services). Quand ce bien est un aliment, la portion divisée se
nomme "ration".
= réduire
progressivement. Rationaliser, entreprise
etgouvernement.Rationalization.
a
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Rationalisme
: Rationalité :Doctrine
philosophique selon laquelle 1) la connaissance,
et plus particulièrement la connaissance scientifique, est le
produit de la raison (d'un
raisonnement logique). 2) la
raison guide le comportement, permet à l'individu de faire
les meilleurs choix. *rationalisation,/empirisme. Rationality.
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de décider (rationalité),
de faire les bon choix, est
donc limitée par ce manque d'information, mais aussi par les
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contraintes produisent des des raccourcis (heuristiques) et des
erreurs systématiques (biais
cognitifs) qui nuisent à la qualité du processus de
décision individuelet collectif. Rationalité limitée, rationalitéethomo
sociologicus.= rationalité
restreinte. /rationalité illimitée.
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Réactance : Concept proposé par Brehm
et qui consiste à faire volontairement le contraire de ce
que l'on attend de nous, surtout lorsque la pression
sociale qui s'exerce sur nous ou sur notre entourage est
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Réactance etcontrôle
social.Reactance, psychological
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Réaction
: Au sens large, la réaction est un comportement
émis en réponse à un autre comportement ou à une situation
précise. En ce sens, elle s'oppose à l'action
qui est émise de façon à atteindre un but. Plus techniquement, on
peut dire qu'une réaction est une réponse inconditionnelle.
Réaction et Temps
de réaction.= réponse sans
objectif. /réaction.Reaction.
Réaction
de défense spécifique : RDS : Concept proposé par Bolles,
qui avance que : 1) chez chaque espèce,
il existe un répertoire
de réponses défensives innées (comme la paralysie, l'évitement,l'échappement, etc.);
2) ce sont les caractéristiques particulières du milieu de cette
espèce qui sélectionnent une réponse plutôt qu'une autre.
Species-specific
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Réactionnaire
: Qui s'oppose au progrès
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maintien ou du rétablissement des règles, des lois
et des institutions
antérieures. Reactionary.
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Reading
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et aux troubles de la lecture.
Éditeur : International Reading Association.
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Reading
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scientifique multidisciplinaire qui consacre ses pages l'apprentissage
et aux troubles de la lecture.
Éditeur : International Reading Association.
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multiple : Postulat, proposé par Fodor
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mental (mental state) peut être implémenté (ou réalisé)
dans deux structures physiques différentes. EX :
La peur (état mental) dans un cerveau de grenouille ou d'humain.
En clair, deux cerveaux ou deux structures cérébrales différentes
peuvent engendrer le même phénomène, la même émotion.
= multiréalisabilité. /identité
corps-esprit. Multiple realizability.
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ELDER-VASS, D.J. (2007). Reconciling Archer and Bourdieu
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Réalisme
direct :Doctrine
philosophique développée par Reid,
qui fonde la connaissance du réel sur le sens commun.
Direct
realism.
GIBSON, J.J. (1967). New reasons for realism.
Synthese, 17, 162-72.
Réalisme
empirique :
Réalisme
indirect :Indirect realism.
WILCOX, S. & KATZ, S. (1984). Can indirect realism be
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Réalisme
moral :Moral realism.
RAILTON, P. (1986). Moral realism. Philosophical
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BOYD, R. (1988). How to be a moral realist. In G.
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Réalisme scientifique : Doctrine
philosophique qui postule l'existence d'un monde objectif,
indépendant de nos sens, et régit par des lois naturelles que la
science s'efforce de mettre en évidence et d'expliquer. Pour les
tenants de cette position, la connaissance en général constitue
une image plus ou moins précise du réel.
Grâce à ses méthodes, la science possède cependant un pouvoir de
résolution plus grand que les autres systèmes de connaissance
(religion, arts, théories personnelles ou implicites, etc.). /post-modernisme,
socio-constructivisme.Realism, scientific
realism.
BODE, B.H. (1906). Realism and pragmatism. Journal of
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SCHLICK, M. (1932). Positivism and realism. In M. Schlick
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MEEHL, P.E. (1992). The miracle argument for realism : An
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BOYD, R. (1973). Realism, Underdetermination, and a Causal
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BERGMANN, G. (1992). Realism : A critique of Brentano
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BHASKAR, R. (1975). A realist theory of science.
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MARGOLIS, J. (1978). The problems of similarity : realism
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BITSAKIS, E. (1993). Scientific realism. Science
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HACKING, I. (1982). Experimentation and scientific
realism. Philosophical Topics, 13 (1982), 81-87.
HARMAN, G. & THOMSON, J.J. (1996).Moral realism
and moral objectivity. Oxford : Blackwell.
WILCOX, S. & KATZ, S. (1984). Can indirect realism be
demonstrated in the psychological laboratory ? Philosophy
of the Social Sciences, 14, 149-157.
BITSAKIS, E. (1997). Le nouveau réalisme
scientifique. Paris : L'Harmattan.
BOYD, R. (1984). The current status of scientific realism.
In J. Leplin (Ed.), Scientific realism (pp.
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ARMSTRONG, D.M. (1997). Universals and scientific
realism. Cambridge : Cambridge University Press.
MILLIKAN, R.G. (1984). Language, thought, and other
biological categories : New foundations for realism.
Cambridge : MIT Press.
LADYMAN, J. (1998). What is structural realism?
Studies in History & Philosophy of Science, 29, 409-424.
BOYD, R. (1984). Scientific realism. Stanford
Encyclopedia of Philosophy, 21 (1-2), 767-791.
MUSGRAVE, A.E. (1999). Essays on realism and
rationalism. Amsterdam/Atlanta : Rodopi.
MALONEY, T.S. (1985). The extreme realism of Roger Bacon.
Review of Metaphysics, 38, 807-837.
PSILLOS, S. (1999). Scientific realism : How science
tracks truth. Routledge.
BHASKAR, R. (1986). Scientific realism and human
emancipation. London: Verso
BUNGE, M. (1986). In defense of realism and scientism. Annals
of Theoretical Psychology, 4, 23-26.
MADILL, A., JORDAN, A. & SHIRLEY, C. (2000).
Objectivity and reliability in qualitative analysis :
Realist, contextualist and radical constructionist
epistemologies. British Psychological Society, 91,
1-20.
HARRE, R. (1986). Varieties of realism : a rationale
for the natural sciences. Oxford : Blackwell.
LEWIS, P. (2000). Realism, causality and that problem of
social structure. Journal for the Theory of Social
Behaviour, 30 (3), 249-268.
WRIGHT, C. (1986). Scientific realism, observation and the
verification principle. In G. Macdonald & C. Wright
(Eds.), Fact, Science, and Morality. Oxford :
Basil Blackwell.
MUSGRAVE, A.E. (2001). Metaphysical realism versus
word-magic. In D. Aleksandrowicz & H. Gunther Russ
(Eds.), Realismus disziplin interdisziplilinaritat (pp.
29-54). Amsterdam and Atlanta, GA : Editions Rodopi.
HARRE, R. (1986). Varieties of realism. Oxford :
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science. Philosophy of Science 69 (S), 1S11 [PDF]
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emancipation. London : Verso.
McArRTHUR, D. (2003). Reconsidering structural realism. Canadian
Journal of Philosophy, 33, 517-536.
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Salle, III. : Open Court.
CACIOPPO, J.T., SEMIN, G.R. & BERNTSON, G.G. (2004).
Realism, instrumentalism, and scientific symbiosis :
Psychological theory as a search for truth and the
discovery of solutions. American Psychologist, 59
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explanatory exclusion. Midwest Studies in Philosophy,
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Philosophy of Science, 72 (5), 1361-1272. [PDF]
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worlds. Dialectica, 43 (1-2), 99-124. [PDF]
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18 (4), 385-404.
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of Science, 48, 19-49.
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science. Cambridge : Cambridge University Press.
FIELD, H. (1989). Realism, mathematics and modality.
Basil Blackwell.
MUSGRAVE, A.E. (2007). The miracle argument for scientific
realism. The Rutherford Journal : The New Zealand
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theories and scientific realism. Chicago :
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of Giere's science without laws and scientific
perspectivism. Journal of the Experimental Analysis
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Scientific realism versus constructive empiricism. Chicago
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semantics and metaphysics of natural kinds (pp.
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COLLIER, A. (1989). Scientific realism and socialist
thought. Lynne Rienner Pub.
MORGAN, J. (2014). What is progress in realism ? An issue
illustrated using norm circles. Journal of Critical
Realism, 13 (2), 115–138.
Réalité perçue : Ce que l'on sait de la réalité.
La perception
consiste à interpréter les informations
en provenance des sens, à
leur donner une signification.
= réalité construite.
Construction of
reality, psychological reality.
MUENZINGER, F. (1927). Physical and psychological reality.
Psychological Review, 34, 220-233.
PIAGET, J. (1937/54). La construction du réel chez
l'enfant. Genève : Delachaux et Niestlé. / The
construction of reality in children. New York :
Ballantine Books.
BERGER, P.L. & LUCKMANN, T. (1966). The social
construction of reality. New York : Doubleday.
WATZLAWICK, P.J. (1978). La réalité de la réalité.
Paris : Seuil.
WATZLAWICK, P.J. (Dir.) (1988). L'invention de la
réalité. Paris : Seuil.
PUTMAN, H. (1991). Representation and reality.
Cambridge, MA : MIT Press.
Réalité virtuelle : Réalité virtuelle et cyberpsychologie.Virtual reality.
CALVERT, S.L. & TAN, S. (1994). Impact of virtual
reality on young adults' physiological arousal and
aggressive thoughts : Interaction versus observation.
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BOUCHARD, S., St-JACQUES, J., ROBILLARD, G. et RENAUD, P.
(2007). Efficacité d'un traitement d'exposition en réalité
virtuelle pour le traitement de l'arachnophobie chez
l'enfant : Une étude pilote. Journal de Thérapie
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DUMOULIN, S., BOUCHARD, S. et RIVARD, V. (2007). Est-ce
que la réalité virtuelle est un moyen efficace de gérer la
douleur aiguë ? Revue Québécoise de Psychologie, 28 (2),
65-91.
CÔTÉ, S. & BOUCHARD, S. (2008). Virtual reality
exposure for phobias : A critical review. Journal of
CyberTherapy & Rehabilitation, 1 (1), 75-91.
DILWORTH, J. (2010). Realistic virtual reality and
perception. Philosophical Psychology, 23, 23-42.
[PDF]
Réattribution du sexe : Consiste à attribuer à une personne - souvent
un enfant - un sexe qui ne correspond pas à celui qui avait été
assigné à la naissance, soit parce que la nature de ce sexe était
à l'origine ambiguë (=
intersexué), soit parce que l'individu souhaite changer de
sexe (transgenre ou
transsexualisme). La réattribution est d'abord et
avant tout un acte social et psychologique qui n'entraîne pas
nécessairement la modification des organes sexuelles (chirurgie
de réattribution sexuelle). Réattribution de sexe, identité
sexuelle ettrouble de
l'identité sexuelle. =
changement de sexe.
Sex reassignment.
DICKS, G.H. & CHILDERS, A.T. (1934). The social
transformation of a boy who had lived his first fourteen
years as a girl : A case history. American Journal of
Orthopsychiatry, 4, 508-517.
REINER, W.G. (1996). Case study : Sex reassignment in a
teenage girl. Journal of American Academy of Child
& Adolescent Psychiatry, 35, 799-803.
TURTLE, G. (1963). Over the sex border. Change of sex
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DIAMOND, M. (1996). Response : Considerations for sex
reassignment. Journal of Sex & Marital Therapy,
22, 161-174.
MEYER-BAHLBURG, H.F.L., RUEN, R.S., NEW, M.L., BELL, J.J.,
MORISHIMA, A., SHIMSHI, M. BUENO, Y., VARGAS, I. &
BAKER, S.W. (1996). Gender change from female to male in
classical congenital adrenal hyperplasia. Hormones
& Behavior, 30, 319-332.
GREEN, R. & MONEY, J. (1969). Transsexualism and
sex reassignment. Baltimore, MD : The John Hopkins
Press.
DIAMOND, M. & SIGMUNDSON, K. (1997). Sex reassignment
at birth : A long term review and clinical implications. Archives
of Pediatrics & Adolescent Medicine, 151 (3),
298-304.
MONEY, J. & EHRARDT, A. (1972). Man and woman,
boy and girl. Baltimore : John Hopkins University
Press.
REINER, W. (1997). Case study : Sex reassignement in a
teenage girl. Journal of American Academy of Child
& Adolescent Psychiatry, 35 (6), 799-803.
[PDF]
PFÄFFLIN, F. & JUNGE, A. (1998). Sex reassignment :
Thirty years of international follow-up studies. A
comprehensive review, 1961-1991. International
Journal of Transgenderism, 1-24.
MONEY, J. (1974). Psychologic considerations of sex
assignment in intersexuality. Clinics in Plastic
Surgery, 1,216-225.
MEYER-BAHLBURG, H.F.L. (1998). Gender assignment in
intersexuality. Journal of Psychology & Human
Sexuality, 10, 1-21.
MEYER, J.K. & RETER, D. (1979). Sex reassignment :
Follow-up. Archives of General Psychiatry, 36
(9), 1010-1015.
KUHNLE, U. & KRAHL, W. (2002). The impact of culture
on sex assignment and gender development in intersex
patients. Perspectives in Biology & Medicine, 45
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KETTENIS, P.T. (2005). Sex reassignment : Outcomes and
predictors of treatment for adolescent and adult
transsexuals. Psychological Medicine, 35, 89-99.
ROSS, M.W. & NEED, J.A. (1989). Effects of adequacy of
gender reassignment surgery on psychological adjustment :
A follow-up of fourteen male-to-female patients. Archives
of Sexual Behavior, 17, 145-153.
MIESZCZAK, J., HOUK, C.P. & LEE, P.A. (2009).
Assignment of the sex of rearing in the neonate with a
disorder of sex development. Current Opinion in
Pediatrics, 21 (4), 541-547.
[PDF]
REBER, R., WINKIELMAN, P. & SCHWARZ, N. (1998).
Effects of perceptual fluency on affective judgments. Psychological
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Processing fluency and aesthetic pleasure : Is beauty in
the perceiver's processing experience ? Personality
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of heuristics in intuitive mathematical judgment. Psychonomic
Bulletin & Review, 15, 1174-1178.
REBER, R., HETLAND, H., CHEN, W., NORMAN, E. &
KOBBELTVEDT, T. (2009). Effects of example choice on
interest, control, and learning. Journal of the
Learning Sciences, 18 (4), 509-548.
REBER, R., CANNING, E. & HARACKIEWICK, J. (2018).
Personalized education to increase interest. Current
Directions in Psychological Science, 27, 449-454.
Rebirth
:Parapsychologie
ou pseudotechnologie,
proposée par Orr, qui consiste à simuler sa propre naissance
au moyen de techniques de respiration qui créent une
suroxygénation du cerveau
dont le but est de favoriser chez le patient
le rappel des expériences
traumatisantes vécues lors de sa «vraie» naissance. Rebirth.
Recapture
:Uptake.
AXELROD, J. & INSCOE, J.K. (1963). The uptake and
binding of circulating serotonin and the effect of drugs.
Jounal of Pharmacology & Experimental
Therapeutics, 141 (2), 161-165.
GOODNICK P.J. & GOLDSTEIN, B.J. (1998). Selective
serotonin reuptake inhibitors in affective disorders. II.
Efficacy and quality of life. Journal of
Psychopharmacology, 12, 21-54.
SONG F., FREEMANTLE, N, SHELDON, T.A., HOUSE, A., WATSON,
P., LONG A. & MASON, J. (1993). Selective serotonin
reuptake inhibitors : Meta-analysis of efficacy and
acceptability. British Medical Journal, 306,
683-687.
BOUWER, C. & STEIN, D.J. (1998). Use of the selective
serotonin reuptake inhibitor citalopram in treatment of
generalized social phobia. Journal of Affective
Disorders, 49,79-82.
MONTGOMERY, S.A., HENRY, J. McDONALD, G., DINAN, T.,
LADER, M., HINDMARCH, I., CLARE, A. & NUTT, D. (1994).
Selective serotonin reuptake inhibitors : meta-analysis of
discontinuation rates. International Clinical
Psychopharmacology, 9 (1), 47-53.
TAMAM, L. & OZPOYRAZ, N. (2002). Selective serotonin
reuptake inhibitor discontinuation syndrome : a review. Advances
in Therapy, 19, 17-26.
FREEMANTKE N., HOUSE, A., SONG, F., MASON, J.M. &
SHELDON, T.A. (1994). Prescribing selective serotonin
reuptake inhibitors as strategy for prevention of suicide.
British Medical Journal, 309 (6949), 249-253.
BREGGIN, P. (2003/04). Suicidality, violence and mania
caused by selective serotonin reuptake inhibitors (SSRIs)
: A review and analysis. International Journal of
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ANDERSON, I.M. & TOMENSON, B.M. (1995). Treatment
discontinuation with selective serotonin reuptake
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meta-analysis. British Medical Journal, 310, 1433-1438.
JUURLINK, D.N., MAMDANI, M.M., KOPP, A. & REDELMEIER,
D.A. (2006). The risk of suicide with selective serotonin
reuptake inhibitors in the elderly. American Journal
of Psychiatry, 163, 813-821.
GOODNICK P.J. & GOLDSTEIN, B.J. (1998). Selective
serotonin reuptake inhibitors in affective disorders. I.
Basic pharmacology. Journal of Psychopharmacology, 12,
5-20.
CSOKA, A.B, BAHRICK, A.S. & MEHTONEN, O. (2008).
Persistent sexual dysfunction after discontinuation of
selective serotonin reuptake inhibitors. Journal of
Sexual Medicine, 5 (1), 227-233.
YATES, F. (1960). Sampling methods for censuses and
surveys. London : Griffin.
DAVIS, D.E. (1982). Handbook of census methods for
terrestrial vertebrates. Boca Raton : CRC Press.
AVELING, C. & HARCOURT, A.H. (1984). A census of the
Virunga gorillas. Oryx, 18 (1), 8-13.
Recenser
les écrits : Recension des écrits : Recherche et
lecture systématique et critique des sources
scientifiques (articles, livres, chapitre de livre) sur un thème
particulier (ce que l'on sait de ce thème), en vue de rédiger un article
scientifique ou tout autre texte
qui présente un domaine
de recherche ou un problème particulier (ce que l'on veut
savoir : problématique).
Quoi qu'il en soit, recenser les écrits d'un thème est une
étape indispensable de la démarche
scientifique.= revue de la
littérature, état de la question. panorama des connaissances, ce
que l'on sait. Recenser les écrits et article
sous forme de recension des écrits. Review,
review of the litterature, review of empiricial literature,
literature review, systematic review,
review of research.
RICHARD-BESSETTE, S. (1996). Les habiletés
hétérosociales des adolescents agresseurs sexuels :
une recension des écrits. Revue Sexologique, 4
(1), 55-76.
OXMAN, A.D. & GUYATT, G.H. (1988). Guidelines for
reading literature reviews. Canadian Medical Association
Journal, 138, 697-703.
OXMAN, A.D. & GUYATT, G.H. (1991). Validation of an
index of the quality of review articles. Journal of
Clinical Epidemiology, 44, 1271-1278.
COOPER, H.M. (1988). Organizing knowledge syntheses : A
taxonomy of literature reviews. Knowledge in Society,
1 (1), 104-126.
OXMAN, A.D. GUYATT, G.H., SINGER, J., GOLDSMITH, C.H.,
HUTCHISON, B.G., MILNER, R.A. & STREINER, D.L. (1991).
Agreement among reviewers of review articles. Journal
of Clinical Epidemiology, 44, 91-98.
KREBS, D.L. (1970). Altruism : an examination of the
concept and a review of the literature. Psychological
Bulletin, 73, 258-302.
KELTNER, D., CAPPS, L.M., KRING, A.M., YOUNG, R.C. &
HEEREY, E.A. (2001). Just teasing : A conceptual analysis
and empirical review. Psychological Bulletin, 127,
229-248. [PDF]
+ [PDF]
HOCHSCHILD, A.R. (1973). A review of sex role research. American
Journal of Sociology, 78 (4), 1011-1029.
FRODI, A., MACAULAY, J. & THOME, P.R. (1977). Are
women always less aggressive than men ? A review of the
experimental literature. Psychological Bulletin, 84
(4), 634-660.
VON GONTARD, A., SCHAUMBURG, H., HOLLMANN, E., EIBERG, H.
& RITTIG, S. (2001). The genetics of enuresis : A
review. Journal of Urology, 166 (6), 2438-2443.
JOHNSON, J.H. & VAN BOURGONDIEN, M.E. (1977). Behavior
therapy and encopresis : A selective review of the
literature. Journal of Clinical Child Psychology, 6
(1), 15-19.
ANDERSON, C.A. & BUSHMAN, B.J. (2001). Effects of
violent video games on aggressive behavior, aggressive
cognition, aggressive affect, physiological arousal, and
prosocial behavior : A meta-analytic review of the
scientific literature. Psychological Science, 12,
353-359. [PDF]
SPECTOR, P.E. (1978). Oganiztional frustration : A model
and review of the literature. Personnale Psychology,
31, 815-829.
Al OTAIBA, S. & FUCHS, D. (2002). Characteristics of
children who are unresponsive to early literacy
intervention : A review of the literature. Remedial
& Special Education, 23, 300-316. [PDF]
WALKENBACH, J. & HADDAD, N.F. (1980). The
Rescorla-Wagner theory of conditioning : A review of the
literature. Psychological Record, 30, 497-509.
RHOADES, L. & EISENBERGER, R. (2002). Perceived
organizational support : A review of the literature. Journal
of Applied Psychology, 87 (4), 698-714. [PDF]
BUSKIST, W.F. & MILLER, H.L. (1982). The analysis of
human operant behavior : A brief census of the literature
: 1958-1981. the Behavior Analyst, 5 (2),
137-141.
[PDF]
WEISS, J. (2003). Self-injurious behaviours in autism : A
literature review. Journal on Developmental
Disabilities, 9 (2), 129-143.
[PDF]
LENNOX, D.B., MILTENBERGER, R.G., SPENGLER, P. &
ERFANIAN, N. (1988). Decelerative treatment practices with
persons who have mental retardation : A review offive
years of the literature. American Journal on Mental
Retardation, 92, 492-501.
PODSAKOFF, P.M., MacKENZIE, S.B., PODSAKOFF, N.P. &
LEE, J.Y. (2003). Common method biases in behavioral
research : A critical review of the literature and
recommended remedies. Journal of Applied Psychology,
88 (5), 879-903. [PDF]
TONEATTO, T. & LADOUCEUR, R. (2003). Treatment of
pathological gambling : a critical review of the
literature. Psychology of Addictive Behaviors, 17,
284-292. [PDF]
RUMMEL, A. & FEINBERG, R. (1988). Cognitive evaluation
theory : A meta-analytic review of the literature.Social
Behavior & Personality, 16, 147-164.
CARNAGEY, N. & ANDERSON, C.A. (2004). Violent video
game exposure and aggression : A literature review. Minerva
Psichiatrica, 45, 1-18. [PDF]
GENTILE, D.A. & STONE, W. (2005). Violent video game
effects on children and adolescents : A review of the
literature. Minerva Pediatrica, 57, 337-358. [PDF]
LARIVÉE.S., LONGEOT, F. et NORMANDEAU, S. (1989).
Apprentissage des opérations formelles : une recension des
recherches. Année Psychologique, 89, 553-584. [PDF]
CHEN, Y.S. & KOENIG, H.G. (2006). Traumatic stress and
religion : Is there a relationship ? A review of empirical
findings. Journal of Religion & Health, 45, 371-381.
DUMONT, M., BLANCHET, L et TREMBLAY, P.H. (1990). La
solitude chez les jeunes : recension des écrits. Santé
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KOSA, J.M., RICHDALE, A.L. & HAY, D.A. (2006).
Children with attention deficit hyperactivity disorder and
their teachers : A review of the literature. International
Journal of Disability, Development & Education, 53
(2), 147-160. [PDF]
RICHARD-BESSETTE, S. (1996). Les habiletés hétérosociales
des adolescents agresseurs sexuels : une recension des
écrits. Revue Sexologique, 4 (1), 55-76.
DONDLINGER, M.J. (2007). Educational video game design : A
review of the literature. Journal of Applied
Educational Technology, 4 (1), 21-31. [PDF]
DILL, K.E. & DILL, J.C. (1998). Video game violence :
A review of the empirical literature. Aggression
& Violent Behavior, 3 (4), 407-428.
[PDF]
CRANSTON, N., EHRICH, L. & MORTON, L. (2007). Current
issues in educational leadership : What is the literature
saying ? Australian Educational Leader, 29 (2),
10-13. [PDF]
GRIFFITHS, M.D. (1999). Violent video games and aggression
: A review of the literature. Aggression &
Violent Behavior, 4 (2), 203-212. [PDF]
KUSS, D.J. & GRIFFITHS, M.D. (2011). (1962). Online
social networking and addiction : A review of the
psychological literature. International Journal of
Environmental Research & Public Health, 8,
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NELSON, P.T., ALAFUZOFF, I., BIGIO, E.H., BOURAS, C.,
BRAAK, H., CAIRNS, N.J., CASTELLANI, R.J., CRAIN, B.J.,
DAVIES, P., DEL TREDICI, K., DUYCKAERTS, C., FROSCH, M.P.,
HAROUTUNIAN, V., HOF, P.R., HULETTE, C.M., HYMAN, B.T.,
IWATSUBO, T., JELLINGER, K.A., JICHA, G.A., KÖVARI, E.,
KUKULL, W.A., LEVERENZ, J.B., LOVE, S., MACKENZIE, I.R.,
MANN, D.M., MASLIAH, E., MCKEE, A.C., MONTINE, T.J.,
MORRIS, J.C., SCHNEIDER, J.A., SONNEN, J.A., THAL, D.R.,
TROJANOWSKI, J.Q., TRONCOSO, J.C., WISNIEWSKI, T.,
WOLTJER, R.L. & BEACH, T.G. (2012). Correlation of
Alzheimer disease neuropathologic changes with cognitive
status : a review of the literature. Journal of
Neuropathology & Experimental Neurology, 71 (5),
362-381. [PDF]
HE, H. & BROWN, A. D. (2013). Organizational identity
and organizational identification : A review of the
literature and suggestions for future research. Group
& Organization Management, 38 (1), 3-35.
ELHAI, J.D., YANG, H. & MONTAG, C. (2020). Fear of
missing out (FOMO): overview, theoretical underpinnings,
and literature review on relations with severity of
negative affectivity and problematic technology use. Revista
Brasileira de Psiquiatria, 43 (14), 1-7.
CHARRON, A., EL HAGE, C. & SAMAHA, A.-N (2015). 5-HT2
receptors modulate the expression of antipsychotic-induced
dopamine supersensitivity.European
Neuropsychopharmacology, 25 (12), 2381-2393.
ODA, Y., KANAHARA, N. & IYO, M. (2015). Alterations of
dopamine D2 receptors and related receptor-interacting
proteins in schizophrenia : The pivotal position of
dopamine supersensitivity psychosis in treatment-resistant
schizophrenia. International Journal of Molecular
Sciences, 16, 30144-30163. [PDF]
Récepteur
sensoriel : Structure biologique excitable
située sur la peau, la langue, le nez, les yeux, les oreilles, qui
permet de capter un stimulus, de le transformer en
influx, influx qui sera ensuite relayé au cerveau
par l'entremise des nerfs. =
capteur sensoriel.
ABERCROMBIE, M., HICKMAN, C.J. & JOHNSON, M.L. (1980).
Dictionary of biology. Londres : Penguin.
WARR, P. (1984). Economic recession and mental health : A
review of research. Tijdschrift voor Sociale
Gezondheidszorg, 62 (8), 298-308.
RUHM, C.J. (2000). Are recessions good for your health ? Quarterly
Journal of Economics, 115, 617-550.
NEUMAYER, E. (2004). Recessions lower (some) mortality
rates : Evidence from Germany. Social Science &
Medicine, 58, 1037-1047.
BOONE, J. & VAN OURS, J.C. (2006). Are recessions good
for workplace safety ? Journal of Health Economics,
25, 1069-1093.
CATALANO, R., GOLDMAN-MELLOR, S., SAXTON, K.,
MARGERISON-ZILKO, C., SUBBARAMAN, M., LEWINN, K. &
ANDERSON, E. (2011). The health effects of economic
decline. Annual Review of Public Health, 32, 431-450.
[PDF]
Réchauffement climatique : Le réchauffement climatique est
généralement analysé sur le plan chimique (augmentation des gaz à
effet de serre (GES), biologique (effet de serre, extinction des espèces),
écologique (effets néfastes sur les écosystèmes),
social (ratés et excès du
capitalisme,individualisme
"pathologique", faiblesses des contre-pouvoirs),
historique (analyse du Club
de Rome,Rapport
Bruntland, travaux du GIEC, Sommet de la Terre), économique
(contrainte à la croissance, décroissance planifiée), idéologique
(fin du monde, voyage en enfer), mais rarement sous l'angle
psychologique ou comportemental. On s'intéresse peu à la manière
de modifier les comportements
qui produisent les gaz à effet de serre responsables de ce
réchauffement. On sait, en psychologie, grâce à la théorie du conditionnement
opérant, que les changements
de comportement complexe se font généralement de manière graduelle
(par façonnement), ce
qui implique une conséquence rapide (renforçante
ou punitive). Dans ce
cadre d'analyse, l'erreur consiste à fixer des objectifs
trop ambitieux (EX : Niveau de GES de 1990), sans conséquences
renforçante pour les "bons comportements" ou punitive si ces
objectifs ne sont pas atteints (bonus/malus), et surtout à ne pas
mesurer adéquatement ces
changements ce qui permet à des "tricheurs"
de continuer à polluer impunément (Voir Paradoxe
du thon). La
théorie des jeux nous apprend que pour éviter les tricheurs,
il faut que toute l'information
soit disponible. Dans ce cas, deux types d'information sont
essentielles : 1) que fait l'autre et 2) l'a-t-il fait ou fait-il
semblant de le faire (mimétisme stratégique). =
changement climatique.
Global warming,
global environmental change, climate change, climatic warmth.
Modèle
d'une solution "climatique"
1
Petit
changement de société proportionnel (objectif facile à
atteindre)
2
Conséquence
rapide et individuelle/collective au changement (et au
non-changement)
2
Changement
synchronisé et proportionnel (Tout le monde adopte un
petit changement, en même temps)
4
Mesure/Évaluation
précise et universelle de ce changement
5
Augmentation
de la taille du changement (graduellement, par
façonnement)
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HIGGINBOTHAN, H.N., WEST, S.G. & FORSYTH, D.R. (1988).
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MONCRIEFF, J. (2001). Are antidepressants over-rated ? A
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TAYLOR, D.W., ROBERTS, R.S. & JOHNSON, A.L. (1975).
Randomized clinical trial of strategies for improving
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KENDALL, P.C. (1994). Treating anxiety disorders in
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COOK, D.J., SACKETT, D.L. & SPITZER, W.O. (1995).
Methodologic guidelines for systematic reviews of
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SOFRONOFF, K., ATTWOOD, T. & HINTON, S. (2005). A
randomised controlled trial of a CBT intervention for
anxiety in children with Asperger syndrome. Journal of
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KENDALL, P.C., FLANNERY-SCHROEDER, E., PANICHELLI-MINDEL,
S.M., SOUTHAM-GEROW, M., HENIN, A. & WARMAN, M.
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KUNZ, R. & OXMAN A.D. (1998). The unpredictability
paradox : review of empirical comparisons of randomised
and non-randomised clinical trials. British Medical
Journal, 317, 1185-90.
MACIAS, C., BARREIRA, P., HARGREAVES, W., BICKMAN, L.,
FISHER, W. & ARONSON, E. (2005). Impact of referral
source and study applicants' preference for randomly
assigned service on research enrollment, service
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JENSEN, P., ARNOLD, L. & RICHTERS, J. (2000). 14-month
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attention deficit hyperactivity disorder. Archives of
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SAVARD, J., SIMARD, S., IVERS, H. & MORIN, C.M.
(2005). Randomized study on the efficacy of
cognitive-behavioral therapy for insomnia secondary to
breast cancer, part I : sleep and psychological effects.
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SMALL, R., LUMLEY, J., DONOHUE, L., POTTER, A. &
WALDENSTROM, U. (2000). Randomised controlled trial of
midwife led debriefing to reduce maternal depression after
operative childbirth. British Medical Journal, 321
(7268), 1043-1047.
VAN DER KOLK, B.A., SPINAZZOLA, J., BLAUSTEIN, M.E.,
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pill placebo in the treatment of posttraumatic stress
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BARLOW, D.H., GORMAN, J.M., SHEAR, M.K. & WOODS, S.W.
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K.B., KOHLENBERG, R.J., GALLOP, R., RIZVI, J., GOLLAN,
J.K., DUNNER, D.L. & JACOBSON, N.S. (2008). Randomized
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recurrence in major depression. Journal of Consulting
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KELLER, M.B., RYAN, N.D., STROBER, M., KLEIN, R.G.,
KUTCHER, S.P., BIRMAHER, B., HAGINO, O.R., KOPLEWICZ, H.,
CARLSON, G., CLARKE, G.N., EMSLIE, G.J., FEINBERG, D.,
GELLER, B., KUSUMAKAR, V., PAPATHEODOROU, G., SACK, W.H.,
SWEENEY, M., WAGNER, K.D., WELLER, E.B., WINTERS, N.C.,
OAKES, R. & MCCAFFERTY, J.P. (2001). Efficacy of
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KENDALL, P.C., HUDSON, J., GOSCH, E., FLANNERY-SCHROEDER,
E. & SUVEG, C. (2008). Cognitive-behavioral therapy
for anxiety disordered youth : A randomized clinical trial
of child and family modalities. Journal of Consulting
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EMSLIE, G., HEILIGENSTEIN, J., WAGNER, K., HOOG, S.,
ERNEST, D., BROWN, E., NILSSON, M. & JACOBSON, J.
(2002). Fluoxetine for acute treatment of depression in
children and adolescents : A placebo-controlled,
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PALS, S.L., MURRAY, D.M., ALFANO, C.M., SHADISH, W.R.,
HANNAN, P.J. & BAKER, W.L. (2008). Individually
randomized group treatment trials : A critical appraisal
of frequently used design and analytic approaches. American
Journal of Public Health, 98, 1418-1424.
OAKLEY, A., STRANGE, V., TOROYAN, T., WIGGINS, M.,
ROBERTS, I. & STEPHENSON, J. (2003). Using random
allocation to evaluate social interventions : Three recent
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DEVEREAUX, P.J. & YUSUF, S. (2003). The evolution of
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PIGNOTTI, M. & THYER, B.A. (2009). Why randomized
clinical trials are important and necessary to social work
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M.J., HWANG, S. & MINTZ, J. (2003). Family-focused
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COLLINS, A.B., HAZLETT-STEVENS, H. & WOIDNECK, M.R.
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(2004). Empirical status of empirically supported
psychotherapies : Assumptions, findings, and reporting in
controlled clinical trials. Psychological Bulletin,
130, 631-663.
