Retour(s) sur “Mir Rose” ou comment analyser et représenter le texte argumentatif (écrit)?

The main purpose of this paper is to account for the varying analysis and formalisations of a same advertisement text, Mir Rose, by Jean Michel Adam. First, we draw the methodological frame of this psycholinguistic approach of composing and understanding-memorizing texts. We refer to the notions of prototypical textual schema, semantic macrostructure and superstructure. Then we point out the differences between argumentative text and argumentative discourse. Last, we try to explain why it has been possible for Adam to analyse and formalise the same text first as a narrative one and a few years later as an argumentative one. We suggest that his narrative approach is not specific and textual narrative means here temporal-causative sequence or problem solving, i.e., deeper and more general psychological devices than those involved in processing narrative text per se. From Toulmin and van Dijk approaches of argumentation, we propose our own analysis and formalisation of Mir Rose, the psychological validity or plausibility of which should be tested in experimental tasks of reading-memorising.

     

Specificity of Dating Aggression and Its Justification Among High-Risk Adolescents

Ninety-five high-risk adolescents were studied to determine whether their dating aggression and its justification as a response to interpersonal problems were specific to the current partner, general to dating relationships, or part of a global age-mate (same-sex peers and opposite-sex dating partners) aggression problem. Approximately one-third of males and two-thirds of females reported physical aggression against their current dating partner. Males' aggression (and its justification) toward their current dating partner was part of a generalized pattern of dating aggression, whereas for females, physical aggression against a current dating partner (and its justification) was partner-specific and unrelated to aggression in other relationships. Findings are discussed with regard to intervention and future research on adolescent dating aggression.     

Repetition,cuing, and state-dependent memory

Two experiments examined the effects of several types of repetition on state-dependent memory for conceptually categorized words. In both experiments, compatibility between pharmacological states at encoding and at retrieval facilitated the uncued recall of nonrepeated categories but had no appreciable effect on the recall of words within recalled categories. In both experiments, compatibility between encoding/retrieval states failed to facilitate the uncued recall of repeated categories li.e., categories whose names and/or exemplars were presented at least twice, in a constant or variable order, and with substantial spacing between successive presentations). And again, in both experiments, the level of uncued recall was higher for repeated than for nonrepeated categories, irrespective of the compatibility or incompatibility of encoding/retrieval states. These findings, together with other relevant observations reported in the literature, suggest that repetition in general, and repetition of category names in particular, influences recall in much the same ways as does explicit cuing with category names: It enhances the accessibility of higher order units, as reflected in uncued category recall, and it diminishes to the extent to which access to these units is state dependent.     

Are real moods required to reveal mood-congruent and mood-dependent memory?

While simulating, or acting as if, they were either happy or sad, university students recounted emotionally positive, neutral, or negative events from their personal past. Two days later, subjects were asked to freely recall the gist of all of these events, and they did so while simulating a mood that either did or did not match the one they had feigned before. By comparing the present results with those of a previous study, in which affectively realistic and subjectively convincing states of happiness and sadness had been engendered experimentally, we searched for—and found—striking differences between simulated and actual moods in their impact on autobiographical memory. In particular, it appears that the mood-congruent effects elicited by simulated moods are qualitatively different from those evoked by induced moods, and that only authentic affects have the power to produce mood-dependent effects.     

When moderation is mediated and mediation is moderated

Procedures for examining whether treatment effects on an outcome are mediated and/or moderated have been well developed and are routinely applied. The mediation question focuses on the intervening mechanism that produces the treatment effect. The moderation question focuses on factors that affect the magnitude of the treatment effect. It is important to note that these two processes may be combined in informative ways, such that moderation is mediated or mediation is moderated. Although some prior literature has discussed these possibilities, their exact definitions and analytic procedures have not been completely articulated. The purpose of this article is to define precisely both mediated moderation and moderated mediation and provide analytic strategies for assessing each.     

