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Il s'intéresse aussi à l'obésité.
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Satisfaction
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de travail, le salaire, la qualité
du réseau social, du
niveau de responsabilité, des risques liés à l'exécution des
tâches, de la charge de travail, de l'exercice du pouvoir, des
conditions de retraite, de la reconnaissance
du travail accompli, etc. Satisfaction, motivation
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professionnel. = satisfaction des
travailleurs.
Job satisfaction, career
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Satisfaction
conjugale : État général de celui ou celle qui évalue
plus ou moins favorablement son couple,
son mariage. Marital
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Satisfaction
corporelle : Satisfaction corporelle, image
corporelleet estime
de soi. /insatisfaction
corporelle, satisfaction du corps.
Body
satisfaction, body dissatisfaction.
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Satisfaction du consommateur :Satisfaction
consécutive au jugement plus
ou moins favorable qu'un individu pose sur les biens
et services qu'on lui
offre (et qu'il consomme).
Satisfaction des consommateurs, comportement
de consommation etpublicité.= qualité du service, satisfaction de
la clientèle. /insatisfaction du
consommateur. Customer satisfaction, service
satisfaction.
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sexuelle : État général de celui ou celle qui évalue
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: Le terme a deux acceptions : a)Technique
de modification du comportment des déviants
sexuels développée par Marshall,
qui divise les séances de traitement
en deux temps. Dans un premier temps, l'objectif est d'amener le
patient, généralement des hommes, à associer un stimulus
agréable ou appétitif (l'orgasme)
avec des images et des comportements socialement acceptés. On
demande donc au patient de se masturber
jusqu'à l'éjaculation
en verbalisant des fantasmes
sexuels non-déviants (jusqu'à satiété).
Dans un second temps, on demande au patient qui vient d'éjaculer
de continuer à se masturber en verbalisant cette fois-ci des
fantasmes déviants (incluant ceux qui sont associés à son élit
sexuel). Le patient doit continuer à se masturber jusqu'à ce que
ses fanstasmes perdent tout caractère excitant; donc jusqu'à
saturation (= écoeurement total). =
écoeurement total. Satiation therapy.b) Critère méthodologique qui stipule que l'on doit
mener des entrevues
jusqu'à ce qu'il n'y ait plus d'éléments nouveaux dans les propos
des répondants et que
l'ajout de nouvelle information n'apporte plus rien à la
compréhension du problème.
a
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Scalaire
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Poisson en forme de triangle. *scalène.
Scalar.
a
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Scénario cognitif : Petite histoire que l'on se raconte pour comprendre ou prédire une situation, ses propres comportements. Causal
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Primal scene.
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Scepticisme Le terme a deux sens voisins : a) En
psychologie, caractère d'un individu qui doute,
même si les apparences devraient l'inciter à croire. =incrédulité, zététique.
Skepticism. b) En
science, vertu
épistémique qui encourage le doute systématique et la
critique de ce que l'on tient pour vrai, notamment les théories.
c) Doctrine
philosophique et épistémologique, défendue par Hume,
qui doute de notre capacité à découvrir la vérité
des choses. Pour lui, nous n'avons aucune preuve que la représentation
du réel que nous fournissent les sens
constitue une connaissance "vrai" de cette réalité.
= scepticisme philosophique. (
): Hume.Skepticism.
a
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Scepticisme philosophique : Doctrine
philosophique et épistémologique, notamment défendue par Hume,
qui doute de notre capacité à découvrir la vérité
des choses. Pour lui, nous n'avons aucune preuve que la représentation
du réel que nous fournissent les sens
constitue une connaissance "vrai" de cette réalité.
Cette position s'oppose à
l'idéalisme de Berkeley
et au réalisme
empirique ou directe de
Reid. = scepticisme
philosophique. ( ): Hume.Skepticism.
HUME, D. (1748/1983). An enquiry concerning human
understanding /Enquête sur l'entendement humain.
Paris : Flammarion.
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Press.
LOEB, L.E. (2006). Psychology, epistemology and skepticism
in Hume's argument about induction. Synthese, 152 (3),
321-338.
FOGELIN, R.J. (1985). Hume's skepticism in the
treatise of human nature. London : Routledge and
Kegan Paul.
SCHNALL, I.M. (2007). Hume on "popular" and
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Sceptique : Qui doute,
et donc examine et critique l'objet de ce doute, généralement en
s'appuyant sur la science. Désigne
l'ensemble des individus (souvent des intellectuels,
des journalistes ou
des scientifiques) qui
critiquent ou contestent certaines conclusions ou manière de faire
de la recherche, notamment en psychologie (le caractère plus ou
moins scientifique de certaines recherches, la faiblesse de
certaines méthodes, l'absence de groupe de contrôle, l'imprécision
des mesures/évaluation, la mise au jour de fraudes)
ou des thérapies psychologiques ou médicamenteuse(efficacité douteuse
ou non fondée de certains traitements). =sceptique, critique.
Quackbuster, critic.
McKENZIE, C.R.M., WIXTED, J.T. & NOELLE, D.C. (2004).
Explaining purportedly irrational behavior by modeling
skepticism in task parameters : An example examining con
dence in forced-choice tasks. Journal of Experimental
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[PDF]
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Schéma
cognitif : Réseau intégré de connaissances,
de croyances et d'attentes
se rapportant à un sujet donné ou à un aspect particulier de
l'univers. EX: La musique : les groupes que
vous connaissez, les instruments dont vous jouez, les titres de
chansons que vous préférez, les spectacles auxquels vous avez
assisté forment dans votre esprit un réseau de connaissances
intereliées. Schéma et réseaux
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Schéma
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Schème
de préhension : Dans la théorie de Piaget,structure cognitive commune à un
ensemble de conduites qui
requiert l'usage des doigts pour saisir les objets et, ce faisant,
les connaître. EX: En saississant (schème) les
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=
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Grasping.
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Schème de succion : Dans la théorie de Piaget,structure cognitive
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qui requiert l'usage de la bouche pour saisir les objets en
y exerçant une pression et, ce faisant, en connaître les
propriétés. EX: En plaçant dans sa bouche
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Schème
moteur : Dans la théorie de Piaget,structure cognitive commune à un
ensemble de conduites qui
requiert l'usage des muscles pour faire l'acquisition de connaissances.
= shème d'action. (
): Voir tableau ci-dessous. Schemes
of action.
Schème
sensorimoteur : Expression utilisée par Piaget
pour désigner l'ensemble des schèmes qui
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mois. Voir tableau schème
sensoriel et moteur.
Sensorimotor scheme.
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(Activités) : Désigne
l'ensemble des tâches effectuées par les scientifiques, et la
mesure de leur valeur. On peut mesurer certaine de ces activités,
notamment la rédaction d'article scientifique, au moyen de l'indice
d'influence scientifique (Impact factor). L'activité
scientifique est l'objet d'étude de la scientométrie.
Activité scientifique,
scienceet recherche.Scientific activity.
Science/Scientifique
(Anti-) : Qualifie une attitude
ou un raisonnement
qui tend à discréditer ou à rejeter carrément la science,
sa méthode,
ses valeurs, ses
principes.EX:
La religion a
souvent une attitude anti-scientifique. On peut douter ou
critiquer le travail des scientifiques - c'est là une attitude
saine, qu'il faut encourager - sans toutefois remettre en question
les fondements de la démarche
scientifique. Anti-science etpseudo-science.
/vertus
scientifiques. Antiscience, rejection
of science.
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Science
(Autorité) :Pouvoir
formel et légitime qui confère à un scientifique
la capacité de persuader autrui.
Ce pouvoir découle essentiellement de trois sources : 1) les
institutions scientifiques et leur finacement par l'état et
l'entreprise (université, chaire, équipe de rechercehe,
observatoire, association, etc), l'usage d'une méthode rigoureuse
et efficace (la méthode scientifique) et selon le domaine, un
ensemble de connaissances organisées autour d'un ensemble de
théories. Scientific
authority.
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Science (Crédibilité) : Crédibilité
plus ou moins grande (scepticisme) que l'on accorde à la science,
au travail des chercheursScientific credibility.
RELMAN, A. (2001). Trust me, I’m a scientist. New
Scientist, 46-47.
width="50%">
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Science
(Mauvaise/Bonne) : Expression
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de la science. Bad/good science, junk science.
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scientifique et ses principes
de scientificité pour vérifier ses théories
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science : To teach or not to teach. Science
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Science & Human Behavior : Livre
écrit par Skinner en 1953.
SKINNER, B.F. (1953). Science and human behavior.
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translated into Portugese: Ciência e comportamenta
humano. Journal of the Experimental Analysis of
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[PDF]
Science médicale (Pseudo-) : Voir Médecine
alternative. Alternative medicine,
complementary and alternative medecine (CAM).
Science
naturelle (Pseudo-) : Ensemble des
pseudosciences qui ont pour objet
d'étude des phénomènes pseudo-naturels (force occulte, miracle,
présence extra-terrestre, etc.).
Science ognitive : Toute science qui s'intéresse aux fonctions et aux structures cognitives des cerveaux humain et animaux. Il peut s'agir de la psychologie, de la biologie, des mathématiques, de
l'informatique, de la linguistiques,
etc. NDLR : D'abord associé presque
exclusivement aux théories de la connaissance, notamment celle de Piaget, le terme cognitif désigne de nos jours une vaste
réalité, qui déborde largement l'objet d'étude définit à
l'origine.
Cognitive science.
HATFIELD, G. (2002). Psychology, philosophy, and cognitive science : Reflections on the history and philosophy of experimental psychology. Mind & Language, 17, 207-232.
[PDF]
JOHNSON-LAIRD, P.N. (1988). The computer and the
mind : An introduction to cognitive science.
Cambridge : Harvard University Press.
SKINNER, B.F. (1985). Cognitive science and behaviourism.
British Journal of Psychology, 76,
291-301.
COLLINS, A. & SMMITH, E.E. (Eds.) (1988). Reading
in cognitive science : A perspective from psychology and
artificial intelligence. San Mateo, C.A. : Morgan
Kaufmann Publishers.
VARELA, F. (1988). Invitation aux sciences cognitives.
Paris : Seuil.
LE NY, J.-F. (1989). Science cognitive et
compréhension du langage. Paris : PUF.
POSNER, M.I. (1989). Foundations of cognitive
science. Cambridge, MA : MIT Press.
PIATTELLI-PALMARINI, M. & NADEL, L. (2003). What is
cognitive science ? In L. Nadel (Ed.), Encyclopedia
of cognitive science (Vol. 1). London UK :
Macmillan.
KEIL, F.C. (1991). On being more than the sum of the parts
: The conceptual coherence of cognitive science. Psychological
Science, 2, 283, 287-293.
COLE, M. (2003). Culture and cognitive science. Outlines, 1, 3-15. [PDF]
McCLOSKEY, M. (1991). Networks and theories : The place of
connectionnism in cognitive science. Psychological
Science, 2 (6), 387-395. [PDF]
VIGNAUX, G. (1991). Les sciences cognitives.
Paris : Éditions La Découverte.
COHEN-COLE, J. (2005). The reflexivity of cognitive
science : the scientist as model of human nature. History
of the Human Sciences, 18 (4), 107-139.
ECKARDT VON, B. (1993). What a cognitive science ? Cambridge
: MIT Press.
BODEN, M.A. (2006). Mind as machine : A history of
cognitive science. Oxford : Clarendon Press.
TIBERGHIEN, G. & JEANNEROD, M. (1995). Pour la science cognitive la métaphore cognitive est-elle scientifiquement fondée ? Revue Internationale de Psychopathologie, 18, 173-203.
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TIBERGHIEN, G. (2007). Entre neurosciences et
neurophilosophie : la psychologie cognitive et les
sciences cognitives. Psychologie Française, 52 (3), 279-297.
CERULO, K.A. (2010). Mining the intersections of culture
and cognitive science. Poetics, 38, 115-132.
RAPAPORT, W.J. (1993/96). Cognitive science. In A.
Ralston, E.D. Reilly & D. Hemmindinger (Eds.),
Encyclopedia of computer science. New York : Van
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cognitive science. Cambridge, MA : MIT
Press/Bradford Books
BELLER, S., BENDER, A. & MEDIN, D.L. (2012). Should
anthropology be part of cognitive science ? Topics in
Cognitive Science, 4 (3), 342-353. [PDF]
Science de la nature : Ensemble des sciences qui étudie la nature et ses éléments non-vivants (ce qui
exclut la biologie) ou non-humain (ce qui inclut la biologie). =
science naturelle.
Natural science.
JAMES W. (1892). A plea for psychology as a ‘‘natural
science. Philosophical Review, 1, 146–153.
ROSE, H. & ROSE, S. (Eds.) (1979). Ideology
of/in the natural sciences. Cambridge, MA :
Schenkman Publishing Co.
KNORR CETINA, K.D. (1981). Social and scientific method
or what do we make of the distinction between the
natural and the social sciences. Philosophy of the
Social Sciences, 11, 335-359.
BRAUN, C.M.J. & BARIBEAU, J. (1985). A link between
the social and natural sciences : The case of scientific
psychology. Science & Society, 49, 131-158.
GROTE, I. (1997). Natural science has a home. Behavior
& Social Issues, 7, 94-98.
Science descriptive : Science qui n'a
pas le pouvoir de modifier son objet
d'étude pour mieux le connaître, et qui de ce fait se borne
à le décrire en l'observant (EX: le télescope en
astrophysique) ou en lui demandant de s'auto-observer
(EX: le sondage en politique).
/science
expérimentale.
Science
discursive : Science ou
domaine d'une science dont les critères de vérité s'appuient
davantage sur les propriétés du discours
(clarté de l'argumentation, cohérence du propos, nuances,
etc) que sur la correspondance avec les faits (empirisme)
ou la cohérence d'un d'un langage logique (science
formelle).EX: Certains domaines de
l'histoire et de la philosophie. Historical
science.
CLELAND, C.E. (2001). Methodological and epistemic
differences between historical science and experimental
science. Philosophy of Science, 69, 474-496.
SCHARFF, C. (2011). Towards a pluralist methodological
approach : combining performativity theory, discursive
psychology and theories of affect. Qualitative
Research in Psychology, 8 (2), 210-221. [PDF]
Science
du comportement : Au sens strict, le terme est
synonyne de béhaviorisme.
Avec le temps, l'expression en est venue à désigner toute discipline qui utilise la méthode
scientifique pour étudier le comportement,
quel que soit par ailleurs la nature des explications proposées
pour rendre compte du comportement.
Science of behavior, behavioral sciences.
SKINNER, B.F. (1953). Science and human behavior. Macmillan Free Press/Simon & Schuster.
SHERIF, M. (1959). Social psychology, anthropology, and
the "behavioral sciences. Southwestern Social Science Quarterly, 40, 105-112.
SKINNER, B.F. (1975). The steep and thomy way to a science of behavior. American Psychologist, 30, 30-49.
[PDF]
KRÄGELOH, C.U. (2006). Pragmatism and a-ontologicalism in a science of behavior. The Behavior Analyst Today, 7 (3), 325-334. [PDF]
Science
dure/pure : Expression qui s'oppose
aux sciences molles ou impures qui, elles, font un usage limité - et parfois critique
- de la mathématique
et des statistiques.
NDLR : Faut-il rappeler que le degré d'exactitude de la
mesure n'est pas un critère qui permet de distinguer, de comparer
ou même de classer les sciences. Ce terme
est donc à proscrire; utilisez l'expression science de la
nature. Hard science.
PRICE, D.J.D. (1970). Citation measures of hard science,
soft science, technology, and nonscience. In C.E. Nelson
& D.K. Pollack (Eds.), Communication among
scientists and engineers (pp 155–179). New York :
Columbia University Press.
Science empirique : Toute science dont l'objet d'étude est la nature
(physique, animale ou humaine) et qui postule que, pour observer
et expliquer cette réalité, il faut utiliser la méthode
scientifique.EX: La physique, la sociologie
et la psychologie sont
des sciences empiriques. = science
descriptive, science explicative, science
formelle. C-EX: Les mathématiques et la
logique ne sont pas des sciences empiriques, car leur objet d'étude ne se situe pas dans la réalité, mais plutôt dans le cerveau d'un
humain (objet d'étude inventé). ( ):Voir tableau ci-dessous.
Science
et Comportement : Revue
scientifique qui consacre ses pages à l'étude du comportement.
Éditeur : Association Scientifique pour la Modification du
Comportement.
CHARTRAND, E. et JULIEN, D. (1996). Intégration du
couple gai et lesbien dans son réseau social et
ajustement conjugal. Science et Comportement, 25,
39-54.
Science exacte : Expression qui s'oppose aux sciences inexactes ou molles, qui, elles, font un usage limité - et parfois critique - de la mathématique
et des statistiques. NDLR : Faut-il rappeler que le degré d'exactitude de la
mesure n'est pas un critère qui permet de distinguer, de comparer ou même de classer les sciences. Ce terme
est donc à proscrire. Hard science.
RESCHER, N. & HELMER, O. (1959). On the epistemology
of the inexact sciences. Management Sciences, 6,
25-52.
Science expérimentale : Toute science qui a le pouvoir de manipuler
son objet d'étude ou
les états ou les propriétés
de cet objet. Cette manipulation a un double
rôle : elle permet de mettre en évidence les causes
du phénomène à l'étude, tout en accordant au chercheur la
capacité de neutraliser
les effets contaminants ou parasites des autres facteurs
susceptibles d'influencer cet objet d'étude. EX:
La psychologie et la
biologie sont des sciences expérimentales, mais pas
l'histoire (le passé) ou l'astrophysique (les planètes et
l'univers). /science
descriptive,science formelle.Experimental
science.
CLELAND, C.E. (2001). Methodological and epistemic
differences between historical science and experimental
science. Philosophy of Science, 69, 474-496.
Science
fondamentale : Toute science
qui tente de résoudre des problèmes abstraits ou théoriques, par
opposition aux sciences qui s'appliquent à résoudre des problèmes
concrets. EX: Quels types de mesure favorisent
l'apprentissage ? La psychologie
et la biologie sont des
sciences fondamentales.
Basic research.
Science formelle : Toute science dont les champs d'intérêt ou les problèmes sont créés ou inventés plutôt que donnés (= naturel ou réel par opposition à artificiel) et dont la solution réside dans un raisonnment logico-mathématique. Les sciences formelles sont discursives
et non-empirique. La
psychologie et la physique ne sont pas des sciences formelles car leur objet d'étude existe en soi. EX: Les
mathématiques et certaines branches de la philosophie (logique)
sont des sciences formelles car leur objet d'étude - les chiffres
et les opérations logiques - sont des inventions humaines, qui
n'existent pas en soi. Précisions que certaines branches des
mathématiques, comme les statisiques, s'intéresse
à la réalité, mais les solutions proposées pour décrire et
comparer cette réalité reposer sur les nombres et le raisonnement logico-mathématique. Il ne faut pas confondre la formalisation des connaisances et des théories d'une science empirique (EX:
économie, physique) avec le formalisme de l'objet d'étude
(nombre, logique, etc).
/science
empirique. Formal science.
Sciences humaines : Souvent utilisée comme synonyme de sciences sociales. Cette expression désigne l'ensemble des sciences qui ont l'humain - en tout ou en partie - pour objet d'étude (voir tableau ci-dessous). Au sens strict, cette définition exclut l'ethnologie et la sociologie qui s'intéressent davantage aux groupes humains (cultures,sociétés, etc.) qu'à individu
comme tel (à l'exception de l'individualisme
méthodologique, une perspective de la sociologie).
Elle exclut également de facto les sciences
qui étudie les autres animales(éthologie et
écologie animale,paléontologie,primatologie, etc.).
En pratique, «science humaine» et «science sociale» sont souvent
considérées comme synonymes. NDLR : Dans ce cas,
pourquoi ne pas utiliser l'expression sciences du vivant
pour désigner l'ensemble de ces sciences ? Cette expression aurait
l'avantage d'inclure toutes les espèces
et de rappeler les liens étroits qui unissent la psychologie,l'anthropologie et la
biologie à ses théories
(théorie synthétique de l'évolution, nomenclature
des espèces, etc.).
= sciences
sociales.
Human science.
RUSHTON, J.P., JACKSON, D.N. & PAUNONEN, S.V. (1981).
Personality : Nomothtic or idiographic ? A response to
Kenrick and Stringfield. Psychological Review, 88
(6), 582-589. [PDF]
CONE, J.D. (1986). Idiographic, nomothetic, and related
perspectives in behavioral assessment. In R.O. Nelson
& S.C. Hayes (Eds.), Conceptual foundations of
behavioral assessment (pp. 111-128). New York :
Guilford.
CARR, E.G., YARBROUGH, S.C. & LANGDON, N.A. (1997).
Effects of idiosyncratic stimulus variables on functional
analysis outcomes. Journal of Applied Behavior
Analysis, 30 (4), 673-685. [PDF]
STRICKER, G. & GOLD, J.R. (1999). The Rorschach :
Toward a nomothetically based, idiographically applicable
configurational model. Psychological Assessment, 11 (3),
240-250.
THOMAE, H. (1999). The nomothetic-idiographic issue : Some
roots and recent trends. International Journal of
Group Tensions, 28 (1), 187-215.
MOLENAAR, P.C.M. (2004). A manifesto on psychology as
idiographic science : Bringing the person back into
scientific psychology, this time forever. Measurement
: Interdisciplinary Research & Perspectives, 2
(4), 201-218.
[PDF]
Science inexacte : Expression qui désigne les sciences
empiriques qui utilisent peu ou pas la logique et les
mathématiques. /science
formelle. Inexact science.
RESCHER, N. & HELMER, O. (1959). On the epistemology
of the inexact sciences. Management Sciences, 6,
25-52.
Science
normale : Expression proposée par Kuhn
pour désigner une science paradigmatique
c-à-d une science qui possède un ensemble
de théories logiquement
complémentaires et une méthode commune qui permettent d'expliquer
l'ensemble des faits de cette discipline. EX: La
biologie est une science normale car l'ensemble des faits
biologiques est expliquée à la lumière de la théorie synthétique
de l'évolution (génétique des populations, génétique mendélienne,
sélection naturelle, théorie de l'ADN). La psychologie n'est pas
une science normale car plusieurs théories contradictoires
coexistent en son sein (cognitivisme, neurocognitivisme,
béhaviorisme, humanisme, psychanalyse, etc.).
/science
révolutionnaire, révolution
scientifique.Normal science.
KUHN, T.S. (1962/1983). The structure of scientific
revolutions / La structure des révolutions
scientifiques. Chicago : University of
Chicago/Paris : Flammarion.
MORIER, D. & KEEPORTS, D. (1994). Normal science and
the paranormal : The effect of a scientific method course
on students' beliefs in the paranormal. Research in
Higher Education, 35, 443-453.
POPPER, K. (1970). Normal science and its dangers. In I.
Lakatos & A. Musgrave (Eds.), Criticism and the
growth of knowledge (pp. 51-58). Cambridge :
Cambridge University Press.
MICHELL, J. (2000). Normal science, pathological science
and psychometrics. Theory & Psychology, 10, 639-667.
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TOULMIN, S. (1970). Does the distinction between normal
and revolutionary science hold water ? In I. Lakatos &
A. Musgrave (Eds.), Criticism and the growth of
knowledge (pp. 132-133). London & New York :
Cambridge University Press.
NICKLES, T. (2003). Normal science : From logic to
case-based and model-based reasoning. In T. Nickles (Ed.),
Thomas Kuhn (pp. 142-177). Cambridge University
Press.
WEIMER, W.B. & PALERMO, D.S. (1973). Paradigms and
normal science in psychology. Science Studies, 3,
211-244.
WORRALL, J. (2003). Normal science and dogmatism,
paradigms and progress : Kuhn "versus" Popper and Lakatos.
In T. Nickles (Ed.), Thomas Kuhn (pp. 65-100).
Cambridge University Press.
KUHN, T.S. (1977/90). The essential tension / La
tension essentielle : Tradition et changement dans les
Sciences. Chicago : University of Chicago Press.
Science politique : Sciences politiques : Voir Politique. Political science.
Science publique : Il ne s'agit pas d'un
type de science, mais d'un mouvement qui
milite en faveur d'une science plus transparente
et publique. EX : Rendre disponible les
résultats de sa recherche à d'autres chercheurs afin qu'ils
puissent les analyser.
= science
ouverte.
Open science.
OPEN SCIENCE COLLABORATION (2015). Estimating the
reproducibility of psychological science. Science,
349 (6251)
OPEN SCIENCE COLLABORATION (2017). Maximizing the
reproducibility of your research. In S.O. Lilienfeld &
I.D. Waldman (Eds.), Psychological science under
scrutiny : Recent challenges and proposed solutions.
New York : Wiley.
Science pure : S'oppose aux sciences dites «impures», molles ou
inexactes qui font un usage plus restreint de la mathématique
ou de la méthode
expérimentale. NDLR : Le recours à
l'expérimentation et aux mathématiques n'est pas vraiement un
critère de "pureté" qui permet de distinguer ou de classer les sciences.
À titre d'exemple, l'astronomie, une branche de la physique,
utilise peu l'expérimentation; idem pour la botanique, une branche
de la biologique, dont les connaissances sont formalisées
(classement) mais peu mathématisé. Cette expression est donc à
proscrire. Utiliser plutôt science
expérimentale ou science formelle, selon
le cas.
= science dure.
Hard science, soft science.
PRICE, D.J.D. (1970). Citation measures of hard science,
soft science, technology, and nonscience. In C.E.Nelson
& D.K. Pollack (Eds.), Communication among
scientists and engineers (pp 155–179). New York :
Columbia University Press.
HEDGES, L.V. (1987). How hard is hard science, how soft is
soft science ? The empirical cumulativeness of research. American Psychologist, 42 (5), 443-455.
Sciences sociales : Souvent utilisé comme synonyme de sciences
humaines. Désigne l'ensemble des sciences qui ont la société
Ou de tout plus petit groupe) ou les aspects sociaux du
comportement humain pour objet
d'étude. Au sens strict, cette définition exclut plusieurs
branches de la psychologie qui s'intéressent davantage aux
individus et à leurs propriétés (apprentissage, émotions,
intelligence, etc.) qu'aux comportements sociaux ou au fonctionnement
des groupes humains.
= sciences
humaines.
Social science, social studies.
ALLPORT, F.H. (1925). The psychological bases of social
science. Psychological Bulletin, 22, 561-574. [LIRE]
LOFTUS, G.R. (1991). On the tyranny of hypothesis testing
in the social sciences. Contemporary Psychology, 36,
102-105.
JOHNSON, H.M. (1936). Pseudo-mathematics in the mental and
social sciences. American Journal of Psychology, 48,
342-351.
[LIRE]
DOGAN, M. et PAHRE R. (1991). L'innovation dans les
sciences sociales : La marginalité créatrice. Paris
: Presses Universitaires de France.
SAXE, D.W. (1992). Framing a theory for social studies
foundations. Review of Educational Research, 62 (3),
259-277.
SAYER, A. (1992). Method in social science : A realist
approach. London : Routledge.
HAYEK, F. (1952/91). Scientisme et sciences sociales.
Paris : Plon/Agora.
MALIA, N. (1994). Value neutrality of sociale sciences. Indian
Philosophical Quarterly, 21 (4), 297-306.
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WINCH, P. (1959). The idea of a social science. London :
Routledge and Kegan Paul.
COOPER, H.M., DORR, N. & BETTENCOURT, B.A. (1995).
Putting to rest some old notions about social science. American
Psychologist, 50, 11-112.
LAZARSFELD, P.F. (1959). Philosophie des sciences
sociales. Paris : Gallimard.
BUNGE, M. (1996). Finding philosophy in social
science. New Haven & London : Yale University
Press.
JARVIE, I.C. (1964). Review of Robert Brown’s explanation in social science. British Journal for the Philosophy
of Science, 15, 62-72.
GRAVITZ, M. (1997). Méthodes des sciences sociales.
Dalloz/Coll. Précis.
COMTE, A. (1972). La science sociale. Paris :
Gallimard.
LACEY, H. (1997). Neutrality in the social sciences. Journal
for the Theory of Social Behavior, 27, 213-241.
POPKEWITZ, T.S. (1976). Myths of social science in
Curriculum. The Educational Forum, 40 (3),
317-328.
BUNGE, M. (1998). Social science under debate : A
philosophical perspective. Toronto: University of
Toronto Press.
SHAFFER, L.S. (1977). The golden fleece :
Anti-intellectualism and social science. American
Psychologist, 32, 814-823.
FINE, B. (1999). A question of economics : is it
colonising the social sciences ? Economy &
Society, 28 (3), 403-425.
LURIA, A. (1977). On the role of psychology among social
and biological science. Voprosy Philosophii, 9,
68-76.
LE HUU, K. (2000). Liens méthodologiques et parenté
épistémologique entre les sciences sociales.
Presses universitaires du Septentrion.
McGRATH, J.E. (1980). Social science, social action, and
the Journal of Social Issues. Journal of Social
Issues, 36 (4), 109-124.
LAMONT, M. & MOLNAR, V. (2002). The study of
boundaries in the social sciences. Annual Review of
Sociology, 28, 167–195.
KNORR CETINA, K.D. (1981). Social and scientific method or
what do we make of the distinction between the natural and
the social sciences. Philosophy of the Social
Sciences, 11, 335-359. [PDF]
BOLLACHI, G. (2004). On "social sciences" and science. Behavior
& Philosophy, 32, 465-478.
[PDF]
LAW, J. & LODGE, P. (1984). Science for social
scientists. London : Macmillan.
McINTYRE, L.C. (2004). Redescription and descriptivism in
the sociale sciences. Behavior & Philosophy, 32,
453-464. [PDF]
BRAUN, C.M.J. & BARIBEAU, J. (1985). A link between
the social and natural sciences : The case of scientific
psychology. Science & Society, 49, 131-158.
WARREN, J.P. & GINGRAS, Y. (2007). Job market boom and
gender tide. The rise of Canadian social sciences in the
20th century. Scientia Canadensis, 30 (2), 5-21.
CAMPBELL, D. (1986). Science's social system of
validity-enhancing collective belief change and the
problems of the social sciences. In D. Fiske & R.
Shweder (Eds.), Metatheory in social science (pp.
108-135). Chicago, IL : University of Chicago Press.
KASOMO, D. (2011). Contemporary method to study humanities
and social sciences. International Journal of
Psychology & Behavioral Sciences, 1 (1), 55-62.
[PDF]
HABERMAS, J. (1987). Logique des sciences sociales et
autres essais. Paris : Presses Universitaires de
France.
DESCARRIES, F. (2014). Language is not neutral : The
construction of knowledge in the social sciences and
humanities. Signs : Journal of Women in Culture &
Society, 7 (3), 564-569.
WILCOX, B. (1987). Pornography, social science, and
politics : When research and ideology collide. American
Psvchologist, 42, 941-943.
LATANÉ, B. (1987). Social science should invest in
infrastructure. Social Science, 72, 1-16.
MEEKER, B.F. & HAGE, J. (1988). Social causality.
Allen and Unwin.
Science spectacle : Science "de
surface", pratiquée par des individus qui connaissent toutes les
formules scientifiques pour contredire un argument et convaincre
autrui, mais dont le discours, ultimement, ne repose sur aucune
donnée, aucun fait (ou si peu). Les tenants de cette pseudo-science, généralement de bons orateurs, sont souvent
invités à la TV ou à la radio en raison de leur éloquence. =
scientifique de façade, grand parleur, orateur de pacotille,
Intello en pédalo.
CRAHAY, M. (1998). Notre école offre-t-elle à tous les
mêmes occasions d'apprendre ? Scientia Paedagogica
Experimentalis, 35 (2), 381-418.
Scientific
American Mind :Revue
de vulgarisation scientifique.
STANOVICH, K.E. (2009). The thinking that IQ tests miss.
Scientific American Mind, 20 (6), 34-39. [PDF]
Scientific Review of Alternative Medicine & Aberrant Medical Practices : Revue
scientifique multidisciplinaire qui examine et vérifie les
thérapies et les pratiques qui semblent irrationelles ou fondées
sur des théories farfelues ou dites alternatives.
BEYERSTEIN, B.L. & DOWNIE, S. (1998). Naturopathy. The Scientific Review of Alternative Medicine, 1 (2),
10-18.
ABRAMOWITZ, J.S. & HOUTS, A.C. (2002). What is OCD
and what is not : Problems with the OCD spectrum
concept. Scientific Review of Mental Health
Practice, 1, 139-156.
Scientific Studies of Reading :Revue
scientifique multidisciplinaire. Éditeur : Taylor &
Francis.
HARM, M.W., McCANDLISS, B.D. & SEIDENBERG, M.S.
(2003). Modelling the successes and failures of
interventions for disabled readers. Scientific
Studies of Reading, 7, 155-182.
Scientificité
: La science s'intéresse à
tout, absolument tout. Cependant, ce qui la distingue des autres
forrmes de savoir, c'est davantage sa démarche
d'acquisition des connaissances que l'on nomme méthode
scientifique que la nature de ses objets
d'étude. Il s'agit d'un ensemble de principes
(voir ci-dessous) qui, de concert avec les postulats du
modèle scientifique standard (MSS), permettent, d'une part,
de distinguer l'activité
scientifique d'autres formes d'activités intellectuelles
(art, littérature, religion, tradition, etc.) et, d'autre part, de
hierarchiser la qualité du savoir produit par la
recherches; des meilleurses (state of the art) jusqu'au moins
moins bonnes, voire douteuses (Questionable research practices).
On dira donc qu'une activité est scientifique si, et seulement si,
cette dernière recourt à la méthode et que son degré de
scientificité varie en fonction du respect plus ou moins
grand de ces principes. Scientificité, biais
scientifiqueetvertus
épistémiques. = critères de
scientificité, standard scientifique, principes scientifiques,
nature scientifique.
/tricherie
en science. ( ): Voir tableau ci-dessous.
CHAMBERLAND, C., THÉORÊT, M., GARON, R. et ROY, D. (1995).
Les Scientifines en action : conception, implantation
et évolution. Montréal : Université de Montréal.
THÉORÊT, M. et GARON, R. (2003). Les représentations des
intervenantes des "Scientifines" sur le développement des
femmes, la science et le pouvoir. In L. Lafortune et C.
Solar (Dirs.), Les femmes face à de nouveaux défis :
mathématiques, sciences et technologies. Montréal :
Presses de l’Université du Québec.
Scientisme : Doctrine
philosophique qui postule que la science
résoudra un jour tous les problèmes intellectuels et moraux qui
relevaient autrefois de la philosophie
ou de la religion.
NDLR : Cette conception, un peu naïve diront
certains, oublie ou néglige le fait que la science est une
activité sociale comme les autres et que, à ce titre, elle est
soumise aux influences politiques et économiques de son époque
(sous-financement des universités,
financement accru de l'armée, caprices des organismes
subventionaires, lubies des philantropes, course aux Nobels et
privatisation/marchandisation
du savoir). La science ne cherche donc pas à résoudre tous les
problèmes. Sa quête est plutôt orientée vers des problèmes
socialement ou économiquement rentables. Serait-elle capable
potentiellement de résoudre tous les problèmes qu'elle ne s'y
emploierait sans doute pas. La vérité, c'est que pour faire de la
science, il faut de l'argent, et que là ou il n'y a pas ou peu
d'argent, il y a souvent très peu de science. Cela dit, la
quantité de problèmes que la science est parvenue à résoudre, avec
ou sans argent, est colossale, et le mot n'est pas trop fort...
Scientism.
NASH, M.R. (2005). The importance of being earnest when
crafting definitions : Science and scientism are not the
same thing. International Journal of Clinical &
Experimental Hypnosis, 53 (3), 265-280. [PDF]
GASPAROUTOU, R. (2017). Scientism and scientific thinking.
Science & Education, 26, 799-812.
Scientométrie
: Science,
fondée par Garfield, qui
étudie et mesurel'activité
scientifique. Le premier organisme créée pour mesurer cette
activité - notamment sous forme d'information - est l'Institut
for Scientific Information (ISI), en 1958.
=
bibliométrie, bibliothéconomie, science de l'information.
Informetrics,
bibliometric analysis, iinformation science.
GARFIELD, E. (1989). Delayed recognition in scientific
discovery : citation frequency analysis aids the search
for case histories. Current Contents, 23, 3-9.
CRONIN, B. (2001). Bibliometrics and beyond : some
thoughts on Web-based citation analysis. Journal of
Information Science, 27, 1-7.
VAN RAAN, A.F. . (2001). Bibliometrics and Internet:
some observations and expectations. Scientometrics,
50, 59-63.
EGGHE, L. & ROUSSEAU, R. (1990). Introduction to
informetrics. New York : Elsevier Science Pub.
BAR-ILAN, J. (2001). Data collection methods on the Web
for informetric purposes — a review and analysis. Scientometrics,
50, 7-32.
HARTER, S.P. (1992). Psychological relevance and
information science. Journal of the American Society
for Information Science, 43, 602-615
BORGMAN, C.L. & FURNER, J. (2002). Scholarly
communication and bibliometrics. In Annual review of
information science and technology, 36 (pp. 3-72).
Medford, NJ : Information Today
BAR-ILAN, J. (1997). The "mad cow disease", usenet
newsgroups and bibliometric laws. Scientometrics, 39 (1),
29-55.
ALLMIND, T.C. & INGWERSEN, P. (1997). Informetric
analyses on the World Wide Web : methodological approaches
to "Webometrics". Journal of Documentation, 53,
404-426.
BORNMANN, L. & MUTZ, R. (2015). Growth rate of modern
science : a bibliometric analysis based on the number of
publications and cited references. Journal of the
Association for Information Science & Technology,
66, 2215-2222.
GARFIELD, E. (1998). From citation indexes to informetrics
: Is the tail now wagging the dog ? International
Journal of Libraries & Information Studies, 48 (2),
67-80.