DUGAS, M.J., BRILLON, P., SAVARD, P., TURCOTTE, J.,
GAUDET, A., LADOUCEUR, R, LEBLANC, R. & GERVAIS,
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Delivering interventions for depression by using the
internet : randomised controlled trial. British
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O'KEEFE, D.J. & WU, D. (2012). Gain-framed appeals do
not motivate sun protection : A meta-analytic review of
randomized trials comparing gain-framed and loss-framed
appeals for promoting skin cancer prevention. International
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NORTON, P.J. (2012). A randomized clinical trial of
transdiagnostic cognitve-behavioral treatments for anxiety
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STEVENS, T. & AHMEDZI, S.H. (2004). Why do breast
cancer patients decline entry into randomized trials and
how do they feel about their decision later : A
prospective, longitudinal, in-depth interview study.
Patient Education & Counseling, 52, 341-338.
KASARI, C., KAISER, A., GOODS K., NIETFELD, J., MATHY, P.,
LANDA, R., MURPHY, S. & ALMIRALL, D. (2014).
Communication interventions for minimally verbal children
with autism : A sequential multiple assignment randomized
trial. American Academy of Child & Adolescent
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MILLAT, B., BORIE, F. & FINGERHUT, A. (2005).
Patients' preference and randomization: New paradigm of
evidence-based clinical research. World Journal of
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VAN DEN BERG, D.P., DE BONT, P.A., VAN DER VLEUGEL, B.M.,
DE ROOS, C., DE JONGH, A., VAN MINNEN, A. & VAN DER
GAAG, M. (2015). Prolonged exposure vs eye movement
desensitization and reprocessing vs waiting list for
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Recherche
corrélationnelle : Forme de recherche
qui consiste à mesurer au moins deux variables
dans le but de connaître la nature de leur relation (corrélation).Correlational research.
GRABE, S., HYDE, J.S. & WARD, L.M. (2008). The role of
the media in body image concerns among women : A
meta-analysis of experimental and correlational studies. Psychological
Bulletin, 134 (3), 460-476. [PDF]
Recherche
d'emploi : Recherche et perte
d'emploi.Job seeking.
CAPLAN. R.D., VINOKUR, A.D., PRICE, R.H. & VAN RYN, M.
(1989). Job seeking, reemployment, and mental health : A
randomized field experiment in coping with job loss. Journal
of Applied Psychology, 74, 759-769.
PRICE, R.H., VAN RYN. M. & VINOKUR, A.D. (1992).
Impact of a preventive job search interventionon the
likelihood of depression among the unemployed. Journal
of Health & Social Behavior, 33, 158-167.
Recherche
de Hart et Risley :Recherche
longitudinale réalisée par Hart
et Risley pour comparer
l'influence du milieu socio-économique des parents (cols blancs,
cols bleus, sans emploi) sur l'acquisition du vocabulaire de leurs
jeunes enfants (7 mois à 3 ans).
HART, B. & RISLEY, T.R. (1995). Meaningful
differences in the everyday experience of young american
children. Baltimore : P.H. Brookes Publishing Co.
HART, B. & RISLEY, T.R. (1999). The social world
of children learning to talk. Baltimore : Paul H.
Brookes Publishing Co.
HODGES, J. & TIZARD, B. (1989). Social and family
relationships of ex-institutional adolescents. Journal
of Child Psychiatry & Psychology, 30, 77-97. [PDF]
Recherche
l'île de Kauai : En 1954, Werner
a mené une étude longitudinale
sur la résilience d'une
cohorte de 698 enfants
appartenant à des ethniess
variés, provenant majoritairement de milieux défavorisés et
habitant l'île de Kauai, un île de l'archipel d'Hawaï.
WERNER, E.E. & SMITH, R.S. (1977). Kauai's
children come of age. Honolulu, HI : University
Press of Hawaii.
WERNER, E.E. (1992). The children of Kauai : Resiliency
and recovery in adolescence and adulthood. Journal of
Adolescent Health, 13, 262-268.
Recherche
descriptive : Forme de recherche
qui, comme le non l'indique, consiste à décrire un phénomène, sans
le modifier ou le reproduire, au moyen de
méthodes descriptives. Pour décrire
un phénomène, on peut
l'observer ou demander au sujet de le décrire (questionnaire).Descriptive research, descriptive field.
BIJOU, S.W., PETERSON, R.F. & AULT, M.H. (1968). A
method to integrate descriptive and experimental field
studies at the level of data and empirical concepts. Journal
of Applied Behavior Analysis, 1 (2), 175-191. [PDF]
LANS, W. & VAN DER VOORDT, T. (2002). Descriptive
research. Ways to Study Architectural, Urban &
Technical Design, 53-60.
LYNN, M. (2002). The industry needs less descriptive and
more causal research. Cornell Hotel and Restaurant
Administration Quarterly, 43 (2), 2.
GAGNON, M. et FARLEY-CHEVRIER, F. (2004). Guide de la
recherche documentaire. Montréal : La Presses de
l'Université de Montréal.
Recherche empirique : Forme de recherche
qui utilise la méthode
empirique pour résoudre des problèmes.
Elle se divise en huit étapes logiquement ordonnées : 1)
Recenser les écrits et trouver
un thème ou un problème de
recherche;2) Rédiger une problématique;3) Choisir et appliquer une méthode
pour étudier ce problème (méthode et collecte de données); 4)
Concevoir et réaliser un outil pour
évaluer ou mesure le phénomène à l'étude; 5)
Procéder à la collecte
de données; 6)Analyser
les données de cette collecte; 7) Interpréter
les résultats à la lumière des connaissances et des théories
scientifiques; 8) Le fruit de cette démarche
donne généralement lieu à une communication
sous forme d'article
scientifique, de chapitre
de livre, de livre, de
conférence ou
d'affiche. Par extension, le terme désigne toute recherche
qui fonde ses conclusions sur des faits.
= Étude empirique.
Empirical
research, empirical study.
AJZEN, I. & FISHBEIN, M. (1977). Attitude-behavior
relations : A theoretical analysis and review of empirical
research. Psychological Bulletin, 84, 888-918.
PEARL, J. (1995). Causal diagrams for empirical research.
Biometrika, 82 (4), 669-710.
FRISTON, K.J., HOLMES, A.P. & WORSLEY, K.J. (1999).
How many subjects constitute a study ? NeuroImage,
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AMERICAN PSYCHOLOGICAL ASSOCIATION (2008). Reporting
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Recherche
en milieu naturel :Recheche
qui se déroule dans le milieu
dans lequel a évolué une espèce
et dans lequel vivent les sujets de l'espèce qui font l'objet de
cette recherche. On utilise parfois le mot terrain,
notamment en anthropologie, pour désigner cette partie du milieu
naturel des sujets de la recherche.
/recherche
en laboratoire.=
étude sur le terrain, recherche sur le terrain, étude en milieu
naturel.
Research in natural environment.
Recherche
épidémiologique : Enquête,
souvent de type longitudinal,
qui porte sur une cohorte
ou un vaste échantillon,
et dont l'objectif est de mesurer
ou d'évaluer le
développement, l'évolution ou la transmission d'un phénomène
(biologique, psychologique ou social). =
étude populationelle, étude épidéiologique.
Recherche
et Applications Marketing : Revue
scientifique qui consacre ses pages à l'étude des techniques
de vente et de mise en
marché des biens et services.
JACOB, C. & GUÉGUEN, N. (2002). Variations du volume
d'une musique de fond et effets sur le comportement de
consommation : Une évaluation dans des bars. Recherche
et Applications Marketing, 4, 1-9.
KIRKPATRICK, E.A. (1894). An experimental study of memory.
Psychological Review, 1, 602-609.
HERTWIG, R. & ORTMANN, A. (2001). Experimental
practices in economics : a methodological challenge
for psychologists? Behavioral & Brain Sciences,
24 (3), 383-403-451.
DUMAS, G. (1896). Recherches expérimentales sur la joie et
la tristesse. Revue Philosophique de la France et de
l'Étranger, 42, 113-138.
SHROUT, P.E. & BOLGER, N. (2002). Mediation in
experimental and nonexperimental studies : New procedures
and recommendations. Psychological Methods, 7, 422-445.
CARMICHAEL, L., HOGAN, H.P. & WALTER, A.A. (1930). An
experimental sudy of the effect of language on the
reproduction of visually perceived form. Journal of
Experimental Psychology, 15 (1), 73-86. [PDF]
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more causal research. Cornell Hotel and Restaurant
Administration Quarterly, 43 (2), 2.
SHERIF, M. (1935). An experimental study of stereotypes. Journal
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KEARNS, M., SURI, S. & MONTFORT, N. (2006). An
experimental study of the coloring problem on human
subject networks. Science, 313 (5788), 824-827.
BURTT, H.E. (1941). An experimental study of early
childhood memory : Final report. Journal of Genetic
Psychology, 58, 435-439.
AVOLIO, B.J., REICHARD, R.J., HANNAH, S.T., WALUMBA, F.O.
& CHAN, A. (2009). A meta-analytic review of
leadership impact research : Experimental and
quasi-experimental studies. The Leadership Quarterly,
20, 764-784. [PDF]
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social psychology. In G. Lindzey & E. Aron (Ed.), The
Handbook of Social Psychology.
MAYER, R.E. & ANDERSON, R.B. (1991). Animations need
narrations : An experimental test of a dual-coding
hypothesis. Journal of Educational Psychology, 83, 484-490.
McDERMOTT, R. (2013). The ten commandments of experimental
work for political scientists. PS : Political Science
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ANDREANI, J. & MILLER, J. (1993). Rational cooperation
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MAO, A., MASON, W., SURI, S. & WATTS, D.J. (2016). An
experimental study of team size and performance on a
complex task. PLOS One, 11 (4), 1-22. [PDF]
Recherche
exploratoire : Recherche
qui a pour objet d'étude un phénomène
nouveau, que l'on connaît mal. Ces recherches ont souvent
pour but de décrire les caractéristiques du nouveau phénomène.
= étude exploratoire. Exploratory
study.
ROMITO, P. & BELTRAMINI, L. (2011). Watching
pornography : Gender differences, violence and
victimization. An exploratory study in Italy. Violence
Against Women, 17 (10), 1313-1326.
NADEAU, L. DUFOUR, M. et GAGNON, S.R. (2014). Tableau
clinique des personnes cyberdépendantes demandant des
services dans les centres publics de réadaptation en
dépendance au Québec : étude exploratoire. Santé
mentale au Québec, 39 (2), 149-168.
Recherche
indépendante :Recherche
commanditée par les organismes
subventionnaires gouvernementaux - et non par l'industrie
pharmaceutique ou tout autre entreprise privée - réalisée
dans des laboratoires
universitaires/centres de
recherche publics par des chercheurs universitaires/centres
de recherche publics au sein d'équipes
de recherche ou de laboratoires
subventionnés uniquement par l'état et les organismes
para-publics. On peut donc classer les recherches scientifiques
selon trois critères : 1) Comment : D'où
provient l'argent qui a servi à réaliser l'étude (gouvernement
ou entreprise privée);
2) Qui : Qui réalise cette étude et rédige le rapport
scientifique/article (chercheur universitaire/centre de
recherche, chercheur engagé directement ou indirectement par une
entreprise, auteur anonyme);3)Où : Et, finalement, où est
réalisée cette recherche (dans une université ou une entreprise).
En santé mentale, les
études indépendantes semblent être de plus en plus rares. Il
convient également de noter que la multiplication des chaires
de recherche subventionnées (critère 2) par l'entreprise
privée a réduit l'indépendance et la crédibilité
de la recherche en science et, par conséquent, accru le risque de
conflit d'intérêt.
Rappelons que l'indépendance de la recherche favorise l'objectivité
et la validité des
connaissances scientifiques. Étude indépendante, article
bidonet
validité globale./recherche ou
étude commanditée par l'industrie
pharmaceutique.Independence of scientific publishing.
Degré
d'indépendance
Critère
I/Comment ?
Commanditée/Subventionnée par l'industrie pharmaceutique ?
Critère
II/Qui ?
Chercheur/Équipe universitaire et centre de recherche ?
Critère
III/Où ?
Lieu de la recherche = Université et centre de recherche ?
Conflit
d'intérêt ?
Élevé
+
Non
Oui
Oui
Risque
- élevée
Moyen
+-
Non
Non
Oui
Non
Oui
Non
Oui
Non
Oui
Risque
+ élevé
Oui
Oui
Non
Faible
-
Oui
Non
Non
ROSENTHAL, R. (1978). Combining results of independent
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LO, B., WOLF, B.E. & BERKELEY, A. (2000).
Conflict-of-interest policies for investigators in
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MAJERUS, P.W. (1982). Fraud in medical research. Journal
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FAVA, G. (2002). Long-term treatment with antidepressant
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MILLER, D.J. & HERSEN, M. (1992). Research fraud
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ANTONUCCIO, D., BURNS, D.D. & DANTON, W.G. (2002).
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BEKELMAN, J., LI, Y. & GROSS, C. (2003). Scope and
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BJORK, R.A. (2000). Independence of scientific publishing
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ANTONUCCIO, D.O., DANTON, W.G. & McCLANAHAN, T.M.
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BODENHEIMER, T. (2000). Uneasy alliance-clinical
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WYATT, W.J. & MIDKIFF, D. (2006). Biological
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FAVA, G. (2007). Financial conflicts of interest in
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Recherche longitudinale : Recherche
à mesure répétées (1 à 4 dans l'exemple ci-dessous) auprès d'un
seul échantillon/groupe (A), qui se déroule sur plusieurs années
(0 à 4 ans) et dont l'objectif est de mesurer ou d'évaluer le
développement ou l'évolution d'un phénomène. EX: Observer
les comportements de jeu d'enfants à deux ans, quatre ans, six
ans, etc.
=étude
longitudinale,analyse
longitudinale.Longitudinal study,
lonitudinal program, longitudinal investigation, longitudinal
analysis.
Exemple
d'une recherche longitudinale
Groupe
Mesure
1
Mesure
2
Mesure
3
Mesure
4
A
0-1 an
A
1-2 ans
A
2-3 ans
A
3-4 ans
ZAZZO, R. (1967). Diversité, realité et mirages de la
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WALL, W.D. & WILLIAMS, H.L. (1970). Longitudinal
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RAJULTON, F. (2001). The fundamentals of longitudinal
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VAN BELLE, G., FISHER, L., HEAGERTHY, P.J. & LUMLEY,
T. (2004). Biostatistics : A methodology for the
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NEWMAN, A.B. (2010). An overview of the design,
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McDERMOTT, J.F. (2011) The longitudinal study : a bridge
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CARUAN, E.J., ROMAN, M., HERNANDEZ-SÀNCHEZ, J. &
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[PDF]
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et
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Behavioural Development Bulletin, 34, 21-24.
Recherche
longitudinale de New York :Recherche
longitudinale réalisée par
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Recherche préliminaire : Recherche
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but est de tâter le terrain d'un nouveau domaine en vue d'évaluer
la pertinence de réaliser un projet ou de procéder à une recherche
de plus vaste envergure. = étude
pilote, données préliminaires.
Pilot survey,
pilot study.
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Tout
outil qui permet de transformer un phénomène en chiffre
(Test, questionnaire, grille d'observation)
Donnée
quantitative
La
donnée mesurée est chiffrée (EX: je fais «102»
degrés de fièvre)
OU
Analyse
quantitative
La
donnée «102» est utilisée telle quelle par
un test statistique
DONC
Recherche
quantitative
Analyse
qualitative
La donnée «102»
est transformée en classe, ordonnée ou non, avant
d'être analysée par un test statistique
DONC
Recherche
quantitative
Choix de la méthode et de
l'outil
Collecte
des données
Préparation
et analyse de ces données
SI
Méthodes
et outils qualitatifs
Tout outil qui permet de transformer un phénomène en mot
(entrevue, observation libre, etc.)
Donnée qualitative
La donnée évaluée est notée sous forme de mot (EX: Je fais «beaucoup»
de fièvre)
OU
Analyse
qualitative
La
donnée «beaucoup» est utilisée telle quelle lors de
l'interprétation
DONC
Recherche
qualitative
Analyse
quantitative
La donnée «beaucoup» est
transformée en chiffre avant d'être analysée par un test
statistique
DONC
Recherche
quantitative
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to finish. Guilford Press.
MacNAUGHTON, R.J. (1996). Numbers, scales, and qualitative
research. The Lancet, 347, 1099-1100.
KALINOWSKI, P., LAI, J., FIDLER, F. & CUMMING, G.
(2010). Qualitative research : An essential part of
statistical cognition research. Statistics Education
Research Journal, 9 (2), 22-34. [PDF]
BLAXTER, M. (1996). Criteria for the evaluation of
qualitative research papers. Medical Sociology News,
22 (1), 68-71. [PDF]
BIGGERSTAFF, D. (2012). Qualitative research methods in
psychology. In G. Rossi (Ed.), Psychology : selected
papers. (pp. 175-206). Rijeka, Croatia : InTech. [PDF]
MORGAN, M. (1996). Qualitative Research : a package deal ?
The Psychologist, 9, 31-32.
MACKENZIE, C.R., KEUSKAMP, D., ZIERSCH, A.M., BAUM, F.E.
& POPAY, J. (2013). A qualitative study of the
interactions among the psychosocial work environment and
family, community and services for workers with low mental
health. BMC Public Health, 13, 796. [PDF]
STILES, W.B. (2013). The variables problem and progress in
psychotherapy research. Psychotherapy, 50, 33-41.
Recherches
Qualitatives (Revue) :Revue
scientifique multidisciplinaire
qui consacre ses pages à l'étude des recherches
qualitatives. Éditeur : Association pour la Recherche
Qualitative.
ROYER, C. (2007). Peut-on fixer une typologie des
méthodes qualitatives ? Recherches Qualitatives -
Hors-Série, 5, 82-98. [PDF]
Recherche quantitative : Au sens strict, toute recherche qui comprend une collecte de données
quantitatives et une analyse
statistique. Dans les faits, on utilise cette expression
pour désigner toute recherche qui utilise les statistiques
pour analyser les données de la collecte,
même si, par ailleurs, la collecte de données est de nature qualitative
(des mots dans une analyse de contenu, des affirmations dans une
entrevue, que l'on peut ensuite transformer en chiffres).
Recherche quantitative, donnée
quantitativeetscience
nomothétique.Quantitative research.
SI
Type de méthodes
et d'outils
Type
de données
Type
d'analyse
Type de
recherche
Méthodes
et outils quantitatifs
Tout
outil qui permet de transformer un phénomène en chiffre
(Test, questionnaire, grille d'observation)
Donnée
quantitative
La
donnée mesurée est chiffrée (EX: je fais «102»
degrés de fièvre)
OU
Analyse
quantitative
La
donnée «102» est utilisée telle quelle par
un test statistique
DONC
Recherche
quantitative
Analyse
qualitative
La donnée «102»
est transformée en classe, ordonnée ou non, avant
d'être analysée par un test statistique
DONC
Recherche
quantitative
Choix de la méthode et de
l'outil
Collecte
des données
Préparation
et analyse de ces données
SI
Méthodes
et outils qualitatifs
Tout outil qui permet de transformer un phénomène en mot (entrevue, observation libre, etc.)
Donnée qualitative
La donnée évaluée est notée sous forme de mot (EX: Je fais «beaucoup»
de fièvre)
OU
Analyse
qualitative
La
donnée «beaucoup» est utilisée telle quelle lors de
l'interprétation
DONC
Recherche
qualitative
Analyse
quantitative
La donnée «beaucoup» est
transformée en chiffre avant d'être analysée par un test
statistique
DONC
Recherche
quantitative
BRYMAN, A. (1984). The debate about quantitative and
qualitative research : A question of method or
epistemology ? British Journal of Sociology, 35,
78-92.
HUBERTY, C.J. (2000). Judgment in quantitative research.
In Focus, 10 (1), 5-10. [PDF]
BRYMAN, A. (1992). Quantitative and qualitative research :
further reflections on their integration. In J. Brannen
(Ed.), Mixing Methods : qualitative and quantitative
research. Aldershot : Ashgate.
RICHARD, F.D., BOND, C.F. & STOKES-ZOOTA, J.J. (2003).
One hundred years of social psychology quantitatively
described. Review of General Psychology, 7,
331-363.
[PDF]
CRESWELL, J.W. (1994). Research design : Qualitative
and quantitative approaches. Thousand Oaks, CA :
Sage.
WRIGHT, B.E., MANIGAULT, L.J. & BLACK, T.R. (2004).
Quantitative research measurement in public administration
: An assessment of journal publications. Administration
& Society, 35 (6), 747-764.
STEVENSON, C. & COOPER, N. (1997). Qualitative and
quantitative research. The Psychologist, 10,
159-160.
SEALE, C. (1999). The quality of quantitative
research. Sage.
GELO, O., BRAAKMAN, D. & BENETKA, G. (2008).
Quantitative and qualitative research : Beyond the debate.
Integrative Psychological & Behavioral Science,
42, 266-290.
BERNARND, H.R. (2000). Social research methods :
Qualitative and quantitative approaches. SAGE
Publication Inc.
POLIT, D.F. & BECK, C.T. (2010). Generalization in
quantitative and qualitative research : myths and
strategies. International Journal of Nursing Studies,
47 (11), 1451-1458. [PDF]
CAMPBELL, D.T. & STANLEY, J.C. (1963).
Experimental and quasi-experimental designs for
research. Boston : Houghton Mifflin. [PDF]
LEUVEN, E., OOSTERBEEK, H. & RONNING, M. (2008).
Quasi-experimental estimates of the effect of class size
on achievement in Norway. Scandinavian Journal of
Economics, 110, 663-693. / IZA Discussion Papers, 3474,
1-29. [PDF]
SCHNELLE, J.F. & LEE, J.F. (1974). A
quasi-experimental retrospective evaluation of a prison
policy change. Journal of Applied Behavior Analysis,
7, 483-496.
AVOLIO, B.J., REICHARD, R.J., HANNAH, S.T., WALUMBA, F.O.
& CHAN, A. (2009). A meta-analytic review of
leadership impact research : Experimental and
quasi-experimental studies. The Leadership Quarterly,
20, 764-784. [PDF]
HEBERLEIN, T.A.S. (1976). Some observations on alternative
mechanisms for public involvement. The hearing, the public
opinion poll, and the quasi-experiment. Natural
Resources Journal, 16, 197-212.
CUNNINGHAM, M. (1986). Measuring the physical in physical
attractiveness : Quasi-experiments on the sociobiology of
female facial beauty. Journal of Personal &
social Psychology, 50, 925-935.
SCOTT-CLAYTON, J. (2011). The causal effect of Federal
work-study participation : Quasi-experimental evidence
from West Virginia. Educational Evaluation &
Policy Analysis 33 (4), 506-527.
OLDHAM, G.R. (1988). Effects of changes in workspace
partitions and spatial density on employee reactions : a
quasi-experiment. Journal of Applied Psychology 73,
253-258.
STELLMACK, M.A. (2013). Attenders versus slackers : A
classroom demonstration of quasi-experimentation and
self-selecting samples. Teaching of Psychology, 40, 238-241.
Recherche rétrospective : Type de recherche qui se fonde sur le
rapport verbal des sujets pour
décrire le passé lointain des sujets (enfance, adolescence) et,
par la bande, un phénomène souvent difficile à observer (agression
sexuelle, comportement sexuel, violence familiale, etc.). Retrospective
report, retrospective method, retrospective data, retrospective
recall.
MEDNICK, S.A. & SHAFFER, J.B.P. (1963). Mothers'
retrospective report child-rearing research. American
Journal of Orthopsychiatry, 33, 457-461.
ROSENTHAL, I. (1963). Reliability of retrospective reports
of adolescence. Journal of Consulting Psychology, 27,
189-198.
WOLKIND, S. & COLEMAN, E. (1983). Adult psychiatric
disorder and childhood experiences : The validity of
retrospective data. British Journal of Psychiatry,
142, 188-191.
YARROW, M.R., CAMPBELL, J.D. & BURTON, R.V. (1970).
Recollections of childhood : A study of the retrospective
method. Monographs of the Society for Research in
Child Development, 35 (5, Serial No. 138).
ROBINS, L., SCHOENBERG, S.P., HOLMES, S.J., RATCLIFF,
K.S., BENHAM, A. & WORKS, J. (1985). Early home
environment and retrospective recall. American
Journal of Orthopsychiatry, 55, 27-41.
CHERLIN, A. & HORIUCHI, S. (1980). Retrospective
reports of family structure. Sociological Methods
& Research, 8, 454-469.
HALVERSON, C.F. (1988). Remembering your parents :
Reflections on the retrospective method. Journal of
Personality, 56, 435-443.
FIELD, D. (1981). Retrospective reports by healthy
intelligent elderly people of personal events of their
adult lives. International Journal of Behavioral
Development, 4, 77-97.
BREWIN, C.R., ANDREWS, B. & GOTLIB, I.H. (1993).
Psychopathology and early experience : a reappraisal of
retrospective reports. Psychological Bulletin, 113
(1), 82-98.
[PDF]
Recherches
supplémentaires :.
Expression utilisée par les chercheurs dans la conclusion
de leur article ou de leur
livre pour souligner le fait que leur propre recherche n'a pas
permis de répondre de manière totalement satisfaisante à la
question posée dans la
problématique. « Des recherches supplémentaires seront
nécessaires afin de préciser la relation entre...». =
Étude supplémentaire. Further research.
Recherche
transversale : Type de recherche
qui étudie et compare deux ou plusieurs groupes indépendants
(A-B-C-D dans l'exemple ci-dessous) de sujets d'âges différents à
un moment donné (Moment 1), et dont l'objectif est de mesurer ou
d'évaluer le développement ou l'évolution d'un phénomène.
Recherche et
analyse transversale.Transversal study.
Exemple
d'une recherche transversale
Groupes
Moment
1
Moment
2
Moment
3
Moment
4
A
0-1 an
B
1-2 ans
C
2-3 ans
D
3-4 ans
GUILLARD-BOUHET, N., LAFAY, N., JOURDAIN, M. & SENON,
J.L. (2005). Transversal study of the psychosocial
rehabilitation and the quality of life of 75
schizophrenics under classical neuroleptics or atypical
antipsychotic neuroleptics. L'Encéphale, 31,
653-665.
DIVANON, F., DELAMILLIEURE, P., LEHAGUEZ, A., VASSE, T.,
MORELLO, R., GOUREVITCH, R., LANGLOIS, S., ASSOULY-BESSE,
F., GUELFI, J.D., PETIT, M. & DOLFUS, S. (2006).
Comparative evaluation of quality of life in patients with
schizophrenia treated with conventional versus atypical
neuroleptics : results of a transversal study.
L'Encéphale, 32 (4), 459-465.
MALCUIT, G., POMERLEAU, A. et MAURICE, P. (1995). Psychologie
de l'apprentissage : termes et concepts.
St-Hyacinthe : Edisem.
Rechute
: Réapparition chez un individu d'un problème que l'on
croyait réglé pour de bon, d'une maladie physique ou mentale que
l'on croyait guérie (EX:la
dépression) ou d'un comportement
que l'on croyait éteint (resurgence).
Rechute, prévention
etrémission.=
récidive.
Relapse.
WIKLER, A. (1965). Conditioning factors in opiate
addiction and relapse. In D.M. Wilner and G.G. Kassebaum
(Ed.), Narcotics (pp. 85-100). New York :
McGraw-Hill.
LUDWIG, A.M. & WIKLER, A. (1974). Craving and relapse
to drink. Quarterly Journal of Studies on Alcohol,
35, 108-130.
MARLATT, G.A. & GORDON, J.R. (1980). Determinants of
relapse : Implications for the maintenance of behavior
change. In P.O. Davidson & S.M. Davidson (Eds.), Behavioral
medicine : Changing health lifestyles (pp.
410-452). New York : Brunner/Mazel.
FALLOON, I.R.H., LIBERMAN, R.P., LILLIE, I.F.J. &
VAUGHN, C.E. (1981). Family therapy of schizophrenics with
high risk of relapse. Family Process, 20, 211-221.
PROCHASKA, J.O. & CRIMI, P. (1982). Self-change
processes, self-efficacy and self-concept in relapse and
maintenance of cessation of smoking. Psychological
Reports, 51, 983-990.
BOUTON, M.E. (2000). A learning-theory perspective on
lapse, relapse, and the maintenance of behavior change. Health
Psychology, 19, 57-63.
KELLER, M.B., LAVORI, P.W., LEWIS, C.E. & KLERMAN,
G.L. (1983). Predictors of relapse in major depressive
disorder. Journal of American Medical Assocition,
250, 3299-3304
SALOMON, D.A., KELLER, M.B., LEON, A.C., MUELLER, T.I.,
LAVORI, P.W., SHEA, T., CORYELL, W., WARSHAW, M. &
TURVEY, C., MASER, J.D. & ENDICOTT, J. (2000).
Multiple recurrences of major depressive disorder. American
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LAVORI, P.W., KELLER, M.B. & KLERMAN, G.L. (1983).
Relapse in affective disorders. Journal of Psychiatric
Research, 18, 13-25.
TEASDALE, J.D., SCOTT, J., MOORE, R.G., HAYHURS, H., POPE,
M. & PAYKEL, E.S. (2001). How does cognitive therapy
prevent relapse in residual depression ? Evidence from a
controlled trial. Journal of Consulting &
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WIKLER, A. (1984). Conditioning factors in opiate
addiction and relapse. Journal of Substance Abuse
Treatment, 1, 279-285.
PERLIS, R.H., NIERENBERG, A.A., ALPERT, J.E., PAVA, J.
& MATTHEWS, J.D. (2002). Effects of adding cognitive
therapy to fluoxetine dose increase on risk of relapse and
residual depressive symptoms in continuation treatment of
major depressive disorder. Journal of Clinical
Psychopharmacology, 22, 474-480.
BOUTON, M.E. (2002). Context, ambiguity, and unlearning :
Sources of relapse after behavioral extinction. Biological
Psychiatry, 52, 976-986.
GONZALES, L., LEWINSOHN, P.M. & CLARKE, G.N. (1985).
Longitudinal follow-up of unipolar depressives : An
investigation of predictors of relapse. Journal of
Consulting & Clinical Psychology, 53, 461-469.
SEGAL, Z.V., WILLIAMS, J.M.G. & TEASDALE, J.D. (2002).
Mindfulness- based cognitive therapy for depression : A
new approach to preventing relapse. New York :
Guilford.
CUMMINGS, K.M., JAEN, C.R. & GIOVINO, G. (1985).
Circumstances surrounding relapse in a group of recent
exsmokers. Preventive Medicine, 14, 195-202.
BREWER, C., MEYERS, R.J. & JOHNSEN, J. (2002). Does
Disulfiram help to prevent relapse in alcohol abuse ? CNS
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SHIFFMAN, S., SHUMAKER, S., ABRAMS, D., COHEN, S., GARVEY,
A., GRUNBERG, N. & SWANN, G. (1986). Models of smoking
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TAIT, A., McNAY, L., GUMLEY, A. & O'GRADY, M. (2002).
The development and implementation of an individualised
early signs monitoring system in the prediction of relapse
in schizophrenia. Journal of Mental Health, 11,
141-153.
COHEN, S. (1986). Role of social support in smoking
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SEGAL, Z.F., WILLING, J.M.G. & TEASDALE, J.D. (2002).
Mindfulness-based cognitive therapy for depression : A
new approach to preventing relapse. New York :
Guilford Press.
LIEBERMAN, J.A., KANE, J.M., SARANTAKOS, S., GADALETA D.,
WOERNER, M., ALVIR, J. & RAMOS-LORENZI, J. (1987).
Prediction of relapse in schizophrenia. Archives of
General Psychiatry, 44, 597-603.
SHAHAM Y, SHALEV U, LU L, DE WIT H, STEWART J. (2003). The
reinstatement model of drug relapse : history, methodology
and major findings. Psychopharmacology, 168, 3-20.
GRILO, C.M., SHIFFMAN, S. & WING, R.R. (1989). Relapse
crises and coping among dieters. Journal of Consulting
& Clinical Psychology, 57 (4), 488-495.
GUMLEY, A., O'GRADY, M., McNAY, L., REILLY, J., POWER, K.
& NORRIE, J. (2003). Early intervention for relapse in
schizophrenia : Results of a 12-month randomized
controlled trial of cognitive behavioural therapy.
Psychological Medicine, 33, 419-431.
COHEN, S. & LICHTENSTEIN, E. (1990). Perceived stress,
quitting smoking, and smoking relapse. Health
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BOSSERT, J.M., LIU, S.Y., LU, L. & SHAHAM, Y. (2004).
A role of ventral tegmental area glutamate in contextual
cue-induced relapse to heroin seeking. The Journal of
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BOUTON, M.E. & SWARTZENTRUBER, D. (1991). Sources of
relapse after extinction in Pavlovian and instrumental
learning. Clinical Psychology Review, 14, 123-140.
LAM, D.H., HAYWARD, P., WATKINS, E.R. & SHAM, P.
(2005). Relapse prevention in patients with bipolar
disorder : cognitive therapy outcome after 2 years. American
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EVANS, M.D., HOLLON, S.D., DeRUBEIS, R.J., PIASECKI, J.M.,
GROVE, W.M., GARVEY, M.J. & TUASON, V.B. (1992).
Differential relapse following cognitive therapy and
pharmaco- therapy for depression. Archives of General
Psychiatry, 49, 802-808.
HOLLON, S.D., DERUBEIS, R.J., SHELTON, R.C., AMSTERDAM,
J.D., SALOMON, R.M., O'REARDON, J.P., LOVETT, M.L., YOUNG,
P.R., HAMAN, K.L., FREEMAN, B.B. & GALLO, R. (2005).
Prevention of relapse following cognitive therapy vs
medications in moderate to severe depression. Archives
of General Psychiatry, 62, 417-422.
LABOUNTY, L.P., HATSUKAMI, D.K., MORGAN, S.F. &
NELSON, L. (1992). Relapse among alcoholics with phobic
and panic symptoms. Addictive Behaviors, 17,
9-15.
BRUNETTE, M.F., DRAKE, R.E., XIE, H., McHUGO, G.J. &
GREEN, A.I. (2006). Clozapine use and relapses of
substance use disorder among patients with co-occurring
schizophrenia and substance use disorders. Schizophrenia
Bulletin, 32 (4), 637-643.
CHORNOCK, W. M., STITZER, M.L., GROSS, J. & LEIS-CHOW,
S. (1992). Experimental model of smoking re-exposure :
Effects on relapse. Psychopharmacology, 108,
495-500.
COHEN, L.S., ALTSHULER, L.L., HARLOW, B.L., NONACS, R.,
NEWPORT, D.J., VIGUERA, A.C., SURI, R., BURT, VK.,
HENDRICK, V., REMINICK, A.M., LOUGHEAD, A., VITONIS, A.F.
& STOWE, Z.N. (2006). Relapse of major depression
during pregnancy in women who maintain or discontinue
antidepressant treatment. Journal of American Medical
Association, 295, 499-507.
EVANS, M.D., HOLLON, S.D., DeRUBEIS, R.J., PIASECKI, J.M.,
GROVE, W.M., GAREYM. J. & TUASCON, V.B. (1992).
Differential relapse following cognitive therapy and
pharmacotherapy for depression. Archives of General
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BURCUSA, S.L. & IACONO, W.G. (2007). Risk for
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FAVA, M., RAPPE, S.M., PAVA, J.A., NIERENBERG, A.A.,
ALPERT, J.E. & ROSENBUM, J.F. (1995). Relapse in
patients on long-term fluoxetine treatment : Response to
increased fluoxetine dose. Journal of Clinical
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VITTENGL, J.R. & CLARK, L.A., DUNN, T.W. &
JARRETT, R.B. (2007). Reducing relapse and recurrence in
unipolar depression : A comparative meta-analysis of
cognitive-behavioral therapy's effects.Journal of
Consulting & Clinical Psychology, 76 (3),
475-488.
