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James Wenceslas (Morovia 1883-1958 Glencoe) :
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: Voir
Test papier-crayon.Paper-and-pencil test, Paper-and-pencil instrument.
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Pappenheim
Bertha (1856-1936) : Mieux connu en
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O., l'une des plus célèbres patientes de Breuer.
Elle dirigea un orphelinat à Frankfort et fonda la Ligue des
femmes juives. Elle s'intéressa également à la prostitution.
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Parachutage politique : Stratégie mise de l'avant par certains partis
politiques qui consiste, à la veille d'une élection,
à larguer un candidat et son équipe en sol étranger (d'où le
mot parachute), c-à-d dans un comté ou une circonscription que le
candidat connaît peu ou pas, ni d'Adam ni d'Eve.
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Paradigme
: Le mot a deux acceptions complémentaires : a)
Au sens large, paradigme signifie nouvelle perspective, façon
différente de voir les choses, d'envisager une situation,
d'examiner une réalité, un problème.Conceptual change, new idea, new perspective.b) De manière
plus précise, ce concept, développé par Kuhn, désigne la théorie
dominante qui règne dans une science à une époque donnée. Le
paradigme est donc un ensemble de concepts, de méthodes
et de procédés scientifiques, bref de façons de faire nouvelles
qui permettent de résoudre des problèmes que les paradigmes
antérieurs n'étaient par parvenus à résoudre de manière
satisfaisante (anomalie).
Pour Kuhn, les paradigmes sont incommensurables;
ils ne peuvent être comparés entre eux, car, par définition,
le paradigme définit ses propres critères de vérité et ses propres
conditions de mise à l'épreuve de leurs hypothèses. EX:
la théorie de la relativité d'Einstein est un paradigme qui
explique des phénomènes
que la théorie de Newton était incapable d'expliquer ou même
d'envisager; idem pour la théorie de Darwin
qui a remplacé le paradigme créationiste. NDLR : Sauf
dans certains états américains ! Certains historiens et épistémologues
des sciences considèrent qu'il n'existe pas de paradigme en psychologie;
d'autres prétendent que le cognitivisme
serait devenu le nouveau paradigme de cette science, en succédant
au béhaviorisme à la
fin des années 60. Il y a donc là matière à débat.
= nouvelle perspective, nouvelle vision des choses,
révolution scientifique.
Paradigm, scientific
revolution, mode of thought, scientific trend.
a
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Paradis fiscal :Pays ou
territoire dont les
niveaux d'imposition pour les particuliers et les
entreprises sont nulles ou faibles.
DENEAULT, A. (2014). Paradis fiscaux : La fillière
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Paradoxe : Du grec para, qui signifie «contre» et doxa, qui veut dire «opinion». En logique,
raisonnement ou
problème sans solution.EX:
Paradoxe du barbier. De façon
générale, le paradoxe désigne deux propositions
contradictoires en apparence incompatibles.
( ): Voir tableau ci-dessous.Paradox.
MOWRER, O.H. (1948). Learning theory and the neurotic
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SHIELDS, C. (2003). The ecology of eating : Part of the
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than Americans, because of smaller portion sizes.
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Paradoxe
de Condorcet :Paradoxe
découvert par Condorcet. Condorcet jury theorem.
GROFMAN, B. & OWEN, G. (1986). Condorcet models,
avenues for future research. In B. Grofman & G. Owen
(Eds.), Information pooling and group decision making
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AUSTEN-SMITH, D. & BANKS, J.S. (1996). Information
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McLENNAN, A. (1998). Consequences of the Condorcet jury
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incentive-compatible Condorcet jury theorem.
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Paradoxe
de l'âne de Buridan : Allégorie sur l'hésitation,
la rationalité et
l'absurdité de la vie. Un âne, à équidistance entre deux bottes de
foin identiques (A et B), ne trouve aucune raison de choisir la
botte A plutôt que la B et finira en raison de son hésitation par
mourir de faim; s'il avait choisi la botte de foin au hasard, où
s'il avait été moins rationnel, il aurait survécu à cette épreuve.
Ce dilemme oppose parfois une botte de foin (ou picotin d'avoine)
et un sceau d'eau et (donc deux besoins d'importance égale).
Contrairement à ce que l'on pourrait croire, ce dilemme n'a pas
été formulé par Buridan.Paradox of Buridan's ass.
RESCHER, N. (1960). Choice without preference : A study of
the logic and of the history of the problem of "Buridan's
ass". Kantstudien, 51, 142-175.
RESCHER, N. (1960). The paradox of Buridan's ass : A
fundamental problem in the theory of reasoned choice. Bucknell
Review, 9, 106-122.
HUBIEN, H. (1975). John Buridan on the fourth figure of
the syllogism. Revue Internationale de Philosophie,
29, 271-285.
Paradoxe
de la valeur C : C pour codant.
Désigne l'absence ou la faible corrélation entre la
complexité apparente des êtres vivants et la taille de leur génome.
Paradoxe de la valeur C etgène
non-codant.
OHNO, S. (1972). So much "junk DNA" in our genome. Evolution
of Genetic Systems, 23, 366-370.
Paradoxe
de Yule-Simpson : Tendance observé entre deux
échantillons de données nominales qui disparaît ou même s'inverse
lorsque les résultats de ces deux échantillons sont combinés.
Autrement dit, l'analyse des deux échantillons combinés semble
contredire ce qu'on a observé dans chacun des échantillons. Ce
paradoxe peut être éviter en neutralisant les covariables de la
recherche ou en comparant des échantillons de tailles équivalentes
ou identiques.
= Yule-Simpson effect.
YULE, G.U. (1903). Notes on the theory of association of
attributes of statistics. Biometrika, 2 (2),
121-134.
REINTJES R, DE BOER A, VAN PELT W, DE GROOT J.M. (2000).
Simpson's paradox : An example from hospital epidemiology.
Epidemiology, 11, 81-83.
SIMPSON, E.H. (1951). The interpretation of interaction in
contingency tables. Journal of the Royal Statistical
Society, 13 (2), 238-241.
BAKER, S.G. & KRAMER, B.S. (2001). Good for women,
good for men, bad for people : Simpson's paradox and the
importance of sex-specific analysis in observational
studies. Journal of Women's Health & Gender-Based
Medicine, 10 (9), 867-872.
BLYTH, C. R. (1972). On Simpson's paradox and the
sure-thing principle. Journal of the American
Statistical Association, 67 (338), 364-366.
ALTMAN, D.G. & DEEKS, J.J. (2002). Meta-analysis,
Simpson's paradox, and the number needed to treat. BMC
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WAGNER, C.H. (1982). Simpson's paradox Aand randomization.
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PAIK, M.J. (1985). A graphic representation of a three-way
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American Statistician, 36, 43-46.
ALLISON, V.J. & GOLDBERG, D.E. (2002). Species-level
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HUH, M.H. (1987). Chances of Simpson's paradox. Journal
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BIGELOW, J. (2004). Simpson's paradox. In The
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MITTAL, Y. (1991). Homogeneity of subpopulations and
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RÜCKER, G. & SCHUMAKER, M. (2008). Simpson's paradox
visualized : The example of the Rosiglitazone
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JULIOUS, S.A. & MULLEE, M.A. (1994). Confounding and
Simpson's paradox. British Medical Journal, 309
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RAMANANA-RAHARY, S., ZITT, M. & ROUSSEAU, R. (2009).
Aggregation properties of relative impact and other
classical indicators : convexity issues and the
Yule-Simpson paradox. Scientometrics, 9 (2),
311-327.
APPLETON, D., FRENCH, J. & VANDERPUMP, M. (1996).
Ignoring a covariate : An example of Simpson's paradox. The
American Statistician, 50 (4), 340-341.
WANG, Z. & ROUSSEAU, R. (2021). COVID-19, the
Yule-Simpson paradox and research evaluation. Scientometrics,
26, 3501-3511.
[PDF]
Paradoxe
du menteur : Koyré
a proposé une solution à ce paradoxe.
Paradoxe
du risque relatif/absolu :
BUCELLA, F. (2019). Le paradoxe du risque relatif. BIO
Web of Conferences, 15, 1-7.
[PDF]
Paradoxe
du thon :Paradoxe,
proposé par l'auteur de ce lexique, qui illustre le cas suivant :
celui qui se sacrifie pour une cause, croyant ainsi améliorer la
situation, voire contribuer à la résolution d'un problème,
perd doublement. Ce qui est paradoxal ici, c'est que
celui qui se sacrifie est convaincu que son sacrifice ne peut
d'aucune manière se retourner contre lui. «J'agis
correctement, alors pourquoi serais-je puni ? Je fais partie des
bons ? » EX: Jaques adore le thon rouge. Sachant
que la ressource est en voie de disparition, il cesse d'en manger.
Et selon lui, tout le monde agira ainsi, car «c'est ce qu'il faut
faire si l'on veut sauver la planète». Mais, s'il est le seul à se
priver, et que les autres continuent d'en consommer, la ressource
s'épuise. Le jour où Jacques décide de s'offrir un sashimi de
thon, il réalise que son sacrifice (perte) a été fait en vain
(double-perte) puisqu'il n'y a plus un seul thon. Les individus
conscients de ce paradoxe refusent généralement d'agir les
premiers. Ce paradoxe met en lumière la nécessité de
synchroniser les efforts pour créer un véritable changement
à grande échelle et empêcher les tricheurs de se multiplier.
Paradoxe du thon etréchauffement
climatique.Tuna paradox.
Paragraphe : Division d'un texte qui permet d'en organiser les
idées. Paragraph.
HYODO, M., LE NY, J.F. & ACHOUR, L. (1994). The
course of representation in memory during the
comprehension of paragraphs. International Journal
of Psychology, 29, 565-590.
Parallaxe de mouvement : Indice monoculaire de profondeur qui relève du fait que lorsqu'un individu est en mouvement, les objets
rapprochés semblent se déplacer plus rapidement que les objets
éloignés. La vitesse apparente de déplacement d'un objet nous
informe donc sur la distance de cet objet.
TOZAWA, J., TORII, S. & MOCHIZUKI, T. (2006). Effects
of motion parallax and perspective cues on perceived size
and distance. Perception, 10, 89-93.
Parallèle (Faire) : Le terme a deux
acceptions : a) Opération
mentale qui consiste à
comparer deux objets,
semblables à certains égards, afin que les propriétés
de l'un d'entre eux puissent servir à mieux décrire et expliquer
les propriétés de l'autre. EX: Plusieurs
psychologues tracent un parallèle entre un ordinateur (objet 1) et un cerveau (objet 2), notamment sur le plan de la
mémoire (propriété de 1 et 2). En science, on appelle ces parallèles des modèles.Parallel.b) Le terme est également
utilisé pour désigner le fonctionnement de deux choses,
physiquement proches, qui ne rencontrent jamais mais se déroulent
au même endroit souvent au même moment (simultanément).
EX: Plusieurs psychologues croient que le cerveau est
capable de traiter
indépendamment et simultanément deux informations
distinctes. (on dira alors en «traitement
parallèle»).
a
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NATSOULAS, T. (1970). Gustav Bergmann's
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Paralysie (comportementale) : Incapacité d'agir,
d'émettre le bon comportement,
alors qu'il le faudrait, que la situation le commande. EX:
Incapacité de fuir à la vue d'un ours.
Paramètre (d'une réponse) : Les paramètres sont
les aspects ou les dimensions mesurables d'un indicateur (un comportement, une réponse physiologique, etc.).EX:
Mesurer le nombre de fois (fréquence) qu'un enfant pleure
(comportement) en une journée (intervalle de temps). (
): Voir tableau ci-dessous.Parameter.
LYON, D.O. (1963). Frequency of reinforcement as a
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Paranoïa : Paranoïaque : Du grec para qui signifie
«coté» et nous qui signifie «esprit». Délire
de la pensée qui se fonde
sur une perception
erronée de la réalité; et qui se caractérise par les sympômes
suivants : méfiance extrême à l'égard des autres et sentiment
de persécution (Ils sont là, derrière la porte, sous ma
peau...), une surestimation démesurée et pathologique de soi-même
(Je suis le plus beau, le meilleur, etc.), une susceptibilité à
fleur de peau (Une petite erreur, moi... Impossible !), un
jugement erroné. (Le Québec
ne sera jamais un pays, tout le monde sait ça). Paranoïa, Personnalité
paranoïaqueetschizophrénie
paranoïaque.Paranoïd, paranoïd
ideation.
ROSENFELD, H. (1949). Remarks on the relation of male
homosexuality to paranoia, paranoid anxiety and
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LEMERT, E. (1962). Paranoia and the dynamics of exclusion.
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FREEMAN, D., GARETY, P.A., BEBBINGTON, P. E., SMITH, B.,
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Paraphilie : Terme proposé en 1980 (DSM-III)
pour remplacer l'expression déviance
sexuelle. Il désigne l'ensemble de comportements
sexuels caractérisé par le choix préférentiel et répétitif,
parfois exclusif, d'objets, de rituels
ou de situations atypiques comme moyen d'excitation et d'obtention
d'un plaisir sexuel.= Déviance sexuelle, perversion, plaisir sexuel atypique.
( ): Voir tableau ci-dessous.
Paraphilia, paraphilic disorder,
sexual deviance, sexual aberration.
KRAFFT-EBING, R.F. (1886/32). Psychopathia sexualis.
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the paraphilias : An argument for removal. Journal of
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Paraphrase : Paraphraser : Consiste à transformer la structure d'une phrase (syntaxe) ou d'un texte, sans en modifier le sens, donc en préservant l'idée à l'origine de cette phrase et, en science, en citant la source de cette idée. Paraphraser, écrireet plagier.= Reformuler, dire dans ses mots. Paraphrasing.
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paraphrase. New York : W.W. Norton.
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Paraphrénie : Type de psychose chronique non-dissociative
qui se caractérise par des délires
concentrés dans certaines sphères d'activités de la vie
quotidienne. Paraphrenia.
KAY, D.W.K. & ROTH, M. (1961). Environmental and
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Parasite : Parasitisme : Relation
entre deux organismes
(ou plus) d'espèces différentes
qui est bénéfique pour l'un d'eux (le parasite) et désavantageuse
pour l'autre (l'hôte). Parasitisme et
commensalisme. Parasitism.
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of brood parasitism. Trends in Ecology &
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Parasomnie : Ensemble de comportements involontaires qui se manifestent lors du sommeil, et qui peuvent parfois être ou devenir pathologiques. ( ): Voir tableau ci-dessous.
Parasomnia.
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Parcelle (de nourriture) : Lieu où se
concentrent les ressources
d'un milieu. Ces parcelles peuvent être fixes (EX:
un point d'eau) ou mobiles (EX: un troupeau de
caribous pour une meute de loups). Les parcelles sont convoités
par des organismes qui mettent en oeuvre des stratégies
pour se les approprier.
= Source pontuel.
Patch.
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Pardon : Pardonner : Renoncer à punir
ou à se venger d'un individu qui nous a fait du tort ou du mal (ou dont est convaincu qu'il l'a
fait).
Forgiveness.
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Paréidolie : Du grec para qui signifie «à côté de», et eidôlon ou eidos qui veut dire «apparence, forme». Type d’illusion
qui consiste à reconnaître des formes familières dans des
objets (ou des ensembles d'objets) qui ne possèdent pas réellement
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Pareidolia, illusory face perception.
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Parent (Discipline/Autorité/Encadrement/Contrôle)
: Ensemble de règles mis en oeuvre par les parents
afin d'inculquer, maintenir, surveiller et corriger les comportements
de leurs enfants.= Éducation parentale, supervision parentale, pratique parentale.
Parental discipline, control parents, parenting, parent
tutoring, parent monitoring, parent surveillance, parent
management.
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Parent (Participation/Engagement/Contribution/Soutien) : Temps et efforts
consacrés par les parents à
l'éducation - notamment
sur le plan scolaire - de
leurs enfants. Ces efforts
peuvent être plus ou moins soutenus, autoritaires et systématiques
(Voir encadrement parental).
Implication des parens, prépartion
à l'école et influence
familliale.= participation
parentale, implication parentale, suivi parental, influence
de la famille.Parent involvement,
Parental contribution, parent engagement, parent support,
parental time, family engagement.
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CONNERS-BURROW, N.A. & LONG, N. (2013). The relation
of parent and child gender to parental tolerance of child
disruptive behaviors. Journal of Child & Family
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Parent autoritaire : Parent qui use de
son autorité en punissant
- parfois physiquement -
davantage qu'il ne récompense/renforce le comportement de ses enfants.Authoritarian parent.
ADAMS, P.L., APONTE, J.F. & SCHWAB, J.J. (1965).
Authoritarian parents and disturbed children. American
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STEINBERG, L., ELMEN, J.D. & MOUNTS, NS. (1989).
Authoritative parenting, psychosocial maturity, and
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and authoritarian parenting practices and social and
school adjustment. International Journal of
Behavioral Development, 20, 855-873.
GOLOMBOK, S., SPENCER, A. & RUTTER, M. (1983).
Children in lesbian and single parent households :
Psychosexual and psychiatric appraisal. Journal of
Child Psychology & Psychiatry, 24 (4),
551-572.
WAINRIGHT, J.L. & PATTERSON, C.J. (2006).
Delinquency, victimization, and substance use among
adolescents with female same-sex parents. Journal of
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PATTERSON, C.J. (1992). Children of lesbian and gay
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PATTERSON, C.J. (2006). Children of lesbian and gay
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and adolescents of lesbian and gay parents. Journal
of the American Academy of Child and Adolescent
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PATTERSON, C.J. (1995). Families of the lesbian baby
boom : Parents' division of labor and children's
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PALLOTTA-CHIAROLLI, M. (2006). Polyparents having
children, raising children, schooling children.
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CHAN, R.W., BROOKS, R. C., RABOY, B. & PATTERSON,
C.J. (1998). Division of labor among lesbian and
heterosexual parents : Associations with children's
adjustment. Journal of Family Psychology, 12,
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RIGGS, D.W. (2007). Becoming parent : Lesbians, gay
men, and family. QLD : Post Pressed.
PARKS, C.A. (1998). Lesbian parenthood : A review of the
literature. American Journal of Orthopsychiatry, 68,
376-389.
FAIRLOUGH, A. (2008). Growing up with a lesbian or gay
parent : Young people's perspectives. Health &
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parents : A review of the literature. Marriage
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PATTERSON, C.J. (2009). Children of lesbian and gay
parents : Psychology, law, and policy. American
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CLARKE, V. (2000). Stereotype, attack and stigmatize
those who disagree : Employing scientific rhetoric in
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their children : A social science perspective. In D. A.
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gay and bisexual identities : The Nebraska symposium
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CLARKE, V. (2000). Lesbian mothers : Sameness and
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GOLDBERG, A.E. (2010). Lesbian and gay parents and
their children : Research on the family life cycle.
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RAY, V. & GREGORY, R. (2001). School experiences of
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PATTERSON, C.J. & RISKIND, R.G. (2010). To be a
parent : Issues in family formation among gay and
lesbian adults. Journal of GLBT Family Studies, 6,
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against lesbian and gay parenting. Women's Studies
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ANDERSSEN, N., AMLIE, C. & YTTER, E.A. (2002).
Outcomes for children with lesbian or gay parents. A
review of studies from 1978 to 2000. Scandinavian
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FARR, R.H., FORSSELL, S.L. & PATTERSON, C.J. (2010).
Lesbian, gay, and heterosexual adoptive parents : Couple
and relationship issues. Journal of GLBT Family
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CLARKE, V. (2002). Sameness and difference in research
on lesbian parenting. Journal of Community &
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PATTERSON, C.J., FULCHER, M. & WAINRIGHT, J.L.
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PATTERSON, C.J. (2013). Family lives of lesbian and gay
adults. In G.W. Peterson & K.R Bush (Eds.), Handbook
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CLARKE, V., KITZINGER, C. & POTTER, J. (2004). Kids
are just cruel anyway : Lesbian and gay parents' talk
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PATTERSON, C.J. & GOLDBERG, A.E. (2016). Lesbian and
gay parents and their children. Policy Brief, 1
(1), 1-4. [PDF]
Parent et professeur-enseignant (Relation) :
Relation entre un parent et les enseignants/professeurs
de ses enfants.=
relation école-famille.
Parent-teacher
partnership.
GALINSKY, E. (1988). Parents and teacher-caregivers :
Sources of tension, sources of support. Young
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HENRY, M.E. (1996). Parent-school collaboration.
Feminist organizational structures and school
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in inner city schools. Family Resource Coalition
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teachers for family and community involvement in
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teachers to work with children of gay and lesbian parents.
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practice in parent involvement : Implications for teacher
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in schools : An ecological approach. Elementary
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Intercultural communication in child care. Young
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(1992). Explorations in parent-school relations.
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RICH, D. (1998). What parents want from teachers. Educational
Leadership, 55 (8), 37-39.
MORRIS V. G., TAYLOR, S.I., KNIGHT, J. & WASSON, R.
(1996). Preparing teachers to reach out to families and
communities. Action in Teacher Education, 18 (1),
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BURKE, R. (1999). Diverse family structures : Implications
for p-3 teachers. Journal of Early Childhood Teacher
Education, 20 (3), 245-251.
JEYNES, W.H. (2003). A meta-analysis : The effects of
parental involvement on minority children's academic
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JEYNES, W.H. (2005). A meta-analysis of the relation of
parental involvement to urban elementary school children's
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JEYNES, W.H. (2007). The relationship between parental
involvement and urban secondary school student academic
achievement : A meta-analysis. Urban Education, 42,
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HAWKINS, R.P., PETERSON, R.F., SCHWEID, E. & BIJOU,
S.W. (1966). Behavior therapy in the home : amelioration
of problem parent-child relations with the parent in a
therapeutic role. Journal of Experimental Child
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LASKI, K.E. CHARLOP, M.H. & SCHREIBMAN, L. (1988).
Training parents to use the Natural Language Paradigm to
increase their autistic children’s speech. Journal of
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ZEILBERGER, J., SAMPEN, S.E. & SLOANE, H.N. (1968).
Modification of a child's problem behaviors in the home
with the mother as therapist. Journal of Applied
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COOPER, L.J., WACKER, D.P., SASSO, G.M. & DONN, L.K.
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SCHOPLER, E. & REICHLER, R.J. (1971). Parents as
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Journal of Autism & Childhood Schizophrenia, 1,
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HERBERT, E.W. & BAER, D.M. (1972). Training parents as
behavior modifiers : self-recording of contingent
attention. Journal of Applied Behavior Analysis, 9
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POWERS, L.E., SINGER, G.H., STEVENS, T. & SOWERS,
J.-A. (1992). Behavioral parent training in home and
community generalization settings. Education &
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O'DELL, S. (1974). Training parents in behavior
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RINGDAHL, J.E. & SELLERS, J.A. (2000). The effects of
different adults as therapists during functional analyses.
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KELLEY, M.L., EMBRY, L.H. & BAER, D.M. (1979). Skils
for child management and family support : Training parents
for maintenance. Behavior Modification, 3,
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MARCUS, B.A., SWANSON, V. & VOLLMER, T.R. (2001).
Effects of parent training on parent and child behavior
using procedures based on functional analysis. Behavioral
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EYBERG, S.M. & MATARZZO, R.G. (1980). Training parents
as therapists : A comparison between individual
parent-child interaction training and parent group
didactic training. Journal of Clinical Psychology, 36,
492-499.
KUHN, S.A.C., LERMAN, D.C. & VORNDRAN, C.M. (2003).
Pyramidal training for families of children with problem
behavior. Journal of Applied Behavior Analysis, 36
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SANDERS, M.R. & GLYNN, T. (1981). Training parents in
behavioral self-management : An analysis of generalization
and management. Journal of Applied Behavior Analysis,
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ADUBATO, S.A., ADAMS, M.K. & BUDD, K.S. (1981).
Teaching a parent to train a spouse in child ma agement
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in parent training : When does it matter ? Journal of
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ROLIDER, A. & VAN HOUTEN, R. (1984). Training parents
to use extinction to eliminate night-time crying by
gradually increasing the criteria for ignoring crying.
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GALE, G.M., EIKESETH, S.J. & RUDRUD, E. (2011).
Functional assessment and behavioural intervention for
eating difficulties in children with autism : a study
conducted in the natural environment using parents and ABA
tutors as therapists. Autism & Developmental
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PARENT, J.M., VEXLER, Z.S., GONG, C., DERUGIN, N. &
FERRIERO, D.M. (2002). Rat forebrain neurogenesis and
striatal neuron replacement after focal stroke. Annals
of Neurology, 52, 802-813.
PARENT, J.M., VON DEM BUSSCHE, N. & LOWENSTEIN, D.H.
(2002). Seizure-induced neurogenesis : are more new
neurons good for an adult brain ? Progress in Brain
Research, 135, 121-1321.
PARENT, J.M. (2003). Injury-induced neurogenesis in the
adult mammalian brain. Neuroscientist, 9, 261-272.
PARENT, J.M., VON DEM BUSSCHE, N. & LOWENSTEIN, D.H.
(2006). Prolonged seizures recruit caudal subventricular
zone glial progenitors into the injured hippocampus. Hippocampus,
16, 321-328.
PARENT, J.M. (2007). Adult neurogenesis in the intact and
epileptic dentate gyrus. Progress in Brain Research,
163, 529-540.
Parentalité
(des espèces) : Relation
phylogénétique plus ou moins étroite entre les espèces.EX : Bonobo et chimpanzé ont une forte
parentalité.
PLATEK, S.M., CRITTON, S.R., BURCH, R. L., FREDERICK,
D.A., MYERS, T.E. & GALLUP, G.G. (2003). How much
paternal resemblance is enough ? Sex differences in
hypothetical investment decisions but not in the detection
of resemblance. Evolution & Human Behavior, 24,
81-87.
SILK, J.B. (2002). Kin selection in primate groups. International
Journal of Primatology, 23, 849-875.
WEISFELD, G.E., CZILLI, T., PHILLIPS, K.A., GALL, J.A.
& LICHTMAN, C.M. (2003). Possible olfaction-based
mechanisms in human kin recognition and inbreeding
avoidance. Journal of Experimental Child Psychology,
85, 279-295.
Parenthèse : Utiliser lors de la citation des sources
scientifiques pour isoler dans la notice l'année de parution d'une
publication ou le numéro dans le cas des articles scientifique.
Pareto Vilfredo Fritz (Paris 1848-1923 Celigny) :Économiste et sociologue
italien. Il a décrit une situation sociale particulière qui porte
son nom (optimum de Pareto).
PARETO, W. (1968). Traité de sociologie générale.
Genève : Droz./The mind and society. New York : Harcourt,
Brace & Co.
FARIS, E. (1936). An estimate of Pareto. American
Journal of Sociology, 41, 657-668.
[LIRE]
ZUCKERMAN, A. (1977). The concept of political elite :
lessons from Mosca and Pareto. Journal of Politics
39, 324-344.
Parfum : Odeur
naturelle ou artificielle du corps. Fragrance,
pleasant scent.
BARON, R.A. (1981). The role of olfaction in human social
behavior : Effects of a pleasant scent on attraction and
social perception. Personality & Social
Psychology Bulletin, 7, 611-617.
DEBONO, K.G. (1992). Pleasant scents and persuasion : An
information processing approach. Journal of Applied
Social Psychology, 22, 910-919.
BARON, R.A. & THOMLEY, J. (1994). A whiff of reality :
Positive affect as a potential mediator of the effects of
pleasant fragrances on task performance and helping. Environment
Behavior, 26, 766-784.
BARON, R.A. & BRONNFEN, M.I. (1994). A whiff of
reality : Empirical evidence concerning the effects of
pleasant fragrances on work related behavior. Journal
of Applied Social Psychology, 24, 1179-1205.
BARON, R.A. (1997). The sweet smell of... helping :
Effects of pleasant ambient fragrance on prosocial
behavior in shopping malls. Personality & Social
Psychology Bulletin, 23 (5), 498-503. [PDF]
WINMAN, A. (2004). Do perfume additives termed human
pheromones warrant being termed pheromones ?
Physiology & Behavior, 82, 697-701.
MILLER, S.L. & MANER, J.K. (2010). Scent of a woman :
Men's testosterone responses to olfactory ovulation cues.
Psychological Science, 21, 276-283. [PDF]
Pari de Pascal : Raisonnement
formulé par Pascal dont la conclusion
affirme que, devant l'impossibilité de montrer l'existence de
Dieu, il vaut mieux y croire que de nier son existence. Ce pari -
on est pas sûr du résultat - est l'exemple même d'un raisonnement
qui vise à maximiser ses gains personnels.
Hypothèse
En réalité, Dieu existe
En réalité, Dieu n'existe pas
Vous
pariez que Dieu existe
Vous
avez raison alors à votre mort vous irez au paradis
Vous
avez tort alors à votre mort vous retournerez au néant
Vous
pariez que Dieu n'existe pas
Vous
avez tort alors à votre mort vous n'irez pas au paradis
Vous
avez raison alors à votre mort vous retournerez au néant
PARK, B. (1986). A method for studying the development of
impressions of real people. Journal of Personality
& Social Psychology, 51, 907-917.
PARK, B., RYAN, C.S. & JUDD, C.M. (1992). The role of
meaningful subgroups in explaining differences in
perceived variability for in-groups and out-groups. Journal
of Personality & Social Psychology, 63,
553-567.
PARK, B., DEKAY, M.L. & KRAUS, S. (1994). Aggregating
social behavior into person models : Perceiver-induced
consistency. Journal of Personality & Social
Psychology, 66, 437-459.
PARK, B., KRAUS, S. & RYAN, C.S. (1997). Longitudinal
changes in consensus as a function of acquaintance and
agreement in liking. Journal of Personality &
Social Psychology, 72, 604-616.
PARK, B. & JUDD, C.M. (2005). Rethinking the link
between categorization and prejudice within the social
cognition perspectivparke. Personality & Social
Psychology Review, 9, 108-130. [PDF]
Park Robert Ezra (Comté de Luzerne 1864-1944 Nashville) : Sociologue
américain et co-fondateur de l'École
de Chicago (avec Thomas).
Il s'est notamment intéressé aux minorités ethniques et aux villes
qui concentrent ces minorités. Selon lui, le phénomène
de l'intégation des immigrants traverse quatre étapes ou cycles :
prise de contact entre les groupes (les immigrants et la société
d'accueil), la compétition entre les individus de souches et
nouvellement arrivés, l'ajustement ou l'accommodation des uns aux
autres, et finalement l'assimilation de la minorité à la majorité.
Étudiant de James et Simmel.
Professeur de Becker.
PARK, R.E. (1915). The principles of human behavior.
Chicago, Ill. : Zalaz Corporation.
PARK, R.E. & MILLER H.A. (1921). Old world traits
transplanted. New York, N.Y.-London : Harper.
PARK, R.E. (1922). The immigrant press and its
control. New York, N.Y.-London : Harper.
PARK, R.E. (1925). Suggestion for the investigation for
human behavior in an urban environment. In R.E. Park, E.W.
Burgess & R.D. Mckenzie (Eds.), The city.
Chicago : University of Chigago Press.
PARK, R.E., BURGESS, E.W. & McKENZIE, R.D. (1925). The
city. Chicago : University of Chigago Press.
GUTH, S. (2008). De Strasbourg à Chicago : Robert E. Park
et l'assimilation des noirs américains. Revue des
Sciences Sociales, 4, 62-73.
PARKER, G.A. (1970). Sperm competition and its
evolutionary consequences in the insects. Biological
Reviews, 45, 525-567.
MAYNARD SMITH, J. & PARKER, G.A. (1976). The logic of
asymmetric contests. Animal Behaviour, 24,
159-175.
PARKER, G.A. & MACNAIR, M.R. (1979). Models of
parent-offspring conflict. IV. Suppression : evolutionary
retaliation by the parent. Animal Behaviour, 27,
1210-1235.
PARKER, G.A. (1984). Evolutionary stable strategies. In
J.R. Krebs & Davies N.B. (Eds.), Behavioural
ecology : an evolutionary approach (pp. 30-61).
Oxford : Blackwell.
PARKER, G.A. & MILINSKI, M. (1997). Cooperation under
predation risk : a data-based ESS analysis. Proceedings
of the Royal Society of London Series B Biological
Sciences, 264 (1785), 1239-1247.
Parker Gordon Barraclough (Melbourne 1942-) :Psychiatre
australien et spécialiste de l'étude et du traitement de la dépression.
PARKER, G. (2002). Olanzapine augmentation in the
treatment of melancholia : the trajectory of improvement
in rapid responders. International Clinical
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PARKER, G., ANDERSON, I.M. & HADDAD, P. (2003).
Clinical trials of anti-depressant medications are
producing meaningless results. British Medical
Journal, 183, 102-104.
PARKER, G., BROTCHIE, H. & PARKER, K. (2005). Is
combination Olanzapine and antidepressant medication
associated with a more rapid response trajectory than
antidepressant alone ? American Journal of Psychiatry,
162, 796-798. [PDF]
PARKER, G. & FLETCHER, K. (2007). Treating depression
with the evidence-based psychotherapies : a critique of
the evidence. Acta Psychiatrica Scandinavica, 115,
352-359. [PDF]
PARKER, G. & BROTCHIE, H. (2010). Gender differences
in depression. International Review of Psychiatry, 22
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Parkinson :Maladie
dégénérative découverte par Parkinson en 1817. L'une des causes
de cette maladie serait
la dégénérescence de la voie
nigrostiée.= syndrome
parkinsonien, le parkinson. Parkinson's
disease.
PARKINSON, J. (1817). An Essay on the shaking palsy.
London : Neely and Jones.
SLAUGHTER, J.R., SLAUGHTER, K.A., NICHOLS, N., HOLMES,
S.E. & MARTENS, M.P. (2001). prevalence, clinical
manifestations, etiology, and treatment of depression in
parkinson’s disease. Journal of Neuropsychiatry &
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DE LA FUENTE-FERNANDEZ, R., RUTH, T.J., SOSSI, V.,
SCHULZER, M., CALNE, D.B. & STOESSL, A.J. (2001).
Expectation and dopamine release : Mechanism of the
placebo effect in Parkinson’s disease. Science, 293,
1164-1166. [PDF]
PARKES, J.D., MARSDEN, C.D., DONALDSON, I., GALEA-DEBONO,
A., WALTERS, J., KENNEDY, G. & ASSELMA, P.N. (1976).
Bromocriptine treatment in Parkinson's disease. Journal
of Neurology, Neurosurgery & Psychiatry, 39
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HEINRICHS, N., HOFFMAN, E. & HOFMANN, S.G. (2001).
Cognitive-behavioral treatment for social phobia in
Parkinson's disease : A single-case study. Cognitive
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PEARCE, I. & PEARCE, J.M.S. (1978). Bromocriptine in
Parkinsonism. British Medical Journal, 1,
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COOLS, R., BARKER, R.A., SAHAKIAN, B.J. & ROBBINS, T.W
(2001). Mechanisms of cognitive set flexibility in
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CALNE, D.B., PLOTKIN, C., WILLIAMS, A.C., NUTT, J.G.,
NEOPHYTIDES, A. & TEYCHENNE, P.F. (1978). Long- term
treatment of Parkinsonism with bromocriptine. Lancet,
311(8067), 735-738.
COOLS, R. BARKER, R.A., SAHAKIAN, B.J. & ROBBINS, T.W.
(2001). Enhanced or impaired cognitive function in
Parkinson's disease as a function of dopaminergic
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KATZ, R.S. (1986). Visions and realities of party
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Parti politique (Ligne/Direction) : Point de
vue dominant au sein
d'un parti politique,
souvent explicite (mais pas nécessairement), rarement partagé par
tous les membres, mais
généralement accepté par tous, sous peine de rétrogradation ou d'exclusion du groupe.
La ligne de parti est un élément qui participe à cohésion
des groupes politques, mais si elle imposée maladroitement à
trop de membres, elle peut l'affaiblir ou en menacer l'existence.
Participant :Sujet humain
d'une recherche. La
participation d'un sujet à une recherche peut être involontaire,
donc faite à l'insu du sujet lui-même, ou
volontaire, à la suite d'une sollication
en ce sens de la part du chercheur. Le
consentement du participant est donc donné avant le début
de cette recherche (consentement éclairé) ou à la fin de celle-ci
(tromperie). Souvent,
afin d'encourager la participation, les chercheurs versent une compensation
financière aux sujets. Les animaux
ne sont pas des participants; ce sont des sujets.
Par extension, le mot sert également à désiger la première partie
de la méthode d'un article
empirique qui décrit au lecteur
les caractéristiques des participants de sa recherche, ainsi que
la procédure d'échantillonnage
choisie pour les sélectionner. Participant, code
de déontologiee etdroits
des participants.= sujet, sujet
humain, répondant, volontaire. *cobaye.Subject, Human subject research.
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non-volunteers for psychological studies. Journal of
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Participants
(Rémunération) : En science,
il faut parfois rémunérer
les sujets sélectionnés pour les
convaincre de participer à une recherche,
de la terminer si elle dure longtemps (certaines recherches
longitudinales) ou pour compenser ceux et celles qui ont subi des
effets secondaires
indésirables ou irréversibles.Compensation
and reimbursement of research participants.
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Participer : Consiste à contribuer à une activité, plutôt que de refuser d'y prendre part ou de se contenter d'être seulement
présent lors du déroulement (assister). Participer,
partisan etpésentéisme.
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Partisan : Tout individu qui soutient et défend une idée,
une autre personne, un
groupe. Partisan, organisation
et équipe. Par extension, on utilise également ce terme pour désigner une personne qui défend une cause ou, en sicence, une théorie. Supporter.
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Passé : Objet d'étude de l'histoire.
En fait, l'histoire étudie certains événements passés,
généralement ceux qui concernent notre espèce.
Il va de soi que ce n'est pas le temps en soi qui intéresse les
historiens, mais les événements qui s'y déroulent. Le passé se
définit donc comme tout chose qui a eu lieu. Il exclut ce qui est
en train de se produire (présent) ou ce qui se déroulera (futur).
NDLR : Pour une raison que j'ignore, les
historiens sont très réticents à étudier le passé immédiat...
Passé, histoireet
fait historique.
ABDU, S., CHIMENTO, M., ALARCON-NOITO, G., ZUNIGA, D.,
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Passif : Le terme renvoie à l'accumulation d'une chose négative dont l'influence ne se fait pas forcément sentir immédiatement. Il peut s'agir d'argent (dette), de CO2
(effet de serre), d'expériences personnelles traumatisantes (guerre,viol, famine, désastre naturel, etc).
/Actif.
Passion : Ce que l'on aime faire par dessus tout et dont on se prive, en partie ou totalement, que si l'on y est contraint.
Contrairement à la dépendance,
l'activité animée par une passion comporte plus d'avantages
pour l'individu que de désavantages (mais pas nécessairement pour
son entourage...). Passion.
HUME, D. (1759/1990). Réflexions sur les passions.
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Pathogène : Comme adjectif, caractérise un état maladif ou pathologique,
qui requiert des soins, ou qui est susceptible d'engendrer un tel
état.
= Maladif, toxique, nocif,
délétère. Comme substantif, le terme désigne également toutes
choses qui engendrent cet état.
= Poison, substance toxique, facteur pathogène.
Pathologie : Le contraire de la santé
ou de la normalité.
Terme d'origine médicale utilisé plus récemment pour désigner les
troubles mentaux.
Les symptômes de la
maladie mentale sont souvent plus variés et diffus que ceux de la
plupart des maladies
biologiques. En psychologie, suivant la perspective, la
pathologie peut naître d'une maladie mentale (psychanalyse et cognitivisme) ou de contingences sociales particulières et dysfonctionnelles (behaviorisme et écologisme). Pathologie etcomportement
pathologique. = Maladie,
affection, anormalité, désordre, déviance, problème grave, trouble
important, cas lourd.
/Normalité,
sain, santé.
( ):Maladie biologique,
maladie mentale,
maladie psychosomatique.Disorders, pathology.
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Patient : Désigne, dans le modèle
médico-psychiatrique, celui qui consulte un professionnel
de la santé (mais qui, contrairement au malade,
ne requiert pas nécessairement de soins).
Par extension, le terme désigne aussi le malade, celui qui souffre.
(mais pas nécessairement pour les raisons qu'il invoque). Certains
pyschologues, notamment
les humanistes, lui
préfèrent le le terme client, plus
neutre. Au Québec, dans
notre système de
santé, le terme désigne également «celui qui attend, attend,
attend, en silence...».
= Malade.
*Client.Patient.
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Pauvreté : Pauvre : État d'un individu dont les ressources -
économiques, sociales, psychologiques - sont insuffisantes pour
lui permettre de se développer normalemnt (enfant) ou, chez
l'adulte, de combler ses
besoins.
Pauvreté (économique) : On distingue
habituellement la pauvreté absolue de la pauvreté relative. La
pauvreté absolue désigne un état d'indigence
telle que l'individu est incapable de subvenir à ses besoins
essentiels (respirer, manger, boire, dormir, etc.). La pauvreté
relative, elle, renvoie à l'écart maximal qu'une société tolère ou
considère acceptable entre ses citoyens les plus riches et les
plus pauvres. Il va de soi que cet écart varie d'une société à
l'autre. De nombreux auteurs proposent également de distinguer la
pauvreté économique de la pauvreté sociale, cette dernière forme
décrivant l'absence ou la quasi-absence de ressources
sociales. Pauvreté, résilienceetmilieu
défavorisé.= misère, indigence, défavorisation.
/Richesse.Poverty, poor, low family income,
economically disadvantaged population, low-income individual,
economic deprivation.
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Payer/Paiement par capitation : L'expression désigne les modalités de paiement d'une personne - souvent un professionnel
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Il s'agit du plus gros organe
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1) Elle protège les autres organes;
2) Elle joue un rôle sur le plan de l’excrétion des
déchets; 3) Elle permet la régulation de la température
corporelle;4) Elle permet aussi la
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l'intelligence
multiple appliquée à l'enseignement qui s'appuie sur l'idée que les individus n'apprennent pas tous de la même façon (styles d'apprentissage) et qu'il faut, en conséquence, adapter les méthodes d'enseignement/pédagogiques pour tenir compte des
différences individuelles et du caractère distinctif des
élèves/étudiants (inclusion
scolaire).= Pédagogie universelle, enseignement universel et différencié.
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Alternative thinking.
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Pensée binaire : Type de pensée ou tendance de la pensée qui consiste à raisonner de façon binaire sur des sujets précis et à généraliser ces raisonnements à tous les éléments du discours.
Un raisonnement binaire est un raisonnement de
de type Si non A, donc B. En En d'autres termes, si ce
n'est pas blanc (A), c'est nécessairement noir (B). EX: Si
un cours est populaire, alors qu'un autre qui se donne au
même moment se vide (A), on en déduit donc que s'il se vide parce
qu'il est de mauvaise qualité (B). Ici toute autre explication
(C à Z) est exclue du raisonnement. Il n'y a pas de nuances possibles, de position intermédiaire, c'est un ou l'autre, blanc ou noir; rien entre les deux.
EX: Le cours moins populaire n'est pas forcément de
mauvaise qualité; il peut être tout simplement moins intéressant que le
premier (C); si le premier n'était pas disponible, le second se
remplirait. En plus d'être simpliste, cette pensée se généralise, sans autre analyse, à tous les autres éléments d'un discours. Vous êtes pour ou contre A (binaire); si vous êtes contre A, vous êtes aussi forcément contre C et D (généralisation). EX: Si vous êtes contre le port des signes religieux dans la fonction publique (A), vous êtes forcément contre la construction des temples religieux (C) ou la prière dans les lieux publics. Si elle parvient parfois à saisir certains phénomènes simples, cette forme de pensée échoue totalement à appréhender la complexité. et les variations de la réalité. s
= Si non A, donc B. = raisonnement simpliste, pensée simpliste, pensée linéaire.
Binary thought.Binary thought.
Pensée créative : Pensée créative et créativité.Creative thought, creative
thinking.
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Pensée critique :Pensée qui se
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de toute affirmation ( = doute systématique) et de porter des jugements
objectifs en s'appuyant sur des arguments cohérents fondés
sur des faits (empiriquement
valide), ainsi que par la capacité de rejeter toute
affirmation non étayée par des faits.
Pensée critique, raisonnement
scientifique etméthode
scientifique.= Pensée rationelle, scepticisme./pensée magique. Critical thinking, critical thinking skills.
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penser hors de la boîte.
/Pensée convergente.
Divergent thinking.
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Perception
du risque : Voir
Risque.Risk perception.
Perception du temps : Perception du
temps réel et estimation de sa durée.
= Perception temporelle, temps psychologique, temps subjectif.
Mental time, time estimation processes, internal clock, time
concept.
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Perception
haptique : Du grec haptomai qui veut dire
"je touche, j'établis un contact", qui qualifie tout phénomène qui
concerne le sens du toucher
actif (EX: Toucher une plaque de granit, percevoir le grain, les
veines de la pierre), par opposition à la perception cutanée qui
désigne le contact passif entre une partie du corps et un objet (EX:
Sentir le contact entre la laine de votre chandail et votre peau).
Perception, haptique
etmémoire
haptiques.
= Perception
tactile, modalité perceptive tactilo-kinesthésique, perception
active, perception exploratoire.
Haptic perception, haptic exploration, haptic processing.
DAY, R. & WONG, T.S. (1971). Radial and tangential
movement directions as determinants of the haptic illusion
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& BOYER, A. (2002). Visual experience and the haptic
horizontal-vertical illusion. British Journal of
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movements in the haptic and visual Müller-Lyer illusion. Quarterly Journal of Experimental Psychology, 27, 659-666.
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BOYER, A. & STEFFEN, H. (2002). The haptic Müller-Lyer
illusion in sighted and blind people. Perception, 31,
1263-1274.
WONG, T.S. (1977). Dynamic properties of radial and
tangential movements as determinants of the haptic
horizontal-vertical illusion with an L figure. Journal
of Experimental Psychology : Human Perception &
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visual illusions. Perception & Psychophysics, 52,
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cues in the haptic perception of orientation.
Perception & Psychophysics, 58, 1278-1292.
GENTAZ E. & HATWELL, Y. (1996). Role of gravitational
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Performance : Ce concept a au moins trois acceptions :
a) Pour Chomsky,
produit ou résultat observable de la compétence
(linguistique) d'un locuteur.b) Ce qu'un individu parvient à faire ou à dire
à un moment donné, et que l'on peut oberver ou mesurer oau moyen
d'un test psychométrique.
= comportement,
réponse. c) Parfois
utilisé comme synonyme de réussite
ou d'efficacité.Performance.
a
CHOMSKY, N. (1965/69). Aspects of the theory of
syntax / Structures syntaxiques. Cambridge : The
MIT Press/Paris : Éditions du Seuil.
TOLMAN, E.C. (1955). Principles of performance.
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performance during very long experimental sessions. Journal
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under stress : A test of the inverted-U hypothesis. Journal
of Personality & Social Psychology, 15,
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Performance in concurrent interval schedules. Journal
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GILBERT, T.F. (1978). Human competence : Engineering
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LÉGAL, J.-P. (2005). Effets non conscients des stéréotypes
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in competition. Motivation & Emotion, 9 (3),
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age to ten dimensions of job performance. Journal of
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CHALABAEV, A., SARRAZIN, P., FONTAYNE, P., BOICHÉ, J.
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stereotypes and gender roles on participation and
performance in sport and exercise : Review and future
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Society for Performance.
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robustness of gilbert's behavioral engineering model in
an emerging market environment : empirical evidence from
china Performance Improvement Journal, 62 (2),
37-45.
BINDER, C. & WATKINS, C.L. (1990). Precision
teaching and direct instruction : Measurably superior
instructional technology in schools. Performance
Improvement Quarterly, 3, 74-95.
Période : Laps de temps plus ou moins long pendant lequel se déroulent des événements significatifs pour la survie
et le développement
d'un organisme. = Moment important de durée variable.
Period.
Période critique : Moment plus ou moins court du développement
au cours duquel un organisme
doit faire un apprentissage
particulier, sans quoi cet apprentissage devient alors fort peu probable ou carrément impossible.
EX: Jusqu'à tout récemment on croyait que les enfants
devaient apprendre à parler avant 5 ou 6 ans, sans quoi cela était
par la suite impossible.
*Période sensitive.Critical period, critical earning period.
SPALDING, D.A. (1872). On instinct. Nature, 6,
485-486.
FLEGE, J. (1987). A critical period for learning to
pronounce foreign languages ? Applied Linguistics, 8,
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SCOTT, J.P. (1962). Critical periods in behavioral
development. Science, 138, 949-958.