CHEN, C. (2018). Eugene Garfield's scholarly impact : A
scientometric review. Scientometrics, 114 (2),
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SCIUTTO, M.J. (1995). Student-centered methods for
decreasing anxiety and increasing interest level in
introductory statistics classes. Journal of
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SCIUTTO, M.J. (2000). Teachers' knowledge and
misperceptions of Attention-Deficit/hyperactivity.
Psychology in the Schools, 37 (2), 115-122.
SCIUTTO, M.J. (2002). The method and statistics methods
portfolio : A resource for the introductory course and
beyond. Teaching of Psychology, 29, 213-215.
SCIUTTO, M.J., NOLFI, C.J. & BLUHM, C.A. (2004).
Effects of child gender and symptom type on elementary
school teachers’ referrals for ADHD. Journal of
Emotional & Behavioral Disorders, 12, 247-253.
SCIUTTO, M.J. & EISENBERG, M. (2007). Evaluating the
evidence for and against the overdiagnosis of ADHD. Journal
of Attention Disorders, 11 (2), 106-113.
Sclérose : Sclérosé : Qualifie un individu ou un groupe qui
refuse ou accepte difficilement le changement,
en dépit des avantage certains et évidents de ce changement.
Sclérose etrésistance
au changement.
OUELLET, J., SCHERZER, P.B. & ROULEAU, I. (2010).
Assessment of social cognition in patients with Multiple
Sclerosis. Journal of the International
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memory impairment in multiple sclerosis : a review.
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SCOBORIA, A., MAZZONI, G., KIRSCH, I. & RELYEA, M.
(2004). Plausibility and belief in autobiographical
memory. Applied Cognitive Psychology, 18,
791-807.
SCOBORIA, A., LYNN, S.J., HESSEN, J. & FISICO, S.
(2007). So that's why I don't remember : Normalising
forgetting of childhood events influences false
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801-813.
SCOBORIA, A., MAZZONI, G. & JARRY, J.L. (2008).
Suggesting childhood food illness results in reduced
eating behavior. Acta Psychologica, 128, 304-309.
SCOBORIA, A., MAZZONI, G., JARRY, J.L. & SHAPERO, D.
(2012). Implausibility inhibits but does not eliminate
false autobiographical beliefs. Canadian Journal of
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SCOBORIA, A., JACKSON, D.L., TALARICO, J., HANCZAKOWSKI,
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HENKEL, L.A., MEMON, A. & KORCSOG, K. (2019). Alan
Raymond Scoboria (1972-2019) : A remembrance. Journal
of Applied Research in Memory & Cognition, 8
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Scopolamine
:Scopolamine.
WOODRUFF-PAK, D.S. & HINCHLIFFE, R.M. (1997).
Scopolamine- or mecamylamine-induced learning impairment :
Reversed by nefiracetam. Psychopharmacology, 131, 130-139.
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& WOODRUFF-PAK, D.S. (2002). Nefiracetam ameliorates
associative learning impairment in the
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& PAK, M.H. (2002). The effect of scopolamine in older
rabbits tested in the 750 ms delay eyeblink classical
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Scolaire : Qui concerne
l'école,
l'enseignement et la
scolarisation. NDLR : Le mot académique
n'est pas synonyme de scolaire. On l'utilise souvent en
anglais pour qualifier l'enseignement supérieur (collège et
université). En français, le mot académique renvoie plutôt à un
style conventionnel (qui a fait école), mais englué dans le passé;
Il a donc, en ce un sens, une connotation péjorative (je dis léger
car il y a du bon dans le passé; dans certains domaines, le passé
a même beaucoup d'avenir...)
Academic.
WELCH, F. (1966). Measurement of the quality of schooling.
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GOOD, T.L. (2000). Non-subject matter outcomes of
schooling : Introduction. Elementary School Journal,
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PARKER, D.H. (1970). Schooling for what ? New
York : McGraw-Hill.
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MEECE, J.L. & KURTZ-COSTES, B. (2001).
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and environmental contributions to educational attainment
in Australia. Economics of Education Review, 20,
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Books.
WAGNER, D.A. (1978). Memories of Morocco : The influences
of age, schooling, and environment on memory. Cognitive
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schooling : quantity alone is misleading. American
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emotional intelligence be schooled ? A critical review. Educational
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LIEBERMAN, D.A., CHAFFEE, S.H. & ROBEERTS, D.F.
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equivalence in uses of new media. Social Science
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CARNEIRO, P. & HECKMAN, J.J. (2002). The evidence on
credit constraints in post- secondary schooling. Economic
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GREER, R.D., McCORKLE, N.P. & WILLIAMS, G. (1989). A
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of cheating in high school. Adolescence, 26,
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BEHRMAN, J.R., XIONG, Y. & ZHANG, J. (2015).
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Scolastique :Philosophie
qui emprunte à la philosophie grecque et à la théologie chretienne
du Moyen-âge.
= Philosophie médiévale.
Scopolamine :Scopolamine.
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Scopolamine- or mecamylamine-induced learning impairment :
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Scott John Paul (1909-2000) :Zoologiste
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SCOTT, S. & GREGG, N. (2000). Meeting the evolving
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Scott Peter Dale (Montréal 1929-) :Politologue
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Script : Concept élaboré par Schank et
Abelson. Le script est une
routine mentale partagée par la plupart des membres d’une culture,
qui s'active dans une situation sociale donnée afin de permettre à
l'individu d'agir rapidement et efficacement, sans trop réfléchir
àce qu'il faut faire. EX: Offrir ses
condoléances à un ami, lui serrer la main, le consoler en lui
tapotant l'épaules. Contrairement à l'algorithme,
le script ne serait utilisé que dans des situations bien
particulières.
= scénario inconscient,
marche à suivre implicite.
Script.
SCHANK, R.C. & ABELSON, R. (1977). Scripts,
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HERSHEY, D.A., WILSON, T.L. & MITCHELL-COPELAND, J.
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BEAUREGARD, E., PROULX, J. ROSSMO, K., LECLERC, B. &
ALLAIRE, J.F. (2007). Script analysis of the hunting
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Script
sexuel : Concept élaboré par
Simon et Gagnon.
Sexual script.
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ROSE, S.M. & FRIEZE, I. H. (1989). Young singles’
scripts for a first date. Gender & Society, 3,
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ROSE, S.M. & FRIEZE, I.H. (1993). Young singles’
contemporary dating scripts. Sex Roles, 28, 1-11.
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KLINKENBERG, D. & ROSE, S.M. (1994). Dating scripts of
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Scripture Edward Wheeler (Mason 1864-1945 Henleaze Angleterre)
: Psychologue
américain. On lui doit la distinction entre comportement
(doing), émotion (feeling)
et pensée (thinking) et
l'expression arm chair psychology (par opposition à experimental
psychology). Membre fondateur de l'APA.
Étudiant de Wundt. Collaborateur
de Seashore.
SCRIPTURE, E.W. & SEASHORE, C.E. (1893). On the
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Scruton Roger Vernon (Buslingthorpe 1944-2020 Brinkworth)
: Philosophe
anglais. Il s'intéresse notamment à l'esthétisme
et à notre conception des animaux. (devoir, obligation, droits,
etc.).
SCRUTON, R. (1979). The aesthetics of architecture.
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Scrutin : Ensemble des opérations qui permet aux individus d'un groupe formel (entreprise, province, pays) de voter
pour élire ses représentants.
Il y a dans la plupart des pays au moins quatre grandes opérations
: 1) Adoption, rédaction et promotion des règles
qui régissent le scrutin; 2) Choix des votants
et dépôt du bulletin de vote dans les urnes; 3) Dépouillement et vérification du vote; 4) Proclamation des
gagnants et diffusion officielle des résultats.
= vote, opération électorale.
Scrutiny, election, election day.
Étapes d'un scrutin
1
Adoption, rédaction et promotion des règles qui régissent le scrutin
2
Choix des votants et dépôt de leur bulletin de vote dans les urnes
3
Dépouillement des urnes et vérification du vote
4
Proclamation des gagnants et diffusion officielle et publique des résultats
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Séance : Le terme a au moins deux significations : a)
En laboratoire,
activité d'une durée fixe, généralement déterminée à l'avance, qui
consiste à conditionner
un animal/humain ou simplement à l'observer.= séance de conditionnement, séance
d'observation. b) On utilise également le terme
pour désigner la rencontre entre un psychologue/thérapeute et son
client, rencontre qui dure généralement entre 45 minutes et une
heure, généralement une ou deux fois par semaine.
Session.
a
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SEARLE, J.R. (1995). The construction of social
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Searles Harold F. (New York 1918-2015 Los Angeles) : Psychanalyste
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SEARS, D.O., TYLER, T.R., CITRIN J. & KINDER, D.R.
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Secret professionnel : Ce qu'un psychologue
clinicien (ou tout autre professionnel) sait de ses patients
et qu'il a l'obligation légale et le devoir moral de ne pas
dévoiler, sous peine de trahir le principe du secret
professionnel. Selon les circonstances, quelques renseignements
échappent a cette obligation (violence conjugale, violence
familiale, meurtre, planification d'un suicide, certains maladies
contagieuses à déclaration obligatoire). Secret, code
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KALICHMAN, S.C., CRAIG, M.E. & FOLLINGSTAD, D.R.
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SILVA, J.A., LEONG, G.B. & WEINSTOCK, R. (1989). An
HIV-infected psychiatric patient : Some clinicolegal
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Sécularisation : Disparition ou recul marqué, souvent progressif et
lent donc à peine perceptible, de l'influence religieuse
dans un système social
(gouvernement, école, hôpitaux, etc.), au profit des laïcs, qui au
terme de ce processus de transformation exercent alors les pleins
pouvoirs (décision, choix, organisation etc.). Au sens strict, la
sécularistion englobe plusieurs processus : le retrait des signes
religieux du domaine public, la conversion ou le remplacement du
personnel religieux par des laïcs, la vente des biens et des actif
religieux (ou la conservation à titre de patrimoine), souvent au
gouvernement, etc. La sécularisation d'un système peut se faire sans
que le principe de laïcité ait été formellement adopté, alors que
l'inverse - adopté la laïcité sans entreprendre la
sécularisation des systèmes concernés - semble impossible.
En ce sens, sécularisation et laïcité seraient des étapes qui
mènent vers l'affaiblissement du pouvoir religieux et sa perte de
pertinence dans nos sociétés : le premier est un retrait du
religieux imposé par la pression
sociale, le second un retait imposé par la loi
et le pouvoir de l'état. *Laïcité.
MARTIN, D. (1996). Remise en question de la théorie de la sécularisation. Dans G. Davie et D. Hervieu-Léger (Dirs.), Identités religieuses en Europe (p. 25-42). Paris : La Découverte.
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Sédentarité
: Style de vie qui se caractérise par une quasi-absence
d'acitivité physique
et sportive et un travail
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Sedentary, sedentary lifestyle, sedentary behavior.
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un sujet de distinguer deux objets, en attribuant à chacun de ces
objets une existence propre (plutôt que de les confondre). =
dissocier.
Object segregation. b)
Séparation sociale et physique (parfois légale) en deux camps (eux
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d'un groupe ou d'une
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raciale,ségrégation
sexuelle,ségrégation
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parfois d'exclusion)
est le genre/sexe des membres d'un groupe
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Ségrégation, exclusion
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Gender
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Seitz
Rüdiger J. ( ) : Biologiste
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des croyances.Collaborateur
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Salt, sodium chloride.
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Sélection
: Sélectionner : Processus
qui consiste à choisir, donc
à retenir certains éléments au détriment d'autres. Cette sélection
peut être conscience ou non, dirigée vers un but ou pas. =
trier. Selection.
Sélection
artificielle : Chez une espèce
donnée, perte ou acquisition de caractères morphologiques,
physiologiques ou comportementaux, transmis de façon héréditaire,
à la suite d'une sélection orientée, volontairement ou non par
l’être humain. La domestication
est une forme de sélection artificielle plus ou moins
involontaire, alors que l'hybridation
ou la manipulation génétique sont des techniques systématique,
donc volontaire. Sélection artificielle etnaturelle.
= sélection orientée, élevage
sélectif des animaux et des plantes.
/sélection
naturelle. Artificiel selection,
selective breedind.
HALDANE, J.B.S. (1927). A mathematical theory of natural
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event. Proceedings of the National Academy of
Sciences, 101, 10667-10672.
Sélection
de groupe : Type de sélection mise en évidence par Wynne-Edwards,
qui s'exerce sur l'ensemble d'un groupe d'individus apparentés
(plutôt que sur un individus vivant dans un groupe comme le
postule la sélection naturelle).
Sélection de groupe etsélection
naturelle.Group selection.
WYNNE-EDWARDS, V.C. (1962). Animal dispersion in
relation to social behavior. London : Oliver &
Boyd.
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MAYNARD SMITH, J. (1964). Group selection and kin
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276, 1816-1817.
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studies of group selection : What do they tell us about
group selection in nature. American Naturalist, 150,
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"Re-introducing group selection to the social sciences". Behavioral
& Brain Sciences, 21 (2), 304-305.
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evil. Skeptic, 7 (2), 70-73.
THOMPSON, N.S. (2000). Shifting the natural selection
metaphor to the group level. Behavior &
Philosophy, 28, 83-101.
MAYNARD SMITH, J. (1976). Group Selection. Quarterly
review of biology, 63 (51), 20-29.
THOMPSON, N.S. (2000). Niche construction and group
selection. Behavioral & Brain Sciences, 23 (1),
161.
BERGSTROM, T. (2002). Evolution of social behavior:
Individual and group selection. Journal of Economic
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HENRICH, J. (2004). Cultural group selection. Journal
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3-35.
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1-52.
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DALY, M., SALSON, C. & WILSON, M. (1997). Kinship :
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MAYNARD SMITH, J. (1964). Group selection and kin
selection. Nature, 201, 1145-1147.
CHAPUISAT, M. & KELLER, L. (1999). Testing kin
selection with sex allocation data in eusocial
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WEST-EBERHARD, M.J. (1975). The evolution of social
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CHAO, L., HANLEY, K.A., DAHLBERG, C. & TURNER, P.E.
(2000). Kin selection and parasite virulence : higher and
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GRAFEN, A.S. & WEST, S.A. (2002). Kin selection : fact
and fiction. Trends in Ecology & Evolution, 17 (1),
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Sélection des niveaux (d'une variable invoquée/assignée)
: En méthodologique,
opération qui consiste à choisir les niveaux
de variation d'un phénomène (variable
invoquée/assignée) que l'on cherche à mesurer/évaluer. EX:
Comparer les enfants de trois ans (niveau 1) à ceux de
quatre ans (niveau 2) pour savoir si l'âge
(variable indépendante invoquée) influence le developpement des
habiletés cognitives (variable
dépendante).
Exemples
Contrôle
Variable
Sélection
des niveaux
Création
ou imposition des niveaux
Variable
invoquée/assignée
Âge,
sexe, ethnie, classe sociale
Non
Variable
provoquée/manipulée
Non
Caractéristiques
de l'environnement social et physique
Sélection
du personnel (Techniques) :
Ensemble des tests,
principes, règles et critères qui permettent à un comité
de sélection de recruter et choisir le
personnel d'une entreprise
ou d'un organisme
public.( ): Voir tableau
ci-dessous. = recrutement, engager,
embaucher. Selection of employees, personnel
selection.
THORNDIKE, R.L. (1949). Personnel selection : Test
and measurement techniques. New York : Wiley.
GHISELLI, E.E. & BARTHOL, R.P. (1953). The validity of
personality inventories in the selection of employees. Journal
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T.W. (1979). The impact of valid selection procedures on
work-force productivity. Journal of Applied
Psychology, 64, 609-626.
ARVEY, R.D. (1979). Fairness in selecting employees. Addison-Wesley.
PLOYHART, R.E., McFARLAND, L.A. & RYAN, A.M. (2002).
Examining applicants' attributions for withdrawal from a
selection procedure. Journal of Applied Social
Psychology, 32, 2228-2252.
TZINER, A., JEANRIE, C. et CUSSON, S. (1993). La
sélection du personnel. Concepts et applications.
Laval : Éditions Agence d'Arc.
SACKETT, P.R. & LIEVENS, F. (2008). Personnel
selection. Annual Review of Psychology, 59,
419-450.
[PDF]
BORMAN, W.C., HANSON, M.A. & HEDGE, J.W. (1997).
Personnel selection. Annual Review of Psychology, 48,
299-337. [PDF]
VAN IDDEKINGE, C.H., FERRIS, G.R., PERREWÉ, P.L.,
PERRYMAN, A.A., BLASS, F.R. & HEETDERKS, T.D. (2009).
Effects of selection and training on unit-level
performance over time : A latent growth modeling approach.
Journal of Applied Psychology, 94, 829-843. [PDF]
SCHIMDT, F.L. & HUNTER, J.E. (1998). The validity of
selection methods in personnel psychology : Practical and
theoretical implications of 85 years of research findings.
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ANDERSEN, E.A. (2009). Working in long-term residential
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RYAN, A.M., McFARLAND, L.A., BARON, H. & PAGE, R.
(1999). An international look at selection practices:
Nation and culture as explanations for variability in
practice. Personnel Psychology, 52, 359-391.
RYAN, A.-M. & PLYART, R.R. (2014). A century of
selection. Annual Review of Psychology, 65,
693-717.
Sélection naturelle : Processus
biologique et écologique proposé par Darwin
et Wallace pour expliquer
l'adaptation et l'évolution
des espèces. Ce processus
suppose que : 1) chez une espèce donnée, il existe des
caractéristiques qui favorisent la survie et la reproduction
des individus (EX:
avoir des dents plus tranchantes pour un carnivore); 2) Les
individus qui possèdent ces caractéristiques auront donc plus de
chance de se reproduire, donc plus de descendants (EX:
Des dents plus tranchantes permettent de manger plus rapidement,
donc d'être en meilleure santé, ce qui favorise la reproduction);
3) Certaines de ces caractéristiques sont acquises
(comportements), d'autres sont hériditaires (À la suite d'une
mutation, un (ou des gènes) a modifié la structure des dents, les
rendant plus tranchantes); 4) En conséquence, la fréquence du ou
des gènes qui codent ces caractéristiques aura tendance à
augmenter d'une génération à l'autre (EX: Les
gènes de la dent tranchante vont se multiplier car les porteurs de
ce gène sont plus nombreux au sein de la population, et ils auront
à leur tour, probablement, plus de descendants). En conclusion, on
dira que la caractéristique dents plus tranchantes a été
naturellement sélectionnée par les pressions évolutives du milieu.
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Sens
(Bon) : Pour Descartes,
le bon sens est l'art de distinguEr le vrai du faux. Il dit
: «Le bon sens est la chose du monde la mieux partagée : car
chacun croit en être si bien pourvu, que ceux même qui sont les
plus difficiles à contenter en toute autre chose, n'ont point
coutume d'en désirer plus qu'ils en ont. En quoi il n'est pas
vraisemblable que tous se trompent ; mais plutôt cela témoigne que
la puissance de bien juger, et distinguer le vrai du faux, qui est
proprement ce qu'on nomme le bon sens ou la raison, est
naturellement égale en tous les hommes ; et ainsi que la diversité
de nos opinions ne vient pas de ce que les uns sont plus
raisonnables que les autres, mais seulement de ce que nous
conduisons nos pensées par diverses voies, et ne considérons pas
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Sens
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Sixth sense.
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Sens
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Détection par les
récepteurs sensoriels (sens) des changements
physiques survenant dans l'environnement ou dans l'organisme et 2)
transmission de cette information
au système nerveux central.EX:
les photons (stimulus lumineux) sont captés par la rétine
(yeux) puis retransmis sous forme d'influx
nerveux (information) au cortex visuel (cerveau). Sur le
plan cognitif, on dira que la détection consiste à détecter et à
transformer les stimuli en information
brute, qui sera ensuite acheminée aux mémoires
sensorielles. Sensation, senset
privation
sensorielle. = ressentir,
sensation physique.
Sensation.
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Sensation
forte (Quête) : Sensation forte
etrisque.=
goût du risque, quête de sensation forte. Sensation
seeking.
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Sensibilisation : Apparition soudaine d'une réponse
par suite de la présentation répétée d'un stimulus
qui auparavant ne déclenchait pas cette réponse. EX:
La goutte d'eau que vous entendez présentement tomber dans votre
lavabo, alors que vous vous promettez de réparer ce foutu robinet
depuis deux ans. /désensibilisation. Sensitization.
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Sentence
: Le terme a deux acceptions fort différentes :
a) En
philosophie, la sentence est une proposition
ou un énoncé à caractère moral et général, donc, par
définition, indémontrable,
même s'il semble contenir une part de vérité indéniable (ce n'est
pas faux, même si ce n'est pas totalement vrai). Les aphorismes
sont souvent des sentences. b) En
droit, la sentence désigne la décision
rendue par un juge, un
arbitre ou tout autre autorité en la matière (jugement).
NDLR : Le juge prononce une sentence et
le coupable purge sa peine.
Sentencing.
a
b
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Sentiment
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raisons. Contrairement à l'émotion
qui surgit et s'estompe rapidement, le sentiment se
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j'aime pour toujours (dixit Richard
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Self-efficacy.
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Sentiment
de persécution :Sentiment
d'être persécuté par autrui ou par des forces occultes ou divines.
Bien que ce sentiment puisse être fondé, il est souvent exagéré ou
totalement dépourvu de fondement. Sentiment de persécution, paranoïaet délire. Persecutory delusion.
Sentiment
de savoir :Sentiment que
l'on sait qu'une chose est vraie. Intuition du vrai. Feeling
of knowing.
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BJÖRKSTRAND, J., FRANS, Ö., FARIA, V., LINNMAN, C., APPEL,
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social anxiety disorder : A positron emission tomography
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KARVOUSSI, R., SEGRAVES, R., HUGHES, R., ASCHER, J. &
JOHNSTON, J. (1997). Double-blind comparison of bupropion
sustained release and sertraline in depressed outpatients.
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prophylactic therapy of non-depressed chronic tension-type
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COMPTON, S.N., SHERRILL, J.T. GINSBURG, G.S., RYNN, M.A.,
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and adolescents with obsessive-compulsive disorder. Journal
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Servan-Schreiber
David (Neuilly-sur-Seine 1961-2011 Fécamp) : Psychiatre
français. Il s'intéresse notamment l'influence de la dopamine
sur l'attention et la schizophrénie.
Collaborateur de Cohen.
SERVAN-SCHREIBER, D., PRINTZ, H. & COHEN, J.D. (1990).
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neuromodulation and information processing deficits in
schizophrenia. Revue Internationale de
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(1996). Schizophrenic deficits in the processing of
context : A test of a theoretical model. Archives of
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MINTUN, M. (1998). Selective pharmacological activation of
limbic structures in human volunteers : A positron
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Neuropsychiatry & Clinical Psychiatry, 10, 148-159
SERVAN-SCHREIBER, D., BRUNO, R., CARTER, C. & COHEN,
J.D. (1998). Dopamine and the mechanisms of cognition.
Part I: A neural network model predicting dopamine effects
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Servir
: Service : Consiste à s'acquitter auprès d'un
individu ou d'un groupe
de certaines tâches et responsabilitiés dans un contexte formel
(lié à une fonction, une profession ou un métier) ou informel. EX
: Réparer votre frigo, soigner votre bursite, aménager
votre jardin, diriger un ministère (servir l'état). Un service
formel offert par une entreprise
privée doit généralement être payé par celui qui le reçoit,
soit le consommateur. Service,
qualité du serviceetsatisfaction du consommateur. Service.
ZEITHAML, V.A. (1981). How consumer evaluation processes
differ between goods and services. Marketing of
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Communication and control processes in the delivery of
service processes. Journal of Marketing, 52 (4),
36-58.
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The nature and determinants of customer expectations of
service. Journal of the Academy of Marketing Science,
21 (1), 1-12.
BOULDING, W., KALRA, A., STAELIN, R. & ZEITHAML, V. A.
(1993). A dynamic process model of service quality : From
expectations to behavioral intentions. Journal of
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the continuum of services and its impact on students’
social relationships. Journal of the Association for
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ZEITHAML, V.A. & BITNER, M.J. (1996). Services
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PORTER, S.R. (2007). A closer look at faculty service :
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HENDRICKSON, C.T., LAVE, L.B. & MATTHEWS, H.S. (2010).
Environmental life cycle assessment of goods and
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SETO, M.C. (2004). Precisely defining pedophilia. Archives
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SETO, M.C. (2004). Pedophilia and sexual offenses
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Seuil : Limite au-delà de laquelle un phénomène
se transforme, se produit ou s'interrompt. La limite peut-être une propriété objective et intrinsèque d'un phénomène (EX : La carosserie d'une voiture) ou être le résultat d'un découpage subjectif de la perception (EX : À quel moment on considère que le bleu devient violet).
=
limite.
Threshold.
Seuil
de détection (d'un stimulus) : En
psychophysiologie, désigne la limite en dessous de laquelle
un individu ne parvient plus à détecter un
stimulus.Threshold, sensory threshold.
NORMAN, D.A. (1963). Sensory thresholds and response bias.
Journal of the Acoustical Society of America, 35,
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655-660.
Seuil différentiel (de détection d'un stimulus) : En
psychophysiologie, désigne la limite en dessous de laquelle
un individu ne parvient plus à distinguer deux
stimuli.Just noticeable difference
(JND), differential limen (DL).
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Sévices
: Mauvais traitements que l'on fait subir à un individu
ou à un groupe de personnes qui se trouve sous notre
autorité. Abuse.
Sevrage : Sevrer : Supression, progressive ou brusque, d'une substance
(drogue ou psychotrope)
imposée à un toxicomane/patient
dans le cadre d'une thérapie,
d'une cure de désintoxication ou de l'arrêt d'un médicament.
Cette privation
lui permet de se libérer progressivement de sa dépendance.
Le sevrage produit des effets physiologiques et psychologiques que
l'on appelle syndrome
de sevrage ou d'abstinence, qui se caractérise par un
certain nombre de symptômes psychologiques comme l'anxiété,
des hallucinations
et la dépression, voire
des pensée
suicidaires, et des symptômes physiques comme l'insomnie,
des tremblements, des
douleurs diffuses, des troubles digestifs, etc. Par extension, on
utilise le mot sevrage pour qualifier toute situation où on
prescrit l'arrêt total d'un comportement
nuisible.Withdrawal, withdrawal
syndrome, abstinence syndrome, cessation.
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alternatives to abstinence : Implications now and for the
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SILVERMAN, K., WONG, C.J., NEEDHAM, M., DIEMER, K.N.,
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MONTOYA, I.D. & CONTOREGGI, C. (1996). Increasing
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SILVERMAN, K., HIGGINS, S.T., BROONER, R.K., MONTOYA,
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Sexe : Ensemble des caractéristiques biologiques déterminé
par les chromosomes
sexuels. Les cellules humaines ont dans leur noyau 23 paires
de chromosomes, lesquels contiennent les gènes.
Ces paires sont constituées à partir des chromosomes de la mère
(23) et du père (23). La 23e paire de chromosomes est différente
selon le sexe : les femmes héritent d'un chromosome X de chaque
parent, tandis que les hommes ont un chromosome X provenant de
leur mère et un Y venant de leur père. C'est la présence d'un gène
SRY situé sur ce chromosome Y qui détermine les différences
de développement sur le plan gonadique entre les hommes et les
femmes : Les hommes ont des
testicules, alors que les
femmes ont des ovaires.
Sexe, identité
sexuelle etdifférences
sexuelles. = sexe biologique.
*genre.
Sex, biological sex.
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Sexualisation/Sexualité
(Hyper) : Selon Richard-Bessette,
ensemble des comportements
et des stratégies axées
sur le corps et dont le but est de séduire
à tout prix. L'hypersexualisation du corps se manifeste par une
tenue vestimentaire qui met en évidence des parties du corps
(décolleté, chandail-bedaine ou moulant, pantalon taille basse,
etc.); des accessoires et des produits qui accentuent de façon
importante certains traits et cachent "les défauts" (maquillage,
bijoux, talons hauts, ongles en acrylique, coloration des cheveux,
soutien-gorge à bonnets rembourrés, etc.); des transformations du
corps qui ont pour but de mettre en évidence certaines
caractéristiques ou signaux sexuels (épilation des poils du corps
et des organes génitaux, musculation importante des bras et des
fesses, etc.); des interventions chirurgicales qui transforment le
corps en "objet artificiel" : seins en silicone, lèvres gonflées
au collagène; front en botox, postures exagérées du corps qui
envoient le signal d'une totale disponibilité sexuelle : bomber
les seins, ouvrir la bouche, se déhancher, etc. des comportements
sexuels axés sur la génitalité et le plaisir sexuel de l'autre.
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(concept) et d'un signifiant collectif
(le son, l'image ou le comportement produit pour désigner ce
concept). EX: Le mot chien est un
signe pour un enfant qui a compris qu'un chien fait toujours wouf
(concept) et que cLe son
"chien" est utilisé dans son milieu pour désigner tous les animaux
qui font wouf. Pour un anglophone, le son serait
différent (dog) mais le concept serait équivalent. Le signe est
donc arbitraire car il varie selon les langues et les cultures ( =
non-motivé). La signification du signe est collective puisque
déterminée par les usages formels (dictionnaire, grammaire, etc)
et informels (mode langagière, expressions nouvelles, etc) de la
communauté verbale (valeur communicative) et non par le locuteur.
Il peut s'agir d'un mot (chien), d'un icone (:0) ou d'un
comportement (signe de croix, doigt d'honneur, etc). La fonction
première du signe est de représenter un objet,
mais il peut aussi jouer le rôle d'indice
ou de symptôme. *symbole.
Sign.
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Signs : Journal of Women in Cultural & Society : Revue
scientifique multidisciplinaire qui consacre ses pages à
l'étude du féminisme et
des femmes. Éditeur : University of Chicago Press.
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Signifiant
: Terme proposé par Saussure
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(ou signifié). Signifiant et
signifié.
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meaning. Psychological Bulletin, 49, 197-237
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established by classical conditioning. Journal of
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probability : Effects of negation on meaning. Memory
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STAATS, A.W., STAATS, C.K. & HEARD, W.G. (1959).
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BRUNER, J.S. (1990). Acts of meaning. Cambridge
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BERGMANN, G. (1959). Meaning and existence.
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Denotative meaning established by classical conditioning.
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BILGRAMI, A. (1992). Belief and meaning. Oxford
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Signification statistique : Terme qui qualifie le
résultat d'un test
statistique. Il s'agit de l'erreur maximale que le chercheur
est disposé à commettre lorsqu'il vérifie une hypothèse
statistique. En sciences humaines, ce seuil est
habituellement fixé à 0,05 (5 %), parfois à 0,01 (1 %) pour l'erreur
alpha et à 0,2 (ou 20 %) pour l'erreur
beta. Cette erreur, comparée à la valeur P d'un test
statistique, détermine la condition de rejet de l'hypothèse
nulle et, par la bande, l'acceptation ou non de l'hypothèse
alternative. Différence significative, valeur
de Pet seuil significatif.
= seuil statistique, niveau de P, erreur alpha, seuil
statistique.
Significance level, statistical
significance, p values, p > 05.
Décision/Conclusion
SI...
ALORS...
DONC...
Je
ne rejette pas l'hypothèse nulle...
P
> 0.05 %
Il n'y a pas de différence significative
entre A et B.
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 A et B.
X
influence Y
BARTLETT, M.S. (1941). The statistical significance of
canonical correlations. Biometrika, 32 (1),
29-37.
BARTLETT, M.S. (1950). Tests of significance in factor
analysis. British Journal of Psychology, 3,
77-85.
SKIPPER, J.K., GUENTHER, A.L. & NASS, G. (1967). The
sacredness of .05 : A note concerning the uses of
statistical levels of significance in social science.
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DANIEL, L.G. (1998), Statistical significance testing : A
historical overview of misuse and misinterpretation with
implications for the editorial policies of educational
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NICKERSON, R.S. (1999). Statistical significance testing :
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ATKINSON, D.R., FURLONG, M.J. & WAMPOLD, B.E. (1982).
Statistical significance, reviewer evaluations, and the
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B.A., WAGENMAKERS, E.J., BERK, R., CESARINI, D, CHAMBERS,
C.D., CLYDE, M., COOK, T.D., DE BOECK, P., DIENES, Z.,
DREBER, A., EASWARAN, K., EFFERSON, C., FEHR, E., FIDLER,
F., FIELD, A.P., FORSTER, M., GEORGE, E.I., GONZALEZ, R.,
GOODMAN, S., GREEN, E., GREEN, D.P., GREENWALD, A.,
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HOIJTINK, H., JONES, J. H., HRUSCHKA, D.J., IMAI, K.,
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LAIBSON, D., LIST, J., LITTLE, R., LUPIA, A., MACHERY, E.,
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MUNAFO, M., NAKAGAWA, S., NYHAN, B., PARKER, T.H.,
PERICCHI, L., PERUGINI, M., ROUDER, J., ROUSSEAU, J.,
SAVALEI, V., SCHÖNBRODT, F.D., SELLKE, T., SINCLAIR, B.,
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Signification
thérapeutique : Ensemble de critères
et des considérations qui contribue à la décision d'un
psychologue ou d'un médecin d'offir ou d'interrompre un traitement,
une médication.
Ce qu'un clinicien considère comme un changement
ou un progrès important ou significatif chez son
client/patient. = signification
clinique.
Clinical significance.
KLERGES, R.C. (1982). Confusing clinical and statistical
significance ? A reply to Reynolds and Gutkin. Journal
of Consulting & Clinical Psychology, 50,
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JACOBSON, N.S., FOLLETTE, W.C., REVENSTORF, D., BAUCOM,
D.H., HALWEG, K. & MARGOLIN, G. (1984). Variability in
outcome and clinical significance of behavioral marital
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Similarité : Similitude : Le terme renvoie à deux réalités
voisines : a) Comparaison faite entre deux objets
ayant plusieurs propriétés
communes (ou similitudes), mais se distinguant sur au moins un
aspect (sinon = identique).
On dira donc de deux objets similaires qu'ils sont
difficiles à discriminer/distinguer l'un de l'autre. Similarité etidentité.
= ensemble des similarités,
ressemblance.
/discrimination.
Similarity.b)
Le terme est également utilisé pour désigner les similitudes entre
deux personnes, et particulièrement le fait, découvert par Byrne,
que l'on est souvent attiré
par les gens qui nous ressemblent sur le plan psychologique
(attitude, opinion, etc) et physique. Similarité etcomplémentarité.= effet de similarité. Similarity,
similarity effect, Byrne's law of attraction, Byrne's law of
similiarity.
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b
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collaborateur de Binet.
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Simon William (New York 1930-2000) :Sociologue
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On lui doit le concept de script sexuel,
développé en collaboration avec Gagnon. Collaborateur de Gagnon.
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: Principe épistémologique
qui renvoie à l'idée que certains objets
ou phènomènes ont
la propriété de contenir
peu d'éléments ou relation entre ces éléments. EX:
Dans la nature, l'hydrogène est l'élément chimique le plus simple,
en psychologie, on considère le réflexe
comme une réponse ou un comportement
simple. = principes de simplicité. /complexité.Simplicity.
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Simpson (Les...) : Personnages de dessins animés créés
par Groening, qui
forment une famille
américaine de la classe moyenne... très moyenne.
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Simulation (d'emploi) : Lors d'une entrevue
d'embauche, mise en situation réaliste organisée par le comité
de sélection et qui permet au candidat de montrer son
savoir-faire, son degré de maîtrise des compétences. Cette stratégie
de sélection doit être réaliste, c-à-d qu'elle doit
ressembler le plus possible aux tâches du poste convoité.
Situational test, simulated job, work sample, simulate
on-the-job situations, realistic work sample test.
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CHANDRASEKHARAN, S., NERSESSIAN, N.J. & SUBRAMANIAN,
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Simulation (psychologique) : Faire semblant de croire
quelque chose ou d'éprouver une sensation, une émotion,
un sentiment ou un orgasme.
dans le but de tromper autrui. Dans le contexte d'un test, donner
volontairement de mauvaises réponses, afin de tromper
l'évaluateur. Simulation,
trouble facticeetsyndromme
de Munchaussen.= faire
semblant, feindre, mimer.
Fake, faking.
LYKKEN, D.T. (1960). The validity of the guilty knowledge
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Simultagnosie :Agnosie visuelle simultanée qui renvoie à l'incapacité de reconnaître les
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Singe vert :Singe
de la famille des cercopthecidae.
=
(Cercopithecus aethiops/Chlorocebus sabaeus) vervet.
Vervet.
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SINGER, J.L. & SINGER, D.G. (1986). Television viewing
and family communication style as predictors of children’s
emotional behavior. Journal of Children in
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SINGER, D.G. & SINGER, J.L. (1998). Developing
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of the American Academy of Political & Social
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The impact of privacy and confidentiality concerns on
survey participation : The case of the 1990 Census.
Public Opinion Quarterly, 57 (4), 465-482.
SINGER, E., ANTONUCCI, T.C., BURMEISTER, M., COUPER, M.P.,
RAGHUNATHAN, T.E. & VAN HOEWYK, J. (2007). Beliefs
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SINGER, E. & COUPER, M.P. (2008). Do incentives exert
undue influence on survey participation ? Experimental
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SINGER, E., COUPER, M.P., RAGHUNATHAN, T.E., VAN HOEWYK,
J. ANTONUCCI, T., and BURMEISTER, M. (2010). The effect of
question framing and response options on the relationship
between racial attitudes and beliefs about genes as causes
of behavior. Public Opinion Quarterly, 74 (3),
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SINGER, E. & COUPER, M.P. (2010). Communicating
disclosure risk in informed consent statements. Journal
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social, and physiological determinants of emotional
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Apartment noise, auditory discrimination and reading
ability. Journal of Experimental Social Psychology,
9, 407-433.
