Claude Goulet/2003© l Mise à jour + Comment citer ce lexique l Notre mission : Explorer la nébuleuse Psy ! Auteurs
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G (Facteur) : Voir Intelligence générale. G factor.
GABA : Neurotransmetteur inhibiteur du système nerveux central, notamment chez les oiseaux et les mammifères (incluant l'humain). = acide y-aminobutyrique. Gamma-Aminobutyric acid.

  GEORGE, F.R., O'CONNOR, M.F., DEFRIES, J.C. & COLLINS, A.C. (1980). Components of the GABA system in mice selectively bred for differences in open-field activity. Brain Research, 200, 85-92. ZILLES, K., WU, J., CRUSIO, W.E. & SCHWEGLER, H. (2000). Water maze and radial maze learning and the density of binding sites of glutamate, GABA, and serotonin receptors in the hippocampus of inbred mouse strains.Hippocampus 10, 213-225.
TAMMINGA, C.A., THAKER, G.K., HARE, T. & FERARO, T. (1983). GABA agonist therapy improves tardive dyskinesia. Lancet, 2, 97-98. TOSHIYUKI, S. (2001). Unmasking of silent "task-related" neuronal activity in the monkey prefrontal cortex by a GABA(A) antagonist. Neuroscience Research, 39 (1), 123-131. [PDF]
GAIO, J.M., POLLAK, P., HOMMEL, M. & PERRET, J. (1987). Clinical and biochemical effects of gamma-vinyl Gaba in tardive dyskinesia. Journal of Neurology, Neurosurgery & Psychiatry, 50 (12), 1674-1678. [PDF] FARRANT M. & NUSSER, Z. (2005). Variations on an inhibitory theme : phasic and tonic activation of GABA-A receptors. Nature Review Neuroscience, 6, 215-229. [PDF]
HENDRY, S.H.C. & JONES, E.G. (1988). Activity-dependent regulation of GABA expression in the visual cortex of adult monkeys. Neuron, 1, 701-712. KALUEFF, A.V. & NUTT, D.J. (2007). Role of GABA in anxiety and depression. Depression & Anxiety, 24, 495-517. [PDF]
  MAKKAR, S.R., ZHANG, S.Q. & CRANNEY, J. (2010). Behavioral and neural analysis of GABA in the acquisition, consolidation, reconsolidation, and extinction of fear memory. Neuropsychopharmacology, 35, 1625-1652. [PDF]
Voir aussi Neurotransmetteur
Gabbard Glen Owens (1949-) : Psychanalyste américain, spécialiste de l'étude des troubles de la personnalité, et plus particulièrement de la personnalité limite. Collaborateur de Fonagy et Hoglend.

GABBARD, G.O. & WILKINSON, S.M. (1994). Management of countertransference with borderline patients. Washington, DC : American Psychiatric Press.
GABBARD, G.O. (2001). Cyberpassion : Erotic transference on the Internet. Psychoanalytic Quarterly, 70 (4), 719-739.
GABBARD, G.O. (2002). The psychology of the Sopranos : Love, death, desire and betrayal in America's favorite gangster family. New York : Basic Books.
GABBARD, G.O., GUNDERSON, J.G. & FONAGY, P. (2002). The place of psychoanalytic treatments within psychiatry. Archives of General Psychiatry, 59 (6), 505-510.
GABBARD, G.O. (2005). Mind, brain, and personality disorders. American Journal of Psychiatry, 162 (4), 648-655. [PDF]
Gächter Simon ( ) : Économiste béhavioriste autrichien et spécialiste de la théorie des jeux. Il s'intéresse notamment à la coopération et au principe de réciprocité. = Gaechter. Collaborateur de Fehr.
GÄCHTER, S., HERRMANN, B. & THÖNI, C. (2004). Trust, voluntary cooperation, and, socio-economic background : survey and experimental evidence. Journal of Economic Behavior & Organization, 55 (4), 505-531.
GÄCHTER, S. & THÖNI, C. (2005). Social learning and voluntary cooperation among like-minded people. Journal of the European Economic Association, 3 (2-3), 303-314.
GÄCHTER, S. & THÖNI, C. (2010). Social comparison and performance : experimental evidence on the fair wage-effort hypothesis. Journal of Economic Behavior & Organization, 76 (3), 531-543.
GAECHTER, S. & THÖNI, C. (2011). Micromotives, microstructure and macrobehavior : The case of voluntary cooperation. Journal of Mathematical Sociology, 35 (1), 26-65.
GAECHTER, S. (2015). Visible inequality breeds more inequality. Nature, 526, 333-334.
Gàcsi Màrta (Budapest 1952-) : Éthologiste hongroise et spécialiste de l'étude du chien et du loup. Collaboratrice de Csànski, Miklosi et Topàl.
GÀCSI, M., TOPÀL, J., MIKLOSI, A., DOKA, A. & CSÀNYI, V. (2001). Attachment behaviour of adult dogs (Canis familiaris) living at rescue centres : Forming new bonds. Journal of Comparative Psychology, 115, 423-431.
GÀCSI, M., GYORI, B., MIKLOSI, A., VIRANYI, Z., KUBINYI, E.E., TOPAL, J.C. & SANYI, V. (2005). Species-specific differences and similarities in the behavior of hand-raised dog and wolf pups in social situations with humans. Developmental Psychobiology, 47, 111-122.
GÀCSI, M., KARA, E., BELÉNYI, B., TOPÀL, J. & MIKLOSI, A. (2009). The effect of development and individual differences in pointing comprehension of dogs. Animal Cognition, 12 (3), 471-479.
GÀCSI, M., SZAKADÀT, S. & MIKLOSI, A. (2013). Assistance dogs provide a useful behavioral model to enrich communicative skills of assistance robots. Frontiers in Psychology, 4, 971, 1-11. [PDF]
GÀCSI, M., VAS, J., TOPÀL, J. & MIKLOSI, A. (2013). Wolves do not join the dance : Sophisticated aggression control by adjusting to human social signals in dogs. Applied Animal Behaviour Science, 145, 109-122.
Gadamer Hans-Georg (Marbourg Allemagne 1900-2002 Heidelberg) : Philosophe allemand, spécialiste de l'herméneutique. Étudiant de Heidegger.
GADAMER, H.-G. (1976). Philosophical hermeneutics. Berkeley : University of California Press.
GADAMER, H.-G. (1989/2004). Truth and method. New York : Crossroad.
GADAMER, H.-G. (1991). Reason in the age of science. Cambridge, Mass. : MIT Press.
GADAMER, H.-G. (1993). Literature and philosophy in dialogue : Essays in german literary theory. New York : SUNY Press.
GADAMER, H.-G. (1998). Praise of theory. New Haven : Yale University Press.
GRONDIN, J. (2003). The philosophy of Gadamer. Montreal, Quebec : McGill-Queen's University Press.
Gaertner Samuel L. ( ) : Psychosociologue américain et spécialiste du comportement d'aide, du racisme et des techniques pour en réduire l'expression et les manifestations. Professeur de Dovidio. Collaborateur de Isen, Penner et Piliavin.
GAERTNER, S.L. (1975). The role of racial attitudes in helping behavior. The Journal of Social Psychology, 97, 95-101.
GAERTNER, S.L. & McLAUGHLIN, J. (1983). Racial stereotypes : Associations and ascriptions of positive and negative characteristics. Social Psychology Quarterly, 46, 23-30.
GAERTNER, S.L., DOVIDIO, J.F. & JOHNSON, G. (1982). Race of victim, non-responsive bystanders and helping. Journal of Social Psychology, 117, 69-71.
GAERTNER, S.L., MANN, J.A., DOVIDIO, J.F., MURRELL, A.J. & POMARE, M. (1990). How does cooperation reduce intergroup bias ? Journal of Personality & Social Psychology, 59, 692-704.
GAERTNER, S.L., RUST, M.C., DOVIDIO, J.F., BACHMAN, B.A. & ANASTASIO, P.A. (1994). The contact hypothesis : The role of a common ingroup identity on reducing intergroup bias. Small Groups Research, 25 (2), 224-249.
Fred H. Gage Nathaniel Lees Gage Phinehas P. Gages
Gage Fred H. (1950-) : Neurobiologiste américain, connu pour ses travaux sur la neurogénèse. Avec Ericksson, il fut le premier à observer le développement de nouveaux neurones dans l'hippocampe humain. Collaborateur de Eriksson. Professeur de Kempermann et Kuhn.
NALDINI, L., BLÖMER, U., GALLAY, P., ORY, D., MULLIGAN, R.C. & GAGE, F.H. (1996). In vivo delivery and stable transduction of nondividing cells by a lentiviral vector. Science, 272 (5259), 263-267.
KUHN, H.G., DICKINSON-ANSON, H. & GAGE, F.H. (1996). Neurogenesis in the dentate gyrus of the adult rat : Age-related decrease of neuronal progenitor proliferation. Journal of Neuroscience, 16, 2027-2033.
ERIKSSON, P.S., PERFILIEVA, E., BJÖRK-ERIKSSON, T., ALBORN, A.-M., NORDBORG, C., PETERSON, D.A. & GAGE, F.H. (1998). Neurogenesis in the adult human hippocampus. Nature Medicine, 4, 1313-1317.
GAGE, F.H. (2000). Mammalian neural stem cells. Science, 287 (5457), 1433-1438.
GAGE, F.H. (2002). Neurogenesis in the adult brain. Journal of Neuroscience, 22 (3), 612-613.
 Gage Nathaniel Lees (Union City 1917-2008) : Psychologue américain et spécialiste de l'éducation et de l'enseignement. Étudiant de Skinner. Collaborateur de Rosenhsine.
GAGE, N.L. (1963). The handbook of research on teaching. Chicago, IL, USA : Rand McNally.
GAGE, N.L. (1967). A factorially designed experiment on teacher structuring, soliciting, and reacting. Journal of Teacher Education, 27, 35-38.
GAGE, N.L. (1978). The scientific basis of the art of teaching. New York, NY : Teachers College Press.
GAGE, N.L. (1985). Hard gains in the soft sciences. Bloomington, IN : Phi Delta Kappa.
GAGE, N.L. & BERLINER, D.C. (1998). Educational psychology. Boston : Houghton Mifflin.
BERLINER, D.C. (2003). Toiling in Pasteur's quadrant : The contributions of N.L. Gage to educational psychology. In B.J. Zimmerman & D.H. Schuck (Eds.,) Educational psychology : A century of contributions (pp. 391-407). Mahwah, NJ : Lawrence Erlbaum Associates.
Gages Phinehas P. : Célèbre patient qui a survécu à un accident, en 1848, qui a considérablement endommagé son cerveau.
HARLOW, J.M. (1848). Passage of an iron rod through the head. Boston Medical & Surgical Journal, 39, 389-393. DAMASIO, H.T., GRABOWSKI, T., FRANK, R., GALABURDA, A.M. & DAMASIO, A.R. (1994). The return of Phineas Gage : The skull of a famous patient yields clues about the brain. Science, 264, 1102-1105.
HARLOW, J.M. (1868). Recovery from the passage of an iron bar through the head. Publications of the Massachusetts Medical Society, 2, 327-347. BARKER, F.G. (1995). Phineas among the phrenologists : the American crowbar case and nineteenth century theories of cerebral localization. Journal of Neurosurgery, 82, 672-682.
BIGELOW, H.J. (1850). Dr. Harlow's case of recovery from the passage of an iron bar through the head. American Journal of the Medical Sciences, 19, 13-22. MACMILLAN, M.B. (1996). Phineas Gage : A case for all reasons. In C. Code, C-W. Wallesch, A-R. Lecours & Y. Joanette (Eds.), Classic cases in neuropsychology (pp. 243-262). East Sussex : Erlbaum.
MACMILLAN, M.B. (1986). A wonderful journey through skull and brains : The travels of Mr. Gage's tamping iron. Brain & Cognition, 5, 67-107. MACMILLAN, M.B. (2000). Restoring Phineas Gage : A 150th retrospective. Journal of the History of the Neurosciences, 9, 42-62.
  THAGARD, P.R. (2004). Spiking Phineas Gage: A neurocomputational theory of cognitive-affective integration in decision making. Psychological Review, 111, 67-79. [PDF]
RATIU, P., TALOS, I.F., HAWKER, S., LIEBERMAN, D. & EVERETT, P. (2004). The tale of Phineas Gage, digitally remastered. Journal of Neurotrauma, 21, 637-643.
Gagnant/Gagner : Celui ou celle qui obtient un gain ou un avantage lors d'un litige, remporte la victoire à la suite d'un duel/conflit/combat ou remporte un gros lot (loterie). Gagnant et dominance. = effet du gagnant. /perdant. Winner, winning

  BAXTER-JONES, A. & HELMS, P. (1994). Born too late to win ? Nature, 370, 186.
 HSU, Y & WOLF, L.L. (1999). The winner and loser effect : integrating multiple experiences. Animal Behaviour, 57, 903-910. [PDF]
 MESTERTON-GIBBONS, M. (1999). On the evolution of pure winner and loser effects : a game-theoretic model. Bulletin of Mathematical Biology, 61, 1151-1186.
DUGATKIN, L.A. & EARLY, R.L. (2004). Individual recognition, dominance hierarchies and winner and looser effect. Proceedings of the Royal Society B: Biological Sciences, 271, 1537-1540.
PENTER, J., TAYLOR, P. & ELWOOD, R.W. (2008). Large body size for winning and large swords for winning quickly in swordtail males, Xiphophorus helleri. Animal Behaviour 75 (6), 1981-1987. [PDF]
DONAHUE, E.G., RIP, B. & VALLERAND, R.J. (2009). When winning is everything : On passion and aggression in sport. Psychology of Sport & Exercise, 10, 526-534. [PDF]
Voir aussi Victoire, Gain et Défaite
Françoys Gagné Gilles Gagné Nadia Gagnier
Gilles Gagné Robert Mills Gagné  
Gagné Françoys ( ) : Psychologue québécois et professeur à l'Université du Québec à Montréal, spécialisé dans l'étude de l'intelligence et de la douance. Professeur de Bégin et Gagnier. Collaborateur de Forget, Péladeau et Vallerand.
GAGNÉ, F. (1983). Douance et talent : deux concepts à ne pas confondre. Apprentissage et Socialisation, 6, 146-159.
GAGNÉ, F. (1986). Douance, talent et accélération scolaire, du préscolaire à l’université. Montréal : Centre éducatif et culturel inc.
GAGNÉ, F. (1991). Toward a differentiated model of giftedness and talent. In N. Colangelo and G.A. Davis (Eds.), Handbook of gifted education (pp. 65-80). Boston : Allyn and Bacon.
GAGNÉ, F. (1993). Constructs and models pertaining to exceptional human abilities. In K.A. Heller, F.J. Monks & A.H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp. 63-85). Oxford : Pergamon Press.
GAGNÉ, F. (1998). A proposal for subcategories within the gifted or talented populations. Gifted Child Quarterly, 42, 87-95.
Gagné Gilles ( ) : Linguiste québécois et professeur à l'Université de Montréal, spécialisé dans l'étude de la langue maternelle.

GAGNÉ, G., DAEMS, F. KROON, S. STURM, J. & TARRAB, E. (Eds.) (1987). Selected papers in mother tongue education/Études en pédagogie de la langue maternelle. Dordrecht/Montreal : Foris/Centre de Diffusion.
GAGNÉ, G. & A.C. PURVES (Eds.) (1993). Papers in mother tongue education 1. Études en pédagogie de la langue maternelle 1. Mother Tongue Education Research Series, vol. 1. Münster/New York : Waxman.
Gagné Gilles ( ) : Sociologue québécois et professeur à l'Université Laval, spécialisé dans l'étude de l'identité québécoise et de l'éducation.
GAGNÉ, G. (2006). Qu'est ce qu'enseigner ? La revue du Mauss, 28, 70-84.
GAGNÉ, G. (2007). Essai sur la situation politique du Québec. Société , La suite du monde, 27, 141-169.
Gagné Robert Mills (1916-2002) : Psychologue béhavioriste-cognitiviste américain, spécialisé en éducation et en apprentissage. On lui doit le concept de hiérarchie des apprentissages. Collaborateur de Driscoll.
GAGNÉ, R.M. (1962). Military training and principles of learning. American Psychologist, 17, 263-276.
GAGNÉ, R.M. (1965/85). The conditions of learning. New York : Holt, Rinehart & Winston.
GAGNÉ, R.M., BRIGGS L.J. & WAGER W.W. (1974/92). Principles of instructional design. Montréal : Harcourt Brace Jovanovich College Publishers.
GAGNÉ, R.M. & WHITE, R.T. (1978). Memory structures and learning outcomes. Review of Educational Research 48 (2), 187-222.
GAGNÉ, R.M. & DRISCOLL, M. (1988). Essentials of learning for instruction. Englewood Cliffs, NJ : Prentice-Hall.
FIELDS, D.C. (2000). The impact of R. M. Gagné's theories on practice. In R. Richey (Ed.), The legacy of Robert Gagné (pp. 183-209). Syracuse: ERIC Clearinghouse on Instructional Technology.
SMITH, P.L. & RAGAN, T.J. (2000). The impact of R.M. Gagné's work on instructional theory. In R. Richey (Ed.), The legacy of Robert Gagné (pp. 147-181). Syracuse : ERIC Clearinghouse on Instructional Technology.
SPECTOR, J. M. (2000). Gagné's influence on military training research and development. In R. Richey (Ed.), The legacy of Robert Gagné (pp. 211-227). Syracuse : ERIC Clearinghouse on Instructional Technology.
Gagner : Voir Gagnant/Gagner.
Gagnier Nadia ( ) : Psychologue clinicienne béhavioriste-cognitiviste et animatrice de télévision, spécialiste de la modification du comportement chez les enfants. Étudiante de Gagné.
GAGNÉ, F. & GAGNIER, N. (2004). The socio-affective and academic impact of early entrance to school. Roeper Review : A Journal on Gifted Education, 26, 128-138.
GAGNIER, N. (2006). Ah! non, pas une crise : les crises de colère chez les 2 à 6 ans et même plus. Montréal : La Presse.
GAGNIER, N. (2007). Chut! fais dodo : le sommeil et les troubles du sommeil chez les enfants, les adolescents et leurs parents. Montréal : La Presse.
GAGNIER, N. (2009). Pour en finir avec les couches : l'apprentissage de la propreté. Montréal: La Presse.
GAGNIER, N. (2010). Mes parents se séparent -- et moi alors ? : la séparation des parents et les familles recomposées. Montréal : La Presse.
Alain Gagnon John H. Gagnon Robert Gagon
Alain G. Gagnon    
Gagnon Alain ( ) : Psychologue et professeur de psychologie au Cégep de Maisonneuve. Collaborateur de Goulet, Richard-Bessette et Wiedmann.
TAVRIS, C., WADE, C., GAGNON, A., GOULET, C. et WIEDMANN, P. (1999). Introduction à la psychologie : Les grandes perspectives. St-Laurent : ERPI.
TAVRIS, C., WADE, C., GAGNON, A., GOULET, C. et WIEDMANN, P. (2007). Introduction à la psychologie : Les grandes perspectives. St-Laurent : ERPI.
TAVRIS, C., WADE, C., GOULET, C., GAGNON, A., WIEDMANN, P. et RICHARD-BESSETTE, S. (2014). Initiation à la psychologie : Les grandes perspectives. St-Laurent : Persons/ERPI.
Gagnon Alain G. (1954-) : Politologue québécois et professeur à l'Université du Québec à Montréal. Collaborateur de Latouche et Rocher.
GAGNON, A.G. et LATOUCHE, D. (1991). Allaire, Bélanger, Campeau et les autres. Montréal : Québec/Amérique.
BOOKS, S. & GAGNON, A.G. (Eds.) (1994). The political influence of ideas : Policy communities and social scientists. New York : Praeger.
GAGNON, A.G. et ROCHER, G. (2002). Regard sur la convention de la Baie-James et du nord-québécois. Montréal : Québec Amérique.
ROUILLARD, C., MONPETIT, É., FORTIER, I. et GAGNON, A.G. (Dirs.) (2004). La réingénierie de l'état : vers un appauvrissement de la gouvernance. Québec : Les Presses de l'Université Laval.
GAGNON, A.G. (Dirs.) (2004). Le fédéralisme canadien au 21e siècle. Fondements, traditions, institutions. Montréal : Presses de l'Université de Montréal.
Gagnon John H. ( ) : Sociologue américain spécialisé dans l'étude de la sexualité. On lui doit le concept de script sexuel, développé en collabaration avec Simon. Collaborateur de Simon.

GAGNON, J.H. & SIMON, W. (1970). Sexual encounters between adults and children, sex information and education. New York : Council of the United States.
GAGNON, J.H. & SIMON, W. (1973). Sexual conduct. The Social sources of human sexuality. Chicago : Aldine.
GAGNON, J.H. (1977). Human sexualities. New York : Scot Foresman.
GAGNON J.H. (1990). The implicit and explicit use of the scripting perspective in sex research. Annual review of sex research, 1, 1-43.
SIMON, W. & GAGNON, J.H. (2003). Sexual scripts : Origins, influences and changes. Qualitative Sociology, 26 (4), 491-497.
Gagnon Robert ( ) : Psychologue et méthodologiste québécois, spécialisé dans l'étude et l'élaboration des échelles de mesure et d'évaluation.

GAGNON, R., CHARLIN, B., COLETTI, M., SAUVÉ, E. & VAN DER VLEUTEN, C. (2005). Assessment in the context of uncertainty : how many members are needed on the panel of reference of a script concordance test ? Medical Education, 39, 284-291.
GAGNON, R., CHARLIN, B., ROY, L., SAINT MARTIN, M., SAUVÉ, E., BOSHZUISEN, H.P.A. & VAN DER VLEUTEN, C. (2006). The cognitive validity of the script concordance test : a processing time study. Teaching & Learning in Medicine, 18, 22-27.
CHARLIN, B., GAGNON, R., PELLETIER, J., COLETTI, M., ABI-RIZK, G., NASR, C., SAUVÉ, E. & VLEUTEN, C. (2006). Assessment of clinical reasoning in the context of uncertainty : the effect of variability within the reference panel. Medical Education, 18, 22-27.
CHARLIN, B., GAGNON, R., SAUVÉ, E. & COLETTI, M. (2007). Composition of the panel of reference for concordance tests : Do teaching functions have an impact on examinees’ ranks and absolute scores ? Medical Teacher, 29, 43-53.
GAGNON, R., CHARLIN, B., LAMBERT, C., CARRIÈRE, B. & VAN DER VLEUTEN, C. (2009). Script concordance testing : More cases or more questions ? Advances in Health Sciences Education, 14 (3), 367-375.
Gai : Tout homme qui se considère (identité), s'affiche et se comporte (rôle) comme un homosexuel. À l'instar des hétérosexuels, les gais assument leur condition dans toutes les sphères d'activités de leur vie personnelle et sociale (amis, famille, travail, etc.). Gai, bisexuel et lesbienne. = gay. Gay, gay male.