REDISH, D.A., JENSEN, S., JOHNSON, A. & KURT-NELSON,
Z. (2007). Reinforcement learning models with behavioral
extinction and renewal : Implications for addiction,
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TEASDALE, J.D. (1997). Assessing cognitive mediation of
relapse prevention in recurrent mood disorders.
Clinical Psychology & Psychotherapy, 4,
145-156.
DOBSON, K.S., HOLLON, S.D., DIMIDJIAN, S., SCHMALING,
K.B., KOHLENBERG, R.J., GALLOP, R., RIZVI, J., GOLLAN,
J.K., DUNNER, D.L. & JACOBSON, N.S. (2008). Randomized
trial of behavioral activation, cognitive therapy, and
antidepressant medication in the prevention of relapse and
recurrence in major depression. Journal of Consulting
& Clinical Psychology, 76 (3), 468-477.
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JONES, S.H. (2009). Relapse prevention and beyond in the
psychological therapy of bipolar disorder. Clinical
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GIBBONS, F.X., EGGLESTON, T.J. & BENTHIN, A. (1997).
Cognitive reactions to smoking relapse : The reciprocal
relation of dissonance and self-esteem. Journal of
Personality & Social Psychology, 72, 184-195.
QUICK, S.L., PYSZCZYNSKI, A.D., COLSTON, K.A. &
SHAHAN, T.A. (2011). Loss of alternative non-drug
reinforcement induces relapse of cocaine seeking : Role of
dopamine D1 receptors. Neuropsychopharmacology, 36,
1015-1020.
SEEMAN, P. & TALLERICO, T. (1999). Rapid release of
antipsychotic drugs from dopamine D2 receptors : An
explanation for low receptor occupancy and early clinical
relapse upon drug withdrawal of clozapine or quetiapine. The
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LABORDA, M.A., MCCONNELL, B.L. & MILLER, R.R. (2011).
Behavioral techniques to reduce relapse after exposure
therapy : Applications of studies of experimental
extinction. In T.R. Schachtman & S. Reilly (Eds.), Associative
learning and conditioning theory : Human and non-human
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BOUTON, M.E., WINTERBAUER, N.E. & TODD, T.P. (2012).
Relapse processes after the extinction of instrumental
learning : Renewal, resurgence, and reacquisition. Behavioural
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PINÊRO, B. & BECONA, E. (2013). Relapse situations
according to Marlatt’s taxonomy in smokers. The
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research on the relapse of operant behavior. Mexican
Journal of Behavior Analysis, 41 (2),
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Récidive
: Récidivisme : Individu qui commet de nouveau un crime
pour lequel il a été condamné. Dans le contexte clinique, on
utilise également le terme pour désigner un trouble
qui réapparaît alors qu'on le croyait guéri. Recidivism.
RICE, M.E., QUINSEY, V.L. & HARRIS, G.T. (1991).
Sexual recidivism among child molesters released from a
maximum security institution. Journal of Consulting
& Clinical Psychology, 59, 381-386.
HANSON, R.K. & HARRIS, A.J. (2000). Where should we
intervene ? Dynamic predictors of sexual offense
recidivism. Criminal Justice & Behavior, 27,
6-35.
BERLINER, L., SCHRAM, D., MILLER, L.L. & MILLOY, C.D.
(1995). A sentencing alternative for sex offenders : A
study of decision making and recidivism. Journal of
Interpersonal Violence, 10, 487-502.
ROBERTS, C., DOREN, D. & THORTON, D. (2002).
Dimensions associated with assessments of sex offender
recidivism risk. Criminal Justice & Behavior, 29,
569-589.
QUINSEY, V.L., RICE, M.E. & HARRIS, G.T. (1995).
Actuarial prediction of sexual recidivism. Journal of
Interpersonal Violence, 10 (1), 85-105.
SJOSTEDT, G. & LANGSTROM, N. (2002). Assessment of
risk for criminal recidivism among rapists : A comparison
of four different measures. Psychology, Crime &
Law, 8, 25-40.
HANSON, R.K. (2002). Recidivism and age. Journal of
Interpersonal Violence, 17, 1046-1062.
PELLERIN, B., PROULX, J., OUIMET, M., PARADIS, Y.,
MCKIBBEN, A. & AUBUT, J. (1996). Étude de la récidive
post-traitement chez des agresseurs sexuels judiciarisés.
Criminologie, 29, 85-108.
HANSON, R.K. & MORTON, K.E. & HARRIS, A.J. (2003).
Sexual offender recidivism risk : What We know and what We
need to know. Annals of the New York Academy of
Science, 989, 154-166. [PDF]
PROULX, J., PELLERIN, B., MCKIBBEN, A., AUBUT, J. &
OUIMET, M. (1997). Static and dynamic predictors of
recidivism in sexual offenders. Sexual Abuse, 9,
7-28
CORRADO, R.R., VINCENT, G.M., HART, S.D. & COHEN, I.M.
(2004). Predictive validity of the Psychopathy Checklist :
Youth Version for general and violent recidivism. Behavioral
Sciences & the Law, 22 (1), 5–22.
HANSON, R.K. & BUSSIÈRE, M. (1998). Predicting relapse
: A meta-analysis of sexual offender recidivism studies. Journal
of Counseling & Clinical Psychology, 66,
348-362.
BARBAREE, H.E. (2005). Psychopathy, treatment behavior,
and recidivism : An extended follow-up of Seto and
Barbaree. Journal of Interpersonal Violence, 20,
1115-1131.
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Réciprocité
: Réciproque :
Relation équivalente et bidirectionnelle entre deux organismes.
Réciprocité, coopérationetentraide.= symétrie, effet miroir, qui va dans
les deux sens.
Reciprocity, reciprocal
coopereration.
GOULDNER, A.W. (1960). The norm of reciprocity : A
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support and the need for reciprocity. Human
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FEHR, E. & GÄTCHER, S. & KIRCHSTEIGER, G. (1997).
Reciprocity as a contract enforcement device :
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GUÉGUEN, N. & PASCUAL, A. (2003). Reciprocity rules
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BURGER, J.M., HORITA, M., KINOSHITA, L., ROBERTS, K. &
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VAN LANGE, P.A.M. & SEMIN-GOOSSENS, A. (1998). The
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Récit
: Histoire que l'on raconte à autrui et qui relate des
faits ou des événements dont l'exactitude n'a pas été
nécessairement vérifiée ou qui sont invérifiables.
=
Point de vue.
History.
GAUDET, É. et GAUDET, J. (1999). Récits de vie de
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Khalil, Jean-Claude, Kim.
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Réciter
: Dire à haute voix un texte que l'on sait par coeur ou
que l'on cherche à apprendre.
= dire à haute voix.
Recommandation
: Invitation, généralement écrite, à agir en vue de résoudre
un problème, de dissiper une confusion, d'éclaircir une situation.
Une recommandation a généralement plus de poids qu'une simple
suggestion puisqu'elle est formulée à la suite d'un processus
formel et public d'examen et d'analyse. Qui plus est, elle émane
généralement d'un comité,
d'une autorité. En science,
il peut s'agir d'une suggestion précise faite par un expert en vue
de résoudre un problème méthodologique, statistique, théorique,
éthique, etc. On trouve ces recommandations dans les rapports
et les articles
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Récompense : Récompenser : Ce que l'on donne à un individu
pour lui faire plaisir, le
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renforcement, qui lui n'a qu'une seule fonction, augmenter la
fréquence du comportement-cible (peu importe si cela fait plaisir
ou non à l'individu qui le reçoit). NDLR : Une
récompense peut être un renforcement, mais la plupart des
renforcements ne sont pas des récompenses. *renforcement.Reward, reward strengh.
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: Le mot a deux acceptions : a)
En psychologie, il
désigne une fonction
cognitive du cerveau
qui permet à un organisme
de déterminer qu'un objet
(ou certaines de ses propriétés) fait déjà partie de ses connaissances,
de sa mémoire. On dira
alors que l'objet nous est familier.
L'individu qui reconnaît un objet est donc en mesure de le nommer
ou du moins de décrire certaines de ses propriétés.
Reconnaissance, discriminationet rappel.
= reconnaissance mnésique. Recognition,
social recognition. b) Le mot renvoie
également à l'accord, à l'estime et à l'admiration que les autres
nous témoignent lorsqu'ils reconnaissancent nos comportements, nos
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: Récursivité : Qui a la propriété de de
repéter, sans fin, selon les mêmes règles. EX : Le jeu des
miroirs qui permet de montrer un miroir qui contient un miroir,
qui contient un miroir...
Recursive
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dans le but de le transformer plutôt que de le jeter. Recycler, pollueretcomportement
de propreté. Recycling, paper
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Rédevance
: Somme que l'on verse régulièrement, généralement en
vertu d'un contrat - en contrepartie de l'usage
d'un bien/
service
ou de l'exploitation d'une ressource.=
royalties.
Royalty.
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: Deux stimuli diférents dont l'effet est identique.
Redondance etrépétition.= quasi-répétition. Redundancy.
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Redoublement
scolaire : Redoubler une année scolaire :
Pour un étudiant,
redoubler consiste à recommencer une année scolaire qu'il vient d'échouer
ou qu'il n'a pas été en mesure de compléter en raison de
circonstances particulières (maladie, décès
dans la famille, divorce
ou séparation des parents, déménagement,
etc.). Redoubler, échec scolaireetdécrocher./réussite
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Réductionnisme
:Doctrine
philosophique qui postule que les phénomènes
psychologiques n'existent pas en soi, et qu'en conséquence
ce que l'on appelle psychologique se réduit ni plus ni
moins à des structures ou à des fonctions biologiques
(réductionnisme biologique) ou à des comportements (réductionnisme
comportemental). = réductionnisme
biologique. /émergentisme,
anti-réductionnisme,
holisme. Reductionism.
JESSOR, R. (1958). The problem of reductionism in
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SCHAFFNER, K.F. (1967). Approaches to reduction. Philosophy
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UTTAL, W.R. (1998). Toward a new behaviorism : The
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HUMMELL, H.J. & OPP, K.-D. (1968). Sociology with- out
psychology. The reduction of sociology to psychology : a
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BICKLE, J. (1998). Psychoneural reduction : The new
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SCHAFFNER, K.F. (1969). The Watson-Crick model and
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POIRIER, P. (2000). L'empire contre-attaque : Le retour du
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JONES, R.H. (2000). Reductionism : Analysis and the
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PUTNAM, H. (1973). Reductionism and the Nature of
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CHALMERS, D. & JACKSON, F. (2001). Conceptual analysis
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WIMSATT, W. (1976). Reductionism, levels of organization,
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ROLL-HANSEN, N. (1979). Reductionism in biological
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RICHARDSON, R.C. (1979). Functionalism and reductionism. Philosophy
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VERSCHUREN, P. (2001). Holism versus reductionism in
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RICHARDSON, R.C. (1980). Reductionist research programmes
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OVERTON, W.F. (2002). Understanding, explanation, and
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JAHODA, M. (1986). In defence of a non-reductionist social
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Référence
: En science, le
mot a au moins quatres acceptions, dont trois - A, B et C - sont
souvent confondues. a) De façon générale, le
mot désigne une personne sur qui l'on s'appuie pour avancer ou
soutenir une idée. On dit aussi notre source. En science, cette
personne est généralement un
scientifique ou un vulgarisateur
scientifique. EX: Burrhus Frederic Skinner
est une référence en psychologie. À l'oral, on utilise donc
souvent ce terme comme synonyme de source.
EX: Quelles sont tes références (tes sources)
pour dire ça ? En ce sens, le mot source semble plus
indiqué. = source. À l'écrit, les
personnes sur lesquelles on s'appuie pour rédiger un ouvrage
scientifique - les auteurs de nos sources - doivent être
obligatoirement citées à
deux endroits : dans les pages de notre texte (référence
partielle) et à la fin de l'ouvrage (références complète). b)
Dans le texte, le mot renvoie alors aux informations
qui permettent au lecteur
d'identifier l'auteur d'une
idée. Il s'agit habituellement du nom de famille de cet auteur
(Qui ?), ainsi que de la date de publication de la source
qui contient cette idée (Quand ?). EX: Skinner,
1959. Il s'agit donc d'une référence partielle qui renvoie à une
référence plus complète en bas de page ou à la fin de l'ouvrage.
Cette information partielle est soit inscrite directement dans le
texte, entre parenthèses (=
citation dans le texte), soit au bas de la page qui
contient l'idée
(citation en bas de la page). Dans le texte, il y a alors
deux types de référence : la
référence à une source primaire et la référence
à une source secondaire.=
référence partielle, qui-quand, citation dans le texte,
renvoie en bas de page. c) À la fin d'un ouvrage,
le mot renvoie à liste de toutes les sources, en ordre
alphabétique, sur lesquelles se fonde un auteur
pour rédiger son ouvrage. On utilise alors Les références
ou En référence pour indiquer cette liste. On a aussi
recours au mot bibliographie ou médiagraphie.
Finalement, on appelle notice toutes les informations qui
permettent d'identifier la référence complète d'une source en
particulier. La notice de
chaque source répond généralement aux questions suivantes : Qui,
quand, quoi, où ? =
références complète,bibliographie,médiagraphie, ensemble
des notices, qui-quand-quoi-où.
Reference. d)
En logique, le mot désigne
la relation entre le référé(l'objet)
et son référent (concept). = dénotation, signifié.
PEDEN, F. (1991). Teaching the importance of accuracy in
preparing references. Teaching of Psychology, 18, 102-105.
ALLEN, B., QIN, J. & LANCASTER, F.W. (1994).
Persuasive communities - A longitudinal analysis of
references In The Philosophical Transactions of The
Royal-Society, 1665-1990. Social Studies of Science,
24 (2), 279-310.
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]
Référence
à une source primaire (APA) : Mention écrite d'une
source qui contient les idées originales d'un auteur. Dans le
texte, cette mention contient dans l'ordre le nom de l'auteur et
l'année de publication de la source. Référence et notice.
Selon Richard-Bessette (2006),
l'hypersexualisation est l'ensemble des comportements et
des stratégies axées sur le corps et dont le but est de
séduire à tout prix.
L'hypersexualisation est l'ensemble des comportements et
des stratégies axées sur le corps et dont le but est de
séduire à tout prix (Richard-Bessette, 2006).
Référence
à une source secondaire (APA) : Mention écrite d'une
source qui rapporte les idées originales d'un auteur. Dans le
texte, cette mention contient dans l'ordre le nom de l'auteur et
l'année de publication de la source. On peut remplacer cité
dans par : voir. Référence et notice.
Selon Richard-Bessette (1995, cité dans Julien,
2010), l'hypersexualisation est l'ensemble
des comportements et des stratégies axées sur le corps
et dont le but est de séduire à tout prix.
L'hypersexualisation est l'ensemble des comportements et
des stratégies axées sur le corps et dont le but est de
séduire à tout prix (Richard-Bessette, 1995,
cité dans Julien, 2010).
Selon Richard-Bessette (1995 : voir Julien,
2010), l'hypersexualisation est l'ensemble
des comportements et des stratégies axées sur le corps
et dont le but est de séduire à tout prix.
L'hypersexualisation est l'ensemble des comportements et
des stratégies axées sur le corps et dont le but est de
séduire à tout prix (Richard-Bessette, 1995 :
voir Julien, 2010).
Référence complète : Mention écrite d'une source - on dit aussi notice
- placée à la fin
d'un texte ou en bas de page. Cette mention contient
généralement des informations qui permettent au lecteur
d'identifier et de trouver cette source.
L'ensemble de ces sources complètes forme les références
ou la biblographie
d'un ouvrage. Référence et notice.= Qui, quand, quoi, où
RICHARD-BESSETTE, S. (1996). Les habiletés
hétérosociales des adolescents agresseurs sexuels :
une recension des écrits. Revue Sexologique, 4
(1), 55-76.
Référence
partielle : Mention écrite et partielle d'une source
dans un texte. Cette mention contient généralement le nom de
l'auteur (qui ?) et la date de publication de la source (quand ?).
S'il s'agit d'une citation, on ajoute la page de l'extrait cité
entre parenthèse à la suite de la date. La référence
complète de cette source est généralement disponible à la
fin du texte ou en bas de page. Référence et notice.= qui-quand.
L'hypersexualisation est l'ensemble des comportements
et des stratégies axées sur le corps et dont le but
est de séduire à tout prix (Richard-Bessette,
1996).
Selon Richard-Bessette (1996),
l'hypersexualisation est l'ensemble des comportements et
des stratégies axées sur le corps et dont le but est de
séduire à tout prix.
Références
des sources de ce lexique : D'où proviennent les
définitions de ce lexique ? La plupart des définitions ont été
empruntées aux classiques américains, français et québécois de la
psychologie et des disciplines connexes. La liste
des références des sources est disponible en cliquant
ici. En fait, les références des sources sont fournies pour
quatre types d'entrée :
1
Pour
les Concepts + Noms communs de ce lexique,
il y a 4 possibilités :
La définition provient d'une source écrite, et la
référence de cette source est indiquée dans la
rubrique à la suite du
La définition du concept provient d'un source
écrite, mais elle a été légèrement modifiée afin de
l'adapter au contexte de ce lexique; la référence de
cette source est indiquée à la suite du
La définition s'inspire fortement d'un source
écrite, et la référence de cette source est indiquée
par un
J'ai rédigé cette définition, il s'agit alors de
cliquer sur pour
obtenir la référence du présent lexique.
2
Pour
les Auteurs + Noms propres, il y
a 4 possibilités :
La description de l'auteur provient d'une source
Internet, et cette source est disponible en cliquant
sur
La description de l'auteur provient d'une source
écrite, et la référence de cette source est indiquée
par un
La définition s'inspire fortement d'un source
Internet, et la référence de cette source est
disponible en cliquant sur
J'ai rédigé cette définition, il s'agit alors de
cliquer sur pour
obtenir la référence du présent lexique.
3
Pour
les Figures + Schémas, il y a 3
possibilités :
La figure provient en tout ou en partie d'une
source, et la référence de cette source est mentionnée
sous la figure.
La figure provient d'un site Internet, alors il faut
cliquer sur la figure pour obtenir la référence de ce
site.
J'ai fait ce schéma ou ce tableau, il s'agit alors
de cliquer sur pour
obtenir la référence du présent lexique.
4
Pour
les Revues scientifiques + Notice,
le modèle est toujours le même :
Une description sommaire, qui le + souvent provient
du site internet de l'éditeur. Un exemple d'article
est fourni par l'auteur de ce site.
Cliquez ici pour obtenir la liste de ces revues.
Sources écrites de ce lexique
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PIÉRON, H. (1951). Vocabulaire de la psychologie.
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HALL, C.S. (1957). L'ABC de la psychologie
freudienne. Paris : Montaigne.
VALLERAND, R.J. (Dir.) (1994). Les fondements de la
psychologie sociale. Montréal : Gaëtan Morin.
CALVEZ, J.Y.
(1965/(2006). La pensée de Karl Marx. Paris :
Seuil.
CHALMERS, A.P. (1996). Qu'est-ce que la science ?
Paris : La Découverte.
LAPLANCHE, J. et PONTALIS, J.B. (1967/1998).
Vocabulaire de la psychanalyse. Paris : Presses
Universitaires de France.
GREENWALD, A.G. (1997). Validity concerns and usefulness
of student ratings of instruction. American
Psychologist, 52, 1182-1186. [PDF]
HILGARD, E.R., MARQUIS, D.G. & KIMBLE, G.A. (1961). Conditioning
and learning. New York : Appleton Century Crofts.
MENGAL, P. (2000). La constitution de la psychologie comme
domaine de savoir aux XVIe et XVIIe
siècles. Revue d'histoire des sciences humaines, 1 (2),
5-27.
CROZIER, M. et FRIEDBERG, E. (1977). L'acteur et le
système. Paris : Seuil.
BALADIER, C. (Dir.) (1997). Dictionnaire de la
psychanalyse. Paris : Encyclopédie
Universalis/Albin Michel.
LEPAGE, H. (1978). Demain le capitalisme. Paris
: Édition Hachette.
DUBOIS, J., GIACOMO, M., GUESPIN, L., MARCELLESI, C.,
MARCELLESI, J.-P. et MÉVEL, J.-P. (1999). Dictionnaire
linguistique et des sciences du langage. Paris :
Larousse.
BÉLANGER, J. (1978). Images et réalités du béhaviorisme.
Philosophiques, 5 (1), 3-110.
NADEAU, R. (1999). Vocabulaire technique et
analytique de l'épistémologie. Paris : Presses
Universitaires de France.
COOK, T.D. & CAMPBELL, D.T. (1979). Quasi-experimentation
: Designs and analysis issues for field settings. Boston
: Hougton Mifflin Company.
STAINTON, R. & STAINTON, R. (2001). The
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BRONFENBRENNER, U. (1979). The ecology of human
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PERVIN, L.A. & OLIVER, P.J. (2001). Personality
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LEGENDRE-BERGERON, M.F. (1980). Lexique de la
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MAUREL, M-C. et MIQUEL, P.-M. (2001). Programme
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Référendum
:Scrutin par
vote direct dont
l'objectif est de consulter le peupe afin de trancher une question
litigieuse, souvent d'ordre constitutionnel ou législatif (ou sur
le plan municipal, notamment pour obtenir la modification des
règlements de zonage). Référendum, souverainetéet Québec.= plébiciste, consultation populaire.
BLAIS, A., MARTIN, P. & NADEAU, P. (1998). Can people
explain their own vote ? Introspective questions as
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Référent
: Le mot a deux acceptions : a) De
façon générale, un référent est le point de départ d'une analyse,
d'un jugement, donc ce
sur quoi un individu se fonde pour étayer son discours,
ses idées. Si ce référent est partagé par plusieurs individus, il
devient une norme; et si on
le reconnaît formellement ou légalement comme tel, il se
transforme en standard.b)
En logique, mot,nombre
ou symbole qui
désigne un signe. Référent et
référé.=
signifiant.
Réflexe
:Réponse ou enchaînement de
réponses simples, involontaires et automatiques
à un stimulus. Le réflexe
est normalement présent chez tous les individus de l'espèce
(ou du genre). EX: Réflexe salivaire chez le
chien qui sent de la nourriture.
=
réponse inconditionnelle, automatisme programmé.
( ): Voir tableau ci-dessous.
Reflex.
BABINSKI, J. (1896). Sur le réflexe cutané plantaire dans
certaines affections organiques du système nerveux
central. Comptes rendus des séances et mémoires de la
Société de Biologie, 48, 207-208.
SKINNER, B.F. (1935). Two types of conditionned reflex and
a pseudo type. Journal of General Psychology, 12, 66-77.
DEWEY, J. (1896). The reflex arc concept in psychology. Psychological
Review, 3, 357-370. [LIRE]
KONORSKI, J. & MILLER, S. (1937). On two types of
conditioned reflex. The Journal of General
Psychology, 16, 264-272.
BABINSKI, J. et FROMENT, J. (1917).
Hystérie-pithiatisme et troubles nerveux d'ordre réflexe
en neurologie de guerre. Paris.
SKINNER, B.F. (1937). Two types of conditioned reflex : a
reply to Konorski and Miller. Journal of General
Psychology, 16, 272-279. [LIRE]
WARREN, H.C. (1919). A classification of reflexes,
instincts, and emotional phenomena. Psychological
Review, 26 (3), 197-203.
KONORSKI, J. & MILLER, S. (1937). Further remarks on
two types of conditioned reflexes. The Journal of
General Psychology, 17 (2), 405-407.
KANTOR, J.R. (1922). The psychology of reflex action. American
Journal of Psychology, 33, 19-42.
LLOYD, D.P.C. (1949). Post-tetanic potentiation of
response in mono-synaptic reflex pathways of the spinal
cord. Journal of General Physiology, 33,
147-170.
MILLER, S. & KONORSKI, J. (1928). On a particular form
of the conditioned reflexes. Comptes Rendus des
Séances de la Société de Biologie et de ses Filiales,
99, 1155-1157.
BECHTEREV, V.M. (1928/1973). General principles of
human reflexology. New York : Arno Press.
MILLER, S. & KONORSKI, J. (1969). On a particular type
of conditioned reflex. Journal of the Experimental
Analysis of Behavior, 12 (1), 187-189. [PDF]
PAVLOV, I.P. (1927/63). Conditioned Reflexes /
Réflexes conditionnels et inhibition. London :
Routledge and Kegan Paul / Paris : Gonthier.
COHEN, M.E., CRANNEY, J. & HOFFMANN, H.S. (1983).
Motor and cognitive factors in the modification of a
reflex. Perception & Psychophysics, 34, 214-220.
[PDF]
CRANNEY, J., HOFFMANN, H.S. & COHEN, M. (1984). Tonal
frequency shifts and gaps in acoustic stimulation as
reflex-modifying events. Perception &
Psychophysics, 35, 165-172. [PDF]
CRANNEY, J. & COHEN, M. & HOFFMANN, H.S. (1985).
Reflex modification in the rat : The inhibitory effects of
intensity and frequency changes in steady tones. Journal
of Experimental Psychology : Animal Behavior Processes,
11, 112-119. [PDF]
CRANNEY, J. & COHEN, M. (1985). The glabella startle
reflex: Inhibition by frequency and intensity modulations.
Perception & Psychophysics, 37, 28-34. [PDF]
SKINNER, B.F. (1930). On the conditions of elicitation of
certain eating reflexes. Proceedings of the National
Academy of Sciences of the United States of America, 16,
433-438.
TIMBERLAKE, W. (1988). The behavior of organisms :
Purposive behavior as a type of reflex. Journal of
the Experimental Analysis of Behavior, 50 (2),
305-318.
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SKINNER, B.F. (1931). The concept of the reflex in the
description of behavior. Journal of General
Psychology, 5, 427-458.
KILLEEN, P.R. (1988). The reflex reserve. Journal of
the Experimental Analysis of Behavior, 50 (2),
319-331. [PDF]
SHERRINGTON, C.S. (1932). The reflex activity of the
spinal cord. Oxford.
WOZNIAK, R.H. (Ed.) (1994). Response, reaction, and
reflex : The early elaboration of theoretical and
methodological behaviourism. London :
Routledge/Thoemmes.
SKINNER, B.F. (1932). Drive and reflex strength : I. Journal
of General Psychology, 6, 22-37.
JORDAN, J.S. (1998). Recasting Dewey’s critique of the
reflex-arc concept via a theory of anticipatory
consciousness : implications for theories of perception. New
Ideas in Psychology, 3, 165-187.
SKINNER, B.F. (1932). Drive and reflex strength : II. Journal
of General Psychology, 6, 38-48.
SKINNER, B.F. (1999). The concept of the reflex in the
description of behavior. In B.F. Skinner, V.G. Laties
& A.C. Catania (Eds.), Cumulative record
(definitive edition) (pp. 475-503). Cambridge, MA : B.F.
Skinner Foundation.
SKINNER, B.F. (1932). On the rate of formation of a
conditioned reflex. Journal of General Psychology, 7,
274-286.
KOSCHMANN, T. (2000). The physiological and the social in
the psychologies of Dewey and Thorndike : The matter of
habit. In B. Fishman & S. O'Connor-Divelbiss (Eds.), Fourth
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HUDGINS, C.V. (1933). Conditioning and the voluntary
control of the pupillary reflex. Journal of General
Psychology, 8, 3-51.
RAMIREZ-MORENO, D.F. & SEJNOWSKI, T.J. (2012). A
computational model for the modulation of the prepulse
inhibition of the acoustic startle reflex. Biological
Cybernetics, 106 (3), 169-176.
[PDF]
Réflexe
archaïque :Réflexes présents à
la naissance, et durant les trois premiers mois de la vie, qui
sont ensuite inhibés par la maturation progressive du cerveau (matière
grise). Réflexe et nouveau-né.( ): Voir tableau ci-dessous.
Réflexe
d'agrippement : Réflexe
archaïque du nouveau-né
qui serre de toutes ses forces tout objet (stimulus) qui stimule
la paume de sa main ou la plante des pieds.
Grasping.
Réflexe
de Babinski : Réflexe
archaïque découvert par Babinski.
Il s'agit d'un fléchissement des orteils à la suite d'une légère
stimulation de la plante du pied. Babinski a aussi découvert que
l'inversion de ce fléchissement révèle une atteinte du système
pyramidal contrôlant la motricité
fine (signe de
Babinski). = Réflexe cutané
plantaire. Babinski
reflex.
BABINSKI, J. (1896). Sur le réflexe cutané plantaire dans
certaines affections organiques du système nerveux
central. Comptes Rendus des Séances et Mémoires de la
Société de Biologie, 48, 207-208.
VAN GIJN, J. (1995). The Babinski reflex. Postgraduate
Medical Journal, 71 (841), 645-648. [PDF]
DIETRICH, H.F. (1957). A longitudinal study of the Babin-
ski and plantar grasp reflexe. American Journal of
Diseases of Children, 94, 265-271.
Réflexe de fouissement :Réflexe
archaïque qui permet au nouveau-né
de répondre à n'importe quelle stimulation en tournant la tête
(réflexe) du coté ou vous l'avez effleuré.
=
réflexe des points cardinaux.
Réflexe
de l'apné :Réflexe archaïque du nouveau-né
qui ferme automatiquement ses poumons (réflexe) pour empêcher
l'eau (stimulus) d'y enter, ce qui lui permet de barboter quelques
instants en apné.
Réflexe de la marche automatique : Réflexe archaïque du nouveau-né
qui reproduit des mouvements de marche (réflexe), si on le
soutient en position verticale et que ses pieds touchent au sol
(stimulus). Il ne faut pas confondre ce réflexe avec la marche qui
est un comportement beaucoup plus complexe qui implique
l'équilibre et l'orientation.
Réflexe de la membrane nictinante : Voir Nictation
ou Membrane nictinante.Blinking, eye blink, Eyeblink classical conditioning, eyelid response, eyelink response, nictitating membrane response, nictitating membrane responses.
Réflexe de Moro :Réflexe
archaïque émit par un nouveau-né
en situation de danger (bruit fort, déplacement ou redressement
brusque) : le nouveau-né éloigne les bras du corps, ouvre les
mains pour ensuite fléchir les avant-bras sur les bras, comme s'il
cherchait à les croiser, et fermer ses mains. La fin du réflexe
s'accompagne souvent d'un cri. =
réflexe du parachutiste.
Réflexe
de sursaut acoustique : Ensemble de réponses produites
(fermeture des paupières,
haussement des épaules, protection des yeux, accélération du
rythme
cardiaque) à la suite d'un bruit intense (>80db). =
sursaut.
Startle reflex, startle response,
acoustic startle stimulus, startle behavior.
PROSSER, C.L. & HUNTER, W.S. (1936) The extinction of
startle responses and spinal reflexes in the white rat. American
Journal of Physiology, 17, 609-618.
LANG, P.J., BRADLEY, M.M. & CUTHBERT, B.N. (1990).
Emotion, attention, and the startle reflex.
Psychological Review, 97 (3), 377-395.
BIRREN, J.E. & BOTWINICK, J. (1955). Age differences
in startle reaction time of the rat to noise and electric
shock. Journal of Gerontology, 10 (4), 437-440.
LEATON, R.N. & CRANNEY, J. (1990). Potentiation of the
acoustic startle response by a conditioned stimulus paired
with an acoustic startle stimulus in rats. Journal of
Experimental Psychology : Animal Behavior Processes, 16,
279-287.
SZABO, I. (1965). Analysis of the muscular action
potentials accompanying the acoustic startle reaction. Acta
physiologica Academiae Scientiarum Hungaricae, 27,
167-178.
ISON, J.R., McADAM, D.W. & HAMMOND, G.R. (1973).
Latency and and amplitude changes in acoustic startle
reflex of the rat produced by variation in auditory
prestimulation. Physiology & Behavior, 10,
1035-1039.
DAVIS, M. & SHEARD, M.H. (1974). Habituation and
sensitization of the rat startle response : Effects of
raphe lesions. Physiology & Behavior, 12,
425-431.
KIERNAN, M.J. & CRANNEY, J. (1992). Immediate-startle
stimulus presentation fails to condition freezing
responses to contextual cues. Behavioral
Neuroscience, 106, 121-124.
LEITNER, D.S., POWERS, A.S. & HOFFMMAN, H.S. (1980)
The neural substrate of the startle response. Physiology
& Behavior, 25, 291-297.
KIERNAN, M.J., WESTBROOK, E.F. & CRANNEY, J. (1995).
Immediate shock, passive avoidance, and potentiated
startle: Implications for the unconditioned response to
shock. Animal Learning & Behavior, 23, 22-30.
[PDF]
DAVIS, M., GENDELMAN, D.S., TISCHLER, M.D. &
GENDELMAN, P.M. (1982). A primary acoustic startle circuit
: lesion and stimulation studies. Journal of
Neuroscience, 2 (6), 791-805. [PDF]
YEOMANS, J.S. & FRANKLAND, P.W. (1995). The acoustic
startle reflex : neurons and connections. Brain
Research Reviews, 21 (3), 301-314.
EATON, R.C. (1984). Neural mechanisms of startle
behavior. New York : Springer Science+Business
Medi.
LEE, Y. & DAVIS, M. (1997). Role of the hippocampus,
the bed nucleus of the stria terminalis, and the amygdala
in the excitatory effect of corticotropin-releasing
hormone on the acoustic startle reflex. The Journal
of Neuroscience, 17 (16), 6434-6446. [PDF]
CRANNEY, J. & COHEN, M. (1985). The glabella startle
reflex: Inhibition by frequency and intensity modulations.
Perception & Psychophysics, 37, 28-34. [PDF]
ZAVITSANOU, K., CRANNEY, J. & RICHARDSON, R. (1999).
Dopamine antagonists in the orbital prefrontal cortex
reduce prepulse inhibition of the acoustic startle
response in the rat. Pharmacology, Biochemistry,
& Behavior, 63, 55-61. [PDF]
Réflexe
pupillaire : Contraction automatique de la pupille en
présence d'un stimulus
lumineux de forte intensité. La fonction de la pupille est éguler
l'intensité de la lumière. Ce réflexe permet aussi d'évaluer l'attention,l'effort, la douleur,
la fatigue,l'éveil
ou certaines émotions.=
réflexe photomoteur, dilation de la pupille. Réflexe pupillaire,
réflexe et
yeux. Pupillary light reflex, pupillary
effect, pupil size variation, pupillary behavior.
STARK, L.W. (1939). Stability, oscillations, and noise in
the human pupil servomechanism. Proceedings of the
Institute of Radio Engineers, 47 (11), 1925-1939.
EINHÄUSER, W., KOCH, C. & CARTER, O.L. (2010). Pupil
dilation betrays the timing of decisions. Frontiers
in Human Neuroscience, 4 [18], 1-9.
[PDF]
KAHNEMAN, D. & BEATTY, J. (1966). Pupil diameter and
load on memory. Science, 154, 1583-1585.
VAN STEENBERGEN, H., BAND, G.P.H. & HOMMEL, B. (2011).
Treat but not arousal narrows attention : Evidence from
pupil dilation and saccade control. Frontiers in
Psychology, 2, 1-5.
YOSSE, R.E., MOYER, N.J. & HOLLENHORST, R.W. (1970).
Pupil size and spontaneous pupillary waves associated with
alertness, drowsiness, and sleep. Neurology 20,
545-554.
TANNERS, R.F., COULTER, M., SWEET, A.W. & MURPHY, P.
(1979). The pupillary response as an indicator of arousal
and cognition. Motivation & Emotion, 3, 319-340.
RIEGER, G. & SAVIN-WILLIAMS, R.C. (2012). The eyes
have it : Sex and sexual orientation di erences in pupil
dilation patterns. PLOS one, 7, e40256.