[PDF]
GLASS, D.C., SINGER J.E., LEONARD, S., RANTZ, D., COHEN,
S. & CUMMINGS, H. (1973). Perceived control of
aversive stimulation and the reduction of stress
responses. Journal of Personality, 41, 577-595.
BAUM, A., SINGER, J.E. & VALINS, S. (Eds.) (1979). Advances
in environmental Psychology. Vol I - The urban
environment. New York : John Wiley & Sons,
Inc.
BAUM, A., GRUNBERG, N.E. & SINGER, J.E. (1992).
Biochemical measurements in the study of emotion. Psychological
Science, 3 (1), 56-60.
SINGER, J.L., SINGER, D.G. & RAPACZYNSKI, W.S. (1984).
Family patterns and television viewing as predictors of
children’s beliefs and aggression. Journal of
Communication, 34 (2), 73-89.
SINGER, J.L. & SINGER, D.G. (1986). Family experiences
and television viewing as predictors of children’s
imagination, restlessness, and aggression. Journal of
Social Issues, 42 (3), 107-124.
SINGER, J.L. & SINGER, D.G. (1986). Television viewing
and family communication style as predictors of children’s
emotional behavior. Journal of Children in
Contemporary Society, 17, 75-91.
SINGER, J.L. & KOLLIGAN, J. (1986). Personality :
Developments in the study of private experience. Annual
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SINGER, J.L. & BONNANO, G.A. (1990). Personality &
private experience : Individual differences in
consciousness and in attention to subjective phenomena. In
L. Pervin (Ed.), Handbook of personality (pp.
419-444). New York : Guilford Press.
SINGH, D. (1993). Adaptive significance of female physical
attractiveness : Role of waist-to-hip ratio. Journal
of Personality & Social Psychology, 65 (2),
293-307. [PDF]
SINGH, D. & YOUNG, R.K. (1995). Body weight,
waist-to-hip ratio, breasts, and hips : role in judgments
of female attractiveness and desirability for
relationships. Ethology & Sociobiology, 16,
483-507. [PDF]
SINGH, D. & BRONSTAD, P.M. (2001). Female body odor is
a potential cue to ovulation. Proceedings of the
Royal Society of London, Biology, 268, 797-801. [PDF]
SINGH, D. (2006). Role of body fat and body shape on
judgment of female health and attractiveness : An
evolutionary perspective. Psychological Topics, 15 (2),
331-350. [PDF]
SINGH, D., RENN, P. & SINH, A. (2007). Did the perils
of abdominal obesity affect depiction of feminine beauty
in the sixteenth to eighteenth century British literature
? Exploring the health and beauty link. Proceeding of
the Royal Society, B, 274 (1611), 891-894. [PDF]
SINGH, N.N., LANCIONI, G.E., WINTON, A.S., ADKINS, A.D.,
WAHLER, R.G., SABAAWI, M. & SINGH J. (2007).
Individuals with mental illness can control their
aggressive behavior through mindfulness training. Behavior
Modification, 31 (3), 313-328.
SINGH, R. (1973). Attraction as a function of similarity
in attitudes and personality characteristics.
Journal of Social Psychology, 91 (1), 87-95.
SINGH, R. (1983). Leadership style and reward allocation :
Does least preferred co-worker scale measure task and
relation orientation ? Organizational Behavior &
Human Performance, 32 (2), 178-197.
SINGH, R. & HO, S.Y. (2000). Attitudes and attraction
: a new test of the attraction, repulsion and
similarity-dissimilarity asymmetry hypotheses. British
Journal of Social Psychology, 39 (2), 197-211.
SINGH, R., HO, L.J., TAN, H.L. & BELL, P.A. (2007).
Attitudes, personal evaluations, cognitive evaluation, and
interpersonal attraction : On the direct, indirect, and
rever se-causal effects. British Journal of Social
Psychology, 46, 19-42.
SINGH, R. & TOR, X.L. (2008). The relative effects of
competence and likability on interpersonal attraction.
Journal of Social Psychology, 148 (2), 253-255.
Singularité/Singulier
: Qui est ou se sent unique
ou se distingue des autres. On utilise également le terme pour
qualifier un phénomène. Singularité et idiosyncrasie.
SINHARAY, S., STERN, H.S. & RUSSELL, D. (2001). The
use of multiple imputation for the analysis of missing
data. Psychological Methods, 6 (4), 317.
SINHARAY, S. (2004). Experiences with Markov chain Monte
Carlo convergence assessment in two psychometric examples.
Journal of Educational & Behavioral Statistics, 29
(4), 461-488
SINHARAY, S. (2005). Assessing fit of unidimensional item
response theory models using a Bayesian approach. Journal
of Educational Measurement, 42 (4), 375-394
SINHARAY, S., JOHNSON, M.S. & STERN, H.S. (2006).
Posterior predictive assessment of item response theory
models. Applied Psychological Measurement, 30
(4), 298-321.
SINHARAY, S. & HABERMAN, S.J. (2014). How often is the
misfit of item response theory models practically
significant ? Educational Measurement : Issues &
Practice, 33 (1), 23-35.
SIROIS, F.M., MELIA-GORDON, M.L. & PYCHYL, T.A.
(2003). "I'll look after my health, later" : an
investigation of procrastination and health. Personality
& Individual Differences, 35, 1167-1184.
SIROIS, F.M. (2007). Procrastination and intentions to
perform health behaviors : The role of self-efficacy and
the considerations of future consequences. Personality
& Individual Differences, 37, 115-128.
SIROIS, F.M. & TOSTI, N. (2012). Lost in the moment ?
An investigation of procrastination, mindfulness, and
well-being. Journal of Rational-Emotive &
Cognitive-Behavior Therapy, 1-12.
SIROIS, F.M. & PYCHYL, T. (2013). Procrastination and
the priority of short-term mood regulation : Consequences
for future self. Social & Personality Psychology
Compass, 7 (2), 115-127. [PDF]
SIROIS, F.M. (2014). Procrastination and stress :
Exploring the role of self-compassion. Self &
Identity, 13 (2), 128-145. [PDF]
SISTRUNK, F. & McDAVID, J.W. (1970). Cross-cultural
comparisons of the conforming behavior of college
students. Journal of Social Psychology, 82 (2),
273-274.
SISTRUNK, F. & McDAVID, J.W. (1971). Sex variable in
conforming behavior. Journal of Personality &
Social Psychology, 17 (2), 200-207.
SISTRUNK, F. & HALCOMB, C.G. (1971). Liberals,
conservatives, and conformity. Psychonomic Science,
17 (6), 349-350. [PDF]
SISTRUNK, F. (1972). Masculinity-Femininity and
conformity. The Journal of Social Psychology, 87
(1), 161-162.
SISTRUNK, F., CLEMENT, D.E., GUENTHER, Z.C. & ULLMAN,
J.D. (1972). Effect of reinforcement magnitude on
non-conformity. Journal of Social Psychology, 86
(1), 11-22.
KARABENICK, S.A. (1983). Sex-relevance of content and
influenceability : Sistrunk and McDavid revisited. Personality
& Social Psychology Bulletin, 9 (2), 243-252.
Site internet : Un site internet est un programme
informatique qui utilise internet dans le but de transmettre de l'information
aux internautes. On
peut tenter de distinguer les sites en les classant selon deux
caractéristiques importantes : la vocation ou la fonction du site
et son coût d'accès. On peut considérer les sites qui cherchent
principalement à informer, à divertir et à socialiser les
internautes comme des «médias
sociaux» et ceux dont la principale vocation est de
socialiser comme faisant partie des «réseaux sociaux».
Sites Internet
Vocation
Accès payant
Accès gratuit
Divertir
Netflix
Youtub
Informer
Le
Devoir/Journal
Wikipédia
Socialiser
Tinder
Facebook
Vendre
?
Amazon
ANGEHRN, A. (1997). Designing mature internet business
strategies : the ICDT model. European Management
Journal, 15 (4), 361-369.
ROUSSEAU, R. (1997). Sitations : an exploratory study. Cybermetrics,
1, 1-7. [PDF]
SPOOL, J.M., SCANLON, T., SCHROEDER, W., SNYDER, C. &
DeANGELO, T. (1999). Web site usability : A
designer’s guide. Los Angeles, CA : Morgan
Kaufmann.
DILLON, A. (2000). Designing a better learning environment
with the Web : Problems and prospects. CyberPsychology
& Behavior, 3, 97-101.
HUIZINGH, E. (2000). The contents and design of web sites
: an empirical study. Information & Management,
37,123-134.
[PDF]
NOSEK, B., BANAJI, M.R. & GREENWALD, A.G. (2002).
Harvesting implicit group attitudes and beliefs from a
demonstration web site. Group Dynamics : Theory,
Research, & Practice, 6, 101-115.
YBARRA, M.L. & MITCHELL, K.J. (2008). How risky are
social networking sites ? A comparison of places online
where youth sexual solicitation and harassment occurs. Pediatrics,
121 (2), 350-357.
REICHOW, B., GELBAR, N.P., SHEFCYK, A., MOURADJIAN, K.
& SMITH, I.C. (2014). Characteristics of international
websites with information on developmental disabilities.
Research in Developmental Disorders, 35 (10),
2293-2298.
Site
internet en psychologie:
Internet explose
! C'est une évidence, et ce site en est la preuve par A + B. Ce
lexique vous propose donc des sites internet qui vous permettront
d'en apprendre un peu plus sur la psychologie et les sciences
humaines en général. Il s'agit soit de sites rédigés par des
scientifiques, soit de sites d'érudition développés par des mordus
rigoureux, ou encore des mégasites comme Wikipedia (dont les
rubriques en sciences sont généralement de bonne qualité). Ces
sites, sauf exception, ont en commun d'offrir à l'internaute une
information de qualité, la plupart du temps sans publicité. On
peut regrouper ces sites ainsi :
Il va de soi que je ne peux garantir la pertinence ou l'exactitude
de leur contenu, ni le bon fonctionnement de tous les hyperliens
(plus de 150,000 !). Par conséquent, si vous constatez qu'un lien
ne fonctionne pas ou que vous êtes redirigé mystérieusement vers
l'Église de scientologie, veuillez m'en informer en écrivant à
l'adresse suivante : claude.goulet@collegeahuntsic.qc.ca.= page internet.
Web site.
McKENNA, K.Y.A. & BARGH, J.A. (2000). Plan 9 from
cyberspace : The implications of the Internet for
personality and social psychology. Personality &
Social Psychology Review, 4, 57-75.
VAZIRE, S. & GOSLING, S.D. (2004). E-perceptions :
Personality impressions based on personal websites. Journal
of Personality & Social Psychology, 87,
123-132. [PDF]
LEROUX, Y. (2008). Planète Psy. Carnet Psy, 124,
38. [LIRE]
BONNARDEL, N., PIOLAT, A. & Le BIGOT L. (2011). The
impact of colour on website appeal and users' cognitive
processes. Displays, 32 (2), 69-80.
REICHOW, B., GELBAR, N.P., SHEFCYK, A., MOURADJIAN, K.
& SMITH, I.C. (2014). Characteristics of international
websites with information on developmental disabilities.
Research in Developmental Disorders, 35 (10),
2293-2298.
DUCHASTEL, P. (1997). A web-based model for university
instruction. Journal of Educational Technology
Systems, 25 (3), 221-228.
GINNS, P. & ELLIS, R. (2007). Quality in blended
learning : Exploring the relationships between on-line and
face-to-face teaching and learning. Internet &
Higher Education, 10 (1), 53-64.
WERNET, S., OLLIGES, R. & DELICATH, T. (2000).
Postcourse evaluations of WebCT (Web Course Tools) classes
by social work students. Research on Social Work
Practice, 10 (4), 487-504.
LEROUX, Y. (2008). Planète Psy. Carnet Psy, 124, 38.
[LIRE]
SANDERS, D. & MORRISON-SHETLAR, A. (2002). Student
attitudes toward web-enhanced instruction in an
introductory biology course. Journal of Research on
Computing in Education, 33 (3), 251-262.
WELLS, P., DE LANGE, P. & FIEGER, P. (2008).
Integrating a virtual learning environment into a
second-year accounting course : Determinants of overall
student perception. Accounting & Finance, 48 (3),
503-518.
YOUNG, J. (2002). "Hybrid" teaching seeks to end the
divide between traditional and online instruction. Chronicle
of Higher Education, 48 (28), A33.
PERERA, L. & RICHARDSON, P. (2010). Students' use of
online academic resources within a course web site and its
relationship with their course performance : An
exploratory study. Accounting Education, 19 (6),
587-600.
SELIM, H.M. (2003). An empirical investigation of student
acceptance of course websites. Computers &
Education, 40, 343-360.
ROBERTS, G. (2003). Teaching using the Web : Conceptions
and approaches from a phenomenographic perspective.
Instructional Science, 31, 127-150.
WITT, P.L. (2003). Enhancing classroom courses with
Internet technology : are course web sites worth the
trouble ? Community College Journal of Research &
Practice, 27, 429-438.
WONG, L. (2013). Student engagement with online resources
and its impact on learning outcomes. Journal of
Information Technology Education : Innovations in
Practice, 12, 129-146. [PDF]
YIP, M.C.W. (2004). Using WebCT to teach courses online. British
Journal of Educational Technology, 35 (4),
497-501.
APUKE, O.D. & IYENDO, T.O. (2018). University students'
usage of the internet resources for research and learning
: forms of access and perceptions of utility. Heliyon,
4 (12), 1-34. [PDF]
KIM, S. & STOEL, L. (2004). Apparel retailers :
Website quality dimensions and satisfaction, Journal of
Retailing & Consumer Services, 11 (2),
109-117.
BARBOUR, M.K. (2005). The design of web-based courses for
secondary students. Journal of Distance Learning, 9
(1). 27-36. [PDF]
Site
internet scientifique : Il existe au moins neuf types
de site internet scientifique : 1)
Il y a des sites que l'on dit de dépôt, dans lesquels
des articles scientifiques
ou des livres ont été numérisés et sont offert gratuitement ou
non, en tout ou en partie, sous différents formats (pdf,
doc, html, etc.). Il peut s'agir d'articles récemment publiés ou
en voie de publication (EX:Cogprints)
ou de textes classiques (EX:Les
Classiques des Sciences Sociales ou Classics
in the History of Psychology). 2) Il
existe aussi des sites rédigés par des scientifiques ou des
érudits, à titre personnel ou en collaboration avec une
institution scientifique (universités, centre de recherches,
etc.), et dont l'objectif est d'exprimer un point de vue personnel
sur des données empiriques ou une théorie
en particulier. EX:Le
site de Richard Dawkins. Il ne faut pas confondre cette
dernière forme avec les sites de vulgarisation scientifique qui ne
sont habituellement pas rédigés par des scientifiques. 3)
On voit de plus en plus sur internet des sites vitrines
qui servent d'abord et avant tout à promouvoir le travail des
scientifiques et de leur équipe de recherche, et dans lesquels on
trouve souvent des articles
en format pdf. EX:Site
de Robert Vallerand.4) On trouve
également de plus en plus de blogues tenus par des scientifiques.
EX:Blogue
de Duncan Double. 5) On peut également
inclure dans cette famille de site, les sites pédagogiques qui
présentent une matière scolaire scientifique et des outils pour
enseigner cette matière. EX:S.O.S.
économie d'Yvan Urunuela.
6) Certains sites sont dits encyclopédiques, car ils
proposent des thèmes bien documentés et dont le contenu a été
rédigé par des scientifiques. EX: Agora.
7) Il existe également des sites dont la fonction
première est de faciliter le partage de l'information
scientifique. EX: Reseach
Gate.( ): Voir tableau
ci-dessous. 8) Certains sites ont pour mission
d'offir des logiciels/TIC pour faciliter l'enseignement des
sciences. EX: Profweb.
9) Finalement, certains sites sont
dédiés à la vente de livres et d'articles
scientifiques.
Types
de site + Exemples
Exemple
1
Site
de dépôt
2
Site
d'érudit
3
Site
vitrine
4
Blogue
5
Site
pédagogique
6
Site
encyclopédique
7
Site de
réseautage/partage
8
Site
technologique
9
Site
commercial/De vente
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Site de rencontre : Media
social qui a pour but de favoriser le choix
d'un partenaire.( ): Voir
tableau ci-dessous.
Internet dating, dating website, online dating.
Sites de rencontre
Bumble
Match.com
Silver
singles
Eharmony
OKCupid
Tinder
Elite
PositiveSingles
Zoosk
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Situation étrange : Situation expérimentale mise au point par Ainsworth
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pièce qui ne leur est pas familière, puis d'y faire entrer un étranger.
Le psychologue observe alors les réactions de l'enfant en
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mère/père et de l'étranger, et ainsi de suite.
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Slogan : Formule politique ou publicitaire
facile à retenir que l'on répète
dans le but d'influencer les choix du consommateur
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BLAKEMORE, J.W.O. & HILL, C.A. (2008). The Child
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Socialisation
différenciée : Ensemble des mécanismes d'apprentissage
(conditionnement répondant, opérant par règles et par
contingences, apprentissage par modèle, etc.) qui permettent à un
individu d'acquérir l'ensemble des comportements sociaux et
verbaux propre à son
genre, et que l'on désigne généralement par l'expression d'identité
sexuel ou de rôle
sexuel. Socialisation différenciée, genreetapprentissage
différentiel.= socialisation
des genre, indivuduation.
Sex and gender socialization, gender role socialization.
MAHLER, M. (1973). Symbiose humaine et individuation.
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family : A longitudinal approach. In T. Eckes & H.
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Erlbaum Associates.
LEMIEUX, D. (1983). La socialisation des filles dans
la famille : Maîtresses de maison, maîtresses d'école.
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DAFFLON-NOVELLE, A. (2002). Les représentations
multidimensionnelles du masculin et du féminin véhiculées
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LIPS, H.M. (1989). Gender role socialization : Lessons in
femininity. In J. Freeman (Ed.), Women : A feminist
perspective (pp. 197-216). Mountain View, CA :
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retrospective studies. Sex Roles : A Journal of
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LYTTON, H. & ROMNEY, D.M. (1991). Parents'
differential socialiazation of boys and girls : A
meta-analysis. Psychological Bulletin, 109 (2),
267-296.
DAFFLON-NOVELLE, A. (Ed.) (2006). Filles-Garcons;
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THOMSON, E., McLANAHAN, S.S. & CURTIN, R.B. (1992).
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BAERLOCHER, E. (2006). Barbie contre Action Man! Le jouet
comme objet de socialisation dans la transmission des
rôles stéréotypiques de genre. Dans A. Dafflon Novelle
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COULOMBE, L et BOUCHARD, P. (1993). Garçons et filles
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DILL, K.E. & THILL, K.P. (2007). Video game characters
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DEDOVIC, K., ENGERT, V., PRUESSNER, J.C. & WADIWALLA,
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socialisation de genre et l'émergence des inégalités à
l'école maternelle : le rôle de l'identité sexuée dans
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BOUCHARD, P., ST-AMANT, J.C. et TONDREAU, J. (1996).
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MIEYAA, Y. et ROUYER, V. (2013). Genre et socialisation de
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Socialisme
: Idéologie.
= mouvement socialiste. Socialism.
SCHUMPETER, J. (1950). Capitalism, socialism, and
democracy. New York : Harper.
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CYR, F. et MONTOUR, R. (1983). A propos des malaises
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from socialism : Threat, racism, and ideology among East
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Société
: Au sens large, groupe
d'individus organisé
pour vivre ensemble, généralement sur un territoire
donné (mais pas nécessairement). Society.
PELTO, P.J. (1968). The differences between "tight" and
"loose" societies. Society, 5, 37-40.
BATESON, G. et RUESCH, J. (1988). Communication et
société. Paris : Seuil.
TOURAINE, A. (1969). La société post-industrielle.
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BECK, U. (2001). La société du risque. Sur la voie
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GODELIER, M. (2006). Qu'est-ce qui fait une société ? Sciences
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GIDDENS, A. (1984/87). The constitution of society.
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la société. Paris : Presses Universitaires de
France.
CHAPAIS, B. (2008). Primeval kinship : How
pair-bonding gave birth to human society.
Cambridge, MA : Harvard University Press.
Société
Canadienne de Psychanalyse : Fondée en 1957 pour
promouvoir la psychanalyse
au Canada.
Société
Canadienne de Psychologie (SCP) :
Ordre des psychologues
canadiens.
Société
d'accueil :Pays ou
groupe qui accepte sur son territoire
des étrangers, temporaiement (visiteurs) ou en permanence
(immigrants reçus, nouveaux arrivants). Désigne toute société
qui accepte de nouveaux membres (on dit aussi arrivant ou
immigrant selon le niveau d'analyse) et leur permet de s'intégrer
(politiques d'accueil, apprentissage de la langue, formation
scolaire adaptée, recherche assistée d'emploi, etc). Ce degré
d'accueil varie beaucoup : certaines sociétés sont dites "très
ouvertes" (EX : France, États-Unis), car elles
acceptent de nombreux immigrants, alors que d'autres sont presque
totalement fermées (EX : Japon). Certains pays
acceptent de nombreux immigrants mais leur accordent un statut
inférieur à leurs citoyens (EX : Arabie
Saoudite), alors que d'autres sociétés leur offrent une aide
substantielle (EX : Australie, Québec). Société
d'accueil, acculturation
etimmigration.= pays d'accueil, groupe d'accueil,
classe d'accueil, communauté d'accueil, terre d'accueil.
BOURHIS, R.Y., MONTREUIL, A., BARRETTE, G. &
MONTARULI, E. (2009). Acculturation and immigrant/host
community relations in multicultural settings. In S.
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misunderstanding : Impact of divergent social realities
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HILL, K. (1982). Hunting and human evolution. Journal
of Human Evolution, 11, 521-544.
HILL, K. & HURTADO, A.M. (1989). Hunter-gatherers of
the new world. American Scientist, 77 (5),
436-443.
BLURTON-JONES, N.G. (1993). The lives of hunter-gatherer
children. In M. Perreira & L. Fairbanks (Eds.), Juvenile
primates. Oxford and New York : Oxford University
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SILVERMAN, I., CHOI, J. & PETERS, M. (2007). The
hunter-gatherer theory of sex differences in spatial
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BERBESQUE, J.C. (2009). Sex differences in food
preferences of Hadza hunter-gatherers. Evolutionary
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Société
de l'information : Expression qui désigne une société
qui accorde à l'information
(et à sa communication publique) un rôle de premier plan. Information
society.
CASTELLS. M. (1996). La société en réseaux. L’ère de
l’information. Fayard : Paris.
LACROIX, J.G. & TREMBLAY, G. (1997). The "information
society" and cultural industries theory. Current
Sociology, 45 (4), 1-153.
Société
post-industrielle : Expression qui désigne l'organisation
d'une société qui repose sur une
subordination croissante du matériel (le travail des machines)
à l'immatériel (les ordinateurs,
le traitement de l'information), laquelle subordination
engendre un déclin progressif du secteur industriel.
Post-industrial
society.
TOURAINE, A. (1969). La société post-industrielle.
Paris : Denoël.
BELL, D. (1973). The coming of post-industrial
society : A venture in social forecasting. New York
: Basic Books.
COHEN, D. (2006). Trois leçons sur la société
post-industrielle. Paris : Seuil.
GILBERT, J. (2007). Catching the knowledge wave :
Redefining knowledge for the post-industrial age.
Education Canada, 47 (3), 4-8.
Société
pour une philosophie empirique : Société de
philosophes fondée en 1928 autour de Reichenbach,
Dubislav et Kraus.
Société
primitive : Toute société qui
se caractérise par un faible degré d'organisation
(pas d'état ou d'économie de marché) ou d'avancement technologique
(pas de gadgets électroniques ou de machines).
Les sociétés primitives
consacrent une part importante de leur temps à leur protection et
à leur susbstance (et donc peu de temps aux loisirs); chaque
individu doit satisfaire ses besoins (chasse, pêche, défense du
territoire, etc). Cette expression - peuple primitif ou société
primitive - tend à disparaître au profit d'expression plus neutre,
comme société traditionnelle, première société, société sans
écriture ou peuple ancien.
Savage mind.
Société
Québécoise pour l'Étude Biologique du Comportement (SQEBC)
:
Société
savante : Expression qui désigne un groupe d'd'individus
qui fait la promotion de la science
et de l'érudition.EX:
Société royale du Cananda, Académie des sciences.
Society
& Animals :Revue
scientifique qui consacre ses pages aux études comparatives
entre l'humain et l'animal.
Éditeur : The Animals and Society Institute.
MORRIS, P., FIDLER, M. & COSTAL, A. (2000). Beyond
anecdotes : An empirical study of "anthropomorphism". Society
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Society
for the Quantitative Analyses of Behavior (SQAB)
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Socioconstructivisme
: Doctrine
philosophique dela science
et la connaissance
qui résulte de la fusion de la psychologie
culturelle, de la phénoménologie
et de la psychologie
cognitiviste européenne (ou constructivisme).
En science, le terme désigne une doctrine philosophique qui
soutient que la réalité est «construite» à travers les diverses
formes du langage (théorie scientifique, littérature, récit,
mythe, légende, ressenti), lesquelles constructions (ou
connaissances) ne sont pas rationnelles, c-à-d qu'elles sont
influencées aussi bien par les idéologies (religieuses, politique
et artistiques, etc) que par les règles de la méthode scientifique
(objectivité, rigueur scientifique, logique, etc.). Pour la
plupart des socioconstructivismes, la science n'est qu'un mode de
connaissance parmi d'autres, qui ne peut prétendre saisir le réel
plus précisément que les autres systèmes de connaissance (savoir
traditionnel, ressenti individuel, conviction religieuse,
intuititon artistique, etc.). En ce sens, toutes les méthodes pour
appréhender le réel ont la même valeur; la méthode expérimentale
ne produit donc pas un savoir plus valide ou une connaissance de
meilleure qualité qu'une simple entrevue. Socioconstructivisme
etphilosophie
post-moderne.= constructivisme
symbolique, approche socio-culturelle, néo-cognitivisme.
*constructivisme piagétien. /réalisme.
( ):Bauman,
Becker, Brown,Brown,Campione,Duguid,Gergen,Gergen,
Harré,Knorr-Cetina,Lave,
Lutz, Mahoney,Palinscar,
Perrenoud,
Scardamalia, Tardif,Teo,
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: Soigner : Tout effort récurrent - mais pas forcément
systématique - visant à aider
un malade ou une
personne en santé, mais vulnérable(bébé,personne
âgée, déficient
intellectuel, etc), dans le but préserver sa santé,
d'appaiser sa souffrance et,
si possible, de le guérir.
Dans le meilleur des mondes, la qualité des soins devraient être
évaluée scientifiquement (modèle Iowa), et non seulement reposée
sur l'opinion des soignants ou les décisions de ceux et celles qui
les administent. En santé mentale,
les soins se divisent en trois grandes catégories : 1) les soins
de base, l'écoute et
la sollicitude; 2) les médicaments;
3) les thérapies. =
prendre soin, aider en prodiguant des soins, souci des autres,
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Soins
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Alan D. (1955-) : Physicien,
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revues scientifiques publient parfois n'importe quoi
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pas pour défendre la science contre les prétendues hordes barbares
de la sociologie, mais pour défendre la gauche universitaire
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Soldat
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Soliloque
: Langage parlé
qui ne s'adresse qu'à soi. On observe ce phénomène chez les jeunes
enfants, qui décrivent ce qu'il font en temps réel, construise des
scénario ou imite leurs parents. Chez l'adulte, le soliloque est
aussi considéré comme un symptôme de la schizophrénie
et de la psychose. On note également ce comportements chez
des individus qui ont
subi un trop long isolement
social. Private speech, talking on
thinking.
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La théorie de Pavlov est une réponse à la question : comment les
chiens apprennent-ils ? = réponse, découverte
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Problème
Théorie
Solution
Recherche
Méthodologie
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fonction de ce processus, plus ou moins avoué par le patient,
serait d'obtenir une aide, médicale ou non, qui soulagera
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Sommaire : Première partie d'un article
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faits saillants de l'article. Souvent placé entre le titre
et la problématique
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Abstract,
summary of research.
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Courte période de sommeil.=
sieste.
Nap.b)
Résultat de l'addition.= sommation.
Sum, aAddition,
calculation. c) Montant d'argent.
Amount, price.
a
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Sommeil (Paralysie) :Trouble
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hypnagogique) ou au réveil
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(20 à 25 % de la population), est parfois associé à des hallucinations
visuelles et auditives,
qui, à leur tour, engendrent de la peur. L'état de paralysie dure généralement quelques secondes (parfois quelques minutes d'où le
trouble...).
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adults. Sleep, 34, 1715-1721.
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Sommeil lent (Stades) : Première phase du sommeil, qui s'accompagne d'ondes corticales de grande amplitude et d'un tonus musculaire
comparable à celui d'une personne éveillée. Il se divise en quatre
stades.= sommeil à ondes
lentes.
Stades du sommeil lent
1
Sommeil
léger
2
Sommeil
moyennement profond
3
Sommeil
profond
4
Sommeil
profond, à onde delta
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Sommeil paradoxal : MOR : Seconde phase du
sommeil, découvert en 1953 par Aserinsky
et Kleitman, qui se
caractérise par une activité électrique analogue à l'éveil
(d'où le terme paradoxal), des mouvements oculaires rapides (MOR
ou REM en anglais pour rapid eyes mouvement) et la disparition
totale du tonus musculaire.
C'est à ce moment que nous rêvons.= sommeil rapide, phase paradoxale,
sommeil MOR, sommeil à ondes rapides.
Paradoxical sleep, rapid eyes mouvement, REM.
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occurring periods of eye motility, and concomitant
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consiste à se lever la nuit, sans en être conscient, pour
accomplir des routines apprises en état d'éveil. Survient la
plupart du temps au stade 4 du sommeil.
Somnambulisme ettrouble
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Somniloquie
: Du latin somnus qui signifie "dormir" et du
grec loquia qui veut dire "langue ou parler". Parasomnie
qui consiste à parler la nuit, sans en être conscient.
Survient aussi bien lors du sommeil lent que
du sommeil paradoxal. Somniloquie
ettrouble
du sommeil.
Somnolence : État d'assoupissement
peu profond, parfois récurrent, engendré par l'absence de
stimulation ou par une stimulation insuffisante ou trop
routinière. = Endormissement. *fatigue.Sleepiness, drowsy driving problem.
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Somnolence
diurne excessive :
Somnophilie
: Du latin somnus qui signifie "dormir" et
du grec philia qui veut dire "amour". Il s'agit d'une paraphilie
dans laquelle une excitation sexuelle est obtenue en se
masturbant sur le corps (seins, visage, parties génitales)
d'une personne endormie.
Son
(animal) : Vibrations produites par
les cordes vocales du larynx
lorsque les poumons expulsent de l'air. Son,
paroleet appareil
phonatoire.= phone.
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RICHARD-ZAPPELLA, R. (1990). Mobilisation de l’opinion
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BLONDIAUX, L. (1991). L'invention des sondages d'opinion.
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HOEK J., GENDALL, P. & HEALEY, B. (2002). Web-based
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TAYLOR, H., BREMER, J., OVERMEYER, C., SIEGEL, J.W. &
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Sophisme : En logique, raisonnement douteux ou faux mais qui parvient néanmoins à convaincre
son auditoire, à influencer
autrui. Sophisme etsyllogisme.= fausseté.
Fallacy, fallacious tactics.
WALTON, D.N. (1995). A pragmatic theory of fallacy.
Tuscaloosa : University of Alabama Press.
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Analytique, dialectique, rhétorique, sophistique.
Paris : F.-X. de Guibert.
Sophrologie :Pseudotechnologie
visant à réduire la douleur au moyen de technique de relaxation et
d'auto-hypnose.
DEMAZURE, G., GUILAUD, A. et MONVOISIN, R. (2018). Les
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Sopranoïde
: Selon Goulet,
qualifie la personnalitéd'individus, surtout des
hommes, qui ne s'identifient
qu'à des modèles
négatifs, réels ou fictifs (Tony Soprano, Homer Simpson,
Darth Vader, King-Kong, etc.). = gros
cave, gros côlon ascendant, homme des tavernes, tata de la pire
espèce, esti de toton, estie de gros toton.
GABBARD, G.O. (2002). The psychology of the Sopranos
: Love, death, desire and betrayal in America's favorite
gangster family. New York : Basic Books.
HARRIS, P.L., BROWN, E., MARRIOT, C., WHITHALL, S. &
HARMER, S. (1991). Monsters, ghosts and witches : Testing
the limits of the fantasy-reality distinction in young
children. British Journal of Developmental Psychology,
9, 105-123.
McHUGH, P.R. (1995). Witches, multiple personalities, and
other psychiatric artifacts. Nature Medicine, 1 (2),
110-114.
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Philosophical Quarterly, 11, 113-122.
SOSA, E. (1975). Introduction to causation and
conditionals. London : Oxford University Press.
SOSA, E. (1983). Nature unmirrored, epistemology
naturalized. Epistemology of Synthes, 55, 49-72.
SOSA, E. (1993). The truth of modest realism.
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SOSA, E. (2002). The place of truth in epistemology. In M.
DePaul & L. Zagzebski (Eds.), Intellectual virtue
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[PDF]
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Five domains and facets in adulthood : Mean-level age
trends and broadly versus narrowly acting mechanisms. Journal
of Personality, 80 (4), 881-914.
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Inventory (BFI-2): Developing and assessing a hierarchical
model with 15 facets to enhance bandwidth, fidelity, and
predictive power. Journal of Personality & Social
Psychology, 113 (1), 117-143.
Souffrance
: Bien qu'il soit souvent synonyme de douleur,
ce terme est parfois utilisé pour désigner plus particulèrement la
douleur de nature psychologique (souffrance morale, tourment,
détresse psychologique, désarroi) par opposition à la douleur
d'origine physique (mal, douleur). =
douleur psychologique. Suffering.
CORNER, R. & LAIRD, J.D. (1975). Choosing to suffer as
a consequence of expecting to suffer : why do people do it
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92-101.
SHWEDER, R.A., MUCH, N.C., MAHAPATRA, M. & PARK, L.
(1997). The "big three" of morality (autonomy, commnunity,
divinity) and the "big three" explanations of suffering.
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WILKINSON, I. (2005). Suffering : A sociological
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STELLAR, J.E., MANZO, V.M., KRAUS, M.W. & KELTNER, D.
(2012). Class and compassion : Socioeconomic factors
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449-459.
Soulager : Consiste à diminuer ou à inhiber
une douleur ou une souffrance
sans par ailleurs neutraliser
les causes ou les facteurs à l'origine de cette
douleur/souffrance.
*guérir.Relieve.
Souligner : Soulignement : Stratégie visant à mettre en évidence
les éléments essentiels d'un texte, dans le but de les retrouver
plus rapidement et de les mémoriser.
Outline, outliner, point out.
ROBINSON, D.H. & KIEWRA, K.A. (1995). Visual argument
: Graphic organizers are superior to outlines in improving
learning from text. Journal of Educational
Psychology, 87, 455-467.
Soumission : État de l'individu qui subit la dominance d'autrui. Chez les humains, la personne soumise préfère le mutisme à la délation, l'humiliation à la douleur que pourrait lui
infliger la personne qui la domine. La peur des représailles
du dominant est un facteur qui explique le maintien de la
soumission. Soumission etobéissance.
/dominance.Submissiveness, submission, submissive
behavior, submissive thought.
REICH, A. (1940). A contribution to the psychoanalysis of
extreme submissiveness in women. Psychoanalytic
Quarterly, 9, 470-480.
SCHENKEL, R. (1967). Submission : Its features and
function in wolf and dog. American Zoologist, 7,
319-329.
BEAUVOIS, J.-L. & JOULE, R.-V. (1981). Soumission
et idéologies. Psychosociologie de la rationalisation.
Paris : Presses Universitaires de France.
BEAUVOIS, J.-L. (1994). Traité de la servitude
libérale : analyse de la soumission. Paris : Dunod.
JOULE, R.-V. & BEAUVOIS, J.-L. (1998). La
soumission librement consentie. Paris : Presses
Universitaires de France.
RICHARDOT, S. (2008). L'apport de la psychologie sociale à
la question de l'obéissance : les travaux de Stanley
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SAROUGLOU, V., CORNEILLE, O. & VAN CAPPELLEN, P.
(2009). «Speak, Lord, your servant is listening» :
Religious priming activates submissive thoughts and
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Source : Tout document écrit, sonore ou visuel, qui contient
des informations de
nature diverse, notamment
scientifique, que l'on consulte dans le but de préparer une
communication. Ces
documents sont disponibles dans les bibliothèques,
les librairies, les discothèques, les cinémathèques et, de
plus en plus, sur internet. En
science, ces documents doivent être cités
systématiquement. ( ): Voir
tableau ci-dessous.
Source.
MORRIS, E.K. & SMITH, N.G. (2003). Bibliographic
processes and products, and a bibliography of the
published primary-source works of B.F. Skinner. The
Behavior Analyst, 26 (1), 41-67. [PDF]
WOLFE, C.R. (1995). Focussing on critical-thinking skills
: Problem solving and argument analysis. Teaching of
Psychology, 22 (1), 24-28.
Source inconnue ou incomplète : N-D :Source que l'on ne parvient pas à identifier complètement. Dans le texte ou en
références, on utilise
alors les expressions auteur inconnu et
non-disponible - en abégé N-D ou n-d - pour désigner les
éléments manquants de cette référence.
1
BÉLANGER, J. (N-D). Images
et réalités du béhaviorisme. Philosophiques, 5
(1), 3-110.
2
AUTEUR-E INCONNU-E (1971). L'analyse expérimentale du comportement des expérimentateurs. Paris : Seuil.