JOHNSON, J.S. & NEWPORT, E.L. (1989). Critical period
effects in second language learning : The influence of
maturational state on the acquisition of English as a
second language. Cognitive Psychology, 21,
60-99.
HAILMAN, J.P. & KLOPFER, P.H. (1962). On measuring
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CUTISS, S.R. (1980). The critical period and feral
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LAPLANCHE,
J. et PONTALIS, J.B. (1967/1998). Vocabulaire de la
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Période pré-oedipale : Période du développement psychosexuel
antérieure à l'instauration du complexe
d'Oedipe. = Phase pré-oedipale.
Preoedipal phase of libido.
BRUNSWICK, R.M. (1940). The preoedipal phase of libido
development. In R. Fliess (Ed. 1948), The
psychoanalytic reader (pp. 261-283). New York :
International University Press.
LAPLANCHE,
J. et PONTALIS, J.B. (1967/1998). Vocabulaire de la
psychanalyse. Paris : Presses Universitaires de
France.
Période
réfractaire (cognitive) : Laps de
temps durant lequel le traitement
d'un premier stimulus
(Tâche 1) ralenti le traitement d'un second stimulus (Tâche 2).
Psychological refractory period.
TELFORD, C. (1931). The refractory phase of voluntary and
associative response. Journal of Experimental
Psychology, 14, 1-35.
GOTTDANKER, R. (1979). A psychological refractory period
or an unprepared period ? Journal of Experimental
Psychology : Human Perception & Performance, 5, 208-215
WELFORD, A.T. (1952). The "psychological refractory
period" and the timing of high-speed performance : a
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VAN SELST, M., RUTHRUFF, E. & JOHNSTON, J. (1999). Can
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SMITH, M.C. (1967). Theories of the psychological
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INDERMÜHLE, R., TROCHE, S.J. & RAMMSAYER, T.H. (2011).
Personality and the psychological refractory period : No
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Période sensible : Moment plus ou moins court du développement
au cours duquel un organisme
est tout particulièrement sensible à l'influence de l'environnement,
de son milieu. Lors de
cette période, le cerveau
acquiert une plasticité qui favorise
certains apprentissages.
Hors de cette période optimale, les apprentissages
sont possibles mais difficiles et plus longs. EX:
Il est plus facile d'apprendre à parler avant 5 ou 6 ans. Après
cette période, l'enfant n'apprend que des mots
du lexique de base, ou au mieux à construire des phrases
simples. *Période critique.Sensitive period.
BORNSTEIN, M.H. (1989). Sensitive periods in development :
Structural characteristics and causal interpretations. Psychological
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Périodique : Terme technique qui désigne en bibliothèque
les sources publiées
plusieurs fois par année, à des intervalles variables, d'une
journée (EX: Les quotidiens comme le Devoir),
d'une semaine (EX: Les hebdomadaires), d'un mois
(EX: Les mensuels comme Québec-Science), et
ainsi de suite. En science,
on considère les revues
scientifiques comme des périodiques.
=Revue, magazine.
/Livre,monographie.
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Permanence de l'objet : Pour Piaget,
désigne la compréhension,
qui se développeà la fin de la première année de la vie (vers 7 à
8 mois), qu'un chose continue d'exister même si on ne peut plus la
voir, l'entendre ou la toucher. La permanance de l'objet repose
sur la capacité de se representer
un objet sur lequel on ne
peut exercer ses schèmes sensori-moteurs (que l'on ne peut voir,
manipuler, saisir, entendre, sentir, toucher, etc.).
= Inférer, imaginer sans voir, se représenter un objet caché.
Object permanence.
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par exemple la psychologie.= Permission officielle de pratiquer, droite de pratique.
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Personnalité autoritaire : Forme de personnalité qui se caractérise par un recours fréquent à la punition et à la menace.
Autoritarisme.Authoritarian personality.
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Personnalité histrionique (Trouble) : Personnalité
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afin de plaire et de séduire. Pour y parvenir, l'individu a
recours à la flatterie, aux charmes et aux mensonges. Il exprime
ses émotions de manière
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de soi.
Personnalité
limite (Trouble) : Qualifie
une structure de la personnalité
à la frontière de la névrose
et de la psychose.=États limites, trouble limite, trouble limite de la personnalité, cas limite.
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Personnalité multiple (Trouble) :Trouble
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Personnalité paranoïaque (Trouble) : Du
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signifie «esprit». Délire
fondé sur une perception
erronée de la réalité et qui se caractérise par les symptômes suivants : méfiance extrême à l'égard des autres et sentiment de persécution (Ils sont là, derrière ma porte, sous ma peau...), une surestimation démesurée et pathologique de soi-même (Je suis le
plus beau, le meilleur, etc.), une susceptibilité à fleur de peau
(Une petite erreur, moi... Impossible !), un jugement erroné (Le Québec
ne sera jamais un pays indépendant, tout le monde sait ça).
Qualifie un certain type de psychose.
Personnalité et schizophrénie paranoïde. Paranoia,
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Personnalité schizoïde (Trouble) : Personnalité qui se caractérise par un repli sur soi. La personne schizoïde vit seule et a peu d'amis;
malgré cela, elle ne souffre pas de solitude.
Elle manifeste peu d'intérêts pour les relations sociales ou toute
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synthesis of developmental, dynamic, and descriptive
features. American Journal of Psychotherapy, 41
(4), 499-518.
GUNTRIP, H. (1969). Schizoid phenomena, object
relations, and the self. New York : International
Universities Press.
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Covariation of criteria sets for avoidant, schizoid, and
dependent personality disorders. American Journal of
Psychiatry, 144 (6), 767-771.
RAINE, A. & ALLBUTT, J. (1989). Factors of schizoid
personality. British Journal of Clinical Psychology,
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JACCARD, R. (1975). L'exil intérieur : Schizoïdie et
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adult life : III. The childhood picture. British
Journal of Psychiatry, 159, 629-635.
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childhood : a comparative study of schizoid, autistic and
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GOLDEN, R. & MEEHL P.E. (1979). Detection of the
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victimization partially mediates the schizotypy -
aggression relationship in children and adolescents.
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MOORE, J.W., DICKINSON, A. & FLETCHER, P.C. (2011).
Sense of agency, associative learning, and schizotypy. Journal
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Personnalité schizotypique (Trouble) :
Difficulté à se faire des amis et à entretenir des relations
étroites et intimes avec autrui.
= Trouble de la personalité schizotypique. Schizotypal personality, schizotypal personality disorder.
SCHULZ, P.M., SCHULZ, S.C., GOLDBERG, S.C., ETTIGI, P.,
RESNICK, R.J. & FRIEDEL, R.O. (1986). Diagnoses of the
relatives of schizotypal outpatients. Journal of
Nervous & Mental Disease, 174, 457-463.
SQUIRES-WHEELER, E., SKODOL, A.E., FRIEDMAN, D. &
ERLENMEYER KIMLING, L. (1988). The specificity of DSM-III
schizotypal personality traits. Psychological
Medicine, 18, 757-765.
SQUIRES-WHEELER, E., SKODOL, A.E., BASSETT, A. &
ERLENMEYER-KIMLING, L. (1989). DSM-III-R schizotypal
personality traits in offspring of schizophrenic disorder,
affective disorder, and normal control parents.
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CLARIDGE, G. (1997). Schizotypy : Implications for
Illness and Health. Oxford University Press.
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negative priming studies. Applied & Preventive
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Personnalité sombre : Voir Triade
sombre.Dark triad, dark triad personality.
PERSONNAZ, B. (1975). Conformité, consensus et referents
clandestins : La dependance en tant que processus
annulateur d’influence. Bulletin de Psychologie, 29,
230-242.
PERSONNAZ, B. (1984). Study in social influence using the
spectrometer method : Dynamics of the phenomea of
conversion and covertness in perceptual responses.
European Journal of Social Psychology, 11, 431-438.
PERSONNAZ, B. (1984). Perspectives sur les liens entre
innovation et différenciation sociale, et réactance
psychologique et "libertance". Bulletin de
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PERSONNAZ, B. (1986). Changements normatifs manifestes et
latents dans les phénomènes d’influence minoritaire et de
dissimilation. Bulletin de Psychologie, 37, 177-191.
PERSONNAZ, B. & PERSONNAZ, M. (1987). Un paradigme
pour l'étude expérimentale de la conversion. Dans S.
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conversion : études sur l'influence inconsciente
(p. 35-68). Fribourg : Cousset Delval.
Personne : Au sens large, ce terme est synonyme d'individu.
Au sens strict, le terme personne met davantage
l'accent sur les particularités (personnalité)
et la dimension humaine du sujet. En ce sens, on pourrait dire
qu'une meute de loups est composé de 20 individus, mais non de 20
personnes. En droit, on distingue également la personne physique (un individu) de la personne
morale à qui l'on reconnait une existence juridique.
= Indivdu, humain.
Person.
SMITH, C. (2010). What is a person ? Chicago :
Chicago University Press.
Personnel : Ensemble des employés,
salariées ou non, qui
contribuent à l'activité d'une entreprise,
commerciale ou non. Personnel et formation
du personnel. Le concept exclut souvent les membres de la
haute direction d'une entreprise.
= Employés.
Staff.
REID, D.H., SCHUH-WEAR, C.L. & BRANNON, M.E. (1978).
Use of a group contingency to decrease staf absenteeism in
a state institution. Behavior Modification, 2,
251-266
ARCO, L. & BIRNBRAUER, J.S. (1990). Performance
feedback and maintenance of staff behavior residential
settings. Behavioral Interventions, 5 (3),
207-217.
PANSU, P. (1997). Norme d'internalité et appréciation de
la valeur professionnelle : l'effet des explications
internes dans l'appréciation du personnel. Le Travail
Humain, 60 (2) 205-222.
LOUCHE, C., PANSU, P. & PAPET, J. (2006). Normes de
jugement et appréciation du personnel. Bulletin de
Psychologie, 54 (3), 369-374.
Personnel
soignant : Ensemble des individus, salariées ou non
(parfois des bénévoles),
qui contribuent à aider et guérir une personne dans les hôpitaux,
les instituts psychiatriques et dans les
ressources alternatives.( ): infirmière,
psychiatre,psychologue,
préposé aux bénéficiaires en milieu psychiatrique, bénévole.Institutional staff, behavioral staff
management, mental health technician.
BURG, M.M., REID, D.H. & LATTIMORE, J. (1973). Use of
a self-recording and supervision institutional staff
behavior. Journal of Applied of Behavior Analysis, 12
(3), 363-375.
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KREITNER, R., REIF, W.E. & MORRIS, M. (1977).
Measuring the impact of feedback on the performance of
mental health technicians. Journal of Organizational
Behavior Management, 1, 105-109.
PAGE, T.J., IWATA, B.A. & REID, D.H. (1982). Pyramidal
training : A large-scale application with institutional
staff. Journal of Applied Behavior Analysis, 15,
335-351. [PDF]
REID, D.H. & WHITMAN, T.L. (1983). Behavioral staff
management in institutions : A critical lreview of
effectivenes and aceptability. Analysis &
Intervention in Developmental Disabilities, 3,
131-149.
BROWN, K.G. (2001). Using computer to deliver training
: Which employees learn and why ? Personnel
Psychology, 54, 271-296.
Perspective : En psychologie
et dans les sciences en
général, ce mot désigne un point de vue particulier sur la nature
et les causes d'un phénomène,
d'un objet d'étude,
point de vue partagé par un ensemble (pas nécessairement
majoritaire) de scientifiques.
Il s'agit plus précisément du plus petit commun dénominateur ou de
l'intersection d'un ensemble de théories
(parfois d'une seule théorie). Par exemple, Les théories psychanalytiques
ont en commun l'idée que si l'on veut comprendre l'être humain, il
faut absolument expliquer le fonctionnement de l'inconscient.
L'inconscient est donc le PPCD des théories qui se réclament de la
psychanalyse. A contrario, les théories qui considèrent que
l'inconscient n'existe pas ou joue un rôle secondaire dans le
développement de la personnalité (l'humanisme, le cognitivisme,
etc.) n'appartiennent pas à la perspective psychanalytique. Hors
ce point commun, il existe cependant entre les tenants d'une même
perspective de nombreux désaccords. (EX:
L'inconscient se fonde-t-il uniquement sur des pulsions sexuelles
? Existe-t-il des comportements privés ? L'information peut-elle
être réduite à l'influx nerveux ?). Contrairement à la théorie, la
perspective n'a pas la prétention de former un tout cohérent, de
présenter une seule vision globale du monde, d'offrir une seule explication.
Elle permet cependant de regrouper les nombreuses théories autour
d'éléments centraux, de faire un peu d'ordre dans le grand
foisonnement d'idées et de concepts des sciences. Un peu à la
manière des soleils d'un univers scientifique.
= école de pensée, approche, grille d'analyse, doctrine,
point de vue théorique, angle d'analyse, plus petit commun
dénominateur théorique.
( ): Voir tableau ci-dessous.
Perspective, framework,
theoretical approach, point of view, school, system of
psychology, viewpoint, group.
DUNLAP, K. (1925). Old and new viewpoints in
psychology. St. Louis : C.V. Mosby Co.
BRENNAN, J.F. (1995). Readings in the history and
systems of psychology. Upper Saddle River, NJ :
Prentice-Hall.
WOODWORTH, R.S. (1931). Contemporary schools of
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defending an explanatory system : How and by what criteria
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THORNE, B.M. & HENLEY, T.B. (1997). Connections
in the history and systems of psychology. Boston :
Houghton Mifflin.
BUXTON, C.E. (Ed.) (1985). Points of view in the
modern history of psychology. New York : Academic.
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empirical analysis of trends in psychology. American
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JARVIS, M. (2000). Theoretical approaches in
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memories of childhood sexual abuse : A cognitive
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P. (2007/2014). Introduction à la psychologie : Les
grandes perspectives. St-Laurent : ERPI/Pearson/Lachenelière.
Perspective éthologiste : Toute perspective qui étudie les
phénomènes selon les principes et la méthode de l'éthologie.
KRAUT, R. & JOHNSON, R.E. (1979). Social and emotional messages of smiling : an ethological approach. Journal of personality & social psychology 37 (9), 1539
Perspective psychosociale : De nos jours, il s'agit davantage d'une domaine de recherche que d'une perspective - la relation réciproque entre la société et le comportement
des individus - puisque la vaste majorité des explications des psychosociologues
sont largement inspirées par la perspective
cognitiviste.
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PETTY, R.E. & CACIOPPO, J.T. (1990). Involvement and
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BOUDON, R. (1992). L'art de se persuader des idées
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LEVENTHAL, H. & PERLOE, S.I. (1962). A
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PETTY, R.E. & CACIOPPO, J.T. & HAUGTEVD, C.
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MccGUIRE, W.J. (1964). Inducing resistance to persuasion.
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HATFIELD, E., ARONSON, E. & ABRAHAMS, D. (1966). On
increasing the persuasiveness of a low prestige
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CIALDINI, R.B. (1993/2004). Influence : The
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ROSNOW, R. & ROBINSON, E. (1967). Experiments in
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PETTY, R. E., WEGENER, D.T., FABRIGAR, L.R., PRIESTER,
J.R. & CACIOPPO, J.T. (1993). Conceptual and
methodological issues in the elaboration likelihood model
of persuasion : A reply to the Michigan State critics.
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MAIO, G.R. & OLSON, J.M. (1995). Involvement and
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FRIESTAD, M. & WRIGHT, P. (1995). Persuasion knowledge
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LEVENTHAL, H. (1971). Fear appeals and persuasion : The
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PRATKANIS, A.R. & TURNER, M.E. (1996). Persuasion and
democracy : Strategies for increasing deliberative
participation and enacting social change. Journal of
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AJZEN, I. (1971). Attitudinal vs. normative messages : An
investigation of the differential effects of persuasive
communications on behavior. Sociometry, 34,
263-280.
PHAM, M.T. (1996). Cue representation and selection
Effects of arousal on persuasion. Journal of
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PETTY, R.E. & CACIOPPO, J.T. (1977). Forewarning,
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CHAIKEN, S. (1979). Communicator physical attractiveness
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AAKER, J.L. & MAHESWARAN, D. (1997). The effect of
cultural orientation on persuasion. Journal of
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CHAIKEN, S. (1980). Heuristic versus systematic
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PETTY, R.E. & CACIOPPO, J.T. (1979). Issue involvement
can increase or decrease persuasion by enhancing
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PETTY, R.E. & WEGENER, D.T. (1998). Attitude change :
Multiple roles for persuasion variables. In D. Gilbert, S.
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HALL, J.A. (1980). Voice tone and persuasion. Journal
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FISHER-LOKOU, J. et GUÉGUEN, N. (2000). Processus de
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CIALDINI, R.B. (2001). The science of persuasion.
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CONWAY, L.G. & SCHALLER, M. (2002). On the
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O'KEEFE, D.J. (2002). Guilt as a mechanism of persuasion.
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of retrieval effects in persuasion : the roles of
elaboration and thought-confidence. Personality &
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SCHUDSON, M. (1984). Advertising, The uneasy
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GAMINA-WILK, M. (2007). On applying the knowledge on
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Perte : Fait d'être privé momentanément ou définitivement d'une partie de soi (ses facultés cognitives, un membre), d'une personne
qui nous est chère ou d'un objet (argent, maison, etc)
auquel on tient généralement (sauf peut-être, dans certains cas,
la perte de poids...). Dans certain cas, on utilise le mot perdant pour désigner celui qui subit une perte ou encaisse la défaite
(alors que l'inverse, un gain ou la victoire, était possible). Si
cette perte peut-être attribuable à autrui, on utilise alors le
mot préjudice./gain. Loss.
WORTMAN, C.B. & SILVER, R.C. (1989). The myths of
coping with loss. Journal of Consulting &
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NOLEN-HOEKSEMA, S. & LARSON, J. (1999). Coping
with loss. Mahwah, NJ : Erlbaum.
NOLEN-HOEKSEMA, S., PARKER, L. & LARSON, J. (1994).
Ruminative coping with depressive mood following loss.
Journal of Personality & Social Psychology, 67,
92-104.
CAPPS, L. & BONANNO, G.A. (2000). Narrating
bereavement : Thematic and grammatical predictors of
adjustment to loss. Discourse Processes, 30, 1-25.
DAVIS, C.G. & NOLEN-HOEKSEMA, S. (2001). Loss and
meaning : How do people make sense of loss ? American
Behavioral Scientist, 44, 726-741.
BONANNO, G.A. (2004). Loss, trauma, and human resilience :
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male desire, and object loss. Psychoanalytic Inquiry,
18 (2), 161-167.
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loss aversion. Journal of Consumer Psychology, 21, 453-463.
[PDF]
Perte d'un être cher : Fait d'être privé définitivement d'une
personne que l'on apprécie/aime,
et qui se traduit généralement par un chagrin.
(qui peut parfois se transformer en
dépression). Perte, deuil
et résilience.Loss, conjugal loss.
RUBIN, S. (1982). Persisting effects of loss : A model of
mourning. Series in Clinical Community Psychology :
Stress & Anxiety, 8, 275-282.
BONANNO, G.A., PAPA, A. & O'NEIL, K. (2001). Loss and
human resilience. Applied & Preventative
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WORTMAN, C.B. & SILVER, R.C. (1987). Coping with
irrevocable loss. In G.R. VandenBos & B.K. Bryant
(Eds.), Cataclysms, crises, and catastrophes :
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FIELD, N.P. & BONANNO, G.A. (2001). The role of blame
on adaptation in the first five years following the death
of a spouse. American Behavioral Scientist, 44, 764-781.
WORTMAN, C.B. & SILVER, R.C. (1989). The myths of
coping with loss. Journal of Consulting &
Clinical Psychology, 57 (3), 349-357.
DAVIS, C.G. & NOLEN-HOEKSEMA, S. (2001). Loss and
meaning : How do people make sense of loss ? American
Behavioral Scientist, 44, 726-741.
LASKER, J.N. & TOEDTER, L.J. (1991). Acute versus
chronic grief : The case of pregnancy loss. American
Journal of Orthopsychiatry, 61 (4), 510-522.
WASKOWIC, T.D. & CHARTIER, B.M. (2003). Attachment and
the experience of grief following the loss of a spouse. Omega,
47, 77.
LAYNE, L.L. (1992). Of fetuses and angels : Fragmentation
and integration in narratives of pregnancy loss.
Knowledge and Society : The Anthropology of Science
& Technology, 9, 29-58.
KALTMAN, S. & BONANNO, G.A. (2003). Trauma and
bereavement : Examining the impact of sudden and violent
deaths. Journal of Anxiety Disorders, 17, 131-147.
NOLEN-HOEKSEMA, S., PARKER, L. & LARSON, J. (1994).
Ruminative coping with depressive mood following loss.
Journal of Personality & Social Psychology, 67,
92-104.
ABELES, N., VICTOR, T.L. & DELANO-WOOD, L. (2004). The
impact of an older adult's death on thefamily. Professional
psychology : Research & Practice, 35,
234-239.
THUEN, F. (1997). Social support after the loss on an
infant child : a long-term perspective. Scandinavian
Journal of Psychology, 38, 103-110.
WORTMAN, C.B., WOLFF, K. & BONANNO, G.A. (2004). Loss
of an intimate partner through death. In D.J. Mashek &
A. Aron (Eds.), Handbook of closeness and intimacy
(pp. 305-320). Hillsdale, NJ : Erlbaum.
BONANNO, G.A., NOTARIUS, C.I., GUNZERATH, L., KELTNER, D.
& HOROWITZ, M.J. (1998). Interpersonal ambivalence,
perceived dyadic adjustment, and conjugal loss. Journal
of Consulting & Clinical Psychology, 66,
1012-1022.
BONANNO, G.A. (2004). Loss, trauma, and human resilience :
have we underestimated the human capacity to thrive after
extremely aversive events ? American Psychologist,
59, 20-28.
[PDF]
BONANNO, G.A. (1999). Factors associated with the
effective accommodation to loss. In C. Figley (Ed.), The
traumatology of grieving (pp. 37-52). Washington,
DC : Taylor & Francis.
WORTMAN, C.B. & BOERNER, K. (2007). Beyond the myths
of coping with loss : Prevailing assumptions versus
scientific evidence. H.S. Friedman & R. Cohen-Silver
(Eds.), Foundations of health psychology (pp.
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NOLEN-HOEKSEMA, S. & LARSON, J. (1999). Coping
with loss. Mahwah, NJ : Erlbaum.
GOLD, K.J., SEN, A. & HAYWARD, R.A. (2010). Marriage
and cohabitation outcomes after pregnancy loss.
Pediatrics, 125 (5), 12002-1207. [PDF]
Perte de contact avec la réalité : L'expression désigne
aussi bien un dérèglement sensoriel (hallucination) que
l'incapacité à interpréter et à suivre correctement les règles de
fonctionnement en société (comportements asociaux et psychotiques). Loss of contact with reality.
Perte
de mémoire : Voir Oubli.Memory loss, forgetting.
Perte de poids : Voir Poids (Perte). Weight loss, weight control, weight loss maintenance.
Perte de sujets : Perte de participants : Cette perte désigne les sujets
choisis pour participer à une recherche
mais qui, pour une raison ou une autre, se désistent en cours de
route, et donc ne complètent pas toutes les phases de la dites
recherche. Les données obtenues grâce à ces sujets sont alors
considérées comme non-valides et doivent par conséquent être
exclues de l'analyse de
données. Parmi ces raisons on compte : la fatigue,
les effets
secondaires, le manque de temps, etc. Pour le chercheur,
cette perte peut compromettre la validité
interne et externe de sa recherche lorsque les sujets abandonnent
davantage dans un groupe que dans l'autre (= perte différentielle
donc effet différentiel) ou lorsque les sujets sont très nombreux
à se désister (perte massive qui diminue la puissance
des tests
statistiques).
Pertinence (d'un problème scientifique) : On dit
d'un problème scientifique qu'il est
pertinent si on a des raisons valables de croire que Y est bel et
bien un Y (dans le cas d'une recherche descriptive qui vise à
décrire les propriétés d'un phénomènes)
ou que X est bel et bien la cause de Y (explication d'un phénomène
ou de ses propriétés). Il y a deux types de raisons ou arguments
valables ou pertinentes : 1) il existe une
théorie qui prédit les propriétés de Y ou explique la relation
possible entre X et Y; 2) il existe un certain
nombre de faits qui permettent de croire à l'existence d'une
relation entre X et Y. Ces deux conditions (faits et théories)
peuvent également être réunies (thèse forte) pour augmenter la
pertinence d'un problème. /faux-problème.
Perturbateur endocrinien : Ensemble de substances chimiques naturelles et artificielles qui influence, généralement de manière
néfaste, le système endocrinien et l'équilibre hormonal
d'un organisme.
( ): Bisphénol A, phtalates, DDT.
Endocrine disruptor.
PATISAUL, H.B. & ADEWALE, H.B. (2009). Long-term
effects of environmental endocrine disruptors on
reproductive physiology and behavior. Frontiers in
Behavioral Neuroscience, 3 [10], 1-18.
[PDF]
FRYE, C., BO, E., CALAMANDREI, G., CALZAÀ, L.,
DESSI-FULGHERI, F., FERNÀNDEZ, M. FUSANI, L. KAH, O.
KAJTA, M., LE PAGE, Y., PATISAUL, H.B., VENEROSI, A.,
WOJTOWICZ, A.K. & PANZICA G.C. (2012). Endocrine
disrupters : a review of some sources, effects, and
mechanisms of actions on behavior and
neuroendocrinesystems. Journal of
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PERUGI, G., MUSETTI, L., SIMONINI, E., PIAGENTINI, F.,
CASSANO, G.B. & AKISKAL, H.S. (1990). Gender-mediated
clinical features of depressive illness the importance of
temperamental differences. The British Journal of
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PERUGI, G., AKISKAL, H.S., PFANNER, C., PRESTA, C.,
GEMIGNANI, A. & MILANFRANCHI, A. (1997). The clinical
impact of bipolar and unipolar affective comorbidity on
obsessive–compulsive disorder. Journal of
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PERUGI, G., AKISKAL, H.S., LATTANZI, L., CECCONI, D.,
MASTROCINQUE, C., PATRONELLI, A., VIGNOLI, S. & BEMI,
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PERUGI, G., TONI, C., TRAVIERSO, M.C. & AKISKAL, H.S.
(2003). The role of cyclothymia in atypical depression :
toward a data-based reconceptualization of the
borderline–bipolar II connection. Journal of
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PERUGI, G. & AKISKAL, H.S. (2002). The soft bipolar
spectrum redefined : focus on the cyclothymic,
anxious-sensitive, impulse-dyscontrol, and binge-eating
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HIRSCHFELD, M. (1938). Sexual anomalies and
perversions : Physical and psychological development,
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ELLIS, A. (1952). Perversions and neurosis. International
Journal of Sexology, 55, 135-138.
LANTÉRI-LAURA, G. (1979). Lecture des perversions.
Histoire de leur appropriation médicale. Paris :
Masson.
GALLWEY, P.L.G. (1979). Symbolic dysfunction in the
perversions : some related clinical problems.
International Review of Psycho-Analysis, 6,
155-161.
Pervin Lawrence A. (1936-2016) :Psychologue
américain et spécialiste de l'étude de la personnalité.
Collaborateur de John.
PERVIN, L.A. (1980). Personality, theory, assessment
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PERVIN, L.A. (1989). Goal concepts in personality and
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PERVIN, L.A. (1994). A critical analysis of current trait
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PERVIN, L.A. (2001). Current controversies and issues
in personality. New York : Wiley.
PERVIN, L.A. et OLIVIER, P.J. (2004). La personnalité
: De la théorie à la recherche. De Boeck.
Pessimisme : État de celui qui entre deux options
ou possibilités - ça va foirer ou ça va marcher - penche
généralement pour la première. /optimisme.
Pessimism.
NOREM, J.K. & CANTOR, N. (1986). Defensive pessimism :
Harnessing anxiety as motivation. Journal of
Personality & Social Psychology, 51, 1208-1217.
NOREM, J.K. & CANTOR, N. (1986). Anticipatory and post
hoc cushioning strategies : Optimism and defensive
pessimism in "risky" situations. Cognitive Therapy
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CANTOR, N. & NOREM, J.K. (1989). Defensive pessimism
and stress and coping. Social Cognition, 7,
92-112
MARTIN, A.J., MARSH, H.W. & DEBUS, R.L. (2001).
Self-handicapping and defensive pessimism : Exploring a
model of predictors and outcomes from a self-protection
perspective. Journal of Educational Psychology, 93,
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defensive pessimism from depression : Negative
expectations and positive coping mechanisms. Cognitive
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simulating alternatives : Somme ups and downs of
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distraction : Defensive pessimism, strategic optimism, and
performance. Personality & Social Psychology
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ROBINSON-WHELEN, S., KIM, C.T., MACCALLUM, R.C. &
KIECOLT-GLASER, J.K. (1997). Distinguishing optimism from
pessimism in older adults : Is it more important to be
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and content of optimism-pessimism analyzed in terms of the
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ANOLI, L., REALDON, O., RASPELLI, S. & ASCOLESE, A.
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and pessimism. Gestalt Theory, 30 (1), 311-320.
Pestalozzi Johann Heinrich (Zürich 1746-1827 Bruges) : Éducateur suisse et pédagogue avant la
lettre. On lui doit le principe selon lequel il est préférable
d'enseigner les idées familières avant les idées nouvelles.
PETER, J. & LAUF, E. (2002). Reliability in
cross-national content analysis. Journalism &
Mass Communication Quarterly, 79, 815-832.
PETER, J. & VALKENBURG, P.M. & SCHOUTEN, A.P.
(2005). Developing a model of adolescent friendship
formation on the Internet. CyberPsychology &
Behavior, 8, 423-430.
PETER, J. & VALKENBURG, P.M. (2006). Research-note :
Individual differences in perceptions of internet
communication. European Journal of Communication, 21,
213-226.
PETER, J. & VALKENBURG, P.M. (2008). Adolescents’
exposure to sexually explicit internet material and sexual
preoccupancy. A three-wave panel study. Media
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PETER, J. & VALKENBURG, P.M. (2008). Adolescents’
exposure to sexually explicit online material, sexual
uncertainty, and uncommitted sexual exploration - Is there
a link ? Communication Research, 35, 579-601.
PETERSON, B.E., DUTY, R.M. & WINTER, D.O. (1993).
Authoritarianism and attitudes toward contemporary social
issues. Personality & Social Psychology Bulletin, 19, 174-184
PETERSON, B.E. & DUNCAN, L.E. (1999). Authoritarianism
of parents and offspring : Intergenerational politics and
adjustment to college. Journal of Research in
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PETERSON, B.E. & LANE, M.D. (2001). Implications of
authoritarianism for young adulthood : Longitudinal
analysis of college experiences and future goals.
Personality & Social Psychology Bulletin, 27,
678-690.
PETERSON, B.E. & PANG, J.S. (2006). Beyond politics :
Authoritarianism and the pursuit of leisure. The
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PETERSON, B.E. & ZURBRIGGEN, L. (2010). Gender,
sexuality, and the authoritarian personality. Journal
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PETERSON, C. (1999). Children’s memory for medical
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PETERSON, C. (2002). Children’s long-term memory for
autobiographical events. Developmental Review, 22,
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PETERSON, C., GRANT, V.V. & BOLAND, L.D. (2005).
Childhood amnesia in children and adolescents : Their
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PETERSON, C. (2007). Reliability of child witnesses : A
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PETERSON, C. (2012). Children's autobiographical memories
across the years : Forensic implications of childhood
amnesia and eyewitness memory for stressful events. Developmental
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Peterson Jordan Brent
(1962-) :Psychologue
canadien. Collaborateur de Zelazo
PETERSON, J.B., ROTHFLEISCH, J., ZELAZO, P.D. & PIHL,
R.O. (1990). Acute alcohol intoxication and
cognitive functioning. Journal of Studies on Alcohol,
51 (2), 114-122.
PETERSON, J.B. & CARSON, S. (1999). Latent
Inhibition and Openness to Experience in a high-achieving
student population. Personality & Individual
Differences, 28 (2), 323-332.
PETERSON, J.B., SMITH K.W. & CARSON, S. (2002).
Openness and extraversion are associated with reduced
latent inhibition : Replication and commentary. Personality
& Individual Differences, 33 (7),
1137-1147.
PETERSON, J.B. (2006). Religion, sovereignty, natural
rights, and the constituent elements of experience. Archives
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BLAZER, D. (2000). "Maps of meaning : The architecture of
belief". American Journal of Psychiatry, 57(2),
299–300.
Peterson Joseph (1878-1935) :Psychologue
américain. Président de l'APA en
1934.
PETERSON, J. (1916). Completeness of response as an
explanation principle in learning. Psychological
Review, 23 (2), 153-162.
PETERSON, J. (1917). Experiments in ball-tossing : The
significance of learning curves. Journal of
Experimental Psychology, 2 (3), 178-224.
PETERSON, J. & DAVID, Q.J. (1919). The psychology
of handling men in the army. Minneapolis : The
Perine Book Company.
PETERSON, J. (1922). Imitation and mental adjustment. Journal
of Abnormal Psychology & Social Psychology, 17
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PETERSON, J. (1933). Learning in children. In C. Murchison
(Ed.), A handbook of child psychology (Vol 1,
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Russell/Atheneum Publishers.
PETERSON, L.R. & PETERSON, M.J. (1957). The role of
context stimuli in verbal learning. Journal of
Experimental Psychology, 53 (2), 102-105.
PETERSON, L.R. & PETERSON, M.J. (1959). Short-term
retention of individual verbal items. Journal of
Experimental Psychology, 58, 193-198.
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PETERSON, L.R., SALTZMAN, D. & HILLNER, K., LAND,
V. (1962). Recency and frequency in
paired-associate learning. Journal of Experimental
Psychology, 63, 396-403.
PETERSON, L.R., WAMPLER, R., KIRKPATRICK, M. &
SALTZMAN, D. (1963). Effect of spacing presentations on
retention of a paired associate over short intervals.
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PETERSON, R.F. (1968). Imitation : a basic behavioral
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procedures in remedial speech and language training (pp.
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PETERSON, R.F. & PETERSON, L. (1968). The use of
positive reinforcement in the control of self-destructive
behaviour in a retarded boy. Journal of Experimental
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PETERSON, R.F. (1968). Some experiments on the
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BIJOU, S.W., PETERSON, R.F. & AULT, M.H. (1968). A
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influencing the performance of generalized imitative
behaviors. Journal of Applied Behavior Analysis, 4
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Petit Albert (Le cas) : Voir Albert.
Albert study, little Albert.
PETRIDES, K.V. & FURNHAM, A. (2000). On the
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PETRIDES, K.V. & FURNHAM, A. (2001). Trait emotional
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PETRIDES, K.V., FREDERIKSON, N. & FURNHAM, A. (2004).
The role of trait emotional intelligence in academic
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emotional intelligence in a gender-specific model of
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PETRIDES, K.V. (2011). An application of belief-importance
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PETRY, N.M., BICKEL, W.K., TZANIS, E., TAYLOR, R., KUBIK,
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PETRY, N.M. (2001). Pathological gamblers, with and
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PETRY, N.M., STINSON, F.S. & GRANT, B.F. (2005).
Comorbidity of DSM-IV pathological gambling and other
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PETTIGREW, T.F. (2016). In pursuit of three theories :
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PETTY, R.E. & CACIOPPO, J.T. (1977). Forewarning,
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[PDF]
PETTY, R.E., CACIOPPO, J.T., SEDIKIDES, C. &
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PETTY, R.E., TORMALA, Z.L., BRINOL, P. & JARVIS,
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Peuple : Groupe, généralement assez vaste, dont les membres
(X) partagent un ensemble de caractéristiques (linguistique,
culturelle, historique, religieuse, sociale, territoriale,
économique, morphologique, etc.). Ces caractéristiques ne sont pas
nécessaires à la définition
d'un peuple; les membres d'un groupes peuvent très bien avoir des traits différents (morphologie), des niveaux de vie différents (économie)
ou des religions différentes (multiconfessionnalité). Dans le
faits, la naissance, la stabilité et la perenité d'un peuple
reposent davantage sur la reconnaissance
individuelle (Je suis un X, pas un Y), la
familiarité (Nous sommes tous des X) et le projet collectif que ces individus nourrissent afin que leur groupe soit reconnu par les autres (Les Y et les Z admettent que nous sommes des X). Le projet collectif des peuples varie : pour les individus de ce groupe, il peut s'agir de se constituer en pays, de se
joindre à un plus vaste ensemble (union, fédération,
confédération, etc), ou simplement de défendre son existence et
ses intérêts au sein du "concert des nations", dixit Landry.
Pour certains auteurs, la distinction entre peuple et nation
réside dans le fait que le second a une reconnaissance formelle
des autres pays (Les W, Y, Z admettent que nous sommes des X), ce qui nécessite généralement que cette nation soit représentée par un état
doté de pouvoirs formels(judiciaire,exécutif,législatif,
militaire).
EX: Le Québec, la Catalogne, l'Écosse. D'autres
auteurs considèrent que ce qui distingue la nation du peuple,
c'est qu'un peuple peut exister sans territoire
et sans état. EX: Le peuple juif avant la
création d'Israël. Nation, patriotismeetnationalisme.= Patrie.
People.
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fear, and rage. New York/London :
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Phase d'apprentissage : Désigne la période de temps plus ou moins longue où un organismeapprend un nouveau comportement/habileté
(comportement-cible).
Cet apprentissage
se traduit par une augmentation ou une diminution de la fréquence de ce nouveau comportement, par l'acquisition de comportements
nouveaux au sein d'une chaîne
de comportements (complexité) ou par la modification de la topographie
du comportement cible (précision).EX: Si vous jouez à un jeu vidéo, cette phase
correspond à l'acquisition des règles, à la manipulation des
personnages, à l'exploration des tableaux, à la maîtrise du jeu,
etc. Phase d'apprentissage, phase de
maintien etcourbe d'apprentissage.= Phase
d'acquisition.
Response acquisition.
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ou moins longue, où le comportement
d'un individu diminue en fréquence, jusqu'à l'extinction. Cette
diminution s'accompagne souvent d'une perte de précision (plus
d'erreurs). Phase d'extinction etextinction.= Phase de déclin.
Extinction.
Phase de maintien (des apprentissages) : Ce
terme désigne la période de temps, plus ou moins longue, pendant
laquelle le comportement
d'un individu continue à être renforcé, même si ce renforcement
n'a pas d'effet notable sur la fréquence,
la précision ou
la topographie de ce
comportement. Le terme maintien ou consolidation renvoie ici au
fait que les renforcement obtenu lors de cette phase augmente la résistance à l'extinction.EX: Si vous jouez à un jeu vidéo, cette phase
correspond au fait de jouer sans amélioration notable (même s'il
peut y avoir des variations légères dans la fréquence ou la
précision des comportements); on dira alors que l'on joue pour le
simple plaisir de jouer. Cet exercice
en apparence inutile permet de ralentir l'extinction lorsque
le comportement cesse d'être renforcé. EX:
Lorsqu'on étudie, il est
bon de continuer encore un peu à étudier même si on a toutes les
bonnes réponses, car cela augmente la probabilité de fournir la
bonne réponse après l'examen
(une fois l'étude terminée). Phase de maintien etsurapprentissage.= Phase de consolidation.
Maintenance.
SHIRLEY, M.J., IWATA, B.A., KAHNG, S.W. MAZALESKI, J.
& LERMAN, D.C. (1997). Does functional communication
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GRILLON, C. & DAVIS, M. (2001). Activation of the left
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the brain : The role of neuroimaging in understanding
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the amygdala to review emotion processing : From animal
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EVANS, D.L, DAVIDSON, J, & RAF.T D. (1982). Early
and late side effects of phenelzine. Journal of
Clinical Psychopharmacology, 2, 208–210.
RABKIN, J.G., MARKOWITZ, J.S., STEWART, J.W., MCGRATH,
P.J., HARRISON, W., QUITKIN, F.M. & KLEIN, D.F.
(1986). How blind is blind ? Assessment of patient and
doctor medication guesses in a placebo-controlled trial of
imipramine and phenelzine. Psychiatry Research, 19,
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VALLEJO, J., GASTO, C., CATALAN, R & SALAMERO, M.
(1987). Double-blind study of imipramine versus phenelzine
in melancholias and dysthymic disorders. The British
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SOLOFF, P.H., CORNELIUS, J. & ANSELM, G. (1993).
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Phénomène : Du grec phainomenon qui signifie «ce qui
est évident, apparaît clairement». Toute chose qui existe et dont
on peut montrer empiriquement
l'existence (ce qui est). Les phénomènes existent, se produisent,
se déroulent, se répètent. Postuler l'existence d'un
phénomène signifie que l'on croit à son existence même si elle ne
s'est pas encore empiriquement
avérée. Un phénomène dont l'existence est avérée devient un fait.
Et il s'agit d'un fait scientifique si ce fait a été observé ou
décrit au moyen d'une méthode
scientifique. Le mot phénomène semble avoir un
sens plus large que objet
d'étude puisqu'il désigne à la fois l'objet en soi
(le comportement en psychologie) et ses propriétés (apprentissage,
évitement, généralisation, etc). EX: La capacité
d'apprendre et la relativité sont des phénomènes, mais le père
Noël n'est pas un phénomène (pseudo-phénomène).
NDLR : Il va de soi que je parle ici du gros gars en
rouge, celui qui n'existe qu'un seul soir par année, et non de
votre beau-frère... Le père Noël n'est pas un phénomène en soi,
mais sa personnification ou la croyance
en son existence sont des phénomènes que l'on peut étudier
scientifiquement. = chose, objet, partie de la réalité, de l'univers, ce qui se produit, se déroule.
Phénomène etfacteur
X.( ): Voir tableau ci-dessous.
*Objet d'étude.Phenomenon.
WALSTER, E., WALSTER, G.W., PILIAVIN, J.A. & SCHMIT,
D.L. (1973). Playing hard-to-get : understanding an
elusive phenomenon. Journal of Personality &
Social Psychology, 26, 113-121.
BARON, R.A. (1973). The foot-in-the-door phenomenon :
Mediating effects of size of first request and sex of
requester. Bulletin of the Psychonomic Society, 2,
113–114.
MOWEN, J.C & GENTRY, J.W. (1980). Investigation of the
preference-reversal phenomenon in a new product
introduction task. Journal of Applied Psychology, 65,
715-722.
POMMEREHNE, W.W., SCHNEIDER, F. & ZWEIFEL, P. (1982).
Economic theory of choice and the preference reversal
phenomenon : A re-examination. American Economic
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NICKERSON, R.S. (1998). Confirmation bias : A ubiquitous
phenomenon in many guises. Review of General
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Phénomène (Épi-) :Phénomène
secondaire subordonné à l'apparition d'un phénomène principal. En
grec Épi signifie sur ou par-dessus (la chose
essentielle). EX: Il ne peut y avoir d'ombre
(phénomène secondaire) sans objet et sans lumière (phénomènes
principaux), mais l'inverse est faux, l'objet existe même s'il ne
possède pas d'ombre. L'ombre n'a donc pas d'existence en soi. Pour
de nombreux matérialistes,l'esprit serait une
épiphénomène du cerveau.= Sous-produit, phénomène accessoire.
Phénomène collatéral.
*Émergence.Epiphenomenal.
LOCKE, E.A. (1966). The contradiction of epiphenomenalism.
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JACKSON, F. (1982). Epiphenomenal qualia. The
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KIM, J. (1984). Epiphenomenal and supervenient causation.
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MUNDER, T., FLÜCKIGER, C., GERGER, H., WAMPOLD, B.E. &
BARTH, J. (2012). Is the allegiance effect an
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Phénomène (Pseudo) : Toute chose que l'on tient
pour vraie ou réelle mais dont l'existence n'a, de fait, jamais
été empiriquement
montrée. EX: Les extra-terrestres,
le père Noël, l'Atlantide,
la clairvoyance, le
fédéralisme asymétrique, etc. La différence entre un
pseudophénomène et un construit
hypothétique (par exemple, la pensée ou les neutrinos)
réside dans le fait que le construit hypothétique a, au sein de
l'explication théorique, un rôle provisoire puisqu'il peut à tout
moment être confirmé ou infirmé par des faits observés grâce à la
méthode scientifique; alors que le pseudophénomène ne repose que
sur les convictions, les superstitions
et les croyances du sujet
qui en postule l'existence. Pseudophénomène, mythe
etphénomène.
Phénomène biologique : Tout phénomène dont
la nature est organique. EX: Une amibe, un chien, la respiration et le
comportement d'un enfant sont des phénomènes biologiques. C-EX:
Une montagne, l'esprit. Certains phénomènes biologiques sont naturels
(EX: un arbre), alors que d'autres sont
artificiels (EX: organisme génétiquement
modifié), c-à-d qui n'existerait pas sans l'intervention humaine.
= Nature vivante, le vivant.
Biological phenomenon.
SCHNAITTER, R. (1984). Skinner on the "mental" and the
"physical". Behaviorism, 12 (1), 1-14. [PDF]
GILBERT, C.D. & SIGMAN, M. (2007). Brain states :
Top-down influences in sensory processing. Neuron, 54,
677-696. [PDF]
Phénomène cognitif : Tout phénomène qui se déroule dans un organisme,
plus précisément dans son cerveau,
et dont la nature ne peut être réduite à un substrat biologique
(neurones, hormones, muscles, mouvement, etc) ou à la relation
entre cet organisme et son milieu
(= comportement). EX: Penser ou prendre une
décision sont des phénomènes cognitifs, alors que danser est un
simple comportement, et digérer, un phénomène
biologique (= C-EX). Alors les phénomènes
cognitifs sont-ils des phénomènes
mentaux ? La question se pose. Pour plusieurs auteurs, les
phénomènes cognitifs ont un substrat biologique et, contrairement
aux phénomènes
mentaux, se déroulent nécessairement dans le cerveau, même
si on ne peut les réduire à des phénomènes bio-chimiques. En ce
sens, le mot "cognitif" renvoie aux propriétés
émergentes du cerveau, plus précisément à leurs fonctions. = Fonction cognitive. phénomène neuro-cognitive.
*Phénomène
psychique, phénomène mental.Cognitive phenomenon.
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obsessional thoughts and worry different cognitive
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Phénomène économique : Tout phénomène
qui implique un échange de biens, de services, d'argent. Qualifie
également un comportement dont l'exécution nécessite un échange
d'argent ou l'équivalent. Phénomène économique etéconomie.
Phénomène
entoptique :Illusion
créée dans l'oeil, découvert par Helmoltz,
et dont la cause ne réside pas dans le milieu ou les objets qui le
composent. Physiological optic.
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Phénomène immatériel :Phénomène
sans substrat, sans substance, sans matière,
qui n'occupe aucune localisation dans le temps et l'espace, donc
inobservable. De nombreux philosophes/psychologues
soutiennent que l'esprit
est une phénomène immatériel.
Phénomène naturel : Tout phénomène
qui existe en soi, sans l'intervention
humaine. EX: Une montagne ou une comète sont des
phénomènes naturels. C-EX: Un ordinateur, une
voiture. Par extension, le terme désigne également un phénomène à
l'étude qui ne subit pas l'intervention du chercheur.
= Qui se produit naturellement.
/Phénomène
artificiel, artéfact. ( ): Voir tableau ci-dessous.
Natural phenomenon.
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THALBOURNE, M.A. & DELIN, P.S. (1994). A common thread
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Phénomène
psychosocial : Désigne tout phénomène
social dont l'origine est en tout ou en partie de nature psychologique.Psychosocial phenomen.
BARON, R.A. (1973). The foot-in-the-door phenomenon :
Mediating effects of size of first request and sex of
requester. Bulletin of the Psychonomic Society, 2,
113–114.
Phénomène physique : Tout phénomène qui existe à l'état naturel sans l'intervention humaine et dont la nature n'est pas organique (vivante). EX: Un
lac ou une planète sont des phénomènes physiques, tandis que la
cicatrisation ou la sélection naturelle sont des phénomènes
biologiques. En laboratoire,
on peut créer ou recréer un phénomène physique. Au sens strict, recréer
signifie que l'on reproduit un phénomène qui existe déjà
dans la nature (soumettre une barre de fer à une chaleur intense
pour reproduire les effets d'un incendie), alors que créer
désigne une opérationqui consiste à produire un phénomène
totalement artificiel, qui n'existe pas dans la nature (mais
pourrait exister, comme l'ununoctium, le 118e élément
du tableau périodique). On nomme artéfact ces phénomènes créés de toute pièce en
laboratoire. En philosophie des sciences, on oppose souvent les
phénomènes physiques aux phénomènes mentaux dans le but de montrer
la distinction entre le corps (matériel) et l'esprit
(non-matériel). Dans ce contexte, les phénomènes biologiques sont
considérés comme une sous-classe des phénomènes physiques. =
nature, phénomène naturel. Physical
phenomenon.