ELLIS, C.J. (1981). The pupillary light reflex in normal
subjects. British Journal of Ophthalmology, 65
(11), 754-759.
KAWAI, S., TAKANO, H. & NAKAMURA, K. (2013). Pupil
diameter variation in positive and negative emotions with
visual stimulus. EEE : International Conference on
Signal & Image Processing Applications,
4179-4183.
BABIKER, A., FAYE, I. & MALIK, A. (2013). Pupillary
behavior in positive and negative emotions. IEEE
:International Conference on Signal & Image
Processing Applications, 379-383.
RAJKOWSKI, J., KUBIAK, P & ASTON-JONES, G. (1993).
Correlations between locus coeruleus (LC) neural activity,
pupil diameter and behavior in monkey support a role of LC
in attention. Proceeding of Social & Neuroscience
Abstract, 19, 974.
ASTON-JONES, G., RAJKOWSKI, J., KUBIAK, P. &
ALEXINSKY, T. (1994). Locus coeruleus neurons in monkey
are selectively activated by attended cues in a vigilance
task. The Journal of Neuroscience, 14 (7),
4467-4460. [PDF]
WANG, C.A. & MUNOZ, D.P. (2015). A circuit for pupil
orienting responses : implications for cognitive
modulation of pupil size. Current Opinion in
Neurobiology, 33, 134-140.
PARTALA, T. & SURAKKA, V. (2003). Pupil size variation
as an indication of a ective processing. International
Journal of Human Computer Studies, 59, 185-198.
ASTON-JONES, G. & COHEN, J. (2005). An integrative
theory of locus coeruleus-norepinephrine function:
adaptive gain and optimal performance. Annual Review
of Neuroscience, 28, 403-450.
LIAO, H.-I., KIDANI, S., YONEYA, M., KASHINO, M. &
FURUKAWA, S. (2016). Correspondences among pupillary
dilation response, subjective salience of sounds, and
loudness. Psychonomic Bulletin & Review, 23,
412-425.
EINHÄUSER, W., STOUT, J., KOCH, C. & CARTER, O.
(2008). Pupil dilation re ects perceptual selection and
predicts subsequent stability in perceptual rivalry. Proceedings
of the National Academy of Sciences of the United States
of America 105, 1704-1709 .
JOSHI, S., LI, Y., KALWANI, R.M. & GOLD, J.I. (2016).
Relationships between pupil diameter and neuronal activity
in the locus coeruleus, colliculi, and cingulate cortex. Neuron,
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BRADLEY, M.B., MICCOLI, L.M., ESCRIG, M.A. & LANG,
P.J. (2008). The pupil as a measure of emotional arousal
and automatic activation. Psychophysiology, 45,
602.
KINNER, V.L., KUCHINKE, L. DIEROLF, A.M., MERZ, C., OTTO,
T. & WOLF, O.T. (2017). What our eyes tell us about
feelings : Tracking pupillary responses during emotion
regulation processes. Psychophysiology 54 (4),
508-518.
Réflexe
psycho-galvanique : Activité électrique biologique
enregistrée à la surface de la peau dont l'intensité varie en
fonction de la sudation, laquelle est reliée à des réponses
psychologiques involontaire comme la douleur, la peur ou le
stress. = réponse psycho-galvanique,
réflexe cutané galvanique, conductance cutanée, réponse
électrodermique. Psychogalvanic reflex,
galvanic skin response, skin conductance response, electrodermal
response.
BAYLEY, N. (1928). A study of fear by means of the
psychogalvanic technique. Psychological Monographs,
38, 1-38.
BLOCH, V. (1949). Travaux récents sur le réflexe
psycho-galvanique. L'année psychologique, 51, 249-257.
LADER, M.H. & MONTAGU, J.D. (1962). The psychogalvanic
reflex; a pharmacological study of the peripheral
mechanism. Journal of Neurology, Neurosurgery &
Psychiatry, 25, 126-133.
LADER, M.H. (1964). The effect of cyclobarbitone on the
habituation of the psycho-galvanic reflex. Brain, 87,
321-340, 1964.
NAGAI, Y., GOLDSTEIN, L.H., FENWICK, P.B.C. & TRIMBLE,
N.R. (2004). Clinical efficacy of galvanic skin response
biofeedback training in reducing seizures in adult
epilepsy: A preliminary randomized controlled study. Epilepsy
& Behavior 5 (2), 216-223.
LOGGIA, M.L., JUNEAU, M.N. & BUSHNELL, M.C. (2011).
Autonomic responses to heat pain : Heart rate, skin
conductance, and their relation to verbal ratings and
stimulus intensity. Pain, 152 (3), 592-598.
LASHLEY, K.S. (1916). The human salivary reflex and its
use in psychology. Psychological Review, 23 (6),
446-464.
SHAPIRO, M.M. (1961). Salivary conditioning in dogs during
fixed-interval reinforcement contingent upon lever
pressing. Journal of the Experimental Analysis of
Behavior, 7 (4), 361-364. [PDF]
LASHLEY, K.S. (1917). Changes in the amount of salivary
secretion associated with cerebral lesions. American
Journal of Physiology, 43, 62-72.
SHAPIRO, M.M. (1962). Temporal relationship between
salivation and lever pressing with differential
reinforcement of low rates. Journal of Comparative
Physiology & Psychology, 55, 567-571.
WOOLEY, O.W., WOOLEY, S.C. & DUNHAM, R.B. (1976).
Deprivation, expectation and threat : Efects on salivation
in the obese and non-obese. Physiology in Behavior
Therapy, 17 (2), 187-193.
PAVLOV, I.P. (1927). Conditioned reflexes : An
investigation of the physiological activity of the
cerebral cortex. London : Oxford University Press.
EPSTEIN, L.H., RODEFER, J.S., WISNIEWSKI, L., MCSWEENEY,
F.K., MURPHY, E.S., KOWAL, B. & CAGGIULA, A.R. (1992).
Habituation and dishabituation of humans salivary
response. Physiology & Behavior, 51,
945-950.
Réflexion : Réfléchir : Consiste à analyser
un problème ou un objet
sous toutes ses facettes dans le but de prendre une décision
éclairée, puis d'agir afin de l'appliquer. EX : Réfléchir
à ce que l'on veut faire plus tard dans la vie
(choix de carrière).= retourner
le problème dans tous les sens, peser le pour et le contre. Reflection.
LESOURNE, J. (1983). De la réflexion à l'action. Futuribles,
79-89. [PDF]
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Réflexivité
: Le terme a plusieurs significations (psychologie,
mathématique, littérature, linguistique, sociologie, logique,
informatique) assez voisines les uns des autres. En voici trois :
a) En psychologie, notamment chez Piaget,
ce mot est utilisé pour désigner la capacité du sujet
épistémique de prendre conscience, d'évaluer et de corriger
ses propres fonctions
cognitives.EX: Je crois que j'ai sauté
trop rapidement aux conclusions. =
méta-cognition, pensée réflexive. b) En sociologie,
le terme est utilisé par Bourdieu
pour désigner la capacité du chercheur
de réfléchir et d'analyser sa propre démarche
scientifique. EX: Les subventions
de recheche offerte par cette entreprise ont peut-être
influencé les conclusions de ma recherche. =
auto-critique, examen critique. c) En logique,
la réflexivité désigne toute proposition
qui se réfère à soi-même ou à ses propriétés,
plutôt qu'à un objet externe
à soi. EX: Cette phrase contient cinq mots. =
auto-référence.
Réflexologie : L'expression renvoie à deux acceptions fort
distinctes : a) Sur le plan scientifique, le
terme renvoie à cette branche de la psychologie
qui s'intéresse aux réflexes, et
plus précisément aux travaux de Pavlov
et de l'école russe qui
centraient leurs explications du comportement
sur le conditionnement
répondant.b) Le terme désigne également
une pseudotechnologie
de massage, qui postule que chaque partie du corps ou fonction
physiologique correspondrait à une zone ou un point sur les
oreilles, les mains ou les pieds.
Reflexology.
a
BECHTEREV, V.M. (1928/1973). General principles of
human reflexology. New York : Arno Press.
IVERSEN, I.H. (1992). Skinner's early research : From
reflexology to operant conditioning. American
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OAKES, J. (1986). Tracking, inequality, and the rhetoric
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PIERRE, R. (2003). Le grand dérapage ou les dessous des
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Gagnon (2000). Recherches Sociographiques, 44, 165-174.
BAKER, J.A., TERRY, T., BRIDGER, R. & WINSOR, A.
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GOOD, T.L., BURROSS, H.L. & McCASLIN, M. (2005).
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analysis of four perspectives and considerations for
enhancing reform efforts. Educational Psychologist, 45
(2), 1-11.
Réformulation
:Technique
thérapeutique non
directive, développée par les humanistes,
qui consiste pour le thérapeute
à reprendre les paroles de son client
pour s'assurer qu'il a bien compris
l'interprétation que ce dernier en fait, Il existe plusieur
formes de reformulation selon que le thérapeute utilise exactement
les mêmes mots que son client (réformulation répétitive), les
paraphrases (reformulation par reflet), les résumés (reformulation
synthétique) ou tente d'en éclaircir le sens (reformulation par
élucidation ou
clarification). Dans tous les cas, 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.
ZELLER, A. (1950). An experimental analogue of repression
I. Historical summary. Psychological Bulletin, 47, 39-51.
SHEVRIN, H., GHANNAM, J.H. & LIBET, B. (2002). A
neutral correlate of consciousness related to repression.
Consciousness & Cognition, 11, 334- 341.
ZELLER, A. (1950). An experimental analogue of re-
pression II. The effect of individual failure and success
on memory by relearning. Journal of Experimental
Psychology, 40, 411-422.
BLUM, H.P. (2003). Psychoanalytic controversies :
Repression, transference and reconstruction.
International Journal of Psychoanalysis, 84,
497-513.
ZELLER, A. (1950). An experimental analogue of re-
pression III. The effect of induced failure and success on
memory measured by recall. Journal of Experimental
Psychology, 42, 32-38.
BOAG, S. (2006). Freudian repression, the common view, and
pathological science. Review of General Psychology,
10 (1), 74-86.
WEINBERGER, D.A., SCHWARTZ, G.E. & DAVIDSON, R.J.
(1979). Low-anxious, high-anxious, and re- pressive coping
styles : Psychometric patterns and behavioral and
physiological responses to stress. Journal of Abnormal
Psychology, 88, 369-380.
BONANNO, G.A. (2006). The illusion of repression memory.
Behavioral & Brain Sciences, 29, 515- 516.
ROFÉ, Y. (1989). Repression and fear : A new approach
to resolve the crisis in psychopathology. New York
: Hemisphere.
ERDELYI, M.H. (2006). The unified theory of repression. Behavioral
& Brain Sciences, 29, 499-551. [PDF]
BONANNO, G.A. (1990). Repression, accessibility, and the
translation of private experience. Psychoanalytic
Psychology, 7, 453-473.
BOAG, S. (2006). Can repression become a conscious process
? Behavioral & Brain Sciences, 29, 513-514.
BOAG, S. (2007). "Real processes" & the explanatory
status of repression & inhibition. Philosophical
Psychology, 20 (3), 375-392.
BONANNO, G.A. & SINGER, J.L. (1990). Repressive
personality style : Theoretical and methodological
implications for health and pathology. In J.L. Singer
(Ed.), Repression and dissociation (pp. 435-470). Chicago
: University of Chicago Press.
BOAG, S. (2007). Realism, self-deception & the logical
paradox of repression. Theory & Psychology, 17 (3),
421-447.
VAILLANT, G. (1990). Repression in college men. In J.L.
Singer (Ed.), Repression and dissociation (pp.
259-273). Chicago : University of Chicago Press.
ROFÉ, Y. (2008). Does repression exist ? Memory,
pathogenic, unconscious and clinical evidence. Review
of General Psychology, 12 (1), 63-85. [PDF]
SINGER, J.L. (Ed.) (1990). Repression and
dissociation. Chicago, IL : University of Chicago
Press.
BOAG, S. (2010). Repression, suppression, and conscious
awareness. Psychoanalytic Psychology, 27 (2),
164-181.
SCHWARTZ, G.E. (1990). Psychobiology of repression and
health : A systems approach. In J.L. Singer (Ed.),
Repression and dissociation (pp. 405- 434). Chicago, IL :
University of Chicago Press.
MEYER, M. (2012). Qu'est-ce que le refoulement ?
Paris : L'Herne.
LE GUEN, C. (1997). Le refoulement. Paris :
PUF/Qui sais-je ?
BOAG, S. (2012). Freudian repression, the
unconscious, and the dynamics of inhibition. London
: Karnac.
Refugié : Toute personne qui doit se déplacer hors de chez soi
- souvent pour une durée de temps inconnue ou même parfois pour
toujours - pour échapper ou
éviter un désastre
naturel ou une guerre.
Refugié
climatique : Toute personne qui doit se déplacer hors
de chez soi - souvent pour une durée de temps inconnue ou même
parfois pour toujours - pour échapper
ou éviter les
changements engendrés par le réchauffement
climatique.
O'BYRNE, R., RAPLEY, M. & HANSEN, S. (2005). You
couldn't say "no", could you : Young men's understandings
of sexual refusal. Feminism & Psychology, 16, 133-154.
[PDF]
MACE, F.C., PRATT, J.L., PRAGER, K.L. & PRITCHARD, D.
(2011). An evaluation of three methods of saying "no" to
avoid an escalating response class hierarchy. Journal
of Applied Behavior Analysis, 44 (1), 83-94. [PDF]
IVES, C.C., HARRIS, S.L. & WOLCHIK, S.A. (1978). Food
refusal in an autistic type child treatedby a
multi-component forced feeding procedure. Journal of
Behavior Therapy & Experimental Psychiatry, 9,
61-64.
LUISELLI, J.K. (2000). Cueing, demand fading, and positive
reinforcement to establish self-feeding and oral
consumption in a child with chronic food refusal. Behavior
Modification, 24, 348-358.
RIORDAN, M.M., IWATA, B.A., WOHL, M.K. & FINNEY, J.W.
(1980). Behavioral treatment of food refusal and
selectivity in developmentally disabled children.
Applied Research in Mental Retardation, 1, 95-112.
O'CONNOR, M.E. & SZKELY, L.J. (2001). Frequent
breastfeeding and food refusal associated with failure to
thrive. Clinical Pediatrics, 40, 27-33.
DUKER, P.C. (1981). Treatment of food refusal by the
overcorrective functional movement training method. Journal
of Behavior Therapy & Experimental Psychiatry, 12,
337-340.
O'REILLY, M.F. & LANCIONI, G.E. (2001). Treating food
refusal in a child with Williams syndrome using the parent
as therapist in the home setting. Journal of
Intellectual Disability Research, 45, 41-46. [PDF]
RIORDAN, M.M., IWATA, B.A., FINNEY, J.W., WOHL, M.K. &
STANLEY, A.E. (1984). Behavioral assessment and treatment
of chronic food refusal in handicapped children. Journal
of Applied Behavior Analysis, 35 (3), 327-341. [PDF]
KAHNG, S.W., TARBOX, J. & WILKE, A.E. (2001). Use of a
multicomponent treatment for food refusal. Journal of
Applied Behavior Analysis, 34 (1), 93-96.
[PDF]
LINSCHEID, T.R., TARNOWSKI, K.J., RASNAKE, L.K. &
BRAMS, J.S. (1987). Behavioral treatment of food refusal
in a child with short-gut syndrome. Journal of
Pediatric Psychology, 12 (3), 451-459.
AHEARN, W.H., KERWIN, M.E., EICHER, P.S. & LUKENS,
C.T. (2001). An ABAC comparison of two intensive
interventions for food refusal. Behavior Modification,
25, 385-405.
SEVIN, B.M., GULOTTA, C.S., SIERP, B.J., ROSICA, L.A.
& MILLER, L.J. (2002). Analysis of response
covariation among multiple topographies of food refusal.
Journal of Applied Behavior Analysis, 35 (1),
65-68. [PDF]
PATEL, M.R., PIAZZA, C.C., MARTINEZ, C.J., VOLKERT, V.M.
& SANTANA, C.M. (2002). An evaluation of two
differential reinforcement procedures with escape
extinction to treat food refusal. Journal of Applied
Behavior Analysis, 35 (4), 363-374. [PDF]
AHEARN, W.H. (2002). Effect of two methods of introducing
foods during feeding treatment on acceptance of previously
rejected items. Behavioral Interventions, 17,
111-127.
WERLE, M.A., MURPHY, T.B. & BUDD, K.S. (1993).
Treating chronic food refusal in young children :
Home-based parent training. Journal of Applied
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KAHNG, S., BOSCOE, J.H. & BYRNE, S. (2003). The use of
an escape contingency and a token economy to increase food
acceptance. Journal of Applied Behavior Analysis, 36
(3), 349-353. [PDF]
KELLEY, M.E., PIAZZA, C.C., FISHER, W.W. & OBERDOFF,
A.J. (2003). Acquisition of cup drinking using previously
refused foods as positive and negative reinforcement.
Journal of Applied Behavior Analysis, 36 (1),
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AHEARN, W.H., KERWIN, M.L., EICHER, P.S., SHANTZ, J. &
SWEARINGIN, W. (1996). An alternating treatments
comparison of two intensive interventions for food
refusal. Journal of Applied Behavior Analysis, 29
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DAWSON, J.E., PIAZZA, C.C., SEVIN, B.M., GULOTTA, C.S.,
LERMAN, D. & KELLEY M.L. (2003). Use of the
high-probability instructional sequence and escape
extinction in a child with food refusal. Journal of
Applied Behavior Analysis, 36 (1), 105-108. [PDF]
FREEMAN, K.A. & PIAZZA, C.C. (1998). Combining
stimulus fading, reinforcement, and extinction to treat
food refusal. Journal of Applied Behavior Analysis,
31 (4), 691-694. [PDF]
PIAZZA, C.C., PATEL, M.R., GULOTTA, C.S., SEVIN, B.M.
& LAYER, S.A. (2003). On the relative contributions of
positive reinforcement and escape extinction in the
treatment of food refusal. Journal of Applied
Analysis of Behavior, 36 (3), 309-324. [PDF]
WERLE, M.A., MURPHY, T.B. & BUDD, K.S. (1998).
Broadening the parameters of investigation in treating
young children's chronic food refusal. Behavior
Therapy, 29, 87-105.
REED, G.K., PIAZZA, C.C., PATEL, M.R., LAYER, S.A.,
BACHMEYER, M.H., BETHKE, S.D. & GUTTSHALL, K.A.
(2004). On the relative contributions of noncontingent
reinforcement and escape extinction in the treatment of
food refusal. Journal of Applied Behavior Analysis,
37 (1), 27-41. [PDF]
COOPER, L.J., WACKER, D.P., BROWN, K., McCOMAS, J.J.,
PECK, S.M. & DREW, J. (1999). Use of concurrent
operants paradigm to evaluate positive reinforcers during
treatment of food refusal. Behavior Modification, 23,
3-40.
BORRERO, C.S.W., WOODS, J.N., BORRERO, J.C., MASLER, E.A.
& LESSER, A.D. (2010). Descriptive analyses of
pediatric food refusal and acceptance. Journal of
Applied Behavior Analysis, 43 (1), 71-88. [PDF]
Refus
de participer : Refus de répondre : Voir Biais
de non-réponse. Non-response,
nonresponse bias, nonresponse rate, decline entry into
randomized trials.
YING, Y.W. & HAN, M. (2007). Familism and mental
health : Variation between Asian American children of
immigrants and refugees. International Journal of
Applied Psychoanalytic Studies, 4 (4), 333-348.
Réfutation
: Refutation.
LAKATOS, I. (1976/84). Proofs and refutations. Cambridge
: Cambridge University Press / Preuves et
réfutations. Essai sur la logique de la découverte
mathématique. Paris : Editions Hermann.
RABINOWITZ, J.C., MANDLER, J.M. & PATTERSON, K.E.
(1977). Clarifications, refutations, and resolutions. Journal
of Experimental Psychology: General, 106, 336-340.
CHALMERS, D.J. (1990). Why Fodor and Pylyshyn were wrong :
The simplest refutation. In Proceedings of the 12th
Annual Conference of the Cognitive Science Society.
Hillsdale, NJ : Lawrence Erlbaum. [PDF]
Regard
: Regarder : Positionnement particulier de la tête et
des yeux en vue d'établir un contact
visuel (attirer l'attention) ou obtenir de l'information
(observer). Regard, fixer etcontact visuel.
Look, gaze.
ARGYLE, M. & COOK, M. (1976). Gaze and mutual
gaze. London : Cambridge University Press.
BULL, R. & GIBSON-ROBINSON, E. (1981). The influence
of eye-gaze, style of dress, and locality on the amounts
of money donated to a charity. Human Relations, 34,
895-905.
RIMÉ, B. (1977). Les déterminants du regard en situation
sociale. L'année psychologique, 77 (2),
497-523. [PDF]
THOMPSON, T.L. (1982). Gaze toward and avoidance of the
physically handicapped : A field experiment. Journal
of Nonverbal Behavior, 6, 188-196.
ADAMS, R.M. & KIRKEVOLD, B. (1978). Looking, smiling,
laughing, and moving in restaurants : Sex and age
differences. Environmental Psychology & Nonverbal
Behavior, 3, 117-121.
HORNIK, J. (1987). The effect of touch and gaze upon
compliance and interest of interviewees. The Journal
of Social Psychology, 127, 681-683. [PDF]
KLEINKE, C. & SINGER D. (1979). Influence of gaze on
compliance with demanding and conciliatory request in a
field setting. Personality & Social Psychology
Bulletin, 5 (3), 376-390.
VOLKMAR, F.R. & MAYES, L.C. (1990). Gaze behavior in
autism. Development & Psychopathology, 2,
61-69.
VALENTINE, M. (1980). The attenuating influence of gaze
upon the bystander intervention effect. The Journal
of Social Psychology, 111, 197-203.
KLEINKE, C. & TAYLOR, C. (1991). Evaluation of
opposite-sex person as a function of gazing, smiling, and
forward lean. The Journal of Social Psychology, 131, 451-453.
[PDF]
WILLEMSEN-SWINKELS, S.H., BUITELAAR, J.K., WEIJNEN, F.G.
& VAN ENGELAND, H. (1998). Timing of social gaze
behavior in children with a pervasive developmental
disorder. Journal of Autism & Developmental
Disorder, 28, 199-210.
EMERY, N.J. (2000). The eyes have it : the neuroethology,
evolution and function of social gaze. Neuroscience
& Biobehavioral Reviews, 24, 581-604.
[PDF]
KLEINKE, C. (1980). Interaction between gaze and legitim
acy of request on compliance in a field setting. Journal
of Nonverbal Behavior, 5, 3-12.
GUÉGUEN, N. & JACOB, C. (2002). Direct look versus
evasive glance and compliance with a request. The
Journal of Social Psychology, 142 (3), 393-396.
[PDF]
Regard (Fixer) : Maintenir son
regard sur un objet, sans
bouger. Fixer du regard etconcentration.= contempler, dévisager. Eye
fixation, staring.
FARBER, B., SUZUKI, J.
& LYNCH, D.A. (2018). Positive regard and
psychotherapy outcome :
A meta-analytic review. Psychotherapy :Theory Research
Practice Training, 55 (4), 411-423.
JUST, M.A. & CARPENTER, P.A. (1976). Eye fixations and
cognitive processes. Cognitive Psychology, 8, 441-480.
[PDF]
INHOFF, A.W. & RAYNER, K. (1986). Parafoveal word
processing during eye fixations in reading : Effects of
word frequency. Perception & Psychophysics, 40,
431-439.
CHRISTIANSON, S.A., LOFTUS, E.F., HOFFMAN, H. &
LOFTUS, G.R. (1991). Eye fixations and memory for
emotional events. Journal of Experimental Psychology
: Learning, Memory & Cognition, 17, 693-701. [PDF]
BENDER, D.B. & YOUAKIM, M. (2001). Effect of attentive
fixation in macaque thalamus and cortex. Journal of
Neurophysiology, 85 (1), 219 234. [PDF]
STAUB, A., DRIEGHE, D., WHITE, S.J., HOLLWAY, E.C. &
RAYNER, K. (2010). Distributional effects of word
frequency on eye fixation durations. Journal of
Experimental Psychology, 36 (5), 1280-1293. [PDF]
Regard
positif : Pour un thérapeute,
façon bienveillante (il m'apprécie) et rassurante (il va m'aider)
de regarder son client/patient. =
contempler, dévisager. Positive regard.
SUZUKI, J. & FARBER, B. (2016). Towards greater
specificity of the concept of positive regard. Person-Centered
and Experiential Psychotherapies, 15, 263–284.
FARBER, B., SUZUKI, J. & LYNCH, D.A. (2018). Positive
regard and psychotherapy outcome : A meta-analytic review. Psychotherapy :
Theory Research Practice Training, 55 (4), 411-423.
REGIER, T. & CARLSON, L. (2001). Grounding spatial
language in perception : An empirical and computational
investigation. Journal of Experimental Psychology :
General, 130, 273-298. [PDF]
REGIER, T. (2003). Emergent constraints on word-learning :
A computational review. Trends in Cognitive Sciences,
7, 263-268. [PDF]
REGIER, T., KAY, P. & COOK, R.S. (2005). Focal colors
are universal after all. Proceedings of the National
Academy of Sciences, 102 (23), 8386-8391. [PDF]
REGIER, T., KAY, P. & KHERAPAL, N. (2007). Color
naming reflects optimal partitions of color space. Proceedings
of the National Academy of Sciences, 104 (1),
431-1441. [PDF]
REGIER, T. & KAY, P. (2009). Language, thought, and
color : Whorf was half right. Trends in Cognitive
Sciences, 13 (10), 439-446. [PDF]
Régime : Du Latin regere qui signifie «diriger». Regimen.
Régime alimentaire : Désigne les comportements
alimentaires d'un individu
ou d'une espèce.=
système politique. NDLR : En ce sens, on observe
un régime mais on s'impose une diète. *privation,diète.Regimen.
CARON, H.S. & ROTH, H.P. (1968). Patient's cooperation
with a medical regimen : Difficulties in identifying the
non cooperator. Journal of the American Medical
Association, 203, 922-926.
MARTSON, M.V. (1970). Compliance with medical regimens : A
review of the literature. Nursing Research, 19, 312-323.
Régime
autoritaire :Authoritarian regime.
LINZ, J.J. ( 2000). Totalitarian and authoritarian
regimes. Boulder, CO : Lynne Rienner.
LEVITSKY, S. & LWAY, L. (2010). Competitive
authoritarianism : Hybrid regimes after the cold war. New
York : Cambridge University Press.
Régime
politique : Ensemble de règles et de pratiques qui
permettent d'organiser, de distribuer et d'exercer le pouvoir
formel au sein d'un groupe,
d'un pays, donc de régner ou de gouverner.EX: La Suède a un régime politique démocratique.Political system.
Règle
: Ce concept a deux acceptions voisines : a)
Au sens large, il s'agit d'une prescription qui dicte ce qu'il
faut ou ne pas faire dans un contexte donné. Il existe des règles
formelles, connues de tous, car codifiées comme les lois
et les règlements, et
des règles informelles comme les
normes.b) En psychologie, la règle est
une instruction
acquise, consciente ou non, qui précède le comportement
et le guide vers une conséquence ou un but. Chez certains béhavioristes,
comme Skinner, la règle
est un comportement
verbal(règle
de contingence) et joue dans
l'apprentissage le rôle d'un stimulus
discriminatif. Chez la plupart des cognitivistes,
la règle est une méta-information
qui permet de transformer un
ensemble d'informations. Une règle peut être parfaitement logique
(algorithme) ou
intuitive (heuristique).
Elle peut également être vraie (connaissance)
ou fausse (croyance).
Chronologiquement, la règle précède le comportememt, mais elle
peut également agir pendant l'exécution d'un comportement
(auto-correction, auto-surveillance) ou à la fin de celui-ci
(boucle de rétroaction).
= règle de
transformation, instruction.
Rule.
WASON, P. (1968). Reasoning about a rule. Quarterly
Journal of Experimental Psychology, 20, 273-281.
PYLYSHYN, Z. (1993). Rules and representations : Chomsky
and representational realism. In A. Kasher (Ed.), The
Chomskyan turn (pp. 231-251). Oxford : Basil
Blackwell
SCANDURA, J.M. (1970). The role of rules in behavior :
Toward an operational definition of what (rule) is
learned. Psychological Review, 77, 516-533.
CHOMSKY, N. (1980). Rules and representations. Behavioral
& Brain Sciences, 3 (1), 1-61.
BAUM, W.M. (1995). Rules, culture, and fitness. The
Behavior Analyst, 18 (1), 1-21. [PDF]
CHOMSKY, N. (1980). Rules and representations.
New York : Columbia University Press.
SEIDENBERG, M.S. & ELMAN, J.L. (1999). Networks are
not "hidden rules". Trends in Cognitive Science, 3,
288-289. [PDF]
KRIPKE, S.A. (1982). Wittgenstein on rules and
private language. Oxford : Basil Blackwell.
RIBES-INESTA, E. (2000). Instructions, rules, and
abstraction : A misconstrued relation. Behavior &
Philosophy, 28, 41-55.
[PDF]
BURCHFIELD, C.M. & SAPPINGTON, J. (2000). Compliance
with required reading assignments. Teaching of
Psychology, 27, 58-60.
WRUBLE, M.K., SHEEBER, L.B., SORENSEN, E.K., BOGGS, S.R.
& EYBERG, S.M. (1991). Empirical derivation of child
compliance time. Child and Family Behavior Therapy,
13, 57-68.
SIKORSKI, J., RICH, K., SAVILLE, B. & BUSKIST, W.
(2002). Student use of introductory texts : Comparative
survey findings from two universities. Teaching of
Psychology, 29 (4), 312-313.
HOULIHAN, D., SLOANE, H.N., JONES, R.N. & PATTEN, C.
(1992). A review of behavioral conceptualizations and
treatments of child noncompliance. Education and
Treatment of Children, 15, 56-77.
SAPPINGTON, J., KINSEY, K. & MUNSAYAC, K. (2002). Two
studies of reading compliance among college students. Teaching
of Psychology, 29 (4), 272-274.
BROST, B.D. & BREADLEY, K.A. (2006). Student
Compliance with assigned reading : A case study. Journal
of Scholarship of Teaching & Learning, 6 (2),
101-111. [PDF]
LEI S., BARTLETT, K., GORNEY, S. & HERSCHBACH, T.
(2010). Resistance to reading compliance among college
students : instructors perspectives. College Student
Journal, 44 (2), 219-230.
BERRY, T., COOK, L., HILL, N. & STEVENS, K. (2011). An
exploratory analysis of textbook usage and study habits :
Misperceptions and barriers to success. College
Teaching, 59 (1), 31-39.
HOEFT, M.E. (2012). Why university students don't read :
what professors can do to increase compliance. International
Journal for the Scholarship of Teaching & Learning,
6 (2), 1-19.
[PDF]
HATANO, G. & OSAWA, K. (1983). Digit memory of grand
experts in abacus-derived mental calculation.
Cognition, 15, 95-110.
STIGLER, J.W. (1984). "Mental abacus" : The effect of
abacus training on Chinese children's mental calculation.
Cognitive Psychology, 16, 145-176.
HATANO, G., AMAIWA, S. & HIMIZU, K. (1987). Formation
of a mental Abacus for computation and its use as a memory
device for digits : A developmental study. Developmental
Psychology, 23, 832-838.
HISHITANI, S. (1990). Imagery experts : How do expert
Abacus operators process imagery ? Applied Cognitive
Psychology, 4, 33-46.
Règle
de correction de Yates :Yates'
correction for continuity.
Règle
de décision : Dans les modèles de traitement
de l'information, la règle de décision
énonce un certains nombres de propriétés qu'un objet doit possèder
pour être classer ou catégoriser.
De façon générale, on utilise le terme pour désigner un ensemble
de critères formels et opérationnels qui permettent de classer
un phénomène (EX:
diagnostic) ou de prendre une
décision.Decision rule.
KUBOVY, J. & HEALY, A.F. (1977). The decision rule in
probabilistic categorization : What it is and how it is
learned. Journal of Experimental Psychology: General,
106, 427-446.
ASHBY, F.G. & GOTT, R.E. (1988). Decision rules in the
perception and categorization of multidimensional stimuli.
ournal of Experimental Psychology : Learning, Memory
& Cognition, 14, 33-53.
[PDF]
Règle
de Hebb : Selon Hebb,
les neurones (A et B) qui
sont activés simultanément (synchrone) ont un coefficient
synaptique plus élevé; la répétition
de cette activité synchrone finit par créer entre A et B une
association (synaptique). Hebbian learning rule, Hebb rule.
HEBB, D.O. (1949). The organization of behavior.
New York : Wiley & Sons
SEJNOWSKI, T.J. & TESAURO, G. (1988). The Hebb rule
for synaptic plasticity : Algorithms and implementations.
In J. Byrne & W.O. Berry (Ed.), Neural models of
plasticity (pp. 94-103). New York : Academic Press.
[PDF]
KOLB, B. (2003) The impact of the Hebbian learning rule on
research in behavioural neuroscience. Canadian
Psychology, 44, 14-16.
Règle
de transformation :Règle tirée
de l'expérience (passé) qui permet d'interpréter
une information, de lui donner une signification
(présent), et d'influencer le comportement qui en découle
(futur).
Information
Règle
de transformation
Comportement
Un
gros chien s'amène...
J'ai
déjà été mordu par un gros chien, donc...
Je
fuis ce chien
J'ai
deux bergers allemands, donc...
Je
flatte ce chien
CHOMSKY, N. (1980). Rules and representations. Behavioral
& Brain Sciences, 3 (1), 1-61.
Règle
fondamentale : Pour Freud,règle qui structure le déroulement de l'analyse.
Suivant cette règle, le patient est
invité à dire tout ce qu'il pense ou ressent, sans rien omettre,
même si cela lui paraît désagréable, ridicule, hors de propos ou
même blessant à l'égard de son analyste.
= Dire tout ce qui nous vient à l'esprit, ne pas se
censurer.
Règle
formelle :Règle codifiée, donc
formulée clairement, de manière à être comprise et connue de tous.
EX: Les lois du code civil. =
règle explicite.
BALINT, M. (1959). Thrills and regressions. The
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que l'on observe lorsqu'on multiplie les mesures. La régression
est causée par deux facteurs : les variations naturelles du
phénomène et l'imprécision de l'outil de mesure. Ce dernier
facteur constitue une source d'invalidité
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Regret : Tristesse
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d'un organisme (ou d'un
organe ou d'un groupe) à son milieu
biologique et social. Régulation, rétroaction
et auto-régulation. = adaptation. ( ):
régulation sociale,
régulation des émotions. Regulation,
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(Auto-) : Chez l'individu qui
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corriger au besoin. Autorégulation etmétacognition.= régulation de soi. Self-regulation,
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Régularité
empirique : Tout phénomène
ou relation entre deux
phénomènes qui se produit naturellement ou artificiellement
(en laboratoire) assez
régulièrement pour que l'on puisse l'étudier scientifiquement, et
qui donne à penser que ce phénomène n'est pas attribuable à
l'effet du hasard, mais
plutôt à l'existence d'un mécanisme
(psychologique ou d'une autre nature). Régularité empirique etloi.
Natural regularity
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Régurgitation
:Comportement
qui consiste à ramener en bouche, volontairement ou non, ce qui a
été avalé. Dans certain cas, il s'agit d'un trouble
alimentaire que l'on nomme le mérycisme.