Source primaire : En science,
cette expression a deux acceptions voisines: a)
elle désigne la source scientifique
qui contient les idées originales d'un auteur. b) En
histoire, les sources
primaires sont des traces laissées par l'histoire qui permettent
de reconstruire le passé (témoignages humains, lettres, archives,
artéfacts, ruines, etc.). Souce primaire, source
secondaire et référence.= source originale, source de première
main, source première. Primary source.
MORRIS, E.K. & SMITH, N.G. (2003). Bibliographic
processes and products, and a bibliography of the
published primary-source works of B.F. Skinner. The
Behavior Analyst, 26 (1), 41-67. [PDF]
Source secondaire : En science,
cette expression a deux acceptions voisines : a)
elle désigne, pour l'ensemble des sciences, une source
scientifique qui rapporte les idées originales d'un auteur
présentée dans une source primaire (que vous n'avez pas lue).
b) En histoire,
la source secondaire est une source scientifique ou non qui décrit
une ou des sources primaires, qui sont des traces de l'histoire
que l'on tente de connaître (témoignages humains, lettres,
archives, artéfacts, ruines, etc.). Source secondaire, source
primaireetréférence.= information rapportée, renseignement
par la bande.
Secondary source.
MAYER, R.E., DYCK, J.L. & COOK, L.K. (1984).
Techniques that help readers build mental models from
scientific text. Definitions pretraining and signaling.
Journal of Educational Psychology, 76 (6),
1089-1105.
MAYER, R.E. (1989). Systematic thinking fostered by
illustrations in scientific text. Journal of
Educational Psychology, 81, 240-246.
PERFECT, T.J., FIELD, I. & JONES, R. (2009). Source
credibility and idea improvement have independenteffects
on unconscious plagiarism errors in recall and
generate-new tasks. Journal of Experimental
Psychology : Learning, Memory, & Cognition, 35 (1),
267-274. [PDF]
Sourcier :Pseudotechnologie
utilisée par un individu (le sourcier) qui prétent trouver de l'eau souterraine en se laissant guider par les vibrations d'une baguette de bois ou un pendule.
CARROLL, R.T. (2013). The critical thinker's
dictionary : Biases, fallacies, and illusions and what
you can do about them. Kindle Edition.
Sourire : Sourier : Comportement
prosocial qui consiste à entrouvrir les lèvres et à montrer
ses dents aux autres (le dentiste ne compte pas, compte tenu de
ses honoraires...). Le sourire est souvent accompagné d'un regard.
Sourire, rireet humour.Smiling, smile, happy face.
SPITZ, R.A. & WOLF, K.M. (1946). The smiling response
: a contribution to the ontogenesis of social relations.
Genetic Psychology Monographs, 34, 57-125.
LAFRANCE, M. & HECHT, M.A. (2000). Gender and smilling : a meta-analysis.
In A.H. Fischer (Ed.), Gender and emotion : social
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WINKIELMAN, P. & CACIOPPO, J.T. (2001). Mind at ease
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that processing facilitation leads to positive affect.
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ZELAZO, P.R. (1971). Smiling to social stimuli : Eliciting
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HALL, J.A., CARTER, J.D., JIMENEZ, M.C., FROST, N.A. &
SMITH-LEBEAU, L. (2002). Smiling and relative status in
news photographs. Journal of Social Psychology, 142,
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ZELAZO, P.R. & KOMER, M.J. (1971). Infant smiling to
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HALL, J.A., CARNEY, D.R. & MURPHY, N.A. (2002). Gender
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ZELAZO, P.R. (1972). Smiling and vocalizing : A cognitive
emphasis. Merrill Palmer Quarterly, 18, 349-365.
MACKREY, W.C. (1976). Parameters of the smile as a social
signal. Journal of Genetic Psychology, 129,
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SROUFE, L.A. & WATERS, E. (1976). The ontogenesis of
smiling and laughter : A perspective on the organization
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LOCKARD, J.S., McVITTIE, R.I. & ISAAC, L.M. (1977).
Functional significance of the affiliative smile.
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ADAMS, R.M. & KIRKEVOLD, B. (1978). Looking, smiling,
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PATNAIK, V.V.G., SINGLA, R.K. & BALU, S. (2003).
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KRUMHUBER, E. & KAPPAS, A. (2005). Moving smiles : The
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professionnelle ou non, accordée à une victime,
une personne malade ou vulnérable. NDLR : En
français, le mot support désigne un objet qui soutient un corps,
et non un humain. Si vous vous êtes cassé la jambe, les béquilles
vous supportent, alors que votre beau-frère, lui, vous soutient
moralement (il ne faut pas trop lui en demander...). Support,
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Soutien scientifique : Ensemble des arguments
en faveur d'une hypothèse,
d'une théorie. Il existe
cinq formes de soutien : empirique, méthodologique, théorique
interne, théorique externe et technologique. 1) le soutien
empirique ou vérification
empirique renvoie à l'ensemble des faits
qui confirment une hypothèse, une théories; 2) Le soutien
méthodologique se fonde sur le principe de puissance
méthodologique qui stipule que les faits obtenus grâce à la
méthode
expérimentale ont plus une grande validité
interne que n'importe quelles autres méthodes
scientifiques. 3-4) Le soutien théorique, lui, est
de deux ordres : il provient soit de la théorie elle-même, c.-à-d.
le degré de cohérence de l'ensemble des concepts
qui forment la théorie; soit du degré de cohérence entre la
théorie concernée et l'ensemble des connaissances déjà acquises
dans un domaine. 5) Finalement, le soutien technologique
désigne le fait que certaines théories donnent naissance à des technologies,
lesquelles, du fait de leur efficacité, conférant à cette
théorie une plus grande validité.
Scientific support.
Soutien social :Aide
fournie par des non-professionels (aidants
naturels, pairs),
individuellement ou en groupe
(groupe d'entraide), de façon naturelle ou systématique à
des individus éprouvant
des difficultés personnelles (émigrants, handicapés physiques,
déficients intellectuels, famille éclatée, personnes âgées,
victimes d'un sinistre ou d'une catastrophe naturelle, etc.) ou
souffrant de problèmes psychologiques (alcoolisme, toxicomanie,
dépression, isolement social, violence conjugale, etc.). Dans
certains cas, l'organisation et la planification de cette aide est
faite par des professionnels (soutien social systématique). NDLR
: Support social est un anglicisme. Soutien etréseau social.=
groupe de soutien.
Behavioral support, positive behavior support, social
support, group support.
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GU, H., PERKINS, D.O., SILVA, S.G., FOLDS, J.D. &
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SUISSA, J.A. (2000). Cannabis and social exclusion : the
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du corps chez de nombreux organismes,
notamment les mammifères,
les oiseaux et les poissons.
Le squelette est soutenu par la colonne
vertébrale et les muscles.
Squelette et colonne vertébrale. Skeleton.b) On utilise également ce mot de manière métaphorique
pour désigner les fondements d'une chose, notamment en science
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: Hasard, variation et probabilité forment le squelette
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structure.
a
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de développement psychosexuel : Pour Freud,
le développement, qui
se divise en quatre stades et une période
de latence qui suivent un ordre inéluctable, consiste à
développer sa personnalité (ca-moi-surmoi).Psychosexual stage.
Stades de développement psychosocial : Pour Erickson,
le développement
consiste à développer son moi en résolvant des conflits qui
apparaissent dans un ordre inéluctable (principe épigénétique)
divisé en huit stades.
Stades selon Erickson
1
Confiance/Méfiance de 0 à 18 mois
2
Autonomie/Honte
et Doute de 18 à 30
3
Initiative/Culpabilité de
36 à 60 mois
4
Travail/Infériorité de 6 à 12 ans
5
Identité/Confusion des
rôles de 12 à 18 ans
6
Intimité/Isolement de 15 à
25 ans
7
Générativité/Stagnation de
25 à 60 ans
8
Intégrité/Désespoir de 50
à 75 ans
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stade opératoire formel. Enfance, 21 (5),
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Stade oral : Selon Freud,
première phase du développement
psychosexuel, qui se déroule de la naissance à 12 mois,
pendant laquelle la libido ou
le plaisir sexuelle est étroitement lié à la bouche et aux lèvres.
Précède le stade anal.
Oral stage.
Stade
phallique : Selon Freud,
troisième phase du développement
psychosexuel. qui se dérouleentre 18 et 36 mois. Stade
phallique et phallus.Phallic stage, phallic phase.
SINCLAIR, H. (1970). The transition from sensory-motor
behaviour to symbolic activity. Interchange 1, 119–126.
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NICHOLICH, L.M. (1977). Beyond sensorimotor intelligence :
Analysis of symbolic maturity through analysis of pretend
play. Merrill-Palmer Quarterly, 23, 89-99.
Stage : Stagiaire
: Activité pratique, souvent obligatoire donc
probatoire, de certaines formationstechniques ou scientifiques,
qui consiste à acquérir les habiletés
nécessaires (rudiments) à la pratique d'un-e métier/profession
sous la supervision d'un-e maître de stage
(expert).Stage.
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Standard : Règle implicite ou explicite qui fixe le niveau de
qualité ou de compétence qu'un objet ou un humain doit atteindre
pour être considéré comme acceptable ou normal.Standard.
Standard (Double... sexuel) :Attentes
et pressions que
la société exerce sur les
individus et qui différent selon qu'on est un homme ou une
femme. Généralement, les pressions seront plus fortes à l'endroit
des femmes. Il s'agit donc d'une forme discrimination.EX: Une fille doit être comme ceci, un homme
comme cela; en conséquence, on agit ainsi pour ne pas décevoir ou
déplaire, pour obtenir leur approbation, etc. Double
standard.
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[PDF]
Standardiser : Standardisation : Procédures systématiques et
uniformes de passation
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réalité. Il permet de catégoriser
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Stimulant
: Famille de drogues
naturelles et synthétiques qui accroissent l'acitivité du système
nerveux. En petite quantité, elles augmentent la vigilance
et produisent un sentiment d'excitation, de
confiance, de bien-être et
d'euphorie. Utilisé dans le traitement du trouble
déficitaire de l'attention.=
psychostimulant. /dépresseur,
tranquillisant, sédatif.
( ): Voir
tableau ci-dessous.
Stimulant drug, speed.
ROBBINS, T.W. (1975). The potentiation of conditioned
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BARKLEY, R.A. (1977). A review of stimulant drug research
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concurrent behavior intervention in the treatment of a
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Stimulation : Ensemble des stimuli. Par
définition, la stimulation provient de l'extérieur de l'organisme,
donc du milieu. Cependant,
certains auteurs utilisent le terme pour désigner tout ce qui
stimule les sens, que cette stimulation
provienne du milieu (EX: source lumineuse, bruit,
etc.) ou de l'organisme lui-même (EX: picotement,
démangeaison, etc.). = sensation,
stimuli.
Stimulation.
ZENTALL, S.S. (1975). Optimal stimulation as theoretical
basis of hyperactivity. American Journal of
Orthopsychiatry, 45, 549-563. [PDF]
ZENTALL, S.S. & ZENTALL, T.R. (1983). Optimal
stimulation : A model of disordered activity and
performance in normal and deviant children. Psychological
Bulletin, 94 (3), 446- 471. [PDF]
Stimulus
: Stimuli : Toute chose ou condition globale,
observable (ou potentiellement observable) et mesurable de
l'environnement qui affecte l'organisme.
Désigne également ce qui se passe dans l'organisme (usage
contesté). Le stimulus peut survenir ou être présenté avant le comportement
(stimulus neutre, stimulus conditionnel, stimulus inconditionnel,
stimulus discriminatif) ou après le comportement (stimulus positif
ou négatif). NDLR : On dit "un stimulus", mais
"des stimuli" sans s. Dans la nouvelle orthographe, stimulus
s'écrit au pluriel comme au singulier. ( ):
Voir tableau ci-dessous. =
stimulation.
Stimulus.
SKINNER, B.F. (1935). The generic nature of the concepts
of stimulus and response. Journal of General
Psychology, 12, 40-65.
CHURCH, R.M. & Meck, W.H. (1984). The numerical
attribute of stimuli. In H.L. Roitblat, T.G. Bever &
H.S. Terrace (Eds.), Animal cognition (pp.
445-463). Hillsdale, N.J. : Erlbaum Associates.
SKINNER, B.F. (1935). A discrimination based upon a change
in the properties of a stimulus. Journal of General
Psychology, 12, 313-336.
WHITE, K. & DAVEY, G.C.L. (1989). Sensory
preconditioning and UCS inflation in human "fear"
conditioning. Behaviour Research & Therapy, 27,
161-166.
REID, R.L. (1957). The role of the reinforcer as a
stimulus. British Journal of Psychology, 49, 192-200.
FETTERMAN, J.G. (1996). Dimensions of stimulus complexity.
Journal of Experimental Psychology : Animal Behavior
Processes, 22, 3-18.
GIBSON, J.J. (1960). The concept of stimulus in
psychology. American Psychologist, 15, 694-703.
RIBES-INESTA, E. (1997). The stimulus in behavior theory :
Event or function ? Mexican Journal of Behavior
Analysis, 23, 147-160.
HIVELY, W. (1962). Programming stimuli in matching to
sample. Journal of the Experimental Analysis of
Behavior, 5 (3), 279-298. [PDF]
DAVISON, M. & NEVIN, J.A. (1999). Stimuli,
reinforcers, and behavior : An integration.Journal of
Experimental Analysis of Behavior, 71 (3), 439-482.
[PDF]
O'LEARY, K.D. (1965). Preference for variability of
stimuli as a function of experimentally induced anxiety. Psychological
Reports, 16, 1202.
KIRKPATRICK.K. & CHURCH, R.M. (2000). Stimulus and
temporal cues in classical conditioning. Journal of
Experimental Psychology : Animal Behavior Processes, 26
(2), 206-219. [PDF]
SKINNER, B.F. (1966). Some responses to the stimulus
"Pavlov". Conditional Reflex, 1, 74-78.
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]
TULVING, E. & LINDSAY, P.H. (1967). Identification of
simultaneously presented simple visual and auditory
stimuli. Acta Psychologica, 27, 101-109. [PDF]
LAURENCE, E. & MARGOLIS, E. (2001). The poverty of the stimulus argument. British Journal for the Philosophy of Science, 52, 217-276.[PDF]
ROY, B.P. & SINGH, R. (1968). Learning and retention
of paired-associates as a function of nature of stimulus
item. Indian Journal of Experimental Psychology, 2,
45-49.
BRANDON, S.E., VOGEL, E.H. & WAGNER, A.R. (2003).
Stimulus representation in SOP : I Theoretical
rationalization and some implications. Behavioural
Processes, 62, 5-25. [PDF]
DAVIS, J.M. (1971). Testing for inhibitory stimulus
control with S? superimposed on S+. Journal of
Experimental Analysis of Behavior, 14 (3),
365-369. [PDF]
TONNEAU, F. & GONSALEZ, C. (2004). Function transfer
in human operant experiments : the role of stimulus
pairings. Experimental Analysis of Behavior, 81
(3), 239-255. [PDF]
MATTHEWS, T.J., MORIN, L.P. &CHURCH, R.M. (1971).
Avoidance of thermal stimuli in the rat. Psychonomic
Science , 22, 59-60.
CRIST, R., DELABASTITA, H. & EELEN, P. (1971). A
device for presenting blurred visual stimuli. Journal
of Applied Behavior Analysis, 4 (4), 333-336. [PDF]
SCHOENFELD, W.N. & COLE, B.K. (1972). Stimulus
schedules. New York : Harper & Row.
EKEHAMMAR, B. (1972). Two multidimensional methods applied
to two types of stimuli. Perceptual & Motor
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WATERS, A. & OTTMAR, L. (2008). The influence of
animal fear on attentional capture by fear-relevant animal
stimuli in children. Behaviour Research & Therapy,
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PELLEGRINO, J.W. & CHIESI, H.L. (1979). Information
contained in the encoded representation of the stimulus. Psychological
Reports, 44, 199-211.
NEVIN, J.A. (2008). Stimuli, reinforcers, and private
events. Behavior Analysis, 31 (2), 113-126. [LIRE]
WILLIAMS, B.A. (1999). Value transmission in
discrimination learning involving stimulus chains.
Journal of the Experimental Analysis of Behavior, 72
(2), 177-185.
[PDF]
Stimulus/Stimuli (Classe) : Ensemble de stimuli en présence des quelles un comportement entraîne la même conséquence
renforçante (ou punitive). EX: Votre chien a
appris qu'en votre présence (S1), celle de votre fille
(S2), ou en présence de votre fils (S3),
s'il se roule par terre, il recevra dans tous les cas un bonbon
(conséquence). = équivalence
fonctionnelle des stimuli.
Class of stimuli.
S1
(En votre présence)
Comportement
(Se rouler au sol)
Conséquence
(Obtenir un bonbon)
=
S2
(En présence de votre fille)
=
S3
(En présence de votre fils)
MALCUIT, G., POMERLEAU, A. et MAURICE, P. (1995). Psychologie
de l'apprentissage : termes et concepts.
St-Hyacinthe : Edisem.
COHEN, L.B., DELOACHE, J.S. & RISSMAN, M.W. (1975).
The effect of stimulus complexity on infant visual
attention and habituation. Child Development, 45,
611-617
FETTERMAN, J.G. (1996). Dimensions of stimulus complexity.
Journal of Experimental Psychology : Animal Behavior
Processes, 22, 3-18.
LÉVY. C.M., MacRAE, A. & KÖSTER, E.P. (2006).
Perceived stimulus complexity and food preference
development. Acta Psychologica, 123 (3), 394-413.
XU, Y., GANDOUR, J.T. & FRANCIS, A.L. (2006). Effects
of language experience and stimulus complexity on the
categorical perception of pitch direction. Journal of
the Acoustical Society of America, 120 (2),
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CELSIS, P. (2008). Stimulus complexity and prospective
timing : Clues for a parallel process model of time
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Stimulus (Discrimination) : Tendance à
agir différemment à deux ou plusieurs stimuli semblables. Il existe deux formes de discrimination. a) Dans le conditionnement
répondant, la discrimination se produit lorsqu'un stimulus
similaire au stimulus conditionnel
ne déclenche pas la réponse
conditionnelle. b) En
opérant, il y a discrimination lorsqu'un organisme
agit différemment en présence de deux stimuli
antécédents distincts ou Sd. EX1: On apprend rapidement que lorsque le panneau service au
volant 24 h est allumé (Sd1), on peut commander
car on obtiendra un hamburger et une boisson gazeuse (conséquence
renforçante x), alors que le même comportement en présence d'un
panneau éteint (Sd2) n'engendre pas la conséquence
désirée. EX2: Votre chien a appris
qu'en votre présence (Sd1), s'il fait le beau, il
obtiendra un bonbon, alors que le même comportement en présence de
votre fille (Sd2) sera sans conséquence.
Discrimination, stimulus
discriminatifet mise
en relief. /généralisation
du stimulus, similarité. Stimulus discrimination, stimulus control.
Absence
de discrimination = généralisation
Sd1
(panneau allumé)
Réponse
(Commander)
Conséquence positive
(Hamburger)
=
Sd2
(panneau éteint)
Réponse
(Commander)
Conséquence positive
(Hamburger)
Discrimination
du stimulus : EX1
Sd1
(Panneau allumé)
Réponse
(Commander)
Conséquence positive
(Hamburger)
?
Sd2
(Panneau éteint)
Réponse
(Commander)
Aucune
conséquence positive
(Pas de hamburger)
Discrimination
du stimulus : EX2
Sd1
(En votre présence)
Réponse
(Faire le beau)
Conséquence
positive
(Obtenir un bonbon)
?
Sd2
(En présence de votre fille)
Réponse (Faire le beau)
Aucune conséquence positive
(Pas de bonbon)
a
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b
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renforcé en présence d'un stimulus discriminatif et d'un stimulus
conditionel (souvent verbal). Autrement dit, le renforcement n'est
obtenu qu'en présence des deux stimuli.
Four-term unit
Sd
(Lumière rouge)
+
Sc
«La lumière et rouge»
Réponse
(Je m'arrête)
+Conséquence positive
(La gardienne me sourit)
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Stimulus
(Durée) :Stimulus
duration.
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Stimulus (Équivalence) : L'équivalence
est une propriété d'un groupe de stimuli (au moins deux) qui
produisent le même comportement verbal. EX: Si
en présence d'un Labrador et d'un Chihuahua, un enfant dit :
«chien, papa, chien», on dira que les stimuli Labrador et d'un
Chihuahua sont équivalents (Non, pas le papa...). La question est
ici de savoir à quel moment du développement et sous quelles
conditions (propriétés du stimulus) deux stimuli seront considérés
par un organisme comme
assez semblables pour être désignés par le même nom (nommer).
Ce concept est au béhaviorisme ce que la formation des concepts
est aux cognitivistes. Équivalence fonctionnelle des stimuli etclasse de stimuli.Stimulus equivalence, stimulus similarity.
GALLOWAY, C. & PETRE, R.D. (1968). Analysis of the
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BARNES, D. (1994). Stimulus equivalence and relational
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Stimulus (Généralisation) : Tendance à
réagir à un stimulus semblable au stimulus
qui était présent lors du conditionnement initial; dans le conditionnement opérant, le fait qu'un comportement renforcé (ou puni) en
présence d'un stimulus a tendance à apparaître (ou à disparaître)
en présence de stimuli semblables ou équivalents; dans le conditionnement
répondant, elle se produit lorsqu'un stimulus similaire au
stimulus conditionnel déclenche la réponse
conditionnelle. EX: Votre chien a appris
qu'en votre présence (Sd1) ou celle de votre fille (Sd2),
s'il se roule par terre, il obtient un bonbon (conséquence
positive).
= équivalence fonctionnelle
des stimuli.
/discrimination
du stimulus.*
généralisation de la réponse Stimulus generalization.
Sd1
(En votre présence)
=
Réponse
(Se rouler au sol)
Conséquence positive (Obtenir un bonbon)
Sd2 (En présence de votre fille)
GUTTMAN, N. & KALISH, H.I. (1956). Discriminability
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GEWIRTZ, J.L., JONES, L.V. & WAERNERYD, K.E. (1956).
Stimulus units and range of experienced stimuli as
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HONIG, W.K. & SLIVKA, R.M. (1964). Stimulus
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NEWMAN, F.L. & BARON, M.R. (1965). Stimulus
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KALISH, H.I. & GUTTMAN, N. (1959). Stimulus
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St-Hyacinthe : Edisem.
Stimulus (Intervalle inter-) : Laps de
temps qui s'écoule entre le début de la présentation de deux
stimulis. Stimulus onset asynchrony, SOA.
Durée
du stimulus I
Intervalle
de temps
Durée
du stimulus II
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Stimulus (Sursélection) : Chez les autistes,
difficulté à apprendre lorsque les situations sont complexes
(plusieurs stimuli).
Overselectivity.
LOVAAS, O.I., SCHREIBMAN, L., KOEGEL, R. & REHM, R.
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Stimulus appétitif : Stimulus
ou situation que l'organisme
tente d'obtenir. Sur le plan objectif, le stimulus appétitif
est un stimulus duquel un organisme tente de se rapprocher.
Sur le plan subjectif, le stimulus appétitif est un stimulus que
l'on trouve agréable, qui engendre du
plaisir ou un état de bien-être. EX: un
parfum de fleur, l'odeur du pain ou du café, le goût du sucre. /stimulus
aversif.Appetitive stimulus.
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Stimulus aversif : Stimulus
ou situation que l'organismeévite ou auquel il
tente de mettre fin (échappement).
Sur le plan subjectif, le stimulus aversif
est un stimulus désagréable ou douleureux.EX:
une odeur de viande avariée, un bruit strident, une eau glacée. On
utilise également l'expression événement
aversif pour désigner un ensemble de stimulus aversif.
= stimulus phobogène. /stimulus
appétitif.Aversive stimulus, aversive
events, aversive stimulation, electrical aversion.
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stimulus condtionnel dans le conditionnement répondant. =
stimulus complexe, stimuli composés. /stimulus
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Stimulus discriminatif : SD/SDd : Lors d'un conditionnement opérant, stimulus en présence duquel
un organisme est renforcé ou puni. Il a pour fonction de signaler
les contingences
renforçantes ou punitives d'une situation d'apprentissage.
Stimulus discriminatif, discrimination
du stimulus et
mise en relief.= circonstances
similaires, circonstances équivalentes, stimulus qui signale une
conséquence, situation renforçante, situation punitive, SD.
Sd, Discriminative stimulus, discriminative
stimulus control, operant discrimination.
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Stratagème : Stratégie
que l'on qualifie d'astucieuse ou de rusée et que l'on remarque la
plus part du temps en raison de sa grande efficacité.
Strate :Sous-groupe d'individus
relativement homogène
au sein d'une population.EX: Strates selon le sexe, l'âge, l'origine
etnique. C-EX: un groupe expérimental n'est pas
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Stratégie : Plan,
élaboré par un
individu ou un groupe,
visant à maintenir, augmenter ou optimiser ses gains,
ses avantages ou ses ressources
ou, dans certaines cicrconstances, à réduire ses pertes.
Le degré de conscience requis pour élaborer une stratégie varie
beaucoup, notamment en raison de la complexité
de la manoeuvre, de la vitesse de son exécution, ou de son
caractère plus ou moins innovant. À cet égard, il faut distinguer
celui ou celle qui conçoit la stratégie, et qui est donc
parfaitement conscient des pertes et des gains encourus, des
individus qui exécutent cette stratégie et dont le niveau de
conscience des conséquences peut être faible, voire nulle dans
certains cas (instumentalisation).NDLR : Ainsi défini, on voit mal comment on
pourrait qualifier de «stratégique» les comportements innés
sélectionnés par l'évolution (Evolutionary stable
strategy).
Strategy.
Stratégie (comportementale) : Comportement (ou séquence de comportements) d'un
individu/groupe qui obéit, selon les théories, à un algorithme, à
un raisonnement ou à une une règle
de contingence, toute chose formulée par l'individu
lui-même ou prescrite par un groupe ou la société qui influence le
comportement. EX: Je fais ceci (comportement),
car j'ai remarqué que si je le fais, dans une situation donnée (stimulus discriminatif), j'obtiens ou j'évite cela (conséquence).
Les stratégies permettent d'optimiser
les conséquences d'un comportement, notamment en tenant compte des
délais, parfois
long, entre le comportemement et sa conséquence. =
comportement gouverné par des règles, comportement planifié. Strategy,
strategy-making process.
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Par "armes", on entend ici l'ensemble des moyens qui pourraient
nous vaincre, nous faire perdre quelque chose ou nous empêcher
d'améliorer notre sort. EX: Un pays X se dote
de l'arme nucléaire pour empêcher ces rivaux Y d'utiliser cette
arme contre lui. Cette stratégie donne souvent lieu à une escalade de la violence, qui mène les partis concernés à agir hors
des limites du raisonnable, de la morale, etc. EX:
Un parti politique adopte les mêmes pratiques frauduleuses que ses
adversaires afin d'être de taille à l'affronter; Un corps policier
contrevient à certaines lois dans le but d'arrêter des suspects. C-EX:
La Palestine et Israël ne sont pas à armes égales. = se battre à armes égales, oeil pour
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écologique, le stress est l'écart entre les pressions
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efficacement ses multiples rôles (parent,
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En clair, la structure de la mémoire des individus est identique
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divise la personnalité
en trois parties ou instances - le ça,
le moi et le surmoi
- on utilise en psychanalyse
le mot structure pour désiger un lieu où agit
directement ou indirectement l'inconscient.
L'expression a également un sens plus large et renvoie à toute
structure ou processus
interne hypothétique.=
personnalité, structure mentale. ( ):ça,moi,surmoi.Psychic structure, structure of personality.
HARTMANN, H.H., KRIS, E. & LOEWENSTEIN, R.M. (1946).
Comments on the formation of psychic structure.
Psychoanalytic Study of the Child, 2, 11-38.
ALSTON, E.F. (1960). Psychic stuture and fonction : Some
concepts useful in dealing with patients. Western
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LUBORSKY, L. (1977). Measuring a pervasive psychic
structure in psychotherapy : The core conflictual
relationship theme. Communicative structures and
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DEPUE, R. & COLLINS, P.F. (1999). Neurobiology of the
structure of personality : Dopamine, facilitation of
incentive motivation, and extraversion. Behavioral
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MANDLER, G. (2013). The limit of mental structures. Journal
of General Psychology, 140, 243–250.
STRYKER, S. (1968). Identity salience and role
performance. Journal of Marriage & the Family, 4
(4), 558-564.
STRYKER, S. (1980). Symbolic Interactionism : A
social structural version. Palo Alto, CA :
Benjamin-Cummings.
STRYKER, S. (1987). The vitalization of symbolic
interactionism. Social Psychology Quarterly, 50, 83-94.
STRYKER, S. (1991). Exploring the relevance of social
cognition for the relationship of self and society :
Linking the cognitive perspective and identity theory. In
The self-society dynamic : Cognition, emotion, and
action (pp. 19-41). New York : Cambridge University
Press.
STRYKER, S. & BURKE, P.J. (2000). The past,
present, and future of an identity theory. Social
Psychology Quarterly, 6 (4), 284-297.
STUDDERT-KENNEDY, M. & LIBERMAN, A.M. (1962).
Psychological considerations in design of auditory
displays for reading machines. Proceedings of the
International Congress on Technology & Blindness, 1,
289-304.
STUDDERT-KENNEDY, M. & SHANKWEILER, D.P. (1970).
Hemispheric specialization for speech perception. Journal
of the Acoustical Society of America, 48 (2),
579-594. [PDF]
STUDDERT-KENNEDY, M. (1980). Speech perception. Language
& Speech, 23, 45-66.
STUDDERT-KENNEDY, M. (1993). Discovering phonetic
function. Journal of Phonetics, 21, 147-155.
STUDDERT-KENNEDY, M. (2000). Imitation and the emergence
of segments. Phonetica, 57, 275-283.
Studies in Law, Politics & Society :
Revue scientifique.Éditeur : Emerald publishing.
= Stud Law Polit Soc. Éditeur :
JURASZ, A. (2003). Victim stories : documenting pain,
punishment, prison and power. Studies in Law,
Politics & Society, 30, 247-259. [PDF]
Studies in Popular Culture :Revue
scientifique qui consacre ses pages à l'étude la culture
et de sa représentation dans les médias.
Éditeur : Cambridge Journals.
MONK-TURNER, E., HEISERMAN, M., JOHNSON, C., COTTON, V.
& JACKSON, M. (2010). The portrayal of racial
minorities on prime time television. Studies in
Popular Culture, 32 (2), 101-113. [PDF]
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[On the concept of emotion]. Zeitschrift fur
Psychologie und Physiologie der Sinnesorgane, 21,
47-99.
STUMPF, C. (1906). Erscheinungen und psychische Funktionen
[Presentations and mental states]. Abhandlungen der
preussischen Akademie der Wissenschaften, 3-39.
STUMPF, C. (1907). Uber Gefuhlsempfindungen [On affective
sensations]. Zeitschrift fur Psychologie und
Physiologie der Sinnesorgane, 44, 1-49.
STUMPF, C. (1907). Zur Einteilung der Wissenschaften [On
the classification of scientific disciplines]. Abhandlungen
derpreussischen Akademie der Wissenschaften, 3-93.
STUMPF, C. (1930). Autobiography of Carl Stump. In C.
Murchison (Ed.), History of psychology in
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: Clark University Press.
GARDINER, H.N. (1900). Professor Stumpf on emotion.
Psychological Review, 7 (1), 54-57.
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cognitive-evaluative theory of emotion. American
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[PDF]
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emotions and sense feelings. Gestalt Theory, 29 (1),
115-127.
[PDF]
STUNKARD, A.J. & MESSICK, S. (1985). The three factor
eating questionnaire to measure dietary restraint,
disinhibition, and hunger. Journal of Psychosomatic
Research, 29, 71-81.
STUNKARD, A.J., FOCH, T.T. & HRUBEC, Z. (1986). A twin
study of human obesity. Journal of American Medical
Association, 256 (1), 51-54.
STUNKARD, A.J. & SORENSEN, T.I. (1993). Obesity and
socioeconomic status - a complex relation. The New
England Journal of Medicine, 329 (14), 1036-1037.
STUNKARD, A.J., BERKOWITZ, R., WADDEN, T., TANRIKUT, C.,
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and the night-eating syndrome. International Journal
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PAVELA, G., LEWIS, D.W., LOCHER, J. & ALLISON, D.B.
(2016). Socioeconomic status, risk of obesity, and the
importance of Albert J. Stunkard. Current Obesity
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[PDF]
Stupidité :Comportement
ou idée dépourvu de logique, de raison,
de bon sens. = connerie.
Bullshit, stupididy.
FRANFURT, H.G. (2005). On bullshit. Cambridge :
Cambridge University Press.
PENNYCOOK, G., CHEYNE, J.A., BARR, N., KOEHLER, D.J. &
FUGELSANG, J.A. (2015). On the reception and detection of
pseudo-profound bullshit. Judgment & Decision
Making, 10 (6), 549-563.
[PDF]
STUSS, D.T., ALEXANDER, M.P., PALUMBO, C.L., BUCKLE, L.,
SAYER, L. & POGUE, J. (1994). Organizational
strategies of patients with unilateral or bilateral
frontal lobe injury in word list learning tasks. Neuropsychology,
8, 355-373.
STUSS, D.T., LEVINE, B., ALEXANDER, M.P., HONG, J.,
PALUMBO, C., HAMER, L. MURPHY, K. & IZUKAWA, D.
(2000). Wisconsin card sorting test performance in
patients with focal frontal and posterior brain damage :
Effects of lesion location and test structure on separable
cognitive processes. Neuropsychologia, 38, 388-402.
STUSS, D.T., GALLUP, G.G. & ALEXANDER, M.P. (2001).
The frontal lobes are necessary for "theory of mind". Brain,
124, 279-286.
[PDF]
STUSS, D.T. (2011). Functions of the frontal lobes :
Relation to executive functions. Journal of the
International Neuropsychological Society, 17, 759-765.
[PDF]
Style : Façon particulière de dire, d'écrire ou de faire les
choses. Style etvariation.= manière, façon, particularité,
signature.
Style.
MADIGAN, R., JOHNSON, S. & LINTON, P. (1995). The
language of psychology : APA style as epistemology. American
Psychologist, 50, 428-436.
BREWER, B.W., SCHERZER, C.B., VAN RAALTE, J.L. &
PETTIPAS, A.J. (2001). The elements of (APA) style : A
survey of psychology journal editors. American
Psychologist, 56, 266-267.
APA PUBLICATIONS & COMMUNICATIONS BOARD (2008).
Reporting standards for research in psychology. Why do we
need them ? What might they be ? American
Psychologist, 63 (9), 839-851. [PDF]
Style de rédaction scientifique : Style de rédaction propre
aux sciences, surtout
employé lors de la rédaction de rapport ou d'articles scientifiques, et
qui se distingue du style journalistique ou littéraire par son
caractère plus sobre et systématique. Style de rédaction et
article scientifique.Scientific style.
Définition
Style
scientifique
Style
journalistique
Style
littéraire
But
Informer et présenter au
lecteur une solution pratique ou théorique à un problème
scientifique
Informer et susciter la
réflexion du lecteur
Susciter l'émotion,
l'intérêt et la réflexion du lecteur
Moyen
Décrire, expliquer et
prédire un phénomène
Présenter les faits, les
analyser, les mettre en perspective; au besoin les
critiquer
Décrire une réalité au
moyen des impressions et des états d'âme du narrateur,
d'un personnage, d'un héros, selon une époque et une
culture données
Support
Livre, chapitre de livre,
article et rapport scientifiques, conférence
Journal, quotidien, site
internet
Roman, nouvelle, poésie,
pièce de théâtre, cinéma
Statut du rédacteur
Scientifique, professeur
d'université ou de cégep, journaliste scientifique
Journaliste
Écrivain, poète, cinéaste
Point de vue du rédacteur
Tend vers
l'objectivité/Évitez le JE/Utilisez le NOUS avec
parcimonie/Optez pour la forme impersonnelle
Tend vers l'objectivité
et la critique/Le JE est permis dans les éditoriaux et les
chronique d'humeur ou les billets
Cherche à développer un
point de vue original (= subjectif)/Roman écrit au JE ou à
la forme impersonnelle.
Statut du lecteur
Un autre scientifique, un
érudit. un étudiant en science
Abonnés à un quotidien,
Monsieur madame Tout-le-monde
Monsieur madame
Tout-le-monde
Syntaxe (structure de phrase du texte)
Obéit aux règles
grammaticales, mais se veut simple et directe; privilégiez
la précision et la cohérence du propos à la beauté du
style
Obéit aux règles
grammaticales, mais se veut simple et directe; privilégiez
la clarté et la concision à la beauté du style
Obéit aux règles
grammaticales, mais elle se veut créative et souvent +
dense; privilégiez les tours de phrase audacieux, qui
sortent des sentiers battus, aux conventions de style et
autres prêt-à-lire.
Ponctuation
Obéit aux règles de la
ponctuation
Obéit aux règles de la
ponctuation
Obéit aux règles de la
ponctuation, mais certains auteurs font fi des conventions
(roman sans point, sans paragraphe ou sans E)
Temps
des verbes
Utiliser le présent/la
forme active
Selon la nature des faits
qui sont rapportés
+ souvent le présent et
le passé simple
Utilisation
des métaphores, des synonymes ou des effets de style
Rarement, on utilise le
terme le plus précis, vingt fois de suite s'il le faut
Parfois pour fleurir le
texte, mais sans perdre de vue que la clarté du propos
doit primer sur toute autre considération
Souvent pour enjoliver le
texte, le rendre plus agréable à lire, plus original
Vocabulaire
Usage fréquent de termes
techniques et théoriques (jargon scientifique).