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Phénomène psychologique : Tout phénomène qui se déroule dans un organisme
et dont la nature ne peut être réduite à un substrat biologique
(neurones, hormones, muscles, mouvement, etc), soit parce qu'il
est de nature différente ( = phénomène cognitif), soit parce que
le susbtrat biologique en question est en relation avec le milieu
( = comportement). EX: Penser ou se souvenir
sont des phénomènes psychologiques, alors que digérer son souper
ou cicatriser une coupure sont des phénomènes purement biologiques.C-EX: Un syndicat ou une équipe de hockey ne pas
des phénomènes psychologiques (=
phénomènes sociaux). Pour certains épistémologues, notamment
Bunge, il n'existe pas de
phénomènes psychologiques au sens strict du terme (tout est
biologique ou social). Pour les béhavioristes, les phénomènes
psychologiques résultent de la relation entre un organisme
et son environnement physique et social.
= Phénomène psychique.
Psychological phenomenon.
BARON, R.A. (1973). The foot-in-the-door phenomenon :
Mediating effects of size of first request and sex of
requester. Bulletin of the Psychonomic Society, 2,
113–114.
Phénomène social : Tout phénomène
qui implique une relation entre deux individus ou plus de la même
espèce. Il peut s'agir de
comportements individuels influencés par la société (acte ou
comportement social) ou de phénomènes de groupe (réseaux d'amis,
organisation, société, civilisation, etc.) EX:
un gouvernement et une relation d'amitié sont des phénomènes
sociaux. C-EX: Une montagne ou le comportement
de se gratter la tête ne sont pas des phénomènes sociaux. Social
phenomenon.
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Phenomenology & the Cognitive Sciences : Revue
scientifique qui consacrent ses pages aux sciences
cognitives. Éditeur : Spinger.
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Phénotype
: Concept proposé par Johannsen
pour décrire l'expression particulière d'un gène
ou d'un groupe de gènes aux différents niveaux d'organisation
biologique d'un organisme (comportemental, physiologique,
neuronal, biochimique) sous l'influence de l'environnement.
Le phénotype est l'expression conjointe de deux gènes
récessifs ou d'un
gène dominant. Cette expression se nomme caractère
ou caractère phénotypé. EX: La couleur des
yeux est le phénotyque d'un petit groupe de gènes. =
Expression d'un gène. Phénotype etgénotype.Phenotype.
JOHANNSEN, W. (1911). The genotype conception of heredity.
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Phéromone : Substance chimique sécrétée par un organisme
et libérée ou déposée dans son environnement.
Cette substance donne aux congénères
(et aux éthologistes :0) des informations
biophysiques (sexe, poids, force, taille) et comportemental
(niveau d'agressivité, état de santé, etc) sur les
caractéristiques de l'organisme qui l'a sécrétée. Chez certaines espèces,
on sait que le choix
d'un partenaire peut-être influencé par les phéromones.
Chez l'humain, l'organe
situé dans le nez qui permet
de détecter ces substances - l'organe
de jacobson - est athrophié et ne serait plus en mesure de
jouer ce rôle. = marqueur, trace
biochimique, indice ou signal biochimique. Pheromone.
BROWN, R.E. (1973). Stimuli eliciting urine-marking in the
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: Philanthrope : Qui aime les gens et souhaite les aider,
sans réciprocité.=
généreux. /misanthropie.Philanthropy.
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Philosophie
béhavioriste : Voir Béhaviorisme (Philosophie). Philosophy of
knowledge.
LADD, G.T. (1897). Philosophy of knowledge.
TRUSTED, J. (1981). An introduction to the philosophy
of knowledge. Macmillan.
Philosophie
de la connaissance :Philosophy of
knowledge.
LADD, G.T. (1897). Philosophy of knowledge.
TRUSTED, J. (1981). An introduction to the philosophy
of knowledge. Macmillan.
Philosophie
des religions :Philosophy of religion.
BRIGHTMAN, S.B. (1954). A philosophy of religion.
New York : Prentice Hall.
Philosophie des sciences : Branche de la philosophie qui examine le travail des scientifiques,
plus particulièrement les principes et les postulats qui
guident l'entreprise scientifique au quotidien. =épistémologie.Philosophy
of science.
BENJAMIN, A.C. (1937). An introduction to the
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Philosophie scientifique : Toute philosophie
qui fonde son discours et sa pratique à la fois sur la rationalité
de la philosophie et les connaissances
acquises par la science.
Le philosophe scientifique considère que les données/connaissances
empiriques acquises par la science peuvent confirmer, nuancer,
enrichir ou infirmer une théorie philosophique. NDLR : Certains
auteurs utilisent le terme expérimental plutôt que scientifique, mais ce qualificatif à ici un sens plus restreint qui renvoie aux
seules données obtenues grâce à la méthode
expérimentale. = philosophie
empirique, philosophie expérimentale.
( ):Baillargeon,Bunge, Vacher.Experimental philosophy of science.
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Phobie : Du grec phobia
qui signifie «peur». Peur
irrationnelle d'un objet, d'une
personne ou d'une situation qui, dans les faits, ne
constitue pas un danger réel ou potentiel. EX:
Peur des rats, des serpents, des hauteurs, des araignées, des
avions, des ascenseurs, du métro, de certains aliments, des lieux
publics. Cette peur se traduit par des comportements d'évitement,
d'échappement,
des bouffées de chaleurs, des serrements de gorge, des vertiges,
des nausées, etc. Phobie, néophobie
alimentaireetrelaxation.= phobie simple, peur irrationnelle,
trouble phobique.
( ): Voir tableau
ci-dessous.
Phobia, phobic disorders,
irrational fears, neurotic fear, specific phobia.
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de pénétrer dans un endroit inconnu, peur qui se traduit par des comportements
d'échappement ou d'évitement
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répondant. EX: Phobie des centres
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Phobie des chiens :Phobie
des chiens.=
peur des chiens. Cynophobia, dog phobia, fear
of dog.
ERFANIAN, N. & MILTENBERGER, R.G. (1990). Contact
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dog phobia in youth : Psychological characteristics and
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Phobie des grosses personnes :Phobie à
l'endroit des obèses. Fat phobia.
ROBINSON, B.E., BACON, J.G. & O'REILLY, J.O. (1993).
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Phobie des hauteurs :Phobie
des hauteurs, qui s'accompagne habituellement de vertige.= acrophobie.
Acrophobia,
height vertigo, fear of heights.
MENZIES, R.G. & CLARKE, J.C. (1995). The etiology of
acrophobia and its relationship to severity and individual
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WILLIFORD, J. & NORTH, M. (1995). Virtual reality
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HODGES, L.F., ROTHBAUM, B.O., KOOPER, R., OPDYKE, D.,
MEYER, T., NORTH, M., DE GRAAFF, J.J. & WILLIFORD, J.
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ROTHBAUM, B.O., HODGES, L.F., KOOPER, R., OPDYKE, D.,
WILLIFORD, J. & NORTH, M. (1995). Effectiveness of
computer-generated (virtual Reality) graded exposure in
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KRIJN, M., EMMELKAMP, P.M., EMMELKAMP, P.M.G., BIEMOND,
R., DE WILDE DE LIGNY, C., SCHUEMIE, M.J. & VAN DER
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Phobie des seringues :Phobie des seringues
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SAWCHUK, C.N., LOHR, J.M., TOLIN, D.F., LEE, T.C,
KLEINKNECHT, R.A. (2000). Disgust sensitivity and
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KLEINKNECHT, R.A. (1994). Acquisition of blood, injury and
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Unravelling age effects and sex differences in needle pain
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Phobie des serpents : Phobie des serpents.Ophidiophobia, ear of snakes, serpent fear.
MINEKA, S., KEIR, R. & PRICE, V. (1980). Fear of
snakes in wild- and laboratory-reared rhesus monkeys
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MINEKA, S. & COOK, M. (1986). Immunization against the
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Phobie du bruit : Phobie des bruits
forts ou soudains.
Noise phobia.
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Phobie du dentiste : Phobie des
instruments de dentiste,
de la salle d'attente ou du dentiste.
Dental phobia, dental anxiety.
KOHLENBERG, R.J., GREENBERG, D., RETMORE, L. & HAAS,
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Phobie du sang :Phobie du sang ou de
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phobia, blood-injury fears, blood-injection-injury phobia.
NEALE, M.C., WALTERS, E.E., EAVES, L.J., KESSLER, R.C.,
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Phobie préparée : Phobie qui, en raison
de sa valeur de survie
pour une espèce donnée, se
développerait plus rapidement chez les individus de cette espèce
que chez les individus des espèces qui ne possèdent pas cette
prédisposition biologique. EX: La peur des
serpents chez l'humain. Phobie préparée etprédisposition biologique.= Prérequis biologique, préparation biologique.
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Piagétisme
: Nom donné à la position philosophique et
méthodologique de Piaget, qui
postule que se sont les interactions avec le milieu
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demi/2 ans, au moyen des schèmes conceptuels (concepts).
= constructivisme piagétien, constructivisme génétique,
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Pieuvre
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opérant. Le pigeon picore. Son habitat
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le a href="definitionsl.htm#laboratoire">laboratoire.
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Pigeon.
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PIRLS : Programme International
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: Vaste enquête
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programme est une initiative de l'Association internationale pour
l'évaluation du rendement scolaire
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PISA : Programme International
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Vaste enquête menée tout
les trois ans auprès d'élèves de 15 ans d'une trentaine de pays
membres de l'OCDE. Elle vise à évaluer
la qualité du système
d'éducation de ces pays
à partir de trois indicateurs (compréhension de l'écrit (littéracie), culture
mathématique et scientifique).NDLR : Ces trois indicateurs du rendement
scolaire ne sont jamais mesurés simultanément. En 2000,
c'était la littéracie;
en 2003, les mathématiques;
en 2006, la culture
scientifique et ainsi de suite. Ajoutons que ces indicateurs ne mesurent pas les apprentissages d'un programme scolaire, mais plutôt un corpus de connaissances standards et universelles qui correspont plus à moins selon les pays aux connaissances acquises par les enfants . Précisons également qu'une école
sélectionnée pour cette enquête peut se désister si la direction a
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Pithécanthrope
:= Homme de Java, Homme de
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Placebo
: En science,
pilule constituée de sucre, de lactose et d'amidon que l'on donne
à certains participants d'une recherche (le
groupe placebo), pour mesurer par comparaison l'effet réel
d'un traitement,
que l'on nomme principe actif. Si le patient ou le
participant d'une recherche considère que la pilule lui fait du
bien - alors qu'elle n'a objectivement aucun rôle actif - il
s'agit d'un effet placebo;
tandis que s'il considère que l'effet est désagréable, on dira
que cet effet est un effet
nocebo. Il existe trois types de placebo : a)
le placebo passif ou inerte, qui est une pilule fait d'une
substance neutre (amidon + sucre), de moins en moins utilisé en
recherche. =pilule de sucre. Inert
placebo;b) et le placebo actif, qui
est aussi une pilule d'amidon et de sucre sans molécule active,
mais à laquelle on a ajouté ce qu'il faut pour produire chez le
patient ou le participant une légère réponse physiologique
(excitation, légère accélération du rythme
cardiaque, etc). c)finalement, la
troisième forme de placebo consiste à recréer les condtions d'une
intervention. =effet neutre.
Active placebo, placebo, placebo
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Plagiat
: Plagier : Consiste à faire siens les
idéees et le travail d'autrui, sans
citer ses sources ou recourir aux guillemets.
Pour éviter le plagiat, il y a deux moyens : la paraphrase
et la citation
textuelle. 1) Paraphraser consiste à
reprendre les idées d'un auteur, généralement sous forme écrite,
en utilisant nos propres mots, notre syntaxe. Afin d'identifier
clairement cet auteur - et éviter le plagiat - il faut citer son
nom dans le texte, entre parenthèses ou en bas de page. 2)
La citation
textuelle consiste, quant à elle, à reproduire
intégralement les propos d'un auteur en utilisant ses mots, sa
syntaxe (le travail). Pour éviter le plagiat, il faut alors citer
l'auteur et placer l'extrait qui illustre son propos entre
guillemets. Dans tous les cas, omettre sa source ou les guillemets
constitue un plagiat. Le plagiat est considérée comme une
tricherie lorsqu'il est commis volontairement,
dans le but s'approprier les idées et le travail d'autrui. Il
arrive parfois que l'on emprunte une idée sans s'en rendre compte,
en pensant qu'il s'agit du fruit de notre esprit (plagiat
involontaire). Lorsqu'il est commis de façon volontaire, le
plagiat, faut-il le rappeler, est un vol (de la proprété
intellectuelle). Plagiat, contrer
le plagiatetfraude
scientifique. = copier,
reproduire. *repiquer./reformuler, paraphraser, citer
mot-à-mot. Plagiarism, cyberplagiarism, cut
and paste.
Plagiat volontaire : Plagier volontairement : Le plagiat
est une forme de tricherie
lorsqu'il est commis volontairement, dans le but s'approprier les
idées et le travail d'autrui. Il arrive parfois que l'on emprunte
une idée à autrui sans s'en rendre compte, en pensant qu'il s'agit
du fruit de notre esprit (plagiat
inconscient). Lorsqu'il est commis de façon volontaire, le
plagiat, faut-il le rappeler, est un vol. Plagiat, tricheretfraude
scientifique.= s'approprier les
idées d'autrui, piquer des idées, copier des idées, voler le
travail d'autrui. *repiquer.Plagiarism, cut and paste.
Intention/Exemple
Reformulation sans citation
Reproduction sans guillemets
S'approprier une idée
= Plagiat volontaire
= Plagiat volontaire
Proposer une nouvelle idée
= Plagiat involontaire
= Plagiat volontaire ou involontaire ?
Diffuser une idée
= Repiquage
= Repiquage
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college of education. College Student Journal, 32
(4), 539-550.
MARTIN, B. (2008). Comment : citation shortcomings :
peccadilloes or plagiarism ? Interfaces, 38 (2),
136-137.
[LIRE]
ASHWORTH, P., BANNISTER, P. & THORNE, P. (1997).
Guilty in whose eyes ? University students'perceptions of
cheating and plagiarism in academic work and assessment. Studies
in Higher Education 22 (2), 187-203.
MA, H.J., WAN, G. & LU, E.Y. (2008). Digital cheating
and plagiarism; in schools. Theory into Practice, 47,
197-203. [PDF]
POWER, L. (2009). University students' perceptions of
plagiarism. The Journal of Higher Education, 80
(6), 643.
STAPPENBELT, B. & ROWLES, C. (2009). The
effectiveness of plagiarism detection software as a
learning tool in academic writing education. 4th
Asia Pacific Conference on Educational Integrity (4APCEI).
[PDF]
MOORE-HOWARD, R. & DAVIES, L.J. (2009). Plagiarism in
the Internet age. Literacy 2.0 66 (6), 64-67. [LIRE]
ANDERSON, J. (1998). Plagiarism, copyright violation
and other thefts of intellectual property : An annotated
bibliography with a lengthy introduction. McFarland
& Company.
WILKINSON, J. (2009). Staff and student perceptions of
plagiarism and cheating. International Journal of
Teaching & Learning in Higher Education, 20 (2),
98-105. [PDF]
CHAMBLISS, M., BONG, M., GREENE, B., KAUFFMAN, D., LOYENS,
S. & VAN METER, P. (2010). Building trust by
eliminating plagiarism : White paper from the ad hoc
committee on plagiarism. Contemporary Educational
Psychology, 35, 103-107.
BATANE, T. (2010). Turning to turnit in to fight
plagiarism among university students. Educational
Technology & Society, 13 (2), 1-12. [PDF]
GULIFER, J. & TYSON, G.A. (2010). Exploring university
students' perceptions of plagiarism : a focus group study.
Studies in Higher Education, 35 (4), 463-481. [PDF]
KLEIN, D. (2011). Why learners choose plagiarism : A
review of literature interdisciplinary. Journal of
E-Learning & Learning Objects, 7, 97-110.
[PDF]
ROCYZKI, E.G. & CLABAUGH, G.K. (1999). The
plagiarism book - A student's manual. New
Foundations
YOUMANS, R.J. (2011). Does the adoption of
plagiarism-detection software in higher education reduce
plagiarism ? Studies in Higher Education, 36 (7),
749-761.
ARCHER, J., CANTWELL, R. & BOURKE, S. (1999). Coping
at university : An examination of achievement, motivation,
self-regulation, confidence, and method of entry. Higher
Education Research & Development, 18 (1),
31-54. [PDF]
MAHDAVI-ZAFARGHANDI, A., KHOSROO, F. & BARKAT, B.
(2012). An investigation of Iranian EFL Masters students’
perceptions of plagiarism. International Journal for
Educational Integrity, 8 (2), 69-85. [PDF]
ROIG, M. (1999). When college students' attempts at
paraphrasing become instances of potential plagiarism. Psychological
Reports, 84 (3), 973-982.
FISH, R. & HURA, G. (2013). Students' perceptions of
plagiarism. Journal of the Scholarship of Teaching
& Learning, 13 (5), 33-45. [PDF]
BURANEN, L., ROY, A.M. & LUNSFORD, A. (Eds.) (1999). Perspectives
on plagiarism and intellectual property in a postmodern
world. New York : State University of New York.
CHUDZICKA-CZUPALA, A. (2014). Psychological and moral
determinants in accepting cheating and plagiarism among
university students in Poland. Polish Journal of
Applied Psychology, 12 (1), 75-98. [PDF]
HENSLEE, A.M., GOLDSMITH, J., STONE, N.J. & KRUEGER,
M. (2015). An online tutorial vs. pre-recorded lecture for
reducing incidents of plagiarism. American Journal of
Engineering Education, 6 (1), 27-32. [PDF]
SIMMONS, S. (1999). Competing notions of authorship : A
historical look at students and textbooks on plagiarism
and cheating. In L. Buranen & A. Roy (Eds.),
Perspectives on plagiarism and intellectual property in
a postmodern world (pp. 41-54). Albany, NY : SUNY
Press.
SEIFRIED, E., LENHARD, W. & SPINATH, B. (2015).
Plagiarism detection : A comparison of teaching assistants
and a software tool in identifying cheating in a
psychology course. Psychology Learning &
Teaching, 1 (14), 236-249.
MORALES, L. & SOLER-DOMINGUEZ, A. (2015). Assessment
for learning : How plagiarism can be used as an efficient
learning tool. International Journal of Learning,
Teaching & Educational Research, 12 (1),
17-34. [PDF]
JEREB, E., URH, M., JEREBIC, J. & SPRAJC, P. (2018).
Gender differences and the awareness of plagiarism in
higher education. Social Psychology of Education, 21
(2), 409-426.
Plagiat involontaire : Plagier
involontairement : Du grec kruptos
qui signifie "caché" et mnémè "mémoire". Il arrive
parfois que l'on emprunte une idée à autrui sans s'en rendre
compte (plagiat inconscient), en pensant qu'il s'agit d'une
nouvelle idée du fruit de notre esprit (cryptoamnésie).Il s'agit donc de la reproduction involontaire (sans
mauvaise intention), sous forme écrite ou orale, d'une
idée, sans citer ses sources.
On peut difficilement invoquer un plagiat involontaire
lorsque les propos d'un auteur sont reproduits intégralement sans
guillemets. Plagiat
involontaire, faux-souvenir
etfraude
scientifique.= Plagiat
inconscient, cryptomnésie.
Cryptomnesia,
inadvertent plagiarism, unconscious plagiarism.
Intention/Exemple
Reformulation sans citation
Reproduction sans guillemets
S'approprier une idée
= Plagiat volontaire
= Plagiat volontaire
Proposer une nouvelle idée
= Plagiat involontaire
= Plagiat volontaire ou involontaire ?
Diffuser une idée
= Repiquage
= Repiquage
TAYLOR, F.K. (1965). Cryptomnesia and plagiarism. British
Journal of Psychiatry, 111 (480), 1111-1118.
CARPENTER, S. (2002). Plagiarism or memory glitch.
Monitor on Psychology, 33, 25-26.
BRÉDART, S., LAMPINEN, J.M. & DEFELDRE, A.-C. (2003).
Inadvertent plagiarism in everyday life. Memory, 11,
1-11.
BROWN A. S. & MURPHY, D.R. (1989). Cryptomnesia :
delineating inadvertent plagiarism. Journal of
Experimental Psychology : Learning, Memory Cognition,
15, 432-442.
STARK, L.J., PERFECT, T.J. & NEWSTEAD, S. (2005). When
elaboration leads to appropriation : Unconscious
plagiarism in a creative task. Memory, 13,
561-573.
BROWN, A.S. & HALLIDAY, H.E. (1991). Cryptomnesia and
source memory difficulties. American Journal of
Psychology, 104, 475-490.
DEFELDRE, A.-C. (2005). Inadvertent plagiarism in everyday
life. Applied Cognitive Psychology, 19, 1-8. [PDF].
MARSH, R.L. & BOWER, G.H. (1993). Eliciting
cryptomnesia : Unconscious plagiarism in a puzzle task. Journal
of Experimental Psychology; Learning, Memory &
Cognition, 19, 673-688.
STARK, L.J. & PERFECT, T.J. (2006). Elaboration
inflation : How your ideas become mine. Applied
Cognitive Psychology, 20, 641-648.
WILHOIT, S. (1994). Helping students avoid plagiarism.
College Teaching, 42 (4), 161-164.
STARK, L.J. & PERFECT, J. (2008). The effects of
repeated idea elaboration on unconscious plagiarism. Memory
& Cognition, 36 (1), 65-73. [PDF]
BERLIN, L. (2009). Plagiarism, salami slicing, and
Lobachevsky. Skeletal Radiology, 38 (1), 1–4.
MARSH, R.L. & LANDAU, J.D. (1995). Item availability
in cryptomnesia : Assessing its role in two paradigms of
unconscious plagiarism. Journal of Experimental
Psychology, 21 (6), 1568-1582. [PDF]
PERFECT, T.J., FIELD, I. & JONES, R. (2009). Source
credibility and idea-improvement have independent effects
on unconscious plagiarism errors in recall and
generate-new tasks. Journal of Experimental
Psychology : Learning, Memory & Cognition, 35,
267-274.
[PDF]
MARSH, R.L., LANDAU, J.D. & HICKS, J.L. (1997).
Contributions of inadequate source monitoring to
unconscious plagiarism during idea generation. Journal
of Experimental Psychology; Learning, Memory &
Cognition, 23, 886-897.
PERFECT, T.J., DEFELDRE, A.-C., ELIMAN, R. & DEHON, H.
(2011). No evidence of age-related increases in
unconscious plagiarism during free recall. Memory, 19
(5), 514-528.
TENPENNY, P. L., KERIAZAKOS, M.S., LEW, G.S. & PHELAN,
T.P. (1998). In search of inadvertent plagiarism.
American Journal of Psychology, 111, 529-559.
NEUROSKEPTIC (2012). The nine circles of scientific hell.
Perspectives in Psychological Science, 7,
643-644. [PDF]
BINK, M.L., MARSH R.L., HICKS, J.L. & HOWARD, J.D.
(1999). The credibility of a source influences the rate of
unconscious plagiarism. Memory, 7, 293-308. [PDF]
PERFECT, T.J. & STARK, L.J. (2012). Unconscious
plagiarism in recall : Attribution to the self, but not
for self-relevant reasons. Europe's Journal of
Psychology, 8 (2), 275-283. [PDF]
MAcRAE, C.N., BODENHAUSEN, G.V. & CALVINI, G. (1999).
Context of cryptomnesia : may the source be with you.
Social Cognition, 17, 273-297.
CHUDZICKA-CZUPALA, A. (2014). Psychological and moral
determinants in accepting cheating and plagiarism among
university students in Poland. Polish Journal of
Applied Psychology, 12 (1), 75-98. [PDF]
Plagiat
(Contrer) : Ensemble des mesures et des
technologies qui permettent de prévenir et de détecter le plagiat
et, ainsi, de lutter contre cette forme de tricherie.Countermeasure, fight plagiarism, plagiarism
detection, fighting plagiarism.
HARRIS, R.A. (2001). The plagiarism handbook :
Strategies for preventing, detecting, and dealing with
plagiarism. Los Angeles : Pyrczak Publishing.
MARTIN, B. (2004). Plagiarism : policy against cheating or
policy for learning ? Nexus : Newsletter of the
Australian Sociological Association, 16 (2),
15-16. [PDF]
LE HERON J. (2001). Plagiarism, learning dishonesty or
just plain cheating : The context and countermeasures in
information systems teaching. Australian Journal of
Education Technology, 17 (3), 244-264. [PDF]
BATANE, T. (2010). Turning to turnit in to fight
plagiarism among university students. Educational
Technology & Society, 13 (2), 1-12. [PDF]
LANDAU, J.D., DRUEN, P.B. & ACURI, J.A. (2002).
Methods for helping students avoid plagiarism. Teaching
of Psychology, 9 (2), 112-115.
STAPPENBELT, B. & ROWLES, C. (2009). The
effectiveness of plagiarism detection software as a
learning tool in academic writing education. 4th
Asia Pacific Conference on Educational Integrity (4APCEI).
[PDF]
SMITH, B. (2003). Fighting cyberplagiarism.
NetConnect, 22-23.
SEIFRIED, E., LENHARD, W. & SPINATH, B. (2015).
Plagiarism detection : A comparison of teaching assistants
and a software tool in identifying cheating in a
psychology course. Psychology Learning &
Teaching, 1 (14), 236-249.
YOUMANS, R.J. (2011). Does the adoption of
plagiarism-detection software in higher education reduce
plagiarism ? Studies in Higher Education, 36
(7), 749-761.
HENSLEE, A.M., GOLDSMITH, J., STONE, N.J. & KRUEGER,
M. (2015). An online tutorial vs. pre-recorded lecture for
reducing incidents of plagiarism. American Journal of
Engineering Education, 6 (1), 27-32. [PDF]
SEIFRIED, E., LENHARD, W. & SPINATH, B. (2015).
Plagiarism detection : A comparison of teaching assistants
and a software tool in identifying cheating in a
psychology course. Psychology Learning &
Teaching, 1 (14), 236-249.
Plainte
: Plaignant : En thérapie,
description sommaire faite par le client/patient
du caractère inadéquat ou dysfonctionnel de son état, ou d'un comportement
ou d'un ensemble de comportement considéré comme tel. Il peut
s'agir de ses propres états/comportmements, si le plaignant est un
adulte, ou du comportement d'un tiers, si ce dernier est un
enfant, un adolescent ou tout autre personne qui n'a plus ses
facultés (déficient mental, personne sénile, psychotique, etc). Le
plaignant n'est donc pas toujours le patient/client. Après la
prise de contact entre le thérapeute
et le plaignant, la plainte est considérée comme la seconde
étape d'une thérapie.
HODGSON, R.J. & RACHMAN, S. (1977).
Obsessional-compulsive complaints. Behaviour Research
& Therapy, 15, 389-395.
BÉLANGER, J. (1988). Réflexions sur le statut de la
plainte et du problème. I. Les approches traditionnelles.
Science et Comportement, 18, 69-97.
Plaisir : Sensation
agréable, habituellement de courte durée, que l'on cherche à
reproduire, parfois par tous les moyens. Plaisir etCircuit de la
récompense/Douleur.Pleasure.
LE NY, J.-F. (1966). A propos du rôle du plaisir en
psychologie. Bulletin des Psychologues du Nord, 4,
5-18.
CABANAC, M. (1971). Physiological role of pleasure. Science,
173, 1103-1107.
AINSLIE, G.W. (2009). Pleasure and aversion : challenging
the conventional dichotomy. Inquiry, 52 (4),
357-377.
[PDF]
WILSON, E. (1983). The context of "between pleasure and
danger" : The Barnard conference on sexuality. Feminist
Review, 13, 35-41.
KRINGELBACH, M.L. & BERRIDGE, K.C. (2010). The
neuroscience of happiness and pleasure. Social
Research, 77, 659-678.
[PDF]
PARKER L. & LEPPER, M.R. (1992). Effects of fantasy
contexts on children’s learning and motivation : Making
learning more fun. Journal of Personality &
Social Psychology, 62, 625-633.
KRINGELBACH, M.L. & BERRIDGE, K.C. (2010). The
functional neuroanatomy of pleasure and happiness. Discovery
Medecine, 9 (49), 579-587. [PDF]
HIGGINS, E.T. (1997). Beyond pleasure and pain.
American Psychologist, 52, 1280-1300. [PDF]
RUSSELL, J.A. (Ed.) (2003). Pleasure. Andover,
Hampshire U.K. : Routledge : Taylor & Francis Group.
ESCH, T. & STEFANO, G.B. (2004). The neurobiology of
pleasure, reward processes, addiction and their health
implications. Neuroendocrinology Letters, 25
(4), 235-251. [PDF]
ZURBRIGGEN, E.L. & YOST, M.R. (2004). Power, desire,
and pleasure in sexual fantasies. Journal of Sex
Research, 41, 288-300.
BALCOMBE, J.P. (2009). Animal pleasure and its moral
significance. Applied Animal Behaviour Science, 118,
208-216. [PDF]
KRINGELBACH, M.L. & BERRIDGE, K.C. (2009). Towards a
functional neuroanatomy of pleasure and happiness. Trends
in Cognitive Science, 13 (11), 479-487. [PDF]
KRINGELBACH, M.L. & BERRIDGE, K.C. (2011). The
neurobiology of pleasure and happiness. In J. Illes and
B.J. Sahakian (Eds.), Oxford handbook of neuroethics
(pp. 15-32). Oxford University Press. [PDF]
MILLER, G.A., GALANTER, E. & PRIBRAM, K.H. (1960). Plans
and the structure of behavior. New York : Henry
Holt and Company.
KOOLE, S. & VAN'T SPIJKER, M. (2000). Overcoming the
planning fallacy through willpower : Effects of
implementation intentions on actual and predicted task-
completion times. European Journal of Social
Psychology, 30, 873-888.
KIDD, J.B. (1970). The utilization of subjective
probabilities in production planning. Acta
Psychologica, 34, 338-347.
CLAYTON, N.S., BUSSEY, T.J. & DICKINSON, A. (2003).
Can animals recall the past and plan for the future ? Nature
Reviews Neuroscience, 4, 685-691. [PDF]
CHURCH, R.M. & CHURCH, K.W. (1977). Plans, goals, and
search strategies for the selection of a move in chess. In
P. Frey (Ed.), Chess skill in man and machine (pp.
131-156). New York : Springer-Verlag.
HAYES-ROTH, B. & HAYES-ROTH, F. (1979). A cognitive
model of planning. Cognitive Science, 3,
275-310.
KRUEGER, J. & EVANS, M. (2004). If you don't want to
be late, enumerate : Unpacking reduces the planning
fallacy. Journal of Experimental Social Psychology,
40, 586-598.
BEACH, L.R. & MITCHELL, T.R. (1987). Image theory :
Principles, goals, and plans in decision making. Acta
Psychologica, 66, 201-220.
WEBB, T.L. & SHEERAN, P. & LUSZCZYNSK, A. (2009).
Planning to break unwanted habits : Habit strength
moderates implementation intention effects on behaviour
change. British Journal of Social Psychology, 48,
507-523.
KLAYMAN, J. & SCHOEMAKER, P.J.H. (1993). Thinking
about the future : A cognitive perspective. Journal of
Forecasting, 12, 161-168.
GAWRILOW, C., GOLLWITZER, P.M. & OETTINGEN, G. (2011).
If-then plans benefit executive functions in children with
ADHD. Journal of Social & Clinical Psychology, 30
(6), 616-646.
[PDF]
BUEHLER, R., GRIFFIN D. & ROSS, M. (1994). Exploring
the "planning fallacy" : Why people underestimate their
task completion times. Journal of Personality &
Social Psychology, 67 (3), 366-381.
KLEIN, S.B., ROBERTSON, T.E. & LAX, M.L. (2012).
Familiarity and personal experience as mediators of recall
when planning for future contingencies. Journal of
Experimental Psychology : Learning, Memory &
Cognition, 38 (1), 240-245. [PDF]
McCARTHY, M.E., CLIFTON, R.K. & COLLARD, R.R. (1999).
Problem solving in infancy : the emergence of an action
plan. Devlopmental Psychology, 35 (4), 1091-101.
[PDF]
GOLLWITZER, P.M. & CROSBY, C. (2018). Planning out
future action, affect, and cognition. In G. Oettingen,
A.T. Sevincer & P.M. Gollwitzer (Eds.), The
psychology of thinking about the future (pp.
335-361). New York : Guilford. [PDF]
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Strong effects of simple plans. American
Psychologist, 54 (7), 493-503. [PDF]
BIELEKE, M., LEGRAND, E., MIGNON, A. GOLLWITZER, P.M.
(2018). More than planned : Implementation intention
effects in non-planned situations. Acta Psychologica,
30, 569-581.
[PDF]
SEGAL, E.M. & STACY, E.W. (1975). Rule governed
behavior as a psychological process. American
Psychologist, 30, 541-552.
GALIZIO, M. (1979). Contingency-shaped and rule-governed
behavior : instructional control of human loss avoidance.
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53-70. [PDF]
TROIA, G., GRAHAM, S. & HARRIS, K.R. (1999). Teaching
students with learning disabilities to mindfully plan when
writing. Exceptional Children, 65, 235-252.
e
LANDRUM, R.E. & SMITH, R.A. (2006). Creating syllabi
for statistics and research methods courses. In D.S. Dunn,
R.A. Smith & B. Beins (Eds.), Best practices in
teaching statistics and research methods in the
behavioral sciences (pp. 45-57). Mahwah, NJ :
Erlbaum.
Plan : (Recherche) : En science, première partie d'une recherche et quatrième partie de la méthode
d'un article
empirique qui décrit au lecteur
l'ensemble des procédures qui déterminent comment les sujets d'une
recherche seront soumis aux différentes modalités ou niveaux de la
variable indépendante et
comment seront neutraliser les variables
parasites qui nuisent à l'établissement d'une relation
claire entre la variable
indépendante (X) et variable
dépendante Y. Ces procédures expérimentale
ou quasi-expérimentale
servent à évaluer l'effet d'une variable
indépendante ou l'efficacité
d'un traitement. Il va
de soi que si le plan est la quatrième partie d'un article, elle
demeure néanmoins la première étape de la recherche.
=
protocole de recherche, devis de recherche, stratégie de
recherche.
=Plan de recherche,
stratégie de recherche.
( ): Voir
tableau ci-dessous. Research design, design, research strategies.
KEMPTHORNE, O. (1952). The design and analysis of experi-
ments. New York : Wiley.
OVERTON, W.F. (1991). Historical and contemporary
perspectives on developmental theory and research
strategies. In R. Downs, L. Liben & D. Palermo (Eds.).
Visions of aesthetics, the environment, and
development. The legacy of Joachim Wohlwill (pp.
263-311). Hillsdale, NJ : Erlbaum.
DAVIES, O.L. (1954). Design and analysis of
industrial experiments. London, England : Oliver
& Boyd, 1954.
COCHRAN, W.G. & COX, G.M. (1957). Experimental
designs. New York : John Wiley.
CAMPBELL, D.T. & STANLEY, J.C. (1963). Experimental
and quasi-experimental designs for research. In N.L. Gage
(Ed.), Handbook of research on teaching. Chicago
: Rand McNally.
MUNAKATA, Y. (1998). Infant perseveration and implications
for object permanence theories : A PDP model of the AB
task. Developmental Science, 1, 161-184.
KEPPEL, G. & WICKENS, T. (1964). Design and
analysis : A researcher's handbook . Upper Sadle
River.
MITCHELL, M. & JOLLEY, J. (2001). Research design
explained. New York : Harcourt.
CAMPBELL, D.T. & STANLEY, J.C. (1966). Experimental
and quasi-experimental designs for research.
Chicago : Rand McNally and Company.
BARLOW, D.H. & HAYES, S.C. (1979). Alternating
treatments design : one strategy for comparing the effects
of two treatments in a single subject. Journal of
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REUCHLIN, M. (2003). Contribution à l'histoire des
méthodes statistiques employées en psychologie : les plans
d'expérience et l'analyse de variances : Ronald Aymler
Fisher (1890-1962). Psychologie et Histoire, 4,
31-60.
LADOUCEUR, R. et BÉGIN, G. (1980). Protocoles de
recherche en science appliquées et fondamentales.
St-Hyacinthe : Edisem.
LINDER, R. (2005). Les plans d'expériences, un outil
indispensable à l'expérimentateur. Presses de
l'École Nationale des Ponts et Chaussées.
LEHNER, P.N. (1987). Design and execution of animal
behavior research : An overview. Journal of Animal
Science, 65, 1213-1219
YERGEAU, E. (2009). étude sur la puissance statistique des
devis de recherche en éducation. Revue des
Sciences de l'Éducation, 35 (2), 199-221. [PDF]
KEPPEL, G. & ZEDECK, S. (1989). Data analysis for
research designs : Analysis of variance and
multiple regression correlation approaches. Worth
Pub.
MAXWELL, S. & DELANY, H. (1990). Designing
experiments and analyzing data. Belmont, CA :
Wadworth.
KROODSMA, D.E. (1989). Suggested experimental designs for
song playbacks. Animal Behaviour, 37, 600-609.
ALBERS, C.A. & KRATOCHWILL, T.R. (2010). Design of
experiments. In P. Perterson, E. Baker, and B. McGraw
(Eds.), International encyclopedia of
education (pp. 125-131). Oxford : Elsevier.
ROBERT, M. (Dir.) (1988). Fondements et étapes de la
recherche scientifique en psychologie. St-Hyacynthe
: Edisem.
Plan
ABA/AAB :Plan de recherche
qui évalue l'effet sur la variable
dépendante de l'introduction ou du retrait d'un variable
indépendante (appelé aussi traitement).
Ce type de plan alterne traitement et absence de traitement.
Dans un premier temps A1 - appelé niveau
de base - le chercheur mesure la fréquence
naturelle des comportements des participants/sujets en
l'absence de la variable indépendante (VI); ensuite en un temps B,
équivalent à àa durée de A, il soumet les participants/sujets à
l'effet de la VI (ou au traitement);
puis il retranche cette VI (A2), et ainsi de suite.
Pendant tout ce temps, la variable dépendante (ou l'effet du
traitement) est mesurée. Il existe de nombreuses variantes à ce
plan; on peut introduire un second traitement (C), introduire le
traitement à de multiples reprises (B1, B2),
commencer la séquence par le traitement plutôt que son absence
(BAB), etc. = schéma ABA, devis ABA. ABA design, reversal design.
Niveau de base A1
Variable
indépendante : Traitement B
Niveau
de base A2
Effet sur la variable dépendante
Effet sur la variable dépendante
Effet sur la variable dépendante
KAZDIN, A.E. (1973). Methodological and assessment
considerations in evaluating reinforcement programs in
applied settings. Journal of Applied Behavior
Analysis, 6 (3), 211-214. [PDF]
AHEARN, W.H., KERWIN, M.E., EICHER, P.S. & LUKENS,
C.T. (2001). An ABAC comparison of two intensive
interventions for food refusal. Behavior
Modification, 25, 385-405.
THOMAS, B.L., LARSEN, N. & AYRES, J.J.B. (2003). Role
of context similarity in ABA, ABC and AAB renewal
paradigms : Implications for theories of renewal and for
treating human phobias. Learning and Motivation, 34,
410-436.
ROSAS, J.M., GARCIA-GUTIÈRREZ, A. &
CALLEJAS-AGUILLERA, J.E. (2007). AAB and ABA renewal as a
function of the number of extinction trials in conditioned
taste aversion. Psicologica, 28, 129-150. [PDF]
ÜNGÜR, M. & LACHNIT, H. (2008). Dissociations among
ABA, ABC, and AAB recovery effects. Learning &
Motivation, 39, 181-195.
BERNAL-GAMBOA, R., JUÀREZ, Y., GONZALEZ-MARTIN, G.,
CARNAZA, R., SANCHEZ-CARRASCO, L. & NIETO, J. (2012.,
ABA, AAB and ABC renewal in taste aversion learning. Psicológica,
33 (1), 1-13. [PDF]
+
[PDF]
ROBERT,
M. (Dir.) (1988). Fondements et étapes de la
recherche scientifique en psychologie. St-Hyacynthe
: Edisem.
Plan
ABC : Plan ABAC : Plan de
recherche qui évalue l'effet sur la variable
dépendante de l'introduction ou du retrait de deux variables
indépendantes (appelé aussi traitements
B et C). Dans un premier temps A1 - appelé niveau
de base - le chercheur mesure la fréquence
naturelle des comportements des participants/sujets en
l'absence de la variable indépendante (VI); ensuite en un temps B,
équivalent à la durée de A, il soumet les participants/sujets à
l'effet de la première VI (ou au traitement
B); puis il retranche cette VI (= A2), avant
d'introduire la seconde variable indépendante (ou au traitement
C). Pendant tout ce temps, la variable dépendante (ou
l'effet du traitement) est mesurée.
=
nschéma ABAC, devis ABAC.
ABAC design.
Niveau
de base A1
Variable
indépendante I : Traitement B
Niveau
de base A2
Variable
indépendante II : Traitement C
Effet sur la variable dépendante
Effet sur la variable dépendante
Effet sur la variable dépendante
Effet sur la variable dépendante
KAZDIN, A.E. (1977). Artifact, bias, and complexity of
assessment : The ABCs of reliability. Journal of
Applied Behavior Analysis, 10 (1), 141-150. [PDF]
BARLOW, D.H. & HAYES, S.C. (1979). Alternating
treatments design : one strategy for comparing the
effects of two treatments in a single subject. Journal
of Applied Behavior Analysis, 12 (2), 199-210. [PDF]
AHEARN, W.H., KERWIN, M.E., EICHER, P.S. & LUKENS,
C.T. (2001). An ABAC comparison of two intensive
interventions for food refusal. Behavior
Modification, 25, 385-405.
THOMAS, B.L., LARSEN, N. & AYRES, J.J.B. (2003).
Role of context similarity in ABA, ABC and AAB renewal
paradigms : Implications for theories of renewal and for
treating human phobias. Learning & Motivation,
34, 410-436.
ÜNGÜR, M. & LACHNIT, H. (2008). Dissociations among
ABA, ABC, and AAB recovery effects. Learning &
Motivation, 39, 181-195.
BERNAL-GAMBOA, R., JUÀREZ, Y., GONZALEZ-MARTIN, G.,
CARNAZA, R., SÀNCHEZ-CARRASCO, L. & NIETO, J.
(2012). ABA, AAB and ABC renewal in taste aversion
learning. Psicológica, 33 (1), 1-13. [PDF]
+
[PDF]
ROBERT,
M. (Dir.) (1988). Fondements et étapes de la
recherche scientifique en psychologie.
St-Hyacynthe : Edisem.
Plan à groupes indépendants : Plan
de recherche qui soumet des groupes
différents, composés d'éléments distincts, donc indépendants, à
chacun des niveaux de la variable
indépendante.EX: Si la VI a trois niveaux,
trois groupes différents seront formés, et les comportements de
chacun des groupes seront mesurés à une seule reprise. =
plan de recherche à groupes indépendants. Independent
groups design, between-group design, between subjects design.
Groupes
N
=
Variable Indépendante
Variable Dépendante
A
15
Demander de l'aide en souriant aux sujets/passants
Aide reçue en ¢
B
15
Demander de l'aide sans sourire aux sujets/passants
ADAMS, J.F., NEMETH, R.V. & PAVLIK, W.B. (1982).
Between- and within-subjects PRE with sucrose incentives.
Bulletin of the Psychonomic Society, 20, 261-262.
BIRNBAUM, M.H. (1999). How to show that 9> 221: Collect
judgments in a between-subjects design. Psychological
Methods, 4 (3), 243.
ROBERT, M. (Dir.) (1988). Fondements et étapes de la
recherche scientifique en psychologie. St-Hyacynthe
: Edisem.
Plan
à mesures répétées : Plan de
recherche qui soumet les sujets
d'une recherche à chacun des niveaux de la variable
indépendante.EX: Si la VI a trois niveaux,
le chercheur ne forme qu'un groupe
et les comportements
de tous les sujets du groupe seront mesurés à trois reprises
(=répétées). = plan de recherche à
mesures répétées. Within-subjects design,
repeated measures designs.
Groupe
N =
Variable Indépendante
Variable Dépendante
A
30
Demander
de l'aide en souriant aux sujets
Aide reçue en ¢
Demander
de nouveau de l'aide sans sourire aux mêmes sujets
HUYNH, H. & FELDT, L. S. (1970). Conditions under
which mean square ratios in repeated measures designs have
exact F distributions. Journal of the American
Statistical Association, 65, 1582-1589.
GREENWALD, A.G. (1976). Within-subjects designs : To use
or not to use ? Psychological Bulletin, 83, 314-320.
ANDERSON, N.B., LAWRENCE, P. & OLSEN, T. (1981).
Within-subject analysis of autogenic training and
cognitive coping training in the treatment of tension
headache pain. Journal of Behavior Therapy &
Experimental Psychiatry, 12, 219-220.
ADAMS, J.F., NEMETH, R.V. & PAVLIK, W.B. (1982).
Between- and within-subjects PRE with sucrose incentives.
Bulletin of the Psychonomic Society, 20, 261-262.
HERTZOG, C. & ROVINE, M. (1985). Repeated-measures
analysis of variance in developmental research : Selected
issues. Child Development, 56, 787-809.
DUNLOP, W.P., CORTINA, J.M., VASLOW, J.B. & BURKE,
M.J. (1996). Meta-analysis of experiments with matched
groups or repeated measures designs. Psychological
Methods, 1, 170-177. [PDF]
ROBERT,
M. (Dir.) (1988). Fondements et étapes de la
recherche scientifique en psychologie. St-Hyacynthe
: Edisem.
Plan cartésien : Espace virtuel à deux dimensions délimité par des axes (x, y).
Dans cet espace, on peut situer un ou des points (nuage)
selon des coordonnées (= intersection) qui permettent de
représenter les données/résulats d'une recherche.
Ordonnée -----»
«-----
abscisse
Plan corrélationnel : Plan de
recherche qui prévoit réaliser entre deux ou plusieurs variables
une relation purement
mathématique (donc non-causale). EX: plus les
gens sont scolarisés, plus ils sont riches, moins ils affirment
être racistes.
Plan
d'entrevue : Suite ordonnée et cohérente d'objectifs
et de questions
ouvertes visant à décrire la vision ou la conception d'un
individu ou d'un groupe. Dans une entrevue,
les réponses des participants aux questions
ouvertes permettent de vérifier l'atteinte des objectifs. =
schéma d'entrevue.
Plan d'observation :Ensemble des décisions et des
procédures qui déterminent la manière dont les sujets
d'une recherche seront
observés.
= protocole d'observation. Design of
observational studies.
RUBIN, D.B. (1984). William G. Cochran's contributions to
the design, analysis, and evaluation of observational
studies. In Rao and Sedransk (Eds.), W.G. Cochran's
impact on statistics (pp. 37-69). New York : Wiley
ROBERT,
M. (Dir.) (1988). Fondements et étapes de la
recherche scientifique en psychologie. St-Hyacynthe
: Edisem.
LANDRUM, R.E. & SMITH, R.A. (2006). Creating syllabi
for statistics and research methods courses. In D.S. Dunn,
R.A. Smith & B. Beins (Eds.), Best practices in
teaching statistics and research methods in the
behavioral sciences (pp. 45-57). Mahwah, NJ :
Erlbaum.
Plan de recherche en aveugle : En science,
le terme a un sens métaphorique et renvoie à l'idée que, lors
d'une recherche, il est
préférable que les participants,
les chercheurs ou même
le comité de lecture
(chargé d'examiner l'article
qui rapportera cette recherche) soient tous volontairement tenu
dans l'ignorance de certaines informations qui pourraient modifier
leur comportement pendant la recherche (participants), leur
opinion (participants), leur jugement (participants), leurs
observations (chercheur + assistant), leur
interprétation (chercheur), leur neutralité
et leur décision de publier (comité), toute chose
susceptible de compromettre la validité
interne de cette recherche.
Cette procédure a pour but d'augmenter la validité
interne de la recherche. À cette fin, il existe en science
des plans
de recherchestratégies
de contrôle qui permettent de réduire ces menaces à la
validité interne. NDLR : On utilise parfois
le mot "naïf" pour qualifier les "sujets aveugles" ou l'expression
"à l'insu de" pour désigner ceux et celles qui sont tenu dans
l'ignorance de certains aspects de l'étude. =
procédure de contrôle à l'insu des participants.