  McWHIRTER, D.P. & MATTISON, A.M. (1978). The treatment of sexual dysfunction in gay male couples. Journal of Sex & Marital Therapy, 4 (3), 213 -218. AMERICAN PSYCHOLOGICAL ASSOCIATION (2000). Guidelines for psychotherapy with lesbian, gay, and bisexual clients. American Psychologist, 55, 1440-1451.
BIRT, C.M. & DION, K.L. (1987). Relative deprivation theory and responses to discrimination in a gay and lesbian sample. The British Journal of Social Psychology, 26, 139- 145. WOLF-WENDEL, L.E., TOMA, J.D. & MORPHW, C.C. (2001). How much difference is too much difference ? Perceptions of gay men and lesbians in intercollegiate athletics. Journal of College Student Development, 42 (5), 465-479.
MONEY, J. (1988). Gay, straight, and in-between : The sexology of erotic orientation. New York : Oxford University Press. BÉRUBÉ, A. (2001). How gay stays white and what kind of white it stays. In B.B. Rasmussen, E. Klinenberg, I. Nexica & M. Wray (Eds.), The making and unmaking of whiteness (pp. 234-265). Durham, NC : Duke University Press.
HEREK, G.M. (1988). Heterosexuals' attitudes toward lesbians and gay men : Correlates and gender differences. Journal of Sex Research, 25, 451-477. OVERBY, L.M. & BARTH, J. (2002). Contact, community context, and public attitudes toward gay men and lesbians. Polity, 34, 433-456. [PDF]
 NICHOLS, M. (1989). Sex therapy with lesbians, gay men, and bisexuals. In S.R. Leiblum & R.C. Rosen (Eds.), Principles and practice of sex therapy (pp. 269-297). New York : Guilford. ELLIS, S., KITZINGER, C. & WILKINSON, S. (2002). Attitudes towards lesbians and gay men and support for lesbian and gay human rights among psychology students. Journal of Homosexuality, 44 (1), 121-138. [PDF]
WHITLEY, B.E. (1990). "The relationship of heterosexuals" attribution for the causes of homosexuality to attitudes toward lesbians and gay men. Personality & Social Psychology Bulletin, 16,369-377. ANDERSON, E. (2002). Openly gay athletes : Contesting hegemonic masculinity in a homophobic environment. Gender & Society, 16 (6), 860-877.
HEREK, G.M. & BERRILL, K. (Eds.) (1990). Violence against lesbians and gay men: Issues for research, practice, and policy [Special issue]. Journal of Interpersonal Violence, 5 (3). KILIANSKI, S.E. (2003) Explaining heterosexual men's attitudes towards women and gay men : The theory of exclusively masculine identity. Psychology of Men & Masculinity, 4, 37-56.
BERRILL, K.T. & HEREK, G.M. (1990). Primary and secondary victimization in anti-gay hate crimes : official response and public policy. Journal of Interpersonal Violence, 5, 401-13. PRICE, M. & PARKER, A. (2003). Sport, sexuality and the gender order : Amateur rugby union, gay men, and social exclusion. Sociology of Sport Journal, 20 (2), 108-126. [PDF]
COMSTOCK, G. (1991). Violence against lesbians and gay men. New York : Columbia University Press. RAHAM, Q. & WILSON, G.D. (2003), Born gay ? The psychobiology of human sexual orientation. Personality & Individual Differences, 34, 1337-1382.
PATTERSON, C.J. (1992). Children of lesbian and gay parents. Child Development, 63, 1025-1042. LANDOLT, M., BARTHOLOMEW, K., SAFFREY, C., ORAM, D. & PERLMAN, D. (2004). Gender non-conformity, child rejection and adult attachment : A study of gay men. Archives of Sexual Behavior, 33, 117-128. [PDF]
HEREK, G.M. (1992). Psychological heterosexism and antigay violence : The social psychology of bigotry and bashing. In G.M. Herek, & K.T. Berrill (Eds.) Hate crimes: Confronting violence against lesbians and gay men (pp. 149-169). Thousand Oaks, CA : Sage.  
CONNELL, R.W. (1992). A very straight gay : masculinity, homosexual experience and the dynamics of gender. American Sociological Review, 57 (6), 735-751. [PDF] BOLDING, G., DAVIS, M., SHERR, L. HART, G. & ELFORD, J. (2004). Use of gay Internet sites and views about online health promotion among men who have sex with men. AIDS CARE, 16 (8), 993-1001. [PDF]
GARNETS, L.D. & KIMMEL, D.C. (Dirs.) (1993). Psychological perspectives on lesbian and gay male experiences. New York : Columbia University Press. MARTELL C.R., SAFREN, S.A. & PRINCE, S.E. (2004). Cognitive-behavioral therapies with lesbian, gay, and bisexual clients. New York : Guilford.
HEREK, G.M. (1993). On prejudice toward gay people and gays as security risks. In M. Wolinsky & K. Sherrill (Eds.), Gays and the military: Joseph Steffan versus the United States (pp. 121-140). Princeton, NJ: Princeton University Press.  
HAMER, D.H., HU, S., MAGNUSON, V.L., HU, N. & PATTATUCI, A.M.L. (1993). A linkage between DNA markers on the X chromosome and male sexual orientation. Science, 261, 321-327. ANDERSON, E. (2005). In the game : Gay athletes and the cult of masculinity. New York, NY : State University of New York Press.
KERNS, J.G. & FINE, M.A. (1994). The relation between gender and negative attitudes toward gay men and lesbians : do gender role attitudes mediate this relation ? Sex Roles, 31 (5/6), 297-307. [PDF] WILKINSON, W.W. & ROYS, A.C. (2005). The Components of sexual orientation, religiosity, and heterosexual’s impression of gay men and lesbians. The Journal of Social Psychology, 145 (1), 65-83.
GREENE, B. & HEREK, G.M. (Eds.) (1994). Lesbian and gay psychology : Theory, research, and clinical applications. Thousand Oaks, CA: Sage Publications.  
EDWARDS, T. (1994). Erotics & politics : Gay male sexuality, masculinity and feminism. New York : Routledge. SAVIN-WILLIAMS, R.C. (2006). Who’s gay ? Does it matter ? Current Directions in Psychological Science, 15, 40-44.
KLINKENBERG, ROSE, S.M. (1994). Dating scripts of lesbians and gay men. Journal of Homosexuality, 26(4), 23-35. [PDF]  
D’AUGELLI, A.R. (1994). Identity development and sexual orientation : Toward a model of lesbian, gay, and bisexual development. In E.J. Trickett, R.J. Watts & D. Birman (Eds.), Human diversity : Perspectives on people in context (pp. 312-333). San Francisco : Jossey-Bass. PEPLAU, L.A. & FINGERHUT, A.W. (2007). The close relationships of lesbians and gay men. Annual Review of Psychology, 58, 101-120. [PDF]
BAILEY, J.M., BOBROW, D., WOLFE, M. & MIKACH, S. (1995). Sexual orientation of adult sons of gay fathers. Developmental Psychology, 31, 124-129. EAVES. L.J. & HATEMI, P.K. (2008). Transmission of attitudes toward abortion and gay rights : Parental socialization or parental mate selection ? Behavior Genetics, 38, 247-256. [PDF]
PATTERSON, C.J. & REDDING, R. (1996). Lesbian and gay families with children : Public policy implications of social science research. Journal of Social Issues, 52, 29-50. 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, 326-340.
BROWN, R. (1973). Against my better judgment : An intimate memoir of an eminent gay psychologist. New York: Harrington Park Press. BAUNACH, D. & BURGESS, E. (2010). Southern (dis)comfort : Sexual prejudice and contact with gay men and lesbians in the south. Sociological Spectrum, 30, 30-64.
GREEN, D.P., GLASER, J. & RICH, A. (1998). From Lynching to gay bashing : The elusive connection between economic conditions and hate crimes. Journal of Personality & Social Psychology, 75, 82-92. KUBICEK, K., CARPIENTO, J., McDAVITT, B., WEISS, G. & KIPKE, M.D. (2011). Use and perceptions of the Internet for sexual information and partners : A study of young men who have sex with men. Archives of Sexual Behavior, 40 (4), 803-816. [PDF]
KITZINGER, C., COYLE, A., WILKINSON, S. & MILTON, M. (1998). Towards lesbian and gay psychology. The Psychologist, 11 (11), 529-533. TORNELLO, S. L., FARR, R.H. & PATTERSON, C.J. (2011). Predictors of parenting stress among gay fathers. Journal of Family Psychology, 25, 591-600.
HEREK, G.M. (1998). Stigma and sexual orientation : Understanding prejudice against lesbians, gay men, and bisexuals. Thousand Oaks, CA: Sage Publications. ENSIGN, K.A., YIAMOUYIANNIS, A., WHITE, K.M. & RIDPATH, D. (2011). Athletic trainers' attitudes toward lesbian, gay, and bisexual national collegiate athletic association student-athletes. Journal of Athletic Training, 46 (1), 69-75. [PDF]
PATTERSON, C.J. & D'AUGELLI, A.R. (Eds.) (1998). Lesbian, gay and bisexual identities in families : Psycholo KATZ-WISE, S. & HYDE, J.S. (2012). Victimization experiences of lesbian, gay, and bisexual individuals : A meta-analysis. Journal of Sex Research, 49, 142-167.
DIAMOND, L.M., SAVIN-WILLIAMS, R.C. & DUBÉ, E.M. (1999). Sex, dating, passionate friendships, and romance : Intimate peer relations among lesbian, gay, and bisexual adolescents. In W. Furman, B.B. Brown & C. Feifing (Eds.), The development of romatic relationships in adolescence (pp. 175-204). Cambridge : Cambrige University press. [PDF] INBAR Y., PIZARO, D.A. & BLOOM, P. (2012). Disgusting smells cause decreased liking of gay men. Emotion, 12, 23-27. [PDF]
HEREK, G.M. & CAPITANIO, J.P. (1999). Sex differences in how heterosexuals think about lesbians and gay men : Evidence from survey context effects. The Journal of Sex Research, 36 (4), 348-360. [PDF] CLARKE, V. (2013). Introducing lesbian, gay and bisexual appearance psychology. Psychology of Sexuality, 4 (1), 1-13. [PDF]
FITZGERALD, B. (1999). Children of lesbian and gay parents: A review of the literature. Marriage & Family Review, 29 (1), 57-75. VAN WAGENEN, A., DRISKELL, J. & BRADFORD, J. (2013). "I'm still raring to go" : Successful aging among lesbian, gay, bisexual, and transgender older adults. Journal of Aging Studies, 27, 1-14. [PDF]
GOLOMBOK, S. (1999). Lesbian and gay families. In A. Bainham, S. Day Sclater & M. Richards (Eds.), What is a parent ? Oxford. PATTERSON, C.J. & GOLDBERG, A.E. (2016). Lesbian and gay parents and their children. Policy Brief, 1 (1), 1-4. [PDF]
Voir aussi Famille homosexuelle, Parent homosexuel, Homosexuel et Lesbienne
Gain : Avantage que l'on obtient à la suite d'une victoire, d'une décision, d'un comportement (récompense ou stimulus appétitif) ou en retour d'un travail (salaire). /perte, préjudice. Gain.

  RICK, S. (2011). Losses, gains, and brains : Neuroeconomics can help to answer open questions about loss aversion. Journal of Consumer Psychology, 21, 453-463. [PDF]
Galaburda Albert Mark (Santiago) : Médecin et neurologue américain, d'origine chilienne, spécialisé dans l'étude de la latéralisation cérébrale et de la dyslexie. Collaborateur de Damasio, Defries, Geschwind, Habib et Pennington.
GALABURDA, A.M. & ABOITIZ, F. (1986). Biological foundations of dyslexia. A review.Archivos de Biologia y Medicina Experimentales, 19 (1), 57-65.
GALABURDA, A.M., ROSEN, G.D. & SHERMAN, G.F. (1990). Individual variability in cortical organization : its relationship to brain laterality and implications to function. Neuropsychologia, 28(6), 529-546.
GALABURDA, A.M. (1993). Neurology of developmental dyslexia. Current Opinion in Neurobiology, 3 (2), 237-242.
GALABURDA, A.M. (1993). Neuroanatomic basis of developmental dyslexia. Neurologic Clinics, 11 (1), 161-73.
GALABURDA, A.M. (1994). Development dyslexia and animal studies : At the interface between cognition and neurology. Cognition, 50, 133-149.
Galanter Eugene H. (Philadelphie 1924-2016 New York) : Psychologue cognitiviste américain et pionnier de l'étude du traitement de l'information. Collaborateur de Luce, Miller, Pribram et Stevens.
GALANTER, E.H. & GERSTENHABER, M. (1956). On thought : the extrinsic theory. Psychological Review, 63, 218-27.
STEVENS, S.S. & GALANTER, E.H. (1957). Ratio scales and category scales for a dozen perceptual. Journal of Experimental Psychology, 54, 377-411.
KOCHEN. M. & GALANTER, E.H. (1958). The acquisition and utilization of information in problem solving and thinking. Information & Control, 1 (3), 267-288.
MILLER, G.A., GALANTER, E. & PRIBRAM, K.H. (1960). Plans and the structure of behavior. New York : Henry Holt and Company.
GALANTER, E.H. (1962). Contemporary psychophysics. In R. Brown (Ed.), New directions in psychology. New York : Holt, Rinehart & Winston.
Galatzer-Levy Isaac R. ( ) : Psychologue américain et spécialiste de l'étude du trouble de stress post-traumatque. Collaborateur de Bonanno.
GALATZER-LEVY, I.R. & GALATZER-LEVY, R.M. (2007). The revolution in psychiatric diagnosis : Problems at the foundations. Perspectives in Biology & Medicine, 50, 161-180.
GALATZER-LEVY, I.R., BONANNO, G.A. & MANCINI, A.D. (2010). From marianthal to latent growth mixture modeling : A return to the exploration of individual differences in response to unemployment. Journal of Neuroscience, Psychology, & Economics, 3, 116-125.
GALATZER-LEVY, I.R. & BONANNO, G.A. (2012). Beyond normality in the study of bereavement : Heterogeneity in depression outcomes following loss in older adults. Social Science & Medicine, 74, 1987-1994.
GALATZER-LEVY, I.R. & BONANNO, G.A. (2013). Heterogeneous patterns of stress over the four years of college : Associations with anxious attachment and ego-resiliency. Journal of Personality, 81, 476-486.
GALATZER-LEVY, I.R. & BRYANT, R.A. (2013). 636,120 ways to have psttraumatic stress disorder. Perspectives on Psychological Science, 8 (6) 651-662. [PDF]
Galbicka Gregory (1956-) : Psychologue béhavioriste américain. Collaborateur de Branch et Platt.

GALBICKA, G. & BRANCH, M.N. (1981). Selective punishment of interresponse times. Journal of Experimental of Analysis Behavior, 35 (3), 311-322. [PDF]
GALBICKA, G. & PLATT, J.R. (1984). Interresponse-time punishment : a basis for shock-maintained behavior.Journal of Experimental of Analysis Behavior, 41 (3), 291-308. [PDF]
GALBICKA, G. (1988). Differentiating the behavior of organisms. Journal of Experimental of Analysis Behavior, 50 (2), 343-354. [PDF]
GALBICKA, G., FOWLER, K.P. & RITCH, Z.J. (1991). Control over response number by a targeted percentile schedule : reinforcement loss and the acute effects of d-amphetamine. Journal of Experimental of Analysis Behavior, 56 (2), 205-215. [PDF]
GALBICKA, G. (1994). Shaping in the 21st century : Moving percentile schedules into applied settings. Journal of Applied Behavior Analysis, 27 (4), 739-760. [PDF]
Galbraith John Kenneth (Iona Station Canada 1908-2006) : Économiste américain d'origine canadienne. On lui doit notamment les concepts de technostructure, de filière inversée et de pouvoir compensateur (contre-pouvoir). Il a été recruté par Roosevelt pour mettre en oeuvre le New Deal. Il a également été le conseiller économique des Kennedy et Johnston. Il a dit : "People of privilege will always risk their complete destruction rather than surrender any material part of their advantage".
GALBRAITH, J.K. (1958/66). Le capitalisme américain. Genin.
GALBRAITH, J.K. (1961/94). L'ère de l'opulence et le libéralisme. Paris : Calmann-Lévy.
GALBRAITH, J.K. (1967). The new industrial state. Boston : Houghton Mifflin.
GALBRAITH, J.K. (1993). La république des satisfaits. Paris : Seuil.
GALBRAITH, J.K. (2004). Les mensonges de l'économie : vérité pour notre temps. Paris : Grasset.
Galdikas Biruté Marija Filomena (Wiesbaden Allemagne 1946-) : Éthologiste et primatologue canadienne d'origine allemande, spécialisée dans l'étude des orang-outans. Étudiante de Leakey. Collaboratrice de Fossey et Goodall.
GALDIKAS, B.M.F. (1982). Orang-Utan tool use at Tanjung Putting Reserve, Central Indonesian Borneo (Kalimantan Tengah) .Journal of Human Evolution, 10, 19-33.
GOODALL, J., FOSSEY, D., GALDIKAS, B.M.F. & MONTGOMERY, S. (1991). Walking with the great apes. Boston : Houghton Mifflin.
GALDIKAS, B.M.F. (1995). Reflections of Eden : My years with the orangutans of Borneo. Canada : Little, Brown & Company.
GALDIKAS, B.M.F. (1995). Orangutan odyssey. Harry N. Abrams.
Gale Catharine R. ( ) : Psychologue écossaise et spécialiste de l'étude de l'intelligence. Collaboratrice de Batty, Der, Deary, Johnson et Weiss.
GALE, C.R., DEARY, I.J. BOYLE, S.H., BAREFOOT, J., MORTENSEN, H. & BATTY, G.D. (2008). Cognitive ability in early adulthood and risk of 5 specific psychiatric disorders in middle age: The Vietnam experience study. Archives of General Psychiatry, 65 (12), 1410-1418. [PDF]
GALE, C.R., HATCH, S.L., BATTY, G.D. & DEARY, I.J. (2008). Intelligence in childhood and risk of psychological distress in adulthood : The 1958 national child development survey and the 1970 British cohort study. Intelligence, 37 (6), 592-599.
GALE, C.R., BATTY, G.D., TYNELIUS, P., DEARY, I.J. & RASMUSSEN, F. (2010). Intelligence in early adulthood and subsequent hospitalisation and admission rates for the whole range of mental disorders : Longitudinal study of 1,049,663 men. Epidemiology, 21 (1), 70-77. [PDF]
GALE, C.R., DEARY, I.J., COOPER, C & BATTY, G.D. (2012). Intelligence in childhood and chronic widespread pain in middle age : the National Child Development Survey. Pain, 153 (12), 2339-2344.
GALE, C.R., BATTY, G.D., MCINTOSH, A., PORTEOUS, D., DEARY, I.J. & RASMUSSEN, F. (2013). Is bipolar disorder more common in highly intelligent people ? A cohort study of a million men. Molecular Psychiatry, 18 (2), 190-194. [PDF]
Galef Bennett G.J ( ) : Psychologue cognitivo-béhavioriste d'origine canadienne, spécialisé dans l'étude de l'imitation et des traditions animales, notamment chez le rat. Collaborateur de Domjan, Giraldeau, Heyes, Vonk et Zentall.
GALEF, B.G. (1980). Diving for food : Analysis of a possible case of social learning in rats (Rattus norvegicus). Journal of Comparative & Physiological Psychology, 94, 416-425. [PDF]
GALEF, B.G. (1982). Studies of social learning in Norway rats : A brief review Developmental Psychobiology, 15 (4), 279-295. [PDF]
GALEF, B.G. (1996).Social influences on the mate choices of male and female Japanese Quail. Comparative, Cognition & Behavior Reviews, 3, 1-12. [PDF]
GALEF, B.G. & WHITE, D.J. (1998). Mate-choice copying in Japanese quail, Coturnix coturnix japonica. Animal Behaviour, 55, 545-552. [PDF]
GALEF, B.G. (2004). Approaches to the study of traditional behaviors of free-living animals. Learning & Behavior, 32, 53-61. [PDF]
Galien de Pergame Claudius (Pergame 129-210 Pergame) : Physiologiste et anatomiste avant la lettre. On lui doit le terme thalamus.
GALIEN DE PARGAME, C. (1856). De l'utilité des parties du corps humain (livres XII à XVII). Paris : J.B. Baillière.
Galizio Mark ( ) : Psychologue béhavioriste américain, spécialisé dans l'étude du conditionnment opérant et de l'effet des drogues sur l'apprentissage. Étudiant de Baron et collaborateur de Perone, Pilgram et Zentall.
GALIZIO, M. (1979). Contingency-shaped and rule-governed behavior : instructional control of human loss avoidance. Journal of the Experimental Analysis of Behavior, 31 (1), 53-70. [PDF]
BARON, A. & GALIZIO, M. (1983). Instructional control of human operant behavior. Psychological Record, 33, 495-520.
PERONE, M., GALIZIO, M. & BARON, A. (1987). Schedule control of human and animal behavior : How different ? Experimental Analysis of Human Behavior Bulletin, 5, 24-30.
GALIZIO, M. & LIBORIO, M.O. (1995). Effects of cocaine on behavior maintained by timeout from avoidance. Journal of the Experimental Analysis of Behavior, 63, 19-32. [PDF]
BARON, A. & GALIZIO, M. (2006). The distinction between positive and negative reinforcement : Use with care. The Behavior Analyst, 29, 141-152. [PDF]
Gall Franz Joseph (Tiefenbrunn 1758-1828 Paris) : Médecin et anatomiste du début du 19e siècle et père de l'organologie (et non de la phrénologie), une pseudoscience en vogue à cette époque. Selon lui, la forme du crâne permet de mesurer les aptitudes intellectuelles (intelligence) et les traits de personnalité d'un individu. En effet, les bosses et les régions du crâne seraient un reflet de l'organisation cérébrale, organisation qui détermine les facultés mentales et les traits psychologiques. Professeur de Spurzheim.
FORSTER, T. (1815). Observations on a new system of phrenology, or the anatomy and physiology of the brain, of Drs. Gall and Spurzheim. Philosophical Magazine & Journal, 45 (201), 44-50.
ACKERNCHT, E.H. & VALLOIS, H.V. (1956). Franz Joseph Gall, inventor of phrenology and his collection. Madison, W I: Medical School, Department of History.
YOUNG, R.M. (1968). The functions of the brain : Gall to Ferrier (1808-1886). ISIS, 59, 251-268.
LANTÉRI-LAURA, G. (1970). Histoire de la phrénologie. L’homme et son cerveau selon F.S Gall. Paris : Presses Universitaires de France.
PARENT, A. (2009). Histoire du cerveau. Québec : Presses de l'Université Laval.
Gallagher Michela ( ) : Neuropsychologue américaine, spécialisée dans l'étude des relations entre le cerveau, plus particulièrement l'amygdale, et l'apprentissage. Collaboratrice de Eichenbaum et Holland.
GALLAGHER, M., KAPP, B.S., MUSTY, R.E. & DRISCOLL, P.A. (1977). Memory formation : Evidence for a specific neurochemical system in the amygdala. Science, 198, 423- 425.
GALLAGHER, M. (1993). Issues in the development of models for cognitive aging across primate and non-primate species. Neurobiology of Aging, 14, 631-634.
GALLAGHER, M. & HOLLAND, P.C. (1994). The amygdala complex : multiple roles in associative learning and attention. Proceedings of the National Academy of Sciences, 91 (25), 11771-11776.
SADDORIS, M.P., GALLAGHER, M. & SCHOENBAUM, G. (2005). Rapid encoding of predicted outcome in basolateral amygdala depends upon input from orbitofrontal cortex. Neuron, 46, 321-331.
PETROVICH, G.D., ROSS, C.A., GALLAGHER, M. & HOLLAND, P.C. (2007). Learned contextual cue potentiates eating in rats. Physiology & Behavior, 90 (2-3), 362-367.
Gallese Vittorio (Parme) : Neuropsychologue italien, spécialisé dans l'étude de la relation perception, cerveau et motricité. On lui doit notamment le concept de neurone miroir (co-découvert avec Fadiga, Fogassi et Rizzolati). Collaborateur de Goldman, Lakoff, Rizzolatti et Royet.
GALLESE, V., FADIGA, L., FOGASSI, L. & RIZZOLATTI, G. (1996). Action recognition in the premotor cortex. Brain, 119, 593-609.
GALLESE, V. & GOLDMAN, A. (1998). Mirror neurons and the simulation theory of mind-reading. Trends in Cognitive Sciences, 12, 493-50.
GALLESE, V. & KEYSERS, C. (2001). Mirror neurons : a sensorimotor representation system. Behavioral Brain Sciences, 24 (5), 983-984.
GALLESE, V. & FREEDBERG, D. (2007). Mirror and canonical neurons are crucial elements in esthetic response. Trends in Cognitive Sciences, 11, 411.
GALLESE, V. (2007). Empathy, embodied simulation and mirroring mechanisms. Commentary on "Towards a neuroscience of empathy" by Doug Watt. Neuropsychoanalysis, 9 (2), 146-151.
Gallistel Charles Randy (1941-) : Psychologue cognitivo-béhavioriste américain. Collaborateur de Balsam, Gibbon et Shahan.
GALLISTEL, C.R. (1964). Electrical self-stimulation and its theoretical implications. Psychological Bulletin, 61, 23-34.
GALLISTEL, C.R. (1990). Representations in animal cognition : An introduction. Cognition, 37, (1-2), 1-22.
GALLISTEL, C.R., FAIRHURST, S. & BALSAM, P.D. (2004). The learning curve: Implications of a quantitative analysis. Proceedings of the National Academy of Sciences, 101, 13124-13131. [PDF]
GALLISTEL, C.R. (2009). The importance of proving the null. Psychological Review, 116 (2), 439-453. [PDF]
GALLISTEL, C.R., TUCCI, V., NOLAN, P.M., SCHACHNER, M., JAKOVCEVSKI, I., KHEIFETS, A. & BARBOZA, L. (2014). Cognitive assessment of mice strains heterozygous for cell-adhesion genes reveals strain-specific alterations in timing. Philosophical Transactions of the Royal Society. B., 369 (1637), 1-14. [PDF]
Gordon G. Gallup George Horace Gallup
Gallup Gordon G. ( ) : Psychologue cognitiviste et primatologue américain, spécialisé en cognition animale, notamment dans l'étude des chimpanzés. En 1970, a mis au point une procédure expérimentale pour tester le concept d'identité et de reconnaissance de soi (le test du miroir). Collaborateur de Anderson, Forsyth, Habib, Povinelli, Stuss et Wheeler.
GALLUP, G.G. (1970). Chimpanzees : self-recognition. Science, 167 (3914), 86-87. [PDF]
GALLUP, G.G. (1977). Self-recognition in primates. A comparative approach to the bidirectional properties of consciousness. American Psychologist, 2 (5), 329-338. [PDF]
GALLUP, G.G. (1982). Self-awareness and the emergence of mind in primates. American Journal of Primatology 2, 237-248.
GALLUP, G.G. (1985). Do minds exist in species other than our own ? Neuroscience & Biobehavioral Reviews 9, 631-641.
GALLUP, G.G. (1988). Toward a taxonomy of mind in primates. Commentary on Whiten & Byrne. Behavioral & Brain Sciences 11, 255-256.
MORIN, A. (2003). Let's face it. A review of Keenan, Gallup, & Falk's book "The face in the mirror". Evolutionary Psychology, 1, 161-171.
Gallup George Horace (Jefferson 1901-1984 Suisse) : Sociologue et statisticien américain, spécialiste américain des enquêtes et des sondages. Il a créé en 1935 un institut de sondages d'opinion (American Institute of Public Opinion). Collaborateur de Robinson.
GALLUP, G.H. (1939). Public opinion in a democracy. Princeton : Princeton university.
GALLUP, G.H. & ROBINSON, C. (1939). American Institute of Public Opinion : Surveys, 1935-38. Public Opinion Quarterly, 2 (8), 373-396.
GALLUP, G.H. & RAE, S.F. (1940). Is there a bandwagon vote ? Public Opinion Quarterly, 4 (2), 244-249.
GALLUP, G.H. (1940). Gallup and fortune polls. Public Opinion Quarterly, 4 (2), 339-363.
GALLUP, G.H. (1972). The sophisticated poll watcher's guide. Princeton Opinion Press.
Galton Francis (Sparkbrook Angleterre 1822-1911 Grayshott House Angleterre) : Médecin et psychométricien anglais. Il fut le premier à appliquer la méthode statistique à l'étude de l'hérédité et des différences individuelles (variation). Il a dit : « La psychométrie, c'est l’art d’imposer aux opérations de l’esprit la mesure et le nombre ». On lui doit aussi les concepts de médiane et de quartile. Il s'est également intéressé à la mesure du temps de réaction. Il est aussi, à son époque, l'un des promoteurs de l'eugénisme. Professeur de Cattel.
GALTON, F. (1877). Typical laws of heredity. Nature, 15, 492-495, 512-514, 532-533,
GALTON, F. (1879). The geometric mean, in vital and social statistics. Proceedings of the Royal Society of London 29, 365-367. [PDF]
GALTON, F. (1880). Statistics of mental imagery. Mind, 5, 301-318. [LIRE]
GALTON, F. (1890/1989). Kinship and correlation. North American Review 150, 419-431. / Statistical Science, Institute of Mathematical Statistics, 4 (2), 81-86. [PDF] + [LIRE]
GALTON, F. (1909/85). Essays in eugenics. London : Eugenics Education Society/New York : Garland.
JOHNSON, R.C., MCCLEARN, G., YUEN, S., NAGOSHA, C.T., ABERN, F.M. & COLE, R.E. (1985). Galton's data a century later. American Psychologist, 40, 875-892.
BULMER, M. (1999). The development of Francis Galton's ideas on the mechanism of heredity. Journal of the History of Biology, 32 (2), 263-292.
THOMAS, R.K. (2005). Galton, Francis. In Encyclopedia of statistics in behavioral sciences. West Sussex, UK : John Wiley & Sons, Ltd.
THOMAS, R.K. (2012). Galton, F. In R.W. Rieber (Ed.). Encyclopedia of the history of psychological theories (pp. 462-464). New York : Springer-Verlag.
Galvini Luigi (Bologne 1737-1798 Bologne) : Médecin italien et pionnier de l'électrophysiologie. Il a découvert l'électricité animale en étudiant le système nerveux des grenouilles. Ces recherches ont fait l'objet d'une longue polémique avec Volta, l'inventeur de la pile. On a donné son nom au galvanomètre, que Galvini utilisait dans ses recherches pour mesurer l'acitivité électrique, mais l'inventeur de cet appareil est Johann Schweigger. Étudiant de Caldani.
DIBNER, B. (1952). Galvani - Volta. A controversy that led to the discovery of useful electricity. Norwalk : Burndy Library.
PERA, M. (1996). The ambiguous frog : The Galvani-Volta controversy on animal electricity. Princeton: Princeton University Press.
PARENT, A. (2009). Histoire du cerveau. Québec : Presses de l'Univserité Laval.
Games & Economic Behavior : Revue scientifique multidisciplinaire qui consacre ses pages aux applications de la théorie des jeux. Éditeur : Elsevier.
EREV, I. & RAPOPORT, A. (1998). Coordination, "magic", and reinforcement learning in a market entry game. Games & Economic Behavior, 23, 146-175. [PDF]