Diagnosis and rehabilitation attempt of a patient with acquired deep dyslexia

This study presents a patient (JH) suffering from acquired deep dyslexia. According to a cognitive model of reading, JH exhibited a significant impairment in both the phonological and lexical routes to reading. A rehabilitation program was proposed. We decided to focus on the lexical route using a priming paradigm. The written words were associated with a picture and the patient was invited to construct a mental association between the written word and the image. During five sessions, JH was trained to read 50 words. A pre-test, a post-test, and an 8-month follow-up session consisted of reading 140 written words including the 50 trained words. At the post-test, 90% of the trained words were accurately read. At the follow-up session, JH's reading performance for the trained words was still highly accurate at 84%. This strong effect is discussed and ways of increasing the patient's abilities to read are proposed.     

I,me, mine: Automatic attentional capture by self‐related stimuli

Drawing on decades of research suggesting an attentional advantage for self‐related information, researchers generally assume that self‐related stimuli automatically capture attention. However, a literature review reveals that this claim has not been systematically examined. We aimed to fill in this dearth of evidence. Following a feature‐based account of automaticity, we set up four experiments in which participants were asked to respond to a target preceded by a cue, which was self‐related or not. In Experiment 1, larger cuing effects (faster reaction times to valid versus invalid trials) were found with a participant's own name compared with someone else's name. In Experiment 2, we replicated these results with unconscious cues. Experiment 3 suggested that these effects are not likely driven by familiarity. In Experiment 4, participants experienced greater difficulties from having their attention being captured by their own compared with someone else's name. We conclude that attentional capture by self‐related stimuli is automatic in the sense that it is unintentional, unconscious, and uncontrolled. Implications for self‐regulation and intergroup relations are discussed. Copyright © 2012 John Wiley & Sons, Ltd.     

Maternal attachment representations after very preterm birth and the effect of early intervention

Objective

For very preterm infants the mother-infant relationship may be compromised. Maternal attachment representations 18 (corrected) months after very preterm birth and the effect of the post-discharge Infant Behavioral Assessment and Intervention Program (IBAIP) were studied. The IBAIP is designed to assist parents to support and enhance their infant's regulatory competence and development. The intervention consisted of 6-8 home visits during the first 8 months after birth.

Method

Seventy-eight mothers of very preterm infants (<32 weeks and/or <1500 g) were interviewed, who participated in a randomized controlled trial: 41 from the intervention group and 37 from the control group. Maternal attachment representations were assessed with the Working Model of the Child Interview (WMCI). The interviews resulted in a classification of the attachment representations into balanced or non-balanced.

Results

30% of the mothers had non-balanced attachment representations. Qualitative content analysis of the answers showed that negative feelings when first seeing their baby and negative or ambivalent feelings in the first weeks at home with their baby are related to non-balanced attachment representations. The WMCI revealed no differences between the intervention and control group.

Conclusion

Early support for mothers of very preterm born infants to develop a healthy mother-infant relationship is recommended especially for mothers who report negative first experiences.     

Medically Defining,Screening, and Treating Conduct Disorder: A French Controversy

For several decades, the use of psychotropic medication has either been regarded as a medical issue or an example of the medicalization of social problems. As the publication in 2005 of a knowledge synthesis on conduct disorder in children and adolescents and the reply of the «Pas de zéro de conduite» collaboration (literally: No F for Conduct) was a highly important event in the French mental health scene, it deserves a thorough discussion. In the hope of improving the practices and policies targeting children and their families, it is essential to gain a better understanding of the bones of contention between the proponents and opponents of a medical or rather biosocial model. To achieve this, we first analyze how this model assigns a central role to certain disorders defined and diagnosed based on constellations of symptoms. We then identify five dimensions which seem to hold center stage in the controversy: genetic susceptibility, neurocognitive deficits and temperament, the familial and social environment seen as a reservoir of stressors, large-scale screening for disorders using simple instruments and multi-modal treatments, including psychotropic medication. We take an interest in the French debate as this allows us to stand back from the models prevailing in North America. It also underscores the importance of multidisciplinary thinking and social sciences when elaborating clinical or political mental health guidelines.