Régurgitation etvomissement.= rumination. *rumination.Ruminative vomiting.
SAJWAJ, T., LIBET, J. & AGRAS, S. (1974). Lemon-juice
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Réhabilitation
: Le mot a deux acceptions voisines : a) Effort
systématique et planifié visant à aider un individu
à recouvrer les facultés (motrices,cognitives et sociales)
qu'il a perdues à la suite d'un accident,
d'une commotion
cérébrale, d'un accident
vasculocérébral, etc. b) On utilise également le
terme pour désigner les efforts déployés par le système judiciaire
pour aider un ex-prisonnier à retrouver une vie "normale".
ADAMOVICH, B.B., HENDERDON, J.A. & AUERBACH, S.
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Counseling Bulletin : Revue
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Reich
Annie (Vienne 1902-1971 Pittsburg) :Médecin
et psychanalyste
américaine d'origine autrichienne, spécialisée dans l'étude du contre-transfert.=
Annie Pink. Analysé par Reich.
REICH, A. (1951). On counter-transference. International
Journal of Psycho-Analysis, 32, 25-31.
REICH, A. (1953). Narcissistic object choice in women. Journal
of the American Psychoanalytic Association, 1, 122-144.
REICH, A. (1954). Early identifications as archaic
elements in the superego. Journal of the American
Psychoanalytic Association, 2, 218-238.
REICH, A. (1960). Further remarks on counter-transference.
International Journal of Psycho-Analysis, 41,
389-395.
REICH, A. (1973). Psychoanalytic contributions.
New York : International Universities Press.
Reich
Wilhelm (Dobrzcynica 1897-1957 Lewisburg) :Médecin américain
d'origine autrichienne, psychanalyste
et chef de file de
l'École freudo-marxiste. Il est l'un des plus célèbres
dissidents de la théorie freudienne. Étudiant de Freud.
Il a développé une thérapie qui s'appuie sur le concept d'orgone.
Analysé par Federn et Rado,
et analyste de Lowen.
REICH, W. (1933). Matérialisme dialectique et
psychanalyse dans La crise sexuelle. Éditions
sociales.
REICH, W. (1933/99). La psychologie de masse du
fascisme. Paris : Payot.
REICH, W. (1948/99). Écoute, petit homme ! Paris
: Payot.
REICH, W. (1951). The orgone energy accumulator.
New York : Orgone Institute Press.
REICH, W. (1984/96). Character analysis. FSG
Adult / L'analyse caractérielle. Paris : Payot.
SHAPIRO, D. (2002). Theoretical reflections on Wilhelm
Reich's character analysis. American Journal of
Psychotherapy, 56 (3), 338-346.
Reichenbach
Hans (Hambourg 1891-1953 Los Angeles) :Philosophe,logicien
et épistémologue
allemand. Chef de file de la philosophie scientifique et fondateur
du Cercle de Berlin
(Society for Empirical Philosophy). Professeur de
Salmon.
REICHENBACH, H. (1924/69). Axiomatization of the
theory of relativity. Berkeley : University of
California Press.
REICHENBACH, H. (1938). Experience and prediction. An
analysis of the foundations and the structure of
knowledge. Chicago : University of Chicago Press.
REICHENBACH, H. (1947). Elements of symbolic logic.New York : Macmillan Co.
REICHENBACH, H. (1951). The rise of scientific
philosophy. Berkeley : University of California
Press.
REICHENBACH, H. (1952). Are phenomenal reports absolutely
certain. The Philosophical Review, 61, 147-59.
SALMON, W. (1991). Hans Reichenbach's vindication of
induction. Erkenntnis, 35, 99-122.
RANCO, P.L. (2020). Hans Reichenbach’s and C.I. Lewis’s
Kantian Philosophies of Science.” Studies In History
and Philosophy of Science Part A 80, 62–71.
REICHER, S.D. (1984). Social influence in the crowd :
Attitudinal and behavioural effects of deindividuation in
conditions of high and low group salience. British
Journal of Social Psychology, 23, 341-350.
REICHER, S.D. (1996). The crowd century : Reconciling
practical success with theoretical failure. British
Journal of Social Psychology, 35, 535-553.
REICHER, S.D. (1996). The Battle of Westminster :
Developing the social identity model of crowd behaviour in
order to explain the initiation and development of
collective conflict. European Journal of Social
Psychology, 26, 115-134. [PDF]
REICHER, S.D. & HASLAM, S.A. (2006). Rethinking the
psychology of tyranny : The BBC Prison Study. British
Journal of Social Psychology, 45, 1-40. [PDF]
REICHER, S.D., HASLAM, S.A. & RATH, R. (2008). Making
a virtue of evil : A five step social identity model of
development of collective hate. Social &
Personality Psychology Compass, 2/3, 1313-1344. [PDF]
REICHOW, B. & WOLERY, M. (2009). Comprehensive
synthesis of early intensive behavioral interventions for
young children with autism based on the UCLA Young Autism
Project model. Journal of Autism & Developmental
Disorders, 39 (1), 23-41.
REICHOW, B. (2012). Overview of meta-analyses on early
intensive behavioral intervention for young children with
autism spectrum disorders. Journal of Autism &
Developmental Disorders, 42, 512-520.
REICHOW, B., BARTON, E.E., BOYD, B.A. & HUME, K.
(2012). Early intensive behavioral intervention (EIBI) for
young children with autism spectrum disorders (ASD) : A
systematic review. Campbell Systematic Reviews, 9,
1-116. [PDF]
REICHOW, B., VOLKMAR, F.R. & BLOCH, M.H. (2013).
Systematic review and meta- analysis of pharmacological
treatment of the symptoms of
attention-deficit/hyperactivity disorder in children with
pervasive developmental disorders. Journal of Autism
& Developmental Disorders, 13 (10), 2435-2441.
REICHOW, B., GEORGE-PUSKAR, A., LUTZ, T., SMITH, I. C.
& VOLKMAR, F.R. (2015). Systematic review of Rett
syndrome in males. Journal of Autism &
Developmental Disorders, 45 (10), 3377-3383.
REID, D.H. & HURLBUT, B. (1977). Teaching nonvocal
communication skills to multihandicapped retarded adults.
Journal of Applied Behavior Analysis, 10 (4),
591-603. [PDF]
REID, D.H. (1991). Technological behavior analysis and
societal impact : A human services perspective. Journal
of Applied Behavior Analysis, 24 (3), 437–439. [PDF]
REID, D.H. (1992). Recent developments in treating severe
behavior disorders : Advances or impediments for
residential services ? Behavioral Interventions,
7 (2), 181-197.
REID, D.H., PARSONS, M.B., PHILLIPS, J.F. & GREEN,
C.W. (1993). Reduction of self-injurious hand mouthing
using response blocking. Journal of Applied Behavior
Analysis, 25 (1), 139-140. [PDF]
REID, D.H., PARSONS, M.B., GREEN, C.W. & BROWNING,
L.B. (2001). Increasing one aspect of self-determination
among adults with severe multiple disabilities in
supported work. Journal of Applied Behavior Analysis,
34 (3), 341-344. [PDF]
Reid
Thomas (Strachan 1710-1796 Glasgow) :Philosophe écossais et
partisan d'une philosophie réaliste fondée sur le sens commun (par
opposition à l'idéalisme de Berkeley
et au scepticisme de Hume).
REID, T. (1748). An essay on quantity; Occasioned by
reading a treatise in which simple and compound ratios are
applied to virtue and merit.
REID, T. (1764). An Inquiry into the human mind on
the principles of common sense / Recherche sur
l'entendement humain d'après les principes du sens
commun. Edinburgh : Kincaid and Bell.
REID, T. (1785). Essays on the active powers of
Man/Essais sur les facultés intellectuelles.
REID, T. (1788). Essays on the intellectual powers of
Man / Essais sur les facultés actives.
REID, T. (1794). Observations on the dangers of
political innovation.
HAMILTON, W. (1846). The works of Thomas Reid, D.D.
Edinburgh : MacLachlan, Stewart.
RYSIEW, P. (2002). Reid and epistemic naturalism. The
Philosophical Quarterly, 52, 437-456.
WADE, N.J. (2010). Reid on perception. Perception, 39,
443-446. [PDF]
Réifier
: Reification :Opération
mentale/cognitive qui consiste à accorder à une propriété ou à une fonction le statut d'objet, soit une existence propre et autonome. EX:
La blancheur est une propriété des objets et non un objet en soi.
La blancheur n'a pas de substance (alors qu'un mur blanc ou bleu
en a). En clair, affirmer que la blancheur est une chose consiste
à la réifier. Pour certains épistémologues, il en serait de même
de la cognition, de la volonté ou de l'inconscient, ou même de le
relation entre le cerveau et son milieu, qui ne seraient que des
propriétés ou des fonctions du cerveau, et non des choses en soi
(= objet). Rappelons que, par définition, une propriété ne peut
exister sans objet et qu'un objet possède toujours au moins une
propriété. = chosifier. Reification.
SFARD, A. & LINCHEVSKI, L. (1994). The gains and the
pitfalls of reification : The case of algebra. Educational
Studies in Mathematics, 26, 191-228. [PDF]
SFARD, A. (1998). Reification as the birth of metaphor.
For the Learning of Mathematics, 14 (1), 44-55.
ADAMS, G. & MARKUS, H.R. (2001). Culture as patterns :
An alternative approach to the problem of reification. Culture
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REIK, T. (1925/1959). The compulsion to confess. In J.
Farrar (Ed.), The compulsion to confess and the need
for punishment (pp. 176-356). New York : Farrar,
Straus, and Cudahy.
REIK, T. (1941). Masochism and modern man. New
York : Toronto, Farrar & Rinehart.
REIK, T. (1948). Listening with the third ear : The
inner experience of a psychoanalyst. New York :
Grove Press.
REIK, T. (1952). The secret self. New York :
Farrar, Straus and Young.
REIK, T. (1957). Myth and guilt. New York :
George Braziller.
Reil
Johann-Christian (Rhaude 1759-1813 Leipzig) :
Médecin et anatomiste
allemand. On lui doit la découverte de l'insula (Cortex
insulaire).
REIL, J.C. (1796). First volume of anatomical practice
: On the structure of nerves. Halle, Halae Saxonum,
In Officina Curtiana Venalis.
REIL, J.C. (1796). On the vital force [in German]. Archiv
für die Physiologie, 1,8-162.
REIL, J.C. (1803). Rhapsodieen über die Anwendung der
psychischen Curmethode auf Geisteszerrüttungen/Reflections
on the application of the psychological method of
treatment for mental illnesses.
REIL, J.C. (1803). Beyträge zur Beförderung einer
Kurmethode auf psychischem Wege/ Contributions to the
advancement of a psychiatric treatment method.
HARMS, E. (1960). Johann Christian Reil, 1759-1813. American
Journal of Psychiatry, 116, 1037-1039.
HELLER, R. (1975). Johann Christian Reil's training scheme
for medical auxiliaries. Medical History, 19,
321-332.
HANSEN, L. (1993). From enlightenment to Naturphilosophie
: Marcus Herz, Johann Christian Reil, and the problem of
border crossings. Journal of the History of Biology,
26, 39-64.
RICHARD, R.J. (1998). Rhapsodies on a cat-piano, or Johann
Christian Reil and the foundations of romantic psychiatry.
Critical Inquiry, 24, 700-736.
BINDER, D.K., SCHALLER, K. & CLUSMANN, H. (2007). The
seminal contributions of Johann-Christian Reil to anatomy,
physiology, and psychiatry. Neurosurgery, 61 (5),
1091-1096.
Reimer Bruce (Cas) : Il s'agit du cas
de réattribution
sexuelle de Bruce Reimer, alors âgé de 22 mois, réalisée par
John Money, à la suite d'une
circonsision qui a mal tournée (pénis brûlé et tissus
irrémédiablement endommagés). On assigna alors le sexe féminin
(Brenda) au garçon qui n'accepta jamais d'être une fille. David
Reimer se suicida à 38 ans.
DIAMOND, M. & SIGMUNDSON, H.K. (1997). Sex
reassignment at birth : A long term review and clinical
implications. Archives of Pediatrics & Adolescent
Medicine, 151, 298-304.
WARD, M.F., WENDER, P.H. & REIMHERR, F.W. (1993). The
Wender Utah Rating Scale : an aid in the retrospective
diagnosis of childhood attention deficit hyperactivity
disorder. American Journal of Psychiatry, 150 (6),
885-890. [PDF] + [PDF]
REIMHERR, F.W. (1993). The Wender Utah Rating Scale : An aid in the retrospective diagnosis of childhood attention deficit hyperactivity
disorder. American Journal of Psychiatry, 150, 885-890.
[PDF]
REIMHERR, F. W., WILLIAMS, E.D., STRONG, R. E., MESTAS, R., SONI, P. & MARCHANT, B. (2007). A double-blind, placebo-controlled, crossover study of osmotic release oral system methylphenidate in adults with ADHD with assessment of oppositional and emotional dimensions of the disorder. Journal of Clinical Psychiatry, 68 (1), 193-101. [PDF]
REIMHERR, F.W., MARCHANT, B.K., STRONG, R.E., HEDGES, D.W., ADLER, L., SPENCER, T.J., WEST, S.A. & SONI, P. (2005). Emotional dysregulation in adult ADHD and response to atomoxetine. Biological Psychiatry, 58 (2), 125-131.
REIMHERR, F.W., RÖSLER, M., MARCHANT, B.K., GIFT, T., RETZ, E., PHILIPP-WIEGMANN, F. & REIMHERR, M.L. (2020). Types of adult attention-deficit/hyperactivity disorder : A replication analysis. Journal of Clinical Psychiatry, 81 (2), 129-135. [PDF]
REIS, H.T., COLLINS, W.A. & BERSCHEID, E. (2000). The
relationship context of human behavior and development.
Psychological Bulletin, 126, 844-872.
REIS, H.T., SMITH, S.M., CARMICHAEL, C.L., CAPRARIELLO,
P.A., TSAI, F.F., RODRIGUES, A. & MANIACI, M.R.
(2010). Are you happy for me ? How sharing positive events
with others provides personal and interpersonal benefits.
Journal of Personality & Social Psychology, 99,
311-329.
REIS, H.T., WHEELER, L., SPIEGEL, N., KERNIS, M., NEZLEK,
J. & PERRI, M. (1982). Physical attractiveness in
social interaction, II : Why does appearance affect social
experience ? Journal of Personality & Social
Psychology, 43, 979-996.
REIS, H.T. & COLLINS, W.A. (2004). Relationships,
human behavior and psychological science. Current
Directions in Psychological Science, 13, 233-237.
REIS, H.T. & CAROTHERS, B.J. (2014). Black and white
or shades of gray : Are gender differences categorical or
dimensional ? Current Directions in Psychological
Science, 23, 19-26. [PDF]
REIS, S.M. & RENZULLI, J.S. (1982). A case for the
broadened conception of giftedness. Phi Delta Kappan,
64, 619-620.
REIS, S.M. & RENZULLI, J.S. (1984). Key features of
successful programs for the gifted and talented. Educational
Leadership, 41 (7), 28-34. [PDF]
REIS, S.M., WESTBERG, K.L., KULIKOWICH, J. & PURCELL,
J.H. (1998). Curriculum compacting and achievement test
scores : What does the research say ? Gifted Child
Quarterly, 42, 123-129.
REIS, S.M., GENTRY, M. & MAXFIELD, L.R. (1998). The
application of enrichment clusters to teachers' classroom
practices. Journal for the Education of the Gifted,
21 (3), 310-324. [PDF]
REIS, S.M. & RENZULLI, J.S. (2010). The schoolwide
enrichment model : a focus on student strengths and
interests. Gifted Education International, 26 (2-3),
140-156. [PDF]
REISENZEIN, R. (2000). Exploring the strength of
association between the components of emotion syndromes :
The case of surprise. Cognition & Emotion, 14, 1–38.
REISENZEIN, R. & STUDTMANN, M. (2007). On the
expression and experience of surprise: No evidence
forfacial feedback, but evidence for a reverse
self-inference effect. Emotion, 7, 612–627.
REISENZEIN, R. (2009). Emotions as metarepresentational
states of mind: Naturalizing the belief-desire theory of
emotion. Cognitive Systems Research, 10, 6–20.
REISENZEIN, R., STUDTMANN, & HORSTMANN, G.2013).
Coherence between emotion and facial expression: Evidence
from laboratory experiments. Emotion Review, 5,
16–23.
REISENZEIN, R., HORSTMANN, G. & SCHÜTZWOHL, A. (2017).
The cognitive-evolutionary model of surprise : A review of
the evidence. Topics in Cognitive Science, 11 (1),
50–74. [PDF]
Rejet de la science : Voir Science
(Anti).Antiscience, rejection of science.
WINETT, R.A., STEWART, G. & MAJORS, J.S. (1978).
Prompting techniques to increase the return rate of mailed
questionnaires. Journal of Apply Behavior Analysis,
11 (3), 437. [PDF]
Relation : Lien, plus ou moins étroit et de durée variable, entre deux ou plusieurs
individus, phénomènes
ou objets (concrets ou
abstraits). On peut définir une relation par la négative en disant
qu'une relation entre deux objets rend moins probable l'apparition
seul de l'un ou l'autre de ces objets. Une relation entre deux
individus est une relation sociale
ou interpersonnelle.=
lien.
( ): Voir tableau ci-dessous. Bond.
Relation
amoureuse :Relation entre
deux individus qui se
fonde sur un sentiment amoureuxréciproque, qui n'implique pas
nécessairement des rapports sexuels. Relation amoureuse et
amour.Romantic relationship, romantic
love, romantic couple, love relationships.
DIAMOND, L.M. (2004). Emerging perspectives on
distinctions between romantic love and sexual desire. Current
Directions in Psychological Science, 13, 116-119. [PDF]
BRUMBAUGH, C.C. & FRALEY, R.C. (2006). The evolution
of attachment in romantic relationships. In M. Mikulincer
& G. Goodman (Eds.), The dynamics of romantic
love : Attachment, caregiving, and sex. New York :
Guilford.
GARVER-APGAR, C.E., GANGESTAD, S.W, THORNHILL, R., ILLER,
R.D. & OLP, J.J. (2006). Major histocompatibility
complex alleles, sexual responsivity, and unfaithfulness
in romantic couples. Psychological Science, 17,
830-835.
SIMPSON, J.A., COLLINS, J.A., TRAN, S. & HAYDON, K.C.
(2007). Attachment and the experience and expression of
emotions in adult romantic relationships : A developmental
perspective. Journal of Personality & Social
Psychology, 92, 355-367.
MORGAN, E.M. & ZURBRIGGEN, E.L. (2007). Wanting sex
and wanting to wait : Young adults’ accounts of sexual
messages from first significant dating partners.
Feminism & Psychology, 17, 515-541.
ZURBRIGGEN, E.L., RAMSEY, L.R. & JAWORSKI, B.K.
(2011). Self- and partner-objectification in romantic
relationships : Associations with media consumption and
relationship satisfaction. Sex Roles, 64,
449-462.
SIMPSON, J.A., COLLINS, J.A. & SALVOTORE, S.E. (2011).
The impact of early interpersonal experience on adult
romantic relationship functioning : Recen findings from
the Minnesota Longitudinal Study of Risk and Adaptation. Current
Directions in Psychological Science, 20 (6),
355-359. [PDF]
KATZ, J. & SCHNEIDER, M.E. (2013). Casual hook up sex
during the first year of college : Prospective
associations with attitudes about sex and love
relationships. Archives of Sexual Behavior, 42, 1451-1462.
Relation
charnelle :Relation entre
deux individus qui repose
sur le plaisir que l'on
éprouve au contact physique de l'autre (mais pas nécessairement
sexuel). *relation
sexuelle.
Relation
d'aide :Relation
thérapeutique et asymétrique
qui s'établit entre un professionnel de la santé (psychologue, psychiatre,
infirmière, travailleur social, médecin) et son patient. Il va de
soi que pour aider son patient/client, le professionnel doit
possèder plus d'expérience, de connaissances et de compétences
thérapeutiques que lui (= relation asymétrique). Cette relation
peut s'établir dans de nombreux contextes (la famille pour un
travailleur social, un cabinet pour le psychologue, un hôpital
pour l'infirmière, etc). L'aide fournie par un professionnel peut
aussi prendre de multiples formes (écoute, conseils, médicaments,
thérapie, etc.). Au Québec, on réserve parfois ce terme pour
désigner l'intervention de première
ligne (écoute, conseils et orientation). NDLR :
En ce sens, le mot support est un anglicisme. =
soutien professionnel, soutien médical, soutien psychologique. *comportement
d'aide.
MUCCHIELLI, R. (1998). L'entretien de face à face dans
la relation d'aide. Paris : Édition ESF.
Relation
dyadique de dominance (A > B) : Relationasymétrique entre deux
individus (la dyade), à
l'origine de la formation des hiérarchies.
Relation dyadique, dominance ettriade.= relation inégalitaire, relation de
pouvoir, rapport de force.
Relation science/technologie : Relation
entre la science et la technologie.
Toute discipline qui a pour but de de modifier les propriétés
de son objet d'étude au
moyen de techniques dont l'efficacité a été éprouvée
scientifiquement (du moins en principe...). En psychologie, ces
techniques se nomment thérapie. La psychologie clinique
est donc une technologie car son but premier est d'aider et de
guérir un patient/client/malade, donc de modifier les états
psychologiques de cet individu, et non de décrire et d'expliquer
ces états comme le fait la science. En principe, science et
technologie travaillent en étroite collaboration : la pratique
d'une technologie repose donc sur des connaissances acquises par
la science (en grande partie mais non exclusivement); en retour,
les praticiens des technologies communiquent à la science leurs
observations cliniques et leurs interrogations, qui guident la
science vers de nouveaux problèmes et contribuent à la découverte
de nouvelles connaissances/solutions. EX: La
médecine, le génie, la psychologie clinique. Le technologue est
donc un professionnel qui utilise les connaissances développées
par la science pour résoudre des problèmes concrets. EX:
Guérir une dépression, un mal de ventre, construire un pont,
analyser la qualité de l'eau, modifier le comportement d'un enfant
hyperactif, etc. Research and practice,
research and technology.
VIRCHOW, R. (1849/1958). Scientific method and therapeutic
standpoints. In L.J. Rather (Ed.), Stanford : Disease,
life, and man : Selected essays by Rudolf Virchow. Stanford
University Press.
VAN MELSEN, A.G. (1961). Science and technology
(Duquesne Studies. Philosophical Series, 13). Pittsburgh
: Duquesne University Press.
BUNGE, M. (1991). Le système technique-science-philosophie
: un ménage à trois fécond. Revue Internationale de
Systémique, 5, 171-180.
MECHNER, F. (1963). Science education and behavioral
technology. In R. Glaser (Ed.), Teaching machines and
programmed learning II (pp. 441-508). Washington,
DC : National Education Association.
CLARKE, G.N. (1995). Improving the transition from basic
efficacy research to effectiveness studies :
Methodological issues and procedures. Journal of
Consulting & Clinical Psychology, 63, 718-725.
KRANZBERG, M. (1968). The disunity of science-technology.
American Scientist, 56, 21-34.
FEIBLEMAN, J.K. (1972). Pure science, applied science, and
technology : An attempt at definitions. In C. Mitcham
& R. Mackey (Eds.), Philosophy and technology :
Readings in the philosophical problems of technology
(pp. 33-41). New York : Free Press.
JOHNSON, J.M. (1996). Distinguishing between applied
research and practice. The Behavior Analyst, 19
(1), 35-47. [PDF]
SKINNER, B.F. (1972). Some relations between behavior
modification and basic research. In B.F. Skinner (Ed.), Cumulative
record (pp. 276-282). New York :
Appleton-Century-Crofts.
GOLDIAMOND, I. (1976). Protection of human subjects and
patients : a social contingency analysis of distinctions
between research and practice, and its implications. Behaviorism,
4 (1), 1-41.
MARTELL, C.R. & HOLLON S.D. (2001). Working together
on shifting ground : Researcher and clinician
collaboration in clinical trials. The Behavior
Therapist, 24 (7), 144-146.
DEITZ, S.M. (1978). Current status of applied behavior
analysis : Science versus technology. American
Psychologist, 33, 805-814.
POLING, A., PICKER, M., GOSSETT, D., HALL-JOHNSON, E.
& HOLBROOK, M. (1981). The schism between experimental
and applied behavior analysis : Is itreal and who cares ?
The Behavior Analyst, 4 (2), 93-102. [PDF]
HAWKINS, R.P. & ANDESON, C.M. (2002). On the
distinction between science and practice : A reply to
Thyer and Adkins. The Behavior Analyst, 25,
115-119. [PDF]
FIRTH, J.A., SHAPIRO, D.A. & PARRY, G. (1986). The
impact of research on the practice of psychotherapy.
British Journal of Psychotherapy, 2, 169-179.
LEARY, M.R. (2006). The bridge between social and clinical
psychology : Wide but sparsely traveled. In P. Van Lange
(Ed.), Bridging social psychology. Mahwah, NJ :
Erlbaum.
MOXLEY, R.A. (1989). Some historical relationships between
science and technology with implications for behavior
analysis. The Behavior Analyst, 12, 45-57. [PDF]
BOYACK, K.W. & BÖRNER, K. (2008). Measuring
science-technology interaction using rare inventor-author
names. Journal of Informetrics, 2, 173-182. [PDF]
ELLIS, A. (1969). Healthy and disturbed reasons for having
extramarital relations. In G. Neubeck (Ed.), Extramarital
relations (pp. 153-161). Englewood Cliffs, NJ :
Prentice-Hall.
Relation humain/animal : Relation
entre les humains
et les animaux.Human-companion aninmal relationship
ELLIS, A., STANTON, S.C.E., HAWKINS, R.D. & LOUGHNAN, S. (2024). The link between the nature of the human-companion animal relationship and well-being outcomes in companion animal owners. Animals, 14 [441], 1-19. [PDF]
Relation(s)
internationale(s) :Relation
entre les états des pays.
Relations internationales,
guerreetpaix.International relations.
KELMAN, H.C. (1965). Social-psychological approaches to
the study of international relations : The question of
relevance. In H.C. Kelman (Ed.), International
behavior (pp. 565-607). New York : Holt, Rinehart
and Winston. [PDF]
KELMAN, H.C. (1965). Social-psychological approaches to
the study of international relations : Definition of
scope. In H.C. Kelman (Ed.), International behavior (pp.
3-39). New York : Holt, Rinehart and Winston. [PDF]
LE NY, J.F. (1974-1975). Psychologie et politique dans les
relations internationales. Bulletin de Psychologie,
28, 742-745.
KOOPMAN, C., McDERMOTT, R., JERVIS, R., SNYDER, J. &
DIOSO, J. (1995). Stability and change in American elite
beliefs about international relations. Journal of
Peace Psychology, 1 (4), 365-382.
HOROWITZ, M., McDERMOTT, R. & STAM, A. (2005). Leader
age, regime type, and violent international relations. Journal
of Conflict Resolution, 49 (5), 661-685.
Relation interpersonnelle :Relations -
plus ou moins intime -
entre deux individus.
NDLR : Cette expression semble être un pléonasme
puisque que le mot relation implique un
lien entre deux choses, alors que inter signifie "entre deux".
Voir Relation intime,amouret Intimité.Interpersonal relationships.
BERSCHEID, E. (1994). Interpersonal relationships. In L.W.
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COTTERELL, N., EISENBERGER, R. & SPEICHER, H. (1992).
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1-4.
OVERALL N.C. & FLETCHER, G.J.O. (2010). Receiving
regulation from intimate partners : Reflected appraisal
processes in close relationships. Personal
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McCULLOUGH, M.E., WORTHINGTON, E.L. & RACHAL, K.C.
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[PDF] +[PDF]
FLETCHER, G. & KERR, P. (2013). Love, reality, and
illusions in intimate relationships. In J.A. Simpson &
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Relation
linéaire de dominance : Voir Hiérarchie
linéaire.Linear hierarchy, linear
dominance, hierarchical linearity.
Relation
mère-père/enfant :
Relation étroite et particulière qui unit la mère
à son enfant en raison
notamment de la grossesse,
de l'accouchement et des
premiers mois du développement.
Cette relation contribue fortement à l'attachement.
= interaction parents-enfant. Infant-mother
interaction, mother-child relation, mother-infant interaction,
father-child relationship.
ABBOTT, T.E. (1957). A study of observable mother-child
relationships in stuttering and non-stuttering groups. Dissertation
Abstracts International, 17, 1148-1149.
DAWSON, G., HILL, D., GALPERT, L., SPENCER, A. &
WATSON, L. (1990). Affective exchanges between young
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FIELD, T. HEALY, B., GOLDSTEIN, S. & GUTHERTZ, M.
(1990). Behavior-state matching and synchrony in
mother-infant interactions of nondepressed versus
depressed dyads. Developmental Psychology, 26 (1),
7-14.
AINSWORTH, M.D.S. (1963). The development of infant-mother
interaction among the Uganda. In B.M. Foss (Ed.), Determinants
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DUMAS, J.E. (1991). Recherche et intervention sur
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BAYLEY, N. & SCHAEFER, E.S. (1964). Correlations of
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KOCHANSKA, R., FORMAN, D.R., AKSAN, N. & DUNBAR, S.B.
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TARABULSY, G.M., PROVOST, M.-A., BORDELEAU, S.,
TRUDEL-FITZGERALD, C., MORAN, G., PEDERSON, D.R.,
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D., ACIROTI, N. & LUMENG, J.C. (2015). Maternal mobile
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McDANIEL, B.T. & COYNE, S.M. (2016). "Technoference"
The interference of technology in couple relationships and
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Relation
objectale : En psychanalyse,relation que le sujet
entretient avec l'objet de
sa pulsion, dans lequel
il investit son énergie psychosexuelle.
= relation
d'objet.
Object-relation.
LEBOVICI, S. (1960). La relation objectale chez l'enfant.
La Psychiatrie de l'Enfant, 111 (1), 143-227.
YEOMANS, F.E. & LEVY, K.L. (2002). An object relations
perspective on borderline personality. Acta
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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
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Relation(s)
publique(s) : Généralement au pluriel. Relations
publiques, propagandeetmise en marché.
Public relation.
BERNAYS, E. (1945). Public relations. Kessinger
Publishing.
CUTLIP. S. (1994). The unseen power : Public
relations : A History.
Relation
sexuelle :Relation à
caractère sexuel entre
deux individus (parfois plus), impliquant ou non la pénétration ou
l'éjaculation.= acte sexuel,
rapport sexuel, accouplement, copulation, coït. Relation sexuelle,
préférence sexuelle et choix d'un partenaire. Sexual
intercourse, sexual interaction, coitus, copulation.
RICHARD-BESSETTE, S. (2008). La première relation
sexuelle. In J.J. Lévy et A. Dupras (Dirs.), Question
de sexualité au Québec (p. 371-379). Montréal :
Liber.
Relation
sexuelle (Première) :
RICHARD-BESSETTE, S. (2008). La première relation
sexuelle. In J.J. Lévy et A. Dupras (Dirs.), Question
de sexualité au Québec (p. 371-379). Montréal :
Liber.
JULIEN D., CHARTRAND, E. & BÉGIN, J. (1996). Male
couples' dyadic adjustment and the use of safer sex within
and outside primary relationships. Journal of Family
Psychology, 10, 89-96.
Relation
sociale : Terme générique qui désigne la relation
plus ou moins étroite et de durée variable entre deux ou plusieurs
congénères d'une même espèce.
On peut définir une relation par la négative en disant qu'une
relation entre deux individus rend moins probable l'apparition
seul de l'un de ces deux individus. L'ensemble de ces relations
forme le réseau social d'un
individu. Certains troubles psychologiques, comme l'autisme,
la psychose et la
schizophrénie, se caractérisent par de grandes difficultés à
établir des relations sociales efficaces et gratifiantes avec
autrui. Les relations sociales entre plusieurs individus forment
un réseau. Relation social, réseau
socialet réseau
social à distance.= lien
social. ( ):interaction
social, rapport social. Social
relation, social relationships, bond.
BOWLBY, J. (1977). The making and breaking of affectional
bonds. British Journal of Psychiatry, 130,
201-210.
NADEAU, L. et TESSIER, R. (2003). Relations sociales entre
enfants à l'âge scolaire : effet de la prématurité et de
la déficience motrice. Enfance, 55, 48-55.
WING, L. & GOULD, J. (1979). Severe impairments of
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CAMERON, J.J., WOOD, J.V. & SPENCER, S.J. (2008). The
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VONK, J. (2002). Can orangutans (Pongo abelii) and
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Relation
triadique de dominance (A > B > C) : Relation
asymétrique entre trois individus.
Cette relation peut être linéaire
et transitive (si A
> B et B > C donc A > C). Relation triadique et
triade.
KLUCKHOHN, C. (1952). Universal values and anthropological
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Relativisme
scientifique :Vertu
épistémique qui consiste à admettre que toute connaissanc
scientifique repose sur des postulats ou des axiomes
invérifiables. Scientific relativism.
HOLLIS, L. & LUKES, S. (Eds.) (1982). Rationality
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Relaxation: Ensemble de techniques qui permettent à un
individu de diminuer son
agitation, son stress/anxiété ou ses craintes. Relaxation,
phobie ethyperactivité.
( ): Voir tableau ci-dessous. Relaxation
therapy.
JACOBSON, E. (1938/68). Progressive relaxation. Chicago
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S. (1985). Effet d'une thérapie de relaxation sur les
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Rémanence
:Effet qui se
maintient (intensité) et perdure (durée) en l'absence de sa
causee.EX : Sensation
de douleur qui subsiste après la disparition de sa source
(pincement, blessure, etc).
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Remercier
: Remeciement :Comportement
prosocial qui consiste à dire merci à un individu qui nous
aide, qui nous rend service ou simplement pour lui rendre la
politesse. Thanking behavior.
MARTIN, C. & ADAMS, S. (1999). Thanking behavior in
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Réminiscence
: Rappel d'une information que
l'on ne reconnait pas comme un
souvenir.Reminiscence.
SCHUBERT, E. (12015). Does recall of a past music event
invoke a reminiscence bump in young adults ? Memory,
24 (7), 1007-1014.
Rémission
: Absence de symptômes,
qui n'assure cependant pas que la maladie est vaincue. En
psychologie, on distingue la rémission partielle - il subsiste
chez le client/patient quelques symptômes
primaires ou secondaires fortement atténués dit résiduels -
de la rémission complète ou totale qui, comme son nom l'indique,
implique une absence totale de symptômes pendant les six mois qui
suivent la fin de la thérapie. NDLR : la
rémission complète ne signifie pas que le patient est guéri, mais
simplement que le pronostic
est bon. Rémission et guérison.Remission.
Rémission
partielle
Rémission
complète
Guérison
Il
subsiste chez le client/patient quelques symptômes
primaires fortement atténués ou mineurs
Disparition
totale des symptômes pendant au moins six mois
Disparition
totale des symptômes et de la maladie à l'origine des
symptômes
NIERENBERG, A. & WRIGHT, E. (1999). Evolution of
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Remord(s)
: Sentiment. Ce que l'on regrette d'avoir fait.
Remorse.
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GARDINER, H.N. (1906). La haine. Étude psychologique;
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Remschmidt
Helmut Ernst (Czernowitz 1938-) :Psychiatre
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Renaissance
: Période de l'histoire
qui s'étend environ de 1300 à 1700.
Renaissance.
BURKE, P. (1964). The Renaissance. London :
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DELUMEAU, G. (1967). La civilisation de la
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GILLE, B. (1978). Les ingénieurs de la Renaissance.