HOWARD, J., WHITTEMORE, A.S., HOOVER, J.J. & PANOS, M.
(1982). How blind was the patient blind in AMIS ? Clinical
Pharmacology & Therapeutics, 32, 543-553.
HUGHES J. & KRAHN, D. (1985). Blindness and the
validity of the double-blind procedure. Journal of
Clinical Psvchopharmacology, 5, 138-143.
RABKIN, J., MARKOVITZ, J., STEWART, J., McGRATH, P.,
HARRISSON, W., QUITKIN, F.M. & KLEIN, D.F. (1986). How
blind is blind ? Assessment of patient and doctor
medication guesses in a placebo-controlled trial of
imipramine and phenelzine. Psychiatry Research, 19,
75-86.
EVANS, A.T., MCNUTT, R.A., FLETCHER, R.H. & FLETCHER,
S.W. (1990). The effects of blinding on the quality of
peer review : A randomized trial. Clinical Research,
38 (2), 1371-1376.
GOODWIN, G.M. (2009). Evidence-based guidelines for
treating bipolar disorder : revised second
editio-recommendations from the British Association for
Psychopharmacology. Journal of Psychopharmacology, 23
(4), 346-388. [PDF]
HROBJARTSSON, A., EMANUELSSON, F., THOMSEN, A.S., HILDEN,
J. & BRORSON, S. (2014). Bias due to lack of patient
blinding in clinical trials. A systematic review of trials
randomizing patients to blind and nonblind sub-studies.
International Journal of Epidemiology, 43 (4),
1272-1283. [PDF]
BLANK, R.M. (1991). The effects of double-blind versus
single-blind reviewing : Experimental evidence from The
American Economic Review. American Economic Review,
81 (5), 1041-1067.
ROBERT,
M. (Dir.) (1988). Fondements et étapes de la
recherche scientifique en psychologie. St-Hyacynthe
: Edisem.
ENGELHARDT, D.M., MARGOLIS, R.A., RUDORFER, L. &
PALEY, H.M. (1969). Physician bias and the double-blind.
Archives of General Psychiatry, 20, 315-320.
DENHOFF, E., DAVIS A. & HAWKINS, R. (1971). Effect of
dextroamphetamine on hyperkinetic children : a controlled
double blind study. Journal of Learning Disabilities,
4, (9), 491-498.
KLEIJNEN, J., DE CRAEN, A.J., VAN EVERDINGEN, J. &
KROL, L. (1994). Placebo effect in double-blind clinical
trials : a review of interactions with medications. Lancet,
344, 1347-1349.
BUCHANAN, F.H., PARTON, R.V., WARREN, J.W. & BAKER,
E.P. (1975). Double blind trial of L-dopa in chronic
schizophrenia. Australian & New Zealand Journal
of Psychiatry, 9, 269-271.
NOSEWORTHY, J.H., EBERS, G.C., VANDERVOORT, M.K.,
FARQUHAR, R.E., YETISIR, E. & ROBERTS, R. (1994). The
impact of blinding on the results of a randomised,
placebo-controlled multiple sclerosis clinical trial. Neurology, 44, 16-20.
BROWNELL, K. & STUNKARD, A. (1982). The double blind
in danger : untoward consequences of informed consent. American
Journal of Psychiatry, 139, 1487-1489.
FEIGHNER, J.P. & COHN, J.B. (1985). Double-blind
comparative trials of fluoxetine and doxepin in geriatric
patients with major depressive disorder. Jounal of
Clinical Psychiatry, 46 (3), 20-25.
MORIN, C.M., COLECCHI C., BRINK, D., ASTRUC, M., MERCER,
J. & REMSBERG, S. (1995). How blind are double-blind
placebo-controlled trials of benzodiazepine hypnotics ?
Sleep, 18, 240-245.
CARLSON, S. (1985). A double-blind test of astrology. Nature,
318, 419-425.
JADAD, A.R, MOORE, A., ARROLL, D., JENKINSON, C.,
REYNOLDS, J.M., GAVAGHAN, D.J. & MCQUAY, H.J. (1996).
Assessing the quality of reports of randomized clinical
trials : is blinding necessary ? Controlled Clinical
Trials, 17, 1-12. [PDF]
HUGHES, J. & KRAHN, D. (1985). Blindness and the
validity of the double-blind procedure. Journal of
Clinical Psvchopharmacology, 5, 138-143.
ZOLLWEG, W., PALM, D. & VANCE, V. (1997). The efficacy
of auditory integration training : A double-blind study. American
Journal of Audiology, 6 (3), 39-47.
NEY, P.G., COLLINS, C. & SPENSOR, C. (1986). Double
blind : Double talk or are there ways to do better
research ? Medical Hypotheses, 21, 119-126.
ZOLLWEG, W., PALM, D. & VANCE, V. (1997). The efficacy
of auditory integration training : A double blind study.
American Journal of Audiology, 6, 39-47.
KIRSCH, I. & WEIXEL, L.J. (1988). Double-blind versus
deceptive administration of a placebo. Behavioral
Neuroscience, 102, 319-323.
SICHER, F., TARG, E.F., MOORE, D. & SMITH, H.S.
(1998). A randomized double-blind study ofthe effect of
distant healing in a population with advanced AIDS :
Report of a small scale study. Western Journal of
Medicine, 169, 356-363. [PDF]
OXTOBY, A., JONES, A. & ROBINSON, M. (1989). Is your
double-blind design truly double-blind ? British
journal of psychiatry, 155 (11), 700-701.
BRADY, K., PEARLSTEIN, T. & ASNIS, G.M. (2000).
Double-blind, placebo-controlled study of the efficacy and
safety of sertraline treatment of posttraumatic stress
disorder. Journal of the American Medical
Association, 283, 1837-1844.
EVEN, C., SIOBUD-DOROCANT, E. & DARDENNES, R.M.
(2000). Critical approach to antidepressant trials.
Blindness protection is necessary, feasible and
measurable. British Journal of Psychiatry, 177,
47-51. [PDF]
BIEDERMAN, J., BALDESSARINI, R J., WRIGHT, V., KNEE, D.
& HARMATZ, J.S. (1989). A double-blind placebo
controlled study of desimpramine in the treatment of ADD :
I. Efficacy. Journal of the American Academy of Child
& Adolescent Psychiatry, 28, 777-784.
RABKIN, J.G. WAGNER, G. & RABKIN, R. (2000). A
double-blind placebo controlled trial of testosterone
therapy for HIV+ men with hypogonadal symptoms. Archives
of General Psychiatry, 57, 141-147.
MARGRAF, J., EHLERS, A., ROTH, W.T., CLARK, D.B., SHEIKH,
J., AGRAS, W.S. & TAYLOR, C.B. (1991). How "blind" are
double-blind studies ? Journal of Consulting &
Clinical Psychology, 59, 184-187. [PDF]
HILLS, S. & PROVOST, F. (2003). The myth of the
double-blind review. SIGKDD Explorations, 2 (5),
179-184. [PDF]
BLANK, R.M. (1991). The effects of double-blind versus
single-blind reviewing : Experimental evidence from The
American Economic Review. American Economic Review,
81 (5), 1041-1067.
MONCRIEFF, J. & DOUBLE, D.B. (2003). Double blind
random bluff. Mental Health Today, 24-26. [LIRE]
FISHER, S. & GREENBERG, R.P. (1993). How sound is the
double-blind design for evaluating psychotropic drugs. Journal
of Nervous & Mental Disease, 181, 345-350.
KLEIST, P. (2006). Randomisée. Contôlée. En double
aveugle. Pourquoi ? Curriculum : Forum Medical
Suisse, 6, 46-51. [PDF]
REIMHERR, F.W., WILLIAMS, E.D., STRONG, R.E., MESTAS, R., SONI, P. & MARCHANT, B. (2007). A double-blind, placebo-controlled, crossover study of osmotic release oral system methylphenidate in adults with ADHD with assessment of oppositional and emotional dimensions of the disorder. Journal of Clinical Psychiatry, 68 (1), 193-101. [PDF]
KIRSCH, I. & ROSADINO, M.J. (1993). Do double-blind
studies with informed consent yield externally valid
results ? An empirical test. Psychopharmacology, 110,
437-442.
HROBJARTSSON, A., EMANUELSSON, F., THOMSEN, A.S., HILDEN,
J. & BRORSON, S. (2014). Bias due to lack of patient
blinding in clinical trials. A systematic review of trials
randomizing patients to blind and nonblind sub-studies.
International Journal of Epidemiology, 43 (4),
1272-1283. [PDF]
ROBERT,
M. (Dir.) (1988). Fondements et étapes de la
recherche scientifique en psychologie. St-Hyacynthe
: Edisem.
Plan de recherche en triple aveugle : Expression qui désigne
une stratégie de
contrôle d'un plan de recherche
en double aveugle dans laquelle les données obtenues sont analysés
par chercheur qui ne connait pas les hypothèses de la recherche.
HENKER, B., WHALEN, C.K. & COLLINS, B.E. (1979).
Double-blind and triple-blind assessments of medication
and placebo responses in hyperactive children. Journal
of Abnormal Child Psychology, 7, 1-13.
Plan en carré latin :Latin square,
latin square design.
COX, D.R. (1958). The interpretation of the effects of
non-additivity in the Latin square. Biometrika, 45,
69-73.
BOSE, R.C., CHAKRAVARTI, I.M. & KNUTH, D.E. (1960/61).
On methods of constructing mutually orthogonal latin
squares using an electronic computer. Technometrics,
2, 507-516/ 3, 111-117.
BENJAMIN, L.S. (1965). A special latin square for the use
of each subject; as his own control. Psychometrika,
30, 499-513.
WAGENAAR, W. (1969). Note on the construction of
diagram-balanced latin squares. Psychological
Bulletin, 72, 384-386.
ROBERT, M. (Dir.) (1988). Fondements et étapes de la
recherche scientifique en psychologie. St-Hyacynthe
: Edisem.
Plan expérimental :Plan de
recherche, réalisé en laboratoire,
qui respecte les principes de la méthode
expérimentale et qui permet, de ce fait, d'établir des
relations de cause à effet
entre les phénomènes à l'étude. La psychologie et la biologie sont
sans les sciences humaines qui ont le plus recours à ces plans.
Plan expérimental, expérienceetexpérimentalisme.
= protocole expérimental, plan de recherche
expérimentale, plan classique. Experimental
design.
FISHER, R.A. (1935). The design of experiments.
London : Oliver and Boyd.
COX, D.R. (1951). Some systematic experimental designs.
Biometrika, 38, 312-323.
LADOUCEUR, R. et BÉGIN, G. (1980). Protocoles de
recherche en science appliquées et fondamentales.
St-Hyacinthe : Edisem.
COX, D.R. (1952). Some recent work on systematic
experimental designs. Journal of the Royal
Statistical Society : Series B, 14, 211-219.
COX, D.R. (1954). The design of an experiment in which
certain treatment arrangements are inadmissible. Biometrika,
41, 287-295.
COCHRAN, W.G. & COX, G.M. (1957). Experimental
designs. New York : Wiley.
CATTELL, R.B. (1988). The principles of experimental
design and analysis in relation to theory building. In
J.R. Nesselroade & R.B. Cattell (Eds.), Handbook
of multivariate experimental psychology (pp.
21-67). London : Plenum Press.
EDWARDS, A.E. (1960). Experimental design in
psychological research. New York : Holt, Rinehart,
& Winston.
COX, D.R. (1961). Design of experiments : The control of
error. Journal of the Royal Statistical Society :
Series A, 124, 44-48.
BARON, A. (1990). Experimental designs. The Behavior
Analyst, 13 (2), 167-171. [PDF]
CAMPBELL, D.T. & STANLEY, J.C. (1963).
Experimental and quasi-experimental designs for
research. Boston : Houghton Mifflin.
MONTGOMERY, D.C. (1991). Design and analysis of
experiments. New York : Wiley.
KIRK, R.E. (1968/95/2013). Experimental design :
Procedures for the behavioral sciences. Belmont, CA
: Brooks & Cole. [PDF]
HERZBERG, A.M. & COX, D.R. (1969). Recent work on the
design of experiments : A bibliography and a review. Journal
of the Royal Statistical Society : Series A, 132,
29-67.
SHADISH, W.R., COOK, T.D. & CAMPBELL, D.T. (2001). Experimental
and quasi-experimental designs for generalized causal
inference. Boston : Houghton Mifflin Company [PDF]
+ [PDF]
YATES, F. (1970). Experimental design : selected paper.
London : Griffin.
SHADISH, W.R. & HEINSMAN, D.T. (1997). Experiments
versus quasi-experiments : Do they yield the same answer ?
In W.J. Bukoski (Ed.), Meta-analysis of drug abuse
prevention programs (pp. 147-164). Washington DC :
Superintendent of Documents NIDA Research Monograph, DHHS.
MILLER, S. (1987). Schèmes expérimentaux et
statistiques. Ottawa : Les éditions Saint-Yves.
KIRK, R.E. (2012). Experimental design. In I.B. Weiner
(Series Ed.) and J. Schinka & W. F. Velicer (Vol.
Eds.), Handbook of psychology : Vol. 2. Research
methods in psychology. New York, NY : Wiley.
ROBERT, M. (Dir.) (1988). Fondements et étapes de la
recherche scientifique en psychologie. St-Hyacynthe
: Edisem.
Plan factoriel : Plan de recherche qui comporte plus d'une variable indépendante. Dans un plan factoriel, il existe à la fois des effets simples (une seule variable) et des effets d'interection entre les variables.
= plan complexe, plan à deux variables indépendantes. Factorial design.
Groupes
N
=
Variable
Indépendante I
Variable
Indépendante II
Variable
Dépendante
A
15
Demander
de l'aide en souriant aux sujets
Aide
reçue en ¢
B
15
Demander de l'aide en fixant les sujets
C
15
Demander
de l'aide en souriant et...
... en fixant les sujets
YATES, F. (1964). The design and analysis of factorial
experiment. Farnham Royal, Eng. : Commonwealth
Agricultural Bureaux.
BARLOW, D.H. & HAYES, S.C. (1979). Alternating
treatments design : one strategy for comparing the effects
of two treatments in a single subject. Journal of
Applied Behavior Analysis, 12 (2), 199-210. [PDF]
STOLLE, D.P., ROBBENNOLT, J.K., PATRY, M. & PENROD,
S.D. (2002). Fractional factorial designs for legal
psychology. Behavioral Sciences & the Law, 20,
5-17.
COLLINS, L.M., DZIAK, J.J. & LI, R. (2009). Design of
experiments with multiple independent variables : A
resource management perspective on complete and reduced
factorial designs. Psychological Methods, 14
(3), 202-224. [PDF]
BAKER, T.B., SMITH, S.S., BOLT, D.M., LOH, W.-Y.,
MERMELSTEIN, R., FIORE, M.C, PIPER, M.E. & COLLINS,
L.M. (2017). Implementing clinical research using
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recherche scientifique en psychologie. St-Hyacynthe
: Edisem.
CAMPBELL, D.T. & STANLEY, J.C. (1963).
Experimental and quasi-experimental designs for
research. Boston : Houghton Mifflin.
CAMPBELL, D.T. & ROSS, H.L. (1968). The Connecticut
crackdownon speeding : time series data in quasi-
experimental analysis. Law & Society Review, 3,
33-53.
SHADISH, W.R. & HEINSMAN, D.T. (1997). Experiments
versus quasi-experiments : Do they yield the same answer ?
In W.J. Bukoski (Ed.), Meta-analysis of drug abuse
prevention programs (pp. 147-164). Washington DC :
Superintendent of Documents NIDA Research Monograph, DHHS.
GLASS, G.V. (1968). Analysis of data on the Connecticut
speeding crackdown as a time series quasi-experi-
termining the effects of a legal reform : the British
"breath analyzer" crackdown of 1967. American
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HIGGINBOTHAN, H.N., WEST, S.G. & FORSYTH, D.R. (1988).
Research methods 2 : Experimental and quasi-experimental
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SCHNELLE, J.F. & LEE, J.F. (1974). Quasi-experimental
retrospective evaluation of a prison policy change. Journal
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WEST, S.G., BIESANZ, J.C. & PITTS, S.C. (2000). Causal
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Experimental and quasi-experimental designs. In H.T. Reis
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Point bonus : Crédit bonus : à l'école,
le bonus prend la forme de point que l'on ajoute à la note finale
pour récompenser ou encourager les élèves-étudiant. Point bonus et examen.=
bonus, majoration de la note, point pour effort supplémentaire.
Extra credit, bonus point.
NORCROSS, J.C., HORROCKS, L.J. & STEVENSON, J.C.
(1989). Of barfights and gadflies : Attitudes and
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Faculty use and justification of extra credit : No middle
ground. Teaching of Psychology, 20 (4), 240-242.
MAURER, T.W. (2006). Daily online extra credit quizzes and
exam performance. Journal of Teaching in Marriage
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THORNE, B.M. (2000). Extra credit exercise : A painless
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attendance. Journal of Instructional Psychology, 28,
117-120.
Point de rupture : Désigne deux moments possibles d'une organisation
: 1) Il y a rupture
lorsque la stratégie
individuelle des membres
d'une organisation est tellement efficace
qu’elle met en péril la survie même de cette organisation et donc,
de ce fait, l’atteinte de l'objectif
commun. EX: Dans certains sports, notamment
au baseball, les salaires élevés versés aux joueurs (stratégie
individuelle gagnante) ont acculé certaines équipes à la faillite
(et ainsi rater ou compromettre l'objectif commun). 2)
Ou, au contraire, il y a rupture lorsque l'efficacité du groupe
est telle qu'elle menace la satisfaction individuelle des membres
qui finalement, n'y trouvant plus leur compte, décide de leur
propre chef de quitter ce groupe. EX: Dans
certaines entreprises de télémarketing, les salaires versés aux
employés sont si bas et les conditions de travail sont si
mauvaises, que de nombreux employés préfèrent démissionner.
= faillite ou dysfonction de l'entreprise, éclatement du groupe,
dissension dans l'équipe. /cohésion
de groupe. Teamwork breakdown.
SIMS, D.E. & SALAS, E. (2007). When teams fail in
organizitions : What creates teamwork breakdowns ? In J.
Langan- Fox, C.L. Cooper & R.J. Klimoski (Eds.),
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Management challenges and symptoms (pp. 302-318).
Cheltenham, England : Edward Elgar.
Point de vue : Conception personnelle d'une chose assez complexe ou importante pour faire l'objet d'une expression
formelle et publique, de manière écrite ou orale. Un point de vue
peut reposer sur des opinions,
des intuitions, un
raisonnement ou des faits. S'il est formulé par un expert,
le point de vue doit être fondé sur une théorie scientifique ou des faits.
Point of view.
Point fantôme : Désigne, lors d'une
discussion sur l'éducation,
le moment précis où les protagonistes, dans une dégoulinante unanimité,
concluent qu'il faut «tout un village pour élever un enfant». Ce
principe a été ainsi formulé par l'auteur de ce lexique : «Plus
une discussion se prolonge entre usagers d'un blogue sur
l'éducation, plus la probabilité de s'entendre sur l'idée qu'il
faut un village pour élever un enfant tend vers 1». L'usage du
«point» est calqué sur l'expression bien connue «point Godwin»,
tandis que le «fantôme» qualifie ici une métaphore
tellement abstraite et générale - le village ?! - qu'elle détourne
la conversion des véritables et multiples problèmes de l'éducation
: l'inefficacité de certaines méthodes
d'enseignement, le rôle réduit - voire la négligence ou
l'incompétence - de certains parents,
le manque de préparation
à l'école, le désengagement
financier de l'état
(les sommes sont détournées vers la santé),la formation
inadéquate des enseignants
au chapitre de technologie (TIC)/
de l'apprentissage, l'influence nuisible des téléphones
cellulaires et autres bidules en classe,
les classes bondées,
l'absence/rareté de classes spécialisées et de ressources pour les
enfants du primaire qui souffrent de véritables troubles
d'apprentissage, la non-reconnaissance des enfants talentueux
ou doués, la pauvreté des
bibliothèques, et
finalement la vétusté des écoles, des gymnases et autres
équipement sportifs, etc.
NDLR : Cela dit, pour élever une enfant, ça prend un ou deux «bons» parents, et pour l'éduquer des enseignants/professeurs de qualité !
= Reductio ad Fantomas. Fantomas law.
Point Godwin : Lors d'une discussion, moment où l'un des deux protagonisnes compare le raisonnement
de son interlocuteur aux discours d'Hitler
et des nazis (ou toute
autre analogie du genre). Ce point a d'autant plus de probabilité
d'être atteint que la discussion est polarisée
et s'éternise ou tourne en rond, ce qui est fréquent sur
les blogues et les forums internet. Le principe ou loi a été ainsi
formulé par Mike Godwin : « Plus une discussion entre usagers
d'internet (Usenet) dure longtemps, plus la probabilité d'y
trouver une comparaison impliquant les nazis ou Hitler tend vers 1
». Ici 1 égale la certitude que cela se produise.
= Reductio ad Hitlerum, loi de Godwin.
Godwin law.
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[LIRE]
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la politique partisane. La
troupe est formée des ministres, députés, candidats, ainsi que de
l'appareil politique de chacun des partis. La
Commedia dell'arte est une pièce souvent montée par ce théâtre. Political
leader.
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(sociale, publique ou économique) :Intervention
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dans le but d'améliorer le fonctionnement de la société
(ou de l'une de ses parties) et qui se traduit, sur le plan formel
et légal, par une loi
ou un règlement.=
politique publique, loi. *science
politique.Public policy, social policy,
economic policy, educational policy.
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Politique (Spectre) :Continuum qui présente les variations des idéologies politiques. = continuum politique, variation des programmes politiques
Spectrum of ideology.
Pôle
États intermédiaires de l'idéologie politique
Pôle
Révolutionnaire
Progressisme
Libéralisme/Social-démocratie
Conservatisme
Réactionnaire
Changement de l'état
Statu quo
Retour à l'état antérieur/Statu quo ante
Changement imposé
Changement proposé
Statut quo discuté
Retour proposé
Retour imposé
Usage de la violence/menace de... = Oui
Usage de la violence = Non
Usage de la violence/menace de... = Oui
Politique étrangère :Foreign policy.
DAVID, C.P., BALTHAZAR, L. et VAÏSSE, J. (2003). La
politique étrangère des États-Unis : Fondements,
acteurs, formulation. Paris : Presses de Sciences Po.
MINTZ, A. (2004). Foreign policy decision making in
familiar and unfamiliar settings : An experimental study
of high-ranking military officers. Journal of
Conflict Resolution, 48 (1), 91-104.
MONIÈRE, D. (2006). Les équivoques de la politique
étrangère québécoise. Dans S. Paquin (Dir.), Les
relations internationales du Québec depuis la doctrine
Gérin-Lajoie (p. 167-177). Québec : Presses de
l'Université Laval.
MEARSHEIMER, J.J. & WALT, S.M. (2006). The
Israel lobby and U.S. foreign policy. New York :
Farrar, Straus and Giroux. /Le lobby pro-israélien et
la politique étrangère américaine. Paris : La
Découverte.
BAUM, M.A. & POTTER, P.B.K. (2008). The
relationships between mass media, public opinion, and
foreign policy : Toward a theoretical synthesis. Annual
Review of Political Science, 11, 39-65.
DAVID, C.P. (2020). L'effet Trump. Quel impact sur la
politique étrangère des États-Unis ? Montréal :
Presse de l'Université de Montréal.
Politique partisane : Stratégie des partis politiques qui consiste à défendre les intérêts et la vision du parti, parfois avant ceux du pays ou de la nation. La politique partisane est nécessaire, car elle contribue au débat politique et à la confrontation des idées, mais elle devient un problème lorsque que la parti au pouvoir confond ses intérêts avec ceux de l'ensemble de la population qu'il représente.
Politic.
KASOMO, D. (2009). An examination of co-existence of
religion and politics. International Journal of
Sociology & Anthropology, 1 (7), 116-123.
Politique scientifique : Ensemble des politiques gouvernementales visant à promouvoir et à soutenir le
développement de la science
et de la technologie.
LÉVY-LEBLOND, J.-M. (2007). Notes pour une nouvelle
politique scientifique. Alliage, 68, 79-89.
[LIRE]
LICKLIDER, J.C.R. & POLLACK, I. (1948). Effects of
differentiation, integration, and infinite peak clipping
upon the intelligibility of speech. The Journal of the
Acoustical Society of America, 20, 42-51.
POLLACK, I. (1948). Effects of high pass and low pass
filtering on the intelligibility of speech in noise. The
Journal of the Acoustical Society of America, 20,
259-266.
POLLACK, I. (1952). Information of elementary auditory
displays. The Journal of the Acoustical Society of
America, 24, 745-749.
POLLACK, I. & FICKS, L. (1954). Information of
elementary multidimensional auditory displays. The
Journal of the Acoustical Society of America, 26,
155-158.
SUMBY, W.H. & POLLACK, I. (1954). Visual contribution
to speech intelligibility in noise. The Journal of the
Acoustical Society of America, 26, 212-221.
POLLARD, R. (1986). Home advantage in soccer : A
retrospective analysis. Journal of Sports Sciences,
4, 237-248.
POLLARD, R. (2002). Evidence of a reduced home advantage
when a team moves to a new stadium. Journal of Sports
Sciences, 20, 969-973.
POLLARD, R. (2006). Worldwide regional variations in home
advantage in association football. Journal of Sports
Sciences, 24 (3), 231-240.
POLLARD, R. (2006). Home advantage in soccer : Variations
in its magnitude and a literature review of the
inter-related factors associated with its existence.
Journal of Sport Behavior, 29 (2), 169-189. [PDF]
POLLARD, R. (2008). Home advantage in football : A current
review of an unsolved puzzle. The Open Sports Sciences
Journal, 1, 12-14. [PDF]
Polluer : Pollution : Consiste à dégrader ou à détruire un milieu, ou l'une de ses parties, en ajoutant une substance toxique
pour les êtres vivants de ce milieu ou une substance en si grande
quantité qu'elle devient avec le temps toxique, donc nuisible à l'environnement. EX: Les transports, notamment ceux alimentés par les carburants fossiles, polluent l'air et contribuent au réchauffement climatique. Il existe deux types de pollution : la pollution locale ou immédiate et la pollution globale ou planétaire. La pollution locale a des conséquences négatives sur l'environnement immédiat d'un individu, souvent à court/moyen terme, tandis que la pollution globale a des conséquences planétaires, généralement à moyen et long terme. EX:La pollution produite par les déchets d'une ville est une pollution locale et a des effets négatifs surles citoyens de cette ville. EX:La pollution produite par les énergies fossiles est une pollution planétaire qui a des effets négatifs sur tous les individus de la planète. Polluer, recycler
etcomportement
de propreté. Pollution, litter behavior.
MARLER, L. (1970). A study of anti-liter messages.
Journal of Environmental Education, 3, 52-53.
ZEIDNER, M. & SCHECTER, M. (1987). Some psychological,
health, demographic and economic correlates of air
pollution stress. Personality & Individual
Differences, 8, 769.
GELLER, E.S., WYLIE, R.G. & FARIS, J.C. (1971). An
attempt to apply prompting and reinforcement toward
pollution control. Proceedings of the 79th Annual
Convention of the American Psychological Association, 6,
701-702.
ZEIDNER, M. & SCHECTER, M. (1988). Psychological
responses towards air pollution : Some personality and
demographic correlates . Journal of Environmental
Psychology, 8, 191-208.
CORDANO, M. & FRIEZE, I.H. (2000). Pollution reduction
preferences of U.S. environmental managers : Applying
Ajzen's theory of planned behavior. Academy of
Management Journal, 43, 627-641.
GELLER, E.S., FARIS, J.C. & POST, D.S. (1973).
Prompting a consumer behavior for pollution control. Journal
of Applied Behavior Analysis, 6, 367-376. [PDF]
JOIREMAN, J., VAN LANGE, P.A.M. & VAN VUGT, M. (2004).
Who cares about the environmental impact of cars ? Those
with an eye toward the future. Environment &
Behavior, 35, 1-20.
[PDF]
GELLER, E.S., WITMER, J.F. & TUSO, M.A. (1977).
Environmental interventions for litter control. Journal
of Applied Psychology, 62, 344-351.
POWER, M.C., KIOUMOURTZOGLOU, M.-A., HART, J.E., OKEREKE,
O.L., LADEN, F. & WEISSKOPF, M.G. (2015). The relation
between past exposure to fine particulate air pollution
and prevalent anxiety : observational cohort study. British
Medical Journal, 1-9.
[PDF]
BILWICZ, M. & KRZIMINSKI, I. (2010). Anti-Semitism in
Poland and Ukraine : The belief in Jewish control as a
mechanism of scapegoating. International Journal of
Conflict & Violence, 4, 234-243.
IZYDORCZYK, B., TRUONG THI KHANH, A., LIZINCZYK, S.,
SITNIK-WARCHULSKA, K., LIPOWSKA, M. & GULBICKA, A.
(2020). Body dissatisfaction, restrictive, and bulimic
behaviours among young women : A Polish-Japanese
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Polyandrie : Du grec poly qui signifie «plusieurs» et andros qui veut dire «homme». Type d'organisation sociale qui permet l'union légitime d'une femme
avec plusieurs hommes.Polyandry.
Polydipsie : Soif excessive et incontrôlée.
Psychogenic polydipsia.
FALK, J.L. (1961). Production of polydipsia in normal rats
by an intermittent food schedule. Science, 133 (3447),
195-196.
FALK, J.L. (1966). Analysis of the water and NaCl
solution acceptance by schedule-induced polydipsia. Journal
of the Experimental Analysis of Behavior, 9 (2),
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FALK, J.L. (1966). Schedule-induced polydipsia as a
function of fixed interval length. Journal of the
Experimental Analysis of Behavior, 9 (1), 37-39. [PDF]
FALK, J.L. (1969). Conditions producing psychogenic
polydipsia in animals. Annals of the New York Academy
of Sciences, 157 (2), 569-593.
FLORY, R.K. & LICFETT, G.G. (1974). Effects of
lick-contingent timeout on schedule-induced polydipsia. Journal
of the Experimental Analysis of Behavior, 21 (1),
45-55. [PDF]
Polygamie/Polygame : Du grec poly qui signifie «plusieurs» et game
qui veut dire «union». Situation où une personne, la
plupart du temps un homme, entretient
une relation officielle (mariage ou union de fait) avec deux ou
plusieurs femmes. Polygamy.
ELLIS, A. (1960). A case for polygamy. Nugget, 5
(1), 19, 24, 26.
BAREFOOT, J. (1974). The polygraph story. New
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CROSS, T.P. & SAXE, L. (2001). Polygraph resting and
sexual abuse : The lure of the magic lass. Child
Maltreatment, 6 (3), 195-206. [PDF]
BARLAND, C. & RASKIN, D. (1976). Validity and
reliability of polygraph examinations of criminal
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HONTS, C.R., KIRCHER, J.C. & RASKIN, D.C. (2002). The
scientific status of research on polygraph techniques :
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M.J. Saks & J. Sanders (Eds.), Modern scientific
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REID, J.E. & INBAU, F.E. (1977). Truth and
deception : The polygraph ("lie detector") technique.
Baltimore : Williams & Wilkins.
FIEDLER, K., SCHMOD, J. & STAHL, T. (2002). What is
the current truth about polygraph lie detection ?
Basic & Applied Social Psychology, 24, 313-324.
LYKKEN, D.T. (1978). Uses and abuses of the polygraph. In
H. Pick, H. Leibowitz, J. Singer, A. Steinschneider &
H. Stevenson (Eds.), Psychology : From research to
practice (pp. 171-191). New York : Plenum.
NATIONAL ACADEMY OF SCIENCES (2002). The polygraph and
lie detection. Washington, DC : National Academy
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IACONO, W.G. & LYKKEN, D.T. (2002). The scientific
status of research on polygraph techniques : The case
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SAXE, L., DOUGHERTY, D. & CROSS, T. (1985). Scientific
validity of polygraph testing : A research review and
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OKSOL, E.M. & O'DONOHUE, W.T. (2003). A critical
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SAXE, L., DOUGHERTY, D. & CROSS, T. (1985). The
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GRUBIN, D., MADSEN, L., PARSONS, S., SOSNOWSKI, D. &
WARBWERG, B. (2004). A prospective study of the impact of
polygraphy on high-risk behaviors in adult sex offenders.
Sex Abuse, 16, 209-222.
ARTHER, R.O. (1986). The polygraph's enemies : An update.
Journal of Polygraph Science, 20, 133-136.
KOKISH, R. (2004). The current role of post-conviction sex
offender polygraph testing in sex offender treatment.
Journal of Child Sexual Abuse, 12, 175-194.
BRETT, A.S., PHILLIPS, M. & BEARY, J.F. (1986).
Predictive power of the polygraph : Can the "lie detector"
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magic lasso : The truth about the polygraph. Statistical
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KLEINMUNTZ, B. (1987). The predictive power of the
polygraph : The lies lie detectors tell. Journal of
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RUSCIO, J. (2005). Exploring controversies in the art and
science of polygraph testing. Skeptical Inquirer, 29,
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FUREDY, J.J. (1987). Evaluating polygraphy from a
psychophysiological perspective : a specific-effect
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KOKISH, R., LEVENSON, J.S. & BLASINGAME, G.D. (2005).
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application of the polygraph tests in the American
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HONTS, C.R. & AMATO, S. (2007). Automation of a
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IACONO, W.G. (2008). Effective policing : Understanding
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HONTS, C.R. & PERRY, M.V. (1992). Polygraph
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Pomeranz Kenneth (1958-) :Historien
américain et spécialiste de la
Chine.
POMERANZ, K. (1993). The making of an Hinterland :
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1853-1937. Berkeley : University of California
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POMERANZ, K. (2000). The great divergence : Europe,
China, and the making of the modern world economy. Princeton
University Press / Une grande divergence - La Chine,
l'Europe et la construction de l'économie mondiale. Paris
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POMERANZ, K. (2009). La force de L'empire : Révolution
industrielle et écologie, ou pourquoi l'Angleterre a
fait mieux que la Chine. Alfortville : Éditions
Ère.
POMERANZ, K. (2011). Labeling and analyzing historical
phenomena : Some preliminary challenges. Cliodynamics
: The Journal of Theoretical & Mathematical History,
1 (1), 3-27.
POMERANZ, K. (2012). Contemporary development and economic
history : How do we know what mtters ? Journal
Economic History of Developing Regions, 27 (1),
34-145.
POMERANTZ, E.M., CHAIKEN, S. & TORDESSILAS, R. (1995).
Attitude strength and resistance processes. Journal
of Personality & Social Psychology, 69,
408-419.
POMERANTZ, E.M. & RUBLE, D.N. (1998). The role of
maternal gender socialization in the development of sex
differences in child self-evaluative mechanisms. Child
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POMERANTZ, E.M. & EATON, M.M. (2001). Maternal
intrusive support in the academic context : Transactional
socialization processes. Developmental Psychology,
37, 174-186.
POMERANTZ, E.M. & DONG, W. (2006). The effects of
mothers’ perceptions of children’s competence : The
moderating role of mothers’ theories of competence. Developmental
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POMERANTZ, E.M. & WANG, Q. (2009). The role of
parents' control in children's development in Western and
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POMERANTZ, J.R. & KUBOVY, M. (1986). Theoretical
approaches to perceptual organization : Simplicity and
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POMERANTZ, J.R. (2003). Wholes, holes, and basic features
in vision. Trends in Cognitive Sciences, 7 (11),
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POMERLEAU, A. et MALCUIT, G. (1983). L'enfant et son
environnement. Montréal : PUQ.
POMERLEAU A., MALCUIT, G. et JULIEN, M. (1997). Contextes
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l'Université du Québec.
POMERLEAU, A., MALCUIT, G., CHAREST, S., MOREAU, J.,
LAMARRE, G., DIORIO, G., LAGUE, J., DION, L. et SÉGUIN, R.
(2000). Prévention de l'abus et de la négligence envers
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recherche présenté au Conseil Québécois de la Recherche
Sociale.
LACROIX, V., POMERLEAU, A., MALCUIT, G., SÉGUIN, R. et
LAMARRE, G. (2001). Développement langagier et cognitif de
l'enfant dans un contexte de vulnérabilité : Relation avec
la durée des vocalisations maternelles et les jouets
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BELHUMEUR, C., GERMAIN, P. AMYOT, I. & JELIU, G.
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Some observations on controlled social environments for
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POMERLEAU, O.F., BOBROVE, P.H. & SMITH, R.H. (1973).
Rewarding psychiatric aides for the improvement of
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POMERLEAU, O.F., BASS, F. & CROWN, V. (1975). The role
of behavior modification in preventive medicine. The
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POMERLEAU, O.F. & POMERLEAU, C.S. (1984).
Neuroregulators and the reinforcement of smoking : Towards
a biobehavioral explanation. Neuroscience &
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POMERLEAU, O.F., DOWNEY, K.K., STELSON, F.W. &
POMERLEAU, C.S. (1995). Cigarette smoking in adult
patients diagnosed with attention deficit hyperactivity
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Pompe à ions : Voir Dépolarisation de la membrane. Membrane
potential.
Pompier : Pompière : Firefighter.
LIAO, H., ARVEY, R.D., BUTLER, R. & NUTTING, S.M.
(2001). Correlates of work injury frequency and duration
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PONGRÀCZ, P., MIKLOSI, A., KUBINYI, E., GUROBI, K., TOPAL,
J. & CSÀNYI, V. (2001). Social learning in dogs : The
effect of a human demonstrator on the performance of dogs
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PONGRÀCZ, P., MIKLOSI, A., KUBIYI, E., TOPÀL, J. &
CSÀNYI, V. (2003). Interaction between individual
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Pontalis Jean-Bertrand (1924-2013) :Psychanalyste
français et exégète de l'oeuvre de Freud. Avec Laplanche, il a publié un célèbre dictionnaire
de psychanalyse. Étudiant de Sartre.
Il a été analysé par Lacan.
Collaborateur de Laplanche.
LAPLANCHE, J. et PONTALIS, J.-B. (1977). Vocabulaire
de la psychanalyse. Paris : Presses Universitaires
de France.
PONTALIS, J.-B. (1992). Entre le rêve et la douleur.
Paris : N.R.F.
PONTALIS, J.-B. (1998). L'enfant des limbes.
Paris : Gallimard.
PONTALIS, J.-B. (2002). En marge des jours.
Paris : Gallimard.
PONTALIS, J.-B. (2003). Traversée des ombres.
Paris : Gallimard.
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internet gaming disorder in clinical research : Past and
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PONTES, H.M., KIRÀLY, O., DEMOTROVICS, Z. & GRIFFITHS,
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internet gaming disorder : The development of the IGD-20
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PONTES, H.M., KUSS, D.J. & GRIFFITHS, M.D. (2015).
Clinical psychology of Internet addiction : a review of
its conceptualization, prevalence, neuronal processes, and
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and psychometric properties of the internet disorder
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PONTES, H.M., TAYLOR, M. & STAVROPOULOS, V. (2018).
Beyond "Facebook addiction" : The role of
cognitive-related factors and psychiatric distress in
social networking site addiction. Cyberpsychology,
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Ponzo Mario (1882-1960) :Psychologue italien. On lui doit la découverte d'une illusion qui porte son nom.
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CANESTRELLI, L. (1960).
Mario Ponzo : 1882-1960.The American Journal of Psychology, 73 (4), 645-647.
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BERTAMINI, M. & WADE, N.J. (2022).
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POPE, H.G., KATZ, D.L. & HUDSON, J.I. (1993).
"Anorexia nervosa" and "reverse anorexia" among 108 male
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POPE, H.G. & KATZ, D.L. (1994). Psychiatric and
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POPE, H.G., GRUBER, A.J., CHOI, P., OLIVARDIA, R. &
PHILLIPS, K.A. (1997). Muscle dysmorphia : An
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POPE, H.G., OLIVARDIA, R., BOROWIECKI, J.J. & COHANE,
G.H. (2001). The growing commercial value of the male body
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Sexual behavior between clinical supervisors and trainees
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Popper Karl Raimund (Vienne 1902-1994 Londres) :Philosophe et épistémologue
anglais. Il a proposé une solution au problème
de la démarcation qui consiste à considérer comme
non-scientifique toute théorie
qui ne peut être falsifiée.EX: Freud prétend que si le complexe
d'Oedipe ne se manifeste pas de façon observable chez
l'individu, c'est qu'il est refoulé. Pour Popper, cette
affirmation est infalsifiable,
donc non-scientifique, car on ne peut montrer qu'elle est
contraire aux faits, donc fausse. Étudiant de Bühler.
Collaborateur d'Eccles.
POPPER, K.R. & ECCLES, J. (1977). The self and
its brain : Argument for interactionism. Berlin and
Heidelberg : Springer-Verlag.
POPPER, K.R. (1981). La quête inachevée. Paris
: Édition Calmann Lévy.
POPPER, K.R. (1984). La logique de la découverte
scientifique. Paris : Payot.
POPPER, K.R. (1962/68). Conjectures and refutations.
New York : Harper & Row.
POPPER, K.R. (1972/98). Objective knowledge : An
evolutionary approach / La connaissance objective.
Oxford : Oxford University Press/Paris : Flammarion.
DONAGAN, A. (1966). The Popper-Hempel theory reconsidered.
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BATENS, D. (1968). Some proposals for the solution of the
Carnap-Popper discussion on "inductive logic". Studia
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MUSGRAVE, A.E. (1974). The objectivism of Popper's
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Karl Popper (pp. 560-589). La Salle III, The Open
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MUSGRAVE, A.E. (2004). How Popper [might have] solved the
problem of induction. Philosophy, 79, 19-31.
STOVE, D.C. (1982). Popper and after : Four modern
irrationalists. Oxford : Pergamon.
FONTANA, J. (2006). Karl Popper’s solution for the problem
of induction. Journal of Theology & Culture, 8 (2),
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AGASSI, J. (2014). Popper and his popular critics :
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Springer.
KURZ, E. (1996). Marginalizing discovery : Karl Popper's
intellectual roots in psychology. Creative Research
Journal, 1, 173-88.
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Populaire
: Qui attire l'attention
sociale ou suscite l'intérêt d'un grand nombre de personnes,
pour diverses raisons.
Popular.
MARSTON, W.M. (1936). You can be popular. New
York : Home Institute.
Population : Le terme a trois significations voisines : a)
En statistique,
ensemble fini ou infini d'éléments à partir duquel on extrait un échantillon.
Pour faire partie de la population à l'étude, un individu doit
avoir une probabilité non-nulle
de faire partie de l'échantillon. b) En biologie,
groupe d'individus de la même espèce
qui partage un territoire.
Population et
échantillon.c) En
démographie, groupe d'individus organisé
ou non qui habite, partage et exploite un territoire.
Population.
WALD, A. & WOLFOWITZ, J. (1940). On a test whether two
samples are from the same population. Annals of
Mathematical Statistics, 11 (2), 147-162.
ROYALL, R.M. (1968). An old approach to finite population
sampling. Journal of the American Statistical
Association, 63, 1269-1279.
HOLMES, A.P. & FRISTON, K.J. (1998). Generalisability,
random effects and population inference. NeuroImage, 7
(S), 754. [PDF]
ROYALL, R.M. (1970). On finite population sampling theory
under certain linear regression models. Biometrika,
57, 377-387.
BART, J. & EARNST, S. (2002). Double sampling to
estimate density and population trends in birds. The
Auk, 119 (1), 36-45. [PDF]
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two ? Annals of the New York Academy of Sciences,
487, 16-33.
WATERS, F.A., ALLEN, P., ALEMAN, A., FERNYHOUGH, C.,
WOODWARD, T.S., BADCOCK, J.C., BARKUS, E., JOHNS, L.,
VARESE, F., MENON, M., VERCAMMEN, A. & LAROI, F.
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B. (1984). Biostatistique. Chicoutimi : Gaëtan
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KIMURA, M., MARUYAMA, T. & CROW, J.F. (1963). The
mutation load in small populations. Genetics, 48
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CLUTTON-BROCK, T.H., ILLIUS, A., WILSON, K., GRENFELL,
B.T., MAcCOLL, A. & ALBON, S.D. (1997). Stability and
instability in ungulate populations : an empirical
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KIMURA, M. (1969). The number of heterozygous
nucleotidesites maintained in a finite population due to
steady flux of mutations. Genetics, 61, 893-903.
BOONSRA, R., KREBS, C.J. & STENSETH, N.C. (1998).
Population cycles in small mammals : The problem of
explaining the low phase. Ecology, 79, 1479-1488.
CROW J.F. & KIMURA, M. (1972). The effective number of
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and further discussion. American Journal of Human
Genetics, 24 (1), 1-10. [PDF]
TAYLOR, M.K., AKEEAGOK, S., ANDRIASHEK, D., W. BARBOUR,
W., BORN, E.W., CALVERT, W., CLUFF, H.D., FERGUSON, S.,
LAAKE, J., ROSING-AS- VID, A., STIRLING, I. & MESSIER,
F. (2001). Delineating Canadian and Greenland polar bear
(Ursus maritimus) populations by cluster analysis of
movements. Canadian Journal of Zoology, 79,
690-709.
WATTERSON, G.A. (1986). The homozygosity test aftera
change in population size. Genetics, 112, 899-907.
AARS, J. & IMS, R.A. (2002). Intrinsic and climatic
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sustainability, and earth's carrying capacity. BioScience,
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HARDIN, G. (1971). Population, biology and law. Journal
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BIRDSALL, N., KELLEY, A. & SINDING, S. (2001). Population
matters : demographic change, economic growth and
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BONGAARTS, J. (2009). Human population growth and the
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CALHOUN, J.B. (Ed.) (1983). Environment and
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TURNER, G.M. (2012). Population growth : Have we reached
the limits to growth ? Chemistry in Australia, 24-[27]
EHRLICH, P.R. & EHRLICH, A.H. (1990). The
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growth on the environmet : evidence from European regions.
European Journal of Population, 35, 379-402
CAFARO, P., HANSSON, P. & GÖTMARK, F. (2022).
Overpopulation is a major cause of biodiversity loss and
smaller human populations are necessary to preserve what
is left. Biological Conservation. 272, 1-9. [PDF]
DORLING, D. & ATKINS D.J. (1995). Population
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1981 and 1991. Studies on Medical and Population
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EHRLICH, P.R. & EHRLICH, A.H. (1990). The
population explosion. London : Hutchinson.
DAILY G. C. & HRLICH, P.R. (1992). Population,
sustainability, and earth's carrying capacity. BioScience,
42 (10), 761-771.
TURNER, G.M. (2012). Population growth : Have we reached
the limits to growth ? Chemistry in Australia, 24-[27]
CAFARO, P., HANSSON, P. GÖTMARK, F. (2022). Overpopulation
is a major cause of biodiversity loss and smaller human
populations are necessary to preserve what is left. Biological Conservation, 272, 1-9. [PDF]
KIMURA, M., MARUYAMA, T. & CROW, J.F. (1963). The
mutation load in small populations. Genetics, 48
(10), 1303-1312. [PDF]
CLUTTON-BROCK, T.H., ILLIUS, A., WILSON, K., GRENFELL,
B.T., MAcCOLL, A. & ALBON, S.D. (1997). Stability and
instability in ungulate populations : an empirical
analysis. American Naturalist, 149, 195-219.
BURNIE, D. (Dir.) (2001). Animal. Londres :
Dorling Kindersley / Le règne animal.
Saint-Laurent : Erpi.
Population
clinique :Population
étudiée en raison de l'une de ses caractéristiques que l'on
considère comme pathologique.
Population et échantillon
clinique.Clinical population.
DU FORT, G.G., NEWMAN, S.C. & BLAND, R.C. (1993).
Psychiatric comorbidity and treatment seeking : Sources of
selection bias in the study of clinical populations. Journal
of Nervous & Mental Disease, 181, 467-474.
Population
estimée (Pe) :
Population
naturelle : Natural population.
MORAND-FERRON, J.& QUINN, J.L. (2015). The evolution
of cognition in natural populations. Trends in
Cognitive Sciences, 19, 235-237.
Population
normale : Normal population.