Gamète : Cellule haploïde reproductrice sexuée possèdant la moitié des chromosomes des autres cellules de l'organisme.

  ABERCROMBIE, M., HICKMAN, C.J. & JOHNSON, M.L. (1980). Dictionary of biology. Londres : Penguin.
Gamma : Troisième lettre de l'alphabet grec. a) En physiologie, on s'en sert pour désigner un type d'onde cérébrale. b) La physique et la chimie y ont recours pour désigner de nombreux concepts (fonction gamma, loi Gamma, rayons gamma, etc). c) Voir GHB.

VANDERWOLF, C.H. (2000). Are neocortical gamma waves related to consciousness ? Brain Research, 855 (2), 217-240.
Voir aussi Onde gamma
Gamson Zelda F. ( ) : Spécialiste de l'éducation. En collaboration avec Chickering, elle a proposé une méthode d'enseignement fondée sur sept principes pédagogiques. Collaboratrice de Chickering et Riesman.

 RIESMAN, D. & GUSFIELD, J. & GAMSON, Z. (1970). Academic values and mass education. Garden City, N.Y : Doubleday.
GAMSON, Z.F. (1984). Liberating education. Wiley, John & Sons.
CHICKERING, A.W. & GAMSON, Z.F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39 (7), 3-7. [PDF]
CHICKERING, A.W. & GAMSON, Z.F. (1991). Applying the seven principles for good practice in undergraduate education. New Directions in Teaching & Learning, 47.
GAMSON, Z.F., KANTER, S. & LONDON, H. (1992). General education reform : Moving beyond the rational model of change. Perspectives : The Journal of the Association of General & Liberal Studies, 22 (1), 58.
Gamzu Elkan R. ( ) : Psychologue béhavioriste américain, spécialisé dans l'étude de l'autofaçonnement. Collaborateur de Schwartz.
GAMZU, E.R. & WILLIAMS, D.R. (1971). Classical conditionning of a complex skeletal response. Science, 171, 923-925.
GAMZU, E. & WILLIAMS, D.R. (1973). Associative factors underlying the pigeon's key pecking in auto-shaping procedures. Journal of the Experimental Analysis of Behavior, 19 (2), 225–232. [PDF]
GAMZU, E. & SCHWARTZ, B. (1973). The maintenance of key pecking by stimulus-contingent and response-independent food presentation. Journal of the Experimental Analysis of Behavior, 19, 65-72. [PDF]
GAMZU, E.R., WILLIAMS, D.R. & SCHWARTZ, B. (1973). Pitfalls of organismic concepts. Science, 181, 367-368.
GAMZU, E. & SCHWAM, E. (1974). Autoshaping and auto-maintenance of a key-press response in squirrel monkeys. Journal of the Experimental Analysis of Behavior, 21 (2), 361-372. [PDF]
Gang : Groupe de malfaiteurs - généralement des hommes - plus ou moins organisé et hierarchisé dont l'activité première est antisociale (menaces et violence envers autrui) et illégale (viol, prostitution, recel et extorsion, etc.). *groupe de jeunes.

  SHEEHAN, K., DICARA, J.A., LEBAILLY, S. & CHRISTOFFEL, K.K. (1999). Adapting the gang model : Peer monitoring for violence prevention. Pediatrics, 104, 50-54.
SPERGEL, I.A., WA, K.M. & SOSA, R.V. (2006). The comprehensive, community-wide, gang program model : Success and failure. In J. F. Short and L. A. Hughes (Eds.), Studying youth gangs (pp. 203-224). Lanham, MD : AltaMira Press.
WYRICK, P. (2006). Gang prevention : How to make the "front end" of your anti-gang effort work. United States Attorney's Bulletin, 54, 52-60.
Gang de rue : Groupe de jeunes malfaiteurs - majoritairement des hommes- plus ou moins organisé et hierarchisé dont l'activité première se déroule dans la rue. Cette activité est à la fois antisociale (menaces et violence) et illégale (recel, viol, extorsion, etc.).

  SPERGEL, I.A. (1995). The youth gang problem : A community approach. Oxford University Press : New York, NY.
MOURANI, M. (2006). La face cachée des gangs de rue. Montréal : Éditions de l'Homme.
DORAIS, M. (2006). Jeunes filles sous influence. Montréal : VLB.
SUDHIR, V.E. (2008). Gang leader for a day : A rogue sociologist takes to the streets. New York : Penguin Press.
SPERGEL, I.A. (2007). Reducing youth gang violence : The little village gang project in Chicago. Lanham, MD : AltaMira Press. Appendix A, p. 51.
MOURANI, M. (2009). Gangs de rue inc. Montréal : Éditions de l'Homme.
SÉNÉCAL, G., MÉTHÉ-MYRAND, L. et DUBÉ, A. (2010). Prévention des gangs de rue à Montréal : autour d'un projet de médiation urbaine. Criminologie, 43 (1), 91-114.
Gangestad Steven W. ( ) : Psychologue évolutionniste américain. Il s'intéresse notamment à la formation des couples et à la symétrie corporelle. Collaborateur de Buss, Kaplan, Simpson, Snyder Thornhill et Yeo.
GANGESTAD, S.W. & THORNHILL, R. (1998). Menstrual cycle variation in women’s preferences for the scent of symmetrical men. Proceedings of the Royal Society of London B, 265, 727-733.
GANGESTAD, S.W. & SIMPSON, J.A. (2000). The evolution of human mating : Tradeoffs and strategic pluralism. Behavioral & Brain Sciences, 23, 473-644. [PDF]
GANGESTAD, S.W. & SCHEYD, G.J. (2005). The evolution of human physical attractiveness. Annual Review of Anthropology, 34, 523-548. [PDF]
GANGESTAD, S.W. HASELTON, M.G. & BUSS, D.M. (2006). Evolutionary foundations of cultural variation : Evoked culture and mate preferences. Psychological Inquiry, 17, 75-95. [PDF]
GANGESTAD, S.W. (2008). Biological adaptation and human behavior. In C. Crawford & D. Krebs (Eds.), Foundations of evolutionary psychology. Hillsdale, NJ : Erlbaum.
Ganglions de la base : Voir Noyaux gris centraux.
Ganser Daniele (1972-) : Historien suisse et spécialiste du terrorisme.
GANSER, D. (2006). The British Secret Service in Neutral Switzerland: An Unfinished Debate on NATO's Cold War Stay-behind Armies. [PDF]
GANSER, D. (2006). The CIA in Western Europe and the abuse of human rights : An Approach to NATO's secret Stay-Behind armies. Intelligence and National Security. [PDF]
GANSER, D. (2007). Les armées secrètes de l'OTAN : Réseaux Stay Behind, Opération Gladio et terrorisme en Europe, Éditions Demi-Lune.
GANSER, D. (2012). Peak oil and the Arab awakening. DWS : Global Financial Institute. [PDF]
GANSER, D. (2014). The "strategy of tension" in the cold war period. Journal of 9/11 Studies, 39, 1-19. [PDF]
Gantt W. Horsley (1892-1980) : Psychologue béhavioriste américain, spécialisé dans l'étude du conditionnement répondant. En 1955, il a fondé la Pavlovian Society. Étudiant de Pavlov. Professeur de Murphree.

GANTT, W.H. (1944). Experimental basis for neurotic behavior : Origin and development of artificially produced disturbances of behavior in dogs. New York, NY : Paul B. Hoeber.
GANTT, W.H., NEWTON, J.E.O., ROYER, F.L. & STEPHENS, J.H. (1966). Effect of person. Conditional Reflex, 1 (1), 146-160.
GANTT, W.H. (1969). Comments on psychoanalysis of heart attack. Conditional Reflex, 4 (4), 225-229.
GANTT, W.H. (1970). Mechanisms of behavior.Conditional Reflex, 5 (3), 171-179.
GANTT, W.H. (1973). Reminiscences of Pavlov. Journal of Experimental Analysis of Behavior, 20(1), 131-136. [PDF]
McGUIGAN, F.J. (1981). Obituary : W. Horsley Gantt (1892-1980). American Psychologist, 36 (4), 417.
Garbarino James (New York 1947-) : Psychologue écologiste américain. Il s'est intéressé aux politiques sociales qui favorisent le développement humain (meurtre, négligence et maltraitance envers les enfants et les malades mentaux). Étudiant de Bronfenbrenner.
GARBARINO, J. & BRONFENBRENNER, U. (1977). Research on parent-child relations and social policy : how to proceed. Working papers, 1, 1-29.
GARBARINO, J. (1985). Adolescent development : An ecological perspective. Publishers. Merrill Pub Co.
GARBARINO, J. (1991). No place to be a child : Growing up in a war zone. California : Jossey-Bass Inc.
GARBARINO, J. (1997). Understanding abusive families : An ecological approach to theory and practice. San Francisco : Jossey-Bass Inc, Publishers.
GARBARINO, J. & DELARA, H. (2002). And words can hurt forever : How to protect adolescents from bullying, harassment, and emotional violence. New York : The Free Press.
Garcia John (Santa Rosa États-Unis 1917-) : Neuropsychologue américain, spécialisé dans l'étude du conditionnement aversif alimentaire, des déterminants neurobiologiques de l'apprentissage et des limites de l'apprentissage et de l'effet des radiations sur le conditionnement. Étudiant de Tolman.

No 88
GARCIA, J., KIMELDORF, D.J. & KOELLING, R.A. (1955). Conditioned aversion to saccharin resulting from exposure to gamma radiation. Science, 122 (3160), 157-158.
GARCIA, J., ERVIN, R. & KOELLING, R.A. (1966). Learning with prolonged delay of reinforcement, Psychonomic Science, 4, 121-122. [PDF]
GARCIA, J. & KOELLING, R.A. (1966). Relation of cue to consequence in avoidance learning. Psychonomic Science, 4, 123-124. [PDF]
GARCIA, J. MCGOWAN, B.K. & GREEN, K.F. (1972). Constraints on conditionning. In M.E.P. Seligman & J.L. Hager (Eds.), Biological boundaries of learning. New York : Appleton-Century-Crofts.
GARCIA, J. (1995). Mind is back in control of Pavlovian and Skinnerian responses : Was it ever away ? Journal of Behavioral Therapy & Experimental Psychiatry, 26 (3), 229-234.
Garçon : Voir Enfant ou Homme.
Garçon manqué : Expression utilisée pour désigner une fille qui a des comportements que l'on attribue généralement à des garçons. Garçon manqué, identité de genre et androgynie. Tomboy.

