Abstract/Notes: C’est au cours de la fin du XIXe et de la première moitié du XXe siècle que s’est constituée en France une véritable psychologie du toucher, dont l’apport est souvent méconnu. L’intérêt pour ce sens généralement considéré comme mineur provient de deux sources, l’une d’origine éducative pratique et l’autre expérimentale et fondamentale. Sur le plan éducatif, les deux praticiens pionniers que furent Valentin Haüy et Louis Braille ont voulu faire accéder les enfants aveugles à l’instruction et la scolarisation. Ils ont donc recherché des procédés d’écriture en relief compatibles avec les propriétés fonctionnelles du toucher, propriétés qu’ils ont mises en partie en évidence. L’autre origine de ces études sur le toucher se trouve, grâce à Henri Piéron et à ses associés, dans le développement de la psychologie expérimentale et des méthodes de mesure psychophysique des sensations. La sensibilité cutanée et plus généralement somesthésique a fait l’objet au début du XXe siècle de différents travaux de laboratoire sur des adultes voyants, et ces travaux ont complété les recherches sur la vision et l’audition, bien plus nombreuses. Dans le présent article, nous décrivons l’apport de ces deux courants de recherche qui ont d’abord progressé indépendamment l’un de l’autre, puis qui ont fusionné en France à partir de la fin de la Seconde Guerre mondiale. [During the end of the 19th century and the first half of the 20th century, a psychology of touch emerged in France as a result of educational motivations and of the development of academic experimental psychology. Educational motivations concerned mainly two practitioners, Valentin Haüy and Louis Braille, who worked with blind people and informally searched for methods allowing blind children to be schooled and to read through raised-line alphabets adapted to the functional properties of touch. On the other hand, the development of experimental psychology and psychophysics led researchers (mainly Henri Piéron and his associates) to work on the analysis of cutaneous and somaesthetic sensations and perceptions of sighted adults. These two directions of research developed first independently in France until the end of the Second World War. By this time, they became associated and experimental research on the tactile modality was conducted both on blind and sighted children and adults. In the present article, we describe this evolution of the works on touch.]

Language: French

DOI: 10.4074/S0003503311004040

ISSN: 0003-5033

Language: French

Published: Paris, France, 1940

Abstract/Notes: Book review of 'How You Say It: Why You Talk the Way You Do - And What it Says About You' by Katherine D. Kinzler. [...]bilingual children usually have a smaller vocabulary in each language than a monolingual child would, but their total number of words is generally equal to those of monolingual children. [...]because bilingual children often use their two languages in different contexts and for different purposes, their vocabularies across languages are rarely the same. [...]it can mean the difference between a child who can passively understand a second language and a child who actively speaks a second language.

Language: English

ISSN: 1054-0040

Language: English

Published: Syracuse, New York: C. W. Bardeen, 1912

Language: English

Published: Denver, Colorado, 2002

Language: Spanish

Published: Barcelona, Spain: Araluce, 1934

Language: French

Published: Paris, France: Payot, 1979

Abstract/Notes: Presents the Maria Montessori's ideas in education, followed by a description of how the Montessori school is working in America.

Language: English

Published: New York, New York: Schocken Books, 1962

Edition: 1st ed.

Abstract/Notes: Presents Maria Montessori's ideas in education, followed by a description of how the Montessori school is working in America.

Language: English

Published: New York, New York: Schocken Books, 1966

Edition: 2nd edition (revised and edited)

Abstract/Notes: Suggests the time has come for humans to direct their own individual evolution and the evolution of the entire species. Argues that ways must be found to encourage individuals, families, and cultures to discover and develop their differentiating characteristics and help these groups integrate with other cultures, customs, and belief systems. (Author)

Language: English

ISSN: 1522-9734