L'invention est permise si elle correspond à une
découverte ou à une nuance théorique
Vocabulaire usuel (de
tous les jours), parfois technique si le sujet s'y prête
Vocabulaire riche,
utilisation de mots rares, création de nouveaux mots, de
nouvelles expressions. L'invention est permise.
Principales
caractéristiques de ce style
Précision et cohérence du
propos
Simplicité et clarté du
propos
Créativité et
singularité du propos
Pièges
à éviter
Utiliser des synonymes
qui s'éloignent du sens premier, phrase ou paragraphes
trop longs, concept non-définis, effet de style, absence
de références, plagiat
Utilisation du jargon,
trop de chiffres, plagiat
Lieux communs, cliché,
tics, plagiat
Exceptions/Variantes
La vulgarisation
scientifique emprunte parfois au style journalistique (Ex
: Yanick Villedieu, Jean-Pierre Rogel)
La chronique d'humeur
emprunte parfois au style littéraire (Ex : Pierre Foglia,
Jean Dion)
La science-fiction et le
roman d'anticipation empruntent parfois au style
scientifique (Ex: Jules Verne, Michael Crichton).
Contenu
s'appuie sur des sources ?
Oui, nécessaire: sources
citées dans le texte et en références
Oui, souvent: mais
parfois confidentielles
Oui, parfois : roman
historique ou science-fiction
Usages
des sources scientifiques
Dans tous les cas,
citation des sources dans le texte, souvent entre
parenthèse, (Auteur/date) ou en bas de page, ainsi qu'à la
fin du texte (références, bibliographie, médiagraphie,
etc.)
Parfois, dans le texte
pour appuyer une idée ou un contenu factuel ou
scientifique (vulgarisation)
Rarement, sauf si le
personnage central est lui-même un scientifique
DIONNE, B. (2013). Pour réussir. Guide méthodologique
pour les études et la recherche. Montréal,
Chenelière Éducation.
DESCARRIES, F. (2014). Language is not neutral : The
construction of knowledge in the social sciences and
humanities. Signs : Journal of Women in Culture &
Society, 7 (3), 564-569.
Style de vie : Façon particulière de vivre en société. Plus précisément, ensemble des comportements
sociaux qui caractérisent une époque,
une société.EX :
manger dans un "fast-food" fait partie du mode de vie des
Nord-Américains. EX : Conduire une voiture, fréquenter les rapide-bouffe,
prendre l'ascenseur et posséder une carte de crédit font partie du
style de vie d'un grand nombre de Canadiens. =
Mode de vie.
Lifestyle.
UNGER, J.B. (1995). Sedentary lifestyle as a risk factor
for self-reported poor physical and mental health. American
Journal of Health Promotion, 10 (1), 15-17.
BROWN, K.W. & KASSER, T. (2005). Are psychological and
ecological well-being compatible ? The role of values,
mind- fulness, and lifestyle. Social Indicators
Research, 74 (2), 349-368.
WADDEN, T.A., BUTRYN, M.L. & WILSON, C. (2007).
Lifestyle modification for the management of obesity. Gastroenterology,
132 (6), 2226-2238.
WU, B.N. & O'SULLIVAN, A.J. (2011). Sex differences in
energy metabolism need to be considered with lifestyle
modifications in human. Journal of Nutrition &
Metabolism, 1-5. [PDF]
Style Vancouver : Style de citation
des sources bibliographiques des manuscrits présentés aux
revues biomédicales, conforme aux exigences du Comité
international des rédacteurs de revues médicales (CIRRM).
Vancouver style.
Subconscient : Du latin Sub signifie "sous". S'il fut
d'abord employé pour décrire une structure psychique distincte de
l'inconscient, le terme subconscient est de nos jours utilisé dans
un sens plus usuel ou populaire que scientifique, et dans bien des
cas comme synonyme d'inconscient. Subconscious.
JASTROW, J. (1906). The subconscious. New York :
Houghton Mifflin.
EMERSON, L.E. (1919). The subconscious in its relation to
the conscious, preconscious and unconscious.
Psychoanalysis Review, 6, 59-64.
LAIRD, D.A. (1932). How the consumer estimates quality by
subconscious sensory impressions : with special reference
to the role of smell. Journal of Applied Psychology,
16 (3), 241-246.
VAN GROEN, T. VANHAREN,F.J., WITTER, M.P., GROENEWEGER,
H.J. (1986). The organization of the reciprocal
connections between the subiculum and the entorhinal
cortex in the cat : I. A neuroanatomical tracing study. Journal
of Comparative Neurology, 250, 485-497.
AMARAL, D.G., DOLORFO, C. & ALVAREZ-ROYO, P. (1991).
Organization of CA1 projections to the subiculum : a PHA-L
analysis in the rat. Hippocampus, 1, 415-435.
MORRIS, R.G.M., SCHENK, F., TWEEDIE, F. & JARRARD,
L.E. (1990). Ibotenate lesions of hippocampus and/or
subiculum : Dissociating components of allocentric spatial
learning. European Journal of Neuroscience, 2
(12), 1016-1028.
TAMAKI, N. & NOJYO, Y. (1995). Preservation of
topography in the connections between the subiculum, field
CA1, and the entorhinal cortex in rats. Journal of
Comparative Neurology, 353, 379-390.
VAN GROEN, T. & WYSS, J.M. (1990). The connections of
presubiculum and parasubiculum in the rat. Brain
Research, 518, 227-243.
KISHI, T, TSUMORI, T, ONO, K, YOKOTA S, ISHINO H. &
YASUI, Y. (2000). Topographical organization of
projections from the subiculum to the hypothalamus in the
rat. Journal of Comparative Neurology, 419 (2),
205-222.
WITTER, M.P. & GROENWEGEN, H.J. (1990). The subiculum
: cytoarchitectonically a simple structure, but
hodologically complex. Progress in Brain Research,
83, 47-58.
O'MARA, S.M., SANCHEZ-VIVES, M.V., JORGE, R. BROTON-MAS,
J. & O'HARE, E. (2009). Roles for the subiculum in
spatial information processing, memory, motivation and the
temporal control of behaviour. Progress in
Neuro-Psychopharmacology & Biological Psychiatry,
33, 782-790. [PDF]
Subjectivité : Subjectif : Qui s'appuie sur des arguments personnels pour distinguer le vrai du faux, le réel du non-réel, arguments qui ne sont pas toujours explicites (public),
pertinents (en lien avec le problème et ce que l'on sait) et
cohérent (en relation logique avec les autres principes admis).
/objectivité. Subjectivity.
SCHEFFER, I. (1967). Science and subjectivity. Indianapolis
: Bobbs-Merrill.
MOORE, J.C. (1995). Radical behaviorism and the
subjective-objective distinction. The Behavior
Analyst, 18 (1), 33-49. [PDF]
NATSOULAS, T. (1978). Residual subjectivity. American
Psychologist, 33 (3), 269-283.
PRESS, S.J. & TANUR, J.M. (2001). The
subjectivity of scientists and the Bayesian approach.
New York : John Wiley & Sons.
ATWOOD, G. & STOLOROW, R. (1984). Structures of
subjectivity. Hillsdale, NJ : Analytic Press.
MIDGLEY, B.D. & MORRIS, E.K. (2002). Subjectivity and
behaviorism : Skinner, Kantor, and Stephenson. Operant
Subjectivity, 25, 127-138.
HOLLWAY, W. (1989). Subjectivity and method in
psychology : Gender, meaning and science. London :
Sage.
LECOMTE, C. & RICHARD, A. (2003). De la subjectivité à
l'intersubjectivité : Pour une psychothérapie pleinement
relationnelle. Revue de Psychologie de la Motivation,
35, 64-73.
GOULET, J-G.A. (2011). Trois manières d'être sur le
terrain Une brève histoire des conceptions de
l'intersubjectivité. Anthropologie et Sociétés, 35 (3),
107-125. [PDF]
Sublimation
:Mécanisme
de défense proposé par
Freud pour expliquer des conduites apparemment sans lien
avec la sexualité mais dont la cause fondamentale serait les
pulsions sexuelles. Transformation ou déplacement de la pulsion
orienté vers un but supérieur utile, de nature philosophique,
culturelle ou sociale. EX: La création artistique
ou l'invention scientifique permettent d'investir une pulsion
sexuelle ou agressive dans un objet (un tableau, une sculpture,
une recherche, un nouveau procédé) socialement considéré comme
noble ou de bon goût. C-EX: Frapper un mur
lorsqu'on est en colère (= déplacement).
NDLR :
La sublimation est aux intellectuels ce que le déplacement est aux
manuels (pffff, et ça rime en plus !). Sublimation.
FREUD, S. (1915). Pulsions et destins de pulsions.
Dans oeuvres complètes. Paris : Presses
Universitaires de France.
HACKER, F.J. (1972). Sublimation revisited. International
Journal of Psycho-Analysis, 53, 219-223.
SHARPE, E.F. (1930). Certain aspects of sublimation and
delusion. International Journal of Psycho-Analysis,
11, 12-23.
CHASSEGUET-SMIRGEL, J. (1974). Perversion, idealization
and sublimation. International Journal of
Psycho-Analysis, 55, 349-357.
GLOVER, E. (1931). Sublimation, substitution and social
anxiety. International Journal of Psycho-Analysis,
12, 263-297.
HEIMANN, P. (1942). A contribution to the problem of
sublimation and its relation to processes of
internalization. International Journal of
Psycho-Analysis, 23, 8-17.
KAPLAN, D.M. (1993). What is sublimated in sublimation ?
Journal of the American Psychoanalytic Association, 41,
549-570.
KANZER, M. (1957). Acting out, sublimation and reality
resting. Journal of the American Psychoanalytic
Association, 5, 663-684.
BAUMEISTER, R.F., DALE, K. & SOMMER, K.L. (1998).
Freudian defense mechanisms and empirical findings in
modern scial psychology : Reaction formation, projection,
displacement, undoing, isolation, sublimation, and denial.
Journal of Personality, 66 (6), 1081-1124. [PDF]
KAYWIN, L. (1966). Problems of sublimation. Journal of
the American Psychoanalytic Association, 14, 313-334.
MULLER, J.P. (1999). Modes and functions of sublimation. Annual
of Psychoanalysis, 26, 103-125.
Subliminal : Qualifie tout stimulus qui atteint un seuil
suffisant pour provoquer une excitation
sensorielle, mais aucune prise de conscience. Subliminal, perception
subliminaleet publicité.= hors du champ de la conscience. Subliminal.
GOLDIAMOND, I. (1959). The hysteria over subliminal
advertising as a misunderstanding of science. American
Psychologist, 14, 598-99.
GREENWALD, A.G., KLINGER, M.R. & SCHUCH, E S. (1995).
Activation by marginally perceptible ("subliminal")
stimuli : Dissociation of unconscious from conscious
cognition. Journal of Expetimental Psychology :
General, 124, 22-42.
BAR, M. & BIEDERMAN, I. (1998). Subliminal visual
priming. Psychological Science, 9, 464-469.
DEHAENE, S., CHANGEUX, J.-P., NACCACHE, L., SACKUR, J.
& SERGENT, C. (2006). Conscious, preconscious, and
subliminal processing : a testable taxonomy. Trends
in Cognitive Sciences, 10 (5), 204-211.
[PDF]
ROUDER, J.N., MOREY, R.D., SPRECKMAN, P.L. & PRATTE,
M.S. (2007). Detecting chance : A solution to the null
sensitivity problem in subliminal priming. Psychonomic
Bulletin & Review, 14 (4), 597-605.
Subordination : Subordonné : Subalterne : Le mot a deux sens voisins
: a) Du latin Sub signifie "sous". En éthologie,
désigne le perdant d'un duel,
celui qui se soumet au dominant. /dominant.
Subordinance, social subordinance. b) Dans une organisation,
le terme désigne également la relation asymétrique
entre un supérieur hiérarchique
et les autres employés que
l'on nomme subalterne. Cette relation de subordination existe
également entre des groupes,
des entités gouvernementales ou des entreprises.
=
subalterne, lien de subordination, lien de dépendance.
Subordinance, social subordinance.
a
RATNER, S.C. (1961). Effect of learning to be submissive
on status in the peck order of domestic fowl. Animal
Behavior, 9, 34-37.
ALLEE, W.C., FOREMAN, D., BANKS, E.M. & HOLABIRD, C.H.
(1955). Effects of an androgen on dominance and
subordinance in six common breeds of Gallus gallus.
Physiological Zoology, 28, 89-115.
SAPOLSKY, R.M. & MOTT, G. (1987). Social subordinance
in a wild primate is associated with suppressed
HDL-cholesterol concentrations. Endocrinology, 121,
1605–1611.
PELLIS, S.M., PELLIS, V.C. & McKENNA, M.M. (1993).
Some subordinates are more equal than others play fighting
amongst adult subordinate male rats. Aggressive
Behavior 19, 385-393.
SAPOLSKY, R.M. & SPENCER, E. (1997). Insulin-like
growth factor I is suppressed in socially subordinate male
baboons American Journal of Physiology, 273,
1346-1351. [PDF]
SHANOCK, S. & EISENBEGER, R. (2006). When supervisors
feel supported : Relationships with subordinates perceived
supervisor support, perceived organizational support and
performance. Journal of Applied Psychology, 91,
689-695.
DIEUAIDE, P. (2015). Déplacement ou dilution du lien de
subordination ? Une analyse des conditions d'organisation
et de gestion de la relation d'emploi dans huit grands
groupes français transnationaux. Les Mondes du
Travail, 15, 15-30. [PDF]
DIDRY, C. (2018). Au-delà de la subordination. Les enjeux
d'une définition légale du contrat de travail. Droit
Social, 3, 229-231. [PDF]
Substance : Du latin sub, qui veut dire "sous", et sterni, qui signifie "étendu". a) Désigne un objet réel et, de ce fait, sa matière ou sa substance. La subtance
possède une étendue et occupe l'espace a un moment donné (même si
dans le cas de certaines particules élémentaires ce moment
équivaut à un milliardième de seconde). Cette localisation dans le
temps et l'espace définit la matière par opposition à la
non-matière. Pour les monistes matérialiste, l'humain est fait
d'une et une seule substance, la matière, alors que pour les
dualistes, l'humain se compose à la fois de de matière et
d'esprit. Il faut distinguer la substance de ses propriétés ou
qualités. Les propriétés n'existent pas sans objet, alors que la
substance, elle, est un objet qui a une existence propre, une
existence en soi.= matière
physique, matériel.b) En neuropsychologie,
le terme est utilisé pour désigner le tissus du cerveau (substance
blanche, grise et noire). Ces couleurs résultent des variations de
densité de ces tissus.
= matière
biologique, matière cérébrale, tissu. c) En
pharmacologie, le terme sert à désigner la partie agissante
d'un médicament, celle
qui remplit la fonction pour laquelle est prévu le médicament
(soulager la douleur,
inhiber les hallucinations,
rétablir le taux de glucose dans le sang, etc.), par opposition
aux molécules qui jouent un rôle secondaire.
= molécule.
Substance.
MOSER, P.K. (1984). Two notions of substance in
metaphysics Z. Apeiron : A Journal for Ancient
Philosophy & Science, 17 (2), 103-112.
b
MITCHAM, J.C. & THOMAS, R.K. (1971). Comparisons
of substantia nigra and caudate nucleus lesions on three
learning measures in rats. Society for
Neuroscience, Washington, DC.
HUNT, A., ORRISON, W.W., YEO, R.A., HAALAND, K.Y., RHYNE,
R., GARRY, P. & ROSENBERG, G.A. (1989). Clinical
significance of MRI white matter hyperintensities in the
elderly. Neurology, 39, 1470-1474.
GASPAROVIC, C., YEO, R.A., MANNELL, M., ELGIE, R.,
PHILLIPS, J.P., DOZEMA, D. & MAYER, A.R. (2009).
Neurometabolite concentrations in gray and white matter in
mild traumatic brain injury : A 1H-magnetic resonance
spectroscopy study. Journal of Neurotrauma, 26,
1635-1643. [PDF]
DAVIS, K.L., STEWART, D.G., FRIEDMAN, J.I., BUCHSBAUM, M.,
HARVEY, P.D., HOF, P.R., BUXBAUM, J. & HAROUTUNIAN, V.
(2003). White matter changes in schizophrenia. Archives
of General Psychiatry, 60, 443-456.
CANTALUPO, C.J., OLIVER, J., SMITH, T. NIR, J.P.,
TAGLIALATELA, J.P. & HOPKINS, W.D. (2009). The
chimpanzee brain shows human-like perisylvian asymmetries
in white matter. European Journal of Neuroscience,
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[PDF]
CHARLTON, R.A., BARRICK, T.R., MCINTYRE, D.J., SHEN, Y.,
O'SULLIVAN, M., HOWE, F.A., CLARK, C.A., MORRIS, R.G.
& MARKUS, H.S. (2006). White matter damage on
diffusion tensor imaging correlates with age-related
cognitive decline. Neurology, 66, 217-222.
HOPKINS, W.D., TAGLIALATELA, J.P., NIR, T., SCHENKER, N.M.
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analysis of white matter asymmetries in chimpanzees (Pan
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MALLOY, P., CORREIA, S., STEBBINS, G. & LAIDLAW, D.H.
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ELISON, J.T., PATERSON, S.J., WOLFF, J.J., REZNICK, J.S.,
SASSON, N.J., GU, H., BOTTERON, K.N., DAGER, S.R., ESTES,
A.M., EVANS, A.C., GERIG, G., HAZLETT, H.C., SCHULTZ,
R.T., STYNER, M., ZWAIGENBAUM, L. & PIVEN J. FOR THE
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V., MCRITCHIE, D. & HALLIDAY, G. (2007). White matter
loss in healthy ageing : A postmortem analysis. Neurobiology
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THIEBAUT DE SCHOTTEN, M., TOMAIULO, F., AIELLO, M.,
MEROLA, S., SILVETTI, M., LECCE, F., BARTOLEMEO, P. &
DORICHO, F. (2014). Damage to white matter pathways
in subacute and chronic spatial neglect : a group study
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tractography dissection. Cerebral Cortex, 24, 691-706.
OISHI, K., ZILLES, K., AMUNTS, K., FARIA, A., JIANG, H.,
LI, X., AKHTER, K., HUA, K., WOODS, R. & TOGA, A.W.,
PIKE, G.B., ROSA-NETO, P., EVANS, A., ZHANG, J., HUANG,
H., MILLER, M.I., VAN ZIJL, P.C., MAZZIOTTA, J. &
MORI, S. (2008). Human brain white matter atlas :
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late-life depression : Associations with severity and
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Substance grise : Tissu du système nerveux
central où se situent le corps cellulaire des neurones,
des prolongements de ces neurones (dendrites),
ainsi que les connexions synaptiques de ces prolongements avec
d’autres neurones. Sa couleur, plus foncée que la
substance blanche, est attribuable à la présence de noyaux
cellulaires. = matière grise. Grey
matter.
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COLLETTI, P. (2000). Reduced prefrontal gray matter volume
and reduced autonomic activity in antisocial personality
disorder. Archives of General Psychiatry, 57, 119-127.
NARR, K.L., WOODS, R.P., THOMPSON, P.M., SZESZKO, P.,
ROBINSON D., DIMTCHEVA, T., GURBANI, M., TOGA, A.W. &
BILDER, R.M. (2007). Relationships between IQ and regional
cortical gray matter thickness in healthy adults. Cerebral
Cortex, 17, 2163-2171.
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ZHANG W. (2002). Sexual dimorphism and asymmetries in the
gray-white composition of the human cerebrum. Neuroimage,
18 (4), 880-894.
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YEO, R.A. (2008). Fluctuatinga asymmetry and individual
variation in regional gray and white matter volumes : A
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HOPKINS, W.D., TAGLIALATELA, J.P., MEGUERDITCHIAN, A.,
NIR, T., SCHENKER, N.M. & SHERWOOD, C.C. (2008). Gray
matter asymmetries in chimpanzees as revealed by
voxel-based morphometry. NeuroImage, 42 (2),
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DRAGANSKI, B., GASER, C., BUSCH, V., SCHUIERERM G.,
BOGDAHN, U. & MAY, A. (2004). Neuroplasticity :
Changes in grey matter induced by training. Nature,
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LÜDERS, E., TOGA, A.W., LEPORE, N. & GASER, C. (2009).
The underlying anatomical correlates of long-term
meditation : Larger hippocampal and frontal volumes of
gray matter. Neuroimage, 45 (3), 672-678. [PDF]
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with spontaneous strategies in a human virtual navigation
task. The Journal of Neuroscience, 27 (38),
10078-10083.
GASPAROVIC, C., YEO, R.A., MANNELL, M., ELGIE, R.,
PHILLIPS, J.P., DOZEMA, D. & MAYER, A.R. (2009).
Neurometabolite concentrations in gray and white matter in
mild traumatic brain injury : A 1H-magnetic resonance
spectroscopy study. Journal of Neurotrauma, 26,
1635-1643. [PDF]
KWOK, V., NIU, Z., KAY, P., ZHOU, K., MO, L., JIN, Z. SO,
K.-F. & TAN, L.H. (2011). Learning new color names
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Substance noire : L'un des ganglions
de la base du cerveau,
responsable de la production de la dopamine,
et qui jouerait donc un rôle dans le circuit
dela récompense/renforcement. Ce ganglions se subdivise à
son tour en deux parties principales, la pars compacta et la pars
reticulata. = matière noire.
Substancia nigra, black
matter, locus niger.
MITCHAM, J.C. & THOMAS, R.K. (1971). Comparisons
of substantia nigra and caudate nucleus lesions on three
learning measures in rats. Society for
Neuroscience, Washington, DC.
FEIGENBAUM, L.L., JIMENEZ-CASTELLANOS, J. & GRAYBIEL,
A.M. (1991). The substantia nigra and its relations with
the striatum in the monkey. Progress in Brain
Research, 87, 81-99.
HIKOSAKA, O. & WURTZ, R.H. (1983). Visual and
oculomotor functions of monkey substantia nigra pars
reticulata. I to IV. Journal of Neurophysiology, 49
(5), 1230-1301.
GRANATA, A.R. & KITAI, S.T. (1991). Inhibitory
substantia nigra inputs to the pedunculopontine neurons. Experimental
Brain Research, 86, 459-466
SCHULTZ, W. (1986). Activity of pars reticulata neurons of
monkey substantia nigra in relation to motor, sensory and
complex events. Journal of Neurophysiology, 55
(4), 660-677.
YELNICK, F.L. & PERCHERON, G. (1987). Golgi study of
the primate substantia nigra. II. Spatial organization of
dendritic arborizations in relation to the
cytoarchitectonic boundaries and to the striatonigral
bundle. Journal of Comparative Neurology, 265 (4),
473-493.
HAJOS, M. & GREENFIELD, S.A. (1994). Synaptic
connections between pars compacta and pars reticulata
neurones : electrophysiological evidence for functional
modules within the substantia nigra. Brain Research,
660 (2), 216-224.
LACEY, M.G., MERCURI, N.B. & NORTH, R.A. (1989). Two
cell types in rat substantia nigra zona compacta
distinguished by membrane properties and the actions of
dopamine and opioids. Journal of Neurosciences, 9 1233-1241.
ATHERTON, J.F. & BEVAN, M.D. (2005). Ionic mechanisms
underlying autonomous action potential generation in the
somata and dendrites of GABAergic substantia nigra pars
reticulata neurons in vitro. Journal of Neuroscience,
25 (36), 8272-8281. [PDF]
LAVOIE, B., SMITH, Y. & PARENT, A. (1989).
Dopaminergic innervation of the basal ganglia in the
squirrel monkey as revealed by tyrosine hydroxylase.
Immunohistochemistry, 289 (1), 36-52.
Substantif : Mot qui désigne un objet réel et qui, de ce fait, en suppose l'existence (ou la substance).
Supposer qu'une chose existe parce qu'il y a un mot pour la
désigner, et seulement pour cette raison, consiste à réifier
ce mot/concept. EX: La blancheur est une
propriété des objets et non un objet en soi. Elle n'a pas de
substance (alors qu'un mur blanc en a). Pour certains
épistémologues, il en serait de même de la cognition, de la
volonté ou de l'inconscient, qui seraient des propriétés ou des
fonctions du cerveau, et
non des choses en soi. Substantif etqualificatif.
= chose. en soi.
Subvention de recherche : Aide financière
accordée par un organisme
subventionnaire à un scientifique
(ou à une équpe de recherche) afin de lui permettre de mener à
bien ses recherches. Cette
aide permet d'engager du personnel (assistant de recherche,
professionel de la recherche, statisticien, étudiant, etc.),
d'acheter du matériel de recherche (ordinateurs,
logiciels, livres, abonnements à des
revues scientifiques, etc.), d'équiper son laboratoire,
de défrayer les coûts liés à la participation aux colloques et aux
congrès, de compenser les
participants d'une recherche, etc. Subvention de recherche,
organisme subventionaireet
indépendance des études.Grant.
MARTIN, B. (1986). Bias in awarding research grants. British
Medical Journal, 293, 550-552.
HOSEK, S.D., COX, A.G., GHOSH-DASTIDAR, B., KOFNER, A.,
RAMPHAL, N., SCOTT, J. & BERRY, S.H. (2005). Gender
differences in major federal external grant programs. Santa
Monica, CA : RAND Corporation.
ABRAMS, P.A. (1991). The predictive ability of peer review
of grant proposals : The case of ecology and the US
National Science Foundation. Social Studies of
Science, 21 (1), 111-132.
MARSH, H.W., JAYASINGHE, U.W. & BOND, N.W. (2008).
Improving the peer-review process for grant applications-
reliability, validity, bias, and generalizability. American
Psychologist, 63 (3), 160-168.
ZHAO, D. (2010). Characteristics and impact of
grant-funded research : A case study of the library and
information science field. Scientometrics, 84
(2), 293-306.
BOYACK, K.W. & BÖRNER, K. (2003). Indicator-assisted
evaluation and funding of research : Visualizing the
influence of grants on the number and quality of research
papers. Journal of the American Society for
Information Science & Technology, 54 (5),
447-461.
[PDF]
TATSIONI, A., VAVVA, E. & IOANNIDIS, J.P. (2010).
Sources of funding for Nobel Prize-winning work : Public
or private ? FASEB Journal, 24, 1335-1339.
LARIVIÈRE, V., VIGNOLA-GAGNÉ, É., VILLENEUVE, C, GÉLINAS,
P. & GINGRAS, Y. (2011). Sex differences in research
funding, productivity, and impact : an analysis of Quebec
university professors. Scientometrics, 87 (3),
483-498. [PDF]
THYER, B.A. (1994). Harmful effects of federal research
grants. Social Work Research, 35, 3-7.
NICKOLSON, J.M. & IOANNIDIS, J.P.A. (2012). Research
grants : Conform and be funded. Nature, 492, 34-36.
MARTIN, B. (2000). Research grants: problems and options.
Australian Universities' Review, 43 (2), 17-22.
LILIENFELD, S.O. (2017). Psychology's replication crisis
and the grant culture : Righting the ship. Perspectives
on Psychological Science, 12 (4), 660-664. [PDF]
Succès : Expérience vécue par tout individu qui parvient à ses
objectifs et dont on reconnaît les mérites. Contrairement à la réussite,
le succès ne nécessite pas de reconnaissance publique.
= qui fonctionne bien au point d'être souligné. Succès etréussite.Success.
SCHLOSBERG, H. (1937). The relationship between success
and the laws of conditioning. Psychological Review,
44. 379-394.
ZUCKERMAN, M. & ALLISON, S.N. (1976). An objective
measure of fear of success : Construction and validation.
Journal of Personality Assessment, 40, 422-430.
WIGFIELD, A. (1988). Children's attributions for success
and failure. Effects of age and attentional focus. Journal
of Educational Psychology, 80 (1), 76-81. [PDF]
Succès reproducteur : Ensemble des stratégies
évolutives et des apprentissages
qui permettent à un organisme
d'augmenter le nombre de progénitures viables. Reproductive
success.
BLURTON-JONES, N.G. & SIBLY, R.M. (1978). Testing
adaptiveness of culturally determined behaviour : Do
Bushman women maximise their reproductive success by
spacing births widely and foraging seldom ? In N.G
Blurton-Jones & V. Reynolds (Eds.), Human
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KAPLAN, H. & HILL, K. (1986). Hunting and reproductive
success : A clarification of methods. Current
Anthropology, 27, 48-50.
HOLLIS, K.L., CADIEUX, E.L. & MAURA, C.M. (1989). The
biological function of Pavlovian conditioning : A
mechanism for mating success in the blue gourami
(Trichogaster trichopterus). Journal of Comparative
Psychology, 103 (2), 115-121.
GOOCH, S., BAILLIE, S.R. & BIRKHEAD, T.R. (1991).
Magpie Pica pica and songbird populations. Retrospective
investigations of trends in population density and
breeding success. Journal of Applied Ecology, 28 (3), 1068-1086.
SIMPSON, J.A. (1993). Male reproductive success as a
function of social status : Some unanswered evolutionary
questions. Behavioral & Brain Sciences, 16,
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NETTLE, D. (2002). Height and reproductive success in a
cohort of British men. Human Nature, 13, 473-491.
Succès scolaire : Voir Réussite scolaire.Academic achievement,
school achievement, student success, student outcome, students
achievement, academic performance, childs performance, school
performance.
Sucer
son pouce : Succion : Chez les jeunes enfants,
comportement
stéréotypé qui consiste à sucer son pouce, parfois de
manière compulsive (et parfois la nuit chez les adultes).
=Téter son pouce.
Sucking, conditionned
sucking, finger sucking, thumb sucking.
HALVERSON, H.M. (1938). Infant sucking and tensional
behavior. Journal of Genetic Psychology, 53 (2),
365-430.
LARSSON, E.F. & DAHLIN, K.G. (1985). The prevalence
and the etiology of the initial dummy- and finger-sucking
habit. American Journal of Orthodontics, 87 (5),
432-435.
ROBERTS, E. (1944). Thumb and finger-sucking in relation
to feeding in early infancy. American Journal of
Diseases of Children, 68, 7-8.
ROLIDER, A., CUMMINGS, A. & VAN HOUTEN, R. (1986). The
use of response prevention to eliminate day-time thumb
sucking. Child & Family Behavior Therapy, 10,
135-140.
TRAISMAN, A.S. & TRAISMAN, H.S. (1958). Thumband finger
sucking : A study of 2,650 infants and children. Journal
of Pediatrics, 52 (5), 566-572.
FRIMAN, P.C., BARONE, V.J. & CHRISTOPHERSEN, E.R.
(1986). Aversive taste treatment of finger- and
thumb-sucking. Pediatrics, 78, 174-176.
BAER, D.M. (1962). Laboratory control of thumbsucking by
withdrawal and representation of reinforcement. Journal
of the Experimental Analysis of Behavior, 4 (4),
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LIPSITT, L.P. & KAY, H. (1964). Conditionned sucking
in the human newborn. Psychonomic Science, 1,
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FRIMAN, P.C. (1987). Thumb sucking in childhood. Feelings
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BENJAMIN, L.S. (1967). The beginning of thumbsucking. Child
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FRIMAN, P.C. (1990). Concurrent habits. What would Linus
do with his blanket if his thumb-sucking were treated ? American
Journal of Diseases of Children, 144 (12),
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NORTON, L.A. & GELLIN, M.E. (1968). Management of
digital sucking and tongue thrusting in children.
Dental Clinics of North America, 365.
FRIMAN P.C., McPHERSON, K.M., WARZK, W.J. & EVANS, J.
(1993). Influence of thumb sucking on peer social
acceptance in first-grade children. Pediatrics, 91 (4),
784-786.
MURRAY, A.B. & ANDERSON, D.O. (1969). The association
of incisor protrusion with digit sucking and alergic nasal
itching. Journal of Allergy, 44, 239-247.
WATSON, T.S. & ALLEN, K.D. (1993). Elimination of
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Journal of the American Academy of Child &
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HARYETT, R.D., HANSEN, F.C. & DAVIDSON, P.O. (1970).
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Suicide
(Para) : Du grec para qui
signifie "près, à côté ou ressemblant". Fausse tentative de
suicide; l'individu imite le suicidaire (faible surdose de drogue
ou d'alcool, s'écorche les poignets, etc.), mais son intention
n'est pas de mourir (il appelle un ami avant de passer à l'acte,
fait du bruit pour attirer l'attention des voisins, etc.), mais
plutôt d'obtenir l'attention,
l'aide ou le secours de ses proches. Parasuicide etsuicide.Parasuicide.
LINEHAN, M.M. & NIELSEN, S.L. (1981). Assessment of
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LINEHAN, M.M. & HEARD, H.L. (1993). "Impact of
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LINEHAN, M.M., CAMPER, P., CHILES, J.A., STOSAHL K. &
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Suicide (Prévention) : Ensemble des
pratiques et des mesures prises afin de diminuer la probabilité
qu'un individu se suicide.Suicide
et Prévention.Suicide prevention.
ROBINS, E., MURPHY, G.E., WILKINSON, R.H., GASSNER, S.
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a) En science,
le suivi des participants
consiste, à la suite d'une
recherche, à administrer de nouveau un test ou un
questionnaire après un délai de plusieurs mois ou de plusieurs
année afin de mesurer la stabilité du phénomène
à l'étude.
Follow-up.b) En clinique, on utilise le terme pour désigner l'encadrement
offert par un clinicien à un patient qui suit une thérapie
ou reçoit un médicament.= suivi thérapeutique, suivi médical,
suivi psychologique.
Follow-up, follow-up study, follow-up strategy,
follow-up assessment.
a
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Sujet : Le mot a deux acceptions, la première très générale, la seconde plus pointue. a) Qui fait l'objet
d'une étude, d'une analyse.EX: L'apprentissage est le sujet de ce livre, de
cette recherche. = problème, thème,
matière. Aim, matter, subject.b)
Tout individu, humain ou animal,
choisi par échantillonnage
pour participer à une recherche
scientifique. Un sujet qui consent
à participer à une recherche est un participant. Une recherche compte généralement plusieurs sujets, sauf exception (analyse de cas), répartis dans au moins deux groupes. Ces sujets peuvent être volontaires ou non (choisi à son insu).
Dans ce dernier cas, le consentement est donné après la recherche.
Par extension, le mot sert également à désigner la première partie
de la méthode d'un article
empirique qui décrit au lecteur
les caractéristiques des sujets de sa recherche,
ainsi que la procédure d'échantillonnage
choisie pour les sélectionner. Sujet, code
de déontologieet droits
des sujets.= participant.
Subject, volunteer, non-volunteer. c)
Le terme est aussi utilisé par opposition à un objet sicentifique,
à ses propriétés qui peuvent être étudié scientifiquemt.
ROSEN, E. (1951). Differences between volunteers and
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SUNDBERG, M.L. (1985). Teaching verbal behavior to
pigeons. The Analysis of Verbal Behavior, 3,
11-17. [PDF]
SUNDBERG, M.L. (1993). Selecting a response form for
nonverbal persons : Facilitated communication, pointing
systems, or sign language ? The Analysis of Verbal
Behavior, 11, 99-116. [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]
SUNDBERG, M.L. (2004). The search for the etiology of
autism. The Analysis of Verbal Behavior, 20, 3-4.
[PDF]
SUNDBERG, M.L. & SUNDBERG, C.A. (2011). Intraverbal
behavior and verbal conditional discriminations in
typically developing children and children with autism. The
Analysis of Verbal Behavior, 27, 23-43. [PDF]
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athletes. Physician & Sports Medicine, 2,
89-95.
SUNDGOT-BORGEN, J. (1994). Risk and trigger factors for
the development of eating disorders in female elite
athletes. Medicine & Science in Sports &
Exercise, 26, 414-419. [PDF]
SUNDGOT-BORGEN, J. & TORSTVEIT, M.K. (2004).
Prevalence of eating disorders in elite athletes is higher
than in the general population. Clinical Journal of
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SUNDGOT-BORGEN, J. & TORSTVEIT, M.K. (2007). The
female football player, disordered eating, menstrual
dysfunction and bone health. British Journal of Sport
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in aesthetica and Olympic weight-class sports and the
challenge of body weight and body composition. Journal
of Sports, 29 (S), 101-114.
Sunstein Cass Robert (Concord 1954-) : Philosophe et juriste américain. Collaborateur de Kahneman
et Thaler
SUNSTEIN, C.R. (1995). Democracy and the problem of
free speech. The Free Press.
SUNSTEIN, C.R. (2000). Behavioral law and economics.
Cambridge : Cambridge University Press.
SUNSTEIN, C.R. (2002). Risk and reason : Safety, law,
and the environment. Cambridge : Cambridge
University Press.
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theories : Causes and cures. Journal of Political
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conceptualization for psychopathological research in
monkeys. Behavior Research Methods &
Instrumentation, 1, 247-250.
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Behavioral effects of prolonged partial social isolation
in the rhesus monkey. Psychology Reports, 29,
1171-1177.
SUOMI, S.J. (2003). Gene-environment interactions and the
neurobiology of social conflict. Annals of the New
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shape biobehavioral development : Lessons from studies
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interplay in primates. Journal of the Canadian Academy
of Child & Adolescent Psychiatry, 20 (4),
289-297. [PDF]
Super : Préfixe qui
signifie supérieur à, au-delà de. Super.
Supérieur
: Le mot a deux sens complémentaires : a)
Il qualifie un intérêt ou
une valeur plus grande qu'une autre. /inférieur.
b) Il désigne aussi un individu situé plus haut que soi
dans la hiérarchie sociale.= patron, boss, alpha, dominant.
/subordonné.
Supersistance
: Incapacité de mettre fin à une activité, malgré les
signaux qui indiquent clairement la fin de cette activité. Il
s'agit d'un symptôme de l'alcoolisme
et de l'hyperactivité.