  BAILEY, J.M., BECHTOLD, K.T. & BERENBAUM, S.A. (2002). Who are tomboys and why should we study them? Archives of Sexual Behavior, 31, 333–341.
SCHERRER, B. (1984). Biostatistique. Chicoutimi : Gaëtan Morin.
Garderie : Lieu où on s'occupe des enfants lorsque leurs parents sont absents. Au Québec, on utilise le terme centre de la petite enfance pour désigner les garderies à valeur ajoutée. En plus de donner les services de base, ces centres offrent aux enfants un programme éducatif enrichis sur le plan cognitif et social, qui les prépare à l'école. Garderie, maternelle et centre de la petite enfance (CPE). = crèche, jardin d'enfants. Kindergarten.
  ELLIOTT, R. (1964). Physiological activity and performance. A comparison of kindergarten children with young adults. Psychological Monographs, 10. GULLO, D.F. (2000). The long term educational effects of half-day vs full-day kindergarten. Early Child Development & Care, 160, 17-24.
  RIMM-KAUFMAN, S.E., PIANTA, R.C. & COX, M.J. (2000). Teachers’ judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly, 15,147–166.
SIBLEY, S.A., ABBOTT, M.S. & COOPER. B.P. (1969). Modification of the classroom behavior of a disadvantaged kindergarten boy by social reinforcement and isolation. Journal of Experimental Child Psychology, 7 (2), 203-219. CLARK P. & KIRK, E. (2000). Review of recent research on all-day kindergarten. Childhood Education, 76 (4), 228-231.
  LADD, G.W., BUHS, S.E. & SEID, M. (2000). Children’s initial sentiments about kindergarten : Is school liking an antecedent of early classroom participation and achievement ? Merrill-Palmer Quarterly, 46 (2), 255–279.
SCHUTTE, R.C. & HOPKINS, B.L. (1970). The effects of teacher attention on following instructions in a kindergarten class. Journal of Applied Behavior Analysis, 3 (2), 117-122. [PDF] RIMM-KAUFMAN, S.E. & PIANTA, R.C. (2000). An ecological perspective on the transition to kindergarten : A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21, 491-511.
SALZBERG, B.H., WHEELER, A.J., DEVAR, L.T. & HOPKINS, B.L. (1971). The effect of intermittent feedback and intermittent contingent access to play on printing of kindergarten children. Journal of Applied Behavior Analysis, 1 (3), 163-171. [PDF] KURDEK, L.A. & SINCLAIR, R. (2001). Predicting reading and mathematics achievement in 4th-grade children from kindergarten readiness scores. Journal of Educational Psychology, 93, 451-455.
KONLE, C. & PILIAVIN, J.A. (1976). Vocational aspirations in kindergarten children : early sex differences. Wisconsin Sociologist, 13, 119-124. EARLY, D.M., PIANTA, R.C. & COX, M.J. (2001). Transition practices : Findings from a national survey of kindergarten teachers. Early Childhood Education Journal, 28, 199-206.
RUBIN, K.H., WATSON, K. & JAMBOR, T. (1978). Free play behaviors in preschool and kindergarten children. Child Development, 49, 534-536. FOREST, E.J., HORNER, R.H., LEWIS-PALMER, T. & TODD, A.W. (2004). Transitions for young children with autism from preschool to kindergarten. Journal of Positive Behavior Interventions, 6 (2), 129-154.
AHAMMER, I.M. & MURRAY, J.P. (1979). Kindness in the kindergarten : The relative influence of role-playing and prosocial television in facilitating altruism. International Journal of Behavioral Development, 2, 133-157. ZAFRANAS, N. (2004). Piano keyboard training and the spatial-temporal development of young children attending kindergarten in Greece. Early Child Development & Care, 174, 199-211.
PELLEGRINI, A.D. (1980). The relationship between kindergartner's play and achievement in prereading, language, and writing. Psychology in the schools, 17 (4), 530-535. XUE, Y. & MEISELS, S.J. (2004). Early literacy instruction and learning in kindergarten : Evidence from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999. American Educational Research Journal, 41, 191-229.
  SCHATSCHNEIDER, C, FRANCIS, D.J., CARLSON, C.D., HETCHER, J.M. & FOORMAN, B.R. (2004). Kindergarten prediction of reading skills : A longitudinal comparative analysis. Journal of Educational Psychology, 96 (2), 265-282.
RUBIN, K.H. & DANIELS-BEIRNESS, T. (1983). Concurrent and predictive correlates of sociometric status in kindergarten and grade 1 children. Merrill-Palmer Quarterly, 29, 337-351. RATHBUN, A., WEST, J. & GERMINO-HAUSKEN, E. (2004). From kindergarten through third grade : Children’s beginning school experiences. Washington, DC : National Center for Education Statistics.
CANTOR, G.N., DUNLAP, L.L. & RETTIE, C.S. (1982). Effects of reception and discovery instruction on kindergarteners' performance on probability tasks. American Educational Research Journal, 19, 453-463. SNOW, C.E., TABORS, P.O., NICHOLSON, P.A. & KURLAND, B.F. (1995). SHELL : Oral language and early literacy skills in kindergarten and first-grade children. Journal of Research in Childhood Education, 10, 37-48.
BLASKE, D.M. (1984). Occupational sex-typing by kindergarten and fourth-grade children. Psychological Reports, 54, 795- 801. JUSTICE, L.M., MEIER, J. & WALPOLE, S. (2005). Learning new words from storybooks : An efficacy study with at-risk kindergartners. Language, Speech, & Hearing Services in Schools, 36, 17-32. [PDF]
  MANTZICOPOULOS, P. (2005). Con ictual relationships between kindergarten children and their teachers: Associations with child and classroom context variables. Journal of School Psychology, 43, 425–442.
OETTINGEN, G. (1985). The influence of the kindergarten teacher on sex differences in behavior. International Journal of Behavioral Development, 8, 3-13. [PDF] SCHULTING, A.B., MALONE, P.S. & DODGE, K.A. (2005). The effect of school-based kindergarten transition policies and practices on child academic outcomes. Developmental Psychology, 41 (6), 860–871. [PDF]
DICKINSON, D.K. & SNOW, C.E. (1987). Interrelationships among prereading and oral language skills in kindergartners from two social classes. Early Childhood Research Quarterly, 2, 1-25. ACKERMAN, D.J., BARNETT, S. & ROBIN, K.B. (2005). Making the most of kindergarten : Present trends and future issues in the provision of full-day programs. National Instiute for early Education Research. [PDF]
SMITH, M.L. & SHEPARD, L.A. (1988). Kindergarten readiness and retention : A qualitative study of teachers' beliefs and practices. American Educational Research Journal, 25 (3), 307-333. [PDF] HERRERA, M. & LITTLE, E. (2005). Behaviour problems across home and kindergarten in an Australian sample. Australian Journal of Educational & Developmental Psychology, 5, 77-90. [PDF]
ELLER, R.G., PAPPAS, C.C. & BROWN, E. (1988). The lexical development of kindergartners : Learning from written context. Journal of Reading Behavior, 20, 5-24. ARAM, D. (2005). Continuity in children's literacy achievements : A longitudinal perspective from kindergarten to school. First Language, 25 (3), 259-289. [PDF]
LEUNG, C.B. & PIKULSKI, J.J. (1990). Incidental learning of word meanings by kindergarten and first-grade children through repeated read aloud events. National Reading Conference Yearbook, 39, 231-239. VERHALLEN, M.J.A.J., BUS, A.G. & DE JONG, M.T. (2006). The promise of multimedia stories for kindergarten children at-risk. Journal of Educational Pscyhology, 98, 410-419.
TRUDEL, M., STRAYER, S.S., JACQUES, M. et MOSS, E. (1991). Influence de la socialisation précoce en garderie sur le tempérament de l'enfant à deux ans. Apprentissage et Socialisation, 14 (2), 105-115. ROUSE, H.L. & FANTUZZO, J.W. (2006). Validity of the dynamic indicators for Basic Early Literacy Skills as an indicator of early literacy for urban kindergarten children. School Psychology Review, 35 (3), 341-355. [PDF]
   LEFEVRE, J.A., SMITH-CHANT, B.L., FAST, L., SKWARCHUK, S., SARGLA, E., ARNUP, J.S., ENNER-WILGER, M., BISANZ, J. & KAMAWAR, D. (2006). What counts as knowing ? The development of conceptual and procedural knowledge of counting from kindergarten through Grade 2. Journal of Experimental Child Psychology, 93, 285-303.
PELLEGRINI, A.D. (1992). Kindergarten children’s social- cognitive status as a predictor of rst-grade success. Early Childhood Research Quarterly, 7 (4), 565–577. TRENTACOSTA, C.J. & IZARD, C.E. (2007). Kindergarten children's emotion competence as a predictor of their academic competence in first grade. Emotion, 7 (1), 77-88. [PDF]
CRYAN, J.R., SHEEHAN, R., WIECHEL, J. & BANDY-HEDDEN, I. (1992). Success outcomes of full-day Kindergarten : More positive behavior and increased achievement in the years after. Early Childhood Research Quarterly, 7, 187-203. FU, G. & LEE, K. (2007). Social grooming in the kindergarten : the emergence of flattery behavior. Developmental Science, 10 (2), 255-265. [PDF]
O'CONNOR, R.E., SLOCUM, T.A. & JENKINS, J.R. (1995). Transfer among phonological tasks in kindergarten: Essential instructional content. Journal of Educational Psychology, 87 (2), 202-217. PELLEGRINI, A.D., ROSETH, C.J., MLINER, S., BOHN, C.M., VAN RYZIN, M., VANCE, N., CHEATHAM, C.L. & TARULLO, A. (2007). Social dominance in preschool classrooms. Journal of Comparative Psychology, 121 (1), 54-64. [PDF]
  ROYER, N., PROVOST, M.A., TARABULSY, G. & COUTU, S. (20008). Kindergarten children's relatedness to teachers and peers as a factor in classroom engagement and early learning behaviours. Journal of Applied Research on Learning, 2 (1), 1-20.[PDF]
FAVAZZA, P.C. & ODOM, S. L. (1997). Promoting positive attitudes of kindergarten-age children toward people with disabilities. Exceptional Children, 63 (3), 405-418. SÉNÉCHAL, M. & YOUNG, L. (2008). The effect of family literacy interventions on children’s acquisition of reading from kindergarten to grade 3 : A meta-analytic review. Review of Educational Research, 78, 880-907. [PDF]
MÂSSE, L.C. & TREMBLAY, R.E. (1997). Behavior of boys in kindergarden and the onset of substance use during adolescence. Archives of General Psychiatric, 54, 62-68. BOLDUC, J. (2009). Effects of a music programme on kindergartners’ phonological awareness skills. International Journal of Music Education, 27 (1), 37-47. [PDF]
ELICKER J. & MATHUR, J. (1997). What do they do all day ? Comprehensive evaluation of a full-day kindergarten. Early Childhood Research Quarterly, 12, 459-480. ELDER, T.E. & LUBOTSKY, D. (2009). Kindergarten entrance age and children’s achievement : Impacts of state policies, family background, and peers. Journal of Human Resources, 44 (3), 641-683. [PDF]
ELBRO, C., BORNSTROMI, L. & PETERSEN, D.K. (1998). Predicting dyslexia from kindergarten: The importance of distinctness of phonological representations of lexical items. Reading Research Quarterly, 33, 36-60. LEFEVRE, J.A., POLYZOI, E., SKWARCHUK, S., FAST, L. & SOWINSKI, C. (2010). Do home numeracy and literacy pratices of Greek and Canadian parents predict the numeracy skills of kindergarten children ? International Journal of Early Years Education, 18 (1), 55-70.
DUKE, N. & KAYS, J. (1998). "Can I say "Once upon a time"?" : Kindergarten children developing knowledge of information book language. Early Childhood Research Quarterly, 13, 295–318. DONALDSON, J.M., VOLLMER, T.R., KROUS, T., DOWNS, S. & BERARD, K. (2011). An evaluation of the good behavior game in kindergarten classrooms. Journal of Applied Behavior Analysis, 44 (3), 605-609. [PDF]
PIANTA, R.C., RIMM-KAUFMAN, S.E. & COX, M.J. (1999). Introduction : An ecological approach to kindergarten transition. In R.C. Pianta, M.J. Cox (Eds.), The transition to kindergarten (pp. 3-12). Baltimore : Brookes. RAFDAL, B.H., MCMASTER, K.L., MCCONNELL, S.R., FUCHS, D. & FUCHS, L.S. (2011). The effectiveness of kindergarten peer-assisted learning strategies for students with disabilities. Exceptional Children, 77, 299-316.
  VOLPE, R.J., BURNS, M.K., DUBOIS, M. & ZASLOFSKY, A.F. (2011). Computer-assisted tutoring : Teaching letter sounds to kindergarten students using incremental rehearsal. Psychology in the Schools, 48 (4), 332-342.
PIANTA, R.C., COX, M.J., TAYLOR, L. & EARLY, D. (1999). Kindergarten teachers’ practices related to the transition to school : Results of a national survey. Elementary School Journal, 100, 71-86. PAGANI, L.S., FITZPATRICK, C., BELLEAU L. & JANOSZ, M. (2011). Predicting academic achievement in fourth grade from kindergarten cognitive, behavioural and motor skills. In Québec Longitudinal Study of Child Development/From Birth to 10 Years of Age (Vol. 6). Québec : Institut de la statistique du Québec. [PDF]
  KLEEMANS, T., PEETERS, M., SEGWRS, E. & VERHOEVEN, L. (2012). Child and home predictors of early numeracy skills in kindergarten. Early Childhood Research Quarterly, 27, 471–477. [PDF]
LADD, G.W., BIRCH, S.H. & BUHS, S.E. (1999). Children’s social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70 (6), 1373–1400. EIKESETH, S., KLINTWALL, L., JAHR, E. & KARLSSON, P. (2012). Outcome for children with autism receiving early and intensive behavioral intervention in mainstream preschool and kindergarten settings. Research in Autism Spectrum Disorders, 6, 829-835. [PDF]
ZILL, N. (1999). Promoting educational equity and excellence in kindergarten. In R.C. Pianta & M.J. Cox (Eds.), The transition to kindergarten (pp. 67-105). Baltimore : Brookes. VITARO, F., BOIVIN, M., BRENDGEN, M., GIRARD, A. & DIONNE, G. (2012). Social experiences in kindergarten and academic achievement in grade 1 : A monozygotic twin difference study. Journal of Educational Psychology, 104 (2), 366-380.
KULP, M.T. (1999). Relationship between visual motor integration skill and academic performance in kindergarten through third grade. Optometry & Vision Science, 76, 159-163. PAGANI, L.S., FITZPATRICK, C. & BARNETT, T.A. (2013). Early childhood television viewing and kindergarten entry readiness. Pediatric Research, 74, 350–355. [PDF]
Voir aussi Maternelle et Centre de la petite enfance
H.N. Gardiner John M. Gardiner
Gardiner H.N. ( ) : Philosophe américain.

GARDINER, H.N. (1900). The early idealism of Jonathan Edwards. Philosophical Review, 9 (6), 573-596.
GARDINER, H.N. (1906). The definition of "feeling". Journal of Philosophy, Psychology & Scientific Methods, 3 (3), 57-62.
GARDINER, H.N. (1908). The problem of truth. Philosophical Review, 17 (2), 113-137.
GARDINER, H.N. (1918). The psychology of the affections in Plato and Aristotle. Philosophical Review, 27 (5), 469-488.
GARDINER, H.N. (1919). The psychology of the affections in Plato and Aristotle. Philosophical Review, 28 (1), 1-26.
Gardiner John M. ( ) : Psychologue cognitiviste américain, d'origine anglaise, et spécialiste de la mémoire, notamment de l'effet de génération.

GARDINER, J.M. & ROWLEY, J.M.C. (1984). A generation effect with numbers rather than words. Memory & Cognition, 12, 443-445.
GARDINER, J.M., HAMPTON, G.A. & GREGG, V.H. (1988). Word frequency and generation. Effect Journal of Experimental Psychology : Learning, Memory, & Cognition, 14 (4), 687-693. [PDF]
GARDINER, J.M. & HAMPTON, G.A. (1988). Item-specific processing and the generation effect : Support for a distinctiveness account. American Journal of Psychology, 101 (4), 495-504. [PDF]
GARDINER, J.M. (1989). A generation effect in memory without awareness. British Journal of Psychology, 80, 163-168.
GARDINER, J.M. & JAVA, R.I. (1990). Recollective experience in word and nonword recognition. Memory & Cognition, 18, 23-30.
Allen R. Gardiner Howard Gardner D.M. Gardner
Beatrix Tugenhat Gardner Martin Gardner
Gardner Allen R. ( ) : Psychologue et primatologue américain, spécialisé dans la psychologie comparée et l'étude du langage (humain-singe). Gardner et Washoe. Collaborateur de Gardner.
GARDNER, R.A. & GARDNER, B.T. (1969). Teaching sign language to a chimpanzee. Science, 165 (3894), 664-672. [PDF]
GARDNER, B.T. & GARDNER, R.A. (1975). Evidence for sentence constituents in the early utterances of child and chimpanzee. Journal of Experimental Psychology : General, 104, 244-267.
GARDNER, R.A. & GARDNER, B.T. (1998). The structure of learning from sign stimuli to sign language. Mahwah NJ : Lawrence Erlbaum Associates.
GARDNER, R.A. & GARDNER, B.T. (1998). Development of phrases in the early utterances of children and cross-fostered chimpanzees. Human Evolution, 13, 161-188.
GARDNER, R.A. & GARDNER, B.T. (1998). Ethological study of early language. Human Evolution, 1, 189-207.
Gardner Beatrix Tugendhat (1933-1995) : Psychologue et primatologue américaine, spécialisée dans la psychologie comparée et l'étude du langage(humain-singe). Gardner et Washoe. Collaborateur de Gardner.
GARDNER, R.A. & GARDNER, B.T. (1969). Teaching sign language to a chimpanzee. Science, 165 (3894), 664-672. [PDF]
GARDNER, B.T. & GARDNER, R.A. (1971). Two-way communication with an infant chimpanzee. In A.M. Schrier & F. Stollnitz (Eds.), Behavior of nonhuman primates (Vol. 3). New York : Academic Press.
GARDNER, B.T. & GARDNER, R.A. (1975). Evidence for sentence constituents in the early utterances of child and chimpanzee. Journal of Experimental Psychology : General, 104 (3), 244-267.
GARDNER, B.T. & GARDNER, R.A. (1980). Comparative psychology and language acquisition. In T.A. Sebok and J. Umiker-Sebok (Eds.), Speaking of apes : A critical anthology of two-way communication with man (pp. 287-329). New York : Plenum Press.
GARDNER, R.A. & GARDNER, B.T. (1998). Ethological study of early language. Human Evolution, 13, 189-207.
DEWSBURY, D.A. (1996).Beatrix Tugendhat Gardner (1933-1995). American Psychologist, 51 (12), 1332.
Gardner Howard (Scranton États-unis 1943-) : Psychologue cognitiviste américain et chef de file de l'étude de l'intelligence et de la créativité. On lui doit les concepts d'intelligence mutiple et d'intelligence émotionelle. Collaborateur de Csikszentmihalyi et Damon.
GARDNER, H. (1982). Art, mind, and brain : A cognitive approach to creativity. New York : Basic Books.
GARDNER, H. (1983). Frames of mind : The theory of multiple intelligences. New York : Basic Books.
GARDNER, H. (1983/93). Multiple intelligences : The theory in practice. New York : Basic Books.
GARDNER, H. & HATCH, T. (1989). Multiple intelligences go to school : Educational implications of the theory of multiple intelligences. Educational Researcher, 18 (8), 4-10. [PDF]
GARDNER, H. (1996). Les intelligences multiples : pour changer l'école : la prise en compte des différentes formes d'intelligence. Paris : Retz.
LARIVÉE, S. (1998). Le modèle de Gardner : l'intelligence au pluriel, une approche singulière. Revue Canadienne de Psycho-Éducation, 27 (1), 1-29.
Gardner Martin (Tulsa États-Unus 1914-) : Mathématicien américain et critique des pseudosciences. Il est membre du Comittee for the Scientific Investigation of Claims of the Paranormal.
GARDNER, M. (1956). Mathematics, magic and mystery. Dover.
GARDNER, M. (1981). Science : Good, bad and bogus. Prometheus Books.
GARDNER, M. (1983). Order and surprise. Prometheus Books.
GARDNER, M.J. & ALTMAN, D.G. (1986). Confidence intervals rather than P values : Estimation rather than hypothesis testing. British Medical Journal, 292, 746-750. [PDF]
GARDNER, M. (2001). Did Adam and Eve have navels ? : Debunking pseudoscience. W.W. Norton & Company.
Gardner Robert C. ( ) : Psychosociologue canadien et spécialiste de l'étude des stéréotypes raciaux/ethniques. Il s'intéresse également à l'acquisition d'une langue seconde. Collaborateur de Tajfel et Taylor.
GARDNER, R.C. & LAMBERT, W.E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266-272.
GARDNER, R.C. & TAYLOR, D.M. (1968). Ethnic stereotypes : Their effects on person perception. Canadian Journal of Psychology, 22, 267-276.
GARDNER, R.C., KIRBY, D.M., GOROSPE, F.H. & VILLAMIN, A C. (1972). Ethnic stereotypes : An alternative assessment technique, the stereotype differential. Journal of Social Psychology, 87, 259-267.
GARDNER, R.C. & DESROCHERS, A.M. (1981). Second-language acquisition and bilingualism : Research in Canada (1970-1980). Canadian Psychology, 22, 146-162.
GARDNER, R.C. MACINTYRE, P.D. & LALONDE, R.N. (1995). The effects of multiple social categories on stereotyping. Canadian Journal of Behavioural Science, 27, 466-483.
Garety Philippa A. ( ) : Psychologue cognitivo-béhavioriste anglais, spécialisée dans l'étude de la psychose et du délire. Collaboratrice de Collaborateur de Arntz, Barlow, Bebbington, Clark, Ehlers, Freeman, Freeston, Hollon, Fairburn, Ost, Salkovskis, Shafran, Williams et Wilson.
GARETY, P.A. & FREEMAN, D . (1999). Cognitive approaches to delusions : A critical review of theories and evidence. British Journal of Clinical Psychology, 38 (2), 113-154.
GARETY, P.A. & JOLLEY, S. (2000). Early intervention in psychosis. Psychiatric Bulletin, 24, 321-323.
GARETY, P.A. & KUIPERS, E., FOWLER, D., FREEMAN, D. & BEBBINGTON, P.E. (2001). A cognitive model of the positive symptoms of psychosis. Psychological Medicine, 31, 189-195.
GARETY, P.A. (2003). The future of psychological therapies for psychosis. World Psychiatry, 2 (3), 147-152. [PDF]
GARETY, P.A. & FREEMAN, D. (2013). The past and future of delusions research : from the inexplicable to the treatable. British Journal of Psychiatry, 203, 327-333
Eugene Garfield Sol L. Garfield
Garfield Eugene (New York 1925-2017-Philadelphie) : Fondateur de la scientométrie. En 1958, il a mis sur pied l'institue for Scientific Information. On lui doit également l'indice d'influence scientifique (Science Citation Index).
GARFIELD, E. (1955). Citation indexes for science : A new dimension in documentation through association of ideas. Science, 122 (3159), 108-111. [PDF]
GARFIELD, E. (1972). Citation analysis as a tool in journal evaluation. Science, 178 (4060), 471-479. [PDF]
GARFIELD, E. (1996). How can impact factors be improved ? British Medical Journal, 313 (7054), 411-413. [PDF]
GARFIELD, E. (1998). Long-term vs. short-term journal impact : Does it matter ? The Scientist 12 (3), 10-20. [PDF]
GARFIELD, E. (1999). Journal impact factor : a brief review. Canadian Medical Association Journal, 161 (8), 979-980.
 BENSMAN, S.J. (2007). Garfield and the impact factor. Annual Review of Information Science & Technology, 41 (1), 93-155.
 LEYDESDORFF, L. (2010). Eugene Garfield and algorithmic historiography : Co-words, coauthors, and journal names. Annals of Library & Information Studies, 57 (3), 248-260.
 SMALL, H. (2017). A tribute to Eugene Garfield : Information innovator and idealist. Journal of Informetrics, 11 (3), 599-612.
CHEN, C. (2018). Eugene Garfield's scholarly impact : A scientometric review. Scientometrics, 114 (2), 489-516. [PDF]
Garfield Sol L. (1918-2004 Cleveland) : Psychologue américain et spécialiste de l'évaluation des thérapies et de leur efficacité. Collaborateur de Bergin, Lambert et Shapiro.
GARFIELD, S.L. (1974). What are the therapeutic variables in psychotherapy ? Psychotherapy & Psychosomatics, 24 (4-6), 372-378.
GARFIELD, S.L. & KURTZ, R.M. (1976). Personal therapy for the psychotherapist : Some findings and issues. Psychotherapy : Theory, Research & Practice, 13 (2), 188-192.
GARFIELD, S.L. (1996). Somes problems ssociated with "validated" forms of psychotherapy. Clinical Psychology : Science & Practice, 39 (3), 218-229. [PDF]
GARFIELD, S.L. (1998). The practice of brief psychotherapy. John Wiley Sons.
GARFIELD, S.L. (2000). Eclecticism and integration : A personal retrospective view. Journal of Psychotherapy Integration, 10 (4), 341-355.
BERGIN, A.E. & LAMBERT, M.J. (2004). In memoriam : Sol L. Garfield, PhD (1918-2004). Journal of Psychotherapy Integration, 7 (4), 360-362.
Harold Garfinkel Paul E. Garfinkel
Garfinkel Harold (1917-) : Sociologue phénoménologiste américain et co-fondateur avec Sacks de l'ethnométhodologie. Étudiant de Parsons et Schütz. Professeur de Sacks.
GARFINKEL, H. (1959/73). Aspects of the problem of common sense knowledge of social structure. Transactions of the Fourth World Congress of Sociology 4, 51-65.
GARFINKEL, H. (1967). Studies in ethnomethodology. Englewoods Cliffs : Prentice-Hall.
SACKS, H. & GARFINKEL, H. (1970). On formal structures of practical action. In J.C. McKinney and E.A. Tiryakian (Eds.), Theoretical sociology : perspective and developments. New York : Appleton-Century-Crofts.
GARFINKEL, H. (1986). Ethnomethodological studies of work. London : Routledge & Kegan Paul.
GARFINKEL, H. (2002). Ethnomethodology's program : Working out Durkheim's aphorism. Lanham, MD : Rowman & Littlefield.
Garfinkel Paul E. ( ) : Médecin américain et spécialiste de l'étude des troubles alimentaires, notamment de l'anorexie (et de son évaluation/mesure). Collaborateur de Garner.
GARFINKEL, P.E. (1974). Perception of hunger and satiety in anorexia nervosa. Psychological medicine 4 (3), 309-315.
GARFINKEL, P.E., MODOFSKY, H., GARNER, D.M., STANCER, H.C. & COSCINA, D.V. (1978). Body awareness in anorexia nervosa : disturbances in "body image" and "satiety". Psychosomatic Medicine, 40 (6), 487-498.
GARFINKEL, P.E. MODOFSKY, H. & GARNER, D.M. (1980). The heterogeneity of anorexia nervosa : Bulimia as a distinct subgroup. Archives of General Psychiatry, 37 (9), 1036-1040.
GARFINKEL, P.E., LIN, P., GOERING, P., SPEGG, C., GOLDBLOOM, D., KENNEDY, S., KAPLAN, A.S. & WOODSIDE, D.B. (1996). Should amenorrhoea be necessary for the diagnosis of anorexia nervosa ? evidence from a Canadian community sampleThe British Journal of Psychiatry, 168 (4), 500-506.
GARFINKEL, P.E. & NEWMAN, A. (2001). The Eating Attitudes Test : twenty-five years later Eating and Weight Disorders-Studies on Anorexia. Bulimia & Obesity, 6 (1), 1-21.
Garmezy Norman (1918-2009) : Psychologue américain, spécialisé dans l'étude du développement, des pathologies et des facteurs de protection de la maladie chez les enfants et les adolescents. On lui doit le concept de résilience. Collaborateur de Rutter.