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Populisme
: Le mot a au moins deux acceptions, presque opposées :
a) De façon générale, manière de faire la politique
(ou tout autre activité publique) qui consiste à dire et à
promettre aux électeurs
(le peuple) ce qu'ils souhaitent entendre (langue
de bois), à réduire la complexité des enjeux
d'une société à des
solutions simplistes (EX: baisser les
taxes, remettre de l'argent dans les poches des
contribuables, etc.) sous prétexte que ces enjeux sont trop
difficiles à comprendre pour le commun des mortels, le tout en
utilisant un vocabulaire à la mode et des expressions populaires
(«le vrai monde», «les vraies affaires» etc). Le populisme repose
sur l'idée qu'il faut faire appel au sens commun de l'électeus, et
non à sa raison, aux impressions,
plutôt qu'au jugement, et
que toute autre forme de discours ou de communication est le fait
d'une élite sans-coeur et
sans pitié ou pire corrompue. Selon l'époque et le pays, cette
«élite décadant» désigne tantôt les riches, les
étangers, les technocrates,
tantôt les syndicats, les
vieux partis, les
athés; bref à «l'autre», considéré comme l'ennemi juré de la
nation, du peuple.
La stratégie du populisme consiste donc à diviser pour mieux
régner plutôt qu'à rassembler pour mieux gouverner.
Le populisme préfère flatter les égos que de défendre l'intérêt
public. Au Québec, le
recours au joual et aux anglicismes fait partie de ces stratégies
populistes fort prisées... = le
parler-vrai, la politique du vrai-monde, «je suis le peuple»,
démagogie, rhétorique, simplisme politique.Populisme,
idéologie et clientélisme.Populism. b)
Le mot a également un sens historique plus précis qui renvoie aux
mouvements sociaux
et aux partis politiques qui
opposent les élites économiques au peuple.et
qui, en ce sens, critique les structures démocratiques
(au autoritaire) qui maintiennent et protègent le pouvoir de ces
élites et réclament des changements importants. EX: Le
parti la France Insoumise de Melanchon. Populisme,
idéologieet élite.Populism.
a
ALBERTRAZZI, D. & McDONELL, D. (2007). Twenty-first
century populism : The sectre of Western European
democracy., Londres, Palgrave Macmillan.
MUDDE, C. & KALTWASSER, C.R. (2012). Populism in
Europe and the Americas : Threat Or Corrective for
Democracy ? Cambridge University Press.
BOUCHARD, S. (2014). La radio poubelle : le populisme de
droite en action. Nouveaux Cahier du Socialisme, 11,
104-113.
MÛLLER, J.W. ( 2016). Qu'est-ce que le populisme ?
Définir enfin la menace. Premier Parallèle.
MUDDE, C. & KALTWASSER, C.R. (2017). Populism : A
very short introduction. Oxford University Press.
BOCK-CÔTÉ, M. (2019). Le populisme ou la part étouffée de
la démocratie contemporaine. Dans C.Delsol et G. De Ligio
(Dirs.), La démocratie dans l’adversité (p.
317-330). Paris : Éditions du Cerf.
Portfolio
: Échantillon,
fourni par un candidat qui postule un emploi,
du travail qu'il sait accomplir, de son savoir-faire.
Portfolio etentrevue
d'embauche. Work sample.
WERNIMONT, P.F. & CAMPBELL, J.P. (1968). Signs,
samples, and criteria. Journal of Applied Psychology,
52, 372-376.
CALLINAN, M. & ROBERTSON, I.T. (2000). Work sample
testing. International Journal of Selection &
Assessment, 8, 248-260.
CAMPION, J.E. (1972). Work sampling for personnel
selection. Journal of Applied Psychology, 56, 40-44.
ASHER, J.J. & SCIARRINO, J.A. (1974). Realistic work
sample tests : A review. Personnel Psychology, 27,
519-533.
HEDGE, J.W. TEACHOUT, M.S. & LAUE, F.J. (1990). Interview testing as a work sample measure of job proficiency. Brooks,
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Branch
HEDGE, J.W. & TEACHOUT, M.S. (1992). An interview
approach to work sample criterion measurement. Journal
of Applied Psychology, 77, 453-461.
ROTH, P.L., BOBKO, P., MCFARLAND, L.A. (2005). A
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integrating some classic literature. Personnel
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HARVILLE, D.L. (1996). Ability test equity in predicting
job performance work samples. Educational &
Psychological Measurement, 56, 344-348.
Pornographie : Porno : Pornographe : De pornè, qui signifie
«courtisane» et graphein, qui signifie « écrire». Représentation
sexuelle de l'activité sexuelle et du corps, le plus souvent celui
des femmes, qui exploite
notamment la soumission
et la violence dans le
but de procurer au consommateur une excitation
sexuelle et un orgasme.
La pornographie n'implique pas nécessairement la nudité,
car un consommateur peut jouir à la vue d'une femme vêtue.
Pornographie, pornographie
infantileetprostitution.*érotisme,
nudité.Pornography,
sexually explicit materials, sexually explicit, violent erotica,
XXX, violent and sexually degrading X- rated material, X- rated
movies, depictions of women, internet sex.
HYDE, H.M. (1965). A history of pornography. New
York : Dell.
NUTTER, D. & KEARNS, M. (1993). Patterns of exposure
to sexually explicit material among sex offenders, child
molesters, and controls. Journal of Sex & Marital
Therapy, 19, 77-85.
BEN-VENISTE, R. (1971). Pornography and sex crime : The
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DEMARE, D., LIPS, H.M. & BRIÈRE, J. (1993). Violent
pornography, anti-women attitudes, and sexual aggression :
A structural equation model. Journal of Research in
Personality, 27, 285-300.
AMIS, K., ANDERSON, J.N.D., BEASLEY-MURRAY, G.R.,
BERRIDGE, D., BINNEY, S. & BOWATER, I. (1972). Pornography
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DAVIS, C.M. & BAUSERMAN, R. (1993). Exposure to
sexually explicit materials : An attitude change
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121-209.
DAVIS, K.E. & BRAUCHT, G.N. (1973). Exposure to
pornography, character, and sexual deviance : A
retrospective survey. Journal of Social Issues, 19, 184-196.
SCOTT, J.E. & CUVELIER, S. (1993). Violence and sexual
violence in pornography : Is it really increasing ? Archives
of Sexual Behavior, 2, 357-371.
KUTCHINSKY, B. (1973). The effect of easy availability of
pornography on the incidence of sex crimes : The Danish
experience. Journal of Social Issues, 29,
163-181.
NORRIS, J. & KERR, K.L. (1993). Alcohol and violent
pornography : responses to permissive and nonpermissive
cues. Journal of studies on alcohol, 11 (S),
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GOLDSTEIN, M.J. & KANT, H.S. (1973). Pornography
and sexual deviance : A report of the Legal and
Behavioral Institute. Berkeley : University of
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SENN, C.Y. (1993). Woman's multiple perspectives and
experiences with pornography. Psychology of Women's
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COURT, J.H. (1977). Pornography and sex crimes : A
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FUKUI, A. & WESTMORE, B. (1994).To see or not to see :
The debate over pornography and its relationship to sexual
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GIBBONS, F.X. (1978). Sex guilt and reactions to
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FISHER, W.A. & GRENIER, G. (1994). Violent
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BAKER, C.D. (1978). Comment : Preying on playgrounds : The
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ZILLMANN, D. & BRYANT, J. (1982). Pornography, sexual
callousness, and the trivialization of Rape. Journal
of Communication, 32, 10-21.
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Post-doctorat
: Prolongation des études
doctorales non-sanctionné par un diplôme,
qui vise à parfaire la formation d'un
chercheur ou d'un clinicien,
en attendant de se trouver un emploi. Postdoctoral.
BLATT, S.J. (1970). Postdoctoral training program in
clinical psychology in the Yale Department of Psychiatry.
In J.J. Matulef, K.D. Potthars & P.J. Rothenberg
(Eds.), The revolution in professional training.
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Reflections on postdoctoral training. Yale
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Post-mortem
: Du latin post qui signifie "après" et mortem
qui veut dire "mort". Cette expression est notamment utilisée
lorsqu'on pose un disagnostique après la mort d'un patient. EX
:démence.Postmortem.
WEINER, M.F., RISSER, R.C., CULLUM, C.M., HONIG, L.,
WHITE, C., SPECIALE, S. & ROSENBERG, R.N. (1996).
Alzheimer's disease and its Lewy body variant : a clinical
analysis of postmortem verified cases. American
Journal of Psychiatry, 153, 1269-1273.
Post-partum
: Du latin post qui signifie "après" et partum
qui veut dire "grossesse". Voir Dépression
post-partum.Postpartum depression, baby
blues.
POSTLE, B.R., STERN, C.E., ROSEN, B.R. & CORKIN, S.
(2000). An fMRI investigation of cortical contributions to
spatial and nonspatial visual working memory. NeuroImage,
11 (5), 409-423.
POSTLE, B.R., BERGER, J.S. & D'ESPOSITIO, M. (2006).
Functional neuroanatomical double dissociation of mnemonic
and executive control processes contributing to working
memory performance. Proceedings of the National
Academy of Sciences, 96 (22), 12959-12964.
POSTLE, B.R., AWH, E., JONIDES, J., SMITH, E.E. &
D'ESPOSITO, M. (2004). The where and how of
attention-based rehearsal in spatial working memory. Cognitive
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Personal values as selective factors in perception. Journal
of Abnormal & Social Psychology, 18, 142-154.
ALLPORT, G.W. & POSTMAN, L.J. (1948). The
psychology of rumor. New York : Henry Holt.
POSTMAN, L.J. (1962). Psychology in the making :
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Alfred A. Knopf.
POSTMAN L.J. (1962). The temporal course of proactive
inhibition for serial lists. Journal of Experimental
Psychology, 63 (4), 361-369.
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Social identity : Context, commitment, content (pp.
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POSTMES, T., SPEARS, R. & LEA, M. (2000). The
emergence and development of group norms in
computer-mediated communication. Human Communication
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POSTMES, T. & BRANSCOMBE, N.R. (2002). Influence of
long-term racial environmental composition on subjective
well-being in African Americans. Journal of
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POSTMES, T., SPEARS, R., LEE, T. & NOVAK, R. (2005).
Individuality and social influence in groups : Inductive
and deductive routes to group identity. Journal of
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Postulat : Assise et point de départ d'un raisonnement,
d'une théorie. Les postulats sont souvent indémontrables (on ne
peut les déduire d'autres axiomes) et non-fondés empiriquement
(bien qu'ils puissent l'être). Cependant, les postulats permettent
de déduire logiquement des propositions qui pourront être
confrontées aux faits (et donc infirmées ou confirmées). EX:
Supposons qu'un test révèle que les Asiatiques ont un quotient intellectuel plus élevé que les Blancs. Peut-on conclure que ces derniers sont moins intelligents
? = axiome.
Postulate.
Exemple
Critique
Postulat 1
L'intelligence existe.
De
nombreux psychologues, notamment les béhavioristes,
considèrent que le concept d'intelligence
ne décrit aucune réalité (vide de sens) ou décrit
une réalité qui n'influence pas les comportements.
Postulat
2
L'intelligence est fortement déterminée par les gènes.
De
nombreux psychologues critiquent la validité des études de jumeaux sur lesquelles repose ce postulat.
Postulat
3
Les
tests d'intelligence (QI) mesure bel et bien
l'intelligence.
De
nombreux chercheurs considèrent que les
tests d'intelligence mesurent davantage l'aptitude
à réussir ses études (ou toutes autres activités
intellectuelles) que l'intelligence.
Postulat 4
Les
races existent.
De
nombreux biologistes/anthropologues considèrent que le
concept de race ne
décrit aucune réalité; il y a autant de variations
génétiques entre un Asiatique et un Blanc, qu'entre deux
Blancs (ou deux Asiatiques).
Raisonnement
Conclusion
Si
l'intelligence existe et qu'on peut la mesurer
précisément, on peut affirmer que les causes génétiques de
ce phénomène pourraient créer des variations selon la race
(effets).
Conclure que certains races sont plus intelligentes que d'autres repose sur au moins 4 postulats fortement critiqués par
les psychologues et les biologistes.
Affirmation
Ces
variations existent, donc il y a des races + intelligentes
que d'autres.
Dans
l'état actuel des connaissances, cette affirmation n'est
ni vraie, ni fausse, mais tout simplement impossible à
vérifier. C'est pour cette raison que l'on qualifie de racistes
les individus qui persistent à soutenir cette idée.
Attention
!
Si
les postulats 1, 2 et 4 étaient confirmés par les faits,
il faudrait admettre que certaines races sont plus
intelligentes que d'autres, qu'il existe bel et bien une
hiérarchie raciale du QI, que l'on peut mesurer si 3 est
aussi vrai.
On ne ferait donc pas preuve de racisme en soutenant cette
affirmation. Ce serait comme affirmer qu'en moyenne les Nord-Américains sont plus grands que les Asiatiques.
ALLAIS, M. (1953). Le comportement de l'homme rationnel
devant le risque : critique des postulats et axiomes de
l'école américaine. Econometrica, 21, 503-546.
PRESSEY, A.W. (1972). The assimilation theory of geometric
illusions : An additional postulate. Perception &
Psychophysics, 11 (IA), 28-30. [PDF]
STENT, G.S. (1973). A physiological mechanism for Hebb's
postulate of learning. Proceedings of the National
Academy of Sciences, 70, 997-1001.
KNEALE, W.C. & KNEALE, M. (1988). The development
of logic. Oxford : Oxford Press.
Postulat de l'équivalence des environnements : Dans les
recherches sur la mise en évidence des déterminants
bio-génétiques du comportement,
principe selon lequel il n'y a pas plus de différence entre les
environnements de jumeaux
homozygotes (génétiquement identiques) qu'entre les
environnement de jumeaux
hétérozygotes (50 % des gènes en communs); autrement dit,
ces environnements seraient équivalents et ne pourraient donc pas
expliquer les différences observer entre ces deux types de
jumeaux. Postulat de l'équivalence des environnement et
étude des jumeaux.=
principe d'équivalence des milieux. Equal
environments assumption.
Homozygotes
Hétérozygotes
Gènes
Hm1 =
Hm2
Hm1 ±
Hm2
Environnement
Hm1 =
Hm2
Hm1 =
Hm2
PLOMIN, R., WILLERMAN, L. & LOEHLIN, J.C. (1976).
Resemblance in appearance and the equal environments
assumption in twin studies of personality traits. Behavior
Genetics, 6 (1), 43-52.
AINSLIE, R.C., OLMSTEAD, K.M. & O’LOUGHLIN, D.D.
(1987). The early development context of twinship : some
limitations of the equal environments hypothesis. American
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& EAVES, L.J. (1993). Test of the equal-environment
assumption in twin studies of psychiatric illness. Behavior
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quantitative review. Psychological Bulletin, 126,
78-108.
[PDF]
Posture
: Position du corps, adoptée volontairement ou non. La
posture est en grande partie contrôlé par le cervelet.
Elle peut, dans certains cas, révéler un état (EX:fatigue) ou une émotion (EX:douleur). Posture, reconnaissance
des émotions ettonus.
Potentiel (humain) : Chez les
humanistes, concept qui décrit ce qu'un individu croit
pouvoir faire ou réaliser. Chez Gibson,
le concept renvoie à toute les possibilités d'action d'un sujet
sur son milieu, et vice-versa. Potentiel,
aptitudeetcapacité. Affordance.
GIBSON, J.J. (1977). The theory of affordances. In R. Shaw
and J. Bransford (Eds.), Perceiving, acting, and
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Crawling versus walking infants' perception of affordances
for locomotion over sloping surfaces. Child
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Potentiel d'action : PA : Dépolarisation passagère de la membrane plasmique d’un neurone,
correspondant à l’inversion du potentiel
de repos. Il est produit de proche en proche le long de l'axone.
Ce phénomène a été découvert par Du
Bois Reymond, mais expliqué et formalisé par
Hodgkin et Huxley(les pompes à ions). Cette activité
électrochimique obéit à la loi du "tout ou
rien"; si la stimulation est insuffisante, on n’enregistre
rien (rien); si elle est suffisante (100 millièmes de volt),
on enregistre un potentiel d'action (tout). La durée de ce
potentiel varie entre 1 et 2 milliseconde. Potentiel d'action etpotentiel de repos. Ionic
current.
Figure tirée du
site de C. Proulx avec l'autorisation de l'auteure
HODGKIN, A.L., HUXLEY, A.F. & KATZ, B. (1952).
Measurement of current-voltage relations in the membrane
of the giant axon of Loligo. Journal of Physiology,
116 (4), 424-448.
HODGKIN, A.L. & HUXLEY, A.F. (1952). A quantitative
description of membrane current and its application to
conduction and excitation in nerve. Journal of
Physiology, 117, 500-544.
HODGKIN, A.L. & HUXLEY, A.F. (1952). Currents carried
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giant axon of Loligo. Journal of Physiology, 116
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BARLOW, H.B. (1953). Action potentials from the frog's
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ROSENZWEIG, M. et LEIMAN, A.L. (1991).
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Potentiel de dominance : En éthologie,
ensemble des facteurs bio-psycho-sociaux qui procure aux individus
un accès privilégié aux ressources
du milieu (ressources alimentaire, ressources sexuelles, lieu de
ponte ou de mise-bas, etc.).
= Pouvoir.
Potentiel de repos : Différence de potentiel enregistrée de part et d’autre de la membrane d'un neurone
non stimulé, l’intérieur du neurone étant polarisé négativement
par rapport à l’extérieur. Potentiel de repos etpotentiel d'action.
Figure
tirée du site de C. Proulx avec l'autorisation de
l'auteure
ROSENZWEIG, M. et LEIMAN, A.L. (1991).
Psychophysiologie. Ville Mont Royal : Décarie.
Potentiel évoqué : PE : Réponses des voies
nerveuses et du cerveau
émise sous forme d'ondes
électriques par un organisme à la suite d'une stimulation
(un son, une image, une faible décharge électrique) et mesurée à
la surface du crâne au moyen d'un électro-encéphalogramme.
Pour calculer ce potentiel, il faut présenté à plusieurs reprises
des stimuli similaires et faire la moyenne de l'activité cérébrale
produite par chacun de ces stimulis. EX:P300.
( ): Voir tableau ci-dessous. Electrical responses evoked.
ADRIAN, E.D. & MATHEWA, B.H.C. (1934). The Berger
rhythm : Potential changes from the occipital lobes in
man. Brain, 57, 365-385.
BARRETT, P.T. & EYSENCK, H.J. (1992). Brain evoked
potentials and intelligence : The Hendrickson paradigm. Intelligence, 16 (3-4), 361-381.
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Pouvoir (Contre-) : Pouvoir informel dont la fonction première est de s'opposer
au pouvoir en place,
souvent afin d'en limiter les excès ou le laxisme.
Contre-pouvoir, pouvoir et
contrôle. =
contre-contrôle, pouvoir compensatoire, pouvoir neutralisant.
Countercontrol.
MEEHL, P.E. (1975). Control and countercontrol : A panel
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countercontrol. Journal of Setting Organizational
Behavior Management, 19, 35-55.
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analysis. The Behavior Analysist, 25 (2),
191-200. [PDF]
Pouvoir (Délégation) : Action de charger
un individu ou un groupe
d'une ou de plusieurs responsabilités,
et de lui transmettre les pouvoirs
nécesaires pour les assumer. La charge peut-être attribuée par
nomination, élection,
cooption, etc.
Pouvoir
(Distribution optimale) :Théorie
qui stipule que le pouvoir doit être
distribué de manière à assurer l'existence de contre-pouvoir (principe de quasi-symétrie) et, partant, la survie d'une société
(ou du groupe), plutôt que
de satisfaire des critères d'efficacité à court terme (les
profits, les intérêts
particuliers) ou des critères moraux et idéologiques
(bons sentiments, philosophie des fondateurs, etc.). Optimal
distribution of power.
SIMON, H.A. (1953). Notes on the observation and
measurement of political power. Journal of Politics,
15 (4), 500-516.
Pouvoir (Principe de séparation) : En
vertu de ce principe, les pouvoirs
d'un état ne doivent pas être
concentrés dans les main d'une seule personne (dictateur,
despote, etc.), mais "séparés", donc confiés à des acteurs
différents : adoption des lois aux députés (pouvoir législatif),
application des lois aux ministres (pouvoir
exécutif) et application et respect des lois aux juges (pouvoir
judiciaire).
Pouvoir extrême : L'individu qui détient un tel pouvoir
use de violence, ou menace
d'y recourir, pour s'imposer, obtenir ce qu'il veut, parvenir à
ses fins. L'adjectif extrême
renvoie donc au recours à la violence (ou à la menace) pour
exercer le pouvoir et s'y maintenir. NDLR : EN
français, le mot n'est pas synonyme de
radical. Extremism, political
extremism.
TAYLOR, I.A. (1960). Similarities in the structure of
extreme social attitudes. Psychological Monographs, 74
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BARTLETT, J. & MILLER, C. (2010). The power of
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activists and left-wing and right-wing extremists. European
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psychology of political extremism. Cambridge Review
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VAN BOVEN, L., JUDD, C.M. & SHERMAN, D.K. (2012).
Political polarization projection : Social projection of
partisan attitude extremity and attitudinal processes.
Journal of Personality & Social Psychology, 103,
84-100.
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middle-eastern perspective. Aggression & Violent
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FERNBACH, P.M., ROGERS, T. FOX, C.R. & SLOMAN, S.A.
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KRUGLANSKI, A.W., GELFAND, M.J., BÉLANGER, J.J.,
SHEVELAND, A., HETIARACHCHI. M. & GUNARATNA, R.
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Pouvoir formel : Pouvoir qu'une organisation
ou une société confère
officiellement à ses membres,
en fonction de leur rang. Ce
pouvoir repose sur les ressources fournies
par l’organisation et est distribué selon des règles connues de
tous. La distribution de ce pouvoir donne lieu à une hiérarchie
explicite ou formelle (tout le monde la connaît = général >
lieutenant > caporal > simple soldat). Dans ce type de hiérarchie,
les individus possèdent un titre et connaissent donc leur rang, et celui des autres membres, dès leur arrivée dans le groupe. EX: L'organigramme
d’un service policier.
* pouvoir légitime.
Legitimate power.
Hiérarchie inconnue
Hiérarchie connue
Pouvoir
reconnu
Pouvoir
formel et légitime
Pouvoir
informel et légitime
Pouvoir
non-reconnu
Pouvoir
formel et illégitime
Pouvoir
informel et illégitime
RAVEN, B.H. & FRENCH, J.R.P. (1958). Legitimate power,
coercive power, and observability in social influence. Sociometry,
21, 83-97.
RAVEN, B.H. & FRENCH, J.R.P. (1958). Group support,
legitimate power, and social influence. Journal of
Personality, 26, 400-409.
Pouvoir illégitime : Forme de pouvoir (formel
ou informel) qui n'est pas reconnu par les individus qui sont
concernés par ce pouvoir (électeurs, employés, soldats).
Reconnaître signifie que ces individus acceptent que le pouvoir
soit exercé en bonne et due forme. EX: Certaines
armées délèguent leur pouvoir à des agences de sécurité.=
pouvoir illégal, pouvoir immoral. *pouvoir
informel. Illegitimate power.
Hiérarchie inconnue
Hiérarchie connue
Pouvoir
reconnu
Pouvoir
formel et légitime
Pouvoir
informel et légitime
Pouvoir
non-reconnu
Pouvoir
formel et illégitime
Pouvoir
informel et illégitime
RAVEN, B.H. & FRENCH, J.R.P. (1958). Legitimate power,
coercive power, and observability in social influence. Sociometry,
21, 83-97.
RAVEN, B.H. & FRENCH, J.R.P. (1958). Group support,
legitimate power, and social influence. Journal of
Personality, 26, 400-409.
Pouvoir informel : Forme de pouvoir
qui se développe grâce aux ressources personnelles, matérielles et
sociales des individus. La distribution de ce pouvoir donne lieu à
une hiérarchie implicite ou informelle (peu de gens connaissent
leur rang ou la position qu’'ils occupent au sein du groupe, même
si cette hiérarchie existe et les influence). La
hiérarchie formelle d'un groupe - par exemple les grades dans
l'armée - est établie lors de sa création, tandis que la
hiérarchie informelle se développe graduellement, au fur et à
mesure que s'établissent les relations dyadiques.
EX: Pouvoir que les grandes entreprises
exercent sur les gouvernements.* pouvoir illégitime.
Hiérarchie inconnue
Hiérarchie connue
Pouvoir
reconnu
Pouvoir
formel et légitime
Pouvoir
informel et légitime
Pouvoir
non-reconnu
Pouvoir
formel et illégitime
Pouvoir
informel et illégitime
RAVEN, B.H. & FRENCH, J.R.P. (1958). Legitimate power,
coercive power, and observability in social influence. Sociometry,
21, 83-97.
RAVEN, B.H. & FRENCH, J.R.P. (1958). Group support,
legitimate power, and social influence. Journal of
Personality, 26, 400-409.
Pouvoir judiciaire : Dans une démocratie,
l'un des trois pouvoirs
formels de l'état
qui s'incarne dans le système
judiciaire (cour, tribunaux, école de la magistrature, etc)
dont le rôle est de veiller à l'application et au respect des lois
et, s'il y a contravention, d'en sanctionner
(punir) le non-respect. Pouvoirs judiciaire, exécutif
et
législatif.= justice, pouvoir
des juges, pouvoir de la police.
Hiérarchie inconnue
Hiérarchie connue
Pouvoir
reconnu
Pouvoir
formel et légitime
Pouvoir
informel et légitime
Pouvoir
non-reconnu
Pouvoir
formel et illégitime
Pouvoir
informel et illégitime
Pouvoir légitslatif : Dans une démocratie,
l'un des trois pouvoirs formels de
l'état, dont le rôle est de veiller à la rédaction et à l'adoption
des lois.=
voter les lois, état. Pouvoirs législatif, judiciaireetexécutif.
Pouvoir légitime : Forme de pouvoir qui
est reconnu pas les individus qui sont concernés par ce pouvoir ou
qui le délègue. Reconnaître signifie que ces individus acceptent
que le pouvoir soit exercé en bonne et due forme. EX:
Pouvoir que les parents exercent sur leurs enfants. Élire ceux et
celles qui possèdent le pouvoir est une façon de rendre le pouvoir
légitime, Pouvoir légitime etdélégation.= pouvoir légal. *pouvoir
formel.Legitimate power.
RAVEN, B.H. & FRENCH, J.R.P. (1958). Legitimate power,
coercive power, and observability in social influence. Sociometry,
21, 83-97.
RAVEN, B.H. & FRENCH, J.R.P. (1958). Group support,
legitimate power, and social influence. Journal of
Personality, 26, 400-409.
Pouvoir millitaire : En démocratie,
et dans les pays totalitaires, pouvoir
formel qui confère à celui qui le détient la direction des
armées et, par voie de conséquence, le contrôle et l'usage des armes.Military power.
KNORR, K. (1970). Military power and potential. Lexington
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Pouvoir organisationnel : Dans une entreprise
ou toute autre forme d'organisation, pouvoir formel qui confère à celui
ou celle qui le détient la direction des affaires. Ce pouvoir est
généralement distribué suivant une hiérarchie stricte. Pouvoir
orgnisationnel et
leadership.
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Pouvoir public : En démocratie,pouvoir exercé par un petit groupe d'individus (les députés, le gouvernement, l'état) au nom d'un plus grand groupe (le
peuple, les citoyens, les habitants, les contribuables, etc). Ce
pouvoir est obtenu par délégation,
généralement au moyen d'élections
(principe de représentation). Il permet d'adopter des lois,
de lever des taxes auprès des
citoyens et des corporations et de dépenser cet argent afin
d'offrir des services à la collectivité et, finalement, de
représenter cette collectivité (province, cantons, pays, etc.)
auprès des pouvoirs étrangers de même nature (politique
étrangère). /pouvoir privé.
Pouvoir régalien : Il s'agit de l'ensemble des pouvoirs qui permet à un état minimal de remplir correctement ses fonctions régaliennes.
Cet ensemble est clairement défini mais varie selon les cas.
Il peut s'agir d'assurer la sécurité intérieure d'un pays (justice et police),
la sécurité extérieure (armée) la production et le contrôle de la masse monétaire (frapper et émettre de la monnaie), encore que cette dernière fonction soit
contestée par certains théoriciens. Dans ce type d'état, toutes les autres fonctions du pays ou du
territoire sont remplies par des entreprises privées.
Pouvoir régalien, droite
radicale etminarchisme.Basis power of state.
Pouvoir symbolique : Concept proposé par Bourdieu.
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Pragmatisme : Doctrine philosophique de la science, qui
porte sur la nature et le le rôle de la connaissance.
Pour les pragmatistes, la connaissance
est plus un moyen qu'une fin. Elle doit servir à résoudre des
problèmes, concrets si possibles, et non seulement être accumulée
dans le but d'augmenter le savoir. Pour James,
«Le vrai consiste simplement dans ce qui est avantageux pour la
pensée».
( ):Dewey,James,Mead,Peirce. Pragmatism.
CALDWELL, W. (1914). Pragmatism and idealism. International
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RORTY, R. (2000). Pragmatism. The International
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BODE, B.H. (1906). Realism and pragmatism. Journal of
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RESCHER, N. (2000). Realistic Pragmatsm. An
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JAMES, W. (1907). Pragmatism. New York :
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MALONE, J.C. (2004). Pragmatism and radical behaviorism :
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Pratique : Pratiques : Désigne un ensemble de façons de faire, reconnues publiquement et partagée par un ensemble d'individus (guilde, association, fraternité, école, compagnon, union, collège, etc). Les pratiques découlent parfois de croyances, d'une idéologie ou d'une théorie, dans le meilleur des cas, mais pas nécessairement. En ce sens, une pratique, même fréquente ou populaire, n'est pas forcément utile ou efficace. Elle peut être reproduite pour d'autres raisons, notamment par mimétisme ou parce qu'elle confère un pouvoir à celui ou celle qui la promeut ou l'exécute. Même sa reconnaissance officielle par l'état ou l'ensemble de la société n'est pas un gage d'utilité ou d'efficacité. EX:La médecine chinoise ou l'acupuncture.
= exercice.
Practices.
Pratique (Meilleure) : Expression en
vogue qui désigne un ensemble de pratiques, de façons de faire qui
ont fait leurs preuves. Le mot pratique est un terme
générique qui englobe une multitude d'usages et de techniques. Il
peut s'agir de
thérapies,d'interventions
à l'école ou dans le milieu
de travail. Quant au mot meilleur, son sens varie
beaucoup : parfois il fait référence à l'usage établi et reconnu
dans un milieu donné (la norme, le standard), parfois aux usages
dont l'efficacité a été
vérifiée et confirmée
empiriquement (= preuve).
Best practices, confirmation, evidence, good empirical fits.
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Praxie : Praxis : Le concept a au moins deux acceptions et peut-être deux graphies : a) Chez Piaget, il renvoie a un système de mouvements coordonnés en fonction d'un résultat ou d'une intention. = action, conduite. b) Dans les théories marxistes,
passage du discours à l'acte. = mise
en pratique.
a
PIAGET, J. (1960). Les praxies chez l'enfant. Revue
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Précarité : État de pauvreté économique ou sociale,
de faiblesse physique ou d'incertitude personnelle qui peut
engendrer, s'il persiste, des problèmes graves de développement ou
de santé mentale et physique, notamment la dépression.
L'absence ou le manque de travailpeuvent contribuer à la précarité.
ZAOUCHE-GAUDRON, C. & TROUPEL, O. (2005). Pères et
mères en situation de précarité économique. L'Observatoire,
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ZAOUCHE-GAUDRON, C. (2006). Enfants et précarités. Journal
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ZAOUCHE-GAUDRON, C. (2007). Précarité soco-économique :
les pères en risque ? In C. Sellenet (Ed.), Les pères
en débat. Regards croisés sur la condition paternelle en
France et à l'étranger (pp. 19-28). Toulouse :
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Précision : Qui est exempt d'erreur ou qui se caractérise par la plus petite erreur possible. En science, il s'agit également
d'une vertu épistémique qui
consiste à chercher à toujours à réduire les erreurs (ou à les
maintenir constantes), peu importe la situation de recherche.
Precision.
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RATCLIFF, R. (1985). Theoretical interpretations of speed
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KARPICKE, J. & HEARST, E. (1975). Inhibitory control
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HORNER, R.H., ALBIN, R.W. & RALPH, G. (1986).
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SCHILMOELLER, G.L., SCHILMOELLER, K.J., ETZEL, B.C. &
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metamemory after traumatic brain injury : Predictions
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EISENBERGER, R., MITCHELL, M., McDERMITT, M. &
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(2009). The effects of copy, cover, and compare with and
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Précision (Mesures/Évaluations) : En métrologie,
ce concept renvoie à la plus petite erreur
possible commise lors de la mesure
ou de l'évaluation d'un phénomène.
Il s'agit donc de l'une des qualités d'un outil
de collecte de données. Il s'agit également d'une vertu épistémique qui consiste à chercher à toujours à réduire
l'erreur ou les erreurs, peu importe la situation. Précision,
validitéetfidélité
d'un outil de mesure/évaluation.
Accuracy.
NELSON, R.O., BOYKIN, R.A. & HAYES, S.C. (1982).
Long-term effects of self-monitoring on reactivity and on
accuracy. Behaviour Research & Therapy, 20,
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STUNKARD, A.J. & ALBAUM, J.M. (1981). The accuracy of
self-reported weights. American Journal of Clinical
Nutrition, 34, 1593-1599.
DAVIS, H. & GERGEN, P.J. (1994). The weights and
heights of Mexican-American adolescents : The accuracy of
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Précision (Théorie) :Qualité
d'une théorie qui décrit
et explique fidèlement la réalité.
Fidèle signifie sans distorsion; autrement dit avec la plus petite
erreur de mesure possible (en bleu, ci-dessous) possible. NDLR
: Attention, la clarté d'une théorie influence sa
précision. Une théorie peut-être claire (sans aucun concept flou) mais
formulée en des termes qui ne sont pas observables/mesurables.
Précurseur : Du grec pro- dromos» qui signifie «ouvrir la voie». Le terme renvoie à deux réalités distinctes : a)
En science, il désigne les individus qui ouvrent la
voie d'un domaine
de recherche en proposant de nouvelles idées, de nouvelles
méthodes. b) C'est aussi un synonyme de signe avant-coureur ou signe précurseur.
a
b
Prédateur : Prédation : Tout animal qui chasse,
capture, tue et mange un autre animal (la
proie), généralement d'une autre
espèce./proie.
Predator.
DART, R.A. (1953). The predatory transition from ape to
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predators and social policy. Crime & Justice : A
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Prédicat : Prédiquer : En logique,
le prédicat est une fonction syntaxique (groupe verbal) et
sémantique (ajoute de l'information) qui pemet de qualifier un
objet. EX: Le ciel (objet) est bleu
(prédicat); cet homme est intelligent, ce lexique est
génial, l'auteur de ce site est modeste. =
qualifier. Predicate.
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WILSON, M. (1982). Predicate meets property. Philosophical
Review, 91, 549-589.
Prédicteur : Tout phénomène qui permet
de prédire avec une certitude élevée
l'apparition d'un autre phénomène. Prédicteur, prévention etsigne avant-coureur.= facteur prédictif, indice. Predictors,
predictor variable.
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Prédiction : Prédire : Intuition
ou raisonnement
qui consiste à annoncer un phénomène
avant qu'il ne survienne ou à déclarer son existence avant qu'elle
ne soit montrée. En ce sens, une prédiction peut s'avérée ou se
révéler fausse. Cette annonce peut porter sur l'existence d'un
phénomène, sa nature, sa fréquence, son intensité, ou sa relation
(ou l'absence de relation) avec un autre phénomène. Une prédiction
peut être formulée à partir d'une simple intuition
(absence de raisonnement),
mais en science elle
repose généralement sur une théorie
(raisonnement par
déduction) ou sur un ensemble de faits ou de régularités (raisonnement
par induction); dans ces deux derniers cas, la prédiction
joue le role d'une hypothèse.
En psychologie clinique, le pronostic,
qui s'appuie sur le jugement
clinique, constitue une prédiction sur le développement d'un
trouble ou d'une maladie.
Prédiction, prédicteuretraisonnement.= prévoir.
Prediction,
guessing.
REICHENBACH, H. (1938). Experience and prediction.
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ensemble de propositions (au moins
deux) duquel on tire logiquement une conclusion.
Le tout forme un raisonnement
dont la forme la plus simple est le syllogisme. ( ) Prémisse majeure, prémisse
mineure.
Premise.
Type
Énoncés
Prémisse
majeure
Tous les rockers sont
immortels
Prémisse
mineure
Kurt
Cobain est un rockeur
Conclusion
(Donc)
Kurt Cobain est immortel
Faits
Kurt
Cobain est mort : Ce raisonnement est donc faux
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Prérogative : Avantage particulier, parfois exclusif, que l'on
obtient grâce à sa fonction, à son statut.EX: La valise diplomatique, une voiture blindée, la résidence d'un premier ministre, le droit de s'exprimer en toute impunité, etc.
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Mere presence.
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Présentéisme : Employé qui
se présente au travail
alors que son état de santé,
mentale ou physique,
minent son efficacité
et sa créativité. On
utilise également le terme pour désigner les employés/cadres qui
font semblant de travailler, miment le boulot. Bref, le terme
renvoie à l'idée d'être à la fois présent et inefficace/inutile.
= travailler en étant malade, mimer le
boulot, glander, se poigne. /absentéisme.
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Présentiel (En) : Cette expression, qui signifie «interagir
avec au moins une personne en présence de cette personne» n'a de
sens que par opposition avec l'expression
«à distance» qui renvoie à l'idée d'interagir avec cette
personne en son absence par l'intermédiaire d'un ordinateur,
d'une tablette ou d'un téléphone.
Presse : Type de média
écrit qui regroupe principalement les journaux et les quotidiens.
Un journal est dit indépendant
lorsque ses propriétaires ne sont pas des multinationales ou des entreprise
plus petites sous l'influence de ces dernières. NDLR :
Ne pas confondre avec le journal du même nom...
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Pression artérielle : Le coeur
est une pompe, le sang pulsé
dans les artères est donc sous pression. Cette pression est
considérée comme normale si elle ne dépasse pas 16 cm de mercure
en systole et 9 cm de mercure en diastole ou 16/9,5. Pression
artérielle ethypertension.= pression sanguine. Blood
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Pression évolutive : Chez une
espèce donnée, ensemble des facteurs qui confère un avantage
(ou un désavantage) à un organisme,
avantage qui augmente (ou diminue) la probabilité
de survie de cet organisme,
et ce faisant, sa probabilité de se reproduire.Evolutionary pressure.
Pression sociale :Influence
exercée sur un individu
ou un groupe, par
plusieurs personnes organisées (association)
ou non (foule) afin que cet
individu ou ce groupe modifie son comportement,
sa performance,
atteigne un objectif ou
se conforme à un modèle.
La pression sociale est une influence dont l'individu a
conscience, qu'il peut ressentir de manière diffuse ou vivide,
et qu'il peut même parfois décrire. On dira alors de certaines
personnes qu'elles peuvent craquer sous la
pression.Social pressure, group
pressure, psychological pressure.
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FESTINGER, L., SCHACHTER, S. & BACK, K. (1963).
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MILGRAM, S. (1964). Group pressure and action against a
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Audience support and choking under pressure : A home
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BAUMEISTER, R.F. & STEINHILBER, A. (1984). Paradoxical
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Pression sociale (Craquer) :
Diminution de la performance
d'un individu qui subit la
pression des autres (équipe,
foule, etc) afin de
gagner ou de se surpasser. Craquer sous la pression etsport. Choke,
choking under pressure.
BAUMEISTER, R.F. (1984). Choking under pressure :
Self-consciousness and paradoxical effects of incentives
on skillful performance. Journal of Personal Social
Psychology, 46, 610-620.
WALLACE, H.M., BAUMEISTER, R.F. & VOHS, K.D. (2005).
Audience support and choking under pressure : A home
disadvantage ? Journal of Sports Sciences, 23, 429-438.
[PDF]
BAUMEISTER, R.F. & SHOWERS, C.J. (1986). A review of
paradoxical performance effects : Choking under pressure
in sports and mental tests. European Journal of
Social Psychology, 16, 361-383.
BEILOCK, S.L. & CARR, T.H. (2005). When high-powered
people fail : Working memory and "choking under pressure"
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LEITH, L.M. (1988). Choking in sports : Are we our own
worst enemies. International Journal of Sport
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GIMMIG, D., HUGUET, P., CAVERNI, J-P. & CURY, F.
(2006). Choking under pressure and working memory capacity
: When performance pressure reduces fluid intelligence. Psychonomic
Bulletin & Review, 13, 1005-1010.
HEATON, A.W. & SIGALL, H. (1991). Self-consciousness,
self-presentation, and performance under pressure : Who
chokes, and when ? Journal of Applied Social
Psychology, 21, 175-188.
BEILOCK, S.L. & GRAY, R. (2007). Why do athletes
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BEILOCK, S.L. & DECARO, M.S. (2007). From poor
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MESAGNO, C., MARCHANT, D.B. & MORRIS, T. (2008). A
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GUCCIARDI, D.F. & DIMMOCK, J.A. (2008). Choking under
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SCHLENKER, B.R., PHILLIPS, S.T., BONIECKI, K.A. &
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MESAGNO, C., MARCHANT, D.B. & MORRIS, T. (2009).
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Prestige
: Individu à qui l'on reconnaît la capacité d'influencer
autrui (même si cette capacité n'est pas forcément à la
hauteur des attentes).
Prestige.
LORGE, I. & CURTISS, C.C. (1936). Prestige, suggestion
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Preuve
: Le mot a deux acceptions, l'une générale, l'autre
particulière. a) Au sens général, la preuve est
une élément de vérité de
nature à convaincre autrui. Il peut s'agir d'un fait, d'un
exemple, d'un raisonnement, etc. b) En logique
et en science, le mot a un sens plus restreint. Il désigne la
démonstration qu'un raisonnement
(généralement logico-mathématique) est cohérent,
sans faille. Contrairement à laconfirmation, la preuve ne repose pas sur des faits; elle est logique,
et non empirique. En
science, preuve et confirmation ne sont donc pas synonymes. Proof,
scientific proof.
a
b
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pour une période donnée. Pour un trouble
ou une maladie x, cette
mesure, calculée en pourcentage,
indique le nombre de cas de maladies présents à un moment donné
dans une population déterminée.
*Incidence. Prevalence.
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ou d'un trouble afin
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probabilité (ou d'en atténuer les préjudices).
Parfois, on s'attaque plutôt au problème de manière indirecte en
favorisant l'adoption de saines habitudes de vie qui nuisent à
l'apparition de ce problème. EX: Encourager
l'exercice plutôt que de modifier les comportements alimentaires
problématiques à l'origine de l'obésité, comme manger trop de
sucre ou de gras. L'efficacité de la prévention repose sur : 1) la capacité de prédire avec précision
l'apparition d'un problème donné (= phase de dépistage);2) et d'intervenir
avec célérité et efficacité pour corriger le problème en question
(= phase d'intervention). 3) de s'assurer que le problème est sous contrôle.
c-à-d s'organiser pour que les conditions qui lui ont donné
naissance au problème ne soient pas de nouveau réunies de nouveau
(= phase de maintien).NDLR
: Le dépistage,
lui, consiste à découvrir un phénomène existant (trouble,
maladie, retard de développement, etc). Prévention, facteur
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Prévenu : Toute personne interpellée ou arrêtée par la police, et que l'on soupçonne d'une acte criminel.
Prévost Albert (Montréal 1881-1926) : Médecin
et pionnier de la psychiatrie moderne
au Québec. En 1918, il est le premier titulaire de la chaire de
neurologie à la Faculté de médecine de l’Université
de Montréal (1918). L'année suivante, il fonde le premier sanatorium
pour malades mentaux de la province (aujourd'hui l'Institut
Albert-Prévost). Il préconisait le repos et le calme comme
moyen thérapeutique. Étudiant de Babinski.
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Preyer Wilhelm (1841-1897) :Médecin,physiologiste et neuroppsychologue
allemand. Il a été le premier à concilier rigueur méthodologique,
observations longitudinales et théories neurologiques. Il s'est
également intéressé au langage
et à la vision.
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Primat de la conscience : Conception selon laquelle ce qui
n'est pas conscient n'existe pas ou n'a pas d'influence sur notre
comportement. Cette
conception ne nie pas l'inconscient;
par contre, elle en sous-estime grandement la portée ou
l'influence. Elle minimise également l'influence du milieu,
dont nous sommes rarement conscient.
Primat du monde mental : Conception selon laquelle il existe un monde mental, lequel monde a la propriété de modifier les
propriétés et les états du monde physique. Ce monde est à la fois
immatériel et nécessaire. Prenons un exemple pour illustrer ce
principe : le racisme. Les partisans de ce primat affirment que
l'individu qui émet un comportement raciste (monde physique) a
forcément, au préalable, une attitude ou une idée raciste (monde
mental). Pour eux, on ne peut être raciste (attitude) sans le
montrer (comportement), mais si on se comporte de façon raciste
(comportement) on est nécessairement raciste (attitude et
préjugé).
Primate : Signifie «premier». Ordre
de mammifèresplantigrades,
doté d'un cerveau très
développé, dont le pouce est toujours opposable aux autres doigts
de la main, leur conférant ainsi une dextérité
fine qui favorise la manipulation
d'objet et la fabrication
d'outil. On distingue également les primates humains (nous,
vous ? moi en tout cas...) des primates non-humains (singes). ( ): lémuriens, tarsiens, simiens, hominiens.
Primate.
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Primitif : Ce qualificatif a au moins deux significations : a) On l'utilise pour qualifier le faible degré d'organisation ou
d'avancement technologique de certaine société (souvent sans état).
Cette expression - peuple primitif ou société primitive - tend à
disparaître au profit d'expression plus neutre, comme société
traditionnelle, première société ou peuple ancien.
Savage mind. b) On utilise également
pour désigner certaines cellules ou structures du cerveau qui se
sont développées en premier (tronc
cérébral,bulbe rachidien,
cervelet,
aire tegmentale ventrale).= Cellule souche, cerveau ancien, cerveau archaïque, cerveau reptilien. Savage, savage mind.
a
TYLOR, E.B. (1871). Primitive culture. London :
Murray.
DEWEY, J. (1902). Interpretation of savage mind.
Psychological Review, 9, 217-230. [LIRE]
FARIS, E. (1918). The mental capacity of savages. American
Journal of Sociology, 23, 603-619. [LIRE]
MEAD, M. (1955/69). Moeurs et sexualité en
Amazonie/Océanie. : Trois sociétés primitives de
Nouvelle-Guinée. Paris : Plon.
b
Principe : Ce mot a plusieurs acceptions voisines : a)
En science, il
désigne tantôt une prescription importante ou nécessaire (principe d'économie), tantôt un
axiome, tantôt une simple régularité empirique ou une loi.
Dans certains cas, il a un sens péjoratif et s'oppose aux faits. Principes et vertus
scientifiques.b) En psychologie,
il renvoie à une conviction
que l'individu tient pour
inaltérable. Il s'agit généralement d'une idée que l'on considère comme tellement vraie et vitale que l'on est prêt à sacrifier ses intérêts personnels pour la défendre et la promouvoir. = vérité première, fondement, principe de vie, guide spirituel. Principe, valeuretcroyance.Principle.
O'REILLY, R.C. (1998). Six principles for
biologically-based computational models of cortical
cognition. Trends in Cognitive Sciences, 2,
455-462. [PDF]
WAXMAN, S.R. & BOOTH, A.E. (2000). Principles that are
invoked in the acquisition of words, but not facts. Cognition,
77 (B) 33-43. [PDF]
Principe actif : Ce qui dans un traitement(médicament ou thérapie)
agit sur l'organisme, et
permet ainsi de le changer, et dans certain cas, de le guérir.
II peut s'agir d'une molécule, dans le cas d'une
thérapie médicamenteuse ou d'une intervention, si la thérapie est de nature psychologique.
= molécule active, substance active, agent actif, traitement expérimental, facteur déterminant.
/Effet placebo.
Principe d'économie : Principe méthodologique formulé par Mach,
selon lequel les scientifiques
doivent utiliser les concepts/théories les plus simples (entendre
concrets et empiriques) pour parvenir à leurs résultats et exclure
tout ce qui ne peut être perçu par les sens (entendre ce qui est
abstraits et inférés). *Rasoir
d'Ockam,principe de
parcimonie.
Principe de compulsion de répétition : Principe proposé par Freud
pour décrire le processus par lequel l'individu se place dans des
situations désagréables, répétant ainsi, sans s'en souvenir, des
expériences anciennes mais plutôt avec le sentiment qu'il s'agit
de quelque chose de pleinement motivée dans le présent.