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TREAGOLD, W.T. (1984). Introduction: Renaissances and Dark
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Renard: Mammifère
carnassier de la famille des canidés.=(Vulpes vulpes). Fox,
red fox, arctic fox, grey fox.
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Rencontre
du troisième type :Étuded'individus qui croient
et affirment avoir rencontré des extra-terrestres ou vu des
OVNI, ou font semblant d'y croire afin de profiter de la naïveté
des gens (charlatan).Close encounter.
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BROCHU, P., DEUSSING, M.-A., HOUME, K. et CHUY, M.
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mathématiques, en lecture et en science - Premiers
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Toronto : Conseil des ministres de l'Éducation (Canada).
Rendez-vous
éclair : Bref rendez-vous dont l'objectif est d'évaluer
de manière directe, rapide et explicite notre attirance
à l'endroit d'un individu qui a accepté de nous rencontrer.
Rendez-vous éclair, formation
des coupleset choix
du partenaire.Speed dating.
TIDWELL, N., EASTWICK, P.W. & FINKEL, E.J. (2013).
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Renforcement : Renforcer :R : Le mot a au moins deux sens
complémentaires : a) En conditionnement
répondant, le renforcement est l'opération qui consiste à
faire suivre le stimulus conditionnel par un stimulus
inconditionnel appétitif ou aversif afin de permettre, par la
répétition de cette opération, d'augmenter la probabilité
d'apparition de la réponse conditionnelle. b) En
opérant, opération qui
consiste à ajouter ou à soustraire un stimulus
comme conséquence à un
comportement et à
augmenter ou à maintenir la probabilité
que ce comportement réapparaisse en des circonstances similaires (=
Sd). Le renforcement peut être planifié et arrangé
ou non par l'environnement social. Sur le plan neurochimique, un
renforcement se traduit par la libération de dopamine
dans le cerveau. Renforcement etprogramme de renforecement. = agent de renforcement, stimulus renforçant.
= R.
*récompense./punition.( ): Voir tableau ci-dessous.Reinforcement, reinforcing stimulus.
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(Délai) : En conditionnement
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la réponse de ses conséquences
renforçantes ou punitives (=
contingences). En conditionnement
répondant, court laps de temps (quelques secondes) qui
sépare le stimulus neutre du stimulus
inconditionnel. La règle est simple : plus le délai entre
deux événements est court, plus le lien entre les deux (=
apprentissage) se fait rapidement. =
renforcement différé, délai de récompense, principe de la
contiguïté. *délai
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Suite de programmes de
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Reinforcement frequency, rate of reinforcement, repetition frequency,
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(Intensité) : Variation de certaines
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Reinforcement magnitude.
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(Magnitude) : Laps de temps durant
lequel un renforcement est
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(Maximiser) :
Maximization of reinforcement, reinforcement maximization.
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(Pause post-) : Interruption
momentanée de l'émission d'un comportement (pause) après que l'organisme
a obtenu un renforcement.
On fait souvent une pause avant de faire un choix.Post-reinforcement pause, pause, break.
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Renforcement
continu (Programme) : Programme
de renforcement (ou de punition)
dans lequel un comportement
donné est renforcé chaque fois qu'il
se produit. Un comportement, un renforcement. =programme de
renforcement continu. /renforcement
intermittent.Continuous reinforcement,
continuous reinforcement schedule, 100 % schedule of
reinforcement, schedule of continuous reinforcements.
LIKELY, F.A. (1958). Relative resistance to extinction of
aperiodic and continuous reinforcement separately and in
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MALCUIT,
G., POMERLEAU, A. et MAURICE, P. (1995). Psychologie
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Renforcement
de premier/second degré (Programme) :
Programme de conditionnement
opérant composé de deux sous-programmes dont le premier
sert de renforcement au second. En effet, dans un tel programme on
se sert du Sd établit lors d'un premier apprentissage
(premier programme) comme renforcment pour le /renforcement
intermittent.Second-order schedule.
Programme
Premier
degré
Sd1
(Lumière rouge)
Comportement
de presser sur le levier
(C)
Reforcement
primaire alimentaire (R+)
Second
degré
Sd1
(Lumière verte)
Comportement
de presser sur le levier
(C)
Reforcement
secondaire (R+)
(Lumière rouge du premier ordre)
KELLEHER, R.T. (1966). Chaining and conditioned
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Renforcement
différentiel : DR (Programme) : Programme
de renforcement (ou
de punition) dans lequel
seulement certains comportements sont renforcés,
alors que les autres comportements sont ignorés (extinction).Differential reinforcement, DR.
Renforcement
différentiel
Sd1
(Vous)
Comportement
de votre enfant
(Crier)
Cesser
de renforcer = extinction
(Pas d'attention)
SKINNER, B.F. (1946). Differential reinforcement with
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LINDBERG, J.S., IWATA, B.A., KAHNG, S. & DELEON, I.G.
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ALLEMAN, H.D. & PLATT, J.R. (1973). Differential
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MYERS, D.V. (1975). Extinction, DRO, and response-cost
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Renforcement
différentiel à débit lent : DRL (Programme) :
Programme
de renforcement où l'on renforce un comportement
si et seulement si ce comportemment suit un comportement
semblable après un délai x (ou espacement) fixé par le chercheur
ou les contingences
naturelles.=Programme
de renforcement différentiel de débit lent.Differential
Reinforcement of Low Response
rate (DRL), DRL schedules.
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Renforcement différentiel à débit rapide : DRH (Programme) :Programme
de renforcement où l'on renforce un comportement
si et seulement si ce comportement suit un comportement
semblable avant un délai x fixé par le chercheur ou les contingences
naturelles, délai dont on peut réduire la durée
progressivement afin d'augmenter le rythme d'apprentissage. Ce
programme pourrait être à l'origine de l'hyperactivité.= Programme de renforcement différentiel de débit rapide.
Differential Reinforcement
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Renforcement différentiel des autres comportements : DRO (Programme) : Programme et technique de modification
du comportement qui consiste à favoriser tout autre
comportement que celui que l'on souhaite voir disparaître. Il
s'agit donc de renforcer les «autres
comportements» et d'ignorer (omission) le comportement-cible
inadéquat (qui devrait alors diminuer en fréquence jusqu'à
l'extinction). Technique
de modification du comportement.Differential
Reinforcement of Other
Behaviors, Differential Reinforcement
Procedure of Other Behaviors, DRO.
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(1999). DRO contingencies : An analysis of
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Renforcement
différentiel des comportements alternatifs : DRA (Programme): Programme et technique de modification
du comportement qui consiste à favoriser un comportement
au détriment d'un autre. Il s'agit de renforcer
le comportement que l'on considère comme adéquat
(comportement alternatif) et d'ignorer celui qui l'est moins (donc omettre de renforcer ce comportement). EX : En
classe, aider une étudiante qui fait l'effort de trouver la
solution par elle-même (comportement adéquat) plutôt que de lui
donner la solution lorsqu'elle la demande. Technique de
modification du comportement utilisée dans une situation où le
comportement habituel (normal ou dysfonctionnel) ne donne pas la
conséquence (renforçante) habituelle ou attendue, ou bien en
attendant de pouvoir à mettre ce comportement. EX:
Donner un coup de poing sur la portière de la voiture qui refuse
de s'ouvrir ou se tourner les pouces en attendant que le guichet
automatique se libère. En thérapie,
on utilise le renforcement
différentiel pour renforcer
les comportements alternatifs (et éteindre les comportements
dysfonctionnels ou pathologiques). Differential
Reinforcement of Alternative
Behavior, DRA, Reinforced alternative behavior.
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Renforcement
différentiel des comportements incompatibles : DRI (Programme) : Technique de modification
du comportement qui consiste à favoriser un comportement
dont l'émission est incompatible avec un comportement que l'on
souhaite éteindre.DRI,
Differential Reinforcement of
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Renforcement
en tandem (Programme) :Tandem
schedule.
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Renforcement
intermittent/Punition intermittente (Programme)
:Programme
de renforcement (ou de punition)
dans lequel un comportement
donné est parfois renforcé, mais pas toutes les fois qu'il se
produit. La fréquence
des renforcements peut varier en fonction du temps qui s'écoule
entre deux comportements (programme à intervalle) ou du nombre de
comportements émis pour obtenir un renforcement (programme à
proportion). =programme
de renforcement intermittent. /renforcement
continu. ( ): Voir tableau
ci-dessous. Intermittent reinforcement,
discrete reinforcement, partially reinforced, schedule of
intermittent reinforcement/punishment, schedule of intermittent
reinforcement, schedule of discrete reinforcement.
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LATTAL, K.A. (1973). Response-reinforcer dependence and
independence in multiple and mixed schedules. Journal
of the Experimental Analysis of Behavior, 20 (2),
265-271. [PDF]
WILLIAMS, D.C., SAUNDERS, K.J. & PERONE, M. (2011).
Extended pausing by humans on multiple fixed-ratio
schedules with varied reinforcer magnitude and response
requirements. Journal of the Experimental Analysis of
Behavior, 95 (2), 203-220. [PDF]
+ [PDF]
MALCUIT, G., POMERLEAU, A. et MAURICE, P. (1995). Psychologie
de l'apprentissage : termes et concepts.
St-Hyacinthe : Edisem.
Renforcement
(Qualité) :
Quality of reinforcement.
HOLLARD, V. & DAVISON, M.C. (1971). Preference for
qualitatively different reinforcers. Journal of the
Experimental Analysis of Behavior, 16 (3),
375-380. [PDF]
NEEF, N.A., MACE, F.C., SHEA, M.C. & SHADE, D. (1992).
Effects of reinforcement rate and reinforcement quality on
time allocation : Extensions of matching theory to
educational settings. Journal of Applied Behavior
Analysis, 25 (3), 691-699. [PDF]
MACE, F.C., NEEF, N.A., SHADE, D. & MAURO, B.C.
(1996). Effects of problem difficulty and rein- forcer
quality on time allocated to concurrent arithmetic
problems. Journal of Applied Behavior Analysis, 29 (1),
11-24. [PDF]
HOCH, H., McCOMAS, J.J., JOHNSON, L., FARANDA, N. &
GUENTHER, S.L. (2002). The effects of magnitude and
quality of reinforcement on choice responding during play
activities. Journal of Applied Behavior Analysis, 35
(2), 171-181. [PDF]
Renforcement
(Quantité) :
Density of reinforcement, reinforcer amount
KEESEY, R.E. & KLING, J.W. (1961). Amount of
reinforcement and free operant responding. Journal of
the Experimental Analysis of Behavior, 3, 125-132.
[PDF]
GREEN, L. & SNYDERMAN, M. (1980). Choice between
rewards differing in amount and delay : Toward a choice
model of self-control. Journal of the Experimental
Analysis of Behavior, 34 (2), 135-147.
[PDF]
FLORA, S.R. & PAVLIK, W.B. (1990). Human self-control
and the density of reinforcement. Journal of the
Experimental Analysis of Behavior, 57 (2), 201-208.
[PDF]
LOGUE, A.W., PENIA-CORREL, T.E., RODRIGUEZ, M.L. &
KABELA, E. (1986). Self-control in adult humans :
Variation in positive reinforcer amount and delay. Journal
of the Experimental Analysis of Behavior, 46 (2),
159-173. [PDF]
Renforcement
(Valeur) : Grandeur de l'effet de
renforcement d'un stimulus. Elle se mesure de plusieurs façons. En
phase
d'apprentissage, il peut s'agir du nombre de renforcement
qu'il faut accorder à un organisme
pour obtenir une fréquence x de comportement. En phase
d'extinction, alors que le comportement n'est plus
renforcé, on peut calculer le temps qu'il faut avant que le
comportement cesse d'être émis (extinction). Reinforcement value.
CAIRNS, R.B. & LEWIS, M. (1962). Dependency and the
reinforcement value of a verbal stimulus. Journal of
Consulting Psychology, 26, 1-8.
LEVE, R.M. & O'SHEA, S. (2005). Case report the
empirical use of a multiple-value reinforcer in a clinical
setting Behavior & Social Issues, 14,
134-145.
[PDF]
KUCH, D.O. (1974). Differentiation of press durations with
upper and lower limits on reinforced values. Journal
of the Experimental Analysis of Behavior, 22 (2),
275-283. [PDF]
BELKE, T.W., PIERCE, W.D. & DUNCAN, I.D. (2006).
Reinforcement value and substitutability of sucrose and
wheel running : Implications for activity anorexia. Journal
of the Experimental Analysis of Behavior, 86 (2),
131-158. [PDF]
CROLL, W.L. (1973). The rational zero point and
reinforcement. Bulletin of the Psychonomic Society, 1,
431-432.
SHAHAN, T.A. & PODLESNIK, C.A. (2008). Conditioned
reinforcement value and resistance to change. Journal
of the Experimental Analysis of Behavior, 89 (3),
263-298. [PDF]
PACE, G.M, IVANCIC, M.T., EDWARDS, G.L., IWATA, B. &
PAGE, T.J. (1985). Assessment of stimulus preference and
reinforcer value with profoundly retarded individuals. Journal
of Applied Behavior Analysis, 18 (3), 249-255. [PDF]
HURSH, S.R. & SIBERBERG, A. (2008). Economic demand
and essential value. Psychological Review, 115 (1),
186-198.
YOON, J.H., HIGGINS, S.T., BRDSTREET, M.P., BADGER, G.J.
& THOMAS, C.S. (2009). Changes in the relative
reinforcing effects of cigarette smoking as a function of
initial abstinence. Psychopharmacology, 205,
305-318.
DEGRANPRE. R.J., BICKEL W.K., HIGGINS, S.T. & HUGHES,
J.R. (1994). A behavioral economic analysis of
concurrently available money and cigarettes. Journal
of the Experimental Analysis of Behavior, 61 (2),
191-201. [PDF]
CASSIDY, R.N. & DALLERY, J. (2012). Effects of economy
type and nicotine on the essential value of food in rats.
Journal of the Experimental Analysis of Behavior, 97
(2), 183-202. [PDF]
Renforcement
accidentel :Renforcement
obtenu par un organisme, mais sans conséquence avec son
comportement. Le renforcement accidentel est à l'origine des
comportements superstitieux.Spurious
reinforcement, adventitious reinforcement, accidental
reinforcement.
HOLSTEIN, S.B. & PREMACK, D. (1965). On the different
effects of random reinforcement and resolution reversal on
human concept-identification. Journal of Experimental
Psychology, 70 (3), 335-337.
CLARK, F.C. & HULL, L.D. (1965). The generation of
random interval schedules. Journal of the
Experimental Analysis of Behavior, 8 (2), 131-133.
[PDF]
HOOVER, T.O. & DEITCHMAN, R. (1972). Yoked control
versus random reinforcement : a comparison of experimental
designs. The Ohio Journal of Science, 72 (5),
291-293. [PDF]
MORGAN, M.J. (1974). Effects of random reinforcement
sequences. Journal of the Experimental Analysis of
Behavior, 22 (2), 301-310.
[PDF]
McSWEENEY, F.K., SWINDELL, S. & WEATHERLY, J. (1999).
Within-session response patterns during variable interval,
random reinforcement, and extinction procedures.
Learning & Motivation, 30, 221-240.
Renforcement
alimentaire : Toute nourriture
qui agit comme un renforcement
primaire. Food reinforcement,
reinforcing value of food, f pellet-reinforced.
BRADSHAW, C.M., SZABADI, E. & BEVAN, P. (1978).
Relationship between response rate and reinforcement
frequency in variable-interval schedules : The effect of
the concentration of sucrose reinforcement. Journal
of the Experimental Analysis of Behavior, 29 (3),
447-452.
[PDF]
HIRONAKA, N., IEDA, K., SORA, I., UHL, G.R. & NIKI, H.
(2004). Food-reinforced operant behavior in dopamine
transporter knockout mice : enhanced resistance to
extinction. Annals of the New York Academy of
Sciences, 1025, 140-145.
FORZANO, L.B. & LOGUE, A.W. (1992). Predictors of
adult humans' self-control and impulsiveness for food
reinforcers. Appetite, 19, 33-47.
NORTH, S.T. & IWATA, B.A. (2005). Motivational
influences on performance maintained by food
reinforcement. Journal of Applied Behavior Analysis,
38 (3), 317-333. [PDF]
ASTLEY, L. & WASSERMAN, E.A. (1999). Superordinate
category formation in pigeons : Association with a common
delay or probability of food reinforcement makes
perceptually dissimilar stimuli functionally equivalent. Journal
of Experimental Psychology : Animal Behavior Processes,
25, 415-432.
WISE, R.A. (2006). Role of brain dopamine in food reward
and reinforcement. Philosophical Transactions of the
Royal Society B : Biological, 361, 1149-1158. [PDF]
GRIMES J.A. & SHULL, R.L. (2001). Response-independent
milk delivery enhances persistence of pellet-reinforced
lever pressing by rats. Journal of the Experimental
Analysis of behavior, 76 (2), 179-194. [PDF]
EPSTEIN L.H. LEDDY, J.J., TEMPLE, J.L. & FAITH, M.S.
(2007). Food reinforcement and eating : a multilevel
analysis. Psychological Bulletin, 133, 884-906.
[PDF]
ADELINIS, J.D., PIAZZA, C.C. & GOH, H.L. (2001).
Treatment of multiply controlled destructive behavior with
food reinforcement. Journal of Applied Behavior
Analysis, 34 (1), 97-100. [PDF]
TEMPLE, J.L., BULKLEY, A.M., BADAWY, R.L., KRAUSE, N.
McCANN S. & EPSTEIN, L.H. (2009). Differential effects
of daily snack food intake on the reinforcing value of
food in obese and nonobese women. American Journal of
Clinical Nutrition, 90, 304-313. [PDF]
PICKRERING, A.D. & GRAY, J.A. (2001). Dopamine,
appetitive reinforcement, and the neuropsychology of human
learning : An individual differences approach. In A.
Eliasz & A. Angleitner (Eds.), Advances in
individual differences research. Lengerich, Germany
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ZHOU, L., IWATA, B.A. & SHORE, B.A. (2002).
Reinforcing efficacy of food on performance during pre-
and post-meal sessions. Journal of Applied Behavior
Analysis, 35 (4), 411-414. [PDF]
Renforcement
alternatif :Alternative
reinforcement, alternative reinforcement training, ALT-R.
RACHLIN, H. & BAUM, W.M. (1972). Effects of
alternative reinforcement : does the source matter ? Journal
of the Experimental Analysis of Behavior, 18 (2),
231-241. [PDF]
NEVIN, J.A., TOTA, M.E., TORQUATO, R.D. & SHULL, R.L.
(1990). Alternative reinforcement increases resistance to
change : Pavlovian or operant contingencies ? Journal
of Applied Behavior Analysis, 53 (3), 359-379. [PDF]
HAGOPIAN, L.P., CROCKETT, J.L., VAN STONE, M., DELEON,
I.G. & BOWMAN, L G. (2000). Effects of noncontingent
reinforcement on problem behavior and stimulus engagement
: The role of satiation, extinction, and alternative
reinforcement. Journal of Applied Behavior Analysis,
33 (4), 433-449.
[PDF]
MADDEN, G.J. & PERONE, M. (2003). Effects of
alternative reinforcement on human behavior : The source
does matter. Journal of the Experimental Analysis of
Behavior, 79 (2), 193- 206. [PDF]
NEVIN, J.A., MACE, F.C., DELEON, I.G., SHAHAN, T.,
SHAMLIAN, K.D., LIT, K., SHEEHAN, T., FRANK-CRAWFORD,
M.A., TRAUSCHKE, S.L., SWEENEY, M.M., TARVER, D.R. &
CRAIG, A.R. (2016). Effects of signaled and unsignaled
alternative reinforcement on persistence and relapse in
children and pigeons. Journal of the Experimental
Analysis of Behavior, 10 (1), 34-57. [PDF]
Renforcement
arrangé :Renforcement
planifié et volontairement distribué afin d'augmenter la fréquence
d'un comportement.
Certains renforcements doivent être arrangés car la probabilité
qu'ils se produisent naturellement
est très faible. En recherche sur le conditonnement, on considère
la variable indépendante manipulée
comme un renforcement ou une punition arrangé par
l'expérimentateur. NDLR : Il convient de noter
que de nombreux psychologues croient à tort que pour qu'un
renforcement soit considéré comme un renforcement, il doit être social
et arrangé; ils omettent ainsi l'influence de tous les
renforcements naturels et automatiques
de l'environnement social et physique. Cette confusion explique
pourquoi ces auteurs n'hésitent pas utiliser le mot récompense
comme synonyme de renforcement. =
contingence artificielle, renforcement artificiel. /contingence
naturelle, renforcement naturel. Contrived
reinforcement, arbitrary reinforcement.
FERSTER, C.B. (1967). Arbitrary and natural reinforcement.
The Psychological Record, 22, 1-16.
SKINNER, B.F. (1979). Le renforcateur arrangé. Revue
de Modification du Comportement, 9, 59-69.
DELEON, I.G., BULLOCK, C.E. & CATANIA, A.C. (2013).
Arranging reinforcement contingencies in applied settings
: Fundamentals and implications of recent basic and
applied research. In G. Madden, W.V. Dube, G. Hanley, T.
Hackenberg & K.A. Lattal (Eds.), American
Psychological Association handbook of behavior analysis.
Washington, DC : American Psychological Association.
DELEON, I.G., CHASE, J.A., FRANK-CRAWFORD, M.A.,
CARREAU-WEBSTER, A.B., TRIGGS, M.M. & BULLOCK, C.E.
(2014). Distributed and accumulated reinforcement
arrangements : Evaluations of efficacy and preference. Journal
of Applied Behavior Analysis, 47 (2), 293-313. [PDF]
Renforcement
automatique :Conséquence
immédiate et non-sociale produite par le comportement,
qui a pour effet d'augmenter la fréquence du comportement
qui l'a produite. EX : Saisir un objet avec ses
deux mains (contact avec l'objet =
renforcement); Claquer la langue (comportement) permet de
produire un bruit (renforcement); parler à haute voix permet de
briser le silence; joueur de la guitare produit des sons
agréables, etc. = renforcement
naturel. /renforcement
arrangé. Automatic reinforcement.
SUNDBERG, M.L. (1978). The role of automatic reinforcement
in early language development. Kalamazoo, MI. : Western
Michigan University Behavioral Monograph #2.
PIAZZA, C.C., ADELINIS, J.D., HANLEY, G.P., GOH, H.L.
& DELIA, M.D. (2000). An evaluation of the effects of
matched stimuli on behaviors maintained by automatic
reinforcement. Journal of Applied Behavior Analysis,
33 (1), 13-27. [PDF]
VAUGHAN, M.E. & MICHAEL, J. (1982). Automatic
reinforcement : An important but ignored concept. Behaviorism,
10 (2), 217-227. [PDF]
PATEL, M.R., CARR, J.E., KIM, C., ROBLES, A. &
EASTRIDGE, D. (2000). Functional analysis of aberrant
behavior maintained by automatic reinforcement :
Assessments of specific sensory reinforcers. Research
in Developmental Disabilities, 21, 393-407. [PDF]
KENNEDY, C.H. (1994). Automatic reinforcement : Oxymoron
or hypothetical construct ? Journal of Behavioral
Education, 4, 387-396.
LEBLANC, L.A., PATEL, M.R. & CARR, J.E. (2000). Recent
advances in the assessment of aberrant behavior maintained
by automatic reinforcement in individuals with
developmental disabilities. Journal of Behavior
Therapy & Experimental Psychiatry, 31, 137-154.
[PDF]
VOLLMER, T.R. (1994). The concept of automatic
reinforcement : Implications for behavioral research in
developmental disabilities. Research in Developmental
Disabilities, 15 (3), 187-207.
VAN CAMPA, C.M., VOLLMER, T.R. & DENCY, D. (2001). A
systematic evaluation of stimulus preference, response
effort, and stimulus control in the treatment of
automatically reinforced self-injury. Behavior
Therapy, 32 (3), 603-613.
PALMER, D.C. (1996). Achieving parity : The role of
automatic reinforcement. Journal of the Experimental
Analysis of Behavior, 65, 289-290. [PDF]
AHEARN, W.H., CLARK, K., GARDENIER, N., CHUNG, B. &
DUBE, W.V. (2003). Persistence of automatically reinforced
stereotypy : Examining the effects of external
reinforcers. Journal of Applied Behavior Analysis, 36
(4), 439-448. [PDF]
FALCOMATA, T.S., ROANE, H.S., HOVANETZ, A.N., KETTERING,
T.L. & KEENEY, K.M. (2004). An evaluation of response
cost in the treatment of inappropriate vocalizations
maintained by automatic reinforcement. Journal of
Applied Behavior Analysis, 37 (1), 83-87. [PDF]
SUNDBERG, M.L., MICHAEL, J.L., PARTINGTON, J.W. &
SUNDBERG, C.A. (1996). The role of automatic reinforcement
in early language acquisition. The Analysis of Verbal
Behavior, 13, 21-37. [PDF]
MILTENBERGER, R.G. (2005). The role of automatic negative
reinforcement in clinical problems. International
Journal of Behavioral Consultation & Therapy, 1,
1-11.
WRIGHT, A.N. (2006). The role of modeling and automatic
reinforcement in the construction of the passive voice. The
Analysis of Verbal Behavior, 22 (1), 153-169. [PDF]
SMITH, R., MICHAEL, J. & SUNDBERG, M.L. (1996).
Automatic reinforcement and automatic punishment in infant
vocal behavior. The Analysis of Verbal Behavior, 13,
39-48. [PDF]
RAPP, J.T. (2008). Conjugate reinforcement : A brief
review and suggestions for applications to the assessment
of automatically reinforced behavior. Behavioral
Interventions, 23, 113-136.
THOMPSON, R.H., FISHER, W.W., PIAZZA, C.C. & KUHN,
D.E. (1998). The evaluation and treatment of aggression
maintained by attention and automatic reinforcement. Journal
of Applied Behavioral Analysis, 31 (1), 103-116. [PDF]
LANOVAZ, M.J., RAPP, J.T. & FLETCHER, S.E. (2010).
Expanding functional analysis of automatically reinforced
behavior using a three-component multiple-schedule. European
Journal of Behavior Analysis, 11 (1), 17-27. [PDF]
KLIEBERT, M.L., TIGER, J.H. & TOUSSAINT, K.A. (2011).
An approach to identifying the conditions under which
response interruption will reduce automatically reinforced
problem behavior. Behavior Analysis in Practice, 4
(1), 17-26. [PDF]
MORRISON, H., ROSCOE, E.M. & ATWELL, A. (2011). An
evaluation of antecedent exercise on behavior maintained
by automatic reinforcement using a three- component
multiple schedule. Journal of Applied Behavior
Analysis, 44 (3), 523-541. [PDF]
LANOVAZ, M.J., RAPP, J.T. & FLETCHER, S.E. (2011).
Expanding functional analysis of automatically reinforced
behavior using a three-component multiple-schedule.
European Journal of Behavior Analysis, 11 (1),
17-27. [PDF]
HAGOPIAN, L.P., ROOKER, G.W. & ZARCONE, J.R. (2015).
Delineating subtypes of self-injurious behavior maintained
by automatic reinforcement. Journal of Applied
Behavior Analysis, 48 (3), 523-543.
[PDF]
MALCUIT,
G., POMERLEAU, A. et MAURICE, P. (1995). Psychologie
de l'apprentissage : termes et concepts.
St-Hyacinthe : Edisem.
Renforcement choisi : Procédure de renforcement
qui laisse à l'individu chez qui l'on souhaite modifier
les comportement la possibilité de choisir la nature du
renforcement qu'il recevra. Self-determined
reinforcement.
GLYN, E.L. (1970). Classroom applications of
self-determined reinforcement. Journal of Applied
Behavior Analysis, 3 (2), 123-132. [PDF]
Renforcement de l'omission du comportement-cible : Technique de modification
du comportement qui consiste à réduire la fréquence d'un comportement
inapproprié ou asocial
en renforcant son
absence. La procédure de cette technique est réalisée en deux
temps : 1) d'abord il faut cesser de renforcer
le comportement-cible que l'on souhaite voir disparaître
(procédure normale d'extinction);
2) Ensuite, il faut accorder ce
renforcement si, et seulement si, le comportement inadéquat
n'est pas apparu dans un laps de temps x, laps de temps qui peut
augmenter progressivement jusqu'à l'extinction totale de la
réponse inadéquate (ou sa diminution à la fréquence souhaitée). EX:
En classe, ne pas donner
d'attention (ne pas le regarder) à un étudiant qui pose une
question sans lever la main (comportement-cible inadéquat), mais
lui donner cette attention (le regarder) après quelques secondes.
Dans ce contexte, l'obtention du renforcement dépend de la
non-réponse du sujet et du temps qui s'écoule. La conséquence
renforçante n'étant pas obtenue grâce au comportement nuisible, la
contingence s'affaiblit jusqu'à disparaître. Étant donné que le
renforcement est tout de même accordé à l'organisme
après un certain temps, lorsque le comportement-cible n'est pas
émis, il a tendance à augmenter la fréquenced'autres comportements. Il
va de soi que cette procédure est utilisée lorsque le renforcement
n'a pas de conséquence nuisible (EX: drogue, cigarette, alcool)
puisque l'organisme, privé
du renforcement dans un premier temps, finit néanmoins par
l'obtenir après un certain délai.
Notons également que le fait de repousser l'obtention du
renforcement crée souvent une poussée
de comportement.Omission training,
contingent non-reinforcement.
SNOW, M.E. & UHL, C.N. (1968). Effects of omission.
extinction, and change-over-delay procedures on free
operant discrimination performance. Communications in
Behavioral Biology, 5.
LUCAS, G.A. (1975). The control of keypecks during
automainteance by prekeypeck omisiom training. Animal
Learning & Behavior, 3 (19), 33-36. [PDF]
WILLIAMS, D.R. & WILLIAMS, H. (1969). Auto-maintenance
in the pigeon : sustained pecking despite contingent
non-reinforcement. Journal of the Experimental
Analysis of Behavior, 12 (4), 511-520. [PDF]
WEIHLER, R.G. & HARMAN, R.E. (1975). The use of
omission training to reduce self-injurious behavior in a
retarded child. Behavior Therapy, 6, 261-268.
UHL, C.N. & GARCIA, E.E. (1969). Comparison of
omission with extinction in response elimination in rats.
Journal of Comparative & Physiological Psychology, 69,
554-562.
TOPPING, J.S., THOMPSON, H.J. & BARRIOS, B.A. (1976).
Comparison of omission training and extinction training in
mentally retarded individuals. Bulletin of the
Psychonomic Society, 8 (3), 211-214.
UHL, C.N. & SHERMAN, W.O. (1971). Comparison of
combinations of omission, punishment, and extinction
methods in response elimination in rats. Journal of
Comparative & Physiological Psychology, 74 (1),
59-65.
LOCURTO, C.M., TIERNY, J. & FITZGERALD, S. (1981).
Omission training and positive conditioned suppression in
the rat. Animal Learning & Behavior, 9, 261-268.
[PDF]
TOPPING, J.S., PICKERING, J.W. & JACKSON, J.A. (1971).
The differential effects of omission and extinction
following DRL pretraining. Psychonomic Science, 24,
137-138.
WILSON, P.N., BOAKES, R.A. & SWAN, J. (1987).
Instrumental learning as a result of omission training on
wheel running. The Quarterly Journal of Experimental
Psychology Section B : Comparative and Physiological
Psychology, 39 (2), 161-171.
DICKINSON, A., SQUIRE, S., VARGA, Z. & SMITH, J.W.
(1998). Omission learning after instrumental pretraining:
The Quarterly Journal of Experimental Psychology B :
Comparative & Physiological Psychology, 51B
(3), 271-286.
TOPPING, J.S., PICKERING, J.W. & JACKSON, J.A. (1972).
Comparison of omission and extinction following FR
reinforcement training. The Psychological Record, 22,
221-224.
TOPPING, J.S. & LARMI, O.K. (1973). Response
elimination efectivenes of omission and two extinction
training procedures. The Psychological Record, 2 (3),
197-202.
UHL, C.N. (1973). Eliminating behavior with omission and
extinction after extinction varying amounts of training. Animal
Learning & Behavior, 1 (3), 237-240.
[PDF]
KNAPP, V.M. & McADAM, D. (2013). Omission training. In
Encyclopedia of Autism Spectrum Disorders (pp.
2085).
MALCUIT,
G., POMERLEAU, A. et MAURICE, P. (1995). Psychologie
de l'apprentissage : termes et concepts.
St-Hyacinthe : Edisem.
Renforcement extrinsèque :Renforcement
dont l'origine est l'environnement social du sujet. Pour de
nombreux auteurs, notamment les béhavioristes,
ce terme est un pléonasme puisque par définition le renforcement
est un élément de l'environnement du sujet. Extrinsic
reinforcement, extrinsic reward.
DECI, E.L. (1972). Intrinsic motivation, extrinsic
reinforcement, and inequity. Journal of Personality
& Social Psychology, 22, 113-120.
DICKINSON, A.M. (1989). The detrimental effects of
extrinsic reinforcement on "intrinsic motivation". The
Behavior Analyst, 12, 1-15. [PDF]
DEITZ, S.M. (1997). What is unnatural about "extrinsic
reinforcement ?" The Behavior Analysis, 12 (2),
255. [PDF]
DECI, E.L., KOESTNER, R. & RYAN, R.M. (1999). A
meta-analytic review of experiments examining the effects
of extrinsic rewards on intrinsic motivation.
Psychological Bulletin, 125 (6), 627-668. [PDF]
FLORA, S.R. & FLORA, D.B. (1999). Effects of extrinsic
reinforcement for reading during childhood on reported
reading habits of college students. Psychological
Record, 49 (1), 3-14.
Renforcement
naturel : L'expression, qui s'oppose au renforcement
arrangé, désigne les contingences
naturelles qui maintiennent une réponse. EX:
Lorsque vous riez, vous renforcez naturellement votre
interlocuteur; si vous vous forcez pour rire, on dira de votre
rire qu'il est un renforcement arrangé. /renforcement
arrangé.Natural reinforcement.
FERSTER, C.B. (1967). Arbitrary and natural reinforcement.
The Psychological Record, 17, 341-349.
LOS HORCONES, C. (1983). Natural reinforcement in a Walden
Two community. Revista Mexicana de Analisis de la
Conducta, 9, 131-143.
LOS HORCONES, C. (1992). Natural reinforcement : A way to
improve education. Journal of Applied Behavior
Analysis, 25 (1), 71-75. [PDF]
Renforcement
négatif : R- : Type de contingence.
Il s'agit d'une opération qui consiste à soustraire un
stimulus (-) comme conséquence
à un comportement et
à augmenter ou à maintenir la probabilité que ce comportement
réapparaisse (= renforcer) en des circonstances similaires (= Sd).Renfocement positifet
négatif.
= renforçateur négatif, agent
de renforcement négatif.
Negative reinforcement.
HUNDT, A.G. & PREMACK, D. (1963). Running as both a
positive and negative reinforcer. Science, 142,
1087-1088.
KENNEDY, C.H. & MEYER, K.A. (1996). Sleep deprivation,
allergy symptoms, and negatively reinforced problem
behaviors. Journal of Applied Behavior Analysis, 29 (1),
133-135. [PDF]
HERRNSTEIN, R.J. & HINELINE, D.H. (1966). Negative
reinforcement as shock-frequency reduction. Journal
of the Experimental Analysis of Behavior, 9 (4),
421-430.
[PDF]
ZARCONE, J.R., FISHER, W.W. & PIAZZA, C.C. (1996).