GARMEZY, N. (1974). Children at risk : The search for antecedents of schizophrenia : Conceptual models and research methods. Schizophrenia Bulletin, 8, 14-90. [PDF]
GARMEZY, N. (1983). Stressors in childhood. In N. Garmezy et M. Rutter (Eds.), Stress, coping and development in children (pp. 43-84). New York : McGraw-Hill Book Company.
MASTEN, A.S. & GARMEZY, N. (1985). Risk, vulnerability, and protective factors in developmental psychopathology. Dans B.B. Lahey & A.E. Kazdin (Eds.), Advances in clinical child psychology (Vol. 8, pp. 1-52). New York : Plenium Press.
GARMEZY, N. (1993). Vulnerability and resilience. Dans D.C. Funder, R.D. Parke, C. Tomlinson-Keasey & K. Widamen (Eds.), Studying lives through time : Personality and development (pp. 377-399). Washington DC : American Psychological Association.
MASTEN, A.S., NUECHETERLEIN, K.H., DOUGHERTY, O. & WRIGHT, M. (2011). Norman Garmezy (1918-2009) : Obituary. American Psychologist, 66 (2), 140-141.
Garner David M. ( ) : Médecin américain et spécialiste de l'étude des troubles alimentaires, notamment de l'anorexie (et de son évaluation/mesure). Collaborateur de Garfinkel.
GARNER, D.M., GARFINKEL, P.E. & MODOFSKY, H. (1976). Body image disturbances in anorexia nervosa. International Eating Disorders, 1, 3-64.
GARNER, D.M., GARFINKEL, P.E., SCHWARTZ, D. & THOMPSON, M. (1980). Cultural expectations of thinness in women. Psychological Reports, 47, 483-491. [PDF]
GARNER, D.M., OLMSTED, M.P., BOHR, Y. & GARFINKEL, P.E. (1982). The Eating Attitudes Test : Psychometric features and clinical correlates. Psychological Medicine, 12, 871-878.
GARNER, D.M., GARFINKEL, P.E. & BEMIS, K.M. (1982). A multidimensional psychotherapy for anorexia nervosa. International Journal of Eating Disorders, 1, 3-64.
GARNER, D.M., OLMSTED, M.P. & POLIVY, J. (1983). Development and validation of a multidimensional Eating Disorder Inventory for anorexia and bulimia. International Journal of Eating Disorders, 2 (2), 15–34. [PDF]
Garon Roseline ( ) : Psychologue béhavioriste, féministe et écologiste québécoise. Professeure au département d'administration et fondements de l'éducation de l'Université de Montréal. Elle s'intéresse à l'apprentissage, à l'abandon et à la réussite en milieu scolaire. Elle est l'un des quatre fondatrices des Scientifines. Collaboratrice de Chamberland, Hrimech et Théorêt.
CHAMBERLAND, C., THÉORÊT, M. et GARON, R. (1995). Les Scientifines en action : conception, implantation et évolution. Montréal, Université de Montréal : École de service social.
THÉORÊT, M. et GARON, R. (1995). Reconnaître les plans à cas unique en sciences de l'éducation. Mesure et évaluation en éducation, 28, 1.
GARON, R. et THÉORÊT, M. (2000). L'effort à l'école, un goût à développer. Outremont : Les Éditions Logiques.
THÉORÊT, M., GARON, R. et HRIMECH, M. (2004). La résilience des personnels scolaires en zones défavorisées. Le Journal des psychologues, 216, 42-44.
GARON, R., THÉORÊT, M., HRIMECH, M. et CARPENTIER, A. (2006). Résilience et vulnérabilité chez des directions d'établissement scolaire : une étude exploratoire. Psychologie du Travail et des Organisations, 12 (4), 327-337.
Garrett Henry E. (1894-1973) : Psychologue américain. Président de l'APA en 1946.
GARRETT, H.E. (1961). The equalitarian dogma. Mankind Quarterly, 1, 256.
GARRETT, H.E. (1968). Scientist explains race differences. The Citizen, 14-19.
GARRETT, H.E. (1980). I.Q. and racial differences. Newport Beach, CA : Noontide Press.
Garrison Randy Donn (1945-) : Spécialiste canadien de l'é;ducation, notamment de l'enseigement/apprentissage à distance.
GARRISON, D.R. (1985). Three generations of technological innovations in distance education. Distance Education , 6, 235-241.
GARRISON, D.R. & BAYNTON, M. (1987). Beyond independence in distance education : The concept of control. The American Journal of Distance Education, 1 (1), 3-15.
GARRISON, D.R (1991). Critical thinking and adult education: A conceptual model for developing critical thinking in adult learners. International Journal of Lifelong Education, 10 (4), 287-303.
Garrison, D. R. (1997). Computer conferencing: The post-industrial age of distance education. Open Learning, 12 (2), 3-11.
GARRISON, D.R., ANDERSON, T. & ARCHER, W. (2000). Critical Inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2 (2-3), 87-105. [PDF]
Gars/Garçon : Voir Adolescent ou Homme.
Gathercole Susan E. ( ) : Psychologue cognitiviste américaine d'origine anglaise, spécialisée dans l'étude de la mémoire de travail. Collaboratrice de Alloway, Archibald, Baddeley, Conway, Hitch et Joanisse.
GATHERCOLE, S.E. & BADDELEY, A.D. (1990). Phonological memory deficits in language-disordered children : Is there a causal connection ? Journal of Memory & Language, 29, 336-360.
GATHERCOLE, S.E., HITCH, G.J., SERVICE, E. & MARTIN, A.J. (1997). Phonological short-term memory and new word learning in children. Developmental Psychology, 33 (6), 966-979.
GATHERCOLE, S.E., TIFFANY, C. BRISCOE, J. THORN, A. (2004), Developmental consequences of poor phonological short-term memory function in childhood : a longitudinal study. Journal of Child Psychology & Psychiatry, 45, 1-14. [PDF]
GATHERCOLE, S.E., ALLOWAY, T.P., WILLIS, C.S. & ADAMS, A.M. (2006). Working memory in children with reading disabilities. Journal of Experimental Child Psychology, 93, 265-281. [PDF]
GATHERCOLE, S.E. & ALLOWAY, T.P. (2006). Practitioner review : Short-term and working memory impairments in neurodevelopmental disorders : diagnosis and remedial support. Journal of Child Psychology & Psychiatry, 47 (1), 4-15. [PDF]
Gauche (politique) : Terme utilisè pour dèsigner les opinions politiques et les idèologies qui accordent à l'ètat un rôle maximal dans la gestion des affaires politiques, sociales, èconomiques et morales. /droite. Left-wing.

  STONE, W.F. (1980). The myth of left-wing authoritarianism. Political Psychology, 2, 3-19. STONE, W.F. & SMITH, L.D. (1993). Authoritarianism : Left and right. In W.F. Stone, G. Lederer & R. Christie (Eds.), Strength and weakness : The authoritarian personality today. New York : Springer Verlag.
LAPONCE, J.A. (1981). Left and righ : The topography of political perceptions. Toronto : University of Toronto Press. KNUTSEN, O. (1998). Expert judgements of the left-right location of political parties : A comparative longitudinal study. West European Politics, 21 (2), 63-94.
RAY, J.J. (1983). Half of all authoritarians are left-wing : A reply to Eysenck and Stone. Political Psychology, 4, 139-144. VAN HIEL, A., DURIEZ, B. & KOSSOWSKA, M. (2006). The presence of left-wing authoritarianism in Western Europe and its relationship with conservative ideology. Political Psychology, 27 (5), 769-793. [PDF]
McCLOSKEY, H. & CHONG, D. (1985). Similarities and differences between left-wing and right-wing radicals. British Journal of Political Science 15, 329-363. VAN HIEL, A. (2011). A psycho-political profile of party activists and left-wing and right-wing extremists. European Journal of Political Research, 51 (2), 166-203.
FUCHS, D. & KLINGEMANN, H.-D. (1990). The left-right schema. In M.K. Jennings. & J. Van Deth (Eds.), Continuities in political action : A longitudinal study of political orientations in three Western democracies. Berlim/New York : de Gruyter  
Voir aussi Opinion politique, Idèologie et Droite politique
Gauche/Gaucher : /droitier. Left-wing, left-handedness.

  BIJOU, S.W. (1968). Studies in the experimental development of left-right concepts in retarded children using fading techniques. International review of research in mental retardation 3, 65-96. BERNINGER, V.W., VAUGHAN, K.B., ABBOTT, R.D., ABBOTT, S.P. ROGAN, L.W. & BROOK, A. (1997). Treatment of handwriting problems in beginning writers : Transfer from handwriting to composition. Journal of Educational Psychology, 89 (4), 652-666.
McMANUS, I.C. (1980). Left-handedness and epilepsy. Cortex, 16, 487-492. [PDF] ELLIOTT, D., HEATH, M., BINSTED, G., RICKER, K.L., ROY, E.A. & CHUA, R. (1999). Goal-directed aiming : Correcting a force- specification error with the right and left hands. Journal of Motor Behavior, 31, 309-324.
McMANUS, I.C. (1980). Season of birth of left-handers. Archives of Neurology, 37, 63. [PDF] GRAHAM, S. (1999). Handwriting and spelling instruction for students with learning disabilities : A review. Learning Disabilities Quarterly, 22 (2), 78-98.
McMANUS, I.C. (1981). Handedness and birth stress. Psychological Medicine, 11, 485-496. [PDF] McMANUS, I.C. (2006). The modern mythology of the left-handedness of Alexander the Great. Laterality, 11, 566-572. [PDF]
McMANUS, I.C. (1983). Pathological left-handedness: Does it exist ? Journal of Communication Disorders, 16, 315-344. [PDF] GORMLEY, G.J., DEMPSTER, M. & BEST, R. (2008). Right-left discrimination among medical students : questionnaire and psychometric study. British Medical Journal, 337, 1-4. [PDF]
McCLOSKEY, H. & CHONG, D. (1985). Similarities and differences between left-wing and right-wing radicals. British Journal of Political Science 15, 329–363. McMANUS, I.C. (2008). Left-right discrimination in medicine. British Medical Journal, 337, 1426-1427. [PDF]
MARCHANT-HHAYCOC, S.E., McMANUS, I.C. & WILSON, G.D. (1991). Left-handedness, homosexuality, HIV infection and AIDS. Cortex, 27, 49-56. [PDF] SCHEUMANN, M., JOLY-RADKO, M., LELIVELD, L. & ZIMMERMANN, E. (2011). Does body posture influence hand preference in an ancestral primate model? BMC Evolutionary Biology, 2011, 11 (52), 1-10. [PDF]
  WHITE, J. (2012). Community, transnationalism, and the Left-Right metaphor. European Journal of Social Theory, 15 (2), 197-219.
Voir aussi Latéralisation cérébrale et Droitier
Gaudet Édithe ( ) : Sociologue, féministe québécoise et professeure (à la retraite) du Collège Ahuntsic. Elle s'intéresse à la pédagogie et aux relations interculturelles. Collaboratrice de Barrette, Lafortune et Potvin.
GAUDET, É. et LAFORTUNE, L. (1997). La pédagogie interculturelle dans le réseau collégial : présentation d'une recherche-action-formation sur des stratégies d'enseignement. Dans R. Féger (Dir.), L'éducation face aux nouveaux défis. Montréal : Éditions Nouvelles.
GAUDET, É. et POTVIN, C. (1997). Pour une pédagogie interculturelle : des stratégies d'enseignement. Saint-Laurent : ERPI.
GAUDET, É. et LAFORTUNE, L. (2000). Un modèle d’intervention en interculturel axé sur des programmes d’intervention. Pédagogie Collégiale, 13 (3).
GAUDET et LOSLIER, S. (2005). Penser, agir et s'engaer en interculturel au Québec. Pédagogie Collègiale, 19 (2), 29-33. [PDF]
GAUDET, É. et LAFORTUNE, L. (2010). Pour des réflexions sur les femmes et le développement durable. Dans É. Gaudet et L. Lafortune (Dir.), Les grands enjeux des femmes pour un développement durable (p. 1-6.). Québec : Presses de l’Université du Québec.
 Gaudiano Brandon A. ( ) : Psychologue cognitivo-béhavioriste américain, spécialisé dans l'étude de la thérapie de l'acceptation et de l'engagement. Collaborateur de Hayes et Zimmerman.
GAUDIANO, B.A. & STATLER, M.A. (2001). The scientist-practitioner gap and graduate education integrating perspectives and looking forward. The Clinical Psychologist, 54 (4), 12-18. [PDF]
GAUDIANO, B.A. (2006). Cognitive-behavioral treatments for schizophrenia : The state of the art and the evidence. International Journal of Behavioral Consultation & Therapy, 2,1-11. [PDF]
GAUDIANO, B.A. (2008). Cognitive-behavioural therapies : Achievements and challenges. Evidence-Based Mental Health, 11, 5-7. [PDF]
GAUDIANO, B.A. (2009). Öst (2008) Methodological comparison of clinical trials of acceptance and commitment therapy versus cognitive behavior therapy : Matching apples with oranges ? Behaviour Research & Therapy, 47 (12), 1066-1070. [PDF]
GAUDIANO, B.A. (2011). A review of acceptance and commitment therapy (ACT) and recommendations for continued scientific advancement. The Scientific Review of Mental Health Practice, 8 (2), 5-22. [PDF]
Gaulin Benoit ( ) : Sociologue québécois, concepteur de site internet pédagogique et professeur au Collège Ahuntsic. Collaborateur de De Grosbois.
GAULIN, B. et DE GROSBOIS, P. (2009). La classe dans le discours / Le discours dans la classe. Nouveaux Cahier du Socialisme, 1, 163-186.
GAULIN, B. (2012). Michel Freitag. La nature liberticide de la liberté libérale. À Babord, 46, 44.
GAULIN, B. (2014). Québecor-PKP : vers une "berlusconisation" de l'État québécois. Nouveaux Cahier du Socialisme, 1, 83-104.
Gauntlett David ( ) : Sociologue anglais spécialisé dans l'étude des médias et de la communication.
GAUNTLETT, D. & HILL, A. (1999). TV living : Television, culture and everyday life. London : Routledge.
GAUNTLETT, D. (Ed.) (2000). Web.Studies : Rewiring media studies for the digital aga. London : Arnold David.
GAUNTLETT, D. (2002/08). Media, gender and identity. London : Routledge.
GAUNTLETT, D. (2005). Moving experiences : Media effects and beyond. London : John Libbey.
GAUNTLETT, D. (2006). Ten things wrong with meda effects studies. In C. Kay Weaver & C. Carter (Eds.), Critical readings : Violence and the media. New York : Open University Press.
Gauss Carl Friederich (Brunswick 1777-1855 Göttingen) : Mathématicien allemand et statisticien avant la lettre. Il a contribué au développement de la théorie des probabilités. On lui doit la loi des moindres carrés. La loi normale est un exemple de la fonction élaborée par Gauss (fonction gaussienne).
Clairmont Gauthier Gilles Gauthier Julie Gauthier
Gauthier Clairmont ( ) : Pédagogue québécois et professeur à l'Université Laval. Collaborateur de Bissonnette, Lessard, Péladeau et Tardif.
GAUTHIER, C., MELLOUKI, M. et TARDIF, M. (Dirs) (1993). Le savoir des enseignants. Que savent-ils ?Montréal : Éditions Logiques.
GAUTHIER, C. (1997). Pour une théorie de la pédagogie. Recherches contemporaines sur le savoir des enseignants. Québec : Presses de l'Université Laval / Éditions De Boeck.
TARDIF, M., LESSARD, C. et GAUTHIER, C. (Dirs.) (1998). Formation des maîtres et contextes sociaux. Perspectives internationales. Paris : Presses Universitaires de France.
GAUTHIER, C., DESBIENS, J.F. & MARTINEAU, S. (1999). Mots de passe pour mieux enseigner. Sainte-Foy : Presses de l’Université Laval.
BISSONNETTE, S., RICHARD, M. et GAUTHIER, C. (2005). Échec scolaire et réforme éducative. Quand les solutions proposées deviennent la source du problème. Québec : Presses de l'Université Laval.
Gauthier Gilles ( ) : Biologiste québécois et spécialiste de l'étude d'espèces fauniques de l'Arctique comme l'oie des neiges, le lemming et le harfang des neiges.
GAUTHIER, G. & TARDIF, J. (1991). Female feeding and male vigilance during nesting in greater snow geese. Condor, 93, 701-711.
GAUTHIER, G., ROCHEFORT, L. & REED, A. (1996). The exploitation of wetland ecosystems by herbivores on Bylot Island. Geoscience Canada, 23, 253-259. [PDF]
GAUTHIER, G.J. BÊTY, J, GIROUX, J. & ROCHEFORT, L. (2004). Trophic interactions in a high artic snow geese colony. Integrative & Comparative Biology, 44, 119-129.
GAUTHIER, G., MILOT, E. & WEIMERSKIRSCH, H. (2012). Estimating dispersal, recruitment and survival in a biennially-breeding species, the wandering albatross. Journal of Ornithology, 152 (2), 457-467.
GAUTHIER, G., GIROUX, J.-F., REED, A., BÉCHET, A. & BÉLANGER, L. (2012). Interactions between land use, habitat use, and population increase in greater snow geese : what are the consequences for natural wetlands ? Global Change Biology, 11 (6), 856-868.
Gauthier Julie ( ) : Anthropologue, géographe, conceptrice de site internet québécoise et professeure au Collège Ahuntsic.
GAUTHIER, J. (2012). Les rencontres Autochtones du Collège Ahuntsic : une expérience de rapprochement culturel. Les Cahiers du CIÉRA, 10, 25-44. [PDF]
Gavigan Shelley A.M. ( ) : Avocate et féministe canadienne, spécialisée dans le droit des femmes.
GAVIGAN, S.A.M. (1981). Marxist theories of law : A survey, with some thoughts on women and law. Canadian Criminology Forum 4 (1),1-12. [PDF]
GAVIGAN, S.A.M. (1983). Women's crime and feminist critiques : A review of the literature. Canadian Criminology Forum, 6 (1), 75-90. [PDF]
GAVIGAN, S.A.M. (1993). Paradise lost, paradox revisited : The implications of feminist, lesbian and gay engagement to law. Osgoode Hall Law Journal, 31, 589-624.
GAVIGAN, S.A.M. (1995). Poverty law and poor people : The place of gender and class in clinic practice. Journal of Law & Social Policy, 11, 165 -182. [PDF]
GAVIGAN, S.A.M. (1997). Feminism, Familial ideology and family law : A perilous ménage à trois. In M. Luxton (Ed.), Feminism and families : Critical policies and changing practices (pp. 98-103). Halifax : Fernwood Press. [PDF]
Gay : Voir Gai. Gay.
Gazouilli : Bruits de bouche et effets de voix sans signification produit chez le nourrisson. Le gazouilli varie très peu d'une langue à l'autre car il exprime davantage un besoin de satisfaction universelle (faim, dimunition de la douleur etc.) qu'une idée. Précurseur du babillage. Apparait vers deux mois. EX: Apparition des premières voyelles, notamment le A et le E. Gazouilli et vocalisation. Babbling.

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Gazzaniga Michael S. (Los Angeles 1939-) : Neurosychologue américain, spécialisé dans l'étude des déterminants biogénétiques de la mémoire. Étudiant de Sperry. Collaborateur de Bogen, Kosslyn, LeDoux, Pashler et Premack.
GAZZANIGA, M.S., BOGEN, E. & SPERRY, R.W. (1963). Laterality effects in somesthesis following cerebral commissurotomy in man. Neuropsychologia 1, 209-215.
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GAZZANIGA, M.S. (1988). Perspectives in memory research. Boston, MIT Press.
GAZZANIGA, M.S. (1995). Principles of human brain organization derived from split-brain studies. Neuron, 14, 217-228.
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Ge Xiaojia (1954-2009) : Psychologue américain et spécialiste du développement, notamment de la puberté.

GE, X., CONGER, R.D. & ELDER, G.H. (1996). Coming of age too early : Pubertal influences on girls' vulnerability to psychological distress. Child Development, 67, 3386-3400.
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Geadah Yolande ( ) : Essayiste et politologue féministe québécoise.
GEADAH, Y. (1988). Bilan des réalisations du Comité québécoise femmes et développement (CQFD) : depuis sa formation en 1984. Montréal : Association québécoise des organismes de coopération internationale (AQOCI).
GEADAH, Y. (1996/2001). Femmes voilées et intégrisme démasqué : pour comprendre l'intégrisme islamique. Montréal : VLB.
GEADAH, Y. (2003). Prostitution : un métier comme un autre ? Montréal : VLB.
GEADAH, Y. (2007). Accommodements raisonnables : Droit à la différence et non différence des droits. Montréal : VLB.
Geai bleu (Cyanocitta cristata) : Oiseau de la famille des corvidés. Blue jay.

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Voir aussi Animal, Corvidéet Oiseau
Geary David C. ( ) : Psychologue évolutionniste américain, spécialisé dans l'étude de l'apprentissage des mathématiques et des différences sexuelles. Professeur de Vigil. Collaborateur de Benbow, Gernsbacher, Gur, Halpern, Hyde, Rouder.
GEARY, D.C. (1993). Mathematical disabilities : Cognitive, neuropsychological and genetic components. Psychological Bulletin, 114 (2), 345-362. [PDF]
 GEARY, D.C., HOARD, M.K., BYRD-CRAVEN, J. & DeSOTT, C. (2004). Strategy choices in simple and complex addition : Contributions of working memory and counting knowledge for children with mathematical disability. Journal of Experimental Child Psychology, 88, 121-151. [PDF]
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GEARY, D.C. (2006). Sex differences in social behavior and cognition : The utility of sexual selection for hypothesis generation. Hormones & Behavior, 49, 273-275. [PDF]
GEARY, D.C. (2013). Early foundations for mathematics learning and their relations to learning disabilities. Current Directions in Psychological Science, 22 (1), 23-27. [PDF]
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Geen Russell G. ( ) : Psychosociologue américain, spécialisé dans l'étude de l'agression et de la représentation de la violence dans les médias. Il s'est également intéressé à la facilitation sociale et catharsis. Collaborateur de Bushman, Dill, Donnerstein et Berkowitz.

