民主、价值与代表方式

按照以产生于17世纪英国的“辉格党”学说为参照的“政治自由主义”观点,历史假设人就其价值、实践和目的而言是不断进步的,向着一个使他们能够实现自己目标的更伟大的“人道主义”迈进。这一观念似乎铭刻在当代的各种活动之中,而且不应该轻率地对待。生活水平、技术、科学由于     

ETUDE INTERCULTURELLE DE LA GENERALISATION DES OPERATIONS: SIMILITUDE ET COHERENCE DES ACTIVITES DE CLASSIFICATION ET DE SERIATION CHEZ DES SUJETS CANADIENS-FRANÇAIS,RWANDAIS SCOLARISES ET RWANDAIS NON SCOLARISES*

Sixty-two French-Canadian children, seven to ten years old; 64 schooled Rwandese children, ten to thirteen years old; and 32 unschooled Rwandese subjects aged 15 and 17 were tested on four piagetian logico-mathematical tasks: hierarchical classification (CA), multiple classification (CM), seriation of weight (RA) and double seriation (RM). Due to the effect of order, separate analyses were performed for tasks done during the same test session. When the results of tasks CA and RM, on the one hand, and of RA and CM, on the other hand, are combined, it is observed, firstly, that the items alternate in order of difficulty and, secondly, that the number of coherent patterns of responses exceeds the null hypothesis in French-Canadian and schooled Rwandese populations, supporting the hypothesis of a complementary and partially synchronous modality of structuration of logical abilities. From another point of view, when the items from all four tasks are combined in a single scale of difficulty, the very close similarity observed between the ranks of the items in the three populations strengthens the hypothesis of a universally determined cognitive development based mainly on the equilibration process.     

LOGIQUE ET PSYCHOLOGIE DE L'APPRENTISSAGE DES CONCEPTS

In the field of concept learning, there are very few studies in which logícal conditions are used as independent variables. A logical analysis of concept learning phenomena is presented: it is an application of some elementary theoremas of logics and set theory. To learn a concept means to identify relevant attributes of the phenomena observed; the theoretical analysis of the situation shows that concept learning can be seen as a problem, the solution of which depends on a precise algorithm. Numerous experiments have been carried out on the basis of such an analysis, some of which are described here. Results provide evidence that time and quality of performance depend on the length and logical structure of the set of successive stimuli presented to subjccts. So logical features of the situation influence concept learning; but, there are various other factors which control subject's performance : for instance, number of redundant examples, and subject's memory and perceptual-motor activity. Current interpretations of concept learning, i.e., stochastic models of learning and logical and mathematical interpretation are discussed and the need of an approach which would combine both to fit the complexity of concept learning phenomena is emphasized.     

TRADUCTION ET VALIDATION CANADIENNE-FRANÇAISE DE L'ÉCHELLE DE L'ESTIME DE SOI DE ROSENBERG*

Since the early days of psychology, the self-concept and more specifically global self-esteem has been addressed by numerous researchers in the field. Among the widely used instruments for measuring global self-esteem, Rosenberg's Self-Esteem scale (RSE) has displayed high levels of validity and reliability (Harter 1983; Wylie 1974). Through a brief (10 items) and direct approach, the RSE can be answered quickly by different age and social groups. Considering the good psychometric properties of the RSE mentioned above, and the importance of self-esteem for research in psychology, the purpose of the present four studies was to translate and validate in French the RSE Internal consistency (study 1) and confirmatory factor analyses through LISREL VI (study 2) were conducted with a French-Canadian junior college student population in order to verify the internal consistency and the unidimensional factorial structure of the scale. In addition, the construct validity (study 3) and temporal stability (study 4) of the scale were assessed. Although the present findings are preliminary in nature, they nevertheless support the reliability and validity of the Rosenberg's Self-Esteem scale in French.     

LOCALISATION ET RECHERCHE DE L'OBJET CACHE CHEZ L'ENFANT DE 16 A 24 MOIS

Three experiments were conducted, in order to investigate the spatial organization in children between 16 and 24 months. All experiments were based on a task requiring a search for an object with three possible hiding places. Between hiding and search, the relative positions of subject and apparatus were modified. In experiment 1, two kinds of rotations were compared: rotations involving the child himself versus rotations of the apparatus. Performances were better in the latter case. Experiments 2 and 3 showed that the three spatial positions were not equivalent for subjects. In particular, the proximal position relative to the subject was clearly privileged when the rotations were done in a horizontal plane. However, this privilege did not appear when the rotations were done in a frontal plane.     

安哥拉、莫桑比克与佛得角文学中的世界性与地方性

1842年,葡萄牙将一台印刷机发送到佛得角的圣文森特岛.然后在1845年向安哥拉,1854年向莫桑比克发送了印刷机.印刷机的到来可以被认为是一种"地方性"形成过程中的一个重要时刻.因此,我们会看到一种"印刷空间"与一种由几乎稳固的领土疆界构成的地理空间的重叠(巴斯托,2006a:71).这种重叠"产生了一种叙述机制,表现为区域意识形成中的某种'第一阶段'"(出处同上),与帝国的版图形成了对比.这就是我们所说的"地方性".因此,地方与想象之间便建立了一种关系,这种关系是由文本的流通与阅读的同时性所引发的.