LEHMAN, H.C. & FENTON, N. (1929). The prevalence of
certain misconceptions and superstitions among college
students before and after a course in psychology. Education,
50, 485-494.
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superstitious inferences. Perceptual & Motor
Skills, 90, 1047-1058.
GILLIAND, A.R. (1930). A study of the superstitions of
college students. Journal of Abnormal & Social
Psychology, 24, 472-479.
KANTOR, J.R. (1932). Logic and superstition. Journal
of Philosophy, 29, 232-236.
MONEY-KIRLE, R. (1933). Superstition and society.
London : Hogarth.
RUDSKI, J.M. (2001). Competition, superstition and the
illusion of control. Current Psychology, 20,
68-84.
ZAPF, R.M. (1938). Superstitions of junior high school
pupils. Part II. Effect of instruction on superstitious
beliefs. Journal of Educational Research, 31,
481-496.
ZAPF, R.M. (1945). Comparisons of responses to
superstitions on a written test and in actual situations.
Journal of Educational Research, 39, 13-24.
CANAVAGGIO, P. (2001). Dictionnaire des superstitions et des croyances. Paris : Pocket.
ZAPF, R.M. (1945). Relationship between belief in
superstitions and other factors. Journal of
Educational Research, 38, 561-579.
HAMILTON, M. (2001). Who believes in astrology ? Effect of
favorableness of astrologically derived personality
descriptions on acceptance of astrology. Personality
& Individual Differences, 31 (6), 895-902.[PDF]
SKINNER, B.F. (1948). "Superstition" in the pigeon. Journal
of Experimental Psychology, 38, 168-172.
KEINAN, G. (2002). The effects of stress and desire for
control on superstitious behavior. Personality &
Social Psychology Bulletin 28, 102-108.
SKINNER, B.F. & MORSE, W.H. (1957). A second type of
superstition in the pigeon. American Journal of
Psychology, 70, 308-311.
ZEBB, B.J. & MOORE, M.C. (2003). Superstitiousness and perceived anxiety control as predictors of psychological distress. Journal of Anxiety Disorders, 17, 115-130.
STADDON, J.E.R. & SIMMELHAG, V.L. (1971). The
"superstition" experiment : : a reexamination of its
implications for the principles of adaptive behavior. Psychological Review, 78, 3-43.
RUDSKI, J.M. (2003). What does a "superstitious" person
believe : Impressions of participants. Journal of
General Psychology, 130, 431-445.
ZA'VOUR, G.I. (1972). Superstitions among certain groups of Lebanese Arab students in Beirut. Journal of
Cross-Cultural Psychology, 3, 273-282.
RUDSKI, J.M. (2004). The illusion of control,
superstitious belief, and optimism. Current
Psychology, 22, 306-315.
JAHODA, G. (1974). The psychology of superstition. New
York : J. Aronson.
GOSSELIN, F. & SCHYNS, P.G. (2003). Superstitious
perceptions reveal properties of memory representations. Psychological
Science, 14, 505-509. [PDF]
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detectability. Science, 199, 88-90.
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behavior among American and Japanese professional baseball players. Basic & Applied Social Psychology, 27 (1),
71-76. [PDF]
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40-42.
SCHIPPERS, M.C. & VAN LANGE, P.A.M. (2006). The
psychological benefits of superstitious rituals in top
sport : A study among top sports persons. Journal of
Applied Social Psychology, 36 (10), 2532-2553. [PDF]
BAINBRIDGE, W.S. & STARK, R. (1981). 'Superstitions :
Old and new. In K. Frazier (Ed.), Paranormal
borderlands of science (pp. 46-59). Buffalo, NY :
Prometheus Press.
LINDEMAN, M. & SAHER, M. (2007). Vitalism, purpose and
superstition. British journal of psychology, 98
(1), 33-44.
NEIL, G., ANDERSON, B. & SHEPPARD, W. (1981).
Superstitions among male and female athletes of various
levels of involvement. Journal of Sport Behavior, 4,
137-148.
LINDEMAN, M. & AARNIO, K. (2007). Superstitious,
magical, and paranormal beliefs : An integrative model.
Journal of Research in Personality, 41, 731-744. [PDF]
TOBACYK, J. & MILFORD, G. (1984). Superstition and
intentionality. Psychological Reports, 55,
513-514.
GARCIA-MONTES, J.M., SASS, L.A. & CANGAS, A.J. (2008).
The role of superstition in psychopathology. Philosophy,
Psychiatry & Psychology, 15 (3), 227-237.
BURNHAM, J.C. (1987). How superstition won and
science lost : Popularizing science and health in the
United States. London: Rutgers University Press.
TOBACYK, J.J. & SHADER, D. (1991). Superstition and
self-efficacy. Psychological Reports, 68, 1387-1388.
LINDEMAN, M. & SVEDHOLM, A.M. (2012). What’s in a term
? Paranormal, superstitious, magical and supernatural
beliefs by any other name would mean the same. Review
of General Psychology, 16, 241-255.
FROST, R.O., KRAUSE, M., McMAHON, M., PEPPE, J., EVANS,
M., McPHEE, A. & HOLDEN, M. (1993). Compulsivity and
superstitiousness. Behaviour Research & Therapy,
31, 423-426.
GROSS, P.R. & LEVITT, N. (1994). Higher
supestition : The academic left and its quarrels with
science.Baltimore : John HHopkins University
Press.
SHERMER, M. (1997). Why people believe weird things :
Pseudoscience, superstition, and other confusions of our
time. W.H. Freeman/Times Books/ Henry Holt &
Co.
VYSE, S.A. (1997). Believing in magic : The
psychology of superstition. Oxford University
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performance : Interactions between rule-governed and
scheduled contingencies. The Psychological Record,
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RUDSKI, J.M., LISCHNER, M. & ALBERT, L. (1999).
Superstitious rule generation is affected by probability and type of outcome. The Psychological Record, 49,
245-260.
SHTULMAN, A. & YOUNG, A.G. (2020). Why do logically
incompatible explanations seem psychologically compatible ? Science, pseudoscience, religion, and superstition. In
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superstition : fallacious rules and irrelevant responding
during second-order schedules of reinforcement. The
Psychological Record, 49, 221-243.
SUPPE, F. (1972). What’s wrong with the received view on
the structure of scientific theories ? Philosophy of
Science, 39, 1-19.
SUPPE, F. (1974). The search for philosophic understanding
of scientific theories. In F. Suppe (Ed.), The
structure of scientific theories (pp. 1-232).
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SUPPE, F. (1989). The semantic conception of theories
and scientific realism. Chicago : University of
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SUPPE, F. (1998). Understanding scientific theories : An
assessment of developments, 1969-1998. Philosophy of
Science, 67 (S), 102-115. [PDF]
SUPPE, F. (1998). The structure of a scientific paper. Philosophy
of Science, 65 (3), 381-405.
SUPPES, P. (1957). Introduction to logic. New
York : Van Nostrand Reinhold Company. [PDF]
SUPPES, P. (1960/72). Axiomatic set of theory. New
York : Dover.
NAGEL, E., SUPPES, P. & TARSKI, A. (1962). Logic,
methodology and philosophy of science. Stanford :
Stanford University Press.
SUPPES, P. (1995). A pluralistic view of foundations of
science. Foundations of Science, 1, 9-14.
SUPPES, P. (1999). The noninvariance of deterministic
causal models. Synthese, 121, 181-198.
Supplément : Certaines revues
scientifiques publient à l'occasion un supplément, c-à-d- un
article ou une groupe
d'articles sur un thème particulier, placées à la fin de la revue,
articles qui pour toutes sortes de raisons ne trouvent pas place
dans les pages du format habituel. Il peut s'agir d'articles plus
philosophiques, de commentaires personnels, de très longs articles
théoriques, de critiques méthodologiques, de précisions
statistiques, de développements mathématiques, d'un hommage, ou
d'une nécrologie, etc). Dans la notice
de ces articles, on utilise la lettre S, placée entre parenthèses
devant le numéro de la
publication, pour marquer le caractère exceptionnel ou singulier
de ces articles.
SCOTT, J. (2004). What is the role of psychological
therapies in the treatment of bipolar disorders ? European Neuropsychopharmacology, 14(S3), 111-112.
PIOTROWSKI, J. & REASON, R. (2000). The National
Literacy Strategy and dyslexia : a comparison of
teaching methods and materials. Support for
Learning, 15 (2), 51-57.
Supposition
: En science,
ce que l'on tient pour vrai,
soit afin de développer un raisonnement
ou dans le but de vérifier
ce qui nous apparaît comme vraisemblable.
On appelle axiome une
supposition qui sert à construire un raisonnement, une théorie.
Et on nomme hypothèse,
une supposition que l'on cherche à vérifier au moyen d'une recherche
empirique.Presupposition and background
assumption.
RESCHER, N. (1959). Presuppositions of knowledge. Revue
Internationale de Philosophie, 13, 418-429.
HURLBURT, R.T. & SCHWITZGEBEL, E. (2011).
Presuppositions and background assumptions. Journal of
Consciousness Studies, 18 (1), 206-233.
DANTZER, R. & DELACOUR, J. (1972). Modification d'un
phénomène de suppression conditionnée par une lésion
thalamique. Physiology & Behavior, 8 (6),
997-1003.
DORSEY, M.F., IWATA, B.A., ONG, P. & McSWEEN, T.E.
(1980). Treatment of self-injurious behavior using a water
mist : initial response suppression and generalization.
Journal of Applied Behavioral Analysis, 13 (2),
343-353. [PDF]
WEGNER D.M., SHORTT, J.W., BLAKE, A.W. & PAGE, M.S.
(1990). The suppression of exiting thoughts. Journal
of Personality & Social Psychology, 58, 409-418.
[PDF]
Suprémacie : Suprémaciste : Le mot a deux acceptions voisines : a) Supériorité avérée d'un individu, d'une équipe
ou d'un groupe dans
un domaine données, notamment dans le sport.
EX: La suprémacie des Canadiens des années
1970. Supremacy.b)Croyance
en l'existence d'une
hiérarchie raciales ou ethnique, et sur l'existence de la
laquelle certains individus ou groupes justifient leurs privilèges
et la dominance des uns
sur les autres. EX: Les suprémacistes blancs.
Suprémacie, sentiment
de supériorité et racisme.
Supremacist group.
a
DE WAAL, F. (1995). Bonobo sex and society The behavior of
a close relative challenges assumptions about male
supremacy in human evolution. Scientific American,
272 (3), 82-88.
b
McGARTY, C. (2005), Understanding cyberhate : social
competition and social creativity in online white
supremacist groups. Social Science Computer Review,
23 (1), 68-76.
DOUGLAS, K.M., McGARTY, C., BLIUC, A. M. & LALA, G.
(2005). Understanding cyberhate : social competition and
social creativity in online white supremacist groups. Social
Science Computer Review, 23, 68-76.
Sur : Préfixe qui
signifie supérieur à, au-delà de. /sur. Over.
FOXX, R.M. & AZRIN, N.H. (1973). Restitution : A
method of eliminating aggressive-disruptive behavior of
retarded and brain damaged patients. Behavior
Research & Therapy, 10, 15-27.
AZRIN, N.H. & BESALEL, V.A. (1980). Overcorrection.
H. & H. Publishing Co., Lawrence, Kansas.
FOXX, R.M. & AZRIN, N.H. (1973). The elimination of
autistic self-stimulatory behavior by overcorrection.
Journal of Applied Behavior Analysis, 6 (1), 1-14.
[PDF]
HIGGS, R., BURNS, G. & MEUNIER, G. (1980). Eliminating
self-stimulatory vocalizations of a profoundly retarded
girl through overcorrection. Journal of the
Association for the Severely Handicapped, 5,
264-269.
AZRIN, N.H. & WESOLOWSKI, M.D. (1974). Theft reversal
: An over-correction procedure for eliminating stealing by
retarded persons. Journal of Applied Behavior
Analysis, 7 (4), 577-581. [PDF]
MATSON, J.L., HORNE, A.M. & OLLENDICK, D.G. (1980). A
comparison of physical restraint and positive practice
overcorrection in treating stereotypic behavior.
Behavior Therapy, 1, 227-233.
FOXX, R.M. & AZRIN, N.H. (1974). The elimination of
autistic self-stimulatory behavior by overcorrection. Annual
Review of Behaviour Therapy, 2, 528-547.
SUMNER, J.H., MUESER, S.T., HSU, L. & MORALES, R.G.
(1974). Over correction treatment of radical reduction of
aggressive-disruptive behavior in institutionalized mental
patients. Psychological Reports, 35, 655-662.
LUISELLI, J.K. (1980). Programming overcorrection with
children : What do the data indicate ? Journal of
Clinical Child Psychology, 9, 224-228.
EPSTEIN, L.H., DOKE, L.A,. SAJWAJ, T.E., SORRELL, S. &
RIMMER, B. (1974). Generality and side effects of
overcorrection. Journal of Applied Behavior
Analysis, 7 (3), 385-390. [PDF]
MARHOLIN, D., LUISELI, J.K. & TOWNSEND, N.M. (1980).
Overcorrection : An examination of its rationale and
treatment effectiveness. Progress in Behavior
Modification, 9, 49-80.
FREEMAN, B.J. & PRIBBLE, W. (1974). Elimination of
inap- propriate toileting behavior by overcorrection. Psychological
Reports, 35, 802.
CONLEY, O.S. & WOLERY, M.R. (1980). Treatment by over-
correction of self-injurious eye gouging in preschoolb
lind children. Journal of Behavior Therapy &
Experimental Psychiatry, 11,121-125.
FREEMAN, B.J., GRAHAM, V. & RITVO, E.R. (1975).
Reduction of self-destructive behavior by overcorrection.
Psychological Reports, 37, 446.
SHAPIRO, E.S., BARRETT, R.P. & OLLENDICK, T.H. (1980).
A comparison of physical restraint and positive practice
overcorrection in treating stereotypic behavior.
Behavior Therapy, 11, 227-233.
FOXX, R.M. & MARTIN, E.D. (1975). Treatment of
scavenging behavior (coprophagy and pica) by
overcorrection. Behavior Research & Therapy, 13
(2-3), 153-162.
AGOSTA, J. CLOSE, D.W., HOPS, H. & RUSCH, F.R. (1980).
Treatment of self-injurious behavior through
overcorrection procedures. Journal of the Association
for the Severely Handicapped, 5, 5-12.
KLINGE, V., THRASHER, P. & MYERS, S. (1975). Use of
bed-rest overcorrection in a chronic schizophrenic. Journal
of Behavior Therapy & Experimental Psychiatry, 6,
69-73.
DOKE, L.A. & EPSTEIN, L.H. (1975). Oral overcorrection
: side effects and extended applications. Journal of
Experimental Child Psychology, 20 (3), 496-511.
RUSCH, F., CLOSE, D., HOPS, H. & AGOSTA, J. (1976).
Overcorrection : generalization and maintenance. Journal
of Applied Behavior Analysis, 9 (4), 498. [PDF]
MEASEL, C.J. & ALFIERI, P.A. (1976). Treatment of
self-injurious behavior by a combination of reinforcement
for incompatible behavior and overcorrection. American
Journal of Mental Retardation, 81 (2), 147-153.
MILTENBERGER, R.G. & FUQUA, R.W. (1981).
Overcorrection : Review and critical analysis. The
Behavior Analyst, 4, 123-141. [PDF]
FOXX, R.M. (1976). The use of overcorrection to eliminate
the public disrobing (stripping) of retarded women. Behaviour
Research & Therapy, 14, 53-61.
CAREY, R.G. & BUCHER, B. (1981). Identifying the edu-
cative and suppressive effects of positive practice and
restitutional overcorrection. Journal of Applied
Behaviour Analysis, 14 (1), 71-80. [PDF]
RUSCH, F., CLOSE, D. HOPS, H. & AGOSTA, J. (1976).
Overcorrection : A procedural evaluation. American
Association for the Educafion of the Severely &
Profound Handicapped Review, 1, 32-45.
HARRIS, S.L. & ROMANCZYK, R.G. (1976). Treating
self-injurious behavior of a retarded child by over-
correction. Behavior Therapy, 17, 235-239.
OLLENDICK, T.H. & MATSON, J.L. (1976). An initial
investigation into the parameters of overcorrection. Psychological
Reports, 39, 1139-1142.
FOXX, R.M. (1976). Increasing a mildly retarded woman's
attendance at self-help classes by overcorrection and
instruction. Behavior Therapy, 7, 390-396.
DUKER, P.C. & SEYS, D.M. (1977). Elimination of
vomiting in a retarded female using restitutional
overcorrection. Behavior Therapy, 8, 255-257.
MATSON, J.L. & STEPHENS, R.M. (1977). Overcorrection
of aggressive behavior in a chronic psychiatric patient.
Behavior Modification, 1, 559-564.
FREEMAN, B.J., MOSS, D., SOMERSET, T. & RITVO, E.R.
(1977). Thumbsucking in an autistic child overcome by
overcorrection. Journal of Behavior Therapy &
Experimental Psychiatry, 8, 211-212.
CAREY, R.G. & BUCHER, B. (1982). Positive practice
overcorrection : the effects of duration of positive
practice on acquisition and response reduction. Journal
of Applied Behavior Analysis, 16 (1), 101-109. [PDF]
FOXX, R.M. (1977). Attention training : the use of
overcorrection avoidance to increase the eye contact of
autistic and retarded children. Journal of Applied
Psychology, 10 (3), 489-499. [PDF]
HINERMAN, P.S., JENSON, W.R., WALKER, G.R. & PETERSON,
P.B. (1982). Positive practice overcorrection combined
with additional procedures to teach signed words to an
autistic child. Journal of Autism & Developmental
Disorders, 12, 253-263.
MATSON, J.L. (1977). Simple correction for treating an
autistic boy'sencopresis. Psychological Reports, 41,
802
BUTLER, J.F. (1977). Treatment of encopresis by
overcorrection. Psychologica Reports, 40,
639-646.
FOXX, R.M. & BECHTEL, D.R. (1982). Overcorrection. In
M. Hersen, R.M. Eisler & P.M. Miller (Eds.), Progress
in behavior modification (Vol. 13, pp. 227-288).
New York : Academic Press.
ROLLINGS, J.P., BAUMEISTER, A.A. & BAUMEISTER, A.A.
(1977). The use of overcorrection procedures to eliminate
the stereotyped behaviors of retarded individuals.
Behavior Modification, 1, 29-46.
MATSON, J.L., STEPHENS, R.M. & SMITH, C. (1982).
Treatment of self-injurious behavior with overcorrection.
Journal of Mental Deficiency Research, 22,
175-178.
KISSEL, R.C. & WHITMAN, T.L. (1977). An examination of
the direct and generalized effects of a play training and
overcorrection procedure upon the self-stimultory
behavior of a profoundly retarded boy. American
Association for the Educationof the Severely &
Profoundly Handicapped Review, 2, 131-146.
WELLS, K.C., FOREHAND, R. & HICKEY, K. (1977). Effects
of a verbal waming and overcorrection on stereotyped and
appropriate behavior. Journal of Abnormal Child
Psychology, 5, 387-403.
FOXX, R.M. & BECHTEL, D.R. (1983). Overcorrection : A
review and analysis. In S. Axelrod & J. Apsche (Eds.),
The effects of punishment on human behavior (pp.
133-220). New York : Academic Press.
KELLY, J.A. & DRABMAN, R.S. (1977). Overcorrection :
An effective procedure that failed. Journal of
Clinical Chlid Psychology, 6 (3), 38-40. [PDF]
FOXX, R.M. & LIVESAY, J. (1984). Maintenance of
response suppression following overcorrection : A ten year
retrospective examination of eight cases. Analysis
& Intervention in Developmental Disabilities, 4,
65-79.
WELLS, K.C., FOREHAND, R., HICKEY, K. & GREEN, K.D.
(1977). Effects of a procedure derived from the over
correction principle on manipulated and non manipulated
behaviors. Journal of Applied Behavior Analysis, 10 (4),
679-687. [PDF]
SINGH, N.N. & BAKKER, L. (1984). Suppression of pica
by overcorrection and physical restraint : A comparative
analysis. Journal of Autism & Developmental
Disorders, 14 (3), 331-341.
LUISELLI, J.K., HELFEN, C.S., PEMBERTON, B.W. &
REISMAN, J. (1977). The elimination of a child's in-class
masturbation by overcorrection and reinforcement. Journal
of Behavior Therapy & Experimental Psychiatry, 8, 201-204.
SINGH, N.N., SINGH, J. & WITSON, A.S.W. (1984).
Positive practice overcorrection of oral reading errors. Behavior
Modification, 8 (1), 23-37.
MARTIN, J., WELLER, S. & MATSON, J. (1977).
Eliminating object-transferring by a profoundly retarded
female by overcorrection. Psychological Reports, 40,
779-782.
LINTON, J.M. & SINGH, N.N. (1984). Acquisition of sign
language using positive practice overcorrection. Behavior
Modification, 8, 553-556.
CROWLEY, C.P. & ARMSTRONG, P.M. (1977). Positive
practice, overcorrection and behavior rehearsal in the
treatment of three cases of encopresis. Journal of
Behavior Therapy & Experimental Psychiatry, 8, 411-416.
TROTT, M.C. & MAECHTLEN, A.D. (1986). The use of
overcorrection as a means to control drooling. The
American Journal of Occupational Therapy, 40,
702-704. [PDF]
KELLY, J.A. & DRABMAN, R.S. (1977). Generalizing
response suppression of self-injurious behavior through an
overcorrection punishment procedure : A casestudy.
Behavior Therapy, 8, 468-472.
SINGH, N.N. & SINGH, J. (1986). Increasing oral
reading proficiency : A comparative analysis of dril and
positive practice overcorrection procedures. Behavior
Modification, 10, 115-130.
WELLS, K.C., FOREHAND, R. & HICKEY, K. (1977). Effects
ofa verbal warning and overcorrection on stereotyped and
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Surdité
: Sourd : Incapacité partielle ou totale d'entendre
les sons. Sourd, cortex
auditifet aveugle.= mal-entendant. /ouïe.Deaf, hearing impairment.
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Surpeupler
: Surpopulation : Désigne le fait qu'un espace
ou un territoire
contient trop d'individus
ou d'animaux pour
permettre un développement
normal. Le surpeuplement peut produire de l'entassement,
de l'anxiété, du stress, de l'agressivité, de la violence, des
guerres, des suicides, du cannibalisme, etc.
Overcrowding,
overpopulation.
CALHOUN, J.B. (1962). Population density and social
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Surprise :Émotion vive,
soudaine et généralement agréable. Pour certains psychologues, la
surprise serait le sentiment que l'on ressent lorsque notre
cerveau constate qu'une situation inattendue ou un nouvel objet
s'avère inoffensif, sans danger. La surprise serait donc en
quelque sorte la joie de ne pas avoir peur.
=
Joie de ne pas avoir peur.
Surprise.
DESAI, M.M. (1939). Surprise : A historical and
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REISENZEIN, R. (2000). Exploring the strength of
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motivation of causal search : How are they affected by
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FISK, J.E. (2002). Judgments under uncertainty :
Representativeness or potential surprise ? British
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CHARLESWORTH, W.R. (1969). The role of surprise in
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SCHÜTZWOHL, A. & BORGSTEDT, K. (2005). The processing
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ITTI, L. & BALDI P. (2006). Bayesian surprise attracts
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WIRTZ, J.J. (2006). Responding to surprise. Annual
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REISENZEIN, R., BÔRGEN, S., HOLTBERND, T. & MATZ D.
(2006). Evidence for strong dissociation between emotion
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DECKERS, L., KUHLHORST L. & FREELAND L. (1987). The
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MÜLLER, P. & STAHLBERG, D. (2007). The role of
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HORSTMANN, G. & BECKER, S.I. (2008). Effects of
stimulus–onset asynchrony and display duration on implicit
and explicit measures of attentional capture by a
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NESTLER, S. & EGLOFF, B. (2009). Increased or
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MAGUIRE, R., MAGUIRE P. & KEANE, M.T. (2011). Making
sense of surprise : An investigation of the factors
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PREUSCHOFF, K., HART, B.M. & EINSHÄUSER, W.
(2011).(2011). Pupil dilation signals surprise :
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MACEDO, L. & CARDOSO, A. (2012). The exploration of
unknown environments populated with entities by a
surprise–curiosity-based agent. Cognitive Systems
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MEYER, W.U., NIELPEL, M., RUDOLPH, U. & SCHÜTZWOHL, A.
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BARTO, A., MIROLLI, M. & BALDASSARE, G. (2013).
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achievement : The role of outcome valence and importance.
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are more surprising than others : Surprise as a
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BARTSCH, K. & ESTES, D. (1997). Children’s and
adults’ everyday talk about surprise. British Journal
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HORSTMANN, G. (2015). The surprise attention link—A
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MEYER, W.U., REISENZEIN, R. & SCHÜTZWOHL, A. (1997).
Towards a process analysis of emotions : The case of
surprise. Motivation & Emotion, 21, 251-274.
HORSTMANN, G., BECKER, S. & ERNST, D. (2016).
Perceptual salience captures the eyes on a surprise trial.
Attention, Perception, & Psychophysics, 78,
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SCHÜTZWOHL, A. (1998). Surprise and schema strength. Journal
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Cognition, 24, 1182–1199.
HORSTMANN, G. & ANSORGE, U. (2016). Surprise
capture and inattentional blindness. Cognition, 157,
237–249.
SCHÜTZWOHL, A. & REISENZEIN, R. (1999). Children’s and
adults’ reactions to a schema-discrepant even t: A
developmental analysis of surprise. International Journal
of Behavioral Development, 23, 37-62.
REISENZEIN, R., HORSTMANN, G. & SCHÜTZWOHL, A. (2019).
The cognitive-evolutionary model of surprise : A review of
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Surprotection de soi : Tendance plus ou moins consciente à défendre
son estime de soi, notamment
lorsqu'un individu se sent insulté ou méprisé. =
protection de soi.
Self-protection.
ALICKE, M.D. & SEDIKIDES, C. (2009). Self-enhancement
and self-protection : What they are and what they do. European
Review of Social Psychology, 20 (1), 1-48.
RANSOM, M.R., KAST, C. & SHELLY, R.K. (2015).
Self-enhancement, self-protection and ingroup biais.
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Surveiller
: Surveillance : Attention
accrue et systématique que l'on porte à une individu,
un objet ou une situation potentiellement dangereuse
ou conflictuelle.Watching,
surveillance.
FITZSIMMONS-CRAFT, E.E., BARDONE-CONE, A.M., WONDERLICH,
S.A., CROSBY, R.D, ENGEL, S.G. & BULIK, C.M. (2015).
The relationships among social comparisons, body
surveillance, and body dissatisfaction in the natural
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Survivalisme
: Survivaliste : Doctrine selon laquelle la fin
du monde étant imminente, ou du moins la fin de la société telle
qu'on la connait, il vaut mieux se préparer maintenant à affronter
ces profonds changements. Cette préparation consiste à trouver un
abri capable de résister à une guerre ou à une explosion
nucléaire, à faire des provisions de denrées non-périssables, à
réunir tous les éléments d'un équipement de survie, incluant des
armes et un transport, à établir un système de communication avec
les autres survivalistes et finalement, à organiser sa vie
actuelle de manière à pouvoir basculer rapidement dans un mode de
survie (alarmes, répétition des évacuations, simulation de
défense, tests des appareils et des armes, scénarios pour
expliquer ces comportements «étranges», etc). Cette doctrine est
alimentée par des faits réels (potentiel d'une guerre
nucléaire, conflits armés, réchauffement
climatique et autres désastres
naturels) et fictifs théorie
du complot).
SUSMAN, E.J., NOTTELMANN, E.D., INOFF-GERMAIN, G.E., DORN,
L.D., CUTLER, G.B., LORIAUX, D.L. & CHROUSOS, G.P.
(1985). The relation of relative hormonal levels and
physical development and social-emotional behavior in
young adolescents. Journal of Youth &
Adolescence, 14, 245-264.
SUSMAN, E.J., INOFF-GERMAIN, G.E., OTTELMANN, E.D.,
LORIAUX, D.L., CUTLER, G.B. & CHROUSOS, G.P. (1987).
Hormones, emotional dispositions, and aggressive
attributes in young adolescents. Child Development,
58, 1114-1134.
SUSMAN, E.J., DORN, L.D. & CHROUSOS, G.P. (1991).
Negative affect and hormone levels in young adolescents :
Concurrent and predictive perspectives. Journal of
Youth & Adolescence, 20, 167-190.
SUSMAN, E.J. (2006). Psychobiology of persistent
antisocial behavior : Stress, early vulnerabilities and
the attenuation hypothesis. Neuroscience &
Biobehavioral Reviews, 30, 376-389.
SUSMAN, E.J., DOCKRAY, S., GRANGER, D.A., BLADES K.T.,
RANDAZZO, W., HEATON, J.A. & DORN, L.D. (2010).
Cortisol and alpha amylase reactivity and timing of
puberty : Vulnerabilities for antisocial behavior in young
adolescents. Psychoneuroendocrinology, 35, 557-569.
Suspension
: À l'école,
décision de la direction d'interrompre la session ou l'année
scolaire en cours d'un élève/étudiant
pour une période de temps variable en raison notamment de
l'incapacité de cet étudiant à
respecter les règlements ou de ses échecs
répétés. Suspension et renvoie.
Suspension.
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Syllabe non-sens : Procédé inventé par Ebbinghaus
pour étudier la mémoire.
Il s'agit de suites de syllabes (souvent
trois) qui n'ont aucune signification pour le sujet, ce qui permet
de neutraliser l'effet parasite
de certains mots connus par le
sujet lors d'une tâche de
rappel.EX: xtys plutôt que styx.
Non-sense syllable, trigram.
Exemple
TSD
RFQ
LKT
MBJ
EBBINGHAUS, H. (1885/1964). Memory. New York :
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DUBNO, J.R. & DIRKS, D.D. (1982). Evaluation of
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HULL, C.L. (1933). The meaningfulness of 320 selected
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DUBNO, J.R., DIRKS, D.D. & LANGHOFER, L. (1982).
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RASKIN, E. & COOK, S.W. (1937). The strength and
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RESNICK, S.B., DUBNO, J.R., HOFFNUNG, S. & LEVITT, H.
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Syllogisme
:Raisonnement
déductif simple comprenant deux propositions - les prémisses
- desquelles on déduit une conclusion.
EX: Tous les rockeurs sont mortels (P1), Kurt Cobain
est un rockeur (P2), donc Kurt Cobain est mortel (C). Syllogistic
reasoning, syllogistic inference.
Exemple
Prémisse
1
Tous
les rockeurs sont mortels
Prémisse
2
Kurt
Cobain est un rockeur
Conclusion
...
donc Kurt Cobain est mortel
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STERNBERG, R.J. (1980). Representation and process in
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Symbole : Le symbole est l'association
non-arbitraire d'un signifié (concept) et
d'un signifiant individuel (le son,
l'icone ou le comportement produit pour désigner ce concept). La
fonction première du symbole est de représenter
un objet.
Généralement, le symbole a une valeur
et une signification
collective (= non-arbitraire), donc partagées par de nombreux
individus qui reconnaissent cet objet. EX: La
svastika/croix gammée est un symbole qui a une signification
(guerre, Allemagne, années 30/40, Nazis, destruction, camps de
concentration, etc.) et une valeur (très négative) pour une vaste
majorité d'Européens et de Nord-Américains (en dépit du fait qu'il
a une signification autres pour certains; LES Indiens notamment). *signe.Symbol.
MEAD, G.H. (1922). A behavioristic account of the
significant symbol. Journal of Philosophy, 19,
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DELOACHE, J.S. (1995). Early symbol understanding and use.
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JUNG, C.G. (1964). Man and his symbols. New York
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Symétrie : Le concept a au moins quatre acceptions : a)
De façon générale, la symétrie est la correspondance
parfaite entre les propriétés (taille, forme, position) des
éléments de deux ou plusieurs parties d'un même objet (EX:
le visage, symétrie des yeux) ou entre deux objets. Voir symétrie corporelle.= A = B. b)
En statistique, désigne la position de
la moyenne par rapport à
la médiane. On dira d'une
distribution qu'elle
est symétrique (ou asymétrie nulle) si la médiane et la moyenne
sont identiques. c) En éthologie,
la symétrie est une propriété des rapports de dominance,
qui indique l'absence d'écart entre deux individus sur le plan
physique (taille, poids, force, etc), comportemental (agressivité,
reconnaissance, familiarité avec le milieu) ou environnemental
(accès aux ressources sexuelles et alimentaires). d)
Finalement, le terme renvoie à la correspondance entre les hémisphères
droite et gauche du cerveau./asymétrie.
Symmetry.
a
THORNHILL, R. & GANGESTAD, S.W. (1993). Human facial
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DAMANT, D. & GUAY, F. (2005). La question de la
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GRAMMER, K. & THORNHILL, R. (1994). Human (Homo
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RHODES, G., ZEBROWITZ, L.A., CLARK, A., KALICK, S.M. &
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GANGESTAD, S.W. & THORNHILL, R. (1998). Menstrual
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SYMONDS, P.M. (1937). Motivation of behavior : The
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SYMONDS, P.M. (1955). What education has to learn from
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SYMONDS, P.M. (1955). What education has to learn from
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Sympathie
: Sympatique : Le terme a deux acceptions fort
différentes : a)Sentiment
agréable et spontané que l'on éprouve à l'endroit d'un individu.
Spontané ici signifie à première vue. En effet, la sympathie
repose sur les apparences
physiques, le ton de voix,l'habillement, l'humour,
le sourire, toute chose
qui nous impressionne lorsque l'on rencontre un individu pour la
première fois, et dont l'effet agréable peut s'estomper lorsqu'on
apprend à mieux le connaître. C'est pour quoi la sympathie peut
parfois se transformer en antipathie ou simplement disparaître.
Sympathie et première
impression./antipathie. b)
Le terme renvoie également à l'habileté
sociale qui consiste à détecter et reconnaître
la peine ou la douleur
chez autrui (pas nécessairement de la ressentir = empathie)
et d'exprimer en conséquence une émotion
négative, généralement de la
tristesse.Sympathy.
LENROW, P. (1965). Studies of sympathy. In S. Tomkins
& C. Izard (Eds.), Affect, cognition, and
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Symptôme : Symptomatologie : Signe ou
indice d'un problème biologique ou psychologique. Par
définition, le symptôme est observable
(toux dans le cas de la grippe, lapsus ou acte manqué dans le cas
de l'inconscient).
C'est la raison pour la quelle il permet de diagnostiquer
les troubles mentaux
et biologiques.
En psychanalyse, le symptôme révèle la nature de l'inconscient.
Pour certains cognitivistes, le symptôme est un indice qui permet
d'inférer l'existence d'un problème sur le plan cognitif (mémoire
déficiente, distorsion perceptive, pensée magique, etc.). Pour le
béhavioriste, le symptôme renvoie aux contingences qui
maintiennent un comportement que l'on souhaite modifier. On peut
qualifier les symptômes de léger, moyen ou sévère; et s'il est en
voie de de disparaître, on dira que le patient
est en rémission
partielle. Enfin, la symptomatologie est l'étude des
symptômes.
( ): Voir tableau
ci-dessous.
Symptom.
Aucun
ou très peu de symptômes en dehors des symptômes
nécessaires à établissement du diagnostic; la vie sociale
ou professionnelle du client/patient n’est que peu
affectée.
Moyen
Symptômes
primaires entre léger et grave; la vie sociale ou
professionnelle du client/patient est perturbée.
Sévère
Sévérité
particulière des symptômes nécessaires au diagnostic, ou
présence de multiples symptômes secondaires; La vie
sociale ou professionnelle du client/patient est
profondément affectée.
ZIGLER, E. & PHILLIPS, L. (1961). Psychiatric
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Symptômes
(Substitution) : Disparition
d'un symptôme au profit d'un autre
symptôme, révélant ainsi que la cause profonde de ces symptômes
subsiste toujours, et donc que le patient n'est pas guéri,
contrairement à ce que l'on pourrait croire. Ce concept a été
développé par les psychanalystes
pour contrer l'argument des béhavioristes
qui considérent que l'objectif premier de la thérapie est la modification
des comportements, et non l'analyse et le traitement des
causes dites profondes (inconscient et conflits intrapsychiques
pour les psychanalystes). Pour la psychanalyse, modifier un
comportement consiste dans la plupart des cas à faire disparaître
un symptôme, et non à guérir
réellement le malade/client/patient.
Symptom
substitution.
Sympôme
neuropsychologique :Symptôme
objectif de nature organique.EX: le patient tousse, perd du poids, a de la
fièvre. Symptôme physique et psychologique.
Neuropsychological
symptom.
COOLIDGE, F.L. REILMAN, B.J. & BECKER, L.A. (1992).
Emotional problems and neuropsychological symptoms in
juvenile non-violent offenders. Journal of
Personality & Clinical Studies, 8, 7-13.
Symptôme
objectif :Symptôme observé
par le psychologue/médecin du malade, que l'on peut mesurer
(existence, fréquence, intensité). Il peut s'agir d'un
comportement ou d'un état physiologique. EX: le
patient tousse (grippe), le patient a perdu 5,000 $ au casino
(joueur compulsif), le patient a perdu 5 kilos (anorexique), etc.
/symptôme
subjectif.Objective symptom.
HILTUNEN, A.J., MARTEL, J., OTTOSSON, E.-C., BORG, S.,
LAFOLIE, P., BOREUS, L.O., BECK, O. & HJEMDAHL, P.
(1995). Subjective and objective symptoms in relation to
plasma methadone concentration in methadone patients. Psychopharmacology,
118 (2), 122-126.
Symptôme
physique :Symptôme
objectif de nature organique.EX: le patient tousse, perd du poids, a de la
fièvre. Symptôme physique et psychologique. Physical
symptom.