 GEEN, R.G. & O'NEAL, E.C. (1969). Activation of cue-elicited aggression by general arousal. Journal of Personality & Social Psychology, 11, 289-292.
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 GEEN, R.G. & THOMAS, S L. (1986). The immediate effects of media violence on behavior. Journal of Social Issues, 42, 7-27.
 GEEN, R.G. (1991). Social motivation. Annual Review of Psychology, 42, 377-399.
Gegenfurtner Karl D. ( ) : Biologiste allemand et spécialiste de la vision des couleurs. Collaborateur de Sperling.
GEGENFURTNER, K.R. & SPERLING, G. (1993). Information transfer in iconic memory experiments. Journal of Experimental Psychology : Human Perception & Performance, 19, 845–866.
GEGENFURTNER, K.R. & HAWKEN, M.J. (1996). Interaction of motion and color in the visual pathways. Trends in Neurosciences, 19 (9), 394-401.
GEGENFURTNER, K.R. & RIEGER, J. (2000). Sensory and cognitive contributions of color to the recognition of natural scenes. Current Biology, 10 (13), 805–808.
GEGENFURTNER, K.R. (2003). Cortical mechanisms of colour vision. Nature Reviews Neuroscience, 4, 563-572. [PDF]
GEGENFURTNER, K.R & KIPER, D.C. (2003). Color vision. Annual Review of Neurosciences, 26, 181-206. [PDF]
Gehrt Stanley D. ( ) : Biologiste et éthologiste américain, spécialisé dans l'étude du raton-laveur et du coyote.
GEHRT, S.D. & FRITZELL, E.K. 1999. Survivorship of a nonharvested raccoon population in South Texas. The Journal of Wildlife Management, 63, 889-894.
GEHRT, S.D. & CLARK. W.R. (2003). Raccoons, coyotes, and reflections on the mesopredator release hypothesis. Wildlife Society Bulletin, 31, 836-842.
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GEHRT, S.D., ANCHOR, D.C. & WHITE, L.A. (2009). Home range and landscape use of coyotes in a metropolitan landscape : conflict or coexistence ? Journal of Mammalogy, 90, 1045-1057.
GEHRT, S.D., BROWN, J.L. & ANCHOR, C. (2012). Is the urban coyote a misanthropic synanthrope ? The case from Chicago. Cities & the Environment, 4 (1), 1-23. [PDF]
Geiger Gadi ( ) : Spécialiste de l'étude de la dyslexie. Collaborateur de Lettvin.
GEIGER, G., LETTVIN, J.Y. (1987). Peripheral vision in persons with dyslexia. New England Journal of Medicine, 316, 1238-1243.
GEIGER, G., LETTVIN, J.Y. & ZEGARRA-MORAN, O. (1992). Task-determined strategies of visual process. Cognitive Brain Research, 1, 39-52.
GEIGER, G., LETTVIN, J.Y. (1993). Manifesto on dyslexia. In S.F. Wright & R. Groner (Eds.), Facets of dyslexia and its remediation (pp. 51-63). North Holland : Elsevier.
GEIGER, G., LETTVIN, J.Y. & FAHLE, M. (1994). Dyslexic children learn a new visual strategy for reading : a controlled experiment. Vision Research, 34 (9), 1223-1233. [PDF]
GEIGER, G. & LETTVIN, J.Y. (2000). Developmental dyslexia : A different perceptual strategy and how to learn a new strategy for reading. Saggi, 26 (1), 73-89. [PDF]
Geissler Reinhold Ludwig (1879–1932) : Psychologue américain et fondateur du département de psychologue de l'Université de Georgia. Il est aussi le co-fondateur du Journal of Applied Psychology (Avec Hall et Baird)
GEISSLER, L. (1909). The measurement of attention. American Journal of Psychology, 20, 473–529.
 THOMAS, R.K. (2009). Ludwig Reinhold Geissler and the founding of the Journal of Applied Psychology. American Journal of Psychology, 122, 395-403.
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Florence Geist Valerius Geist
Geis Florence (1933-1993) : Psychosociologue et féministe américaine, spécialisée dans l'étude du machiavélisme et des différences de genre.
GEIS, F.L., CHRISTIE, R. & NELSON, C. (1970). Search of the Machiavel. In R. Christie & F.L. Geiss (Eds.), Studies in machiavellianism. New York : Academic Press.
GEIS, F.L. (1978). Machiavellianism. In H. London & J. E. Exner, Jr. (Eds.), Dimensions of personality (pp. 305-363). New York : Wiley.
GEIS, F.L. & MOON, T.H. (1981). Machiavellianism and deception. Journal of Personality & Social Psychology, 41, 766-775.
GEIS, F.L. BROWN, V., JENNINGS, J. & CORRADO-TAYLOR, D. (1984). Sex vs. status in sex-associated stereotypes. Sex Roles, 11 (9-10), 771-785.
GEIS, F.L. BROWN, V. & WOLFE, C. (1990). Legitimizing the leader: Endorsement by male versus female authority figures. Journal of Applied Social Psychology, 20 (12), 943-970.
 SCOTT, T. R. (1994). Teacher and gender bias researcher Florence Lindauer (Lindy) Geis (1933-1993). Observer, 7 (1).
Geist Valerius (Nikolajew 1938-) : Zoologiste et éthologiste canadien, d'origine russe/ukrainienne, spécialisé dans l'étude du cerf. Étudiant de Lorenz.
 GEIST, V. (1991). A behavioral approach to the management of wild ungulates. In E. Duffey & A.S. Watt (Eds.), The scientific management of animal and plant communities for conservation (pp. 413-424). London : Blackwell.
 GEIST, V. (1991). On the taxonomy of giant sheep (Ovis ammon Linnaeus 1766). Canadian Journal of Zoology, 69, 706-723.
 GEIST, V. (1988). Phantom subspecies : the Wood Bison Bison bison "athabascae", Rhoads 1887, is not a valid taxon, but an ecotype. Arctic, 44, 283-300.
 GEIST, V. (1988). Deer of the world. Mechanicsburg, Pa. : Stackpole Books.
 GEIST, V. (2007). Defining subspecies, invalid taxonomic tools, and the fate of the woodland caribou. Rangifer, Special Issue, 17, 25-28. [PDF]
Geller E. Scott ( ) : Psychologue béhavioriste américain et spécialiste de l'analyse fonctionnelle du comportement, notamment des comportements de propreté, du recyclage et du port de la ceinture de sécurité. Collaborateur de Thyer.
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]
GELLER, E.S., CASALI, J.G. & JOHNSON, R.P. (1980). Seat-belt usage : A potential target for applied behavior analysis. Journal of Applied Behavior Analysis, 13, 94-100. [PDF]
GELLER, E.S. (1981). Evaluating energy conservation programs : Is verbal report enough ? Journal of Consumer Research, 8, 331-334.
GELLER, E.S., PATERSON, L. & TALBOTT, E. (1982). A behavioral analysis of incentive prompts for motivating seat belt use. Journal of Applied Behavior Analysis, 15 (3), 403-413. [PDF]
GELLER, E.S. (2001). From ecological behaviorism to response generalization : Where should we make discriminations ? Journal of Organizational Behavior Management, 21 (4), 55-73.
THYER, B.A. (1992). On the road with Professor Geller: Some comments on "Applications of behavior analysis to prevent injuries from vehicle crashes". In S. Glenn (Ed.), Applications of behavior analysis to prevent injuries from vehicles crashes (pp. 96-106). Cambridge, MA: Cambridge Center for Behavioral Studies.
Andrew Gelman Susan Gelman
Gelman Andrew ( ) : Politologue et statisticien américaiin, spécilisé dans l'étude du vote et des élections. Il s'intéressse également aux statistiques bayésiennes. Collaborateur de Rubin.
GELMAN, A. (1990). Estimating the electoral consequences of legislative redistricting. Journal of the American Statistical Association, 85 (410), 274-282. [PDF]
GELMAN, A. & KING, G. (1994). A unified model for evaluating electoral systems and redistricting plans. American Journal of Political Science, 38 (2), 514-554. [PDF]
GELMAN, A. & RUBIN, D.B. (1995). Avoiding model selection in Bayesian social research. Sociological Methodology, 25, 165-173. [PDF]
GELMAN, A., KING, G. & BOSCARDIN, W.J. (1998). Estimating the probability of events that have never occurred : When is your vote decisive? Journal of the American Statistical Association, 93, 1-9. [PDF]
GELMAN, A., SILVER, N. & EDLIN, A. (2012). What is the probability your vote will make a difference? Economic Inquiry, 50, 321-326. [PDF]
Gelman Susan ( ) : Psychologue américaine, spécialisée dans l'étude de la formation des catégories et des concepts, notamment chez les enfants. Collaboratrice de Bloom, Maccoby et Medin.
GELMAN, S.A. & MARKMAN, E.M. (1986). Categories and induction in young children. Cognition, 23, 183-209. [PDF]
GELMAN, S.A. & HEYMAN, G.D. (1999). Carrot-eaters and creature-believers : The effects of lexicalization on children's inferences about social categories. Psychological Science, 10, 489-493.
GELMAN, S.A. & BLOOM, P. (2000). Young children are sensitive to how an object was created when deciding what to name it. Cognition, 76, 91-103. [PDF]
GELMAN, S.A. (2004). Psychological essentialism in children. Trends in Cognitive Sciences, 8 (9), 404-409. [PDF]
GELMAN, S.A., HEYMAN, G.D. & LEGARE, C.H. (2007). Developmental changes in the coherence of essentialist beliefs about psychological characteristics. Child Development, 78, 757-774. [PDF]
Gémellologie : Branche de la biologie et de la psychologie qui étudie les jumeaux. Gémellogie et étude des jumeaux.

Gender & Society : Revue scientifique multidisciplinaire qui consacre ses pages à l'étude du genre et des rôles sexuels. Éditeur : Sage.
CANNON, L.W., HIGGINBOTHAM, E. & LEUNG, M.L. (1988). Race and class bias in qualitative research on women. Gender & Society, 2, 449-462.

Gêne : Émotion désagréable, qui se manifeste notamment par des hésitations, des comportements inadaptés ou maladroits, des rougeurs. Gêne, solitude et phobie sociale. = timidité. Shyness, timidity, unassertive children.
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Voir aussi Émotion
Gène (Mesure et évaluation de l'...) : Ensemble des tests et des outils de collecte de données qui permettent d'évaluer et de mesurer la gène/timidité. Measurement of experienced burn-out.

  BORTNIK, K., HENDERSON, L.E. & ZIMBARDO, P.G. (2002). The shy q, a measure of chronic shyness : associations with interpersonal motives, interpersonal values and self-conceptualizations.
Gène : Segment actif de molécule d'ADN responsable de la production des protéines, lesquelles sont responsables de l'expression des caractères héréditaires individuels et, de manière plus ou moins directe, de l'apparition de certains comportements (réflexe, réponse inconditionnelle, tropisme, etc.). Chez l'humain, on estime le nombre de gènes à environ 22 000. Gène, génétique et génome. ( ): Voir tableau ci-dessous. Gene, genetic influence.
Types de gène
Gène défectueux Gène égoïste Gène récessif
Gène dominant Gène létal  

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O'DONOVAN, M.C. & OWEN, M.J. (1999). Candidate gene association studies of schizophrenia. American Journal of Human Genetic, 65, 587-592. CHAMPAGNE, F.A. & MASHOODH, R. (2009). Genes in context. Directions in Psychological Science, 18 (3), 127-131. [PDF]
HAMER, D. & COPELAND, P. (1999). Living with our genes. New York : Doubleday. BEAVER, K.M., SCHUTT, J.E., BOUTWELL, B.B., RATCHFORD, M., ROBERTS, K. & BARNES, J.C. (2009). Genetic and environmental influences on levels of self-control and delinquent peer affiliation : Results from a longitudinal sample of adolescent twins Criminal Justice & Behavior, 36, 41-60. [PDF]
  TAYLOR, J., ROEHRIG, A.D., HENSLER, B.S., CONNOR, C.M. & SCHATSCHNEIDER, C. (2010). Teacher quality moderates the genetic effects on early reading. Science, 328 (5977). 512-514. [PDF]
WOOD, B.A. & COLLARD, M. (1999). The human genus. Science, 284 (5411), 65-89. SCHNEIDER, S. (2011). The bigger picture : Development, genes, evolution, and behavior analysis. Behavioral Development Bulletin, 11, 27-30. [PDF]
  DARKI, F., PEYRARD-JANVID, M., MATSON, H., KERE, J. & KLINBERG, T. (2012). Three dyslexia susceptibility genes, DYX1C1, DCDC2, and KIAA0319, affect temporo-parietal white matter structure. Biological Psychiatry, 72 (8), 671-676.
  WALDMAN, I.D. & RHEE, S.H. (2013). The search for genes and environments that underlie psychopathy and antisocial behavior: quantitative and molecular genetic approaches. In K. Kiehl & W. Sinnott-Armstrong (Eds.), Handbook on psychopathy and law (pp. 180-200). New York : Oxford University Press.
  MOYA, C. & HENRICH, J. (2016). Culture-gene coevolutionary psychology : Cultural learning, language, and ethnic psychology. Current Opinion in Psychology, 8, 112-128. [PDF]
Voir aussi ADN, Héritabilité, Étude sur les jumeaux, et Interaction gène-environnement
ABERCROMBIE, M., HICKMAN, C.J. & JOHNSON, M.L. (1980). Dictionary of biology. Londres : Penguin.  
Gène (Intéraction entre... et environnement) : Voir Interaction gène-environnement.
Gène defectueux :

ABERCROMBIE, M., HICKMAN, C.J. & JOHNSON, M.L. (1980). Dictionary of biology. Londres : Penguin.
Gène dominant : Gène qui s'exprime dans le génome, c-à-d qui a une influence visible sur le développement de l'organisme (phénotype). Un gène récessif et un gène dominant produisent un caractère hétérozygote. Deux gènes dominants donnent un caractère homozygote co-dominant. Gène récessif et gène dominant. Dominant gene.

  GOLDEN, R. & MEEHL, P.E. (1978). Testing a single dominant gene theory without an accepted criterion variable. Annals of Human Genetics London, 41, 507-514.
KACSER, H. & BURNS, J.A. (1981). The molecular basis of dominance. Genetics, 97, 6639-6666.
KEIGHTLEY, P.D. (1996). A metabolic basis for dominance and recessivity. Genetics, 143, 621-625.
ABERCROMBIE, M., HICKMAN, C.J. & JOHNSON, M.L. (1980). Dictionary of biology. Londres : Penguin.
Gène égoïste : Selfish genes.

  DAWKINS, R. (1981). In defence of selfish genes. Philosophy, 56 (218), 556-573. [PDF]
NEUBERG, S.L. & SCHALLER, M. (2014). The selfish goal meets the selfish gene. Behavioral & Brain Sciences, 37, 153-154. [PDF]
Gène létal :

ABERCROMBIE, M., HICKMAN, C.J. & JOHNSON, M.L. (1980). Dictionary of biology. Londres : Penguin.
Gène récessif : Gène muet (l'information est disponible mais ne s'exprime pas dans le génome), c-à-d qui n'a pas d'influence visible sur le développement de l'organisme (phénotype). Un gène récessif et un gène dominant produisent un caractère hétérozygote. Deux gènes récessifs donnent un caractère homozygote récessif. Gène récessif et gène dominant. Recessivity.

  KEIGHTLEY, P.D. (1996). A metabolic basis for dominance and recessivity. Genetics, 143, 621-625.
ABERCROMBIE, M., HICKMAN, C.J. & JOHNSON, M.L. (1980). Dictionary of biology. Londres : Penguin.
General Hospital Psychiatry : Revue scientifique de psychiatrie. Éditeur : Elsevier.
KABAT-ZINN, J. (1982). An outpatient program in behavioral medicine for chronic pain patients based on the practice of mindfulness meditation : Theoretical considerations and preliminary results. General Hospital Psychiatry, 4 (1), 33-47.

Généralisation : Qui va du simple au général, d'une petit nombre de cas à un bien plus grand.

Types de généralisation
Généralisation de la réponse Généralisation du stimulus Généralisation des résultats
Généralisation (de la réponse, du comportement) : Voir Comportement (Généralisation).
Généralisation (du stimulus) : Voir Stimulus (Généralisation).
Généralisation des résultats : Inférence, faite par un chercheur, qui consiste à attribuer à une population (ou sous-population), les propriétés ou caractéristiques d'un échantillon observées ou décrites lors d'une recherche. La généralisation est en quelque sorte l'opération contraire à l'échantillonnage, qui lui va de la population à l'échantillon. Généralisation, raisonnement scientifique et valdité externe. = généralisation des conclusions d'une recherche, raisonnement scientifique. Generalization, extension.

  KENNEDY, M.M. (1979). Generalizing from single case studies. Evaluation Quarterly, 3, 661-678.  
HERRIOTT, R.E. & FIRESTONE, W.A. (1983). Multisite qualitative policy research : Optimizing description and generalizability. Educational Researcher, 12 (2), 14-19.  
HAMMOND, K.R., HAMM, R.M. & GRASSIA, J. (1986). Generalizing over conditions by combining the multitrait-multimethod matrix and the representative design of experiments. Psychological Bulletin, 100, 257-269. MARKOVITS, H. (2000). L'interprétation et la généralisation des résultats. In R.J. Vallerand & U. Hess (Eds.). Méthodes de recherche en psychologie. Québec : Gaétan Morin.
FOXX, R.M, KYLE, M.S., FAW, G.D. & BITTLE, R.G. (1989). Problem-solving skills training : Social validation and generalization. Behavior Residential Treatment, 4, 269-288.  
THOMPSON, B. (1989). Statistical significance, result importance, and result generalizability : three noteworthy but somewhat different issues. Measurement & Evaluation in Counselling & Development, 22 (1), 2-6.  
COOK, T.D. (1990). The generalization of causal connections : Mutiple theories in search of clear practice. In L. Sechrest, E. Perrin & J. Bunker (Eds.), Research methodology: Strengthening causal interpretations of nonexperimental data (pp. 9-31). Rockville, MD : U.S. Department of Health and Human Services. 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]
SCHOFIELD, J.W. (1990). Increasing the generalizability of qualitative research. In E.W. Eisner & A. Peshkin (Eds.), Qualitative inquiry in education: The continuing debate (pp. 201-232). New York : Teachers College Press.  
DONMOYER, R. (1990). Generalizability and the single-case study. In E.W., Eisner & A, Peshkin (Eds.), Qualitative inquiry in education : The continuing debate ( pp. 175–200). Teachers College Press, New York.  
NORRIS, S.P. (Ed.) (1992). The generalizability of critical thinking : multiple perspectives on an education ideal. New York : Teachers College Press. COOK, T.D. (2001). Generalization : Conceptions in the social sciences. In N.J. Smelser, J. Wright & P.B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (pp. 6037-6043). Oxford, UK : Pergamon-Elsevier.
MINIUM, E.W., KING, M.B. & BEAR, G. (1993). Statistical reasoning in psychology and education. New York : John Wiley & Sons, Inc.  
FIRESTONE, W.A. (1993). Alternative arguments for generalizing from data as applied to qualitative research. Educational Researcher 22, 16-23. [PDF] GROLEAU, D., ZELKOWITZ, P. & CABRAl, I. (2009). Enhancing generalizability : moving from an intimate to a political voice. Qualitative Health Research 19, 416-426.
BANAJI, M.R. & CROWDER, R.G. (1994). Experimentation and its discontents. In P.E. Morris & M. Gruneberg (Eds.), Aspects of memory (pp. 296-308). New York, NY : Routledge. [PDF] POLIT, D.F. & BECK, C.T. (2010). Generalization in quantitative and qualitative research : myths and strategies. International Journal of Nursing Studies, 47 (11), 1451-1458. [PDF]
SHADISH, W.R. (1995). The logic of generalization : Five principles common to experiments and ethnographies. American Journal of Community Psychology, 23, 419-428. ERCIKAN, K. & ROTH, W.-M. (2014). Limits of generalizing in education reserch : Why criteria for research generalization should iinclude population heterogeneity and users of knowledge claims. Teachers College Record, 116 (5), 1-28. [PDF]
HOLMES, A.P. & FRISTON, K.J. (1998). Generalisability, random effects and population inference. NeuroImage, 7 (S), 754. [PDF]  
Voir aussi Inférence, Échantillon représentatif, Population et Validité externe
GILLES, A. (1984). Éléments de méthodologie et d'analyse statistique pour les sciences sociales. St-Laurent : Mcgraw-Hill Éditeurs.  
Génération : Groupe d'individus à peu près du même âge (+- 20 ou 25 ans) qui a vécu à une époque donnée de l'histoire et dont le développement personnel a été marqué par les mêmes changements/boulversements sur le plan social (EX : déclin de la religion catholique, arrivée de la télévision, d'Internet, du téléphone mobile, conquête de l'espace, chute du mur de Berlin, etc.), économique (EX : Avènement de l'état-providence, crise du pétrole, des papiers commerciaux, etc) et politique (EX: Référendum de 80, 11 septembre, etc). De ce fait, ces individus partagent un certains nombre d'expériences (EX: J'étais dans la baignoire quand Kennedy a été assassiné) de valeurs (EX : pour réussir sa vie, il faut aller à l'école), de pratiques (EX : il faut se soucier de son alimentation, de ses parents âgés) et de représentation/figure marquantes (EX : René Lévesque est un grand homme politique, Dany Laferrière est une grand écrivain, Céline Dion est une grande artiste, Maurice Richard est un grand sportif, etc.). Génération, cohorte et transmission intergénérationelle. = même classe d'âge, même époque. Generation.
Types de génération
Génération de l'an 2000 Génération Lyrique Génération Y
Génération du baby boom Génération X Transmission intergénérationelle

    URDAL, H. (2006). A clash of generations ? Youth Bulges and political violence. International Studies Quarterly, 50 (3), 607-629.
  CRAMPTON, S.M. & HODGE, J.W. (2006). The supervisor and generational differences. Proceedings of the Academy of Organizational Culture, Communications & Conflict, 11, 19-22.
ZAIDI L.Y., KNUTSON, J.F. & MEHM, J.G. (1989). Transgenerational patterns of abusive parenting : Analog and clinical tests. Aggressive Behavior, 15, 137-152. PENDERGAST, D. (2007). Teaching Y generation. Journal of the HEIA, 14 (3), 15-21.
  GLASS, A. (2007). Understanding generational differences for competitive success. Industrial & Commercial Training, 39, 98-103.
  NIMON, S. (2007). Generation Y and higher education : The other Y2K. Journal of Institutional Research, 13 (1), 24-41.
TWENGE, J.M. (1997). Changes in masculine and feminine traits over time : A meta-analysis. Sex Roles, 36, 305-325. WONG, M., GARDINER, E., LANG, W. & COULON, L. (2008). Generational differences in personality and motivation : Do they exist and what are the implications for the workplace ? Journal of Managerial Psychology, 23 (8), 878-890.
  SALKOWITZ, R. (2008). Generation blend: Managing across the technology age gap. Hoboken, N.J. : John Wiley & Sons
TWENGE, J.M. (2000). The age of anxiety ? Birth cohort change in anxiety and neuroticism, 1952-1993. Journal of Personality & Social Psychology, 79, 1007-1021. TWENGE, J.M. (2009). Generational changes and their impact in the classroom : Teaching Generation Me. Medical Education, 43, 398-405.
TWENGE, J.M. (2001). Birth cohort changes in extraversion : A cross-temporal meta- analysis, 1966-1993. Personality & Individual Differences, 30, 735-748. CARRIER, L.M., CHEEVER, N.A., ROSEN, L.D., BENITEZ, S. & CHANG, J. (2009). Multi-tasking across generations : multi-tasking choices and difficulty ratings in three generations of Americans. Computers in Human Behavior, 25, 483-489. [PDF]
TWENGE, J.M. (2001). Changes in women's assertiveness in response to status and roles: A cross-temporal meta-analysis, 1931-1993. Journal of Personality & Social Psychology, 81, 133-145. CAMPBELL, S.M., TWENGE, J.M., LANCE, C.E. & HOFFMAN, B.J. (2010). Generational differences in work values : Leisure and extrinsic values increasing, social and intrinsic values decreasing. Journal of Management, 36 (5), 1117-1142
SMOLA, K.W. & SUTTON, C. (2002). Generational differences: Revisiting generational work values for the new millennium. Journal of Organizational Behavior, 23, 363-382. TWENGE, J.M. (2010). A review of the empirical evidence on generational differences. Journal of Business & Psychology, 25 (2), 201-210.
YU, H.C. & MILLER, P. (2003). The generational gap and cultural influence: A Taiwan empirical investigation. Cross Cultural Management: Cross Cultural Management, 10(3), 23e41. TWENGE, J.M., LANCE, C.E., HOFFMANN, B.J. & CAMPBELL, S.M. (2010). Generational differences in work values : Leisure and extrinsic values increasing, social and intrinsic values decreasing. Journal of Management, 36 (5), 1117-1142.
  BLACK, A. (2010). GenY : Who they are and how they learn. Educational Horizons, 88 (2), 92-101.
  COSTANZA, D.P., BADGER, J.M., FRASER, R.L., SEVERT J.B. & GADE, P.A. (2012). Generational differences in work-related attitudes : A meta-analysis. Journal of Business & Psychology, 27 (4), 375-394.
SOENENS, B.,ELIOT, A.J., GOOSSENS, L.VANSTEENKISTE, M., LUYTEN, P., DURIEZ, B. (2005). The intergenerational transmission of perfectionism : Parents' psychological control as an intervening variable. Journal of Family Psychology, 19 (3), 358-366. DEFREITAS-CRAFT, S. & RINN, A. (2013). Academic achievement in first generation college students : The role of academic self-concept. Journal of the Scholarship of Teaching & Learning, 13 (1), 57-67. [PDF]
  TING, H., LIM, T.-Z., DE RUN, E.C., KOH, H. & SAHDAN, M. (2018). Are we Baby Boomers, Gen X and Gen Y ? A qualitative inquiry into generation cohorts in Malaysia. Kasetsart Journal of Social Sciences 39, 109-115. [PDF]
Voir aussi Transmission intergénérationelle.
Génération de l'an 2000 : New millennium.

  SMOLA, K. & SUTTON, C.D. (2002). Generational differences : revisiting generational work values for the new millennium. Journal of Organizational Behavior, 23 (4), 363-382.
Génération du baby boom :1943 à 1965. Boomers.