= Compulsion à la Homer Simpson.
Repetition compulsion.
JOSEPH, B. (1959). An aspect of the repetition compulsion.
International Journal of Psychoanalysis, 40,
213-222.
THORNER, H. (1985). On repetition : its relationship to
the depressive position. International Journal of
Psychoanalysis, 66, 231-236.
Principe de constance : Principe emprunté par Freud
à Fechner (principe de
stabilité), qui stipule que l'appareil psychique tend à maintenir
à un niveau aussi bas que possible la quantité d'excitation
qu'il contient.
Principe de complexité : VoirComplexité. Complexity.
Principe de la continuité évolutive : Principe philosophique
selon lequel il existe entre les humains et les animaux
de nombreux points communs, tant sur le plan biologique que
psychologique, qui justifient l'étude
de l'humain comme espèce
animale à part entière, ainsi que l'étude des autres espèces pour
mieux comprendre la complexité
humaine.
= parenté biologique entre
les espèces.
Principe de la morale : Principe qui régit le fonctionnement du surmoi et qui stipule que
l'individu doit agir conformément à son idéal du moi et à sa conscience morale. Le principe de la morale tend vers la perfection. NDLR
: Freud
n'utilise pas ce terme, qui permet cependant de rappeler que, dans
la logique freudienne, chaque structure psychique de la
personnalité - ça, moi et surmoi - obéit à une logique
particulière et contradictoire. Principe de
réalité,principe du plaisir et
principe de la morale.
= Principe de la perfection.
( ): Conscience
morale,idéal du moi.
Principe de la motivation : Principles of motivation.
GRAHAM, S. & WEINER, B. (1996). Theories and priciples
of motivation. In R. Berliner & R.C. Clafee (Eds.), Handbook
of educational psychology. New York : Macmillan. [PDF]
Principes de la science : Voir Scientificité.scientific attitude.
Principe
de la tabula rasa :Expression latine qui signifie "table rase". Renvoie au principe,
proposé par Locke, que toute
connaissance serait acquise,
ce qui signifie qu'à la naissance l'humain serait vierge ou
totalement ignorant. Ce principe s'oppose donc à l'existence d'idées innées. On utilise également cette expression pour qualifier un raisonnement ou une théorie qui part de zéro, donc qui fait fi
volontairement de ce que l'on considérait jadis comme établi ou
vrai. = degré zéro de la connaissance
(ou de l'apprentissage),
cire sur laquelle s'inscrit l'éducation. Tabula rasa, page blanche
etproblème
de l'inné et de l'acquis.Tabula rasa, blanck slate.
LOCKE, J. (1690). Essai sur l'entendement humain.
PINKER, S. (2002). The blank slate. New York :
Penguin Group.
LUDVIG, E.A. (2003). Why Pinker need behaviorism : A
critique of Blank Slate. Behavior & Philosophy,
31, 139-143. [PDF]
SUBHANI, M.I. & OSMAN, A. (2011). Human mind is a
tabula rasa. Interdisciplinary Journal of Contemporary
Research in Business, 3 (3), 1173-1176.[PDF]
DUSCHINSKY, R. (2012). Tabula rasa and human nature. Philosophy,
87 (4), 509-529.
Principe de parcimonie : Principe épistémologique selon lequel
les hypothèses scientifiques les plus simples sont les meilleures.
Par «plus simple», on entend une hypothèse composée : 1)
du moins de concepts possible; 2) de concepts
clairement définis; 3) de concepts qui peuvent
être traduit en phénomènes observables et mesurables
(opérationnalisation). Par «meilleure», on entend : 1)
une hypothèse qui décrit ou explique un ou des phénomènes, donc
qui constitue une réponse à un problème; 2) une
hypothèse qui peut être soumise à un test qui permettra de
vérifier si elle vraie ou fausse.
=
Principe de parcimonie, principe
de simplicitéetcanon
de Morgan.*rasoir
d'Ockam,principe d'économie.Principle of parsimony, law of parsimony, parsimony.
BATIG, W.F. (1962). Parsimony in psychology. Psychological
Reports, 11, 555-572.
BAENNINGER, R. (1994). A retreat before the canon of
parsimony. Contemporary Psychology, 39, 505-507.
ETZEL, B. & LEBLANC, J. (1979). The simplest treatment
alternative : The law of parsimony applied to choosing
appropriate instructional control and erorles-learning
procedures for the dificult to teach child. Journal of
Autism & Developmental Disorders, 9, 361-382.
MARSH, H.W. & HAU, K.-T. (1996). Assessing goodness of
fit : Is parsimony always desirable ? The Journal of
Experimental Education, 64, 364-390.
FARRIS, J.S. & KLUGE, A.G. (1997). Parsimony and
history. Systematic Biology, 46, 215-218.
SOBER, E. (1981). The principle of parsimony. British
Journal for the Philosophy of Science, 32, 145-156.
STADDON, J.E.R. & ZANUTTO, B.S. (1998). In praise of
parsimony. In C. Wynne & J. Staddon (Eds.), Models
of action : Mechanisms for adaptive behavior.
Hillsdale, NJ : Erlbaum.
EPSTEIN, R. (1984). The principle of parsimony and some
applications in psychology. The Journal of Mind &
Behavior, 5 (2), 119-130.
KLUGE, A.G. (2001). Parsimony with and without scientific
Justification. Cladistics, 17, 199-210
VANDEKERCKHOVE, J., MATZKE, D. & WAGENMAKERS, E.-J.
(2015). Model comparison and the principle of parsimony.
In J.R. Busemeyer (Ed.), Oxford handbook of
computational and mathematical psychology (pp.
300-319). Oxford : Oxford University Press.
Principe de précaution : Principe qui stipule qu'en cas de doute sur les effets
secondaires nuisibles d'un médicament/traitement il vaut mieux s'abstenir de le mettre en marché (industrie pharmaceutique), de le prescrire (médecins, pharmacien, psy) ou de le prendre (consommateur).
Precautionary principle.
EPSTEIN, L.S. (1980). Decision-making and the temporal
resolution of uncertainty. International Economic
Review, 21 (2), 269-283.
FOSTER, K.R., VECCHIA, P. & REPACHOLI, M.H. (2000).
Risk management. Science and the precautionary principle.
Science, 288 (5468), 979-981.
WIEDEMANN, P.M. & SCHÜTZ, H. (2005). The precautionary
principle and risk perception : Experimental studies in
the EMF Area. Environmental Health Perspectives, 113
(4), 402-405. [PDF]
Principe de Premack : Principe formulé par Premack
qui stipule que les réponses
les plus fréquemment émises peuvent servir à renforcer
les réponses moins ou peu
probables. EX: Permettre à un enfant de jouer
avec ses amis (réponse fréquente) si, et si seulement, il aide son
père avec faire la vaisselle (réponse peu fréquente).
Premack principle.
HOMME, L.E., DEBACA, P.C., DEVINE, J.V., STEINHORST, R.
& RICKERT, E.J. (1963). Use of the Premack principle
in controlling the behavior of nursery school children. Journal
of the Experimental Analysis of Behavior, 6 (4),
544. [PDF]
MITCHELL, W.S. & STOFFELMAYR, B.E. (1973). Application
of the Premack principle to the behavioral control of
extremely inactive schizrophrenics. Journal of
Applied Behavior Analysis, 6 (3), 419-423. [PDF]
CROLL, W. (1974). Some limitations on the Premack
principle. Bulletin of the Psychonomic Society, 3
(5B), 375-376. [PDF]
LYON, G.R. (1976). Use of the Premack principle to modify
classroom attendance behavior in a severely retarded
individual. Research & the Retarded, 3,
28-34.
LECLERC, R. et THURST, C. (2003). Applications du principe
de Premack par les parents d'un enfant autiste. Revue
Francophone de la Déficience Intellectuelle, 14 (2),
139-150.
KYONKA, E.G.E. (2011). Premack principle. In S. Goldstein
& J.A. Naglieri (Eds.), Encyclopedia of child
behavior and development (pp. 1147-1148). Fairfax :
Springer.
WELSH, D.H.B., BERNSTEIN, D.J. & LUTHANS, F. (1993).
Application of the Premack principle of reinforcement to
the quality performance of service employee. Journal
of Organizational Behavior Management, 13 (1),
9-32.
Principe de réalité : Dans la théorie de Freud,
principe qui régit le fonctionnement du moi
en cherchant des exutoires pour les pulsions
tout en tenant compte des contraintes du monde réel et des
pression morales du surmoi. Il freine les pulsions,
permettant ainsi au moi de trouver un objet plus plaisant, plus
satisfaisant. Principe de réalité, principe du
plaisir et
principe de la morale. = principe de la réalité.
Reality principle.
FEDERN, P. (1915). Some general remarks on the principles
of pain-pleasure and of reality. Psychoanalysis
Review, 2, 1-11.
Principe de simplicité : Voir Simplicité. Simplicity.
Principe de stabilité : Principe
épistémologique et ontologique
qui stipule que moins la nature intrinsèque d'un phénomène
varie, plus il sera aisé de l'étudier scientifiquement. EX:
L'atome est en ce sens plus facile à étudier qu'une souris. Pour
certains auteurs, la stabilité
d'un phénomène permet plus facilement d'en découvrir les causes
car, logiquement, il est plus simple
d'attribuer les variations
de Y (effet) à X (cause)
lorsque le phénomène à l'étude varie lui-même très peu. Certains monistes
considèrent qu'il s'agit essentiellement de la seule
distinction que l'on peut faire entre les phénomènes
physique, moléculaire, animal et humain.
Stability principle.
Principe du moindre effet négatif : Principe qui stipule qu'entre deux solutions qui présentent des désavantages, on
choisit celle qui en comporte le moins. EX: Un
psychotique décide de prendre ses médicaments (peu d'effets
positifs, beaucoup d'effets secondaires) car ils considère que de
ne pas les prendre lui occasionneront davantage de problèmes
(pressions de son entourage, commentaires de son médecin, etc.).
Principe du plaisir : Selon Freud, principe qui régit le fonctionnement du ça
en cherchant à satisfaire les besoins
(ou à diminuer les tensions engendrées par ces besoins, ce qui
procure un plaisir) le plus complètement et rapidement possible.
Principe du plaisir, principe de réalité et principe de la morale. = principe de plaisir.
Pleasure principle.
FEDERN, P. (1915). Some general remarks on the principles
of pain-pleasure and of reality. Psychoanalysis
Review, 2, 1-11.
FREUD, S. (1920/22). Au delà du principe de plaisir.
Essais de psychanalyse. Paris : Petite
bibliothèque Payot. / Beyond the pleasure principle.
London : International Psychoanalytical Press.
JOHNSON, B. (2008). Just what lies beyond the pleasure
principle ? Neuropsychoanalysis, 10, 201-212.
HALL,
C.S. (1957). L'ABC de la psychologie freudienne.
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PRINZ, J. (2005). Are emotions feelings ? Journal of
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PRINZ, J. (2006). Is emotion a form of perception ? Canadian
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PRINZ, J. (2009). Is empathy necessary for morality ? In
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PRINZ, R.J., DUMAS, J.E., SMITH, E.P., LAUGHLIN, J.,
WHITE, D. & BARRON, R. (2001). Recruitment and
retention of participants in prevention trials.
American Journal of Preventive Medicine, 20 (S),
31-37.
LOCKE, L.M. & PRINZ, R.J. (2002). Measurement of
parental discipline and nurturance. Clinical
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BERRYHILL, J.C. & PRINZ, R.J. (2003). Environmental
interventions to enhance student adjustment : Implications
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PRINZ, R.J. (2006). Parenting and the prevention of
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theory of illusory conjunctions and neon colors. Journal
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PRINZMETAL, W., HENDERSON, D. & IVRY, R. (1995).
Loosening the constraints on illusory conjunctions : The
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PRINZMETAL, W., NWACHUKU, I., BODANSKI, L., BLUMENFELD, L.
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2. Brightness and contrast. Consciousness &
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PRINZMETAL, W., AMIRI, H., ALLEN, K. & EDWARDS, T.
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[PDF] +
[PDF]
Priorité de résidence : Avantage que confère le fait d'occuper
un lieu avant les autres. Cet accès prioritaire permet au premier
sujet (le résidant) de
se familiariser avec
les caractéristiques du milieu. Il peut s'agir d'un site de ponte
ou de
reproduction, du lieu de rencontre ou de combat
entre deux ou plusieurs congénères,
ou d'une parcelle de nourriture. Ce site
peut être défendu momentanément, mais il ne constitue pas à
proprement dit un territoire.
Priorité de résidence etavantage
du terrain.*territorialité. Prior
residence, resident advantage.
BRADDOCK, J.C. (1949). The effect of prior residence upon
the dominance in the fish Platypoecilus maculatus.
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BAUGH, J.R. & FORESTER, D.C. (1994). Prior residence
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ZAYAN, R.C. (1975). Modifications des effets liés à la
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BEAUGRAND, J.P., PAYETTE, D. & GOULET, C. (1996).
Conflict outcome in male green swordtail fish dyads
(Xiphophorus helleri) : interaction of body size, prior
dominance/subordination experience, and prior residency. Behaviour,
133, 303-319.
ZAYAN, R.C. (1975). Modifications des effets liés à la
priorité de résidence chez Xiphophorus (Pisces,
Poeciliidae) : le rôle de l'expérience immédiate de
dominance et de soumission. Revue du Comportement
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DEVERILL, J.I., ADAMS, C.E. & BEAN C.W. (1999). Prior
residence, aggression and territory acquisition in
hatchery-reared and wild brown trout. Journal of Fish
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ZAYAN, R.C. (1975). Modifications des effets liés à la
priorité de résidence chez Xiphophorus (Pisces,
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NEVILL, A.M., NEWELL, S.M. & GALE, S. (1996). Factors
associated with the home advantage in English and Scottish
soccer matches. Journal of Sports Sciences, 14, 181-186.
Prise
de conscience (Processus) : Moment, plus ou moins long, pendant lequel un individu prend conscience de l'existence d'un phénomène, d'un problème, d'une solution.
= Eureka.
Mindedness.
APPLEBAUM, S.A. (1973). Psychological-mindedness : word,
concept and essence. The International Journal of
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BEITEL, M., CECERO, J.J. & FERRER, E. (2004).
Psychological mindedness and cognitive style. Journal
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Psychological Mindedness Scale : Factor structure and
relationship to outcome of psychotherapy. Journal of
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BEITEL, M., CECERO, J.J. & FERRER, E. (2005).
Psychological mindedness and awareness of self and others.
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Mindedness Scale : factor structure, convergent validity
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KRUGLANSKI, A.W. (2004). The psychology of closed
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Prise en charge : Transfert des
responsabilités d'un individu, jugé inapte à les assumer, vers une
personne nommée ou autoproclamée pour les remplir.
TOURIGNY, M., TROCMÉ, N., HÉLIE, S. & LARRIVÉE, M.-C.
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Privation : Manque d'un objet essentiel au développemment ou à la survie d'un individu (besoin),
que l'on peut s'imposer volontairement (diète)
ou dans le cadre d'une thérapie visant à guérir une dépendance (sevrage).( ): Voir tableau ci-dessous.
=abstinence,
état déficitaire.
Deprivation.
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frequency of reinforcement on variable-interval
responding. Journal of the Experimental Analysis of
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PREMACK, D. & PREMACK, A.J. (1963). Increased eating
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[PDF]
TIMBERLAKE, W. & ALLISON, J. (1974). Response
deprivation : An empirical approach to instrumental
performance. Psychological Review, 81, 146-164.
[PDF]
Privation alimentaire : État dans lequel se trouve une personne ou un animal qui souffre d'un manque d'eau ou de nourriture ou à
qui on ne donne pas les quantités habituelles. Privation
alimentaire etdiète.
Deprivation, food deprivation, starvation.
SKINNER, B.F. & HERON, W.T. (1937). Changes in hunger
during starvation. Psychological Record, 1, 51-60.
FINGER, F.W. (1951). The effect of food deprivation and
subsequent satiation upon general activity in the rat.
Journal of Comparative & Physiological Psychology,
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MECHNER, F. (1962). Effects of deprivation upon counting
and timing in rats. Journal of the Experimental
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COLLIER, G. (1962). Consummatory and instrumental
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CONRAD, D.G., SIDMAN, M. & HERRNSTEIN, R.J. (1958).
The effects of deprivation upon temporally spaced
responding. Journal of the Experimental Analysis of
Behavior, 1 (1), 59-65.
[PDF]
CORNISH, E.R. & MROSOVSKY, N. (1965). Activity during
food deprivation and satiation of six species of rodent.
Animal Behavior, 13 (2), 242-248.
CLARK, F.C. (1958). The effect of deprivation and
frequency of reinforcement on variable-interval
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TIMBERLAKE, W. & BIRCH, D. (1967). Complexity,
novelty, and food deprivation as determinants of speed of
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PIERCE, D.W., EPLING, W.F. & BOER, D.P. (1986).
Deprivation and satiation : The interrelations between
food and wheel running. Journal of the Experimental
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TEGHTSOONIAN R. & CAMPBELL, B.A. (1960). Random
activity of the rat during food deprivation as a function
of environmental conditions. Journal of Comparative
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TIMBERLAKE, W. & WHITE, W. (1990). Winning isn't
everything : Rats need only food deprivation not food
reward to traverse a radial arm maze efficiently. Learning
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Privation de drogue : Arrêt de la consommation d'une drogue
imposé par un approvisionnement déficient ou sous supervision, généralement dans le cadre d'une thérapie (sevrage).Drug deprivation.
GIORDANO, L.A., BICKEL, W.K., LOEWENSTEIN, G., JACOBS,
E.A., MARSCH, L. & BADGER, G.J. (2002). Mild opioid
deprivation increases the degree that opioid-dependent
outpatients discount delayed heroin and money. Psychopharmacology,
163, 174-182.
Privation
sensorielle : Absence plus ou moins longue de sensation
(visuelle, tactile, auditive, etc) produite par un confinement
volontaire (chez l'humain) et expérimental.
Restricted environmental stimulation.
BEXTON, W.H., HERON, W.T. & SCOTT, T.H. (1954).
Effects of decreased variation in the sensory environment.
Canadian Journal of Psychology, 8, 70-76.
ZUBEK, P. (1969). Sensory deprivation : 15 years of
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SUEDFELD, P. (1980). Restricted environmental
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ELLEMBERG, D., LEWIS, T.L., DEFINA, N., MAURER, D., BRENT,
H.P., LEPORE, F. & GUILLEMOT, J.P. (2005). Greater
losses in sensitivity to second-order local motion than to
first-order local motion after early visual deprivation in
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Privation sociale : Ce terme a deux acceptions voisines : a)
En éthologie, il désigne
l'absence de stimulation sociale obtenu au moyen d'un isolement
que l'on impose artificiellement à un animal
afin de montrer l'influence de l'environnement social et, par
contraste ou soustraction, celle de l'inné. Privation sociale etKaspar Hauser;b)
En apprentissage, il désigne une technique de modification du
comportement qui consiste à isoler un sujet pendant quelques
minutes ou heures afin d'augmenter la valeur des renforcements
sociaux adéquats. Privation sociale, Renforcement
social etretrait
de la situation.Social deprivation.
a
STONE, C.P. (1926). The initial copulatory response of
female rats reared in isolation from the age of twenty
days to the age of puberty. Journal of Comparative
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HARLOW, H.F. & KUENNE, M. (1962). Social deprivation
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DAVENPORT, R.K., MENZEL, E.W. & ROGERS, C.M. (1966).
Effects of severe isolation on "normal" juvenile
chimpanzees : Health, weight gain, and stereotyped
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MONTERO, S., FUENTES, J.A. & FERNANDEZ-TOME, P.
(1990). Lesions of the ventral noradrenergic bundle
prevent the rise in blood pressure induced by social
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JIA, R., TAI, F., AN, S., ZHANG, X. & BRODERS, H.
(2009). Effects of neonatal paternal deprivation or early
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GEWIRTZ, J.L. & BAER, D.M. (1957). Deprivation and
satiation of social reinforcers as drive conditions. Journal
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GEWIRTZ, J.L. & BAER, D.M. (1958). The effect of brief
social deprivation on behaviors for a social reinforcer.
Journal of Abnormal Psychology, 56 (1), 49-56.
GEWIRTZ, J.L. (1961). A learning analysis of the effects
of affective privation in childhood. Acta Psychologica,
19, 404-405.
Privatisation
(Biens/Services) : Consiste à
confier à une entreprise
privée la vente d'un bien (EX: Alcool, le
vin, la production énergie) ou la prestation d'un service (EX:
Les soins de santé) qui était jadis assuré par l'état.
/nationalisation. Privatization.
CLEMOW, B. (1992). Privatization and the public good.
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Prix := valeur monétaire d'un bien/service.
Ce que l'on est disposé à offrir pour acquérir cette chose. Prix et
effet de rareté.Price, cost effect.
STIGLER, G.J. (1952). The theory of price. New
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GNEEZY, U.A. & RUSTICHINI, A. (2000). Pay enough or
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MADDEN G.J., BICKEL, W.K. & JACOBS, E.A. (2000). Three
predictions of the economic concept of unit price in a
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OVER, R. (1982). Research productivity and impact of male
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DEATON, A. (1988). Quality, quantity and spatial variation
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Probabilité :Possibilité
plus ou moins grande qu'un événement donné se produise. Cette
possibilité peut être évaluée de manière objective et logique
(théorie des probabilités) ou subjective
et intuitive (Théorème
de Bayes).NDLR : Ce terme a une
signification plus neutre que risque
(sens négatif) ou chance
(sens positif). = probabilité
théorique.
Probability, likelihood.
LAPLACE, P.S. (1820/1951). A philosophical essay on
probabilities. New York : Dover.
BUNGE, M. (1981). Four concepts of probability. Applied
Mathematical Modelling, 5, 306-312.
BRAVAIS, A. (1846). Analyse mathématique sur les
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présentés par divers savants à l'Académie royale des
sciences de l'Institut de France, 9, 255-332.
BEYTH-MAROM, R. (1982). How probable is probable. A
numerical translation of verbal probability expressions. Journal
of Forecasting, 1, 257-269.
GAIFMAN, H. & SNIR, M. (1982). Probabilities over rich
languages, testing, and randomness. Journal of
Symbolic Logic, 47, 495-548.
DAWID, A.P. (1985). Calibration based empirical
probability. Annals of Statistics, 12,
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DASTON, L. (1988). Classical probability in the
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FISHER, R.A. (1933). The concepts of inverse probability
and fiducial probability referring to unknown parameters.
Proceedings of the Royal Society of London, Series A,
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HACKING, I. (1990). In praise of the diversity of
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FISHER, R.A. (1934). Two new properties of mathematical
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JOHNSON-LAIRD, P., LEGRENZI, P., GIROTTO, V., LEGRENZI,
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Problématique : Le mot a au moins deux acceptions : a)
Au sens strict, il désigne un ensemble de
problèmes interreliés.
EX: La
problématique de l'usage abusif des drogues chez les 50 ans, qui
englobe plusieurs problèmes dont l'absentéisme, la réduction de
l'efficacité au travail, des problèmes sexuels, des problèmes de
couple, l'alcoolisme, etc. En ce sens, on ne devrait pas utiliser
ce terme pour désigner un seul problème. Un problème est la chose qu'il faut objectivement surmonter, résoudre, alors que la problématique est l'appréhension ou l'analyse plus ou moins subjective de ce problème. b)
En méthodologie,
désigne également le texte ou la partie d'un articleempirique
qui pose un problème scientifique
particulier, d'abord en présentant ce que l'on sait de ce problème
(état de la question),
puis en mettant en évidence une faille
ou une lacune dans nos connaissances (ce que l'on veut savoir ou
formulation du problème). La question
de recherche, transformée en d'hypothèse
ou d'objectif,
clôt habituellement ce texte. NDLR : L'usage du
mot problématique pour désigner un seul et unique
problème est à proscrire, ainsi que la malheureuse expression
«adresser une problématique ou un problème» qui est un calque de
l'anglais «to address a problem». On peut adresser une question (à
quelqu'un), ou des reproches, mais on formule, on pose, on
présente ou on met en évidence un problème, qu'il soit ou non de
nature scientifique. Problématique, formulation
du problèmeet
recension des écrits= contexte
théorique et empirique, état de la question, position du problème.
*problème.
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b
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Problème (Résolution de... chez les animaux) :Résolution de problème
observée chez tout les animaux,
à l'exception des humains.
Problem solving in animal.
KOHLER, W. (1917/25). The mentality of ape.
London : Kegan, Trench and New York : Harcourt, Brace and
World.
EPSTEIN, R. (1984). Pigeons, canaries and problem solving.
Nature, 312, 313.
Problème (Résolution de... chez les enfants) :Résolution de problème
observée chez les enfants.Problem solving in infancy, children's problem
solving.
FERRETTI, R.P. & BUTTERFIELD, E.C. (1989).
Intelligence as a correlate of children's problem solving.
American Journal on Mental Retardation, 93,
424-433.
McCARTHY, M.E., CLIFTON, R.K. & COLLARD, R.R. (1999).
Problem solving in infancy : the emergence of an action
plan. Devlopmental Psychology, 35 (4), 1091-1101.
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solving performance among 9- an 12-month-olds infants.
Journal of Cognition & Development, 6, 209-228.
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mathematical problem solving in a problem-based learning
setting. The Mathematics Educator, 13 (1),
15-31. [PDF]
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conceptual similarity to solve new problems after a delay.
International Journal of Behavioral Development, 39 (4),
339-345.
TROFATTER, C., KONTRA, C., BEILOCK, S.L. &
GOLDIN-MEAOW, S. (2015). Gesturing has a larger impact on
problem-solving than action, even when action is
accompanied by words. Language, Cognition &
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Problème de la psychologie (Grand) : Les
grands problèmes sont les problèmes philosophiques et
scientifiques autour desquels s'articulent l'activité théorique et
empirique d'une science.
Ils sont parfois insolubles ou tellement complexes qu'il n'existe
pour le moment aucune solution simple et satisfaisante pour les
résoudre. Par exemple, en psychologie,
on se demande toujours quelle est la part
d'inné ou d'acquis dans les phénomènes psychologiques comme
l'apprentissage,
l'intelligence ou les émotions.
Ces grands problèmes donnent donc lieu à des controverses
et à des débats scientifiques, mais aussi à des recherches,
souvent organisées autour d'un programme
de recherche. La quête d'une solution idéale et définitive à
ces problèmes constitue l'un des facteurs favorisant la motivation
des scientifiques. Debate, obstacle to progress, grand problem.
JOHNSON, H.M. (1945). Are psychophysical problems genuine
or spurious ? American Journal of Psychology, 58, 189-211.
SKINNER, B.F. (1975). Progress and obstacles to
progress in the sciences. Oxford : Clarendon Press.
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debating. Social Epistemology, 14 (2/3) 201-209.
[LIRE]
Problème (Faux-) : En science, problème non-pertinent, qui ne
mérite pas que l'on s'y attarde ou que l'on tente de le résoudre.
EX: la couleur des yeux a-t-elle une influence
sur le comportement d'aide ? Les gens qui ont les yeux bruns
aident-ils davantage les autres que les gens qui ont les yeux
bleus ? Il n'a pas de raison de croire que la couleur des yeux ait
une quelconque influence sur ce comportement; de fait, il n'existe
ni théorie ni données empiriques qui pourraient laisser croire à
l'existence d'une telle relation entre l'aide et la couleur des
yeux. Ce problème est donc un faux-problème.
Ce problème pourrait devenir pertinent si l'on
parvenait à montrer que bien des gens croient que les personnes
qui ont les yeux bruns sont plus empathiques que les personnes qui
ont les yeux bleus et, donc, plus susceptible d'aider. Mais
attention, dans ce cas précis, le problème ne consiste plus à
montrer l'existence d'une relation biologique entre la couleur des
yeux et un comportement, mais plutôt à mettre en évidence
l'existence d"une théorie
implicite de la personnalité empathique. Il s'agit en fait
de deux problèmes distincts, le premier est un faux problème de
nature biopsychologique, donc ici non-pertinent, et le second
est un problème potentiel de la psychologie sociale. C'est deux
niveaux d'analyse - biopsychologique et psychosociale - sont
l'objet de nombreuses confusions en science car «ce que les gens
croient» peut influencer les comportements d'autrui mais ne créent
pas le phénomène en soi (ici, la relation biologique entre la
couleur des yeux et les comportement d'aide). /problème
pertinent.Pseudo-problem.
FEIGL, H. (1960). Mind-Body, not a pseudo-problem. In
Borst (Ed.) (1970), The mind-brain identity theory.Macmillan.
ZUBIN, J. (1955). Clinical vs. actuarial prediction :
a pseudoproblem (pp. 107-128). Proceedings of the 1955 Invitational Conference on testing Problems. Princeton : Educational Testing Service.
Problème
de la conscience/inconscient : Grand problème,
conscienceet
inconscient. Problem of consciousness.
SKINNER, B.F. & BLANSHARD, B. (1966). The problem of
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CHALMERS, D.J. (1995). Facing up to the problem of
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Wiley.
Problème de la démarcation : Problème qui consiste à établir des
critères permettant de distinguer les
théories scientifiques des théories non-scientifiques. EX:
Pour Popper, l'hypothèse du complexe
d'Oedipe de la théorie de Freud
n'est pas scientifique car elle est infalsifiable
(On ne peut montrer qu'elle est fausse).
= Ligne de démarcation.
Theory of demarcation.
POPPER, K.R. (1959/1984). Logik der Forschung. /The logic
of scientific discovery. / La logique de la
découverte scientifique. Paris : Payot.
LAUDAN, L. (1983). The demise of the demarcation problem.
In R.S. Cohen & L. Laudan (Eds.), Physics,
philosophy and psychoanalysis (pp. 111-127).
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MAHNER, M. (2007). Demarcating science from non-science.
In T. Kuipers (Ed.), Handbook of the philosophy of
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BUNGE, M. (1991). What is science ? Does it matter to
distinguish it from pseudoscience ? A reply to my
commentators. New Ideas in Psychology, 9,
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BOUDRY, M. (2013). Loki's wager and Laudan's error. On
genuine and territorial demarcation. In M. Pigliucci &
M. Boudry (Eds.), Philosophy of pseudoscience :
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Chicago : The University of Chicago.
RESNICK, D.B. (2000). A pragmatic approach to the
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PIGLIUCCI, M. (2013). The demarcation problem. A (belated)
response to Laudan. In M. Pigliucci & M. Boudry
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GRÜNBAUM, A. (2004). The degeneration of Popper's theory
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Problème de la normalité/déviance : Comment distinguer une
personne normale d'une personne anormale? Sur quels critères ou
principes se fondent cette distinction ? Ces critères sont-ils
fiables ? Comment sont-ils appliqués dans le milieu en quoi
consiste ce problème.
=normalité
et pathologie,
normalité et déviance.
The normal and the pathological.
BINET, A. et SIMON, T. (1905). Methodes nouvelles pour la
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FOUCAULT, M. (1961/65). Folie et déraison : histoire
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Problème de l'inné/acquis : Ce problème pose la question
suivante : Dans quelle mesure nos comportements,
notre pensée, notre langage
et notre personnalité sont-ils
déterminés par nos gènes
(inné), notre environnement (acquis)
ou l'interaction de ces deux facteurs ? Problème de l'inné
et de l'acquis etinteraction
gène-environnement. = nature et
culture.
Nature and nurture, genetic and
environmental influences, heredity and environment,
nativism/empirism controversy, paradox of nature and nurture.
CARMICHAEL, L. (1925). Heredity and environment : Are they
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WALLEN, K. (1996). Nature needs nurture : The interaction
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McCRAE, R.R. (2004). Human nature and culture : a trait
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PLOMIN, R. & ASBURY, K. (2005). Nature and nurture :
Genetic and environmental influences on behavior. The
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HUGHES, C., JAFFEE, S.R., HAPPE, F., TAYLOR, A., CASPI, A.
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differences in theory of mind : from nature to nurture ? Child
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BERGEMAN, C.S., CHIPUER, H.M., PLOMIN, R., PEDERSEN, N.L.,
McCLEARN, G.E., NESSELROADE, J.R., COSTA, P.T. &
McCRAE, R.R. (1993). Genetic and environmental effects on
openness to experience, agreeableness, and
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SCHLINGER, H.D. (2006). The almost blank slate making a
case for human nurture. Skeptic, 11 (2), 34-43.
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HAMES, R. (2007). The ecologically noble savage debate. Annual
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JOHNSON, W. (2007). Genetic and environmental influences
on behavior : Capturing all the interplay. Psychological
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SCHNEIDER, S.M. (2007). The tangled tale of genes and
environment : Moore’s The dependent gene : The fallacy of
"nature vs. nurture". The Behavior Analyst, 30,
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DAVIDOFF, J., GOLDSTEIN, J. & ROBERSON, D. (2009).
Nature vs. nurture : The simple contrast. Journal of
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EAGLY, A.H. & WOOD, W. (2013). The nature-nurture
debates : 25 years of challenges in the psychology of
gender. Perspectives on Psychological Science, 8,
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PETKUS, A.J., BEAM, C.R., JOHNSON, W.,KAPRIO, J.,
KORHONEN, T., MCGUE, M., NEIDERHISER, J.M., PEDERSEN,
N.L., REYNOLDS, C.A. & GATZ, M. (2017).
Gene-environment interplay in depressive symptoms :
moderation by age, sex, and physical illness.
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[PDF]
Problème de recherche : En science,
il s'agit d'une faille ou
d'une lacune dans nos connaissances.
C'est donc "ce qu'on ne sait pas", ce que l'on ignore, mais
que l'on cherche à savoir, car on considère qu'il est pertinent
de combler cette lacune, d'en savoir plus. En science, les
problèmes sont résolus au moyen de la méthode
scientifique, dans le cadre d'une recherche
(formelle
ou empirique). On
ne peut résoudre unu problème que... par la recherche. On
distingue habituellement les problèmes
théoriques des problèmes
pratiques. Un problème qui n'est pas résolu est un problème en suspend, alors qu'un problème résolu devient une
connaissance scientifique. Pour qu'un problème soit considéré
comme scientifique, il faut : 1) qu'il n'y ait
actuellement aucune solution satisfaisante et complète à ce
problème; 2) qu'il soit pertinent;
3) qu'on puisse le résoudre grâce aux méthodes
scientifiques (solubilité
scientifique). Trouver un problème est le point de départ de
la démarche scientifique.
En science, on distingue trois grandes familles de problème
: les problèmes empirique,
les problèmes logico-mathématique
et les problèmes philosophiques. /métaphysiques.= problème scientifique, ce que l'on
cherche à comprendre, ce
que l'on veut savoir, ce qu'on ne sait pas mais qui mérite
d'être su.
Problem, scientific problem.
LINDSLEY, O.R. (1990). Our aims, discoveries, failures,
and problem. Journal of Precision Teaching, 7
(2), 7-17.
LIPSEY, M.W. (2001). Unsolved problems and unfinished
business. American Journal of Evaluation, 22
(3), 325-328.
BOUCHARD, Y. (2011). De la problématique au problème de
recherche. Dans T. Karsenti & L. Savoie-Zajc (Dir.),
La recherche en éducation : étapes et approches (p.
63-81). Saint-Laurent : ERPI.
BATENS, D. (2017). Pluralism in scientific problem
solving. Why inconsistency is no big deal. Humana
Mente Journal of Philosophical Studies, 32, 149-177.
Problème du corps/esprit : L'être humain n'a-t-il qu'un corps (monisme
matérialisme) ou a-t-il, en plus de ce corps, un esprit
(dualisme) ? Si
l'esprit existe, s'agit-il d'un
phénomène mental ou cognitif, ou bien d'une émergence du
corps, donc d'une simple propriété du cerveau
(dualisme fonctionnalisme), ou bien est-ce une instance
dotée de propriétés immatérielles (dualisme
structuraliste) ?Mind-body problem,
mind-brain debates, mind-brain interaction.
MEYER, M.F. (1912). The present status of the problem of
the relation between mind and body. Journal of
Philosophy, Psychology & Scientific Methods, 9,
365-371.
WOZNIAK, R.H. (1992). Mind and body : Rene Descartes
to William James. Bethesda, Washington : National
Library of Medicine and the American Psychological
Association.
FEIGL, H. (1958). The "Mental" and the "Physical" In H.
Feigl, H.M. Scriven & G. Maxwell, G. (Eds.),Concepts,
theories and the mind-body problem (Vol. 2).
Minneapolis : Minnesota Studies in the Philosophy of
Science.
FEIGL, H. (1960). Mind-Body, not a pseudo-problem. In C.V.
Borst (Ed.) (1970), The mind-brain identity theory.
Macmillan.
MEEHL, P.E. (1995). Utiles, hedons, and the mind-body
problem, or, who's afraid of Vilfredo ? In P.E. Shrout
& S. Fiske (Eds.), Personality research, methods,
and theory : A Festschrift for Donald Fiske (pp.
45-66). Hillsdale, NJ : Erlbaum.
SELLARS, W. (1965). The identity approach to the mind-body
problem. Review of Metaphysics, 18, 430-51.
WINDHOLZ, G. (1997). Pavlov and the mind-body problem.
Integrative Physiological & Behavioral Science, 32,
149-159.
NAGEL, T. (1974). What is it like to be a bat ? Philosophical
Review, 83, 435-450.
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still a lone voice in the wilderness ? The Behavior
Therapist, 20, 1-2.
FEIGL, H. & MEEHL, P.E. (1974). The
determinism-freedom and mind-body problems. In P.A.
Schilpp (Ed.), The philosophy of Karl Popper (pp.
520-559). LaSalle, IL : Open Court . [PDF]
NAGEL, T. (1998). Conceiving the impossible and the
mind-body problem. Philosophy, 73 (285),
337-352.
HUMPHREY, N., BLAKEMORE, C. & APPIAH, A. (1977).
Finding mental capacities in the brain. Theoria to
Theory, 11, 27-47.
WEIDMAN, N.M. (1999). Constructing scientific
psychology : Karl Lashley's mind-brain debates. New
York : Cambridge University Press.
CHISHOLM, R.M. (1978). Is there a mind-body problem ? Philosophic
Exchange, 2, 25-32.
HARNAD, S. (2000). Correlation vs. causality : How/why the
mind/bbody problem is hard. Journal of Consciousness
Studies, 7 (4), 54-61.
[LIRE]
FODOR, J.A. (1981). The mind-body problem. Scientific
American, 244, 114-122. [PDF]
HUMPHREY, N. (2000). How to solve the mind-body problem. Journal
of Consciousness Studies, 7, 5-20.
BUNGE, M. (1980). The Mind-body problem. A
psychobiological approach. Toronto. Pergamon :
Toronto. Pergamon.
HUMPHREY, N. (2000). How to solve the mind-body
problem. Imprint Academic.
ALMOG, J. (2001). What am I ? Descartes and the
mind-body problem, Oxford : Oxford University
Press.
MANDLER, G. (1984). Mind and body : Psychology of
emotion and stress. New York : Norton.
STEMMER, N. (2001). The mind-body problem and Quines's
repudiation theory. Behavior & Philosophy, 31,
165-171.
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BUNGE, M. (1987). Le problème corps-esprit. Médecine
Psychosomatique, 15, 85-94.
KIM, J. (2004). The mind-body problem at century’s turn.
In B. Leiter (Ed.), The future of philosophy.
Oxford University Press. M. Tomasello & D. Slobin
(Eds.), Beyond nature-nuture : essays in honor of
Elizabeth Bates. Lawrence Erlbaum.
McGINN, C. (1989). Can we solve the mind-body problem ? Mind,
98, 349-366.
MACPHERSON, F. (2006). Property dualism and the merits of
solutions to the mind-body problem : A reply to Strawson.
Journal of Consciousness Studies, 13 (10-11),
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ECCLES, J.C. (1990). A unitary hypothesis of mind-brain
interaction in the cerebral cortex. Proceedings of the
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ANDERSON, J.R. (2007). How can the human mind occur
in the physical universe ? New York : Oxford
University Press.
YABLO, S. (1990). The real distinction between mind and
body. Canadian Journal of Philosophy, 16,
149-201.
RIEKKI, T.J.J., LINDEMAN, M.J. & LIPSANEN, J. (2013).
Conceptions about the mind-body problem and their
relations to afterlife beliefs, paranormal beliefs,
religiosity, and ontological confusions. Advances in
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Problème du déterminisme/libre arbitre : Ce grand problème de la psychologie englobe les questions suivantes : Dans quelle
mesure nos comportement sont-ils déterminés ? La liberté existe-t-elle ? Quelle est la nature des facteurs qui influent sur nos conduites ? Y a-t-il vraiment
quelqu'un qui lit ce lexique ?
The determinism-freedom problem.
FEIGL, H. & MEEHL, P.E. (1974). The
determinism-freedom and mind-body problems. In P.A.
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STAATS, A.W. (1987). Humanistic volition versus
behavioristic determinism : Disunited psychology's schism
problem and its solution. American Psychologist, 42
(11), 1030-1032.
HERBART, J.F. (1877). Possibility and necessity of
applying mathematics in psychology. Journal of
Speculative Philosophy, 11, 251-264.
STALLINGS, W.M. (1995). Confessions of a quantitative
educational researcher trying to teach qualitative
research. Educational Researcher, 24 (3), 31-32.
REICHARDT, C.S. & COOK, T.D. (1979). Beyond
qualitative versus quantitative methods. In T.D. Cook
& C.S. Reichardt (Eds.), Qualitative and
quantitative methods in evaluation research (pp.
7-32). Thousand Oaks, CA : Sage.
SHADISH, W.R. (1995). The quantitative-qualitative debates
: "DeKuhnifying" the conceptual context. Evaluation
& Program Planning, 18, 47-49.
BRYMAN, A. (1984). The debate about quantitative and
qualitative research : A question of method or
epistemology? British Journal of Sociology, 35,
78-92.
BAVELAS, J.B. (1995). Quantitative versus qualitative ? In
W. Leeds-Hurwitz (Ed.), Social approaches to
communication (pp. 49-62). New York : Guilford
Press.
SMITH, J.K. & HESHUSIUS, L. (1986). Closing down the
conversation : The end of the quantitative-qualitative
debate among educational researchers. Educational
Researcher, 15 (1), 4-12.
SNYDER, I. (1995). Multiple perspectives in literacy
research : Integrating the quantitative and qualitative.
Language & Education, 9 (1), 45-59.
HOWE, K.R. (1988). Against the quantitative-qualitative
incompatibility thesis or dogmas die dard. Educational
Theory, 17 (8), 10-16. [PDF]
SHADISH, W.R. (1995). Philosophy of science and the
quantitative-qualitative debates : Thirteen common errors.
Evaluation & Program Planning, 18 (1), 63-75.
[PDF]
HOWE, K.R. (1992). Getting over the
quantitative-qualitative debate. American Journal of
Education, 100, 236-256. [PDF]
SNYDER, I. (1995). Multiple perspectives in literacy
research : Integrating the quantitative and qualitative.
Language & Education, 9 (1), 45-59.
NEUMAN, W.L. (1994). Social research methods :
qualitative and quantitative approaches. Needham
Heights, MA : Allyn and Bacon.
Problème en suspens : Expression utilisée en science pour désigner un problème qui jusqu'ici n'a pas été résolu - ou que l'on a ignoré faute de moyen - mais
qui mérite néanmoins que l'on cherche une solution théorique ou
empirique pour le résoudre. Ces problèmes sont souvent exposés à
la fin d'un ouvrage
scientifique. = mystère, énigme, problème entier.
Problème personnel : Difficulté, obstacle ou question sans
réponse qui, selon le cas, empêche l'émission d'un comportement,
diminue la qualité de
vie, nuit à une prise de
décision efficace ou provoque de la douleur
ou de la souffrance.
La solution à ce problème peut provenir d'une réflexion
intellectuelle (résolution
de problème), d'une variation nouvelle et efficace du comportement
à problème (essai-erreur) ou, dans certains cas, de ressources
extérieures (réseau
social ou thérapie).= problème personnel, problème
quotidien, problème psychologique,
trouble.
NEZU, A.M. & D'ZURILLA, T.J. (1981). Effects of
problem definition and formulation on the generation of
alternatives in the social problem-solving process. Cognitive
Therapy & Research, 6, 265-271.
NEZU, A.M. & D’ZURILLA, T.J. (1981). Effects of
problem definition and formulation on decision making in
the social problem-solving process. Behavior Therapy,
12, 100-106.
Problème pratique : Problème dont la résolution permet de répondre à la question suivante : Comment
modifier adéquatement la réalité x ? Dans un premier temps, ce
problème implique de décrire un état souffrant ou inadéquat d'un
point de vue individuel ou une situation inacceptable sur le plan
social et, dans un second temps, d'appliquer un traitement ou une
solution afin de remédier à ce problème, tout en évaluant
l'efficacité de ce traitement (Y a-t-il eu changement ? Ce
changement est-il adéquat ? Les objectifs du traitement ont-ils
été atteints ?). La résolution d'un grands nombres de problèmes
pratiques repose sur les connaissances acquises grâce à la
résolution de problèmes théoriques. EX: Comment
amener les enfants de ma classe à compter. Comment favoriser cet apprentissage ?
/problème
théorique.
SMITH, T.W. (1980). America's most important problem - A
trend analysis, 1946-1976. Public Opinion Quarterly,
44, 164-180.
Problème scientifique : En science, En science, il existe quatre grandes classes de problème : Les problèmes empiriques (ou
de recherche), les problèmes théoriques, les problème
méthodologiques et les problèmes philosophiques/épistémologiques.
Scientific problem.
CHILDRESS, V. (1996). Does integrating technology, science
and mathematics improve technological problem solving ? A
quasi-experiment. Journal of Technology Education, 8
(1), 16-26.
BATENS, D. (2017). Pluralism in scientific problem
solving. Why inconsistency is no big deal. Humana
Mente Journal of Philosophical Studies, 32, 149-177.
Problème social :Problème qui opposent des individus ou des groupes
d'une même société. Social problem.
MAYO, E. (1945). The social problems of an industrial
civilization. Boston : Harvard University.
SPECTOR, M. & KITSUSE, J.I. (1973). Social problems :
a Re-formulation. Social Problems, 21 (2),
145-159.
GOLDIAMOND, I. (1974). Toward a constructional approach to
social problems : ethical and constitutional issues raised
by applied behavior analysis. Behaviorism, 2,
1-84.
[PDF]
HILGARTNER, S. & BOSK, C.L. (1988). The rise and falls
of social problems : A public arena model. Social
Problems, 94 (1), 53-78. [PDF]
HUMPHRIES, K. & RAPPAPORT, J. (1993). From the
community mental health movement to the war on drugs : A
study in the definition of social problems. American
Psychologist, 48 (8), 892-901.
GOLDIAMOND, I. (2002). Toward a constructional approach to
social problems : Ethical and constitutional issues raised
by applied behavior analysis. Behavior & Social
Issues, 11, 108–197.
MONTGOMERY, C. (2007). Stress et résolution de problèmes
sociaux : deux contextes d’enseignement francophones.
Nouveaux Cahiers de la Recherche en Éducation, 10
(2), 111-129. [PDF]
Problème théorique :Problème dont la
résolution permet de répondre à la question suivante : Pourquoi ou
comment les individus ou les groupes font-ils ceci ou cela ? Cette
famille de problèmes nécessite soit de déterminer la ou les causes
X du phénomène Y que l'on cherche à expliquer (Le pourquoi/comment
= recherche explicative), soit de décrire fidèlement les
caractéristiques ou les propriétés de la réalité Y que l'on
cherche à observer (Le c'est quoi = recherche descriptive). EX:
Les enfants Y sont-ils capables d'apprendre à compter ?
(question de type Comment les enfants Y apprennent-ils à calculer
? Réponse = description des étapes du phénomène cognitif Y). Le
facteur X favorise-t-il l'apprentissage du calcul chez les enfants
Y (Question de type Pourquoi ou Comment les enfants Y
apprennent-ils à calculer ? Réponse = à cause de X). /problème
pratique.
PROBST, T. (2000). Wedded to the job : Moderating effects
of job involvement on the consequences of job insecurity.
Journal of Occupational Health Psychology, 5,
63-73.
PROBST, T. & BRUBAKER, T.L. (2001). The effects of job
insecurity on employee safety outcomes : Cross-sectional
and longitudinal explorations. Journal of
Occupational Health Psychology, 6 (2), 139-159.
[PDF]
PROBST, T. & LAWLER, J. (2006). Cultural values as
moderators of the outcomes of job insecurity : The role of
individualism and collectivism. Applied Psychology :
An International Review, 55, 234-254.