FARLEY, M. & KEANEY, J. (1994). Development of a scale
to measure physical symptoms in adults who report
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GUSTAFSSON, E., JOHNSON, P.W. & HAGBERG, M. (2010).
Thumb postures and physical loads during mobile phone use
- a comparison of young adults with and without
musculoskeletal symptoms. Journal of Electromyography
& Kinesiology, 20 (1), 127-135.
Symptôme
positif et négatif : Distinction proposée par Andreasen.
Les symptômes positifs d'une
maladie sont des symptômes typiques de cette maladie, qui ne
s'observent pas chez la population dite normale (ou non-malade).
Par exemple, les hallucinations
ou les délires sont des
symptômes positifs de la schizophrénie.Positive and negative symptoms.
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KAY, S.R. (1991). Positive and negative syndromes in
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FRECSKA, E., PERENYI, A., BAGDY, G. & RÉVAI, K.
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Symptôme
subjectif : Symptôme décrit
par le malade/patient/client, que l'on peut évaluer (intensité),
mais dont on ne peut vérifier hors de tout doute l'existence ou
l'intensité. EX: Le patient exprime sa
souffrance (névrosé), le patient affirme avoir des douleurs, le
patient se plaint de fatigue, etc. Sympôme subjectif etrapport verbal.
objectif. /symptome
objectif.Subjective symptom.
HILTUNEN, A.J., MARTEL, J., OTTOSSON, E.-C., BORG, S.,
LAFOLIE, P., BOREUS, L.O., BECK, O. & HJEMDAHL, P.
(1995). Subjective and objective symptoms in relation to
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Synapse
: Du grec syn qui signifie "ensemble" et haptein
qui veut dire "toucher, se joindre". Décrite par Ramony
Cajal et nommé et formalisée par Sherrington,
la synapse désigne le site ou se produit la transmission de
l'influx nerveux d'un
neurone à l'autre; elle
comprend une terminaison axonale, une fente
synaptique et des récepteurs
situés sur la membrane du neurone récepteur. Il existe deux types
de synapse : 1) les synapses neurochimiques, les plus nombreuses,
qui nécessitent la présence d'un
neurotransmetteur pour conduire l'influx (taille = 10 et 40
nanomètres); 2) les synapses électriques qui transmettent l'influx
par contact direct (taille = 2 nanomètres). =
connexion synaptique, jonction neurale. ( ):
synapse chimique, synapse électrique. Synapse,
synaptic transmission.
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Synaptique
(Densité) : Synaptic
density.
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synaptique
(Fente) : Espace entre deux neurones
(A et B) dans lequel sont libérés des substances chimiques - les neurotransmetteurs
- qui entraîne le passage (excitation) ou non (inhibition) de l'influx
nerveux, qui se propage alors de la
pré-synapse (neurone A) à la
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Syndrome
de Balint : Syndrome, découvert par Balint, qui se
manifeste par une paralysie du regard (apraxie
optique), une difficulté à percevoir simultanément deux
objets (simultagnosie) et un trouble de coordination visuomanuelle
(ataxie), le tout consécutif à une lésion
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Syndrome
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pathologiques que l'on observe surtout chez les personnes
âgées, souvent à la suite du décès du conjoint. Ces comportements
sont : la syllogomanie ou trouble
d'accumulation compulsive, un manque d'hygyène domestique
et personnelle, un isolement
social, un refus de recevoir de l'aide et finalement une
absence de honte ou de
conscience quant à ses propres comportements pathologiques et à
leurs conséquences sociales.
Diogenes
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Syndrome
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en trop sur la 21e paire. Ces signes cliniques sont
très clairs : retard cognitif important, modifications
morphologiques (petits membres, nuque plate, yeux globuleux,
grosses lèvres, langue épaisse, nez épaté). Il existe deux formes
de trisomie (trisomie libre et trisomie par translocation). Cette
maladie a été décrite pour la première fois en 1866 par John
Langdon Down; son mécanisme a
été mis en évidence en 1958 par Jérôme Lejeune. Autrefois appelé
mongolisme en référence aux traits traits mongoloïdes de la
plupart des enfants atteints de cette maladie.
=trisomie 21,
chromosone 21, mongolisme.
Down syndrome, mongoloids.
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Syndrome de Gilles de la Tourette : ST : Ensemble
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Gilles de la Tourette.=
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Syndrome
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de Huntington.Huntington syndrome,
Huntington's chorea.
Syndrome
de Jerusalem : Maladie psychosomatique
qui provoque des accélérations du
rythme cardio-vasculaire, des vertiges,
des suffocations et parfois des hallucinations
chez des voyageurs surmenés par de longs pélérinages (ou autres
activité de nature religieuse
ou spirituelle). = syndrome du
voyageur. Jerusalem syndrome.
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Syndrome de Kanner : Première forme de l'autisme
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Syndrome de Kanner etsyndrome
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Syndrome
de la femme battue : Expression qui désigne les femmes
victimes de sévices graves généralement infligés par leur
amant/conjoint/mari. Syndrome de la femme battue, femme
maltraitée etviolence
conjuale. Battered woman syndrome,
BWS.
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Syndrome
de la femme et de l'homme invisibles : Expression,
que l'on doit à Franklin, qui
désigne le sentiment
d'infériorité qu'éprouvent certains membres des minorités
etniques/raciales/culturelles fréquemment victimes de discrimination
et de racisme.
Invisibility syndrome.
ELLISON, R. (1952). Invisible man. New York :
Random House.
FRANKLIN, A.J. (2002). From brotherhood to manhood :
How Black men rescue their relationships and dreams from
the invisibility syndrome. New York : John Wiley
& Son.
FRANKLIN, A.J. (1993). The invisibility syndrome.
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TOVAR-MURRAY, D. & TOVAR-MURRAY, M. (2012). A
phenomenological analysis of the invisibility syndrome.
Journal of Multicultural Counseling & Development,
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FRANKLIN, A.J. (1998). The invisibility syndrome in
psychotherapy with African American males. In R.L. Jones
(Ed.), African American mental health. Hampton,
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FRANKLIN, A.J. (2014). Invisibility syndrome and racial
identity development in psychotherapy and counseling
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identity development in psychotherapy and counseling
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FRANKLIN, A.J. & BOYD-FRANKLIN, N. (2000).
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males. American Journal of Orthopsychiatry, 70 (1),
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Syndrome
de la race blanche : Expression qui désigne toute
personne qui souhaite ressembler à un blanc (en fait à un des
prototypes : teint pâle, yeux non-bridés, nez fin, etc) et qui a
recours à des
chirurgies ou à une médication pour y parvenir. EX
: Le gars qui chantait Beat it...
Bleaching syndrome.
HALL, R.E. (m1994). The "bleaching syndrome" : Implications of light skin for Hispanic American assimilation. Hispanic
Journal of Behavioral Sciences, 16 (3), 307-314.
Syndrome
de Lazare : Détresse
émotionnelle et psychologique vécues en phase de rémission du cancer.
Lazarus syndrome.
CAVRO, É., BUNGENER, C. et BIOY, A. (2005). Le syndrome de
Lazare : une problématique de la rémission. Réflexions
autour de la maladie cancéreuse chez l’adulte. Revue
Francophone de Psycho-Oncologie, 4 (2), 74-79.
Syndrome
de Lesch-Nyhan : Chez les hommes seulement,
surproduction d'acide urique dans le sang, qui se traduit par de
nombreux symptômes dont certains, comme les comportements de se
mordre ou de se
frapper la tête, sont parfois confondus avec ceux de l'automutilation.Lesch-Nyhan syndrome
NYHAN, W.L. (1972). Clinical features of the Lesch-Nyhan
syndrome. Archives of Internal Medicine, 130, 186-192.
ASHER, R. (1951). Munchausen's syndrome. The Lancet,
257 (6650), 339-341.
FELDMAN, F.D. (2000). Munchausen by Internet : Detecting
factitious illness and crisis on the Internet. South
Medical Journal, 93, 669-672.
SPIRO, H.R. (1968). Chronic factitious illness,
Munchausen's Syndrome. Archives of General
Psychiatry, 18 (5), 569-579.
RABINERSON, D., KAPLAN, B., ORVIETO, R. & DEKEL, A.
(2002). Munchausen syndrome in obstetrics and gynecology.
Journal of Psychosomatic Obstetrics & Gynecology,
23, 215-218.
FENTON, J.S. (1969). Munchausen syndrome. Canadian
Medical Association Journal, 101 (7), 119. [PDF]
FORD, C.V. (1982). Munchausen syndrome. In C.T.H.
Friedmann & R.H. Faguet (Eds.), Extraordinary
disorders of human behavior (pp. 15-27). New York :
Plenum Press.
BABE, K.S., PETERSON, A.M., LOOSEN, P.T. & GERACIOTI,
T.D. (1992). The pathogenesis of Munchausen syndrome : A
review and case report. General Hospital Psychiatry,
14, 273-276.
LAD, S.P., JOBE, K.W., POLLEY J. & BYRNE, R.W. (2004).
Munchhausen’s syndrome in neurosurgery : Report of two
cases and review of the literature. Neurosurgery, 55,
1436.
Syndrome
de Munchausen par procuration (SMPP) :Simulation d'une maladie
chez autrui dans l'intention plus ou moins avouée de contrôler
cette personne. EX: Une mère met en scène la
"maladie" de son enfant en le blessant volontairement. Il ne faut
pas confondre ce syndrome avec la sollicitude
et l'inquiétude des parents
qui ont des enfants réellement malades. Munchausen
syndrome by proxy, SMBP.
ROSENBERG, D. (1987). Web of deceit : a literature review
of Munchausen syndrome by proxy. Child Abuse &
Neglect, 11 (4), 547-563.
FELDMAN, F.D. (2000). Munchausen by Internet : Detecting
factitious illness and crisis on the Internet. South
Medical Journal, 93, 669-672.
RABINERSON, D., KAPLAN, B., ORVIETO, R. & DEKEL, A.
(2002). Munchausen syndrome in obstetrics and gynecology.
Journal of Psychosomatic Obstetrics & Gynecology,
23, 215-218.
SCHREIER, H. (2002). On the importance of motivation in
Munchausen by Proxy : the case of Kathy Bush. Child
Abuse & Neglect, 26 (5), 537-549.
SCHREIER, H. (2002). Munchausen by proxy defined. Pediatrics,
110, 985-988.
BABE, K.S., PETERSON, A.M., LOOSEN, P.T. & GERACIOTI,
T.D. (1992). The pathogenesis of Munchausen syndrome : A
review and case report. General Hospital Psychiatry,
14, 273-276.
FELDMAN, M.D. & BROWN, R.M.A. (2002). Munchausen by
proxy in an international context. Child Abuse &
Neglect, 26 (5), 509-524.
ROSENBERG, D. (2003). Munchausen syndrome by proxy :
medical diagnostic criteria. Child Abuse &
Neglect, 27 (4), 421-430.
SHERIDAN, M.S. (2003). The deceit continues : An up- dated
literature review of Munchausen syndrome by proxy. Child
Abuse & Neglect, 27, 431-451.
SHARIF, I. (2004). Munchausen syndrome by proxy. Pediatrics
in Review, 25 (6), 215-216.
LAD, S.P., JOBE, K.W., POLLEY J. & BYRNE, R.W. (2004).
Munchhausen’s syndrome in neurosurgery : Report of two
cases and review of the literature. Neurosurgery, 55,
1436.
LIBOW, J.A. (1995). Munchausen by proxy victims in
adulthood : a first look. Child Abuse & Neglect,
19 (9), 1131-1142.
PANKRATZ, L. (2006). Persistent problems with the
Munchausen syndrome by proxy label. Journal of
American Academic Psychiatry & the Law, 34 (1),
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BOOLS, C. (1996). Factitious illness by proxy. Munchausen
syndrome by proxy. The British Journal of Psychiatry,
169 (3), 268-275.
STIRLING, J. (2007). Beyond Munchausen syndrome by proxy :
Identification and treatment of child abuse in a medical
setting. Pediatrics, 119, 1026-1030. [PDF]
PANKRATZ, L. ( 2010). Persistent problems with the
"separation test" in Munchausen syndrome by proxy. The
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CRIDDLE, L. (2010). Monsters in the closet : Munchausen
syndrome by proxy. Critical Care Nurse, 30 (6),
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SEVIN, B.M. (2000). Treatment of covert food stealing in
an individual with Prader-Willi syndrome. Journal of
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JOSEPH, B., OVERMIER, J.B. & THOMPSON, T.I. (1997).
Food and nonfood related differential outcomes in
equivalence learning by adults with Prader-Willi syndrome.
American Journal of Mental Retardation, 101,
374-386.
BUTLER, M.G. (2011). The relationship between compulsive
behaviour and academic achievement across the three
genetic subtypes of Prader-Willi Syndrome. Current
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MARTIN, A., STATE, M., KOENIG, K., SCHULTZ, R., DY- KENS,
E., CASSIDY, S. & LECKMAN, J. (1998). Prader-Willi
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ZARCONE, J.R., NAPOLITANO, D., PETERSON, C., BREIDBORD,
J., FERRAIOLI, S., CARUSO-ANDERSON, M., HOLSEN, L.,
BUTLER, M. & THOMPSON, T. (2007). The relationship
between compulsive behaviour and academic achievement
across the three genetic subtypes of Prader-Willi
Syndrome. Journal of Intellectual Disabilities
Research, 51, 478-487.
DYKENS, E.M. & CASSIDY, S.B. (1999). Prader-Willi
syndrome. In S. Goldstein & C.R. Reynolds (Eds.), Handbook
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PITUCH, K.A., GREEN, V.A., DIDDEN, R., LANG, R., O'REILLY,
M F., LANCIONI, G.E., WHITTLE, L., HODIS, F. &
SIGAFOOS, J. (2010). Rehabilitation priorities for
individuals with Prader-Willi syndrome. Disability
& Rehabilitation, 32 (24), 2009-2018.
Syndrome
de Rett : Décrit pour la première fois par Rett. Rett syndrome.
HAGBERG, B., AICARDI, J.K. & RAMOS, O. (1983). A
progressive syndrome of autism, dementia, ataxia, and loss
of purposeful hand ise girls : Rett syndrome : report of
35 cases. Annals of Neurology, 14, 471-479.
DUNN, H.G. & MacLEOD, P.M. (2001). Rett syndrome :
Review of biological abnormalities. Canadian Journal
of Neurological Sciences, 28, 16-29.
HAGBERG, B. (1985). Rett syndrome : Swedish approach to
analysis of prevalence and cause. Brain Development,
7, 277-280.
BASHINA, V. M., SIMASHKOVA, N.V., GRACHEV, V.V. &
GORBACHEVSKAYA, N.L. (2002). Speech and motor disturbances
in Rett syndrome. Neuroscience & Behavioral
Physiology, 32, 323-327.
RETT, A. (1986). Rett syndrome : history and general
overview. American Journal of Medical Genetics, 24 (1),
21-25.
NEUL, J.L. & ZOGHBI, H.Y. (2004). Rett syndrome : A
pro- to typical neurodevelopmental disorder. Neuroscientist,
10, 118-128.
OPTIZ, J.M., REYNOLDS, J.F., PANO, L.M. & OSER, H.W.
(Eds.) (1986). The Rett syndrome. American Journal of
Medical Genetics, 24 (1), 1-415.
SEGAWA, M. & NOMURA, Y. (2005). Rett syndrome. Current
Opinion in Neurology, 18, 97-104.
RAPIN, I. (1988). Rett Syndrome and autism. Year
Book Medical Pub.
WEAVING, L.S., ELLAWAY, C.J., GECZ, J. & CHRISTDOULOU,
J. (2005). Rett syndrome: Clinical review and genetic
update. Journal of Medical Genetics, 42, 1-7.
KERR, A. & CORRBETT, J. (1994). Rett syndrome : from
gene to gesture. Journal of the Royal Society of
Medicine, 87, 562-565.
CHAHROUR, M. & ZOGBI, H.Y. (2007). The story of Rett
Syndrome : From clinic to neurobiology. Neuron, 56,
422-437.
RUTTER, M. (1994). Debate and argument : there are
connections between brain and mind and it is important
that Rett syndrome be classified somewhere. Journal of
Child Psychology & Psychiatry, 35, 379-381.
SIGAFOOS, J., GREEN, V.A., SCHLOSSER, R., O'REILLY, M.F.,
LANCIONI, G.E., RISPOLI, M. & LANG, R. (2009).
Communication intervention in Rett syndrome : A systematic
review. Research in Autism Spectrum Disorders, 3,
304-318.
Syndrome
de sevrage : Ensemble de symptômes
qui résulte du sevrage (d'une substance
comme l'alcool ou de certaines drogues). La nature de ces symptômes
et leur intensité varient selon la substance consommée. = syndrome d'abstinence.
Withdrawal
syndrome, cold turkey.
WIKLER, A. (1955). Rationale of the diagnosis and
treatment of addictions. Connecticut State Medical
Journal, 19 (7), 560-568.
BREGGIN, P.R. (1992). A case of Fluoxetine-induced
stimulant side effects with suicidal ideation associated
with a possible withdrawal syndrome ("Crashing").
International Journal of Risk & Safety in Medicine,
3, 325-328. [PDF]
Syndrome de Stendhal : Maladie
psychosomatique qui provoque des accélérations du rythme
cardiaque, des vertiges,
des suffocations et parfois des hallucinations
chez des voyageurs surmenés par leurs activités artistiques ou
intellectuelles.
= syndrome du
voyageur, syndrome de Florence.
Stendhal syndrome.
BRAMFORTH, I. (2010). Stendhal's Syndrome. British
Journal of General Practice, 60 (581), 945-946. [PDF]
Syndrome de Stockholm : Lors d'un enlèvement ou d'une prise d'otages, on a constaté que certaines victimes s'identifiaient
à leurs ravisseurs, identification qui se traduit par un
sentiment excessif de confiance
des otages vis-à-vis de leurs ravisseurs, voire de sympathie. Ce syndrome a été décrit pour la première fois en 1978 par le psychiatre américain Ochberg. Stockholm syndrome.
STRENTZ, T. (1982). The Stockholm syndrome : Law
enforcement policy and hostage behavior. In F.M. Ochbeg
& D.A. Soskis (Eds.), Victims of terrorism (pp.
149-163). Boulder, Colorado : Westview Press.
BIGOT, T. & BORNSTEIN, S.J. (1988). Schème paradoxal
de comportement lors de prises d’otages (syndrome de
Stockholm). Annales de Psychiatrie, 3 (3),
196-206.
SKURNIK, N. (1988). Le syndrome de Stockholm : Essai
d'étude de ses critères. Annales
Médico-Psychologiques, 146 (1-2), 174-179.
CANTOR, C. & PRICE, J. Traumatic entrapment,
appeasement, and complex post-traumatic stress disorder:
evolutionary perspectives of hostage reactions, domestic
abuse and the Stockholm syndrome. Australian &
New Zealand Journal of Psychiatry, 41, 377-384.
NAMNYAK, M., TUFTON, N., SZELELY, R., TOAL, M., WORBOYS,
S. & SAMPSON, E.L. (2008). "Stockholm syndrome" :
psychiatric diagnosis or urban myth ? Acta
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Syndrome
de Turner : Syndrome
découvert par Turner en 1938. Turner syndrome,
syndrome of infantilism, gonadal dysgenesis.
TURNER, H.H. (1938). A syndrome of infantilism, congenital
webbed neck and cubitus valgus. Endocrinology, 23, 566-578.
SILBERT, A., WOLFF, P. & LILIENTHAL, J. (1977).
Spatial and temporal processing in patients with Turner's
syndrome. Behavior Genetics, 7, 11-21.
SPENCE, A.W. & HAVARD, C.W.H. (1959). Unusual case of
gonadal dysgenesis (Turner's Syndrome). British
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CRAWFORD, J.D. (1977). Management of children with
Turner's syndrome. Progress in Cinical &
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FORD, C.E., JONES, K.W., POLANI, P.E., ALMEIDA, D.E. &
BRIGGS, J.H. (1959). Sex chromosomal anomaly in a case of
gonadal dysgenesis (Turner's syndrome). Lancet, 1,
711-713.
NYBORG, H. & NIELSEN, J. (1977). Sex chromosome
abnormalities and cognitive performance. III. Field
dependence, frame dependence, and failing development of
perceptual stability in girls with Turner's syndrome. Journal
of Psychology, 96, 205-211.
PITTS, F.N. & GUZE, S.B. (1963). Anorexia nervosa and
gonadal dysgenesis (Turner's syndrome). American
Journal of Psychiatry, 119, 1100-1102.
GARRON, D.C. (1977). Intelligence among persons with
Turner's syndrome. Behavior Genetics, 7, 105-127.
MONEY, J. & GRANOFF, D. (1965). IQ and the somatic
stigmata of Turner's syndrome. American Journal of
Mental Deficiency, 70, 69-77.
PRICE, A.W. (1979). A high incidence of chronic
inflammatory bowel disease in patients with Turner
syndrome. Journal of Medical Genetics, 16, 263-266.
MONEY, J. & ALEXANDER, D. (1966). Turner's syndrome :
Further demon- stration of the presence of specific
cognitional deficiencies. Journal of Medical Genetics,
3, 47–48.
URBAN, M.D., LEE, P.A., DORST, J.P., PLOTNICK, L.P. &
MIGEON, C.J. (1979). Oxandrolone therapy in patients with
Turner's syndrome. Journal of Pediatics, 94, 823-827.
FORSSMAN, H., MELLBIN, G. & WALLINDER, J. (1970).
Concurrence of Turner's syndrome and anorexia nervosa. British
Journal of Psychiatry, 116, 221-223.
WABER, D.P. (1979). Neuropsychological aspects of Turner's
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DICKENS, J.A. (1970). Concurrence of Turner's syndrome and
anorexia nervosa. British Journal of Psychiatry, 117,
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NYBORG, H. & NIELSEN, J. (1981). Sex hormone treatment
and spatial ability in women with Turner's syndrome. In W.
Schmid & J. Nielsen (Eds.), Human behavior and
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LAROCCA, F.E. (1985). Concurrence of Turner's syndrome,
anorexia nervosa, and mood disorders : case report. Journal
of Clinical Psychiatry, 46 (7), 296-297.
MONEY, J. & MILTENTHAL, S. (1970). Lack of personality
pathology in Turner's syndrome : Relation to cytogenetics,
hormones and physique. Behavior Genetics, 1,
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PENNINGTON, B.F., HEATON, R.K., KARZMARK, P., PENDLETON,
M.G., LEHMAN, R. & SHUCARD, D.W. (1985). The
neuropsychological phenotype in Turner syndrome. Cortex,
21 (3), 391-404.
ZINN, A.W., PAGE, D.C. & FISHER, E.M.C. (1993). Turner
syndrome : the case of the missing sex chromosome. Trends
in Genetics, 9, 90-93.
KRAWCZYNSKI, M., MACIEJEWSKI, J. & GRZYBKOWSKA, B.
(1974). Les anomalies de la vascularisation du système
urogenital dans le syndrome de Turner. Pediatrie, 29,
413-422.
ROVET, J.F. (1993). The psychoeducational characteristics
of children with Turner syndrome. Journal of Learning
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BUCHANAN, L., PAVLOVIC, J. & ROVET, J.A. (1998).
Reexamination of the visuospatial deficit in Turner
syndrome : contributions of working memory. Developmental
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THEILGAARD, A. & PHILIP, J. (1975). Concurrence of
turner's syndrome and anorexia nervosa. Acta
Psychiatrica Scandinavica, 52 (1), 31-35.
ROSS, J.L., ROELTGEN, D., FEUILLAN, P., KUSHNER, H. &
CUTLER, G.B. (2000). Use of estrogen in young girls with
Turner syndrome : effects on memory. Neurology, 54
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BRUANDET, M., MOLKO, N., COHEN, L. & DEHAENE, S.A.
(2004). A cognitive characterization of dyscalculia in
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MAZZOCCO, M.M. (2009). The cognitive phenotype of Turner
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MAZZOCCO, M.M. (2009). Mathematical learning disability in
girls with Turner syndrome : a challenge to defining MLD
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BAKER, J.M. & REISS, A. (2015). A meta-analysis of
math performance in Turner syndrome. Developmental
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Syndrome de Waardenburg : Syndrome de Waardenburg.
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
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Syndrome de Williams : Maladie génétique (chromosone7) découverte en 1961 par J.C.P. Williams qui consiste en une dysfonction du métabolisme du calcium. Sur le plan psychologie, elle se traduit par une déficience intellectuelle moyenne à sévère et un déficit sur le plan de la mémoire spatiale. =
syndrome d'hypercalcémie infantile. Williams
syndrome.
THOMAS, M.S.C., GRANT, J, BARHAM, Z., GSÖDL, M., LAING,
E., LAKUSTA, L, TYLER, L.K., GRICE, S., PATERSON, S. &
KARMILOFF-SMITH, A. (2001). Past tense formation in
Williams syndrome. Language & Cognitive Processes,
2 (16), 143-176.
KENNEDY, J.C., KAYE, D.L. & SADLER, L.S. (2006).
Psychiatric diagnoses in patients with Williams syndrome
and their families. Jefferson Journal of Psychiatry,
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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]
KARMILOFF-SMITH, A. (2007). Williams syndrome. Current
Biology, 17 (24), 1035-1036.
KARMILOFF-SMITH, A. & THOMAS, M.S.C. (2007). What can
developmental disorders tell us about the
neurocomputational constraints that shape development ?
The case of Williams syndrome. Development &
Psychopathology, 15, 969-990.
O'HEARN, K., LANDAU, B., COURTNEY, S.M. & STREET, W.
(2009). Working memory impairment in people with Williams
Syndrome : Effects of delay, task and stimuli. Brain
& Cognition, 69, 495-503.
KARMILOFF-SMITH, A. BROADBENT, H., FARRAN, E.K., LONGHI,
E., DE SOUZA, D., METCALFE, K., TASSABEHJI, M., WU, R.,
SENJU, A., HAPPE, F., TURNPENNY, P. & SANSBURY, F.
(2012). Social cognition in Williams syndrome:
Genotype/phenotype insights from partial deletion
patients. Frontiers in Developmental Psychology, 3, 168,
1-8.
KARMILOFF-SMITH, A. (2012). Perspectives on the dynamic
development of cognitive capacities : insights from
Williams syndrome. Current Opinion in Neurology, 25,
106-111. [PDF]
REIS, S.M. SCHADER, R., MILNE, H. & STEPHENS, R.
(2003). Music and minds : Using a talent development
approach for young adults with Williams syndrome.
Exceptional Children, 69, 293-314.
ASHWORTH, A., HILL, C.M., KARMILOFF-SMITH, A. &
DIMITRIOU, D. (2013). Cross syndrome comparison of sleep
problems in children with Down syndrome and Williams
syndrome. Research in Developmental Disabilities, 34,
1572-1580.
KARMILOFF-SMITH, A., BROWN, J.H., GRICE, S. &
PATERSON, S. (2003). Dethroning the myth : Cognitive
dissociations and innate modularity in Williams syndrome.
Developmental Neuropsychology, 23 (1-2), 229-244.
STELLE, A., SCERIF, G., CORNISH, K. & KARMILOFF-SMITH,
A. (2013). Learning to read in Williams syndrome and Down
syndrome : syndrome-specific precursors and developmental
trajectories. Journal of Child Psychology &
Psychiatry, 54, 754-762.
GALABURDA, A.M., HOLINGER, D., MILLS, D., REISS, A.,
KORENBERG, J.R. & BELLEGI, U. (2003). Williams
syndrome. A summary of cognitive, electrophysiological,
anatomofunctional, microanatomical and genetic findings.
Review of Neurology, 36, 132-137.
CORNISH, K., COLE, V., LONGHI, E., KARMILOFF-SMITH, A.
& SCERIF, G. (2013). Do behavioural inattention and
hyperactivity exacerbate cognitive difficulties associated
with autistic symptoms ? Longitudinal profiles in fragile
X syndrome. International Journal of Developmental
Disabilities, 59, 80-94
Syndrome
des portes-tournantes : Expression qui souligne le peu
de stabilité et d'efficacité des milieux psychiatriques; les
patients entrent et sortent fréquemment, errent dans les couloirs,
leur maladie et leur souffrance persistent en dépit des soins
qu'on leur prodigue. Rehospitilization.
PITSCHEL-WALZ, G., LEUCHT, S., BAUML, J., KISSLING, W.
& ENGEL, R.R. (2001). The effect of family
interventions on relapse and rehospitilization in
schizophrenia : A meta-analysis. Schizophrenia
Bulletin, 27, 73-92.
DYKES, L. (1986). The whiplash shaken infant syndrome :
What has been learned ? Child Abuse and Neglect, 10,
211-221.
NEWTON, A.W. & VANDEVEN, A.M. (2005). Update on child
maltreatment with a special focus on shaken baby syndrome.
Current Opinion in Pediatrics, 17, 246-251.
Syndrome
du côlon irritable : Syndrome
du côlon irritable etdouleur
au ventre.Irritable bowel syndrome,
inflammatory bowel disease.
WHITEHEAD, W.E., RENAULT, P.F. & GOLDIAMOND, I.
(1975). Modification of human gastric acid secretion with
operant-conditioningprocedures. Journal of Applied
Behavior Analysis, 8 (2), 147-156. [PDF]
PRICE, A.W. (1979). A high incidence of chronic
inflammatory bowel disease in patients with Turner
syndrome. Journal of Medical Genetics, 16, 263-266.
SAITO, Y.A., SCHOENFELD, P. & LOCKE, G.R. (2002). The
epidemiology of irritable bowel syndrome in North America
: A systematic review. American Journal of
Gastroenterology, 97, 1910-1915.
LATIMER, P.R. (1983). Functional gastrointestinal
disorders : A behavioral medicine approach. New York
: Springer.
WHORWELL, P.J., PRIOR, A. & FARAGHER, E.B. (1984).
Controlled trial of hypnotherapy in the treatment of
severe refractory irritable-bowel syndrome. Lancet,
2, 1232-1234.
COULSON, N.S. (2004). Communicating social support online
: a qualitative analysis of an Irritable Bowel Syndrome
support network. Health Psychology Update, 13 (2),
45-46.
COULSON, N.S. (2005). Receiving social support online : An
analysis of a computer-mediated support group for
individuals living with iritable bowel syndrome. CyberPsychology
& Behavior, 8 (6), 580-584.
NEFF, D.F. & BLANCHARD, E.B. (1987). A multi-component
treatment for irritable bowel syndrome. Behavior
Therapy, 18, 70-83.
ROSS, C.A. (2005). Childhood sexual abuse and
psychosomatic symptoms in irritable bowel syndrome. Journal
of Child Sexual Abuse, 14, 27-37.
BLANCHARD, E.B. & SCHWARZ, S.P. (1987). Adaptation of
a multicomponent treatment for irritable bowel syndrome to
a small-group format. Biofeedback &
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CONBOY, L.A., WASSERMANN, R.H., ACOBSON, E.E, DAVIS, R.B.,
LEGEDZA, T.R., PARK, M., RIVERS, A. MOREY, E.B., NAM,
B.H., LASAGNA, B.H., KIRSCH, I., LEMBO, A.J., KAPTCHUCK,
T.J. & KERR, C.E. (2006). Investigating placebo
effects in irritable bowel syndrome : A novel research
design. Controlled Clinical Trials, 27, 123-134.
WHORWELL, P.J., PRIOR, A. & COLGAN, S.M. (1987).
Hypnotherapy in severe irritable bowel syndrome: Further
experience. Gut, 28, 423-425.
FORD, A.C., TALLEY, N.J., SCHOENFELD, P.S., QUIGLEY,
E.M.M. & MOAYEDDI, P. (2009). Efficacy of
antidepressants and psychological therapies in irritable
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Syndrome
prémenstruel : SPM : Ensemble de symptômes
que la majorité des femmes
ressentent à des degrés divers avant les menstruations.
Pour de nombreux auteurs, le caractère universel
et pathologique de ce syndrome
demeure hypothétique.
PreMenstrual
Syndrome, PMS, premenstrual dysphoric disorder,
PMDD.
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STEINER, M. (2000). Premenstrual syndrome and premenstrual
dysphoric disorder : guidelines for management. Journal
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syndrome : Current findings and future directions. Washington
DC : Amercian Psychiatric Press.
ANGST, J., SELLARO, R., MERIKANGAS, K.R. & ENDICOTT,
J. (2001). The epidemiology of perimenstrual psychological
symptoms. Acta Psychiatrica Scandinavica, 104,
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McCRAY, S. (2002). Premenstrual daily fluoxetine for
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premenstrual syndrome in clinical psychiatric practice. Journal
of Clinical Psychiatry, 49, 494-498.
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premenstrual dysphoric disorder in the community. Psychological
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OSOFSKY, H.J., KEPPEL, W. & KUCZMIERCZYK, A.R. (1988).
Evaluation and management of premenstrual syndrome in
clinical psychiatric practice. Journal of Clinical
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CHRISLER, J. & CAPLAN, P.J. (2002). The strange case
of Dr. Jekyll and Ms. Hyde : How PMS became a cultural
phenomenon and a psychiatric disorder. Annual Review
of Sex Research, 13, 274-306.
RAMCHARAN, S, LOVE, E.J., FICK, G.H. & GOLDFIEN, A.
(1992). The epidemiology of premenstrual symptoms in a
population-based sample of 2650 urban women : attributable
risk and risk factors. Journal of Clinical
Epidemiology, 45, 377-392.
SMITH, M.J., SCHMIDT, P.J. & RUBINOW, D.R. (2003).
Operationalizing DSM-IV criteria for PMDD : selecting
symptomatic and asymptomatic cycles for research.
Journal of Psychiatric Research, 37, 75-83.
WOOD, S.H., MORTOROLA, J.F., CHAN, Y.F., MOOSAZADEH, F.
& YEN, S.S. (1992). Treatment of premenstrual syndrome
with fluoxetine : a double-blind, placebo-controlled,
crossover study. Obstetrics & Gynecology, 80 (3),
339-344.
CAPLAN, P.J., McCURDY-MYERS, J. & GANS, M. (1992).
Should "premenstrual syndrome" be called a psychiatric
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FREEMAN, E.W. & SONDHEIMER, S.J. (2003). Premenstrual
dysphoric disorder : Recognition and treatment. Primary
care companion. Journal of Clinical Psychiatry, 5, 30-39.
[PDF]
PEARLSTEIN, T.B. (1993). Advances in premenstrual
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dysphoric disorder" and "premenstrual syndrome" myths. Skeptial
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PEARLSTEIN, T.B. (1995). Hormones and depression : What
are the facts about premenstrual syndrome, menopause, and
hormone replacement therapy ? American Journal of
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CHRISTENSEN, A.P. & OEI, T.P. (1995). The efficacy of
cognitive behavior therapy in treating premenstrual
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57-63.
BLAKE, F., SALKOVSKI, D.G. DAY, A. & GARROD, A.
(1998). Cognitive therapy for premenstrual syndrome : A
controlled trial. Journal of Psychosomatic Research,
45, 307-318.
DEUSTER, P.A., ADERA, T. & SOUTY-PAUL, J. (1999).
Biological social and behavioral factors associated with
premenstrual syndrome. Archives of Family Medicine,
8, 122-128.
STEINER, M, STREINER, D.L., STEINBERG, S., STEWART, D.,
CARTER, D., BERGER, C., REID, R. & GROVER, D. (1999).
The measurement of premenstrual mood symptoms. Journal
of Affective Disorders, 53, 269-273.
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inhibitors for premenstrual syndrome and premenstrual
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Synectique
: Technique de
résolution de problème inventé par Prince et Gordon, et qui
consiste à transposer le problème d'un domaine à un second
domaine, généralement très différent du premier, afin de faire
surgir des solutions, parfois
créatives et innovantes (mais le plus souvent farfelues ou
irréalistes). EX : Transposer la hiérarchie
militaire dans le domaine médical afin de trouver des solutions
aux problèmes de la chaîne de commandement des hôpitaux et, plus
largement, à la question de la responsabilité professionnelle.
Synectics.
GORDON, W.J.J. (1961). Synectics : The development of
creative Ccpacity. New York : Harper and Row,
Publishers,
BALICCO, C. (2000). La programmation neurolinguistique ou
l'art de manipuler ses semblables. SPS, 243. [LIRE]
LARDELIER, P. (2008). Pour en finir avec la
"synergologiel" : Une analyse critique d'une pseudoscience
du "décodage du non-verbal". Communication, 26
(2), 197-223.
DENAULT, V., LARIVÉE, S., PLOUFFE, D. & PLUSQUELLEC,
P. (2015). La synergologie, une lecture pseudoscientifique
du langage corporel. Revue de Psychoéducation, 44
(2), 425-455. [PDF]
Synesthésie
: Association inusité entre différentes modalités
sensorielles, notamment la vision
et l'audition.EX:
Les couleurs et la musique.
Synaesthesia.
DOMINO, G. (1989). Synesthesia and creativity in fine arts
students : An Empirical Look. Creativity Research
Journal, 2 (1-2), 17-29.
SIMNER, J., WARD, J., LANZ, M., JANSARI, A., NOONAN, K.,
GLOVER, L. & OAKLEY, A. (2005). Non-random
associations of graphemes to colours in synaesthetic and
non-synaesthetic populations. Cognitive
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CYTOWIC, R.E. (1989). Synaesthesia : A union of the
senses. New York, NY : Springer-Verlag.
BARON-COHEN, S., BURT, L., SMITH-LAITTAN, F., HARRISON, J.
& BOLTON, P. (1996). Synaesthesia : prevalence and
familiarity. Perception, 25, 1073-1079.
MILLS, C.B., INNIS, J., WESTENDORF, T., OWSIANIECKI, L.
& McDONALD, A. (2006). Effect of a synesthete's
photisms on name recall. Cortex, 42 (2),
155-160.