  JURKIEWICZ, C.E. & BROWN, R.G. (1998). GenXers vs. boomers vs. matures : Generational comparisons of public employee motivation. Review of Public Personnel Administration, 18, 18-37. [PDF]
PATTERSON, C.J. (2001). Families of the lesbian baby boom: Maternal mental health and child adjustment. Journal of Gay & Lesbian Psychotherapy, 4, 91-107.
JORGENSON, B. (2003). Baby boomers, generation X and generation Y : Policy implications for defense forces in the modern era. Foresight, 5, 41-49.
YANG, S. & GUY, M.E. (2006). GenXers versus boomers : Work motivators and management implications. Public Performance & Management Review, 29, 267-284.
CALLANAN, G.A. & GREENHAUS, J.H. (2008). The baby boom generation and career management : A call to action. Advances in Developing Human Resources, 10, 70-85.
TING, H., LIM, T.-Z., DE RUN, E.C., KOH, H. & SAHDAN, M. (2018). Are we Baby Boomers, Gen X and Gen Y ? A qualitative inquiry into generation cohorts in Malaysia. Kasetsart Journal of Social Sciences 39, 109-115. [PDF]
Génération X : Generation X. GenX.

  BRADFORD, F.W. (1963). Understanding "generation X". Marketing Research, 5, 54. O'BANNON, G. (2001). Managing our future: The generation X factor. Public Personnel Management, 30, 95-109.
JURKIEWICZ, C.E. & BROWN, R.G. (1998). GenXers vs. boomers vs. matures : Generational comparisons of public employee motivation. Review of Public Personnel Administration, 18, 18-37. [PDF] BOVA, B. & KROTH, M. (2001). Workplace learning and generation X. Journal of Workplace Learning, 13, 57-65.
ARNETT, J.J. (2000). High hopes in a grim world : Emerging adults' views of their futures and "generation X". Youth Society, 31, 267-286. KARP, H., FULLER, C. & SIRIAS, D. (2002). Bridging the boomer Xer gap. Creating authentic teams for high performance at work. Palo Alto, CA : Davies- Black Publishing.
ADAMS, S.J. (2000). Generation X : How understanding this population leads to better safety programs. Professional Safety, 45, 26-29. JORGENSON, B. (2003). Baby boomers, generation X and generation Y: Policy implications for defense forces in the modern era. Foresight, 5, 41-49.
MITCHELL, S. (2001). Generation X: Americans aged 18 to 34. Ithaca, NY : New Strategist Publications. YANG, S. & GUY, M.E. (2006). GenXers versus boomers : Work motivators and management implications. Public Performance & Management Review, 29, 267-284.
  TING, H., LIM, T.-Z., DE RUN, E.C., KOH, H. & SAHDAN, M. (2018). Are we Baby Boomers, Gen X and Gen Y ? A qualitative inquiry into generation cohorts in Malaysia. Kasetsart Journal of Social Sciences 39, 109-115. [PDF]
Génération Y: Generation Y. GenY,

  MARTIN, C.A. & TULGAN, B. (2001). Managing generation Y : Global citizens born in the late seventies and early eighties. HRD Press. FREEMAN, C. TERJESEN, S. & VINNICOMBE, S. (2007). Attracting Generation Y graduates : Organisational attributes, likelihood to apply and sex differences. Career Development International, 12 (6), 504-522.
HUNTLEY, R. (2001). The world according to Y : Inside the new adult generation. HRD Press LOWE, D., LEVITT, K.J. & WILSON, T. (2008). Solutions for retaining Generation Y employees in the workplace. Business Renaissance Quarterly, 3, 43 57.
MARTIN, C.A. (2005). From high maintenance to high productivity. What managers need to know about Generation Y. Industrial & Commercial Training, 37, 39-44. NIMON, S. (2007). Generation Y and higher education : The other Y2K. Journal of Institutional Research, 13 (1), 24-41.
PENDERGAST, D. (2007). Teaching Y generation. Journal of the HEIA, 14 (3), 15-21. BLACK, A. (2010). GenY : Who they are and how they learn. Educational Horizons, 88 (2), 92-101.
Générationnelle (inter-) : Voir Transmission intergénérationelle.
Générativité : Chez Erickson, septième stade du développement psychosocial qui se caractérise chez les personnes âgées par une préoccupation à vouloir influencer ou guider les générations futures. Générativité et héritage.

Stades d'Erickson
1 Confiance/Méfiance de 0 à 18 mois
2 Autonomie/Honte et Doute de 18 à 30
3 Initiative/Culpabilité de 36 à 60 mois
4 Travail/Infériorité de 6 à 12 ans
5 Identité/Confusion des rôles de 12 à 18 ans
6 Intimité/Isolement de 15 à 25 ans
7 Générativité/Stagnation de 25 à 60 ans
8 Intégrité/Désespoir de 50 à 75 ans

  ERIKSON, E.H. & ERIKSON, J. M. (1981). On generativity and identity : From a conversation with Erik and Joan Erikson. Harvard Educational Review, 51, 249–269.
SLATER, C. L. (2003). Generativity versus stagnation : an elaboration of Erikson's adult stage ofhuman development. Journal of Adult Development, 10 (1), 53-65.
HUNT, M. (1994). The story of psychology. New York : Double Day.
Générosité : Comportement prosocial qui consiste à donner/partager une grande quantité de ses ressources (temps, argent, objets personnels, connaissance, etc. ) avec autrui.

  KAZANTZIS, N. & SUTTON, R. (2000). Examining the motivations for generosity. Science, 290, 454-455
WEDEKIND, C. & BRAITHWAITE, V. (2002). The long-term effects of human generosity in indirect reciprocity. Current Biology, 11, 1012-1015. [PDF]
DELLAVIGNA, S., LIST, J.A., MALMENDIER, U. & RAO, G. (2013). The importance of being marginal : Gender differences in generosity. American Economic Review, 103 (3), 586-590. [PDF]
Genèse : En science, le mot renvoie à l'idée de début ou de commencement, bref aux origines d'un phénomène, et parfois à ses causes premières.

  PIAGET, J. (1949). La genèse du nombre chez l'enfant (conférence). In Piaget, B. Boscher et F. Chatelet (Dirs.), Initiation au calcul - enfants de 4 à 7 ans. Paris : Éditions Bourrelier. [PDF] PIAGET, J. & INHELDER, B. (1974). La genèse de l'idée de hasard chez l'enfant, Paris : Presses Universitaires de France.
PIAGET, J. & INHELDER, B. (1967). Genèse des structures logiques élémentaires. Neuchâtel : Delachaux et Niestle.e éditio CAIRNS, R.B. (1983). The genesis of genetic epistemology. Journal of the History of the Behavioral Sciences, 19, 260-263.
HUNT, M. (1994). The story of psychology. New York : Double Day. Voir aussi Épistémologie génétique et Génétique
Genetic Psychology Monographs (1926-1964) :

FOORMAN, B.R. (1982). A neo-Piagetian analysis of communication performance in young children. Genetic Psychology Monographs, 105, 3-24.

Génétique/Généticien : Le mot a trois acceptions, dont deux voisines : a) Piaget utilise ce terme pour désigner le développement d'une fonction cognitive, étudiée depuis son origine, sa genèse. b) Comme substantif, aussi bien que comme qualificatif, il renvoie à la séquence de transformations biologiques de l'ADN (gène et code génétique) en protéines (synthèse de protéines), puis en cellules, en organes, etc. = processus génétique, code génétique. Génétique et hérédité. c) Branche de la biologie qui étudie la relation entre les gènes et leur influence sur la croissance physique, le développement des organes et les comportements. Génétique, science et génétique des populations. ( ): Bastock, Crick, Danchin, Darlington, Eaves, Ford, Hatemi, Hamer, Johannsen, Kahn, Kimura, Mayr, Mendel, McGuffin, Owen, Pigliucci, Visscher, Waddington, Watson, Wright. Genetics, behavior genetic.

PIAGET J. et SZEMINSKA, A. (1941). La genèse du nombre. Neuchâtel : Delachaux et Niestlé / The child's conception of number. London: Routeledge & Kegan Paul. VUYK, R. (1981). Piaget's genetic epistemology 1965-1980. New York : Academic.
  KINGMA, J. & ROELINGA, U. (1983). Task sensitivity and the sequence of development in seriation, ordinal correspondence, and cardination. Genetic Psychology Monographs, 110, 181-205.
ZUlLI, N. & FRAISSE, P. (1966). L'estimation du temps en fonction de la quantite de mouvements effectives dans une tache. Étude genetique. Année Psychologique, 6, 383-396. BICKHARD, M.H. & CAMPBELL. R.L. (1989). Interactivism and genetic epistemology. Archives de Psychologie, 57 (221), 99-121.
FULLER, J.L. (1960). Behavior genetics. Annual Review of Psychology, 11, 41-70. PLOMIN, R. & DEFRIES, J.C. (1980). Genetics and intelligence : Recent data. Intelligence, 4, 15-24.
HAMILTON, W.D. (1964). The genetical evolution of social behaviour, I. Journal of Theoretical Biology, 7, 1-16.  UTTAL, D. (1997). Beliefs about genetic influences on mathematics achievement : a cross- cultural comparison. Genetica 99 (2), 165-172.
HAMILTON, W.D. (1964). The genetical evolution of social behaviour, II. Journal of Theoretical Biology, 7, 17-52. GANGER, J. & STROMWORLD, K. (1998). The innateness, evolution and genetics of language. Human Biology 70, 199-213. [PDF]
FORD, E.B. (1964/1975). Ecological genetics. London : Chapman and Hall. BECKWITH, J. (1999). Simplicity and complexity : Is IQ ready for genetics ? Cahiers de Psychologie Cognitive /Current Psychology of Cognition, 18 (2), 161-169. [PDF]
EAVES, LJ. & EYSENK, H.J. (1974). Genetics and the development of social attitudes. Nature, 249, 288-289. SANKAR, P. & CHO, M.K. (2002). Genetics : Toward a new vocabulary of human genetic variation. Science, 298, 1337-1338.
  JOHNSON, W. & KRUEGER, R.F. (2005). Higher perceived life control decreases genetic variance in physical health : Evidence from a national twin study. Journal of Personality & Social Psychology, 88, 165-173.[PDF]
FORD, E.B. (1976). Genetics and adaptation. London : Institute of Biology studies, Edward Arnold.  STROMSWOLD, K. (2005). Genetic specificity of linguistic heritability. A. Cutler (Ed.), Twenty-first century psycholinguistics : Four cornerstones (pp. 121-140). Mahwah, NJ : Lawrence Erlbaum Associates. [PDF]
FORD, E.B. (1979). Understanding genetics. London : Faber and Faber. HATEMI, P.K., MORLEY, K.I., MEDLAND, S.E., HEATH, A.C. & MARTIN, N.G. (2007). The genetics of voting : An Australian twin study. Behavior Genetics, 37, 435-448. [PDF]
ABERCROMBIE, M., HICKMAN, C.J. & JOHNSON, M.L. (1980). Dictionary of biology. Londres : Penguin.  Voir aussi Gène et Hérédité
  SANKAR, P. & CHO, M.K. (2002). Genetics : Toward a new vocabulary of human genetic variation. Science, 298, 1337-1338.
ABERCROMBIE, M., HICKMAN, C.J. & JOHNSON, M.L. (1980). Dictionary of biology. Londres : Penguin.  Voir aussi Science et Biologie
Génétique (Facteur) : Voir Déterminant neurogénétique.
Génétique (Variabilité) : Voir Variation génétique.
Génétique comportementale : Contribution de la génétique à l'explication du comportement. Behavioral genetic.

  FULLER, J. L. (1960). Behavior genetics. Annual Review of Psychology, 11, 41-70.
HAMILTON, W.D. (1964). The genetical evolution of social behaviour, I. Journal of Theoretical Biology, 7, 1-16.
HAMILTON, W.D. (1964). The genetical evolution of social behaviour, II. Journal of Theoretical Biology, 7, 17-52.
McCLEARN, G.E. & DEFRIES, J.C. (1973). Introduction to behavioral genetics. San Francisco: Freeman.
PLOMIN, R., DEFRIES, J.C. & McCLEARN, G.E. (1980). Behavioral genetics: A primer. San Francisco: Freeman.
ABERCROMBIE, M., HICKMAN, C.J. & JOHNSON, M.L. (1980). Dictionary of biology. Londres : Penguin.
Génétique des populations : Science, au carrefour de la biologie et de la statistique, qui étudie les fluctuations des fréquences des différentes versions d'un gène (allèles) au cours du temps dans les populations, sous l'influence de la sélection naturelle et sexuelle, de la dérive génétique, des mutations et des migrations, afin d'expliquer l'adaptation et la spéciation des individus et des espèces. ( ): Cavalli-Sforza, Crow, Dobzhansky, Haldane, Fisher, Jacquard, Kimura, Levene, Lewis, Lewontin, Malécot, Muller, Wright. Population genetics.

  WRIGHT, S. (1968/1969/1977/1978). Evolution and the genetics of populations. Chicago : University of Chicago Press.
KIMURA, M. (1969). The rate of molecular evolution considered from the standpoint of population genetics. Proceedings of the National Academy of Sciences, 63, 1181-1188.
KIMURA, M. (1971). Theoretical foundation of population genetics at the molecular level. Theoretical Population Biology, 2, 174–208.
HERMISSON, J. & PENNINGS, P.S. (2005). Soft sweeps : molecular population genetics of adaptation from standing genetic variation. Genetics, 169 (4), 2335-2352. [PDF]
ORR, H.A. (2010). The population genetics of beneficial mutations. Philosophical Transactions of the Royal Society B : Biological Sciences, 365 (1544), 1195-1201.
HEDRICK, P.W. (2011). Genetics of populations. Jones & Bartlett Learning.
ABERCROMBIE, M., HICKMAN, C.J. & JOHNSON, M.L. (1980). Dictionary of biology. Londres : Penguin.
Génie : Terme employé pour désigner un individu très au dessus de la moyenne (des ours), quelque soit le domaine, mais notamment sur le plan intellectuel ou artistique. EX : En science, on pense tout de suite à Einstein, et en art à Mozart. Génie, douance et talent. Genius, prodigy.

  COOLEY, C.H. (1897). Genius, fame and the comparison of races. Annals of the American, 9, 1-42. [LIRE] SLOBODA, J.A., DAVIDSON, J.W. & HOWE, M.J.A. (1994). Musicians : experts not geniuses. The Psychologist, 7, 363-364.
WEISEBERG, R.W. (1986). Creativity : Genius and other myths. New York : Freeman. HOWE, M.J.A. (1999). Genius explained. Cambridge : Cambridge University Press.
HOWE, M.J.A. (1989). Fragments of genius: the strange feats of idiot savants. London: Routledge BUTTERWORTH, B. (2001). What makes a prodigy ? Nature Neuroscience, 4 (1), 11-12. [PDF]
WEISBERG, R.W. (1993). Creativity : Beyond the myth of genius. New York : Freeman. WILLIAMS, W.M. & CECI S. J. (2005). Beware the undiscovered genius. Nature, 435, 534
 Voir aussi Douance et Talent
Géniteur : Celui ou celle qui donne naissance à un enfant. Géniteur, gène et parent.

  ABERCROMBIE, M., HICKMAN, C.J. & JOHNSON, M.L. (1980). Dictionary of biology. Londres : Penguin.
Génocide : Extermination systématique et planifiée d'une population, d'un peuple, d'une ethnie. *guerre. Genocide.

  LEMARCHAND, R. (1994). Burundi : ethnic conflict and genocide. Washington DC, Cambridge : Woodrow Wilson Center Press and Cambridge University Press.
AHMED, N.M. (2007). Structural violence as a form of genocide : The impact of the international economic order. Entelechy : Journal of Interdisciplinary Studies, 5, 3-41 [PDF]
Génome : Ensemble des gènes d'une espèce. EX: Génome humain, génome bactérien. Voir génome, héritabilité et gène . = patrimoine génétique, capital génétique. Genome.
  PENNISI, E. (2001). The human genome. Science, 291, 1177-1180. BUTCHER, L.M., DAVIS, O.S.P., CRAIG, I.W. & PLOMIN, R. (2008). Genome-wide quantitative trait locus association scan of general cognitive ability using pooled DNA and 500K single nucleotide polymorphism microarrays. Genes Brain Behavior, 7 (4), 435-446. [PDF]
REECE, R.J. (2004). Analysis of genes and genomes. Chichester : John Wiley & Sons. MAHER, B. (2008). Personal genomes : The case of the missing heritability. Nature, 456, 18-21.
EISENBERG, L. (2004). Social psychiatry and the human genome : Contextualizing heritability. British Journal of Psychiatry, 184, 101-103.  
RYAN, G.T. (Ed.) (2005). The evolution of the genome. Elsevier. HATEMI, P.K., GILLESPIE, N.A., EAVES, L.J., MAHER, B.S., WEBB, B.T., HEATH, A.C., MEDLAND, S.E., SMYTH, D.C., BEEBY, H.N., GORDON, S.D., MONTGOMERY, G.W., ZHU, G., BYRNE, E.M. & MARTIN, N.G. (2011). Genome-wide a analysis of political attitudes. Journal of Politics, 73 (1), 1-15. [PDF]
LUCIANO, M., WRIGHT, M.J., DUFFY, D.L., WAINWRIGHT, M.A., ZHU, G., EVANS, D.M., GEFFEN, G.M., MONTGOMERY, G.W. & MARTIN, N.G. (2006). Genome-wide scan of IQ finds significant linkage to a quantitative trait locus on 2q. Behavior Genetics, 36 (1), 45-55. [PDF] CHAMPAGNE, F.A. (2012). Interplay between social experiences and the genome : epigenetic consequences for behavior. Advances in Genetics, 77, 33-57. [PDF]
WAYNE, R.K. & OSTRANDER, E.A. (2007). Lessons learned from the dog genome. Trends in Genetics, 23, 557-567.  
ABERCROMBIE, M., HICKMAN, C.J. & JOHNSON, M.L. (1980). Dictionary of biology. Londres : Penguin.  Voir aussi Héritabilité, Gène et Génotype
Génotype : Selon Johannsen, le génotype est le patrimoine génétique d'un organisme, constitué à partir des gènes dominants et récessifs hérités des parents. Génotype et phénotype. = patrimoine génétique. Genotype.

  JOHANNSEN, W. (1911). The genotype conception of heredity. American Naturalist, 45, 129-159.
GOTTESMAN, I.I. (1963). Genetic aspects of intelligent behavior. In N.R. Ellis (Ed.), Handbook of mental deficiency: Psychological theory and research (pp. 253-296). New York : McGraw-Hill.
CHURCHILL, F.B. (1974). William Johannsen and the genotype concept. Journal of the History of Biology, 7, 5-30.
SCARR, S. & McCARTNEY, K. (1983). How people make their own environments : a theory of genotype ---» environment effects. Child Development, 54 (2), 424-435. [PDF]
CASPI, A., McCLAY, J., MOFFITT, T. MILL, J., MARTIN, J., CRAIG, I., TAYLOR, A. & POULTON, R. (2002). Role of genotype in the cycle of violence in maltreated children. Science, 297 (5582), 851-854. [PDF]
ABERCROMBIE, M., HICKMAN, C.J. & JOHNSON, M.L. (1980). Dictionary of biology. Londres : Penguin.
Genovese Kitty (Cas de...) : Célèbre étude de cas réalisée par Darley et Latané. En 1964, Kitty Genovese, 29 ans, a été assassiné en pleine rue de New York par Winston Moseley, en présence de 38 témoins.
GANSBERG, M. (1964). Thirty-eight who saw murder didn't call the police. New York Times, March 27.
DARLEY, J.M. & LATANÉ, B. (1968). Bystander intervention in emergencies : Diffusion of responsibility. Journal of Personality & Social Psychology, 8, 377-383. [PDF]
LATANÉ, B. & DARLEY, J. (1969). Group inhibition of bystander intervention in emergencies. Journal of Personality & Social Psychology, 10 (3), 377-383. [PDF]
ROSENTHAL, A.M. (1999). Thirty-eight witnesses. New York : Mcgraw Hill.
DECOIN, D. (2009). Est-ce ainsi que les femmes meurent ? Paris : Éditions Grasset.
MANNING, R., LEVINE, M. & COLLINS, A. (2007). The Kitty Genovese murder and the social psychology of helping : The parable of the 38 witnesses. American Psychologist, 62 (6), 555-562. [PDF]
Genre : Le terme a au moins trois acceptions : a) Il est souvent utilisé comme synonyme de sexe. b) Pour de nombreux auteurs, le concept renvoie davantage aux influences sociales qui façonnent l'orientation et l'identité sexuelle des individus, par oppostion aux facteurs génétiques qui déterminent le sexe biologique. Genre, différence de genre et diffèrences sexuelles. = rôle sexuel. c) En biologie, il désigne également le niveau de classification des êtres vivants situé sous la famille et au-dessus des espèces.

Consistance de genre Non-conformité au genre Genrer/Genré
Différence et effet de genre Genre (Taxonomie) Neutralité des genres
Identité de genre   Transgenre
Intensification du genre    

BANAJI, M.R. (1993). The psychology of gender : A perspective on perspectives. In A. E. Beall & R.J. Sternberg (Eds.), The psychology of gender (pp. 251-273). New York, NY : Guilford. [PDF] MEYEROWITZ, J. (2008). A history of "gender". The American Historical Review, 113 (5), 1346-1356. [PDF]
   Voir Différences sexuelles
LEUBA, J.H. (1900). The personifying passion in youth, with remarks upon the sex and gender problem. Monist, 10, 536-548. PRYZGODA, J. & CHRISLER, J.C. (2000). Definitions of gender and sex : The subtleties of meaning. Sex Roles, 43, (7/8), 553-569. [PDF]
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STOLLER, R.J. (1968). Sex and gender : On the development of masculinity and femininity. New York : Science House. VECCHIO, R.P. (2002). Leadership and gender advantage. The Leadership Quarterly, 13 (6), 643-671. [PDF]
UNGER, R.K. (1979). Toward a redefinition of sex and gender. American Psychologist, 34, 1085-1094. LIPPA, R.A. (2002). Gender, nature, and nurture. Lawrence Erlbaum Associates.
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  COOPER, J. & WEAVER, K. D. (2003). Gender and computers : Understanding the digital divide. Mahwah, NJ : Erlbaum.
EAGLY, A.H. (1983). Gender and social influence : A social psychological analysis. American Psychologist, 38 (9), 971-981. [PDF] HAIG, D. (2004). The inexorable rise of gender and the decline of sex : Social change in academic titles, 1945–2001. Archives of Sexual Behavior, 33 (2), 87-96. [PDF]
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STOLLER, R.J. (1985). Presentations of gender. Yale University Press : New Haven, CT. SMITH, C.A., JOHNSTON-ROBLEDO, I., McHUGH, M.C. & CHRISLER, J.C. (2010). Words matter : The language of gender. In J.C. Chrisler & D.R. McCreary (Eds.), Handbook of gender research in psychology (Vol. 1, pp. 361-377). New York : Springer.
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UNGER, R.K. & CRAWFORD, M. (1993). Sex and gender - The troubled relationship between terms and concepts. Psychological Science, 4, 122-124. FRIEZE, I.H. & CHRISLER, J.C. (2011). Editorial policy on the use of the terms "Sex" and "Gender". Sex Roles, 64, 789-790. [PDF]
DIAMOND, M. (1993). Sex and gender : Same or different ? Feminism & Psychology, 10 (1), 46-54. [PDF] FELMLEE, D., SWEET, E. & COLLEEN-SINCLAIR, H. (2012). Gender rules : Same-and cross-gender friendships norms. Sex Roles, 66 (7-8), 518-529.
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KROGER, J. (1997). Gender and identity : The intersection of structure, content, and context. Sex Roles, 36, 747–770. HOGE, E.A., ANDERSON, E., LAWSON, E.A., BUI, E., FISCHER, L.E., KHADGE, S.D., FELDMAN-BARRETT, L. & SIMON, N.M. (2014). Gender moderates the effect of oxytocin on social judgments. Human Psychopharmacology : Clinical & Experimental, 29, 299-304. [PDF]
  SHERER, I., BAUM, J., EHRENSAFT, D. & ROSENTHAL, S.M. (20015). Affirming gender : Caring for gender atypical children and adolescents. Contemporary pediatrics, 32 (1), 16-19.
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FERDMAN, B. (1999). The color and culture of gender in organizations : attending to race and ethnicity. In G. Powell (Ed.), The handbook of gender and work (pp. 17–36). Thousand Oaks, CA: Sage. HOQUET, T. (2016). Des sexes innombrables : Le genre à l'épreuve de la biologie. Paris : Seuil.
   Voir aussi Différences de genre et Orientation sexuelle
   Voir Genre taxinomique
Genre (Consistance du...) : Selon Kohlberg, la constance de genre se développe en trois temps. La troisième étape - la consistance sexuelle ou de genre - se développe entre 5 et 6 ans, et se caractérise par le fait que l'enfant comprend que le genre des individus - le sien et celui des autres - est stable car il se fonde sur un critère biologique, et que ce dernier demeure le même, peu importe la situation. EX: Un homme déguisé en femme est un homme. = consistance sexuelle, consolidation du genre. Gender consistancy.