PROBST, T. & STRAND, P. (2010). Perceiving and
responding to job insecurity : A workplace spirituality
perspective. Journal of Management, Spirituality
& Religion, 7, 135-156.
PROBST, T. (2013). Conducting effective stress
intervention research : Strategies for achieving an
elusive goal. Stress & Health, 29, 1-4.
Procédure expérimentale : Voir Expérience scientifique et Plan expérimental. Experimental design.
Proceedings of the National Academy of Sciences :Revue
scientifique consacrée à l'étude du développement.
Éditeur : Heldref Publications. =
Proc. Nat. Acad. Sci.
GAZZANIGA, M.S., BOGEN, J.E. & SPERRY, R.W. (1962).
Some functional effects of sectioning the cerebral
commissures in man. Proceedings of the National
Academy of Sciences, 48, 1765-1769.
Procès : Ensemble des formalités légales qui permettent à un demandeur qui réclame justice à un intimé de faire valoir ses
droits auprès d'un tribunal en présence d'un juge/jury
qui devra résoudre ce différend et rendre une décsion exécutoire.
Procès etpsychologie
légale.Trial.
FORSTER LEE, L., HOROWITZ, I.A. & BOURGEOIS, M.J.
(1993). Juror competence in civil trials : The effects of
preinstruction and evidence technicality. Journal of
Applied Psychology, 78, 14-21.
FORSTER LEE, L., HOROWITZ, I.A. & BOURGEOIS, M.J.
(1995). Effects of notetaking on verdicts and evidence
processing in a civil trial. Law & Human
Behavior, 18, 567-578.
BOURGEOIS, M.J., HOROWITZ, I.A., FORSTER LEE, L. &
GRAHE, J. (1995). Nominal and interactive juries : Effects
of preinstruction and discussion on decisions and evidence
recall in a complex trial. Journal of Applied
Psychology, 80, 87-96.
NEUENDORF, K.A., ATKIN, D. & JEFFRES, L.W. (2000).
Explorations of the Simpson trial "racial divide". The
Howard Journal of Communications, 11, 247-266. [PDF]
Procès de reproduction du capital :Reproduction of capital.
CLARKE, S. (1983). State, class struggle and the
reproduction of capital. Kapitalistate, 10/11,113-133.
[PDF]
Processus : En psychologie,
concept générique qui a plusieurs acceptions. Le processus
peut : a) décrire ce qui passe dans l'individu
sur le plan cognitif ou mental. Il est alors inféré car il ne peut
être directement observé. EX: processus de
traitement de l'information, processus inconscient, etc. Ce
processus agit donc comme médiateur (interface)
entre l’environnement du sujet et les aspects biologiques de son
cerveau. Cette médiation se déroule en deux temps : (1) l’effet de
l’environnement est transformé par ces processus en information
(mots, images, propositions, règles, etc); (2) Cette information
est par la suite traduite en modifications internes ou en
comportement. = fonction cognitive,
interface, traitement
de l'information.Cognitive process,
processing.b) Décrire ce qui passe
dans l'individu sur le plan biologique. Il est alors en tout ou en
partie observable ou du moins potentiellement observable; pour
cette raison, on lui préfère souvent le terme mécanisme.EX: processus cellulaire, mécanisme de digestion,
etc. Neural process. c)
Décrire ce qui passe entre l'individu et son environnement. Il est
alors observable et, de ce fait, on lui préfère souvent le terme fonction
ou mécanisme.EX: processus
d'apprentissage par conditionnement opérant. Dans tous les cas, le
processus est considéré comme une cause ou un déterminant du
phénomène que l'on cherche à expliquer (comportement, réaction,
réponse, conduite, symptôme, etc.). Il est également souvent
utilisé comme synonyme de fonction (fonction cognitive, fonction
psychique).
= mécanisme, cause,
déterminant, explication.
Psychological
process.d) Finalement, dans son sens
le plus général, on utilise ce terme pour décrire un ensemble
d'étapes - plus ou moins logiquement ordonnées selon le cas, qui
vise à atteindre un but. EX: processus
thérapeutique, processus d'évaluation. Process.
HOCKLEY, W.E. (1984). Analysis of response time
distributions in the study of cognitive processes. Journal
of Experimental Psychology : Learning, Memory &
Cognition, 6, 598-615.
FOLKMAN, S. & LAZARUS, R.S. (1985). If it changes it
must be a process : Study of emotion and coping during
three stages of a college examination. Journal
Personality & Social Psychology, 48, 150-170.
TOURANGEAU, R. & RASINSKI, K.A. (1988). Cognitive
processes underlying context effects in attitude
measurement. Psychological Bulletin, 103 (3),
299-314. [PDF]
POLDRACK, R.A. (2006). Can cognitive processes be inferred
from neuroimaging data ? Trends in Cognitive
Sciences, 10, 59-63. [PDF]
BOAG, S. (2006). Can repression become a conscious process
? Behavioral & Brain Sciences, 29, 513-514.
LEE, P., NEWMAN, P. & POLK, T.A. (2009). Face
processing : The interplay of nature and nurture. The
Neuroscientist, 15 (5), 445-449. [PDF]
CAMPOS, I.S., ALMEIDA, L.S., FERREIRA, A.I., MARTINEZ,
L.F. & RAMALHO, G. (2013). Cognitive processes and
math performance : a study with children at third grade of
basic education. Europeen Journal of Psycholgy of
Education, 28 (2), 421-436. [PDF]
VALLACHER, R.R., VAN GEERT, P. & NOWAK, A. (2015). The
intrinsic dynamics of psychological process. Current
Directions in Psychological Science, 24 (1), 58-64.
[PDF]
CACIOPPO, J.T. & DECETY, J. (2009). What are the brain
mechanisms on which psychological processes are based ? Perspectives
on Psychological Science, 4, 10-18. [PDF]
d
MCARTHUR, C. (1954). Analyzing the clinical process. Journal
of Counseling Psychology, 1, 203-207.
MALCOM, N. (1971). The myth of cognitive processes and
structures. In T. Mischel (Ed.), Cognitive development
and epistemology (pp. 385-392). New York : Academic
Press.
LUDWIG, A.M. (1985). Cognitive processes associated with
"spontaneous" recovery from alcoholism. Journal of
Studies on Alcohol & Drugs, 46 (1), 53-58.
KIRBY, J.R., BOOTH, C.A. & DAS, J.P. (1995). Cognitive
processes and IQ in reading disability. Journal of
Special Education, 29, 442-456.
BOLTZ, M. (2004). The cognitive processing of film and
musical soundtracks. Memory & Cognition, 32
(7), 1194-1205. [PDF]
POLDRACK, R.A. (2006). Can cognitive processes be inferred
from neuroimaging data ? Trends in Cognitive
Sciences, 10, 59-63. [PDF]
Processus conscient : Processus dont
l'exécution est partiellement ou totalement consciente, et que
l'on peut en conséquence décrire en temps réel (ou après-coup).
EX: Décrire les étapes de résolution d'une équation
tout en résolvant ce problème.
= fonction consciente.
Processus de décision : Voir Décision.Decision, decision making.
Processus de perception infraliminaire : Processus proposé par Rogers,
pour désigner la capacité d'un individu de sentir et de percevoir
la realité sans par ailleurs être en mesure de la symboliser ou de
la décrire. = subception, processus
inconscient.
Subception.
OVERMIER, J.B. (1970). A note on subception. Psychological
Reports, 27, 519-524.
Processus externe : En psychologie, désigne un processus qui se déroule entre l'organisme
et son milieu. Il peut
s'agir d'une relation réciproque, comme le conditionnement
opérant, ou d'une relation à sens unique, comme le conditonnement
répondant.
= fonction externe, fonction relationnelle.
Processus inféré :Fonction
ou processus hypothétique (dont on
postule l'existence), non-directement observable, mais qui
contribue néanmoins à l'explication d'un phénomène, la plupart du
temps observable (symptôme, indice, comportement).
= processus hypothétique, construit hypothétique. Processus inféré etinférence. = fonction inférée, processus imaginé, processus inobservable.
/phénomène observable.
Processus intrapsychique : Processus psychique qui se déroule à l'intérieur d'un individu (intra-), entre les différentes
instances ou structures de sa personnalité.EX: Selon Freud,
le conflit qui oppose le ça
et le surmoi est un conflit
intrapsychique.= processus mental, fonction mentale, processus
psychique.
Processus primaire : Selon Freud, mode de fonctionnement de la personnalité qui n'obéit pas à la logique ou qui n'est pas soumis au test
de réalité. Ce processus se manifeste dans les rêves,
les actes manqués, les
lapsus.= irrationalité.
Primary process.
Processus psychique : Désigne l'ensemble des processus
hypothétiques qui se déroulent dans le cerveau, sur le plan
conscient et inconscient. = fonction
psychique, état mental,
processus mental, processus intrapsychique. Mental process, mental state.
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Processus secondaire : Selon Freud,
mode de fonctionnement de la personnalité
régit par le moi et qui obéit
à la raison, à la logique.
= Rationalité.
Secondary process.
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Productivité : Rapport entre le travail, le temps et le profit. Productivity, performance.
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LONG, J.S. & McGINNIS, R. (1981). Productivity :
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FOLKARD, S. & TUCKER, P. (2003). Shift work, safety
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95-101.
TAKEUCHI, H. (1981). Organizational context and scientific
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STACK, S. (2004). Gender, children and research
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DIAMOND, A.M. (1984). An economic model of the life-cycle
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FOX, M.F. (2005). Gender, family characteristics, and
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publication productivity : patterns among social work
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537-549.
MAULEON, E. & BORDONS, M. (2006). Productivity, impact
and publication habits by gender in the area of materials
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HORNER, K.L., RUSHTON, J.P. & VERNON, P.A. (1986).
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KESSLER, S.R., TAYLOR E.Z., LEVINE, E.L., KESSLER, L.M.
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Journal of International Management, 2, 356-375.
LONG, J.S. (1992). Measures of sex differences in
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DESROCHES, C.M., ZINNER, D.E., SOWMYA, R.R., IEZZONI, L.I.
& CAMPBELL, E.G. (2010). Activities, productivity, and
compensation of men and women in the life sciences. Academic
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Productivité (Contre-) : Chez Illich, désigne le fait qu'une entreprise
ou un organisme public
qui doit produire des biens et
services devient le
principal obstacle à sa production.EX:
L'hôpital qui tue ses patients plutôt que de les soigner ou
l'école qui produit des cancres analphabètes plutôt que des élèves
intelligents et critiques.
LADOUCEUR, S. (2006). Produit intérieur brut et revenu
personnel des régions : un parallèle. Québec : Institut de
la statistique du Québec.
FORTIN, J.-F. (2017). Quel PIB utiliser ? Concepts et
usages. Québec : Institut de la statistique du
Québec. [PDF]
Produit national brut : PNB :Gross national income.
Professeur : Celui ou celle qui donne des cours
au collège/cégep, à l'université
ou ailleurs, dans une matière dont les objectifs d'apprentissage
sont définis par l'institution (université, grande écoles, etc.)
ou le ministère de l'Éducation (collège et cégeps). Contrairement
à l'enseignant, le professeur détermine et rédige le contenu de la
matière (en conformité avec les
objectifs d'apprentissage). Aux États-Unis, Cattell
est le premier psychologue à porter ce
titre. Professeur,
enseignantetenseignement.Professor, teacher.
LOWMAN, J. (1994). Professors as performers and
motivators. College Teaching, 42, 137-141.
CARR, S. (2000). A day in the life of a new type of
professor. The Chronicle of Higher Education, A47-A48.
YOUNG, J.R. (2006). The fight for classroom attention :
Professor vs. laptop. Chronicle of Higher Education,
52 (39), 27-29.
PRATTE, M. (2007). Se préparer à l’arrivée importante de
nouveaux professeurs. Pédagogie Collégiale, 20 (4),
19-26.
DOUCET, S. (2009). En 2009, c’est quoi un « bon prof » ? Pédagogie
Collégiale, 22 (3), 35-37.
HOEFT, M.E. (2012). Why university students don’t read :
what professors can do to increase compliance. International
Journal for the Scholarship of Teaching & Learning,
6 (2), 1-19.
[PDF]
Profession : Professionnel : Statut légal accordé à certaines sciences,
technologies ou disciplines intellectuelles. EX:
Le droit, la médecine et la psychologie sont des professions.
Chaque profession possède un ordre
professionnel. Le mandat de ces ordres est d'assurer la
protection du public, plus précisément des individus qui ont
recourt aux services d'un professionnel (client
ou patient). À cette fin,
les professionnels doivent observer religieusement un code
de déontologie. Il existe deux types de professions, celles
dont le titre et
la fonction
sont protégés par la loi (comme la médecine, le droit et la
psychologie), et celles dont seul le titre est protégé (comme la
psychologie). Dans certains cas l'acte est exclusif (Seul un
médecin peut opérer un patient), alors que dans d'autres cas il
est partagé entre plusieurs discipline (La psychothérapie peut
être pratiquée aussi bien pas un psychologue que par un médecin).
Il convient de noter que, selon la loi, les professionnels ont une
obligation légale de
moyen, mais non de résultat.
Professionnel et para-professionnel. Professional.
FIDELL, L.S. & DELAMATER, J. (1971). Women in the
professions : What's all the fuss about ? Sage
Publications.
JONES, S.L. (1994). A constructive relationship for
religion with the science and profession of psychology :
Perhaps the boldest model yet. American
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INGLEBY, D. (1985). Professionals as socializers : the
"psy complex". Research in Law, Deviance & Social
Control, 7, 79-109.
BENJAMIN, L.T., DELEON, P.H., FREEDHEIM, D.K. &
VANDENBOS, G.R. (2003). Psychology as a profession. In
D.K. Freedheim et I.B. Weiner (Eds.), Handbook of
psychology/History of psychology (Vol 1, pp. 27-46).
New Jersey : John Wiley & Sons, Inc. [PDF]
OVERHOLSER, J.C. & FINE, M.A. (1990). Defining the
boundaries of professional competence : Managing subtle
cases of clinical incompetence. Professional
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462-469.
BÉLANGER, D.-C. (2007). Trois fois, passera : Vers un
profil de compétences unique de la profession enseignante
? Pédagogie Collégiale, 20 (2), 17-22.
VAN ZANDT, C.E. (1990). Professionalism : A matter of
personal initiative. Journal of Counseling &
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GOHIER, C., JUTRAS, F. et DESAUTELS, L. (2007). Mise au
jour d’enjeux éthiques de la profession enseignante au
collégial. Pédagogie Collégiale, 20 (2), 30-35.
HALPERN, S. (1992). Dynamics of professional control. American
Journal of Sociology, 9, 994-1022.
KALOW, N.J., RUBIN, N.J., F ORREST, L., ELMAN, N.S., VAN
HORNE, B.A., JACOBS, S.C., HUPRCH, S.K., BENTON, S.A.,
PANTESCO, V.F. & DOLLINGER, S.J. (2007). Recognizing,
assessing and intervening with problems of professional
competence. Professional Psychology : Research &
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professionals versus non-mental health professionals :
Childhood trauma and adult functioning. Professional
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BOLDUC, B. (2010). Un aperçu du champ d’'exercice de la
profession enseignante au collégial. Formation et
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GOUVERNEMENT DU QUÉBEC (2011). Code des professions du Québec.
[LIRE]
Professionnel (Devoirs) : Ce qu'un professionel a l'obligation légale et morale de faire pour assurer la qualité
de ses services (code des professions et de déontologie) et
préserver l'intégrité de
sa profession. Ces devoirs sont : offrir les meilleurs
soins/traitement disponibles, être è jour dans ses connaissances
et se recycler au besoin, éviter toute publicité mensongère dans
la promotion de ses services, préserver l'anonymat
de ses patients, assurer le secret
professionnel, s'abstenir de toute relation de nature
sexuelle avec ses clients/patients, respecter les valeurs et les
opinions de ses clients/patients, assurer l'intégrité physique de
ses clients/patients, assurer autant que possible la continuité
des soins ou du traitement (si nécessaire aider ses patients à
trouver un autre professionnel). Professionnel, code des professionset
code de déontologie. =intégrité professionnelle.
professional duty.
Professionnel (Para) : Tout individu formé par un professionel
pour aider et, dans certains
cas, intervenir auprès d'individus souffrants, malades ou handicapés. Contrairement à un profesionnel, un paraprofessionnel ne possède pas de
diplôme dans le champ d'intervention concerné par son
travail ou son bénévolat. Des
recherches ont montré que lorsqu'ils sont bien formés, les
paraprofessionnels sont, pour certains types de problème, d'un
très grand secours, notamment lorsqu'ils offrent de l'aide
à domicile.= non-professionnel.
Paraprofessional, nonprofessional.
ELLSWORTH, R.E. (1967). Nonprofessionals in
psychiatric rehabilitation. New York :
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KARLSRUSER A.E. (1976). The influence of supervision and
facilitative conditions on the psychotherapeutic
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ALLEY, S., BLATNON, J. & FELDMAN, R. (1978).
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PANYAN, M., BOOZER, H. & MORRIS, N. (1970). Feedback
to attendants as a reinforcer fo rapplying operant
techniques. Journal of Applied Behavior Analysis, 3
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SOBEY, F. (1970). The nonprofessional revolution in
mental health. New York : Columbia University
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DURLAK, J.A. (1979). Comparative effectiveness of
paraprofessionals and professional helpers. Psychological
Bulletin, 86, 80-92.
GARTNER, A. (1971). Paraprofessionals and their performance. Praeger.
HATTIE, J.A., SHARPLEY, C.F. & ROGERS, H.J. (1984).
Comparative effectiveness of professional and
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534-541.
POMERLEAU, O.F., BOBROVE, P.H. & SMITH, R.H. (1973).
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CHRISTENSEN, A. & JACOBSON, N.S. (1994). Who (or what)
can do psychotherapy : The status and challenge of
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of paraprofessional in crisis intervention : Evaluation of
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OLDS, D.L., ROBINSON, J., PETTITT, L., LUCKEY, D.W.,
HOMBERG, J., NG, R.K., ISACKS, K., SHEFF, K. &
HENDERSON, C.R. (2004). Effects of home visits by
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[PDF]
Profilage : Profiler : Opération policière
- généralement sous forme de contrôle d'identification - fondée
sur l'apparence du prévenu
ou le contexte de l'interpellation, plutôt que sur ses supposés
comportements (infraction).
Profiling.
BEAUREGARD, É. et PROULX, J. (2001). Le profilage.
Évolution et nouvelles perspectives dans l’établissement
de modèles prédictifs. Revue Internationale de Police
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WORTLEY, S. & TANNER, J. (2005). Inflammatory rhetoric
? Baseless accusations ? A response to Gabor's critique of
racial profiling research in Canada. Canadian Journal
of Criminology & Criminal Justice, 47 (3),
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BAILEY, K.A. (2001). Legal implications of profiling
students for violence. Psychology in the Schools, 38
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WOSKETT, J., COYLE, I.R. & LINCOLN, R. (2007). The
probity of profiling : Opinions of Australian lawyers on
the utility of criminal profiling in court. Psychiatry,
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YOKOTA, K., FUJITA, G., WATANABE, K., YOSHIMOTO, K. &
WACHI, T. (2007). Application of the behavioral
investigative support system for profiling perpetrators of
serial sexual assaults. Behavioral Sciences & the
Law, 25, 841-856.
AGRAPART-DELMAS, M. (2001). De l’expertise criminelle
au profilage. Une psychocriminologue sur la piste des
grands meurtriers et en guerre contre les
pseudo-profilers. Lausanne : Favre.
WOODHAMS, J. & TYE, K. (2007). An empirical test of
the assumptions of case linkage and offender profiling
with serial commercial robberies. Psychology, Public
Policy & Law, 13 (1), 59-85.
TURVEY, B. (2002). Criminal profiling : An
introduction to behavioral evidence analysis.
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BEAUREGARD, E. et ROSSMO, K. (2007). Profilage
géographique et analyse des tactiques de chasse chez les
agresseurs sexuels sériels. Dans M. St-Yves et M. Tanguay
(Dirs.), Psychologie de l’enquête criminelle : La
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BAHDI, R. (2003). No exit : Racial profiling and Canada’s
war against terrorism. Osgoode Hall Law Journal, 41
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CRABBÉ, A., DECOENA, S. & VERTOMMEN, H. (2008).
Profiling homicide offenders : A review of assumptions and
theories. Aggression & Violent Behavior, 13 (2),
88-106.
WORTLEY, S. & TANNER, J. (2003). Data, denials, and
confusion, The racial profiling debate in Toronto. Canadian
Journal of Criminology & Criminal Justice, 45
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SNOOK, B., CULLEN, R.M., BENNELL, C., TAYLOR, P.J. &
GENDREAU, P. (2008). The criminal profiling illusion :
Wha's behind the smoke and mirrors ? Criminal Justice
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TYLER, T.R. & WAKSALK, C. (2004). Profiling and the
legitimacy of the police : Procedural justice,
attributions of motive, and the acceptance of social
authority. Criminology, 42, 13-42.
BATTON, C. & KADLECK, C. (2004). Theoretical and
methodological issues in racial profiling research.
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profiling and behavioural investigative advice. Legal
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Profit : Profiter : Avantage que l'on retire d'un travail, d'une entreprise. Profit, entrepriseet travail. Profit
KAHNEMAN, D., KNETCH, J. & THALER, R. (1986). Fairness
as a constraint on profit seeking : Entitlements in the
market. The American Economic Review, 76,
728-741.
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Inferences from chief executive officers’ appearance
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Perception of wheel-generated motions. Journal of
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PROFFITT, D.R., ROCK, I, HECHT, H. & SCHUBERT, J.
(1992). The stereokinetic effect and its relation to the
kinetic depth effect. Journal of Experimental
Psychology : Human Perception & Performance, 18,
3-21.
PROFFITT, D.R., STEFANUCCI, J., BANTON, T. & EPSTEIN,
W. (2003). The role of effort in perceiving distance. Psychological
Science, 14, 106-112.
PROFFITT, D.R. (2006). Distance perception. Current
Directions in Psychological Research, 15, 131-135.
PROFFITT, D.R. (2013). An embodied approach to perception
: By what units are visual perceptions scaled ? Perspectives
on Psychological Science, 8, 474-483.
Progestérone
: Hormone,
principalement sécrétée par les ovaires,
qui joue un rôle indispensable dans le cycle menstruel
féminin et la grossesse.Progesterone.
ROOF, R.L., DUVDEVANI, R. & STEIN, D.G. (1993). Gender
influences outcome of brain injury : Progesterone plays a
protective role. Brain Research, 607, 333-336.
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(1994). Progesterone facilitates cognitive recovery and
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contusion injury in male rats. Experimental
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behavior after neonatal progesterone, testosterone,
estrogen or antiandrogens hormones. Behavior, 4
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acute CNS trauma and stroke : Neuroprotective effects of
estrogen and progesterone. Journal of Neurotrauma,
17, 367.
JONES, B.C., LITLLE, A.C., BOOTHROYD, L.G., DeBRUINE,
L.M., FEINBERG, D.R., LAW-SMITH, M.J., CORNWELL, R.E.,
MOORE, F.R. & PERRETT, D.I. (2005). Commitment to
relationships and preferences for femininity and apparent
health in faces are strongest on days of the menstrual
cycle when progesterone level is high. Hormones &
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SCHULTHEISS, O.C. (2007). Relationship between salivary
cortisol and progesterone levels in humans. Biological
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MEIER, E.A. & HEAPHY, E. (2009). Social closeness
increases salivary progesterone in humans. Hormones
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ABERCROMBIE, M., HICKMAN, C.J. & JOHNSON, M.L. (1980).
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LARDELIER, P. (2008). Arrêtez de décoder. Pour en
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State of the art or pseudoscientic decoration ? Polish
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Programme : Programmer : Programmation : Planification d'un
ensemble d'étapes ou d'instructions
en vue d'exécuter de manière optimale une ou plusieurs
opérations.
= Planifier et organiser.
La signification du terme varie ensuite selon le domaine : a)
En informatique, ensemble d'instructions
logiquement ordonné qui sert à commander le fonctionnement
d'un ordinateur ou
toute autre machine
équipée d'un ordinateur. Ces instructions forment des algorithmes.= Logiciel, algorithme.
Algorithmization.
Par analogie, en
psychologie, le programme a deux acceptions : b)
Pour les béhavioristes,
organisation particulière et parfois planifiée des
contingences d'un milieu. Schedule.c) Chez les cognitivistes,
il s'agit d'une suite d'instructions et d'information
traitées par l'unité
de traitement du cerveau
virtuel.= Heuristique,
algorithme. Heuristic, algorithm.
d) En épistémologie,
le mot renvoie à un ensemble de recherche qui cherche à résoudre
les mêmes problèmes avec
des méthodes et des
postulats logiquement compatibles.
Research program. e) En éducation,
le programme présente l'énumération des matières
enseignées (= cours) et,
parfois, son organisation dans le temps (période, cours, session,
année scolaire).
=Programme
de formation, programme scolaire. f) En politique,
le programme est un texte qui présente l'ensemble des valeurs
défendues par un parti
ainsi que les engagements qu'il compte réaliser s'il est élu
et accède au pouvoir.= programme électoral, programme
politique, programme des partis.
Political party platform.
SCHOENFELD, W.N., CUMMING, W.W. & HEARST, E. (1956).
On the classification of reinforcement schedules. Proceedings
of the National Academy of Sciences, 42, 563-570.
[PDF]
FERSTER, C.B. & SKINNER, B.F. (1957). Schedules
of reinforcement. New York :
Appleton-Century-Crofts.
MILLER, G.A. (1956). The magical number seven, plus or
minus two : Some limits on our capacity for processing
information. Psychological Review, 63, 81-97. [PDF]
LUPYAN, G. & BERGEN, M.B. (2015). How language
programs the mind. Topics in Cognitive Science, 8
(2), 1–17 [PDF]
LAKATOS, I. (1970). Falsification and the methodology of
scientific research programmes. In I. Lakatos & A.
Musgrave (Eds.), Criticism and the growth of
knowledge (pp. 132-133). London & New York :
Cambridge University Press.
MARX, K. et ENGELS, F. (1847/1962). Le manifeste du
Parti communiste. Paris : Plon.
Programme d'enseignement : Ensemble de cours
et d'activités, comme des stages et des ateliers, qui vise à
former des ouvriers, des technologues et des professionnels, et à
sanctionner leurs apprentissages
par un diplôme.=
programme de formation.
LE NY, J.F. (1974-1975). Organisation de la matière,
organisation des connaissances et organisation des
programmes d’enseignement. Bulletin de Psychologie,
28, 412-416.
Programmes
de recherche scientifique : Chez
Lakatos...
*théorie.Scientific
research programmes, research program.
LAKATOS, I. (1970). Falsification and the methodology of
scientific research programmes. In I. Lakatos & A.
Musgrave (Eds.), Criticism and the growth of
knowledge (pp. 132-133). London & New York :
Cambridge University Press.
LAKATOS, I. (1970). The methodology of scientific research
programs. In I. Lakatos & A. Musgrave (Eds.). Criticism
and the growth of knowledge (pp. 91-196). Cambridge
: Cambridge University Press.
CHOMSKY, N. (1995). The minimalist program. Cambridge,
MA : The MIT Press.
LEIGLAND, S. (1996). The functional analysis of
psychological terms : In defense of a research program. The
Analysis of Verbal Behavior, 13, 105-122. [PDF]
WOLVERTON, A.S. (1998). Establishing an ideal program of
research. Journal of Psychological Inquiry, 3,
49-50.
ERICKSON, G. (2001). Research programmes and the student
science learning literature. In R. Millar, J. Leach
& J. Osborne (Eds.), I'm proving Science
Education : the contribution of research. Buckingham
: Open University Press.
Programme de renforcement : Programme de punition : Voir Programme
de renforcement/punition. Schedule of reinforcement, schedule-controlled behavior.
Programme informatique : Ensemble d'instructions
qui permet à un ordinateur
d'accomplir une tâche. Programme etlogiciel.
Computer program.
NEWELL, A. & SIMON, H.A. (1956). GPS, a program that
simulates human thought. ln A. Feigenbaum & V. Feldman
(Eds.), Computers and thought (pp. 279-293). New
York : McGraw Hill.
WEIZENBAUM, J. (1965). Eliza-A computer program for the
study of natural language communication between man and
machine. Comrnunication of the Association for
Computing, 9, 36-45.
Programme
International de Recherche en Lecture Scolaire (PIRLS)
: Voir PIRLS.
Programme
International de Suivi des Acquis (PISA) :
Voir PISA.
Programme
politique : Document qui présente l'ensemble des valeurs
et des politiques
qu'un parti politique entend
promouvoir et adopter une fois au pouvoir
(ou dans l'opposition).
Programme
scolaire : Suite logique des cours
et des matières d'une discipline ou d'un ensemble de disciplines.
= programme d'études.
JELMBERG, J.R. (1996). College based teacher education
versus state sponsored alternative programs. Journal
of Teacher Education, 47 (1), 60-66.
Progrès : Tout ce qui se transforme de manière avantageuse du
point de vue de ceux et celles qui initient et profitent de ces
transformations.
Progress.
KAUFFMAN, J.M. (2008). Would we recognize progress if we
saw it ? A commentary. Journal of Behavioral
Education, 17, 128-143.
MIDDENCORP, C. (1978). Progressiveness and
conservatism. The fundamental dimensions of ideological
controversy and their relationship to social class.
Den Haag/Paris/New York : Mouton.
SCHALLER, G.B. (1922). The Serengeti lion : A study of
predator-prey relations. Chicago : Chicago
University Press.
BUTYNSKI, T.M. (1982). Vertebrate prédation by primates :
a review of hunting patterns and prey. Journal of
Human Evolution, 11, 421-430.
RECER, G.M. & CARACO, T. (1989). Sequential-encounter
prey choice and effects of spatial resource variability. Journal
of Theoretical Biology, 139, 239-249.
DIECKMANN, U., MARROW, P. & LAW, R. (1995).
Evolutionary cycling in predator-prey interactions :
population dynamics and the Red Queen. Journal of
Theoretical Biology, 176, 91-102.
ANGERBJÖRN, A., TANNERFELDT, M. & ERLINGE, S. (1999).
Predator-prey relationships : arctic foxes and lemmings.
Journal of Animal Ecology, 68, 34-49.
NEGRO, J.J., BORTOLOTTI, G.R. & SARASOLA, J.H. (2007).
Deceptive plumage signals in birds : manipulation of
predators or prey ? Biological Journal of the Linnean
Society, 90, 467-477. [PDF]
Projection : Le terme à au moins deux significations distinctes :
a)Mécanisme
de défense qui consiste à refouler les pulsions
que le moi, sous l'influence du surmoi,
considère comme honteuses
ou menaçantes et à les attribuer ensuite à quelqu'un d'autre (ou
même à un objet). EX: Attribuer son désir pour
une femme à son meilleur ami : «Elle t'intéresse, hein ? Pas
moi... C'est pas mon genre... Elle est trop... je sais pas...». b)
Au pluriel le mot désigne un faisceau
ascendant de neurones.EX:
La voie
nigrostriée.Projection.
a
JEGERSMA, G. (1926). Projection. International
Journal of Psycho-Analysis, 7, 353-358.
MUCCHIELLI, R. (1963). La notion de projection. Bulletin
de Psychologie, 225 (17), 67-72.
STEPHEN, K. (1934). Introjection and projection : guilt
and rage. British Journal of Medical Psychology, 14,
316-331.
ANZIEU, D. (1963). La projection dans les groupes. Bulletin
de Psychologie, 225 (17), 94-97.
FEIGENBAUM, D. (1936). On projection. Psychoanalysis
Quartely, 5, 303-319.
SANDLER, J. (1987). Projection, identification,
projective identification. New York : International
University Press.
WEISS, E. (1947). Projection, extrajection and
objectivation. Psychoanalysis Quartely, 16, 357-377.
KERNBERG, O.F. (1988). Projection et identification
projective : aspects développementaux et aspects
cliniques. Dans J. Sandler (Dir.), Projection,
identification, identification projective (pp
139-168). Paris : Presses Universitaies de France.
LAPLANCHE, J. et PONTALIS, J.B. (1963). Délimitation du
concept freudien de projection. Bulletin de
Psychologie, 225 (17), 62-66.
ALVAREZ, A. (1993). Making the thought thinkable : On
introjection and projection. Psychoanalytic Inquiry,
13, 103-122.
BAUMEISTER, R.F., DALE, K. & SOMMER, K.L. (1998).
Freudian defense mechanisms and empirical findings in
modern social psychology : Reaction formation, projection,
displacement, undoing, isolation, sublimation, and denial.
Journal of Personality, 66 (6), 1081-1124. [PDF]
NAUTA, W.J. & MEHLER, WR. (1966). Projections of the
lentiform nucleus in the monkey. Brain Research, 1
(1), 3-42.
YODER, R.M. & TAUBE, J.S. (2011). Projections to the
anterodorsal thalamus and lateral mammillary nuclei arise
from different cell populations within the postsubiculum :
implications for the control of head direction cells. Hippocampus,
21 (10), 1062-1073. [PDF]
Projet
: Objectif qu'un
individu ou un
groupe se fixe et qu'il planifie
d'atteindre dans un délai généralement
déterminé.
= Ce l'on souhaite faire.
Project.
Projet
(personnel) : Objectif
qu'un individu se
fixe et qu'il planifie
d'atteindre dans un délai généralement
déterminé. Personal project.
McGREGOR, I. & LITTLE, B.R. (1998). Personal projects,
happiness, and meaning : On doing well and being yourself.
Journal of Personality & Social Psychology, 74,
494-512. [PDF]
Projet (scolaire) : Project.
DAVIS, T., RAYMOND, A., RAWLS, C.M. & JORDAN, J.
(1976). A comparison of achievement and creativity of
elementary school students using project vs. textbook
programs. Journal of Research in Science Teaching,
13, 205-212.
Projet de mémoire de maîtrise : Projet de thèse de doctorat : Plan qu'un candidat à la maîtrise/doctorat
présente à son directeur et qui décrit ce qu'il entend faire pour
obtenir son diplôme (Essai, travail dirigé, travail de recherche
théorique ou empirique, intervention, texte de création, etc). =
PTD, PMM.
OPEN SCIENCE COLLABORATION (2012). An open, large-scale,
collaborative effort to estimate the reproducibility of
psychological science. Perspectives on Psychological
Science, 7, 657-660. [PDF]
KLEIN, R.A. & al. (2014). Investigating variation in
replicability : A "many labs" replication project.
Social Psychology, 45 (3), 142-152. [PDF]
OPEN SCIENCE COLLABORATION (2015). Estimating the
reproducibility of psychological science. Science, 349(6251),
Projet Follow Through : Conçue à l'origine comme l'un des éléments du plan de lutte américain contre la pauvreté(Projet Head Start), cette vaste
étude, réalisée en 1967 par l'administration Johnson, a permis
d'évaluer l'efficacité de neuf méthodes
pédagogiques auprès de 79,000 élèves
américains. Entre autres conclusions, cette étude révèle que
les méthodes qui préconisent un enseignement systématique et
répétitif sont plus efficaces que les méthodes sans encadrement où
on laisse l'élève explorer et découvrir par lui-même ce qu'il doit
apprendre et savoir. Parmi les méthodes évaluées, les méthodes
d'enseignement par instruction
directe élaborée par Engelman
et l'enseignement de
précision mise au point par et Lindsley
se sont révélées les plus efficaces. =
programme Follow Through. Project Follow
Through, PFT.
MACCOBY, E.E. & ZELLNER, M. (1970). Experiments
in primary education : Aspects of Project
Follow-Through. New York : Harcourt Brace
Jovanovich, Inc.
PROPER, E.C. & ST. PIERRE, R.G. (1980). A search
for potential new Follow Through approaches : Executive
summary. In W.R. Rhine (Ed.) (1981), Making
schools more effective : New directions from Follow
Through. Educational Psychology. New York :
Academic Press.
ABELSON, W.D., ZIGLER, E. & DeBLAISE L.L. (1974).
Effects of a four-year Follow Through program on
economically disadvantaged children. Journal of
Educational Psychology, 66,
756-771.
STALLINGS, J. (1975). Implementation and child effects of
teaching practices in Follow Through classrooms. Monographs
of the Society for Research in Child Development, 40 (7/8), 1-133.
ST-PIERRE, R.G. (1981).Three ways of learning more
from Follow Through : Secondary analysis of extant data,
compilation and analysis of follow-up data, and
completely new studies. Cambridge, MA.
VAN DROMME, L. (1975). Bilan et prospective du projet
Follow-Through. L’orientation scolaire et
professionnelle, 8 (2), 177-190.
HILL, P.T. (1981). Follow Through and the problem of
federal education programs. Santa Monica, CA : Rand
Corporation.
BECKER, W.C. & ENGELMANN, S. (1976). Analysis of
achievement data on six cohorts of low income children
from 20 school districts in the University of Oregon
Direct Instruction Follow Through Model. Eugene, OR
: University of Oregon, Office of Education, Follow
Through Project.
BEREITER, C. & KURLAND, M. (1981). A constructive look
at Follow Through results. Interchange, 12,
1-19.
STEBBINS, L., ST-PIERRE, G., PROPER, E.C., ANDERSON, R.B.
& CERVA, T.R. (1977). Education as
experimentation : A planned variation model. Vol. IV,
A-D, An Evaluation of Follow Through. Cambridge,
MA : Abt Associates.
HOUSE, E.R. (1981). Unfinished business : Causes and
values. American Journal of Evaluation, 22,
309-315.
HOUSE, E.R., GLASS, G.V., McLEAN, L.F. & WALKER, D.F.
(1978). Critiquing a Follow Through evaluation. Phi
Delta Kappan, 59 (7), 473-474.
BECKER, W.C. & GERSTEN, R. (1981). A follow up of
Follow Through : The later effects of the Direct
Instruction model on children in fifth and sixth grades.
Boston, MA : Paper presented at Conference on a Society
for Research on Child Development.
KENNEDY, M. (1978). Findings from Follow Through planned
variation study. Educational Researcher, 7, 3-11.
BECKER, W.C. & GERSTEN, R. (1982). A follow-up of
follow through : Meta-analysis of the later effects of the
Direct Instruction Model. American Educational
Research Journal, 19, 75-93.
HOUSE, E.R., GLASS, G.V., MCLEAN, L.F. & WALKER, D.F.
(1978). No simple answer : critique of the "Follow
through". Evaluation, Harvard Educational Review, 28
(2), 128-160.
MEYER, L.A., GERSTEN, R. & GUTKIN, J. (1983). Direct
instruction : A Project Follow Through success story in an
inner-city school. Elementary School Journal, 84,
241-252.
WISLER, C.E., BURNS, G.P. & IWAMOTO, D. (1978). Follow
Through redux : A response to the critique by House,
Glass, McLean, and Walker. Harvard Educational
Review, 48, 171-192.
MEYER, L.A. (1983). Long-term academic effects of
Direct Instruction Follow Through. Cambridge, MA :
Bolt, Beranek and Newman, Inc
BUSHELL, D. (1978). An engineering approach to the
elementary classroom : The behavior analysis
Follow-Through project. In A.C. Catania & T.A. Brigham
(Eds.), Handbook of applied behavior analysis (pp.
525-563). New York : Irvington Publishers.
GERSTEN, R. (1984). Follow Through revisted : Reflections
on the site variability issue. Educational Evaluation
& Policy Analysis, 6, 411-423.
BECKER, W.C. (1978). National Evaluation of Follow Through
: Behavior-theory-based programs come out on top. Education
and Urban Society, 10, 431-458.
MEYER, L.A. (1984). Long-term academic effects of the
direct instruction project follow through. Elementary
School Journal, 84, 380-304.
ST. PIERRE, R.G., ANDERSON, R.B., PROPER, E.C. &
STEBBINS, L.B. (1978). That Follow Through evaluation.
Phi Delta Kappan, 59 (10), 729.
LIPTON, J.P. & GARZA, R.T. (1987). Sociocultural
assumptions of federally sponsored Follow Through
programs. The Journal of Psychology, 121, 37-50.
ANDERSON, R., ST-PIERRE, R.G., PROPER, E.C. &
STEBBINS, L.B. (1978). Pardon us, but what was the
question again? A response to the critique of the Follow
Through evaluation. Harvard Educational Review, 48
(2), 1621-170.
GERSTEN, R., KEATING, T. & BECKER, W. (1988). The
continued impact of the direct instruction model :
Longitudinal studies of Follow Through students. Education
& Treatment of Children, 11 (4), 318-327.
WISLER, C.E., BURN, G.P. & IWAMOTO, D. (1978). Follow
Through redux : A response to the critique by House,
Glass, McLean, and Walker. Harvard Educational
Review, 48, 171-192.
WATKINS, C.L. (1988). Project Follow Through : A story of
the identification and neglect of effective instruction.
Youth Policy, 10 (7), 7-11.
KENNEDY, M. (1978). Findings from follow-through planned
variation study. Educational Researcher, 7 (6),
3-11.
WATKINS, C.L. (1995-1996). Follow through : Why didn't we
? Effective School Practices, 15 (1),
WATKINS, C.L. (1997). Project Follow Through : A case
study of contingencies infuencing instructional
practices of the educational establishment.
Cambridge, MA : Cambridge Center for Behavioral Studies.
Projet Head Start : Programme Head Start : PHS : Plan de lutte américain contre la pauvreté
mis en branle en 1964 par l'administration Johnson. Projet
Head Start etFollow
throught. Head Start.
WESTINGHOUSE LEARNING CORPORATION (1969). The impact
of Head Start : An evaluation of the effects of Head
Start on children’s cognitive and affective development.
New York : Westinghouse Learning Corporation.
ZIGLER, E. & MUENCHOW, S. (1992). Head Start :
The inside story of america’s most successful
educational experiment. New York : Basic Books.
JACOBSON, J.M., BUSHELL, D. & RISLEY, T. (1969).
Switching requirements in a Head Start classroom. Journal
of the Experimental Analysis of Applied Behavior
Analysis, 2 (2), 43-47. [PDF]
WHITEHURST, G.J., EPSTEIN, J., ANGELL, A., PAYNE, A.,
CRONE, D. & FISCHEL, J. (1994). Outcomes of an
emergent literacy intervention in Head Start. Journal
of Educational Psychology, 86, 542-555.
MILLER, L.K. & SCHNEIDER, R. (1970). The use of a
token precisely for children whose behavior had denied
system in project Head Start. Journal of Applied
Behavior Analysis, 3 (3), 191-197. [PDF]
WIGFIELD A., GALPER A. & DENTON K. (1999). Teachers’
beliefs about former Head Start and non-Head Start
first-grade children’s motivation, performance, and future
educational prospects. Journal of Educational
Psychology, 91 (1), 98-104.
ZIGLER, E. & STYFCO, S.J. (1994). Is the
Perry Preschool better than Head Start ? Yes and no.
Early Childhood Research Quarterly, 9, 269 –287.
RENFROW, R.K. (1972). Intensive evaluation of Head
Start implementation in the Tucson early education
model. Arizona : Center for Educational Research
and Development, University of Arizona.
RAMEY, S.L. (1999). Head Start and preschool education,
toward continued improvement. American Psychologist,
54, 344-346.
SUSMAN, E.J., HUSTON-STEIN, A. & FRIEDRICH-COFER, L.K.
(1980). Relation of conceptual tempo to social behaviors
of Head Start children. Journal of Genetic
Psychology, 137, 17-20.
WHITEHURST, G.J., ZEVENBERGEN, A.A., CRONE, D.A., SCHULTZ,
M.D., VELTING, O.N. & FISCHEL, J.E. (1999). Outcomes
of an emergent literacy intervention from Head Start
through second grade. Journal of Educational
Psychology, 91 (2), 261-272.
REITMAN, D., CURRIER, R.O., HUPP, S., RHODE, P.C., MURPHY,
M.A. & O’'CALLAGHAN, P.M. (2001). Psychometric
characteristics of the Parenting Scale in a Head Start
population. Journal of Clinical Child Psychology, 30
(4), 514-524.
McKEY, R.H., CONDELLI, L., GRANSON, H., BARNETT, B.,
McCONKEY, C. & PLANTZ, M. (1985). The impact of Head
Start on children, families, and communities. Washington,
DC : Head Start Bureau, U.S. Department of Health and
Human Services. Available through the Government Printing
Office.
IZARD, C.E., KING, K.A., TRENTACOSTA, C.J., LAURENCEAU,
J.P., MORGAN, J.K. & KRAUTHAMER-EWING, E.S. (2008).
Accelerating the development of emotion competence in Head
Start children. Development & Psychopathology, 20,
369-397. [PDF]
PELLEGRINI, A.D., PERLMUTTER, J.C., GALDA, L. & BRODY,
G.H. (1990). Joint reading between Black Head Start
children and their mothers. Child Development, 61,
443-453.
FUHS, M.W. & DAY, J.D. (2011). Verbal ability and
executive functioning development in preschoolers at head
start. Developmental Psychology, 47, 404-416.
HAGER, H.M., SCHINDLER, H.S., MAGNUSON, K.A., DUNCAN,
G.J., YOSHIKAWA, H. & HART, C.M. (2013). Can research
design explain variation in Head Start research results ?
A meta-analysis of cognitive and achievement outcomes. Educational
Evaluation & Policy Analysis, 35 (1), 76-95.
Projet Pigeon : Projet
militaire développé par Skinner
dont l'objectif était de se servir de pigeonsconditionnés pour guider
des missiles.
Project Orcon.
SKINNER, B.F. (1960). Pigeons in a pelican. American
Psychologist, 15, 28-37.
Projet STAR : Projet visant à
évaluer l'effet de la
taille d'une classe sur différents facteurs, notamment
l'apprentissage et la réuissite
scolaire. STAR = Student/Teacher
Achievement Ratio. Project STAR.
MITCHELL, D.E., BEACH, S.A. & BADARAK, G. (1989).
Modeling the relationship between achievement and class
size : a re-analysis of the Tennesse Project STAR data. Peabody
Journal of Education, 67 (1), 34-74.
BOYD-ZAHARIAS, J. & PATE-BAIN, H. (2000). Early and
new findings from Tennessee's Project STAR. In M.C. Wang
& J.D. Finn (Eds.), How small classes help
teachers do their best (pp. 65-97). Philadelphia :
Temple University Center for Research in Human Development
and Education.
WORD, E., JOHNSTON, J., BAIN, H., FULTON, D.B.,
BOYD-ZAHARIAS, J., ACHILLES, C.M., LINTZ, M.N., FOLGER, J.
& BREDA, C. (1990). Student/TeacherAchievement
Ratio (STAR) : Tennessee's K-3 class size study.
Nashville : Tennessee State Department of Education.
[PDF]
KRUEGER, A.B. & WHITMORE, D.M. (2001). The effect of
attending a small class in the early grades on
college-test taking and middle school test results :
Evidence from project STAR. Economic Journal, 111,
1-28.
PATE-BAIN, H., ACHILLES, C.M., BOYD-ZAHARIAS, J. &
McKKENNA, B. (1992). Class size does make a difference.
Phi Delta Kappan, 74, 253-253. [PDF]
ACHILLES, C.M., HARMAN, P. & EGELSON, P. (1995). Using
research results on class size to improve pupil
achievement outcomes. Research in the Schools, 2 (2),
23-30.
KAMINSKI, R., STORMSHAK E.A., GOOD, R. & GOODMAN, M.R.
(2003). Prevention of substance abuse with rural Head
Start children and families : Results of Project STAR. Psychology
of Addictive Behaviors, 16 (S), 11-26.
ACHILLES, C.M., NYE, B.A., ZAHARIAS, J B. & FULTON, B
D. (1993). The lasting benefits study (LBS) in grades
4 and 5 (1990-1991) : a legacy from Tennessee's
fouryear (K-3) class size study (1985-1989), Project STAR.
Nashville : Tenessee State University.
[PDF]
KONSTANTOPOULOS, S. (2008). Do small classes reduce the
achievement gap between low and high achievers ? Evidence
from Project STAR. The Elementary School Journal, 108
(4), 275-291.
HANUSHEK, E.A. (1999). Some findings from an independent
investigation of the Tennessee STAR Experiment and from
other investigations of class size effects.
Educational Evaluation & Policy Analysis, 21 (2),
143-164. [PDF]
SOHN, K. (2010). A skeptic's guide to Project STAR. KEDI. Journal of Educational Policy, 7 (2), 257-272.
SOHN K. (2015). Nonrobustness of the carryover effects of
small classes in Project STAR. Teachers College
Record, 117 (3), 1-26.