Analysis of free-time contingencies as positive versus
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la plupart du temps selon un programme
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renforcés et le comportement-cible, lui, diminue en fréquence. EX:
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permet d'augmenter la fréquence de tout une gamme de
comportements non-nuisibles. = non-contingence,
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AMSEL, A. (1967). Partial reinforcement effects on vigor
and persistence : Advances in frustration theory derived
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CAPALDI, E.J. & LYNCH, A.D. (1968). Magnitude of
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POWELL, D.A., CHURCHWELL, J. & BURRISS, L. (2005).
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Renforcement
positif : R+ : Type de contingence.
Il s'agit d'une opération qui consiste à ajouter un stimulus
(+) comme conséquence
à un comportement et
à augmenter ou à maintenir la probabilité que ce comportement (=
renforcer) réapparaisse en des circonstances similaires (=
Sd). Il convient de noter qu'une récompense peut agir comme
un renforcement, mais que la plupart des renforcements ne sont pas
des récompenses. Renforcement positif etnégatif.= renforçateur positif, agent de
renforcement positif. Positive reinforcement.
OLDS, J. & MILNER, P.M. (1955). Positive reinforcement
produced by electrical stimulation of septal area and
other regions of rat brain. Journal of Comparative
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MICHAEL, J. (1975). Positive and negative reinforcement, a
distinction that is no longer necessary; or a better way
to talk about bad things. Behaviorism, 3 (1),
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MARX, M.H., HENDERSON, R.L. & ROBERTS, C.L. (1955).
Positive reinforcement of the bar-pressing response by a
light stimulus following dark operant pretests with no
after effect. Journal of Comparative Physiology &
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RAGAIN, R.D. & ANSON, J.E. (1976). The control of
self-mutilating behavior with positive reinforcement. Mental
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DEWS, P.B. (1956). Modification by drugs of performance on
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ZEILER, M.D. (1976). Positive reinforcement and the
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HERRNSTEIN, R.J. & MORSE, W.H. (1957). Some effects of
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FERSTER, C.B. (1958). Control of behavior in chimpanzees
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RUDDLE, H.V., BRADSHAW, C.M., SZABAADI, E. & FOSTER,
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SCHNEIDER, S.M. (1990). The role of contiguity in
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Renforcement
primaire : Un stimulus
constituant en soi un renforcement.
Renforcement inné, dont la capacité de renforcer le comportement
ne résulte pas d'une association avec un autre stimulus. EX:
le sucre ou les aliments qui
contiennent du scure. C-EX: Recevoir un
encouragement (l'encouragement est un renforcement secondaire).
Renforcement primaire et
secondaire. Primary reinforcement.
STONE, C.P. & MacGILIVRAY, M.E. (1931). The incentive
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Renforcement
secondaire : Un stimulus
neutre ayant acquis une valeur renforçante grâce à son association
(par conditionnement répondant) avec un renforçateur
primaire. EX: Un coup de sifflet
(stimulus neutre) associé à plusieurs reprises à de la nourriture
(renforcement primaire) finit par renforcer les comportements d'un
chien. Un oncle (stimulus secondaire), qui donne des bonbons
(sucre = renforcement primaire) à son neveu et dont la seule
présence finit par renforcer son neveu. =
renforçateur secondaire. Renforcement secondaire et
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Répertoire
comportemental : Ensemble des comportements
innés et acquis d'un organisme.
Tout ce qu'un organisme
peut faire ou pourrait faire si les contingences
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conséquence est un des facteurs essentiels de l'apprentissage
et de l'augmentation de la fréquence
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HUBER, D.E., CURRAN, T., CLARK, T.F. & WINKIELMAN, P.
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processing. A framework for memory research. Journal
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DARK, V.J. & LOFTUS, G.R. (1976). The role of
rehearsal in long-term memory performance. ?Journal
of Verbal Learning & Verbal Behavior, 15, 479-490.
[PDF]
Répétition
de maintien : Concept proposé par Craik
et Lockhart pour désigner une forme d'encodage
qui consiste à répéter
une information toujours
présentée sous la même forme et sans relation avec d'autres
informations. Cet encodage augmente la durée de rétention
en mémoire à court terme et
favorise le rappel. =
consolidation. Maintenance rehearsal.
CRAIK, F.I.M. & LOCKHART, R.S. (1972). Levels of
processing. A framework for memory research. Journal
of Verbal Learning & Verbal Behaviour, 11,
671-684.
NAVEH-BENJAMIN, M. & JONIDES, J. (1984). Cognitive
load and maintenance rehearsal. Journal of Verbal
Learning & Verbal Behavior, 23 (4), 494-507.
NAVEH-BENJAMIN, M. & JONIDES, J. (1984). Maintenance
rehearsal : A two-component analysis. Journal of
Experimental Psychology : Learning, Memory, &
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AIZAWA, K. (2007). The biochemistry of memory
consolidation : A model system for the philosophy of mind.
Synthese, 155, 65-98.
Repiquer/Repiquage
: Forme de tricherie
qui consiste à reprendre ou reproduire les idées d'autrui sans citer
ses sources ou recourir aux guillemets,
mais seulement dans le but de les diffuser, et non, comme dans le
cas du plagiat - dans
l'intention de se les approprier. *plagiat.
Réplique
: Le terme a trois acceptions : a) En
science, courte réponse faite par l'auteur d'un article
scientifique aux commentaires
qui lui sont adressés, généralement par écrit. Reply.b) Le mot renvoie également à la capacité de
rendre la pareille à autrui, coup pour coup dans le cas ou la
pareille concerne une attaque. EX: La réplique
des USA au 11 septembre a consisté à envahir l'Afghanistan. =
coup pour coup. c) En communication, la réplique
est un comportement
verbal qu'un locuteur
fournit en ré;ponse à un autre locuteur. =
réponse. d) Finalement, une réplique est la
copie d'un original. EX: Ce tableau de Pellan
est une réplique de piètre qualité. D'ailleurs, à ce sujet, selon
Gosciny : «Il faut un vrai pour faire un faux sinon le faux ne
fait pas vrai, pas vrai ?». = faux,
contrefaçon.
SKINNER, B.F. (1937). Two types of conditioned reflex :
a reply to Konorski and Miller. Journal of General
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CLAYTON, E. & LAWES, M. (1982). Characteritics of
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RAUTA, I. (1985). A comparison of the census
characteristics of respondents and nonreespondents to the
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BRENNAN, M. & HOEK, J. (1992). The behavior of
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HEEB, J. & GMEL, G. (2001). Interviewers' and
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SINGER, M. (1984). Toward a model of question answering :
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Réponse : Ce terme a trois acceptions voisines : a) Il
désigne la réaction d'un organisme à un stimulus,observable ou
potentiellement observable. On l'utilise donc comme synonyme de
comportement ou de fréquence du comportment. =
comportement, conduite, réaction.
Response, behavior, reaction.b) En recherche,
le terme désigne également ce que dit ou écrit un répondant
lorsqu'on lui pose une question
dans le cadre d'une enquête
ou d'une entrevue. Response, question
answering. c) Finalement, dans un
contexte scolaire, la
réponse est ce que dit ou écrit l'étudiant-e lors d'un
examen/évaluation.
Response, question
answering.
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b
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c
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réponse soit émise. En fait, le mot force
renvoie au lien qui unit deux stimuli (en
répondant) ou à l'association entre une réponse et ses
conséquences (opérant). On
peut évaluer cette force ou cette probabilité en mesurant la
fréquence d'un comportement,
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jusqu'à l'extinction
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Réponse
alternative (Choix) :Response
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Réponse
d'orientation : Première réponse
émise par un organisme
placé en présence d'un stimulus.
Pour certains auteurs, cette réponse permet à l'organisme
d'évaluer le stimulus (vaut-il la peine que l'on s'y attarde,
est-ce un stimulus appétitif ou aversif ?). EX:
Au son de la cloche (stimulus), le chien dresse les oreilles
(réponse d'orientation). = réaction
d'orientation. Orienting response.
SELIONYI, G.P. (1905/06). The orientation of the dog to
sounds. Trans. Soc. Russ. Physicians, St. Petersburg.
ÖHMAN, A. (1974). Orienting reactions, expectancy
learning, and conditioned responses in electrodermal
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ÖHMAN, A. (1992). Orienting and attention: preferred
preattentive processing of potentially phobic stimuli. In
B.A. Campbell, H. Hayne and R. Richardson (Eds.), Attention
& information processing in infants and adults :
perspectives from human and animal research (pp.
263-295). Hillsdale, NJ : Erlbaum
Réponse
électrodermale : Sudation sécrétée par notre organisme
en réaction à un stress ou à une émotion,
et qui augmente la conductibilité de notre peau,
donc la résistance. = réponse
galvanique, RED. Galvanic skin
reponse, GSR, galvanic skin responsiveness.
McBRIDE, G., KING, M.G. & JAMES, J.W. (1965). Social
proximity effects on galvanic skin responsiveness in adult
humans. Journal of Psychology, 61, 153-157.
MONTAGU, J.D. & COLES, E.M. (1966). Mechanism and
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BURSTEIN, K. & EPSTEIN, S. (1968). Procedure for
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EPSTEIN, S. & BAHM, R. (1971). Verbal hypothesis
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EPSTEIN, S., BURSTEIN, K. & SMITH, B. (1971). Stimulus
generalization of the GSR following a variety of
conditioning and pseudoconditioning procedures. Psychophysiology,
8, 714-726.
Réponse
émotionnelle : Réponse
physiologique assez intense (augmentation du rythme
cardiaque, de la pression sanguine, de la tension musculaire, de
la respiration) souvent accompagnée d'expressions faciales
(grimaces, tics, etc.). Les variations de ces réponses peuvent
être conditionnées. =
réaction émotionelle, réponse émotionnelle, émotion. Emotional
response, emotional reaction.
BRADY, J.V. (1956). Assessment of drug effects on
emotional behavior. Science, 123, 1033-1034.
CHURCH, R.M. (1959). Emotional reactions of rats to the
pain of others. Journal of Comparative &
Physiological Psychology, 52, 132-134.
ANNAU, Z. & KAMIN, L.J. (1961). Th econditioned
emotional response as afunction of intensity of the US.
Journal of Comparative & Physiological Psychology,
54, 428-432.
STAATS, A.W. (1988). Skinner's theory and the
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major implications. American Psychologist, 43,
747-748.
ÖHMAN, A. & SNARES, J.U. (1998). Emotional
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outcomes following non-recognized fear-relevant stimuli. Journal
of Experimental Psychology : General, 127, 69-82.
RUDOLPH, K.D. (2002). Gender differences in emotional
responses to interpersonal stress during adolescence. Journal
of Adolescent Health, 30, 3-13.
Réponse
émotionnelle conditionnée : Terme utilisé par Watson
et Rayner pour désigner les réponses
émotionnelles déclenchées par le stimulus
neutre lors d'un conditionnement
répondant. = réaction
émotionelle conditionnée, réponse émotionelle conditionnée. Conditioned
emotional reaction, conditioned emotional response.
WATSON, J.B. & RAYNER, R. (1920). Conditioned
emotional reactions. Journal of Experimental
Psychology, 3, 1-14. [LIRE]
SINGH, S.D. (1959). Conditioned emotional response in the
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574-578.
ANNAU, Z. & KAMIN, L.J. (1961). The conditioned
emotional response as a function of intensity of the US.
Journal of Comparative & Physiological Psychology,
54, 428-432.
BRIMER, C.J. & KAMIN, L.J. (1963). Disinhibition,
habituation, sensitization, and the conditioned emotional
response. Journal of Comparative & Physiological
Psychology, 56, 508-516.
BRANDON, S.E. & WAGNER, A.R. (1998). Occasion setting
: influences of conditioned emotional responses and
configural cues. In N. Schmajuk & P. Holland (Eds.), Occasion
setting : Associative learning and cognition in animals
(pp. 343-382). Washington : American Psychological
Association.
Réponse extrême (Styles) : Tendance
observée chez certains individus à ne choisir que des réponses
situées aux extrémités des échelle d'évaluation/mesure. EX:
Sur une échelle de Thurstone, choisir toujours "Très satisfait" ou "Très insatisfait". Il ne faut donc pas confondre cette façon typique de répondre avc le contenu extrême ou extrémiste des réponse d'un participant.*Extrémisme.
Extreme response style.
EXEMPLE :
Dans quelle mesure êtes-vous satisfait de ce lexique ?
Style
extrême
Style
extrême
Très
satisfait
Plutôt
satisfait
Ni
in-satisfait
Plutôt
insatisfait
Très
insatisfait
10
9
8
7
6
5
4
3
2
1
LEWIS, N.A. & TAYLOR, J.A. (1955). Anxiety and extreme
response preferences. Educational & Psychological
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ZAX, M., GARDINER, D.H. & LOWY, D.G. (1964). Extreme
response tendency as a function of emotional adjustment. Journal
of Abnormal & Social Psychology, 69, 654-657.
CLARKE, I. (2000). Extreme Response Style in
Cross-Cultural Research : An Empirical Investigation.
Journal of Social Behavior & Personality, 15 (1),
137-152.
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response style : Comparison of Japanese and American
college students. Journal of Social Psychology, 71,
2-10.
HAMILTON, D. (1968). Personality attributes associated
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NORMAN, R.P. (1969). Extreme response tendency as a
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SINGER, M. (1984). Toward a model of question answering :
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BAUMGARTNER, H. (2008). Using item response theory to
measure extreme response style in marketing research : a
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[PDF]
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(2012). Response style differences in cross-national
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+ [PDF]
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Réponse
inconditionnelle : RI: Dans le conditionnement
répondant, désigne une réponse
déclenchée de manière réflexe par un stimulus
inconditionnel, sans apprentissage
préalable. Le préfixe "in" signifie «qui n'est pas», autrement qui
n'est pas conditionné. =réflexe,
réponse innée, comportement inné, réponse inconditionnée. =
RI, réponse inconditionnée. ( ):
accélération du rythme
cardiaque, battement de la queue, crispation, fermeture des
poings et des paupières, haussement des épaules, pleurs,
salivation, serrement des mâchoires. Unconditioned
response, UCR, conditioned reflexe, reflexe.
PAVLOV, I.P. (1904). Sur la sécrétion psychique des
glandes salivaires. Archives Internationales de
Physiologie, 1,
BELITZKY, J. (1906). On the influence of the centre of the
cortex for salivary secretion upon the salivary reflexes.
Review of Psychiatric Neurology, & Experimental
Psychology,
ALJASSON, M.E. (1907). On the problem of the restoration
of the conditioned reflex. Trans. Soc. Russ.
Physicians, St. Petersburg.
PAVLOV, I.P. (1927). Conditioned reflexes.
London : Routledge and Kegan Paul.
FORSYTH, J.P., DALEIDEN, E. & CHORPITA, B.F. (2000).
Response primacy in fear conditioning : Disentangling the
contributions of the UCS vs. the UCR. The
Psychological Record, 50, 17-33.
[PDF]
BOUHUYS, A.L., BEERSMA, G.M. & VAN DEN HOOFDAKKER,
R.H. (1989). Observed behavior as a predictor of the
response to sleep deprivation in depressed patients. Psychiatry
Research, 28 (1), 47-61.
BOUHUYS, A.L., BEERSMA, G.M. & VAN DEN HOOFDAKKER,
R.H. (1989). Observed behavior as a predictor of the
response to sleep deprivation in depressed patients. Psychiatry
Research, 28 (1), 47-61.
Réponse
par procuration : Question que l'on pose à un individu
au sujet d'une autre individu, ce dernier étant le réel sujet de
la recherche. Cette technique permet de diminuer l'effet de
désirabilité sociale.
SCHERRER,
B. (1984). Biostatistique. Chicoutimi : Gaétan
Morin.
Réponse
physiologique : Ensemble de réponses
involontaires qui ne comportent pas de mouvement visible et qui ne
font donc pas appel à la musculature.( ): accélération du rythme
cardiaque, dilatation de la pupille, stress,sudation, transpiration. =
réaction physiologique. Physiologic response,
glandular response, psychophysiological response.
MILLER, N.E. (1969). Learning of visceral and glandular
responses. Science, 163, 434-445.
SEGAL, K.R. & DIETZ, W.H. (1991). Physiologic
responses to playing a video game. American Journal
of Diseases of Children, 145, 1034-1036.
CUNNINGHAM, A. (2001). Ivan Pavlov and the conditioning of
physiological responses. Advances in Mind-Body
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BRITTON, J.C., TAYLOR, S.F., BERRIDGE, K.C., MIKELS, J.A.
& LIBERZON, I. (2006). Differential subjective and
psychophysiological responses to socially and nonsocially
generated emotional stimuli. Emotion, 6 (1),
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SHAPIRO, M.M. (1960). Respondent salivary conditioning in
dogs during operant lever pressing in dogs. Science,
132, 361-364.
ÖST, J.W.P. & LAUER, D.W. (1965). Some investigations
of salivary conditioning in the dog. In W.F. Prokasy
(Ed.), Classical conditioning. New York :
Appleton-Century-Crofts.
Réponse
sexuelle :Sexual response.
MASTERS, W.H. & JOHNSON, V.E. (1966). Human
sexual response. Boston : Little, Brown & Cie.
BUTLER, C.A. (1976). New data about female sexual
response. Journal of Sex & Marital Therapy, 2
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CHIVERS, M.L., SETO, M.C. & BLANCHARD, R. (2007).
Gender and sexual orientation differences in sexual
response to sexual activities versus gender of actors ins
exual films. Journal of Personality & Social
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comparison of response rates in response-terminated and
time-terminated experimental sessions. The Journal of
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323-327.
REPP, A.C. & DEITZ, S.M. (1974). Reducing aggressive
and self-injurious behavior of institutionalized retarded
children through reinforcement of other behaviors. Journal
of Applied Behavior Analysis, 7 (2), 313-325. [PDF]
REPP, A.C. & BRULLE, A.R. (1983). A comparison of two
procedures for programming the differential reinforcement
of other behaviors. Journal of Applied Behavior
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the treatment of stereotypic and self-injurious behaviors
on hypotheses of their causes. Journal of Applied
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REPP, A.C. & KARSH, K.G. (1992). An analysis of a
group teaching procedure for persons with developmental
disabilities. Journal of Applied Behavior Analysis, 25
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The role of acoustic stimulus structure Journal of
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REPP, B.H. (1978). Perceptual integration and
differentiation of spectral cues for intervocalic stop
consonants. Perception & Psychophysics, 24,
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the perception of dichotic voicing contrasts. Brain
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Représentation
: En science, le terme a
plusieurs acceptions : a) En psychologie,
la représentation renvoie à la capacité de former dans son cerveau
(virtuel) une image
mentale de la réalité et des objets qui la composent. =représentation mentale.b)
On utilise également ce terme pour désigner la manière de
présenter les individus et les groupes dans les arts, les médias,
les médias sociaux, le cinéma et la publicité). c) Principe
par lequel un groupe d'individus
accorde à l'un des leurs (représentant)
- par élection ou par
nomination - la responsabilité
défendre les intérêts de ce groupe,
de parler et d'agir en son nom. d)
Finalement, le mot renvoie aux connaissances acquises en science,
à la manière particulière qu'ont les scientifiques de se
représenter le monde physique et social.
MOSCOVICI, S. (1986). L'ère des représentations sociales.
Dans W.W. Doise et A. Palmonari (Dirs.), L'étude des
représentations sociales (p. 34-80). Neuchâtel :
Delachaux et Niestlé.
Représentation
mentale : Image
mentale d'un objet, d'un comportement,
produite en l'absence de cet objet/comportement. Pour Piaget,
la représentation mentale est
l'abstraction des propriétés nécessaires et suffisantes
d'une classe d'objet.
Représentation mentale et image.
= imagerie mentale, miroir du
réel, représentation, représentation symbolique. Picture,
image, imagery, représentation, mental representation, symbolic
representation.
PIAGET, J. (1925). La représentation du monde chez
l'enfant. Revue de Théologie et de Philosophie, 13,
191-214.
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STERELNY, K. (1990). The representational theory of
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BROOKS, R.A. (1991). Intelligence without representation.
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evolving representations of object motion during occlusion
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and the media. New York : Saint Martin's Press.
LINZ, D., FUSON, I.A. & DONNERSTEIN, E. (1990).
Mitigating the negative effects of sexually violent mass
communications through pre-exposure briefings. Communication
Research, 17, 641-674.
BOGAERT, A.F. (1993). The sexual media : the role of
individual differences. London : University of
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Représentation
(physique) : Reproduction d'un objet,
d'un individu, d'un groupe, d'un
comportement ou d'une activité sous forme de photo, de film,
d'objet d'art, etc. Représentation,
perception etmédias.= portrait, dépeindre.
O'REILLY, J. (1995). Using representations : Comprehension
and production of actions with imagined objects.Child
Development, 66, 999-1010.
Représentation politique : Principe par lequel un groupe
d'individus accorde à un tiers
(repésentant) - par élection
ou par nomination - la responsabilité de défendre les intérêts de
ce groupe, de parler et
d'agir en son nom.
ZWEINGENHAFT, R. (1975). Who represents America. Insurgent
Sociologist, 5, 119-130.
TOURAINE, A. (1983). La crise de la représentation
politique. Sociologie et Sociétés, 15 (1),
131-140. [PDF]
BLONDIAUX, L. (2015). Représentation politique.
Encyclopédia Universalis.
Représentation
proportionnelle : Mode de représentation parlementaire
selon lequel le nombre de sièges au parlement obtenus par chaque parti
constitue une fraction proportionnel à sa part du vote
exprimé.
VAN FRAASSEN, B.C. (2008). Scientific representation
: Paradoxes of perspective. Oxford : Oxford
University Press.
Représentation
sociale : Manière individuelle et collective de
dépeindre les autres. Cette représentation est visible dans les
arts, les médias, le cinéma,
la publicité, la vie de tous les jours, etc. Ce portrait peut être
juste, donc constitué un échantillon représentatif de la réalité
sociale, ou biaisée, volontairement (caricature) ou non. EX
: On représente souvent les médecins comme des hommes
blancs relativement âgés (avec des cheveux blancs).
Représentation, beauté
etrôle. Représentation,
social representation, media representation, image, portrayal
of.
MOSCOVICI, S. (1981). On social representations. In J.
Forgas (Ed.), Social Cognition : perspectives on
everyday understanding (pp. 181-210). New York :
Academic Press.
DIXON, T.L. & LINZ. D. (2000). Race and the
misrepresentation of victimization on local television
news. Communication Research, 27, 547-573.
MOSCOVICI, S. (2000). Social representations. Cambridge
: Polity Press.
FARR, R. & MOSCOVICI, S. (1981). On the nature and
role of representations in self's understanding of others
and self. In M. Cook (Dir.), Issues in person
perception. (pp. 1-27). London : Methuen.
DIXON, T.L. & LINZ. D. (2002). Television news,
prejudicial pretrial publicity, and the depiction of race.
Journal of Broadcasting & Electronic Media, 46, 112-136.
MOSCOVICI, S. (1986). L'ère des représentations sociales.
Dans W.W. Doise et A. Palmonari (Dirs.), L'étude des
représentations sociales (p. 34-80). Neuchâtel :
Delachaux et Niestlé.
DIXON, T.L., AZOCAR C. & CASAS, M. (2003). The
portrayal of race and crime on television network news. Journal
of Broadcasting & Electronic Media, 4, 495-520.
MOSCOVICI, S. (1987). Le concept de représentation. Dans
L. Marbeau et F. Audigier (Dirs.), Actes du Colloque
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l'histoire et de la géographie (p. 31-42). INRP.
GUIMELLI, C. & ROUQUETTE, M.-L. (2004). Etude
structurale de la relation d'antonymie entre deux objets
de représentation sociale : la sécurité vs l'insécurité. Psychologie
& Société, 7, 71-87.
MOSCOVICI, S. (1988). Notes towards a description of
social representations. European Journal of Social
Psychology, 18 (3), 211-250.
DIXON, T.L. & LINZ. D. (2006). Overrepresentation and
underrepresentation of African Americans and Latinos as
lawbreakers on television news. Journal of
Communication, 50 (2), 131-154. [PDF]
GUIMELLI, C. & JACOBI, D. (1990). Pratiques nouvelles
et transformation des représentations sociales. Revue
Internationale de Psychologie Sociale, 3 (3),
307-334.
LAROSE, F., TERRISSE, B. et BÉDARD, J. (2006). Les
représentations de parents québécois au regard de
l'intervention socioéducative au préscolaire. Brock
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Practice, 15 (2), 148-174. [PDF]
DUNCAN, M.D. (1990). Sports photographs and sexual
difference : Images of women and men in the 1984 and 1988
Olympic Games. Sociology of Sport Journal, 7,
22-43.
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representations of race, prototypicality, and policy
reasoning : An application of self-categorization theory.
Journal of Broadcasting & Electronic Media, 50,
305-322.
JODELET, D. & MOSCOVICI, S. (1990). Les
représentations sociales dans le champ social. Revue
Internationale de Psychologie Sociale, 3, 285-288.
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LEATH, V.M. & LUMPKIN, A. (1992). An analysis of
sportswomen on the covers and in the feature articles of Women's
Sports and Fitness magazine, 1975-1989. Journal
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The effects of racially misrepresenting law breakers and
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KAPPELER, S. (1992). Pornography : The representation of
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GUIMELLI, C. (1993). Concerning the structure of social
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beauty : Media representations of hair color for four
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psychological effects of overrepresenting White victims
and Black perpetrators on television news. Journalism
: Theory, Practice & Criticism, 9, 582-605.
ALEXANDER, V.D. (1994). The image of children in magazine
advertisements from 1905 to 1990. Communication
Research, 21, 742-765.
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raisonnement consécutifs à la mise en cause d'une
représentation sociale - essai de formalisation et étude
expérimentale. Les Cahiers Internationaux de
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sociales et processus sociocognitifs. Rennes :
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ROUQUETTE, M.-L. (1995). La structure et le sens des
représentations sociales ? : réponse à quelques questions
d'A. Clémence. Papers on Social Representations, 6
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BEHM-MORAVITZ, E. (2009). The influence of exposure to
depictions of race and crime in TV news on viewer's social
judgments. Journal of Broadcasting & Electronic
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ROUQUETTE, M.-L. (1995). Remarques sur le statut
ontologique des représentations sociales. Papers on
Social Representations, 4 (1), 1-5.
GUIMELLI, C. (1995). Valence et structure des
représentations sociales. Bulletin de Psychologie, 49
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Social Behaviour, 26 (2), 221-231.
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à l'étude des représentations sociales. Grenoble :
PUG.
Représentativité : Représentatif : La représentativité est une
propriété du jugement et
de la décision
(scientifique ou non) qui consiste à se faire une idée juste de la
réalité (inférence) à
partir d'un petit nombre
d'information
(échantillon). Si cette idée correspond bien à la réalité,
on dira qu'elle est juste, donc représentative; au contraire, si
elle s'écarte de cette réalité (biais
d'échantillonnage), on la qualifiera de biaisée ou
d'erronée. Parfois l'idée que l'on se fait d'une chose est
volontairement fausse ou caricaturale. La représentativité repose
sur le principe de rationalité
limitée qui stipule qu'un organisme
ne dispose jamais de toute les informations pour juger d'une chose
ou prendre un décision; et quand bien même cet organisme aurait
accès à toute les information, il serait incapable de toutes les
traitrer, ou du moins il serait incapable de le faire avant de
prendre une décision.
Representativeness.
TVERSKY, A. & KAHNEMAN, D. (1982). Judgments of and by
representativeness. In D. Kahneman, P. Slovic & A.
Tversky (Eds.), Judgment under uncertainty :
Heuristics and biases. Cambridge, UK : Cambridge
University Press.
BETHELEMEN, J., COBBEN, F. & SCHOUTEN, B. (2008). Indicators
for the representativeness of survey response.
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online surveys through stratified samples. Bulletin
de Méthodologie Sociologique, 107, 5-21.
[PDF]
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academia: Access and barriers to professional
participation. Psychology of Women Quarterly, 16, 429-438.
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Representing women in parliament. A comparative study.
Londres : Routledge.
HALPERN, D.F. (2007). Science, sex, and good sense : Why
women are underrepresented in some areas of science and
mathematics (pp. 121-130). In S.J. Ceci & W.M.
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TREMBLAY, M. (2008). Women and legislative
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Women's underrepresentation in science : sociocultural and
biological considerations. Psychological Bulletin, 135
(2), 218-261.
Répression : Le terme a au moins deux significations : a)
En psychologie, mécanisme qui empêche le contenu inconscient
de devenir conscient. EX: Répression d'un rêve
érotique. Répression, refoulementet
inhibition. b)
Pour un état, consiste à sanctionner un comportement
individuel ou l'activité d'un groupe dont les actions sont
considérées comme illégales ou immorales. EX: Répression
des activités terroristes. Repression.
COHEN, D.B. & WOLFE, G. (1973). Dream recall and
repression : Evidence for an alternative hypothesis.
Journal of Consulting & Clinical Psychology, 41,
349-355.
Réprimande
:Comportement
verbal qui a pour fonction de réduire les comportement
d'autrui (que l'on juge nuisible ), mais qui n'a pas toujours cet
effet punitif.=règle de contingence.Reprimand.
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Résignation
acquise (Animaux) : État
d'un animal dont certains comportements
bien ancrés dans le répertoire
comportemental cessent progressivement ou subitement d'être
renforcés, ce qui
entraîne une diminution de la fréquence de ces comportements,
voire leur extinction.
Cette baisse de renforcement se traduit par une perte de contrôle
(et/ou un sentiment de perte de contrôle) de l'organisme sur son environnement
social et physique.
Ce concept a été élaboré par Seligman,
et s'apparente fortement à certaines conception de la
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ou incapacité apprise, détresse. Learned
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Résistance : Tout phénomène
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Résistance à la répétition : Capacité de répéter un comportement,
ad nauseam, même une fois parfaitement acquis, sans effort ou fatigue
ou l'impression de perdre son temps. EX: Écouter
la même chanson dix fois de suite sans se fatiguer (faites un test
avec Pink Steam de Sonic Youth). Consiste à extraire la
substantifique moelle du moindre petit renforcement disponible.
Symptôme observé chez de nombreux autistes
(et chez ceux et celles qui rédigent des lexiques :0).
Résistance au changement : Cette expression a au moins deux
acceptions : a) Au sens strict, elle renvoie à
cet effort plus ou moins
conscient que l'on attribue
à celui ou celle qui, au sein d'un groupe,refuse (passif) ou s'objecte
(actif) au changement, aux
pressions sociales
exercées sur lui. Ce changement peut être de nature
comportementale, mais il peut également s'agir d'un
changement d'idée,d'opinion
ou d'attitude.Lewin
utilise l'expression
équilibre quasi-stationnaire pour désigner cet état.
Généralement, on considère ce changement comme avantageux et ceux
qui lui résistent comme les combattants d'une arrière-garde
révolu. Cette «contamination» du concept par un jugement de valeur
(le changement est forcément bon) lui enlève toute valeur
explicative. En ce sens, l'expression décrit davantage une
situation qu'elle ne l'explique. La vraie question étant de savoir
pourquoi les individus résiste au changement. b)
L'expression désigne également les conditions initiales
d'apprentissage qui favorisent le maintien d'un comportement (donc
l'absence de changement), et qui, de ce fait, freine sa diminution
ou augmente sa résistance à
l'extinction.Résistance au changement et inertie.Resistance to change, resistance to organizational change.
a
FRANK, J.D. (1944). Experimental studies of personal
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between preference and resistance to change. Journal
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SHAHAN, T.A. (2006). Resistance to change of responding
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BAGOZZI, R.P. & LEE, K.H. (1999). Consumer resistance
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PODLESNIK, C.A. JIMENEZ-GOMEZ, C., THRAILKILL, E.A. &
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GRACE, R.C. McLEAN, A.P. & NEVIN, J.A. (2003).
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NEVIN, J.A., SHAHAN, T.A. ODUM, A.L. & WARD, R.D.
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opposite effects on resistance to change in two related
procedures. Learning & Behavior, 40, 380-392.
IGAKI, T. & SAKAGAMI, T. (2004). Resistance to change
in goldfish. Behavioural Processes, 66, 139-152.
PODLESNIK, C.A., JIMENEZ-GOMEZ, C. & SHAHAN, T.A.
(2013). Are preference and resistance to change convergent
expressions of stimulus value ? Journal of the
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BERNSTEIN, P.P., DUNCAN, S.W., GAVIN, L.A., LINDAHL, K.M.
& OZONOFF, S. (1989). Resistance to psychotherapy
after a child dies : The effects of the death on parents
and siblings. Psychotherapy, 26, 227-232.
Résistance du patient : Terme qui désigne chez le patient,
un processus ou un mécanisme qui s'oppose au retour dans le
conscient du contenu de
l'inconscient.Resistance.
GLOVER, E. (1926). A "technical" form of resistance.
International Journal of Psycho-Analysis, 7, 377-380.
STERBA, R. (1951). Character and resistance.
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CORIAT, I.H. (1926). A type of anal-erotic resistance. International
Journal of Psycho-Analysis, 7, 392-395.
EVANS, W.N. (1953). Evasive speech as a form of
resistance. Psychoanalytic Quarterly, 22, 548-560.
HARNIK, J. (1930). Resistance to the interpretation of
dreams in analysis. International Journal of
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GLATZER, H.T. (1953). Handling transference resistance in
group therapy. Psychoanalytic Review, 40, 36-43.
HORA, T. (1954). Ego-oriented resistance-analysis. Psychoanalytic Review, 41, 263-266.
BIBRING-LEHNER, G. (1936). A contribution to the subject
of transference-resistance. International Journal of
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JOURARD, S.M. (1961). The phenomenon of resistance in the
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FOXE, A.N. (1937). Resistance to the understanding of
criminotic behavior. Psychoanalytic Review, 24D,
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BOUVET, M. (1968). Résistances, transfert, écrits
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BERGLER, E. (1938). On the resistance situation : The
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FRANK, A. (1983). Id resistance and the strength of the
instincts a clinical demonstration. Journal of the
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QUINTERO, J. BARBUDO, E., DEL CURA, M., LOPEZ-IBOR I.
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ROOT, R.W. & RESNICK, R.J. (2003). An update on the
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RESNICK, R.J., AX, R.K., FAGAN, T.J. & NUSSBAUM, D.
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Respect : Le terme à au moins deux acceptions : a)
Acceptation et reconnaissance publique d'une forme d'autorité.EX : respecter les lois (autorité de l'état).
=obéissance à l'autorité.
Social respect. b) On utilise également
le terme pour désigner la considération
positive que l'on témoigne à l'égard d'un individu ou d'un
groupe que l'on valorise.EX : Respecter le travail d'une artiste. =
admiration.
Respect, deference.
a
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Qualitative and quantitative evidence of four (five)
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MAZUR, A. (2005). Biosociology of dominance and
deference. Rowman & Littlefield Pub.
DE CREMER, D. (2002). Respect and cooperation in social
dilemmas : The importance of feeling included. Personality
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SPEARS, R., ELLEMERS, N. & DOOSJE, B., BRANSCOMBE, N.
(2006). The individual within the group : Respect !
Thousand Oaks, CA : Sage Publications.
SIMON, B. & STURMER, S. (2003). Respect for group
members : Intragroup determinants of collective
identification and group-serving behavior. Personality
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HENDRICK, S.S. & HENDRICK, C. (2006). Measuring
respect in close relationships. Journal of Social and
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DE CREMER, D. (2003). Noneconomic motives predicting
cooperation in public good dilemmas : The effect of
received respect on contributions. Social Justice
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HUO, Y.J. & MOLINA, H.E. (2006). Is pluralism a viable
model of diversity ? The benefits and limits of subgroup
respect. Group Processes & Intergroup Relations,
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DE CREMER, D & MULDER, L.B. (2007). A passion for
respect : On understanding the role of human needs and
morality. Gruppe. Interaktion. Organisation.