MATTINNGLEY, J.B., RICH, A.N., YELLAND, G. & BRADSHAW,
J.L. (2001). Unconscious priming eliminates automatic
binding of colour and alphanumeric form in synaesthesia.
Nature, 410 (6828), 580-582.
SIMNER, J., MULVENNA, C., SAGIV, N., TSAKANIKOS, E.,
Witherby, S.A., FRASER, C. & WARD, J. (2006).
Synaesthesia : the prevalence of atypical cross-modal
experiences. Perception, 35 (8), 1024-1033.
SMILEK, D., DIXON, M.J., CUDAHY, C. & MERIKLE, P.M.
(2002). Synesthetic Color Experiences Influence Memory. Psychological
Science, 13 (6), 548-552.
RICH, A.N., BRADSHAW, J.L. & MATTINGLEY, J.B. (2005).
A Systematic, Large-Scale Study of synaesthesia :
Implications for the role of early experience in
lexical-colour associations. Cognition, 98 (1),
53-84.
Synonyme
=: Les synonymes proposés dans ce
lexique doivent être considérés comme des équivalents sémantiques
du langage naturel, et non comme des termes scientifiques. Le but
est ici d'aider le lecteur qui s'intéresse à la psychologie, et
non d'épuiser la liste des termes que les experts considèrent
rigoureusement comme équivalents. Maintenant, lorsqu'une nuance
simple et clairement établie dans les écrits existe entre deux
concepts - faux synonyme - j'utilise un *
pour les désigner. EX: Renforcement et récompense
ne sont pas synonymes, alors que conduite et comportement le sont
même si ce dernier terme est une traduction de behavior,
un terme forgé dans un cadre théorique - le fonctionalisme et le
béhaviorisme américains - bien différent du contexte scientifique
français et suisse qui a donné naissance au concept de conduite. Exemple= et Exemple
de *
CHASE, P.N., ELLENWOOD D.W. & MADDEN, G.J. (2008). A
behavior analytic analogue of learning to use synonyms,
syntax, and parts of speech. Analysis of Verbal
Behavior, 24, 31-54.
Syntagme
: Élément de la syntaxe, entre
le mot et la phrase.
Il s'agit en fait d'un groupe d'un mots qui possède un
sens, donc véhicule une idée, sans par ailleurs constitué une
phrase. EX: Le lexique de psychologie. (
): syntagme nominal, syntagme prépositionnel, syntagme
verbal, syntagme déterminatif.
BALICCO, C. (2000). La programmation neurolinguistique ou
l'art de manipuler ses semblables. SPS, 243. [LIRE]
LARDELIER, P. (2008). Pour en finir avec la
"synergologiel" : Une analyse critique d'une pseudoscience
du décodage du non-verbal. Communication, 26
(2), 197-223.
MENYUK, P. (1963). Syntactic rules used by children from
preschool through first grade. Child Development, 34,
407.
JOHNSON-LAIRD, P.N. & STEVENSON, R. (1970). Memory for
syntax. Nature, 227, 412.
BROWN, R. & BELLUGI, U. (1964). Three processes in the
acquisition of syntax. Harvard Educational Review,
34, 133-151.
GARCIA, E., GUESS, D. & BYRNES, J. (1973). Development
of syntax in a retarded girl using procedures of
imitation, reinforcement, and modelling. Journal of
Applied Behavior Analysis, 6 (2), 299-310. [PDF]
CHOMSKY, N. (1965/69). Aspects of the theory of
syntax / Structures syntaxiques. Cambridge : The
MIT Press/Paris : Éditions du Seuil.
BLOOM, L. (1973). One word at a time : the use of
single word utterances before syntax. The Hague :
Mouton.
SALZINGER, K., SALZINGER, K. & HOBSON, K.S. (1966).
Memory for verbal sequences as a function of their
syntactical structure and the age of the recalling child.
Journal of Psychology, 64, 79-90.
GRICE, H.P. (1975). Logic and conversation. In P. Cole
& J. Morgan (Eds.), Syntax and semantics
(Vol. 3, pp. 41-58). New York : Academic Press.
STEMMER, N. (1987). The learning of syntax : An em-
piricist approach. First Language, 7, 97-120.
STEMMER, N. (1987). The learning of syntax : A reply. First
Language, 7, 137-144.
BRAINE, M.D.S. (1992). What sort of innate structure is
needed to "bootstrap" into syntax ? Cognition, 45, 77-100.
[PDF]
SMITH, S.T., MACARUSO P., SHANKWEILER, D. & CRAIN, S.
(1989). Syntactic comprehension in young poor readers. Applied
Psycholinguistics, 10, 429-454.
SACHS, J.S. (1967). Recognition memory for syntactic and
semantic aspects of connected discourse. Perception
& Psychophysics, 2, 437-442.
STROMSWOLD, K., CAPLAN, D., ALPERT, N. & RAUSCH, S.
(1996). Localization of syntactic comprehension by
Positron Emission Tomography. Brain & Language,
52, 452-473.
Synthèse
: Le mot renvoie à deux réalités voisines : a)
Au sens large, il désigne un ensemble d'éléments qui forment un
tout cohérent. b) Pour les Marxistes
et les logiciens, la synthèse est le résultat d'un
raisonnement qui permet de fondre en une seule proposition
la thèse et l'antithèse
d'un discours.
BARRETTE, C. (2004). Vers une méta-synthèse des impacts
des TIC sur l'apprentissage et l'enseignement dans les
établissements du réseau collégial québécois. De la
recension des écrits à l'analyse conceptuelle. Clic,
55, 8-15.
BARRETTE, C. (2005). Vers une méta-syntèse des impacts des
TIC sur l'apprentissage et l'enseignement dans les
établissements du réseau collègial québécois. Mise en
perspective. Clic, 57, 18-24.
AIZAWA, K. (1994). Representations without rules,
connectionism, and the syntactic argument. Synthese,
101, 465-492.
Synthèse
des protéines :
WATSON, J.D. (1962/77). The involvement of RNA in the
synthesis of protein. In Nobel Lectures in Molecular
Biology 1933-1975 (pp. 179-203). New York :
Elsevier.
ZAMECNIK, P.C. (1969). An historical account of protein
synthesis, with current overtones - A personalized view.
Cold Spring Harbor Symposia on Quantitative Biology, 34,
1-16.
Synthétique
(Théorie) : Qualité
d'une théorie qui tente d'expliquer
la plus large portion de la réalité
possible (tous les phénomènes); plus cette portion est
grande, plus synthétique sera la théorie. À
puissance égale (P=), Une théorie (T1) qui
embrasse une large portion de la réalité est préférable à une
théorie (T2) qui ne s'intéresse qu'à quelques phénomènes
(PX) isolés ou épars. NDLR :
Attention, une théorie peut s'intéresser à de nombreux facteurs
mais n'en expliquer réellement que quelques-uns (ou aucun !). Il
ne faut donc pas confondre la
puissance d'une théorie avec son caractère synthétique. =
profondeur d'une théorie, caractère
exhaustif.
T1
P1
P5
P4
>
T2
P1
P3
P2
P3
P6
P2
P7
+
-
Systématique
: Systématiquement : Qui procède par étapes, de
manière cohérente et constante. Cette manière de procéser laisse
entendre que dernière la "chose systématique", il y a un système
ou une machine qui
calcule et régule. C'est aussi une vertu
épistémique et une propriété de la démarche
scientifique.Systematicity.
HOYNINGEN-HUENE, P. (2013). Systematicity : The nature
of science. New York : Oxford University Press.
Système
: Le concept a moins deux significations distinctes : a)
En science, un système est un ensemble d'éléments - vivant
ou non - qui interagissent pour former un tout organisé et
autonome, régi par des règles propres à ce niveau d'organisation
(dites règles ou
propriétés émergentes). EX: Un atome, une
cellule, un organisme, un ordinateur, un syndicat sont des
systèmes. Par définition, un système possède donc des propriétés
(ou des caractéristiques) qui n'existent pas chez les éléments qui
le composent. Pris un à un, ces éléments ne possèdent pas ces
propriétés; en revanche, lorsqu'on les réunis, et qu'ils dviennent
un système, ces propriétés apparaisent, émergent. EX : Une
montre est un système mécanique. Indiquer l'heure est la fonction
(ou propriété) de ce système; aucune partie de la montre ne peut,
à elle seule, remplir cette fonction. Règle générale, le terme met
l'accent sur le caractère complexe
de cet ensemble (si c'est simple, ou utilise pas le mot système).
NDLR : Le terme est parfois utilisé à tort
selon moi - pour désigner les causes d'un phénomène que l'on
observe mais qu'on ne comprend pas. En psychologie,
le concept désigne la relation particulière qui s'établit entre
les individus d'un milieu donné et les propriétés de ce milieu. En
écologie humaine,
l'ensemble des systèmes d'un individu forme son
réseau social. EX: La famille et l'école
sont des systèmes. L'organisation
est généralement considérée comme la partie formelle d'un système.
Système etressources.= setting, écosystème, complexe.
*systématique.(
): Voir tableau ci-dessous. System.b) Le mot renvoie également, de manière plus
général, à une machine ou
à une procédure bien établie, connus généralement de tous ses
utilisateurs, qui rend l'exécution de certaines tâches plus
faciles, plus efficaces. = façon de
faire. System.
BERTALANFFY, L.V. (1960). General system theory and the
behavorial sciences. In J.M. Tanner & B. Inhelder
(Dirs.), Discussions on child development (Vol.
4, pp. 155-175). London.
LE MOIGNE, J.-L. (1990). La modélisation des systèmes
complexes. Paris : Bordas/Dunod.
ASHBY, W.R. (1962). Principles of self-organizing systems.
In H. Von Foerster & G.W. Zopf (Eds.), Principles
of self-organization. Systems Branch, U.S. Office
of Naval Research.
COX, M.J. & PALEY, B. (1997). Families as systems. Annual
Review of Psychology, 48, 243-267.
ROSNAY, J. (1975). Le macroscope : vers une vision
globale. Paris : Seuil.
SAMEROFF, A.J. (2000). Developmental systems and
psychopathology. Development & Psychopathology,
12, 297-312.
CROZIER, M. et FRIEDBERG, E. (1977). L'acteur et le
système. Paris : Seuil.
BUNGE, M. (2000). Systemism : The alternative to
individualism and holism. Journal of Socio-Economics,
29, 147-157.
WATZLAWICK, P.J. (1988). Les pathologies des grands
systèmes. Cahiers Critiques de Thérapie Familiale et
de Pratiques de Réseaux, 8, 1-18. [PDF]
VOLLING, B. (2005). The transition to siblinghood : A
developmental ecological systems perspective and
directions for future research. Journal of Family
Psychology, 19 (4), 542-549. [PDF]
b
PHILLIPS, E.L., PHILLIPS, E.A., WOLF, M.M. & FIXSEN,
D.L. (1973). Achievement place : Development of the
elected manager system. Journal of Applied Behavior
Analysis, 6, 541-561. [PDF]
BRONFENBRENNER, U. (1977). The ecology of human
development. Cambridge : Harvard University Press.
SAMEROFF, A.J. (2000). Developmental systems and
psychopathology. Development & Psychopathology,
12, 297-312.
EAMON, M.K. (2001). The effects of poverty on children's
socioemotional development : An ecological systems
analysis. Social Work, 46 (3), 256-266. [PDF]
VOLLING, B. (2005). The transition to siblinghood : A
developmental ecological systems perspective and
directions for future research. Journal of Family
Psychology, 19 (4), 542-549. [PDF]
BRONFENBRENNER, U. & MORRIS, P.A. (2006). The
bioecological model of human development. In R.M. Lerner
& W. Damon ( Eds.), Theoretical models of human
development (Vol. 1, pp. 793-828). New York :
Wiley. [PDF]
Système
(Chrono) : Dans la théorie de
Bronfenbrenner, désigne l'évolution des systèmes
et des interrelations d'un individu. L'effet du passage du temps
influence le développement
d'une cohorte et le
comportement des individus qui en font partie.
= dimension temporelle du développement, histoire systémique.
Chronosystem.
BRONFENBRENNER, U. (1994). Ecological models of human
development. In M. Gauvain & M. Cole (Eds.), Readings
on the development of children (pp. 37-43). New
York : Freeman. [PDF]
+ [PDF]
BRONFENBRENNER, U. & MORRIS, P.A. (2006). The
bioecological model of human development. In R.M. Lerner
& W. Damon ( Eds.), Theoretical models of human
development (Vol. 1, pp. 793-828). New York :
Wiley. [PDF]
BRONFENBRENNER,
U. (1979). The ecology of human development.
Cambridge : Harvard University Press.
Système
(Exo) : Dans la théorie de Bronfenbrenner,
interrelations entre plusieurs milieux (ou système)
qui n'impliquent pas la participation active de l'individu-cible,
mais dans lesquels des événements surviennent et affectent la
qualité des relations de cet individu. EX: L'influence
plus ou moins positives des politiques du gouvernement (un milieu
x dans lequel vous ne jouez aucun rôle actif) sur le
fonctionnement de votre famille (un milieu dans lequel vous jouez
le rôle actif de parents ou d'enfants).
Exosystem.
BRONFENBRENNER, U. (1994). Ecological models of human
development. In M. Gauvain & M. Cole (Eds.), Readings
on the development of children (pp. 37-43). New
York : Freeman. [PDF]
+ [PDF]
BRONFENBRENNER, U. & MORRIS, P.A. (2006). The
bioecological model of human development. In R.M. Lerner
& W. Damon ( Eds.), Theoretical models of human
development (Vol. 1, pp. 793-828). New York :
Wiley. [PDF]
BRONFENBRENNER,
U. (1979). The ecology of human development.
Cambridge : Harvard University Press.
Système (Macro) : Dans la théorie de
Bronfenbrenner, système de croyances,
de valeurs, de façons de
faire caractéristiques d'une société ou d'une culture et qui sont
véhiculées dans les sous-systèmes. = culture.
Macrosystem.
BRONFENBRENNER, U. (1994). Ecological models of human
development. In M. Gauvain & M. Cole (Eds.), Readings
on the development of children (pp. 37-43). New
York : Freeman. [PDF]
+ [PDF]
BRONFENBRENNER, U. & MORRIS, P.A. (2006). The
bioecological model of human development. In R.M. Lerner
& W. Damon ( Eds.), Theoretical models of human
development (Vol. 1, pp.793-828). New York : Wiley.
[PDF]
BRONFENBRENNER,
U. (1979). The ecology of human development.
Cambridge : Harvard University Press.
BRONFENBRENNER, U. (1994). Ecological models of human
development. In M. Gauvain & M. Cole (Eds.), Readings
on the development of children (pp. 37-43). New
York : Freeman. [PDF]
+ [PDF]
BRONFENBRENNER, U. & MORRIS, P.A. (2006). The
bioecological model of human development. In R.M. Lerner
& W. Damon ( Eds.), Theoretical models of human
development (Vol. 1, pp. 793-828). New York :
Wiley. [PDF]
McINTOSH, J.M., LYON. A.R., CARLSON, G.A., EVERETTE,
C.D.B., LOERA, S. & LYON, A.R. (2008). Measuring the
mesosystem : a survey and critique of approaches to cross
setting measurement for ecological research and models of
collaborative care. Families, Systems & Health,
26 (1), 86-104.
GODFREY, M.M., MELIN, C.N., MUETHING, S.E., BATALDEN, P.B.
& NELSON, E.C. (2008). Clinical microsystems, Part 3.
transformation of two hospitals Using microsystem,
mesosystem, and macrosystem strategies. Journal on
Quality & Patient Safety, 34 (11), 655-663. [PDF]
McKINLEY, K.E., BERRY, S.A., LAAM, L.A., DOLL, M.C., BRIN,
K., BOTHE, A. GODFREY, M.M., NELSON, E.C. & BATALDEN,
P.B. (2008). Clinical microsystems, Part 4. Building
innovative population-specific mesosystems. Journal
on Quality & Patient Safety, 34 (11), 655-663.
[PDF]
Système
(Micro) : Dans la théorie de Bronfenbrenner,
ensemble d'activités, de rôles et de relations interpersonnelles
connus par la personne dans un environnement donné qui possède des
caractéristiques physiques et matérielles particulières. = milieu de vie, environnement
immédiat, environnement proximal. Microsystem,
setting.
BRONFENBRENNER, U. (1994). Ecological models of human
development. In M. Gauvain & M. Cole (Eds.), Readings
on the development of children (pp. 37-43). New
York : Freeman. [PDF]
+ [PDF]
BRONFENBRENNER, U. & MORRIS, P.A. (2006). The
bioecological model of human development. In R.M. Lerner
& W. Damon (Eds.), Theoretical models of human
development (Vol. 1, pp. 793-828). New York :
Wiley. [PDF]
COX, M.J. & PALEY, B. (1997). Families as systems. Annual
Review of Psychology, 48, 243-267.
BRONFENBRENNER,
U. (1979). The ecology of human development.
Cambridge : Harvard University Press.
Système (Onto) : Dans la théorie de Bronfenbrenner,
ensemble des interrelations entre les différentes composantes de
la personnalité d'un individu : physiques, biologiques,
cognitives, socio-affectives.
BRONFENBRENNER, U. (1994). Ecological models of human
development. In M. Gauvain & M. Cole (Eds.), Readings
on the development of children (pp. 37-43). New
York : Freeman. [PDF]
+ [PDF]
BRONFENBRENNER, U. & MORRIS, P.A. (2006). The
bioecological model of human development. In R.M. Lerner
& W. Damon ( Eds.), Theoretical models of human
development (Vol. 1, pp. 793-828). New York :
Wiley. [PDF]
BRONFENBRENNER,
U. (1979). The ecology of human development.
Cambridge : Harvard University Press.
Système artificiel : Système non-vivant produit par l'humain, qui n'existe donc pas à l'état naturel (en l'absence de vie humaine). EX: Un ordinateur. C-EX:
Une rivière.
Système
d'éducation : Ensemble des moyens que se donne un état
pour éduquer sa population.
Parmi ces moyens, il y a la contruction et l'entretien des écoles,
des collèges et des universités, aménagement des classes,
la formation des
maîtres, l'embauche des enseignant/professeur, l'adoption de
lois sur l'instruction obligatoire et de règlements scolaire, la
rédaction des programmes scolaires et d'évaluation, la gestion des
cursus et des personnels,
l'achat de livres et d'ordinateurs,
la promotion des valeurs
scolaires, etc. Réseau d'éducation, réseau des écoles. Education
system.
Système
de notation (scientifique) : En
science, système de symboles visant à
simplifier l'exposé de certains concepts ou de certains calculs. EX:
X pour variable indépendante, Y pour variable dépendante, n= pour
nombre de participants dans un groupe, Sd pour stimulus
discriminatif, R+ pour renforcement positif, etc. =
notation scientifique.
Système de santé (physique et mentale) : Ensemble des moyens (ressources humaines, technologies/équipement et établissement) que se donne un état pour soigner
les maladies physiques et
maladies mentales de
sa population et, dans
une moindre mesure, pour promouvoir la santé.
( ): Voir tableau ci-dessous.
Health-care system.
LEIBSON, C.L. & LONG, K.H. (2003). Economic
implications of attention-deficit hyperactivity disorder
for health-care systems. Pharmacoeconomics, 21
(17), 1239-1262.
HALL, A. WALTON, G. (2004). Information overload within
the health care system : a literature review. Health
Information and Libraries Journal, 21, 102-108. [PDF]
CONTANDRIOPOULOS, D. & BILODEAU, H. (2008). The
political use of poll results about public support for a
privatized healthcare system in Canada. Health Policy,
90 (1), 104-112.
CONTANDRIOPOULOS, D. et BILODEAU, H. (2009). Les réformes
du système de santé québécois : une constance dans
l'échec. Sciences de la Société, 76, 15-29.
Système
économique :
Système électoral : Organisationformelle et officielle qui
planifie, prépare et organise les élections.Electoral system.
BLAIS, A., LACHAT, R., HINO, A. & DORAY-DEMERS, P.
(2011). The mechanical and psychological effects of
electoral systems. Comparative Political Studies, 44,
1599-1621. [PDF]
VAN DER STRAETEN, K., SAUGER, N., LASLIER, J.-F. &
BLAIS, A. (2011). Sorting out mechanical and psychological
effects in candidate elections : An appraisal with
experimental data. British Journal of Political
Science, 43 (4), 1-8. [PDF]
Système fermé/ouvert : Par opposition à un système ouvert, l'expression désigne tout objet dont la fonction ou le
comportement est déterminé par les éléments de ce système. EX
: Une montre analogique est un système fermé, car le
fonctionnement de ses aiguilles (effet) est uniquement déterminé
par ses rouages internes (cause). Un système ouvert lui, est
influencé par des éléments externes (d'autres systèmes). EX
: Une montre connectée à internet ou les êtres vivants
sont des systèmes ouverts, à des degrés divers.
Système
immunitaire : Mécanisme de défense biologique contre
les micro-organismes pathogènes,
comme les bactéries, les cancers,
les parasites, virus,
etc. Immunity.
RAZ, Y. (2000). Depression in medical illness : The role of the immune system. The Western Journal of Medicine, 173 (5), 333-336. [PDF]
MARSLAND, A.L., BACHEN, E.A., COHEN, S. & MANUCK, S.B.
(2001). Stress, immunity and susceptibility to infectious
disease. In A. Baum (Ed.), Handbook of health
psychology. Hillsdale, NJ : Erlbaum. [LIRE]
COHEN, S. & MILLER, G.E. (2001). Stress, immunity, and
susceptibility to upper respiratory infections. In R.
Ader, D. Felten & N. Cohen (Eds.), Psychoneuroimmunology.
NY : Academic Press. [LIRE]
COHEN, S., MILLER, G.E & RABIN, B.S. (2001).
Psychological stress and antibody response to immunization
: A critical review of the human literature. Psychosomatic
Medicine, 63, 7-18. [LIRE]
HAWKLEY, L.C. & CACIOPPO, J.T. (2004). Stress and the
aging immune system. Brain, Behavior & Immunity,
18, 114-119. [PDF]
ROOK, G.A. (2013). Regulation of the immune system by
biodiversity from the natural environment: An ecosystem
service essential to health. Proceedings of the
National Academy of Sciences of the United States, 46, 18360-18367.
ABERCROMBIE,
M., HICKMAN, C.J. & JOHNSON, M.L. (1980). Dictionary
of biology. Londres : Penguin.
Système judiciaire : Ensemble des acteurs (avocat, greffier,
juge, juré) et des institutions (cour, tribunaux, école de la
magistrature, etc) chargés de l'administration du pouvoir judiciaire.= justice.
Système
limbique : Ensemble de structures du cerveau
intervenant dans les réactions émotionnelles, la motivation, la
mémoire et le comportement. ( ): Voir
tableau ci-dessous. =cerveau
limbique. Limbic system.
MacLEAN, P.D. (1952). Some psychiatric implications of
physiological studies on frontotemporal portion of limbic
system (visceral brain). Electroencephalography &
Clinical Neurophysiology, 4, 407-418.
MACLEAN, P. (1986). Culmunating developments in the
evolution of the limbic system : the thalamocingulate
division. In B.K. Doane & K.F. Livingstone (Eds.), The
limbic system (pp 1-28). Raven Press : New York.
FULTON, J. (1953). The limbic system. Yale Journal of
Biology & Medicine, 26 (2), 107-118.
ADAMEC, R.E. & STARK-ADAMEC, C. (1986). Limbic
hyperfunction, limbic epilepsy, and interictal behavior :
Models and methods of detection. In B.K. Doane & K.E.
Livingston (Eds.), The limbic system. New York :
Raven Press
OLDS, J. (1967). The limbic system and behavioural
reinforcement. Progress in Brain Research, 27,
144-164.
LEDOUX, J.E. (1991). Emotion and the limbic system
concept. Concepts in Neuroscience, 2, 169-199.
SIMPSON, J.A. (1973). The limbic system. Journal of
Neurology, Neurosurgery & Psychiatry, 39 (11),
1138-1138.
KÖTTER, R. & STEPHAN, K.E. (1997). Useless or helpful
? The "limbic system" concept. Reviews in the
Neurosciences, 8 (2), 139-145. [PDF]
BERGER, T.W. & THOMPSON, R.F. (1978). Neuronal
plasticity in the limbic system during classical
conditioning of the rabbit nictitating membrane response.
I. The hippocampus. Brain Research, 145 (2),
323-346.
GLOOR, P. (1997). The temporal lobe and the limbic
system. Oxford : Oxford University Press.
BERGER, T.W. & THOMPSON, R.F. (1978). Neuronal
plasticity in the limbic system during classical
conditioning of the rabbit nictitating membrane response.
II : Septum and mammilary bodies. Brain Research, 156
(2), 293-314.
HARIRI, A.R., BOOKHEIMER, S.Y. & MAZZIOTTA, J.C.
(2000). Modulating emotional responses : effects of a
neocortical network on the limbic system. NeuroReport,
11, 43-48. [PDF]
GLOOR P., OLIVIER, A., QUESNEY, L.F., ANDRMANN, F. &
HOROWITZ, S. (1982). The role of the limbic system in
experiential phenomena of temporal lobe epilepsy. Annals
of Neurology, 12, 129-143.
REEP, R.L., FINLAY B.L. & DARLINGTON, R.B. (2007). The
limbic system in mammalian brain evolution. Brain,
Behavior, Evolution, 70, 57-70. [PDF]
REEP, R.L. (1984). The relationship between prefrontal and
limbic cortex-a comparative anatomical review. Brain,
Behavior, Evolution, 25, 5-80.
CATANI, M., DELL’ACQUA, F. & THIEBAUT DE SCHOTTEN, M.
(2013). A revised limbic system model for memory, emotion
and behaviour. Neuroscience & Biobehavioral
Reviews, 37, 1724–1737.
Système
monétaire : Ensemble des institutions
(Banque centrale, ministère des finances, Fonds Monétaire
International, banques à charte, etc.) et des règles qui régissent
la transformation en monnaie desbiens et services
(règle d'équivalence) et l'échange de ces monnaies entre les
différents acteurs d'une
société (règle d'échange) ou entre les pays et unions (règle
d'échange des devises). Système monétaire etaccords
de Bretton Woods.
BENAROYA, F. et JANCI, D. (1996). La sous-évaluation des
monnaies asiatiques. Économie Internationale, 66,
7-42.
BLANCHETON, B. (2015). La guerre des monnaies à 100 ans !
Revue économique Financière, 119, 281-284.
[PDF]
FLOURENS, M.J.P. (1824). Recherches expérimentales
sur les propriétés et les fonctions du système nerveux dans les animaux vertébrés. Paris : Crevot.
SHERRINGTON, C.S. (1906). Integrative action of the
nervous system. New Haven : Yale University Press.
VULPIAN, A. (1864/66). Leçons sur la physiologie
générale et comparée du système nerveux. Paris :
Gerner-Baillière.
KANTOR, J.R. (1922). The nervous system, psychological
fact or fiction ? Journal of Philosophy, 19,
38-49.
VULPIAN, A. (1879/86). Maladies du système nerveux ;
leçons professées à la Faculté de Médecine. Paris :
Doin.
KANTOR, J.R. (1922). The organismic versus the mentalistic
attitude toward the nervous system. Psychological
Bulletin, 20, 684-692.
FERRIER, D. (1883). An address on the progress of
knowledge in the physiology and pathology of the nervous
system. British Medical Journal, 2, 805–808.
MAGOUN, H.W. (1943). Visceral functions of the nervous
system. Annual Review of Physiology, 5, 275-294.
DEJERNINE, J. (1895). Anatomie des centres nerveux.
Paris : J. Reuff.
JASPER, H.H. (1960). Current concepts of nervous
inhibition. In E. Roberts (Ed.), Inhibition in the
nervous system and gamma-aminobutyric acid (pp.
12-28). New York : Pergamon Press.
CARPENTER,
M.B. & SUTIN, J. (1983). Human neuroanatomy.
Londres : Williams & Wilkins.
WORCESTER, W. (1891). Surgery of the central nervous
system (account of the Berlin meeting). American
Journal of Insanity, 157, 410–413.
BARD, P. (1950). Central nervous mechanisms for the
expression of anger in animals. In M.L. Reymert (Ed.), Feelings
and emotions (pp. 211-237). New York : McGraw-Hill.
BARD, P. (1939). Central nervous mechanisms for emotional
behavior patterns in animals. Proceedings of the
Association Research in Nervous & Mental Disease,
19, 190-219.
STRAUSS, A.A. (1941). The incidence of central nervous
system involvement in higher grade moron children. American
Journal of Mental Deficiency, 45, 548-554.
SOKOLOFF, L. (1960). The metabolism of the central nervous
system in vivo. Neurophysiology, 3, 1843-1864.
LEGROS CLARK, W.E. (1942). The problem of neuronal
regeneration in the central nervous system : I. The
influence of spinal ganglia and nerve fragments grafted in
the brain. Journal of Anatomy, 77, 20-48.
OLDS, J. (1969). The central nervous system and the
reinforcement of behaviour. American Psychologist, 24,
114-132.
LEGROS CLARK, W.E. (1942). The problem of neuronal
regeneration in the central nervous system : II. The
insertion of peripheral nerve stumps into the brain. Journal
of Anatomy, 77, 251-259.
MING, G.-L. & SONG, H. (2005). Adult neurogenesis in
the mammalian central nervous system. Annual Review of
Neuroscience, 28, 223-250. [PDF]
NIEUWENHUYS, R., VOODGD, J. & Van HUIJZEN, C.
(2008). The human central nervous system. Berlin :
Springer.
CARPENTER,
M.B. & SUTIN, J. (1983). Human neuroanatomy.
Londres : Williams & Wilkins.
Système
nerveux parasympathique : Subdivision du système nerveux autonome qui s'active lorsque l'organisme
est détendu et qui agit de façon à conserver l'énergie du corps.
Paraympathetic nervous system.
DAVYDOV, D.M. & SHAPIRO, D. (1999). Single and
combined effects of sympathetic and parasympathetic
activity on perceptual sensitivity and attention. Journal
of Russian & East European Psychology, 37,
67-90.
CARPENTER,
M.B. & SUTIN, J. (1983). Human neuroanatomy.
Londres : Williams & Wilkins.
Système nerveux périphérique (SNP) : Toutes
les parties du système nerveux à
l'exception du cerveau
(encéphale) et de la moelle
épinière; comprend les nerfs
sensitifs et moteurs.
Peripheral nervous system
HOEHN-SARIC, R. & McLEOD, D.R. (1988). The peripheral sympathetic nervous system : its role in normal and
pathologic anxiety. Psychiatric Clinics of North
America, 11, 375–386.
CARPENTER,
M.B. & SUTIN, J. (1983). Human neuroanatomy.
Londres : Williams & Wilkins.
Système nerveux somatique : Subdivision du système nerveux périphérique reliant les récepteurs sensoriels et les muscles squelettiques qui permettent le mouvement
volontaire.
CARPENTER,
M.B. & SUTIN, J. (1983). Human neuroanatomy.
Londres : Williams & Wilkins.
Système
nerveux sympathique : Subdivision du système nerveux autonome qui mobilise les ressources de l'organisme
en vue d'une action. Sympathetic nervous system.
HOEHN-SARIC, R & McLEOD, D.R. (1988). The peripheral sympathetic nervous system : its role in normal and
pathologic anxiety. Psychiatric Clinics of North
America, 11, 375–386.
DAVYDOV, D.M. & SHAPIRO, D. (1999). Single and
combined effects of sympathetic and parasympathetic
activity on perceptual sensitivity and attention. Journal
of Russian & East European Psychology, 37,
67-90.
CARPENTER,
M.B. & SUTIN, J. (1983). Human neuroanatomy.
Londres : Williams & Wilkins.
Système
parlementaire :
TREMBLAY, N., PELLETIER, M.R. et PELLETIER, R. (Dirs.), Le système parlementaire canadien (p. 265-296). Québec
: Presses de l'Université Laval.
Système
social : Système naturel
composé d'individus et de leur relations. EX: Un
syndicat, une ruche, une meute de loups.
COX, M.J. & PALEY, B. (1997). Families as systems. Annual Review of Psychology, 48, 243-267.
SAMEROFF, A.J. (2000). Developmental systems and
psychopathology. Development & Psychopathology,
12, 297-312.
Systémique : Caractère ou qualité d'un objet ou d'un groupe
qui possède les propriétés
émergentes d'un système. Par
définition, un système possèdent des propriétés
(ou des caractéristiques) qui n'existent pas chez les éléments qui le composent. Pris un à un, ces éléments ne possèdent pas ces
propriétés; en revanche, lorsqu'on les réunis, et qu'ils forment
un système, ces propriétés apparaissent, émergent. EX : Une
montre est un système mécanique. Indiquer l'heure est la fonction
(ou propriété) de ce système; aucune partie de la montre ne peut, à elle seule, remplir cette fonction. Pour indiquer l'heure,
l'ensemble des pièces doivent être réunies et organisées en un
objet, un système.
Systemism.
SZASZ, T.S. (1957). The problem of psychiatric nosology :
A contribution to a situational analysis of psychiatric
operations. American Journal of Psychiatry, 114,
405-413.
SZASZ, T.S. (1960). The myth of mental illness. American
Psychologist, 15, 113-118.
[PDF]
SZASZ, T.S. (1963). The concept of transference. The
International Journal of Psycho-Analysis, 44 (4),
432-443. [PDF]
SZASZ, T. (1997). Mental illnes is still a myth.
Review of Existential Psychology & Psychiatry, 23,
70-80.
SZASZ, T. (2008). Psychiatry : The science of lies. Syracuse University Press
HOELLER, K. (Ed.) (1997). Thomas Szasz : Philosopher of
psychiatry. Review of Existential Psychology &
Psychiatry, 23 (1-3).
BREEDING, J. (2011). Thomas Szasz : Philosopher of
liberty. Journal of Humanistic Psychology, 51,
112-128.
[PDF]
SZEMINSKA, A. (1935). Essai d'analyse psychologique du
raisonnement mathématique. Cahiers de Pédagogie
Expérimentale et de Psychologie de l'Enfant, 7, 18.
PIAGET, J. et SZEMINSKA, A. (1949/64). La genèse du
nombre chez l’enfant. Genève : Delachaux et
Niestlé.
PIAGET, J., INHELDER, B. & SZEMINSKA, A. (1960).
La g De l'identification à la conservation
opératoireéométrie spontanée de l'enfant / The child's
conception of geometry. Routledge & Kegan
Paul.
SZEMINSKA, A. (1977). De l'identification à la
conservation opératoire. Bulletin de
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SZEMINSKA, A. (1980). Une psychologie pour les
enseignants. Enfance, 33 (4-5), 317-318. [PDF]
BRESSON, F., DE SCHONEN, S., FURTH, H., GILLIERON, C.,
GRUBER, H.E. & VOOYAT, G. (1977). Alina Szeminska. American
Psychologist, 32 (5), 385-386.
Szondi Léopold (1893-1986 Zurich) :Médecin
et psychanalyste
hongrois. Ses travaux ont porté sur l’hérédité
et les théories géniques. Il a inventé un test subjectif qui porte aujourd'hui son nom (test
de Szondi).
SZONDI, L. (1937/38). Contributions to "Fate analysis". An
attempt at a theory of choice in love. Acta
Psychologica, 3, 1-80.
SZONDI, L. (1952). Diagnostic expérimental des
pulsions. Paris : Presses Universitaires de
France.
SZPUNAR, K.K., SCHELLENBERG, E.G. & PLINER, P. (2004). Liking and memory for musical stimuli as a function of
exposure. Journal of Experimental Psychology :
Learning, Memory, & Cognition, 30, 370-381.
SZPUNAR, K.K., McDERMOTT, K.B. & ROEGIGER, H.L.
(2007). Expectation of a final cumulative test enhances
long-term retention. Memory & Cognition, 35, 1007-1013.
SZPUNAR, K.K. (2010). Episodic future thought : An
emerging concept. Perspectives on Psychological
Science, 5, 142-162.
SZPUNAR, K.K., KHAN, N.Y. & SCHACTER, D.L. (2013).
Interpolated memory tests reduce mind wandering and
improve learning of online lectures. Proceeding of
National Academy of Sciences, USA 110, 6313-6317.
[PDF]
SZPUNAR, K.K. (2017). Directing the wandering mind.
Current Directions in Psychological Science, 26, 40-44.
SZYMANSKI, D.M., CHUNG, Y.B. & BALSAM, K.F. (2001).
Psychosocial correlates of internalized homophobia in
lesbians. Measurement & Evaluation in Counseling
& Development, 34 (1), 27-38.
SZYMANSKI, D.M. (2005). Heterosexism and sexism as
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SZYMANSKI, D.M. & OWENS, G.P. (2009). Group-level
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SZYMANSKI, D.M., MOFFITT, L.B. & CARR, E.R. (2011). Sexual objectification of women : Advances to theory and
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SZYMANSKI, D.M. & STEWART, D.N. (2014). Psychological,
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Claude
Goulet/2003© l Comment citer ce lexique 
l
Notre mission : Explorer la nébuleuse Psy !
Site
internet en psychologie 
:
Internet explose
! C'est une évidence, et ce site en est la preuve par A + B. Ce
lexique vous propose donc des sites internet qui vous permettront
d'en apprendre un peu plus sur la psychologie et les sciences
humaines en général. Il s'agit soit de sites rédigés par des
scientifiques, soit de sites d'érudition développés par des mordus
rigoureux, ou encore des mégasites comme Wikipedia (dont les
rubriques en sciences sont généralement de bonne qualité). Ces
sites, sauf exception, ont en commun d'offrir à l'internaute une
information de qualité, la plupart du temps sans publicité. On
peut regrouper ces sites ainsi :
![[]](http://m3.moostik.net/img/?pseudo=gouc&cpt=definitionso&option=invisible)
Voir aussi 