Projet Verglas : Projet,
mis sur pied par King, visant
à mesurer l'effet du verglas de 1998 (Québec)
sur le niveau de stress
des femmes enceintes qui ont vécu ce désastre
(= 150 familles) et, par la bande, d'évaluer les effets de ce
stress sur leur foetus/enfant. Projet verglas etdésastre naturel.Project
Ice Storm.
KING, S. & LAPLANTE, D. (2005). The effects of
prenatal maternal stress on children's cognitive
development : Project Ice Storm. Stress, 8 (1),
35-45. [PDF]
LAPLANTE, D., BRUNET, A., SCHMITZ, N., CIAMPI, A. &
KING, S. (2008). Project Ice Storm : Prenatal maternal
stress afects cognitive and linguistic functioning in 5 ½
year old children. Journal of the American Academy of
Child & Adolescent Psychiatry, 47 (9),
1063-1072. [PDF]
DANCAUSE, K.N., LAPLANTE, D.P., OREMUS, C., FRASER, S.,
BRUNET, A. & KING, S. (2011). Disaster-related
prenatal maternal stress influences birth outcomes :
Project Ice Storm. Early Human Development, 87
(12), 813-820. [PDF]
CAO, X., LAPLANTE, D.P., BRUNET, A., CIAMPI, A. &
KING, S. (2014). Prenatal maternal stress affects motor
function in 5 1/2-year-old children : project ice storm. Developmental Psychobiology, 56, 117-125.
[PDF]
PROKOP, P., KUBIATKO, M. & FANCOVICOVÀ, J. (2008).
Slovakian pupils' knowledge of and attitudes toward birds.
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Prolétariat : Prolétaire : Pour Marx,
et les communistes,
ceux et celles qui vendent leur force de travail
à la petite et grande bourgeoisie en retour d'un salaire.
= salarié.
Proletariat.
Promotion : Le terme a deux significations bien distinctes : a) D'abord, au sein d'une organisation,
nomination d'un individu à un rang
supérieur au sein de la hiérarchie.
Une promotion peut se traduire par de grande responsabilité, une
augmentation de salaire, un bonus, un accroissement de la charge
de etc. /démotion.
Promotion.b) Le mot renvoie également
aux efforts visant à mettre en valeur, une idée, une solution,
un projet. = promouvoir. /Dissimulation.
Promotion
a
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Pronom : Dans la langue écrite et parlée,
usage préférentielle du masculin au détriment du féminin. Pronom,
sexismeetbiais sexuel. Pronoun, masculine and feminine pronoun, he/she.
KIDD, V. (1971). A study of the images produced through
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Propagande : Ensemble de techniques de communication qui vise à influencer
systématiquement l'opinion
publique, à des fins politiques, morale ou religieuses.
Propagande, publicité etinfluence.Propaganda, manipulative communication, fake new.
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Prophétie auto-réalisante :Croyance
ou règle, individuelle ou collective, qui induit des comportements
qui créent les conditions permettant de confirmer cette
règle/croyance. Prophétie, effet
Pygamlionetcroyance.= Autoréalisation de la prophétie.
Self-fulfilling prophecy.
Étapes
Exemple d'une prophétie collective
Exemple d'une prophétie individuelle
Prophétie
Je crois qu'il n'y a pas de reprise économique
Je crois que cet étudiant est moins intelligent que la
moyenne
Comportement individuel
Je n'embauche pas
Je fais donc peu d'effort pour lui expliquer la matière
La prophétie est partagée
Personne
n'embauche/Le chômage persiste
Aucun partage
Confirmation de la prophétie
Il n'y
a effectivement pas de reprise économique
Il a de
moins bonnes notes, ce qui confirme ma croyance
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LEVAIN, J-P et VERGNAUD, G. (1995). Proportionnalité
simple, proportionnalité multiple. Grand N, 56,
55-67.
Proportionnalité (Règle) : Principe selon
lequel, pour être efficace et juste, l'intensité ou la sévérité
d'une sanction ou d'une punition doit être
proportionnelle à la gravité de la faute.
Rule of proportionality.
SKIBA, R.J., MICHAEL, R.S., NARDO, A.C. & PETERSON,
R.L. (2002). The color of discipline : Sources of racial
and gender disproportionality in school punishment. The
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Proposition : Ce que l'on dit ou énonce sur le monde. Il existe des énoncés simples et complexes. Un énoncé simple propose l'existence d'un phénomène(= affirmation), ou sa
non-existence (= négation),
ou de certaines de ses propriétés, tandis
qu'un énoncé complexe décrit la relation entre deux ou plusieurs
phénomènes/propriétés. Ue proposition peut être formulée en langage naturel (EX: Le rat A est plus agressif que le rat B) ou
logico-mathématique (Aga > Agb).
Une proposition absolument vraie est une assertion. Certaines
propositions sont logiquement ou empiriquement indémontrables.= proposition logique, énoncé.
Proposition, sentence.
POST, E.L. (1921). Introduction to a general theory of
elementary propositions. American Journal of
Mathematics, 43, 163-185.
CARTWRIGHT, R. (1962). Propositions. In R. Butler (Ed.), Analytical
philosophy (Vol. 1). Oxford : Blackwell.
RESCHER, N. (1961). On the logic of chronological
propositions. Mind, 75, 75-96.
LEMMON, E.J. (1966). Sentences, statements and
propositions. In B. Williams & A. Montefiore (Eds.),
British analytical philosophy (pp. 87-107). London
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GARNER, R. (1970). Lemmon on sentences, statements and
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VAN DER HENST, J.-B., YANG, Y. & JOHNSON-LAIRD, P.N.
(2002). Strategies in sentential reasoning. Cognitive
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KNEALE,
W.C. & KNEALE, M. (1988). The development of
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PROUDHON, P.J. (1840). Qu'est ce que la propriété ?
Ou recherches sur le principe du droit et du
gouvernement.
PROUDHON, P.J. (1841). Avertissement aux
propriétaires.
PROUDHON, P.J. (1866). Théorie de la propriété.
Propriété : Caractéristiqueobjectivenécessaire
et commune à une classed'objets
ou de phénomènes.EX:
Le cerveau de tous les chiens (classe d'objets) peut faire des
apprentissages (caractéristique commune de la classe).
Contrairement à une simple caractéristiques, une propriété
ne souffre d'aucune exception. Tous les chiens apprennent
(propriété), mais tous les chiens ne sont pas noir
(caractéristique). Cette définition s'applique également aux
objets abstraits.EX: La commutativité est
une propriété des nombres; la pensée est une propriété du cerveau.
La propriété, contrairement à l'objet, n'existe pas en soi. EX:
La blancheur est une propriété des objets; elle
n'existe pas en soi. Contrairement à une simple
caractéristique (EX: La couleur d'un chien), une propriété
est indispensable à la définition
d'un objet (EX: Avoir 4 pattes pour un chien). Propriété, nécessité etcaractéristique.= caractéristique commune, caractéristique essentielle, caractéristique indispensable.
Property.
ESTES, W.K. & SKINNER, B.F. (1941). Some quantitative
properties of anxiety. Journal of Experimental
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DESPRELS-FRAYSSE, A. (1990). Complementation in children :
Negation of objects or negation of properties ?
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underlying speech and language. New York : Grune
and Stratton.
CATANIA, A.C., MATTHEWS, B.A. & SHIMOFF, E. (1990).
Properties of rule-governed behavior and their
implications. In D.E. Blackman & H. Lejeune (Eds.), Behavior
analysis in theory and practice (pp. 215–230).
Erlbaum, Hove and London, UK.
Propriété (Structures psychiques) : Dans la
théorie de Freud, propriétés
des trois structures
psychiques de la personnalité, le ça,
le moi et le
surmoi. En général, caractéristique d'un objet ou d'un
sujet. NDLR : Signalons que pour certains épistémologues,
les structures psychiques sont des propriétés du cerveau.
Il y a cependant lieu de se demander si attribuer des
propriétés à des propriétés a un sens... Property.
Propriété
collective : Pour certains auteurs, cette expression
est pléonasmique puisqu'une propriété ne
peut désigner qu'une caractéristique nécessaire et suffisante
d'une classe d'objet. La propriété «les chiens on 4 pattes «est
une propriété individuelle de tous les chiens». Cependant, on peut
affirmer qu'un groupe peut posséder une propriété que les éléments
de ce groupe ne possède pas
individuellement. Cette propriété est dite systémique. EX
: Un groupe pourrait adopter des lois ou des règlements
discriminatoires même si individuellement, les membres du groupe
sont en désaccord avec cette règle ou cette pratique.
Propriété émergente :Propriété qui
apparait grâce à la mise en commun, dite
systémique d'un ensemble d'éléments. Voir Émergence.
Emergent Properties.
POSTLE, B.R. (2006). Working memory as an emergent
property of the mind and brain. Neuroscience, 139,
23-38. [PDF]
O'CONNOR, T. & WONG, H.Y. (2012). Emergent
Properties. In E.N. Zalta (Ed.), The Stanford
encyclopedia of philosophy. Stanford, CA :
Stanford University.
Propriété immatérielle :Propriété que
l'on ne peut situer dans le temps et l'espace, donc théoriquement
inobservable, et dont l'existence doit en conséquence être inférée.
= propriété psychique.
Propriété
individuelle : Pour certains auteurs, cette expression
est pléonasmique puisqu'une propriété ne
peut désigner qu'une caractéristique nécessaire et suffisante
d'une classe d'objet.
Propriété intellectuelle : Ensemble des droits
exclusifs, notamment d'auteur,
qui protègent les idées des créateurs, des scientifiques,
des artistes, etc. Propriété intellectuelle, auteuretdroit
d'auteur. /domaine public. Intellectual
property.
ZIMAN, J. (1968). Public knowledge : An essay
concerning the social dimensions of science.
Cambridge : Cambridge University Press.
Propriété logique : Caractéristique des nombres, des langages
artificielles et de certains parties du langage
naturel.EX: L'addition, la soustraction,
la multiplication et la division sont des propriétés logiques des
nombres.
Formal property.
HERRNSTEIN, R.J. (1974). Formal properties of the
matching law. Journal of the Experimental Analysis
of Behavior, 21, 159-164. [PDF]
Propriété matérielle : Caractéristique physique, chimique ou
biologique d'un objet réel que
l'on peut observé ou potentiellement
observé.= propriété biologique.
Physical property.
Propriété nécessaire :Propriété
essentielle d'un objet, qui permet de classer
ou d'inclure un objet dans
un concept.EX:
Pour un jeune enfant, un chat (objet) doit nécessairement avoir
quatre pattes (propriété nécessaire) pour être considéré comme un
chat (concept). Une propriété nécessaire n'est pas nécessairement suffisante pour classer un objet.
Propriété nécessaire et suffisante : Ensemble des propriétés
nécessaires et suffisantes
pour classer ou inclure un
objet dans un concept.EX:Pour un jeune enfant, un chat (objet) doit
nécessairement avoir quatre pattes (propriété nécessaire no 1) et
faire miaou (propriété nécessaire no 2) pour être considéré comme
un chat (intension du
concept). Ces deux propriétés sont suffisantes; pour cet
enfant, il n'est donc pas nécessaire que le chat ait une troisième
propriété (ex: avoir du poil) pour faire partie du concept de
chat.
Propriété suffisante : Ensemble des propriétés
nécessaires (au moins une) pour classer
ou inclure un objet dans un
concept.EX:
Pour un jeune enfant x, un chat (objet) doit nécessairement avoir
quatre pattes (propriété nécessaire no 1) et faire miaou
(propriété nécessaire no 2) pour être considéré comme un chat
(concept); et ces deux propriétés; sont suffisantes. Une propriété
suffisante est forcément nécessaire.
Proprioception : Ensemble des récepteurs
et des centres nerveux impliqués dans la sensation
et la perception,
consciente ou non, de la position et des mouvements
de notre corps dans l'espace. EX: Fermez les
yeux et touchez votre nez; c'est la proprioception qui vous permet
de le faire, sans trop d'erreur ou d'hésitation... NDLR :
L'alcool et les drogues modifient considérablement l'efficacité de
la proprioception; étrangement, sous l'emprise de l'alccol,
certains sujets se curent la narine droite ou se foutent carrément
le doigt dans l'oeil.
FESTINGER, L., RIECKEN, H.W. & SCHACHTER, S. (1956). When
prophecy fails. Minneapolis, MN : University of
Minnesota Press.
WITTE, J. (2001). A primer on the rights and wrongs of
proselytism. Cumberland Law Review, 31, 619-
WITTE, J. (2008). The rights and limits of proselytism in
the new religious world order. In T. Banchof (Ed.),
Religious pluralism, gobalization and world politics
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FLETCHER, J. (2014). Proselytism. Ecumenica, 7
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DE FREITAS, S. (2014). Proselytism and the right to
freedom from improper irreligious influence : the example
of public school education. Potchefstroom Electronic
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Prosocial : Prosociabilité : Voir Comportements
prosociaux et Sociabilité.Prosocial behavior, prosociality, behaviour
that serves all of us, sociality.
Prosodie : Variation de hauteur, d'intensité ou de durée de la
voix qui déterminent et rythme
la façon de parler.= Rythme de la voix, chant de la langue.
Prosody, prosodic structure.
MATTINGLY, I.G. (1966). Synthesis by rule of prosodic
features. Language & Speech, 9, 1-13.
COHEN, H., DOUAIRE, J. & ELSABBAGH, M. (2001). The
role of prosody in discourse processing. Brain &
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SCHREIBER, P.A. (1987). Prosody and structure in
children’s syntactic processing. In R. Horowitz & S.J.
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COUPER-KUHLEN, E.E. & SELTING, M. (1996). Towards an
interaction perspective on prosody and a prosodic
perspective on interaction. In E.E. Couper-Kuhlen & M.
Selting (Eds.), Prosody in conversation :
Interactional studies (pp. 11-56). Cambridge :
Cambridge University Press.
MARTIN, P. (1987). Prosodic and rhythmic structures in
french. Linguistics, 25 (5), 925-950.
TRAINOR, L.J., AUSTIN, C.M. & DESJARDINS, R.N. (2000).
Is infant-directed speech prosody a result of the vocal
expression of emotion ? Psychological Science, 11, 188-195.
DOWHOWER, D.L. (1991). Speaking of prosody : Fluency's
unattended bedfellow. Theory into Practice, 30, 158-164.
ADOLPHS, R., TRANEL, D. & DAMASIO, A.R. (2002). Neural
systems for recognizing emotion from prosody. Emotion,
2, 23-51.
SCHREIBER, P.A. (1991). Understanding prosody's role in
reading acquisition. Theory into Practice, 30,
158-164.
THOMPSON, W.F., SCHELLENBERG, E.G. & HUSAIN, G.
(2003). Perceiving prosody in speech : Effects of music
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of word knowledge. In S. Templeton & D.R. Bear (Eds.),
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THOMPSON, W.F., SCHELLENBERG, E.G. & HUSAIN, G.
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AUGUSTYN, P.R., KLIN, A. & VOLKMAR, F.R. (2005).
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WHALLEY, K. & HANSEN, J. (2006). The role of prosodic
sensitivity in children's reading development. Journal
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PALMER, C. KELLEY, M.H. (1992). Linguistic prosody and
musical meter in song. Journal of Memory &
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SHRIBERG, L. BALLARD, K.J., TOMBLIN, B.J., DUFFY, J.R.,
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YOUNG, A.R., BOWERS, P.G. & MacKINNON, G.E. (1996).
Effects of prosodic modeling and repeated reading on poor
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WADE-WOOLEY, L. (2016). Prosodic and phonemic awareness in
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LACHERET-DUJOUR, A. et BEAUGENDRE, F. (1999). La
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Prosopagnosie : Type d'agnosie visuelle qui se caractérise par une difficulté à reconnaître
les visages.
L'individu distingue les visages, constate les différences de
traits, mais il demeure incapable d'identifier le visage de
personnes qui lui sont pourtant familières, d'y accoler un nom.
Prosopagnosia.
TRANEL, D. & DAMASIO, A.R. (1985). Knowledge without
awareness - an autonomic index of facial recognition by
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DAVIDOFF, I., MATTHEWS, W.B. & NEWCOMBE, F. (1986).
Observations on a case of prosopagnosla. In H.D. Ellis,
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DALRYMPLE, K.A. ORUÇ, I., DUCHAINE, B., PANCAROGLU, R.,
FOX, C.J., IARIA, G., HANDY, T.C. & BARTON, J.J.S.
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SERGENT, J. & SIGNORET, J.-L. (1992). Functional and
anatomical decomposition of face processing : Evidence
from prosopagnosia and PET study of normal subjects. In V.
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TAKAHASHI, N., KAWAMURA, M., HIRAYAMA, K., SHIOTA, J.
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anatomical study of 4 patients. Cortex, 31 (2),
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ARIEL, R. & SADEH, M. (1996). Congenital visual
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Cortex, 32 (2), 221-240.
DALRYMPLE, K.A. CORROW, S., YONAS, A. & DICHAINE, B.
(2012). Developmental prosopagnosia in childhood.
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STONE, A. & VALENTINE, T. (2003). Perspectives on
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VUILLEUMIER, P., MOHR, C., VALENZA, N., WETZEL, C. &
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VERSTICHEL, P. (2005). False recognition of faces
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SCHILTZ, C., SORGER, B., CALDARA, R., AHMED, F., MAYER,
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discrimination in acquired prosopagnosia is associated
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GRÜTER, M., GRÜTER, T., BELL, V., HALLIGAN, P.W., HORST,
J., SPERLING, K., LASKOWSKI, W., ELLIS, H.D. &
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case series. Cortex, 43 (6), 734-749.
DALRYMPLE, K.A., GARRIDO L. & DUCHAINE, B. (2014).
Dissociation between face perception and face memory in
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MINNEBUSCH, D.A., SUCHAN, B., RAMON, M. & DAUM, I.
(2007). Event-related potentials reflect heterogeneity of
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GRÜTER, T. & GRÜTER, M. (2007). Prosopagnosia in
biographies and autobiographies. Perception, 36
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SCHWARZER, G., HUBER, S., GRÜTER, M., GRÜTER, T., GROB,
C.M. & HIPFEL, M. (2007). Gaze behaviour in hereditary
prosopagnosia. Psychological Research, 71, 583-590.
GRÜTER, T., GRÜTER, M. & CARBON, C.C. (2008). Neural
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studying developmental prosopagnosia in adults and
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RUTTER, M. (1995). Clinical implications of attachment
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DENNIS, T.A. (2010). Neurophysiological markers for child
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Prostitution : Prostitué-e : Activité économique qui consiste à
échanger de l'argent pour des faveurs sexuelles. Comme dans de
nombreux secteurs économiques non-syndiqués,
les travailleurs de
ce domaine - les prostitué-e-s - sont exploités par leurs patrons,
les souteneurs (et de surcroît par de nombreux clients violents,
agressifs ou méprisants). Prostitution, pornographie
etesclavage.= travailleur du sexe. Prostitution,
night market, commerce of sex, sex worker.
ELLIS, A. (1951). Prostitution re-assessed. International
Journal of Sexology, 5, 41-42.
BREWER, D.D., POTTERAT, J.J., GARRETT, S.B., MUTH, S.Q.,
ROBERTS, J.M., KASPRZYK, D. & DARROW, W.W. (2000).
Prostitution and the sex discrepancy in reported number of
sexual partners. Proceedings of the National Academy
of Sciences, USA, 97 (22), 12385-12388.
BENJAMIN, H. & MASTERS, R. E. L. (1964). Prostitution
and morality : A definitive report on the prostitute in
contemporary society and an analysis of the causes and
effects of the suppression of prostitution. New
York : Julian Press.
PHETERSON, G. (2001). Le prisme de la prostitution.
Paris : L’Harmattan.
AHMAD, K. (2001). Call for decriminalisation of
prostitution in Asia. Lancet, 358, 643. [PDF]
WALKOWITZ, J.R. (1982). Male vice and feminist virtue :
feminism and the politics of prostitution in
nineteenthcentury Britain. History Workshop Journal,
13, 77-93.
SILBERT, M.H. & PINES, A.M. (1982). Victimization of
street prostitutes. Victimology, 7, 122-133.
BERNSTEIN, E. (2001). The meaning of the purchase :
Desire, demand and the commerce of sex. Ethnography,
2 (3), 389-420.
SILBERT, M.H. & PINES, A.M. (1983). Early sexual
exploitation as an influence in prostitution. Social
Work, 28, 285-289.
WEISBERG, D.K. (1985). Children of the night : A study
of adolescent prostitution. Lexington : Lexington
Books.
FARLEY, M. (2003). Prostitution and the invisibility of
harm. Women & Therapy, 26 (3/4), 247-280.
DORAIS, M. (1987). Les enfants de la prostitution.
Montréal : VLB.
GEADAH, Y. (2003). La prostitution : un métier comme
un autre ? Montréal : VLB éditeur.
TABET, P. (1987). Du don au tarif. Les relations sexuelles
impliquant compensation. Les Temps Modernes, 490, 1-53.
UGARTE, M.B., ZARATE, L. & FARLEY, M. (2003).
Prostitution and trafficking of women and children from
Mexico to the United States. Journal of Trauma
Practice, 2 (3/4), 147-165. [PDF]
EARLS, C.M. & DAVID, H. (1989). A psychosocial study
of male prostitution. Archives of Sexual Behavior, 18
(5), 401-419.
CAMPBELL, R., AHRENS, C.E., SEFL, T. & CLARK, M.L.
(2003). The relationship between adult sexual assault and
prostitution : An exploratory analysis. Violence &
Victims, 18, 299- 317.
EARLS, C.M. & DAVID, H. (1989). Male and female
prostitution : A review. Annals of Sex Research, 2,
5-28.
POULIN, R. (2004). La mondialisation des industries
du sexe : prostitution, pornographie, traite des femmes
et des enfants. Éditions l’Interligne, collection
Amarres.
GIOBBE, E. (1991). Prostitution : Buying the right to rape. In A.W. Burgess (Ed.),
Rape and sexual assault III : A research handbook
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TABET, P. (2004). La grande arnaque. Sexualité des
femmes et échange économico-sexuel. Paris :
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TABET, P. (1991). Les dents de la prostituée : échange,
négociation, choix dans les rapports économico-sexuels.
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FARLEY, M. (2004). "Bad for the body, bad for the heart" :
Prostitution harms women even if legalized or
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BALDWIN, M.A. (1993). Strategies of connection :
Prostitution and feminist politics. Michigan Journal
of Gender & Law, 1, 65-79.
WEITZER, R. (2005). Rehashing tired claims about
prostitution : A response to Farley and Raphael and
Shapiro. Violence Against Women, 11 (7),
971-977.
HUNTER, S.K. (1993). Prostitution is cruelty and abuse to
women and children. Michigan Journal of Gender &
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FARLEY, M. (2005). Prostitution harms women even if
indoors : Reply to Weitzer. Violence Against Women,
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BARRY, K. (1995). The prostitution of sexuality.
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WEITZER, R. (2005). Flawed theory and method in studies of
prostitution. Violence Against Women, 11 (7),
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BULLOUGH, B. & BULLOUGH, V. (1996). Female
prostitution : Current research and changing
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BRODY, S., POTTERAT, J.J., MUTH, S.Q. & WOODHOUSE,
D.E. (2005). Psychiatric and characterological factors
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WIDOM, C.S. & KUHNS, J.B. (1996). Childhood
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ABRAMOVICH, E. (2005). Childhood sexual abuse as a risk
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DWORKIN, A. (1997). Prostitution and male supremacy in Life
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BRANNIGAN, A. & VANS BRUNSHOT, E.G. (1997). Youthful
prostitution and child sexual trauma. International
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FARLEY, M., BARAL. I., KIREMIRE, M. & SEZGIN, U.
(1998). Prostitution in five countries : Violence and
posttraumatic stress disorder. Feminism &
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FARLEY, M., LYNNE, J. & COTTON, A. (2005).
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FARLEY, M. & BARKAN, H. (1998). Prostitution,
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POULIN, R. (2006). Abolir la prostitution : manifeste.
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BISHOP, R. & ROBINSON, L.S. (1998). Night market :
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DORAIS, M. (2006). Jeunes filles sous influence. Montréal
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COSTON, C.T. & ROSS, L. (1998). Criminal victimization
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FARLEY, M. & KELLY, V. (2000). Prostitution : a
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Protection : Protéger : Consiste à empêcher un organisme (le sien ou celui d'un autre) de subir une douleur
ou un danger (menace). =
défense. Protect.
KAUFMAN-KANTOR, G. & LITTLE, L. (2003). Defining the
boundaries of child neglect : When does domestic volence
equate with failure to protect ? Journal of
Interpersonal Violence, 18 (4) 338-355.
Protection de soi (Sur..) : 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.
Current Research in Social Psychology, 23, 56-65. [PDF]
Protection de la jeunesse : Organisme québécois dont le mandat est de veiller à l'application de la Loi sur la protection de la
jeunesse. Protection et maltraitance.
TOURIGNY, M., POIRIER, M.A., DION, J. et BOISVERT, I.
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DECKER, J.H., FIRST, M.B., GHAEMI, N., GREENBERG, G.,
HINDERLITER, A.C., KINGHORN, W.A., LOBELLO, S.G., MARTIN,
E.B., MISHARA, A.L., PARIS, J., PIERRE, J.M., PIES, R.W.,
PINCUS, H.A., PORTER, D., POUNCEY, C., SCHWARTZ, M.A.,
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Psychiatrie (Anti-) : L'antipsychiatrie est une perspective
apparue dans les années 1960, essentiellement en Grande-Bretagne,
en Italie et en France. Elle consiste en : 1) un
discours critique remettant en cause la psychiatrie
traditionnelle et la notion de maladie
mentale sur laquelle les psychiatres
se fondent depuis le milieu du 19e siècle; si certains
critiquent la faible efficacité des thérapies médicamenteuses,
l'essentiel du discours antipsychiatrique concernent les
fondements de cette technologie, soit le recours à une médication
pour soigner un trouble mental, ainsi que les critères
nosologiques retenu pour distinguer le normal du pathologique ;
2) un ensemble de solutions pour éviter le recours à la
médication et ainsi "humaniser"
les thérapies et les soins
offerts aux personnes qui souffrent
de problème de santé
mentale. /psychiatrie.
( ): Cooper,Esterson,
Laing,Szasz.Anti-psychiatry movement.
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anti-psychiatry. Tavistock. / Psychiatrie et
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increase attendance in a community mental health center. Journal
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behavior analysis in mental institutions and prisons. Arizona
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the special hospitals ? British Journal of
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THOMPSON, J. (1994). Trends in the development of
psychiatric services, 1944-1994. Hospital &
Community Psychiatry, 43 (10), 987-982.
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formulations to modify psychiatric staff perceptions of
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of Nervous & Mental Disease, 176, 195-199.
GUZE, S.B. (1989). Biological psychiatry : is there any
other kind ? Psychological Medicine, 19,
315-323.
WENEGRAT, B. (1991). Sociobiological psychiatry.
Lexington Books.
PAM, A. (1995). Biological psychiatry : science or
pseudoscience ? In C. Ross & A. Pam (Eds.), Pseudoscience
in biological psychiatry : Blaming the body. (pp.
7-84). NY : Wiley & Sons.
ROSS, C.A. & PAM, A. (1995). Pseudoscience in
biological psychiatry : Blaming the body. New York
: John Wiley.
WYATT, W.J. & MIDKIFF, D. (2006). Biological
psychiatry : A practice in search of science. Behavior
& Social Issues, 15, 132-151. [PDF]
MISSA, J.-N. (2006). Naissance de la psychiatrie
biologique. Paris : Presses Universitaires de
France.
NESSE, R.M. (2009). Evolution at 150 : time for truly
biological psychiatry. The British Journal of
Psychiatry, 195, 471-472. [PDF]
Psychiatrisation : Psychiatriser : Solution médicale et psychiatrique
de nombreuses sociétés aux problèmes de santé
mentale et aux comportements
déviants. Psychiatrisation, institut
psychiatriqueetpsychiatrisé.
= hospitalisation de personne
souffrant de trouble de santé mentale.
Hospitalization,
psychiatric service, psychiatric hospitalization.
MOSHER, L.R., KRESKY-WOLFF, M., MATTHEWS, S.M. & MENN,
A.Z. (1986). Milieu therapy in the 80s : A comparison of
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acute psychiatric hospitalization : A personal and
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Psychisme : Synonyme d'esprit.
Le terme a au moins deux acceptions : a)
Pour certains psychologues, le psychisme désigne une structure, un
processus ou une propriété hypothétique du cerveau,
qui ne se réduit pas à l'organisation neurale sous-jacente. Dans
cette optique, le psychisme serait une émergence
du cerveau. b) Pour d'autres psychologues, le
psychisme existe en soi, il est une substance ou un objet autonome
et distinct du corps, et non une propriété de ce dernier (dualisme
structuraliste). = esprit,
âme, psyché. Mind.
PIÉRON, H. (1908). L'évolution du psychisme et l'étude
objective du comportement. Revue du Mois, 3,
291-310.
BARTHOLY, M.-C. et DESPIN, J.-P. (1980). Le psychisme
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Éditions Magnard.
Psychoanalytic
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: Routledge.
LEVY, K.N. & BLATT, S.J. (1999). Attachment theory
and psychoanalysis : Further differentiation within
insecure attachment patterns. Psychoanalytic
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Psychoanalytic Psychology :Revue
qui consacre ses pages à la théorie et à la thérapie psychanalytique.
Éditeur : APA.
BOWLBY, J. (1984). Psychoanalysis as a natural science.
Psychoanalytic Psychology, 1, 7-21.
Psychoanalytic Psychotherapy : Revue
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psychanalytique. Éditeur : Routledge.
CLESSE, C., RABEYRON, T. & BOTBOL, M. (2022).
Contemporary situation of psychoanalysis and
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Psychoanalytic
Quarterly :Revue
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Éditeur : Psychoanalytic Quarterly.
FREUD, S. (1932). Libidinal types. Psychoanalytic
Quarterly, 1, 3-6.
Psychoanalytic
Review : Revue
qui consacre ses pages à la théorie et à la thérapie psychanalytique.
Éditeur : Guilford Press.
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123-143.
Psychoanalytical
Social Work : Revue
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Éditeur : Taylor & Francis.
BERMAN, S. (2021). Beyond remembering the forgotten
parent : The conception of the father. Psychoanalytic
Social Work, 28 (1), 43-63.
Psychoanalytic Study of the Child :
Revue qui consacre ses pages à la théorie et à la thérapie psychanalytique.
Éditeur : Yale university. =
Psychoanal. St. Child.
HARTMANN, H. & KRIS, E. (1945). The genetic approach
in psychoanalysis. Psychoanalytic Study of the
Child, 1, 11-30.
Psychoanalytic Studies(2000-2001) :Revue
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the theory of Repressio. Psychoanalytic Studies, 2
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handbook of psychobiography. New York : Oxford
University Press.
ELMS, A.C. (2007). Psychobiography and case study methods.
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handbook of research methods in personality psychology (pp.
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RAUH, H. & STEINHASSEN, H.-C. (Eds.) (1987). Psychobiology
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DEWSBURY, D.A. (1991). Psychobiology. American
Psychologist, 46, 198-205.
ZUCKERMAN, M. (1991). Psychobiology of personality.
Cambridge : Cambridge University Press.
SUOMI, S.J. & LEVINE, S. (1998). Psychobiology of
intergenerational effects of trauma. In Y. Danieli (Ed.),
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KALAT, J.W. (2001). Biological psychology.
Belmont, CA : Wadsworth Publishing.
DEWSBURY, D.A. (1998). The Chicago five : A family group
of integrative psychobiologists. History of
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THOMPSON, R.F. & ZOLA, S.M. (2003). Biological
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maltreatment in childhood. Journal of Social Issues,
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Psychobiology
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en psychobiologie psychobiologie. Éditeur
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MILNER, P.M. & WHITE, N.M. (1987). What is
physiological psychology ? Psychobiology, 15 (1), 2-6.
Psychodrame
: Thérapie
de groupe développée par Moreno,
dans laquelle les patients
mettent en scène les problèmes qu'ils ne parviennent pas à
résoudre dans leur vie. = jeu de rôle,
reconstitution, mise en scène personnelle, simulation.
YABLONSKY, L. et ENNEIS, J.M. (1970). Théorie et pratique
du psychodrame. Bulletin de psychologie, 23
(13-16), 285, 765-770.
BARRUCAND, D. (1970). Catharsis et psychodrame.
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countertransference awareness as a therapist in training
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Psycho-éducation : Psycho-éducateur-trice : Branche de la psychologie
qui contribue scientifiquement et technologiquement
à l'essor des connaissances en éducation
et au développement des techniques d'enseignement.
Au Québec, le mot a un sens un peu différent puisque la est une profession
à part entière, légalement distincte de la psychologie depuis
1971, qui s'intéresse plus particulièrement aux difficultés d'apprentissage
et d'adaptation des
individus en général, et non seulement en milieu scolaire. En ce
sens, le mot éducation ne signifie pas école,
mais renvoie à un contexte plus global, qui concerne tout ce qu'il
faut apprendre pour bien vivre en société. Le cas de travailleurs
qui peinent à comprendre le manuel d'instruction d'une nouvelle
machine tombe dans cette catégorie (problème d'adaptation).
Psychology of education, educational psychology.
SKINNER, B.F. (1954). The science of learning and the art
of teaching. Harvard Educational Review, 24,
86-97.
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Psychohistoire : Psychohistorien : Étude des déterminants
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(sans utiliser son corps, ses mains). Psychokinésie etparapsychologie.=
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Psychologie : Du grec psukhê, qui signifie
«esprit» et logos, qui signifie «discours ou science».
Cette racine entre dans la composition de plusieurs mots comme
psychologique, psychothérapeute, psychique, psychiatre, etc. À
l'origine, mot employé par Wolff
pour désigner l'étude de la morale et de l'intelligence, sans
considération pour les organes qui les produisent (SNC, cerveau).
D'autres historiens proposent Melanchthon
comme inventeur du terme. La psychologie est au carrefour des
sciences de la nature, notamment la biologie, et des sciences
sociales, comme les sciences politiques et la sociologie. C'est
une discipline scientifique
et technologique qui possède de nombreux
objets d'étude : le comportement, l'inconscient, la connaissance,
l'information, le cerveau, les émotions, l'esprit, la
personnalité, etc. Plusieurs auteurs considérent que la
psychologie est la science qui étudie les comportement et les
processus mentaux des humains. Certains psychologues, comme Skinner,
font remarquer que cette définition confond l'objet d'étude
(comportement) avec une forme d'explication mentaliste de ces
comportements (processus mentaux). Skinner propose donc, pour
remédier à ce problème, de définir la psychologie comme une
branche de la biologie
qui a pour objet d'étude le comportement; ce dernier étant définit
comme un changement de l'état biologique de l'organisme. D'autres
auteurs, pour compléter cette définitions, proposent de l'étendre
à toutes les espèces animales,
incluant bien sûr l'humain. La psychologie se divise en deux : la
psychologie scientifique et
la psychologie clinique. On nomme
«psychologue», la personne qui pratique la psychologie, qu'elle
soit scientifique ou clinique. Psychologie, science
ethistoire
de la psychologie.= psychologie
scientifique. ( ):béhaviorisme,béhaviorisme-cognitiviste, cognitiviste,connexionisme,
écologie humaine,gestaltisme,
humanisme,neuropsychologie,psychanalyse,psychologie
comparée, psychologie
évolutioniste,psychologie
culturelle,psychologie
organisationelle, psychologie
sociale, psychométrie. Psychology, psychologist, profession of psychology.
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Psychologie
critique allemande : German
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Psychologie de l'apprentissage : Branche ou domaine de la psychologie
qui étudie comment un organisme
apprend.Psychology of learning.
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motivation. USA : Academic Press.
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in the teaching of the psychology of learning. Journal
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Psychologie de l'orientation : Branche de la psychologie
qui s'intéresse aux choix scolaire et de
carrière. Psychologie de l'orientation et counseling.
GUICHARD, J. et HUTEAU, M. (2001). Psychologie de
l'orientation. Paris : Dunod.
FRIEDMAN, H.S. (1983). Health psychology at the
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BAUM, A., REVENSON, T. & SINGER, J.E. (Eds.) (2001). The
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HAMMOND, W.R. (Eds.) (2001). Psychology's mission
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healthy world : Opportunities for research and practice.
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Current issues and new direction in psychology and health
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Psychologie
de monsieur et madame Tout-le-monde : Ensemble des croyances
et des connaissances populaires sur le fonctionnement
psychologique des humains et des animaux. Cette psychologie naïve
fait l'objet de nombreuses études scientifiques (travaux de
Piaget sur l'animisme et la pensée, théories implicite de la
personnalité, etc.). span class="rouge">= psychologie
naïve, psychologie spontanée, psychologie intuitive. *Psychologie
de sous-sol d'église. Folk psychology.
Psychologie
de sous-sol d'église : Pseudopsychologie
moralisante et superstitieuse fondée sur le principe que Dieu
existe et que, par conséquent, l'amour et le bien triompheront un
jour du mal. Les adeptes de cette psychologie sont habituellement
de bonne foi, mais dénaturent et travestissent les théories de la
psychologie scientifique pour se donner un semblant de crédibilité
et faire des adeptes. =
pseudothérapie, pseudopsychologie, illuminé, obscurantisme
psychologique, ésotérisme psychologique.
Psychologie
des femmes : Branche de la psychologie
qui étudie des femmes. Il
s'agit du domaine de recherche et d'intervention de la division
35 de l'APA. Psychology of women.
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degré de contrôle
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au moyen de la démarche
scientifique et qui, grâce aux connaissances produites par
cette étude, tente de résoudre des problèmes (psychologie
appliquée et thérapie).
De nombreux historiens
de sciences considèrent que l'on doit à Wundt
la mise sur pied du premier laboratoire
de psychologie scientifique, à l'Université de Leipzig, en
Allemagne. Au sujet de la psychologie scientifique, Piéron
a dit : « La science et la philosophie sont restées longtemps
confondues. Ce qui caractérise la science, c'est l'appel à la vérification,
la subordination de la théorie aux faits, l'esprit
expérimental, tandis que la philosophie se satisfait dans
une cohérence logique interne et se limite progressivement aux
problèmes qui ne peuvent pas être soumis au contrôle de
l'expérience. ». De nos jours, certains scientifiques préfèrent
utiliser le mot psychologiste
pour désigner les psychologues scientifiques. Psychologie
scientifique et scientificité.
= psychologie objective.
Scientific psychology, objective psychology, science of behavior.
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Psychologie scolaire : Branche de la psychologie
qui s'intéresse plus particulièrement aux problèmes scolaires, qui
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15 et 16 de l'APA.=Éducation
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Publicité négative et positive :Publicité,
commandée par les partis politiques,
souvent avant les élections, lors d'une campagne politique, qui met l'accent sur les défauts de l'adversaire
(négative) ou sur les qualités (positive) du parti qui paie cette
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Publier en tranche : Expression en vogue dans la
communauté scientifique qui souligne le fait que de nombreux
scientifiques découpent
en deux ou trois articles
(salami slicing) les résultats
qui proviennent d'une seule et même recherche.
En science, il est nécessaire de rendre public le résultat de ses
recherches afin d'obtenir la caution de ses pairs (comité
de lecture). Il s'agit d'un critère de scientificité,
autrement dit une «preuve de qualité», de compétence, voire
d'intelligence. Le moyen idéal d'y parvenir consiste à rédiger un
article et à le soumettre à
une revue
scientifique. La publication permet d'évaluer la qualité du
travail scientifique : plus un chercheur publie dans des revues
prestigieuses (indices
d'influence scientifique), plus il est cité par ses pairs;
et plus il est cité par ses pairs, plus il augmente ses
chances d'obtenir des subventions,
des promotions (titularisation ou tenure track), des prix,
etc. Cependant, cette pression
sociale exercée sur les auteurs/chercheurs
engendre parfois des dysfonctionnements et des
effets pervers, comme la publication en tranche.
= Saucissonage.
Salami slicing, self-plagiarisme, salami publication, duplicate publication.
BROAD, W.J. (1981). The publication game : getting more
for less. Science, 211, 1137-1139.
MOJON-AZZI S.M. & MOJON, D.S. (2004). Scientific
misconduct : from salami slicing to data fabrication. Ophthalmologica,
218, 1–3.
ROGERS, L. (1999). Salami slicing, shotgunning, and the
ethics of authorship. American Journal of
Roentgenology, 173 (2), 265–265.
Von ELM, E., PAGLIA, G., WALDER, B. & TRAMER, M.R.
(2004). Diferent patterns of duplicate publication : an
analysis of articles used in systematic reviews.
Journal of Medical Association, 291, 974-980.
ABRAHAM, P. (2000). Duplicate and salami
publications. Journal of Postgraduate Medicine, 46,
67-69.
NORMAN, I. & GRIFFITHS P. (2008). Duplicate publica- tion and "salami
slicing" : ethical issues and practical solutions.
International Journal of Nursing Studies, 45 (9),
1257-1260.
BERLIN, L. (2009). Plagiarism, salami slicing, and
Lobachevsky. Skeletal Radiology, 38 (1), 1–4.
SUPAK-SMOLCIC, V. (2013). Salami publication : Definitions
and examples. Biochemia Medica, 23 (3), 137-141.
[PDF]
Publier ou périr : Expression en vogue dans la
communauté scientifique qui souligne le caractère
contraignant et parfois absurde de la
communication scientifique. En science, il est nécessaire de
rendre public le résultat de ses recherches afin d'obtenir la
caution de ses pairs (comité
de lecture). Il s'agit d'un critère de scientificité,
autrement dit une preuve de qualité, de compétence, voire
d'intelligence. Le moyen idéal d'y parvenir consiste à rédiger un
article et à le soumettre à une revue
scientifique. La publication permet d'évaluer la qualité du travail scientifique : plus un chercheur publie dans des revues
prestigieuses (indices
d'influence scientifique), plus il est cité par ses pairs;
et plus il est cité par ses pairs, plus il augmente ses
chances d'obtenir des subventions,
des promotions (titularisation ou tenure track), des prix,
etc. Cependant, cette pression
sociale exercée sur les auteurs/chercheurs
engendre parfois des dysfonctionnements et des effets
pervers, comme la multiplication debridée des variables dans
le but d'obtenir des résultats significatifs (brassage
de données), la réalisation de recherches inutiles car déjà
faites à maintes reprises (ne pas confondre avec la reproductibilité),
des articles légèrement modifiés publiés dans deux ou trois
revues, le développement de pseudo-concepts ou de doublon
conceptuel qui donnent lieu à tout un lot de nouvelles
recherches insignifiantes, la publication
en tranche ou saucissonage des données d'une même recheche en
plusieurs articles (salami slicing), réinterprétation de
vieilles théories en des termes neufs qui n'amène finalement rien
de nouveau sur le plan théorique, l'interprétation de résultat
sans théorie, le dévoiement
des énergies vers des domaines largement subventionnés
mais, somme toute, secondaires ou futiles en regard des véritables
problèmes d'une science, etc. Il va de
soi que cette course effrénée à la publication est contraire aux
vertus épistémiques du bon savoir et de sa diffusion,
honnête et transparente. Pour de nombreux épistémologues,
elle constitue un biais
scientifique. = publie ou meurt, travers de la science. /publie moins, pense plus, compétition entre les chercheurs. Publish
or perish.
GUYER, L. & FIDELL, L. (1973). Publications of
men and women psychologists : Do women publish less ?
American Psychologist, 28, 157-160.
JAHODA, M. (1981). To publish or not to publish ?
Journal of Social Issues, 37 (1), 208-220.
FANELLI, D. (2010). Do pressures to publish increase
scientists' bias ? An empirical support from US States
data. PLoS One, 5, e10271. [PDF]
BROAD, W.J. (1981). The publishing game : Getting more for less. Science, 211, 1137-1139.
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Neighborhood effects in visual word recognition : Effects
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PUGH, K., SHAYWITZ, B.A., CONSTABLE, T., SHAYWITZ, S.E.,
KUDLARSKI, P., FULBRIGHT, R., RONENE, R., SHANKWEILER, D.,
KATZ, L., FLETCHER, J. & GORE, J. (1996). Cerebral
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acquisition and dyslexia across languages. Developmental
Science, 9 (5), 448-450.
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Puissance : Le terme a au moins cinq acceptions : a)
En science, de façon
générale, la puissance est la propriété d'une théorie ou d'une
méthode, propriété qui consiste en la capacité d'expliquer
un phénomène avec certitude. b) En sociologie
et en politique, la puissance désigne la capacité d'un groupe
formel (entreprise,gouvernement,groupe
de pression,pays) à
exercer son pouvoir afin
de prendre des décisions,d'influencer les autres,
le pouvoir en place, etc. = pouvoir,
puissance sociale, militaire, économique et politique. Power. c) En statistique, capacité d'un test
statistique à détecter une différence entre deux
groupes/mesures (si cette différence existe dans la population,
cela va de soi) et donc de postuler l'existence d'un effet. La
puissance est donc la probabilité de rejeter l'hypothèse nulle
alors qu'elle est fausse (faux négatif). Statistical
power. d) En mathématique,
la puissance est une opération qui consiste à
multipler un nombre
(a) par lui-même à plusieurs reprises (n). Le nombre de reprises
se nomme
exposant.= an.
e) Finalement, on utilise le mot puissance pour
désigner la qualité ou l'intensité de la pulsion
sexuelle (surtout
masculines).= puissance sexuelle. /impuissance sexuelle.
COHEN, J. (1962/88). The statistical power of
abnormal-social psychological research : a review. Journal
of Abnormal & Social Psychology, 65 (3),
145-153.
BOURQUE, J., BLAIS, J. et LAROSE, F. (2009).
L'interprétation des tests d'hypothèses : p, la taille de
l'effet et la puissance. Revue des Sciences de l'Éducation,
35 (1), 211-226. [PDF]
Pulsion : Du latin "pulsio" qui signifie «action de pousser».
Selon Freud, poussée ou
force qui prend sa source dans une excitation corporelle (tension)
et qui fait tendre l'organisme vers un objet,
dans le but d'obtenir une satisfaction. La pulsion est une
quantité particulière ou un segment de l'énergie
psychosexuelle (ou
libido). Son but est de permettre à l'individu de satisfaire
ses besoins en trouvant
l'objet adéquat
(investissement). La pulsion a quatre fonctions ou
finalités : elle peut se transformer en son contraire
(l'agressivité se transforme en une docilité maladive), elle peut
se retourner contre l'individu (pulsion agressive qui se
transforme en automutilation),
elle peut être refoulée (la pulsion agressive est vécue à travers
les cauchemars où
l'individu met en scène des scénarios où la violence domine), elle
peut être sublimée (la pulsion agressive est investie dans la
musique, comme le punk ou le rap).
=Instinct, énergie primitive, énergie pulsionnelle.
Instinct, impulsion, drive.
FREUD, S. (1915). Pulsions et destins de pulsions,
Dans Oeuvres complètes. Paris : Presses
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BENEDEK, T. (1960). The organization of the reproductive
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Pulsion de mort : Pour Freud, il existe deux grandes familles de pulsions : les pulsions de vie (pulsion sexuelle, alimentaire, d'auto-conservation) et les pulsions de mort (pulsions agressives, pulsion d'auto-destruction).
= instinct de mort. Death instinct, death drive.
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Pulsion de vie : Pour Freud,
il existe deux grandes familles de pulsions,
les pulsions de vie (pulsion sexuelle, alimentaire,
d'auto-conservation) et les pulsions de
mort (pulsions agressives, pulsion d'auto-destruction). =
instinct de vie. Life instinct.
ROSENFELD, H. (1971). A clinical approach to the
psychoanalytic theory of the life and death instincts : an
investigation into the aggressive aspects of narcissism. International
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Pulsion sexuelle : Selon Freud,
poussée ou force qui prend sa source dans une excitation
corporelle (tension) et qui fait tendre l'organisme vers un objet,
dans le but d'obtenir une satisfaction, un plaisir.
=Libido.
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Punition : Punir : Au sens large, toute chose déplaisante, qui peut produire de la douleur,
et que l'on inflige à celui ou celle qui a mal agi. En apprentissage,
opération qui consiste à ajouter ou retrancher un stimulus
comme conséquence à un comportement
et à diminuer la probabilité que ce
comportement réapparaisse en des circonstances similaires (ou sd).
/renforcement.
( ): Voir tableau ci-dessous.
Punition, punishment.
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variable. NDLR : Une punition physique n'a pas
forcément un effet punitif. À l'inverse,
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Petite tape, fessée, serrer un bras, tirer l'oreille, correction,
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Claude
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