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SPEARS, R., ELLEMERS, N. & DOOSJE, B. (2005). Let me
count the ways in which I respect thee : Does competence
compensate or compromise lack of liking from the group ?
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(2010). Subgroup respect, social engagement, and
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Responsabilité :Obligation
qui est faite à un individu d'accomplir un travail,
une tâche en vertu des valeurs
de son milieu (famille,
milieu de travail, religion,société en général) et d'en
assumer les conséquences, bonnes et mauvaises.
Responsibility.
DARLEY, J.M. & LATANÉ, B. (1968). Bystander
intervention in emergencies : Diffusion of responsibility.
Journal of Personality & Social Psychology, 8
(4), 377-383. [PDF]
BOUCHARD, C., RHÉAUME, J. & LADOUCEUR, R. (1999).
Responsibility and perfectionism in OCD : an experimental
study. Behaviour Research & Therapy, 37 (3),
239-248.
[PDF]
WEINER, B. (1995). Judgments of responsibility : A
foundation for a theory of social conduct. New York
: Guilford.
FITZHARRIS, M., FILDES, B., CHARLTON, J. & TINGVALL,
C. (2005). The relationship between perceived crash
responsibility and post-crash depression. Annual
proceedings of the Association for the Advancement of
Automotive Medicine, 49, 79-92. [PDF]
LOPATKA, C. & RACHMAN, S. (1995). Perceived
responsibility and compulsive checking : An experimental
analysis. Behaviour Research & Therapy, 33,
673-684.
ARNTZ, A., VONCKEN, M. & GOOSEN, A.C.A. (2007).
Responsibility and obsessive-compulsive disorder : An
experimental test. Behaviour Research & Therapy,
45 (3), 425-435.
HARKINS, S. & LATANÉ, B. (1998). Population and
political participation : A social impact analysis of
voter responsibility. Group Dynamics : Theory,
Research & Practice, 2, 192-207.
COLES, M.E. & SCHOEFIELD, C.A. (2008). Assessing the
development of inflated responsibility beliefs : The
pathways to inflated responsibility beliefs scale. Behaviour
Therapy, 39, 322-335.
McGREER. V. & PETTIT, P. (1974). The hard problem of
responsibilityy. In D. Shoemaker (Ed.), Oxford
studies in agency and responsibility (Vol 3, pp.
160-188). [PDF]
JOHNSON, D.H. (1980). The comparison of usage and
availability measurements for evaluating resource
preference. Ecology, 61, 65-71.
BARON, J. & KREPS, D. (1999). Strategic human
resources. New York : John Wiley.
BUSS, D.M. (1992). Do women have evolved preferences for
men with resources ? Ethology & Sociobiology, 12,
401-408. [PDF]
NUNES, J.C. & PARK, C.W. (2003). Incommensurate
resources : Not just more of the same. Journal of
Marketing Research, 40 (4), 26-38. [PDF]
Ressource
alternative (en santé mentale) : Alternative
à la psychiatrisation.
Réseau québécois de ressources en santé
mentale qui offre des soins et un soutien aux
malades/patients/clients hors de l'institution psychiatrique. Les
services offerts par ce réseau vont de l'encadrement en maison
d'hébergement à la thérapie en clinique externe en passant par la
gestion de crise, le counseling
et le soutien à
domicile.EX: Maison
Jacques-Ferron. Ressources alternatives,
santé communautaireetdésintitutionnalisation.= ressource communautaire.
Psychiatric outpatient clinic.
GAUDIANO, B.A., DALRYMPLE, K.L. & ZIMMERMAN, M.
(2009). Prevalence and clinical characteristics of
psychotic versus nonpsychotic major depression in a
general psychiatric outpatient clinic. Depress
Anxiety, 26 (1), 54-64. [PDF]
PICOTTE, F. (1992). Une histoire de la psychanalyse à la
Maison Jacques-Ferron : Le dur désir de durer. Filigrane,
10 (1), 109-120. [PDF]
+ [PDF]
PICOTTE, F. (1999). Éléments d'intervention auprès des
personnes dites psychotiques à la maison Jacques-Ferron. Revue
Québécoise de Psychologie, 20 (3), 129-140.
Ressource
humaine : Désigne l'ensemble des services
offerts par une organisation
à ses employés.
Human resource.
SCHULER, R.S. & JACKSON, S.E. (2001). HR issues and
activities in mergers and acquisitions. European
Management Journal, 19 (3), 239-253.
LE BILLON, P. (2001). The political ecology of war :
natural resources and armed conflicts. Political
Geography, 20, 561-584. [PDF]
Ressource organisationnelle : Ensemble des ressources
qu'une organisation
accorde à ses membres afin
de leur permettre de jouer leur rôle
et d'exercer leur pouvoir.
Il existe deux formes de ressources organisationnelles : 1)
concrètes (EX: uniforme, horaire); 2)
abstraites : (EX: autorité = capacité de punir
(insulte) ou de récompenser (encouragement). Ressource
sociale, ressource organisationnelle, ressource
personnelle etressource
matérielle. = ressources de
l'entreprise, ressource humaine.
Resource
management, firm resources, human ressource, job ressource.
WERNEFELT, B. (1989). From critical resources to corporate
strategy. Journal of General Management, 14,
4-12. [PDF]
BARNEY, J. (1991). Firm resources and sustainable
competitive advantage. Journal of Management, 17,
99-120. [PDF]
BARNEY, J. (2001). Is the resource-based view a useful
perspective for strategic management research ? Yes. Academy
of Management Review, 6, 41-56.
XANTHOPOULOU, D., BAKKER, A.B., DEMOURITI, E. &
SCHAUFELI, W.B. (2009). Reciprocal relationships between
job resources, personal resources, and work engagement.
Journal of Vocational Behavior, 74, 235-244.
KOPELMAN, S. (2009). The effect of culture and power on
cooperation in commons dilemmas : Implications for global
resource management. Organizational Behavior &
Human Decision Processes, 108 (1), 153-163.
JEROME, N. (2013). Impact of sustainable human resource
management and organizational performance. International
Journal of Asian Social Science, 3 (6), 1287-1292.
[PDF]
VAN DEN HEUVEL, M., DEMEROUTI, E. & PEETERS, M.C.W.
(2015). The job crafting intervention : effects on job
resources, self-e cacy, and a ective well-being. Journal
of Occupational & Organizational Psychology, 88,
511-532.
BUSS, D.M. (1992). Do women have evolved preferences for
men with resources ? Ethology & Sociobiology, 12,
401-408. [PDF]
XANTHOPOULOU, D., BAKKER, A.B., DEMOURITI, E. &
SCHAUFELI, W.B. (2009). Reciprocal relationships between
job resources, personal resources, and work engagement.
Journal of Vocational Behavior 74, 235-244.
KERKSIECK, P., BAUEUR, G.F. & BRAUCHLI, R. (2019).
Personal and social resources at work : Reciprocal
relations between crafting for social job resources,
social support at work and psychological capital. Frontiers
in Psychology, 10 [2632], 1-10. [PDF]
Ressource
professionnelle : Ensemble de ressources organisées
autour du travail et des services offerts par les professionnels.
GREENBERG, J.S. & BECKER, M. (1988). Aging parents as
family resources. The Gerontologist, 28, 786-791.
KERKSIECK, P., BAUEUR, G.F. & BRAUCHLI, R. (2019).
Personal and social resources at work : Reciprocal
relations between crafting for social job resources,
social support at work and psychological capital. Frontiers
in Psychology, 10 [2632], 1-10. [PDF]
REST, J.R. (1973). The hierarchical nature of moral
judgment : A study of patterns of comprehension and
preference of moral stages. Journal of Personality,
41, 86-109.
REST, J., THOMA, S.J., NARVAEZ, D. & BEBEAU, M.J.
(1997). Alchemy and beyond : indexing the Defining Issues
Test. Journal of Educational Psychology, 89,
498-507.
REST, J.R., NARVAEZ D., THOMA, S. & BEBEAU, M. (1999).
DIT2 : Devising and testing a revised instrument of moral
judgment. Journal of Educational Psychology, 9,
644-659.
REST, J.R., NARVAEZ D., BEBEAU, M. & THOMA, S. (1999).
Postconventional moral thinking : A neo-kohlbergian
approach. Mahweh, New Jersey : Lawrence Erlbaum
Associates.
REST, J.R., NARVAEZ D., THOMA, S. & BEBEAU, M. (2000).
An neo-Kohlbergian approach. Journal of Moral
Education, 29, 381-396.
[PDF]
Résultat
: Produit d'une action, d'un processus, que l'on peut
voir, constater, Évaluer
et mesurer lors d'une recherche.= conséquence, effet.
Result, outcome.
WOLERY, M. & HARRIS, S.R. (1982). Interpreting results
of single-subject research designs. Physical Therapy,
4, 445-452. [PDF]
MACCOUN, R.J. (1998). Biases in the interpretation and use
of research results. Annual Review of Psychology, 49,
259-287. [PDF]
STERLING, T.D., ROSENBAUM, W.L. & WEINKAM, J.J.
(1995). Publication decisions revisited : The effect of
the outcome of statistical tests on the decision to
publish and vice versa. The American Statistician,
49, 108-112.
ANDERSON, D.R., LINK, W.A., JOHNSON, D.H. & BURNHAM,
K.P. (2001). Suggestions for presenting the results of
data analysis. Journal of Wildlife Management, 65,
373-378. [PDF]
BAKKER, M. & WICHERTS, J.M. (2011). The (mis)reporting
of statistical results in psychology journals.
Behavior Research Methods, 43, 666-678.
CURSAN, A. (2017). Un chercheur sachant chercher : de
l'importance scientifique des résultats "nuls" et négatifs
en psychologie. Pratiques psychologiques, 1-16.
[PDF]
Résultat
négatif : Sur le plan méthodologique, résultat qui va à
l'encontre d'une hypothèse,
qui l'infirme. Sur le plan statistique, un résultat négatif est un
résultat non-significatif. Sur le
plan logique, un résultat négatif permet de
falsifier une hypothèse. En science, les résultats négatifs
des recherches sont rarement publiés,
sauf s'ils sont accompagnés de résultats positifs ou
significatifs. Negative result, negative
outcome.
Résultat non-publié :Résultat que le
chercheur choisit de ne pas communiquer.
Les raisons à l'origine de cette décison sont multiples :
données incomplètes, plan de recherche inadéquat, premier refus du
comité de lecture, politiques éditoriales des
éditeurs de revues
scientifiques. Dans ce dernier, il est bien connu que les
éditeurs refusent ou sont à tout le moins très réticent à oublier
des résultats qui ne confirment pas les hypothèses d'unchercheur,
ce qui, à la longue, créé un
biais de publication. Unpublished
result.
HUBBARD, R. & ARMSTRONG, J.S. (1994). Replication and
extensions in marketing : Rarely published but quite
contrary. International Journal of Research in
Marketing, 11, 233-248.
JUREIDINI, J.N., McHENRY, L.B. & MANSFELD, P.R.
(2008). Clinical trials and drug promotion : Selective
reporting of study 329. International Journal of Risk
& Safety in Medicine 20, 73-81. [PDF]
Résultat
non-significatif :Résultat qui
ne ne permet pas de rejeter l'hypothèse
nulle.= résultat négatif,
résultat nul. /données
probantes.Negative outcome, negative
result, failure to replicate.
SMART, R.G. (1964). The importance of negative results in
psychological research. Canadian Psychologist, 5a,
225-232.
SCOGIN, F., FLOYD, M., JAMISON, C., ACKERSON, J.,
LANDEREVILLE P. & BISSONNETTE, L. (1996). Negative
outcomes : what is the evidence on self-administered
treatments ? Journal of Consulting & Clinical
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CHAPLIN, W.F. & GOLDBERG, L.R. (1984). A failure to
replicate the Bem and Allen study of individual
differences in cross-situational consistency. Journal
of Personality & Social Psychology, 47, 1074-1090.
KRATOCHWILL, T.R., STOIBER, K.C. & GUTKIN, T.B.
(2001). Empirically supported interventions in school
psychology : The role of negative results in outcome
research. Psychology in the Schools, 37, 399-413.
WILSON, H.C., KIEFHABER, S.H. & GRAVEL, V. (1991). Two
studies of menstrual synchrony : Negative results.
Psychoneu- roendocrinology, 16, 353-359.
FANELLI, D. (2012). Negative results are disappearing from
most disciplines and countries. Scientometrics, 90, 891-904.
[PDF]
CARROLL, M. & NELSON, T.O. (1993). Failure to obtain a
generation effect during naturalistic learning. Memory
& Cognition, 21, 361-366.
CURSAN, A. (2017). Un chercheur sachant chercher : de
l'importance scientifique des résultats "nuls" et négatifs
en psychologie. Pratiques Psychologiques, 1-16.
[PDF]
STONE, A.A. & NEALE, J.M. (1984). New measure of daily
coping : Development and preliminary results. Journal
of Personality & Social Psychology, 46 (4),
892-906.
Résultats significatif : Résultats dont la
valeur de P est inférieure au seuil
de signification que s'est fixé le chercheur (généralement
> 0.05 %). Logiquement, ces résultats permettent de rejeter l'hypothèse
nulle (HO), donc d'accepter l'hypothèse
alternative (H1). La plupart du temps, ces résultats confirmentl'hypothèse du chercheur
(H1). = résultat positif, résultats
probants. /résultat négatif, résultats
non-significatif.
Positive results, positive
outcome, evidence.
Décision/Condition/Conclusion/Analyse
SI...
ALORS...
DONC...
Je
ne rejette pas l'hypothèse nulle...
P
> 0.05 %
Il n'y a pas de différence significative entre
X1 et X2<
X
n'influence pas Y
Je
rejette l'hypothèse nulle...
P <
0.05 %
J'accepte l'hypothese alternative; il y a une
différence significative entre X1
et X2
X
influence Y
X
influence Y
VICKERS, A., GOYAL, N., HARLAND, R. & REES, R. (1998).
Do certain countries produce only positive results ? A
systematic review of controlled trials. Controlled
Clinical Trials, 19, 159-166.
FANELLI, D. (2010). "Positive" results increase down the
hierarchy of the sciences. PLOS One, 5, e10068.
SCHIMMACK, U. (2012). The ironic effect of significant
results on the credibility of multiple-study articles. Psychological Methods, 17, 551-566.
Résumé : Résumer : Habileté
cognitive qui consiste à réduire une idée ou un texte à ses
éléments essentiels, souvent présentées en un court texte. =sommaire, récapitulation.
Summarization.
LORCH, R.F., LORCH, E.P., RITCHEY, K., McGOVERN, L. &
COLEMAN, D. (2001). Effects of headings on text
summarization. Contemporary Educational Psychology,
26, 171-191.
Résumé d'un article scientifique : Voir
Sommaire.Abstract.
Résumé
de lecture : Consiste à exrtraire l'essentiel d'une
lecture et à le noter. Summarizing.
DYER, J.W., RILEY, J. & YEKOVITCH, F.R. (1979). An
analysis of three study skills : Notetaking, summarizing,
and rereading. Journal of Educational Research, 73,
3-7.
Résumé
de livre : Résumé d'un livre
scientifique rédigé par un spécialiste du domaine et publié dans
un revue
scientifique. Review.
LUDVIG, E.A. (2003). Why Pinker need behaviorism : A
critique of Blank Slate. Behavior & Philosophy,
31, 139-143. [PDF]
EPSTEIN, R. & SKINNER, B.F. (1980). Resurgence of
responding after the cessation of response independent
reinforcement. Proceedings of the National Academy of
Sciences, 77, 6251-6253. [PDF]
WINTERBAUER. N.E. & BOUTON, M.E. (2010). Mechanisms of
resurgence of an extinguished instrumental behavior. Journal
of Experimental Psychology : Animal Behavior Processes,
36, 343-353. [PDF]
EPSTEIN, R. (1983). Resurgence of previously reinforced
behavior during extinction. Behaviour Analysis
Letters, 3, 391-397.
EPSTEIN, R. (1985). Extinction-induced resurgence :
Preliminary investigations and possible applications.
Psychological Record, 35 (2), 143-153.
WILSON, K.G. & HAYES, S.C. (1996). Resurgence of
derived stimulus relations. Journal of the
Experimental Analysis of Behavior, 66 (3),
267-281. [PDF]
WACKER, D.P., HARDING, J.W., BERG, W.K., LEE, J.F.,
SCHIELTZ, K.M., PADILLA, Y.C., NEVIN, J.A. & SHAHAN,
T.A. (2011). An evaluation of persistence of treatment
effects during long-term treatment of destructive
behavior. Journal of the Experimental Analysis of
Behavior, 96 (2), 261-282.
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DIXON, M.R. & HAYES L.J. (1998). Effects of differing
instructional histories on the resurgence of
rule-following. The Psychological Record, 48, 275-292.
SHAHAN, T.J. & SWEENEY, M.M. (2011). A model of
resurgence based on behavioral momentum. Journal of
the Experimental Analysis of Behavior, 95 (1),
91-108. [PDF]
CLELAND, B.S., FOSTER, T.M. & TEMPLE, W. (2000).
Resurgence: The role of extinction of a behaviour. Behavioural
Processes, 52, 117-129.
BOUTON, M.E., TODD, T.P., VURBIC, D. & WINTERBAUER,
N.E. (2011). Renewal after the extinction of free operant
behavior. Learning & Behavior, 39, 57-67.
CLELAND, B.S., GUERIN, B., FOSTER, T.M. & TEMPLE, W.
(2001). On terms : Resurgence. The Behavior Analyst,
24 (2), 255-260. [PDF]
CONÇADO, C.R.X. & LATTAL, K.A. (2011). Resurgence of
temporal patterns of responding. Journal of the
Experimental Analysis of Behavior, 95 (3),
271-287.
[PDF]
LIEVING, G.A. & LATTAL, K.A. (2003). Recency,
repeatability, and reinforcer retrenchment : An
experimental analysis of resurgence. Journal of the
Experimental Analysis of Behavior, 80 (2), 217-233.
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BOUTON, M.E., WINTERBAUER, N.E. & TODD, T.P. (2012).
Relapse processes after the extinction of instrumental
learning : Renewal, resurgence, and reacquisition. Behavioural
Processes, 90 (1), 130-141. [PDF]
LIEVING, G.A., HAGOPIAN, L.P., LONG, E.S. & O'CONNOR,
S. (2004). Response class hierarchies and resurgence of
severe problem behavior. Psychological Record, 54, 621-634.
WINTERBAUER. N.E. & BOUTON, M.E. (2012). Effects of
thinning the rate at which the alternative behavior is
reinforced on resurgence of an extinguished instrumental
response. Journal of Experimental Psychology : Animal
Behavior Processes, 38, 279-291
SANCHEZ-CARRASCO, L. & NIETO, J. (2005). Resurgence of
three-response sequences in rats. Mexican Journal of
Behavior Analyst, 31, 215-226.
TODD, T.P., VURBIC, D. & BOUTON, M.E. (2012).
Mechanisms of renewal after the extinction of
discriminated operant behavior. Journal of
Experimental Psychology : Animal Learning &
Cognition, 40 (3), 355-368. [PDF]
REED, P. & MORGAN, T.A. (2006). Resurgence of response
sequences during extinction in rats shows a primacy
effect. Journal of the Experimental Analysis of
Behavior, 86 (3), 307-315. [PDF]
WACKER, D.P., HARDING, J.W., MORGAN, T.A., BERG, W.K.,
SCHIELTZ, K.M., LEE, J.F. & PADILLA, Y.C. (2013). An
evaluation of resurgence during functional communication
training. The Psychological Record, 63, 3-20. [PDF]
PODLESNIK, C.A. & SHAHAN, T.A. (2006). Behavioral
momentum and relapse of extinguished operant pesponding. Learning
& Behavior, 37 (4), 357-364.[PDF]
WINTERBAUER, N.E., LUCKE, S. & BOUTON, M.E. (2013).
Some factors modulating the strength of resurgence after
extinction of an instrumental behavior. Learning
& Motivation, 44, 60-71.
PODLESNIK, C.A., JIMENEZ-GOMEZ, C. & SHAHAN, T.A.
(2006). Resurgence of alcohol seeking produced by
discontinuing non-drug reinforcement as an animal model of
drug relapse. Behavioural Pharmacology, 17, 369-374.
CANÇADO, C.R.X. & LATTAL, K.A. (2013). Response
elimination, reinforcement rate and resurgence of operant
behavior. Behavioural Processes, 100, 91-102.
BACHA-MENDEZ, G., REID, A.K. & MENDOZA-SOYLOVNA, A.
(2007). Resurgence of integrated behavioral units. Journal
of the Experimental Analysis of Behavior, 87 (1),
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FUJIMALI, S., LATTAL, K.A. & SAKAGAMI, T. (2015). A
further look at reinforcement rate and resurgence. Mexican
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TRASK, S., SCHEPERS, S.T. & BOUTON, M.E. (2015).
Context change explains resurgence after the extinction of
operant behavior. Mexican Journal of Behavior
Analysis, 41,187-210.
REED, P. & MORGAN, T.A. (2007). Resurgence of behavior
during extinction depends on previous rate of response. Learning
& Behavior, 35, 106-114.
MECHNER, F. & JONES L.D. (2015). Effects of
repetition frequency on operant strength and resurgence of
non-criterial features of operants. Mexican Journal of
Behavior Analysis, 41 (1), 63-83. [PDF]
DOUGHTY, A.H., DA SILVA, S.P. & LATTAL, K.A. (2007).
Differential resurgence and response elimination. Behavioural
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CANÇADO, C.R.X., ABREU-RODRIGUES, J. & ALO, R.M.
(2015). A note on measuring recurrence. Mexican
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DA SILVA, S.P., MAXWELL, M.E. & LATTAL, K.A. (2008).
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DOUGHTY A.H. & OKEN, G. (2008). Extinction-induced
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LATTAL, K.A. & ST. PETER PIPKIN, C. (2009). Resurgence
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VOLKERT, V.M., LERMAN, D.C., CALL, N.A. &
TROSCLAIR-LASERRE, N. (2009). An evaluation of resurgence
during treatment with functional communication training.
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BRIGGS, A.M., FISHER, W.W., GREER, B.D. & KIMBALL,
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Rétention
:a) Au sens large, synonyme de mémoire.
Certains auteurs distinguent le processus de la rétention de la
structure qui conserve le produit le résultat de ce processus, à
savoir la mémoire. b) Le terme désigne également
le deuxième processus cognitif du modèle d'apprentissage
par observation de Bandura.
Ce processus permet de stocker en mémoire les comportements
(et parfois les conséquences de ces comportements) du modèle
auxquels l'individu a porté attention.
Attention, rétention, reproduction
etmotivation.
=
mémoire. Retention, retentional
processes.
a
MYERS, G. C. (1914). Recall in relation to retention. Journal
of Educational Psychology, 5, 119-130.
DUCHASTEL, P.C. (1981). Retention of prose following
testing with different types of tests. Contemporary
Educational Psychology, 6, 217-226
SPITZER, H.F. (1939). Studies in retention. Journal
of Educational Psychology, 30, 641-656. [PDF]
CECI, S.J., CAVES, R. & HOWE, M.J.A. (1981). Long-term
retention of information that is incongruous with
children's prior knowledge. British Journal of
Psychology, 72, 443-450.
NUNGESTER, R.J. & DUCHASTEL, P. C. (1982). Testing
versus review : Effects on retention. Journal of
Educational Psychology, 74, 18-22.
PARKIN, A.J., LEWINSOHN, J. & FOLKARD, S. (1982). The
influence of emotion on immediate and delayed retention. British
Journal of Psychology, 73 (3), 389-393.
SCHMIDT, S.R. (1982). The effects of recall and
recognition test expectancies on the retention of prose.
Memory & Cognition, 11 (2), 172-180. [PDF]
KAY, H. (1955). Learning and retaining verbal material. British
Journal of Psychology, 46, 81-100.
WAUGH, N.C. (1985). Acquisition and retention of a verbal
habit in early and late adulthood. Bulletin of the
Psychonomic Society, 23, 437-439.
BRACKBILL, Y. & KAPPY, M.S. (1962). Delay of
reinforcement and retention. Journal of Comparative
& Physiological Psychology, 55, 14-18.
NELSON, T.O. (1985). Ebbinghaus's contribution to the
measurement of retention : Savings during relearning. Journal
of Experimental Psychology : Learning, Memory &
Cognition, 11, 472-479.
BAHRICK, H.P. & PHELPS, E. (1987). Retention of
Spanish vocabulary over eight years. Journal of
Experimental Psychology : Learning Memory &
Cognition. 13, 344-349.
CONWAY, M.A., COHEN, G. & STANHOPE, N. (1991). On the
very long term retention of knowledge acquired through
formal education : Twelve years of cognitive psychology. Journal
of Experimental Psychology : General, 120 (4),
395-409. [PDF]
BAHRICK, H.P. & BAHRICK, P.O. (1964). A re-examination
of the interrelations among measures of retention. Quarterly
Journal of Experimental Psychology, 16, 318-324.
CARRIER, M. & PASHLER, H. (1992). The influence of
retrieval on retention. Memory & Cognition, 20,
632-642.
[PDF]
BAHRICK, H.P. (1964). Methods of measuring retention. In
E.A. Bilodeau (Ed.), Acquisition of skill. New
York : Academic Press
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: La rétine est un organe
essentiel de la vision.
Ceet zone tapisse le fond de l'oeil.
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ensuite interprétés par le cortex
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Rétine, oeil etvision.
Retina.
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Rett
Andreas (Fürth 1924-1997 Vienne) : Médecin,pédiatre et neurologue
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Rétroaction
: Concept générique qui décrit une information que l'on
obtient sur les effets d'une cause, information qui permet en
retour de modifier cette cause (à
la manière d'une boucle).Feedback.
Rétroaction
(Boucle) : Relation causale
circulaire ou bidirectionnelle entre deux phénomènes (X et Y), qui
a pour effet de réduire ou d'augmenter subitement ou
progressivement X. L'effet1devient la cause2
et la cause1, l'effet2. Cette relation peut
s'établir uentre un comportement et le milieu. Selon Ferster
et Skinner, «When an
organism acts upon the environment in which it lives, it changes
that environment in ways that often affect the organism itself.
Some of these changes are what the layman calls rewards, or what
are generally referred to technically as reinforcers : when they
follow behavior in this way they increase the likelihood that the
organism will behave in the same way again». Boucle de rétroaction
ethoméostasie.( ):
boucle négative,boucle
positive.Feedback loop.
Rétroaction
négative (Boucle) : Relation
causale bidirectionnelle entre deux phénomènes (X et Y), qui a
pour effet de réduire subitement ou progressivement X. L'effet1
devient la cause2 et la cause1, l'effet2.
Boucle et rétroaction.
= rétro-inhibition. Negative feedback
loop.
Phénomène
X / Cause1 X
Phénomène
Y / Effet1
Phénomène
Y / Effet2
Phénomène
Y / Cause2
-
Rétroaction
positive (Boucle) : Relation
causale bidirectionnelle entre deux phénomènes (X et Y), qui a
pour effet de réduire subitement ou progressivement X. L'effet1
devient la cause2 et la cause1, l'effet2.
Boucle et rétroaction.
= rétro-inhibition. Negative feedback
loop.
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Rétroaction
biologique : Processus de rétroaction
des réponses physiologiques découvert par Miller
et Mowrer et
appliqué dans un cadre théapeutique par Jacobson.
= biofeedback.
Biofeedback.
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Rétroaction
neurobiologique : Technique de rétroaction
biologique (biofeedback) qui a recours à l'électroencéphalogramme
afin d'aider, les clients/patients à modifier volontairement
l'amplitude de certaines ondes
de leur cerveaux (Onde thêta et bêta), lesquelles ondes seraient
associées à des troubles bien particuliers, notamment l'anxiété et
le trouble déficitaire
d'attention avec hyperactivité. Dans ce dernier cas,
thérapie consiste alors à augmenter les ondes
bêta associées à la concentration et à réduire les ondes
thêta produites lorsque le patient manque d'attention. Neurofeedback,
EEG neurofeedback, neurotherapy, attention training with EEG.
TANSEY, M.A. & BRUNER, R.L. (1983). EMG and EEG
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Réussite
: Atteinte des objectifs
que l'individudu se fixe ou qu'une organisation
ou une société fixe
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ou d'un système
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d'adéquation ou d'atteinte des objectifs scolaires - la note
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facteurs, parmi lesquels on compte : l'influence
familiale, la taille
de la classe,l'homogénéitié
de la classe, les habiletés
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pédagogiques. Réussite scolaire, engagement
scolaire et réforme
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Révolution
sexuelle : Sexual revolution.
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Revue
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Revue
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BAKER, B., KHAYKIN, Y., DEVINS, G., DORIAN, P., SHAPIRO,
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d'une intervention de mentorat visant à reduire le
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Psycho-Education, 29 (1), 65-86.
Revue
Canadienne de Psychologie Expérimentale/Canadian Journal
Experimental Psychology :Revue
scientifique de psychologie.
Éditeur : APA.
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Revue
Canadienne de Recherche sur les Politiques/Canadian Journal of
policy research :Revue
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TREMBLAY, R.E. (2000). The origins of youth violence. Revue
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Canadienne des Sciences du Comportement, 33, 65-76.
Revue de la littérature
: Calque de l'anglais . Voir Revue scientifique de psychologie.
qui se consacre à l'analyse du comportement.
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Comportement.
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14 (1), 15-30.
Revue
de Modification du Comportement (1974-1987)
:Revue scientifique de psychologie.
qui se consacre à l'analyse du comportement.
Éditeur : Association Scientifique pour la Modification du
Comportement.
THÉORÊT M. et GLADU S. (1984). Analyse «systémique» de
l'influence de l'idéologie sexuelle dominante sur les
thérapies sexuelles/ Systems' analysis of the influence
of the dominating sexual model upon the sexual
therapies. Revue de Modification du Comportement,
14 (1), 15-30.
Revue
de Psychoéducation :Revue
scientifique de psychologie
qui se consacre à l'étude l'enseignement et à l'éducation. Éditeur
: Ordre des Psychoéducateurs et psychoéducatrices du Québec.
LARIVÉE, S. (2001). Science contre pseudo-sciences : un
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Revue
de Recherche Appliquee sur l'Apprentissage : Revue
scientifique multidisciplinaire qui consacre ses pages à
l'étude de l'apprentissage.
BISSONNETTE, S., RICHARD, M., GAUTHIER, C. et BOUCHARD,
C. (2010). Quelles sont les stratégies d'enseignement
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Revue
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Revue
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de psychanalyse.
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QUINODOZ, J.M. (2001). Figurabilité, fantasme
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Revue
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de scientifique.
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VOUILLOT, F., BLANCHARD, S., MARRO, C. &
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Revue
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scientifiquede psychologie
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Modification et la Thérapie du Comportement.
VAN RILLAER, J. (2005). Science et pseudoscience en
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Revue
Francophone de Psycho-oncologie : Revue
scientifique qui s'intéresse aux conséquences psychologiques
du cancer et de ses
traitements.
CAVRO, É., BUNGENER, C. et BIOY, A. (2005). Le syndrome
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Réflexions autour de la maladie cancéreuse chez
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Revue
Internationale de l'Éducation Familiale :Revue
scientifique qui consacre ses pages à l'éducation
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TROUPEL, O. & ZAOUCHE-GAUDRON, C. (2004). Le lien
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Revue
Internationale de Pedagogie Experimentale : Revue
scientifique qui s'intéresse à la recherche en pédagogie. =
International journal of experimental research in education,
Scientia paedagogica experimentalis.
PARENT, G., PARÉ, C. et LABELLE, R. (2006). Raisons de
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PICOTTE, F. (1999). Éléments d'intervention auprès des
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Revue
scientifique : Forme de communication
scientifique qui offre périodiquement à ses lecteurs
(scientifiques, étudiants et autres adeptes de la science) des
articles scientifiques (le nombre varie selon la revue), de
nature empirique,théorique,critique,
etc. Ces magazines, en format papier ou numérique,
ne sont pas disponibles en kiosque, mais seulement par abonnement
privé ou institutionnel (université, centre de recherche, grande
bibliothèque, etc.). Elles sont publiées par des sociétés
savantes, des universités
et, de plus en plus, par des entreprises privées. La valeur
scientifique des revues scientifiques est évaluée par l'Institue
for Scientific Information, qui publie chaque année un classement
dans le Journal Citation Reports.
Il existe deux grands types de revue scientifique : avec comité
de lecture (peer-reviewed journal) et sans comité de
lecture. NDLR : L'expression revue
académique ou journal académique sont des calques
de l'anglais. Revue scientifique etnotice
bibliographique.= périodique
scientifique, revue savante. Academic journal,
journal, review, scholarly journal, publication.
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MACASKILL, P., WALTER, S. & IRWIG, L. (2001). A
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WELLINGTON, J. & NIXON, J. (2005). Shaping the field:
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Revue
scientifique en ligne : Revue
scientifique disponible uniquement sur internet, ou
disponible sur internet avant de l'être en format papier. Le
format de références de ces articles est identique à celui d'un
article papier, à ceci près qu'il n'y a pas de page à la fin
de la notice (puisque les articles sont disponibles par internet).
La plupart des revues indique cependant le numéro de l'article
entre parenthèse. Electronic journal,
academic journal on line.
KIRSCH, I., MOORE, T.J. & SCOBORIA, A. (2002). The
emperor's new drugs : An analysis of anti- depressant
medication data submitted to the U.S. Food and Drug
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Rôle
: Ensemble de comportements
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(famille, sexualité, travail, société, etc). Les rôles rendent les
acteursprévisibles,
et participent de ce fait à la stabilité des organisations
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nuisent à l'apprentissage de nouveaux comportements et au
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Rôle
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que la société juge
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Ruffié Jacques (Limoux 1921-2004) :Médecin
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Il s'est notamment intéressé à la relation entre la biologie
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Rumeur
: Propos de source cachée ou inconnue dont la véracité
est soit difficile à vérifier, soit sans fondement, et que l'on
colporte néanmoins comme s'il s'agissait d'une vérité ou d'un fait
(même si parfois on précise qu'il ne s'agit que d'une rumeur...).
La rumeur émane de l'opinion
publique, des médias,
etc. Rumeur, mytheetbavardage.=
bruits de couloir, le bouche à oreille, le téléphone arabe,
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Rumor.
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trouble du
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Claude Goulet/2003© l Comment citer ce lexique 
l Notre mission : Explorer la nébuleuse Psy !
Références
des sources de ce lexique : D'où proviennent les
définitions de ce lexique ? La plupart des définitions ont été
empruntées aux classiques américains, français et québécois de la
psychologie et des disciplines connexes. La liste
des références des sources est disponible en cliquant
ici. En fait, les références des sources sont fournies pour
quatre types d'entrée : 
Reimherr Frederick W. (1946-2022) : Psychiatre américain, spécialisé dans l'étude du trouble d'attention avec ou sans hyperactivité, notamment chez les adultes. Avec Ward et Wender, il a inventé une échelle d'évaluation du trouble du déficit de l'attention avec hyperactivité (WURS-25/WURS-61). Collaborateur de Fava. et Wender.
![[]](http://m3.moostik.net/img/?pseudo=gouc&cpt=definitionsr&option=invisible)
R DEVELOPMENT CORE TEAM (2008). R : A language and
environment for statistical computing. R Foundation
for Statistical Computing. Vienna, Austria.
Voir aussi 