Stades de la constance du genre
1 Identité du genre
2 Stabilité du genre
3 Consistance du genre

  KOHLBERG, L.A. (1966). A cognitive-developmental analysis of children's sex- role concepts and attitudes. In E.E. Maccody (Ed.), The development of sex differences. Stanford, CA : Stanford University Press.
KOHLBERG, L.A. (1969). Stage and sequence: The cognitive-developmental approach to socialization. In D.A. Goslin (Ed.), Handbook of socialization theory and research. Chicago : Rand McNally.
Genre (Differences ou efffet de...) : Le genre est l'ensemble des caractéristiques et des comportements acquis qui entre dans la composition des rôles sexuels (EX: S'occuper des enfants), par opposition aux caractéristiques innées (EX: les organes sexuels). Contrairement au sexe, le genre est "plastique". Cela signifie qu'il est susceptible de varier en fonction des époques et des cultures, car les éléments qui le composent (des comportements dit sexuels) sont appris. Un homme ne peut avoir les organes sexuels d'une femme (à moins d'être opéré), mais un il peut s'occuper des enfants (comportements dit "féminins", donc généralement pas associés au genre masculin). Le sexe d'un individu est donc déterminé par ses gènes et son genre par sa socialisation. Genre, identité de genre et différences sexuelles. = différences entre les genres. Gender, gender differences.
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NOWELL, A. & HEDGES, L.V. (1998). Trends in gender differences in academic achievement from 1960-1994: An analysis of differences in mean, variance, and extreme scores. Sex Roles, 39, 21-43. FRIEZE, I.H. & CHRISLER, J.C. (2011). Editorial policy on the use of the terms "Sex" and "Gender". Sex Roles, 64, 789-790. [PDF]
POTVIN, L. et FROHLICH, K.L. (1998). L'utilité de la notion de genre pour comprendre les inegalités de santé entre les hommes et les femmes. Ruptures : Revues Transdisciplinaire en Santé, 5 (2), 142-152. [PDF] McDERMOTT, R. & HATEMI, P. (2011). Distinguishing sex and gender. PS : Political Science & Politics, 44 (1), 89-92.
MASTERS, M.S. (1998). The gender difference on the Mental Rotations Test is not due to performance factors. Memory & Cognition, 26, 444-448. AINA, O.E. & CAMERON, P.A. (2011). Why does gender matter ? Counteracting stereotypes with young children. Dimensions of Early Childhood, 39 (3), 11-19. [PDF]
SMALL, C.M. (1998). Reinventing sex : The construction of realistic definitions of sex and gender. American Biology Teacher, 60 (8), 590-593. KANE, J.M. & MERTZ, J.E. (2011). Debunking myths about gender and mathematics performance. Notices of the American Mathematical Society. [PDF]
BROSNAN, M. (1998). The role of psychological gender in the computer-related attitudes and attainments of primary school children (aged 6-11). Computers & Education, 30 (3-4), 203-208. BJORNHOLT, M. (2011). How men became the local agents of change towards gender equality. Journal of Gender Studies 20 (1), 3-18.
KASS, S.J., AHLERS, R.H. & DUGGER, M. (1998). Eliminating gender differences through practice in an applied visual spatial task. Human Performance, 11, 337-349. WIESBERG, Y.J., DEYOUNG, C.G. & HIRSH, J.B. (2011). Gender differences in personality across the ten aspects of the Big Five. Frontiers in Psychology, 2, 1-11. [PDF]
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SEAGRAM, B.C., GOULD, J. & PYKE, S.W. (1998). An investigation of gender and other variables on time to completion of doctoral degrees. Research in Higher Education, 39 (3), 319-335. [PDF] PETERSEN, J.L. & HYDE J.S. (2011). Gender differences in sexual attitudes and behaviors : A review of meta-analytic results and large datasets. Journal of Sex Research, 48 (2-3), 149-165.
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MARTIN, C. & ADAMS, S. (1999). Thanking behavior in service provider-customer encounters : The effect of age, gender, and race. Journal of Social Psychology, 139 (5), 665-667. BUUNK, B.P., CARMONA, C., PEIRO, J.M., DIJKSTRA, A. & DIJKSTRA, P. (2011). Social comparison at work : The role of culture, type of organization and gender. Cross-Cultural Communication, 7 (2), 22-34. [PDF]
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RABINOWCZ, T., DEAN, D.E., PETETOT, J.M. & DE COURTEN-MYERS, G.M. (1999). Gender differences in the human cerebral cortex : more neurons in males; more processes in females. Journal of Child Neurology, 14 (2), 98-107. BIERNAT, M. & DEAUX, K. (2012). A history of gender in social psychology. In A. Kruglanski and W. Stroebe (Eds.), Handbook of the history of social psychology. Psychology Press.
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Voir aussi Identité de genre et Différences sexuelles
Genre (Identité de...) : Voir Identité de genre.
Genre (Intensification du...) : Pressions sociales qui poussent un individu à se conformer à son genre, à agir en fille ou en garçon.

  ROUYER, V. (2007). La construction de l'identité sexuée. Paris : Armand Colin.
Genre(s) (Neutralité des...) : Hypothèse selon laquelle chez l'humain le genre (masculin-féminin) serait le résultat d'apprentissages diférenciés, et non le produit d'un déterminisme biogénétique comme chez la plupart des espèces animales. Money est l'un des plus ardents défenseurs de cette thèse. Neutering of gender.

  MONEY, (1985). The conceptual neutering of gender and the criminalization of sex. Archives of Sexual Behavior, 14 (3), 279–290.
Genre (Non-conformité au...) : Voir Contraintes à l'hétérosexualité.
Genre (taxinomique) : Voir Rang taxinomique.


  BURNIE, D. (Dir.) (2001). Animal. Londres : Dorling Kindersley / Le règne animal. Saint-Laurent : Erpi.
Genre (Trans-) : Voir Transexualisme.
Genré-e : Qualifie toute chose qui marque le genre ou y est associé. EX : Discours genré, point de vue genré. C-EX : À ne pas confondre avec un discours scientifique qui décrit la réalité des hommes et des femmes. Par exemple, affirmer qu'au Québec, les femmes gagnent x % du salaire des hommes, à compétences égales n'est pas un discours genré, mais une réalité décrite par de nombreuses études sérieuses.

Gentaz Edouard ( ) : Neuropsychologue français et spécialiste du toucher et de la perception haptique. Étudiant de Hatwell.
GENTAZ, E. & HATWELL, Y. (1996). Role of gravitational cues in the haptic perception of orientation. Perception & Psychophysics, 58, 1278-1292.
GENTAZ, E. & HATWELL, Y. (1998). The haptic oblique effect in the perception of rod orientation by blind adults. Perception & Psychophysics, 60, 157-167.
GENTAZ, E. & HATWELL, Y. (1999). Role of memorisation conditions in the haptic processing of orientations and the "oblique effect". British Journal of Psychology, 90, 377-388.
GENTAZ, E., COLÉ, P. et BARA, F. (2003). Evaluation d’entraînements multisensoriels de préparation à la lecture pour les enfants de grande section maternelle : étude sur la contribution du système haptique manuel. L’Année Psychologique, 104, 561-584.
GENTAZ, E., FAINETEAU, H., GILET, E., BLUTEAU, J., PALLUEL-GERMAIN, R. et DIARD, J. (2010). L'estimation kinesthésique des distances : études comportementales et analyse probabiliste. L’Année Psychologique, 110, 453-492.
Gentile Douglas A. ( ) : Psychosociologue américain, spécialisé dans l'étude de la représentation de la violence dans les médias, surtout les jeux vidéo. Collaborateur d'Anderson, Bushman, Dill, Dill et Huesmann.
GENTILE, D.A. & WALSH, D.A. (2002). A normative study of family media habits. Journal of Applied Developmental Psychology, 23, 157-178. [PDF]
GENTILE, D.A. & STONE, W. (2005). Violent video game effects on children and adolescents : A review of the literature. Minerva Pediatrica, 57, 337-358. [PDF]
GENTILE, D.A., SALEEM, M. & ANDERSON, C.A. (2007). Public policy and the effects of media violence on children. Social Issues & Policy Review, 1, 15-61. [PDF]
GENTILE, D.A. & GENTILE, J.R. (2008). Violent video games as exemplary teachers : A conceptual analysis. Journal of Youth & Adolescence, 37, 127-141. [PDF]
GENTILE, D.A. (2011). The multiple dimensions of video game effects. Child Development Perspectives, 5 (2), 75-81. [PDF]
Gentillesse : Comportement prosocial qui consiste à faire plaisir à autrui. = amabilité. ( ): remercier, céder sa place, partager, sourire. Kindness, cuteness.

  KOYAMA, R., TAKAHASHI, Y. & MORI, K. (2006). Assessing the cuteness of children : Significant factors and gender differences. Social Behavior & Personality, 34 (9), 1087-1100. [PDF]
LAYOUS, K., NELSON, S.K., OBERLE, E., SCHONERT-REICHL, K. & LYUBOMIRSKY, S. (2012). Kindness counts : Prompting prosocial behavior in preadolescents boosts peer acceptance and well-being. PLOS ONE, 7, e51380. [PDF]
Voir aussi Comportement prosocial et Politesse
Gentner Dedre ( ) : Psychologue cognitivisme américaine, spécialisée dans l'étude du raisonnement par analogie. Collaboratrice de Goldstone, Holyoak, Markman et Medin.
GENTNER, D. (1983). Structure mapping : A theoretical framework for analogy. Cognitive Science, 7, 155-170. [PDF]
GENTNER, D., IMAI, M. & BORODITSKY, L. (2002). As time goes by: Evidence for two systems in processing space and time metaphors. Language & Cognitive Processes, 17, 537-565. [PDF]
GENTNER, D., LOEWENSTEIN, J. & THOMPSON, L. (2003). Learning and transfer : A general role for analogical encoding. Journal of Educational Psychology, 95 (2), 393-408. [PDF]
GENTNER, D. (2007). Spatial cognition in apes and humans. Trends in Cognitive Science, 11, 192-194. [PDF]
GENTNER, D. & FORBUS, K. (2011). Computational models of analogy. WIREs Cognitive Science, 2, 266-276. [PDF]
Gentry G. David ( ) : Psychologue béhavioriste américain et spécialiste de l'étude du conditionnement opérant, notamment des programmes de renforcement à intervalle fixe. Collaborateur de Laties, Marr et Weiss.
GENTRY, G.D. & MARR, M.J. (1980). Choice and reinforcement delay. Journal of the Experimental Analysis of Behavior, 33 (1), 27-37. [PDF] + [PDF]
GENTRY, G.D. & MARR, M.J. (1982). Intractable properties of responding under a fixed-interval schedule. Journal of the Experimental Analysis of Behavior, 37 (2), 233-241. [PDF]
GENTRY, G.D., WEISS, B. & LATIES, V.G. (1983). The microanalysis of fixed-interval responding. Journal of the Experimental Analysis of Behavior, 39 (2), 327–343. [PDF]
Geoffroy Saint-Hilaire Étienne (Etampes 1772-1844 Paris) : Naturaliste français. On lui doit le terme éthologiste.
GEOFFROY SAINT-HILAIRE, E. (1821). Des faits anatomiques et physiologiques de l'anencéphalie, observés sur un anencéphale humain né à Paris en mars 1821. Philosophie Anatomique, 3, 125-153.
GEOFFROY SAINT-HILAIRE E. (1825). Sur des monstruosités humaines caractérisées par le défaut de moellecérébro-spinale, etnommées anencéphales. Archives Générales de Médecine, 9, 41-45.
GEOFFROY SAINT-HILAIRE E. (1826). Sur un foetus né à terme, blessé dans le troisième mois de son âge et devenu monstrueux à la suite d'une tentative d'avortement. Mémoires de la Société d'Émulation, 9, 65-84.
GEOFFROY SAINT-HILAIRE E. (1826). Note sur un monstre humain (anencéphale) trouvé dans les ruines de Thèbes en Egypte par M . Passalacqua. Bulletin des Sciences Médicales, 7, 105-108.
GEOFFROY SAINT-HILAIRE, E. (1829). Sur un nouveau produit de l'espèce humaine, frappé de monstruosité à quatre mois de vie intra-utérine. Archives Générales de Médecine, 20, 460-462.
CHARON, P. (2004). Etienne Geoffroy Saint-Hilaire (1772-1844) et anencephalie : Apport d'un naturaliste à la connaissance médicale Histoire des sciences médicales, 38 (3), 365-383. [PDF]
Géographie/Géographe : Science qui étudie l'espace réel, son exploitation (rivière, forêt, montagne, bassin versant, sous-sol), son aménagement (pays, ville, territoire, etc.) et son utilisation/transformation (habitation, tourisme, transport, guerre, etc). ( ): Diamond, Gauthier, Leclair, Lyell, Smith, Ullman, Wallace. Geography.

  JOHNSTON, R.L. (1979). Geography and geographers. Anglo-american human geography since 1945. Londres : E. Arnold. CLARK, G. (1998). Stylized facts and close dialogue : Methodology in economic geography. Annals of the Association of American Geographers 88, 73-87.
ROSE, G. (1993). Feminism and geography : The limits of geographical knowledge. Cambridge : Polity Press. FOSKETT, N. (1999). Forum : fieldwork in the geography curriculum' international perspectives and research issues. International Research in Geographical & Environmental Education, 8 (2), 159-163.
KING, L.J. (1993). Spatial analysis and the institutionnalization of geography as a social science. Urban Geography, 14 (6), 538-551. HEALY, M. & JENKINS, A. (2000). Kolb's experiential learning theory and its application in geography in higher education. Journal of Geography, 99, 185-195.
DEMERITT, D. (1996). Social theory and the reconstruction of science and geography. Transactions of the Institute of British Geographers, 21 (3), 484-503. COUPER, P. & STOTT, T. (2006). Field safety training for staff in geography, earth and environmental sciences in HE : establishing a framework. Planet, 16, 4-8.
NAIRN, K. (1996). Parties on geography fieldtrips : embodied fieldwork ? New Zealand Women's Studies Journal, 12 (2), 86-97. FULLER, I., EDMONSTON, S., FRANCE, D., HIGGITT, D. & RATINEN, I. (2006). International perspectives on the effectiveness of geography fieldwork for learning. Journal of Geography in Higher Education, 30 (1), 89-101.
BAXTER, J. & EYLES, J. (1997). Evaluating qualitative research in social geography : Establishing "rigour" in interview analysis. Transactions of the Institute of British Geographers, 22 (4), 505-525. [PDF] HOPE, M. (2010). The Importance of direct experience : A philosophical defence of fieldwork in human geography. Journal of Geography in Higher Education, 33 (2), 169-182. [PDF]
Voir aussi Enseignement dela géographie
Géométrie : Branche des mathématiques.Géométrie, espace et abstraction. Geometry.

  WYNN, K. & BLOOM, P. (1992). The origins of psychological axioms of arithmetic and geometry. Mind & Language, 7, 409-416.
HERSHKOWITZ, R. (1987). The acquisition of concepts and misconceptions in basic geometry - or when "A little learning is dangerous thing". In J.D. Novak (Ed.), Misconceptions and educational strategies in science and mathematics (Vol. III, pp. 238-251). Cornell University. USA.
HERSHKOWITZ, R., ARCADI, A. & EISENBERG, T. (1987). Geometrical adventures in function land. Mathematics Teacher, 80 (5), 346-352.
Voir aussi Enseignement des mathématiques
Gerber Alan S. ( ) : Politologue américain et spécialiste de l'étude du vote. Collaborateur de Green.
GERBER, A.S. & GREEN, D.P. (2000). The effects of canvassing, telephone calls, and direct mail on voter turnout : A field experiment. The American Political Science, 94 (3), 653-663. [PDF]
GERBER, A., GREEN, D. & SHACHAR, R. (2003). Voting may be habit-forming : Evidence from a ran- domized eld experiment. American Journal of Political Science, 47 (3), 540-550.
GERBER, A.,KARLAN, D. & BERGAN, D.(2009). Does the media matter ? A field experiment measuring the effect of newspapers on voting behavior and political opinions. American Economic Journal : Applieds Economics, 1 (2), 35-52. [PDF]
GERBER, A., HUBER, G.A., DOHERTY, D. & DOWLING, C.M. (2012). Is there a secret ballot ? Ballot secrecy perceptions and their implications for voting behaviour. British Journal of Political Science, 46, 77-102. [PDF]
GERBER, A., HUBER, G.A., DOHERTY, D. & DOWLING, C.M. (2016). Why people vote: Estimating the social returns to voting. British Journal of Political Science, 46 (2), 241-264.
Gergely György (Budapest 1943-) : Psychologue cognitiviste européen d'origine hongroise et spécialiste du langage. Collaborateur de Bateman, Fonagy, Miklosi et Topàl.
GERGELY, G. & BEVER, T.G. (1986). Relatedness intuitions and the mental representation of causative verbs in adults and children. Cognition, 23, 211-277.
GERGELY, G. (2003). What should a robot learn from an infant ? Mechanisms of action interpretation and observational learning in infancy. Connection Science, 13 (4), 191-209. [PDF]
GERGELY, G. & CSIBRA, G. (2003). Teleological reasoning about actions : The one-year-old's naïve theory of rational action. Trends in Cognitive Sciences, 7 (7), 287-292. [PDF]
GERGELY, G. (2004). The role of contingency detection in early affect-regulative interactions and in the development of different types of infant attachment. Social Development, 13 (3), 469-478.
GERGELY, G., KIRALY, I. & EGYED, K. (2007). On pedagody. Developmental Science, 10 (1), 139-146.
Kenneth J. Gergen Mary M. Gergen
Gergen Kenneth J. (Rochester 1935-) : Psychosociologue socioconstructiviste et postmoderniste américain, spécialiste de l'étude du soi. Étudiant de Jones. Collaborateur de Davis et Gergen.
GERGEN, K.J. & GERGEN, M.M. (1988). Narrative and the self as relationship. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 21, pp. 17-56). New York : Academic Press.
GERGEN, K.J. (1991). Emerging challenges for theory and psychology. Theory & Psychology, 1, 13-35.
GERGEN, K.J. (1996). Psychological science in cultural context. American Psychologist, 51, 496-503. [PDF]
GERGEN, K.J. (1999). An invitation to social construction. London : Sage.
GERGEN, K.J. (2006). The relational self in context history. International Journal for Dialogical, 1, (1), 119-124. [PDF]
Gergen Mary M. (Tyler 1938-) : Psychosociologue et féministe socioconstructiviste américaine, spécialiste de l'étude des genres. Collaboratrice de Gergen et Kipnis.
GERGEN, M.M. (1988). Toward a feminist metatheory and methodology in the social sciences. In M.M. Gergen (Ed.), Feminist thought and the structure of knowledge. New York : New York University Press.
GERGEN, M.M. (1992). From mod masculinity to post-mod macho : a feminist re-play. In S. Kvale (Ed.), Psychology and postmodernism. London : Sage.
GERGEN, M.M. & DAVIS, S. (Eds.) (1996). Toward a new psychology of gender : A reader. New York : Routledge.
GERGEN, M.M. (2000). Feminist psychology. In A.E. Kazdin (Ed.), Encyclopedia of psychology. Washington, DC : American Psychological Association.
GERGEN, M.M. (2000). Feminist reconstructions in psychology : Narrative, gender and performance. Thousand Oaks, CA : Sage.
Gernsbacher Morton Ann ( ) : Psychologue américaine et spécialiste du langage et de l'autisme. Collaboratrice de Benbow, Geary, Gur, Halpern, Mottron et Sigman.
GERNSBACHER, M.A. (1984). Cross-disciplinary approaches to language processing. Proceedings of the Cognitive Science Society, 6, 82-88.
GERNSBACHER, M.A., VARNER, K.R. & FAUST, M. (1990). Investigating differences in general comprehension skill. Journal of Experimental Psychology : Learning, Memory, & Cognition, 16, 430-445.
GERNBASCHER, M.A. (2003). Is one style of autism early intervention "scientifically proven" ? Journal of Developmental & Learning Disorders, 7, 19-25. [PDF]
GERNSBACHER, M.A., DAWSON, M. & GOLDSMITH, H.H. (2005). Three reasons not to believe in an autism epidemic. Current Directions in Psyhological Science, 14, 55-58. [PDF]
GERNSBACHER, M.A., MORSON, E.M. & GRACE, E.J. (2015). Language development in autism. In G. Hichkok & S. Small (Eds.), Neurobiology of language (pp. 879-886). Elsevier. [PDF]
Gérontologie : Science au carrefour de la psychologie, de la sociologie, de la médecine et de la biologie, qui s'intéresse au vieillissement et à ses effets sur les différentes sphères de l'activité humaine. Gerontology.

  BIRREN, J.E. (1974). Translations in gerontology-from lab to life : Psychophysiology and the speed of the response. American Psychologist, 29, 808-815.
SCHAIE, K.W. (1996). Research methods in gerontology. In G.L. Maddox (Ed.), Encyclopedia of aging. New York : Springer.
ZACKS, R.T. & HASHER, L. (1997). Cognitive gerontology and attentional inhibition : A reply to Burke and McDowd. Journal of Gerontology : Psychological Sciences, 52B, 274-283. [PDF]
SCHAIE, K.W. (2002). Past and future of geropsychology at the millennium. Contemporary Gerontology, 8, 104-107. [PDF]
FERRARO, K. F. & SCHAFER, M. H. (2008). Gerontology's greatest hits. The Journals of Gerontology. Series B, Psychological Sciences and Social Sciences, 63, 3-6.
BUCHANAN, J., HUSFELDT, J., BERG, T. & HOULI HAN, D. (2008). Publication trends in be havioral gerontology in the past 25 years : Are the elderly still an understudied population in behavioral research ? Behavioral Interventions, 23, 65-74.
Voir aussi Vieillissement
Gerontologist : Revue scientifique de gérontologie. Éditeur : Oxford Journals.
SCHULZ, R., O’BRIEN, A.T., BOOKWALA, J. & FLEISSNER, K. (1995). Psychiatric and physical morbidity effects of dementia caregiving : prevalence, correlates, and causes. Gerontologist, 35, 771-791.

GeroPsych : Revue scientifique de gérontologie. Éditeur : Heldref Publications.

Gersten Russell Monroe ( ) : Psychopédagogue américain et spécialiste de l'enseignement direct. Collaborateur de Baker, Becker, Carnine, Engelman et Okolo.
GERSTEN, R., CARNINE, D.W. & WHITE, W.A. (1984). The pursuit of clarity : Direct instruction and applied behavior analysis. In W. Heward, T.E. Heron, D.S. Hill & J. Trap-Porter (Eds.), Focus on behavior analysis in education. Columbus, OH : Charles Merrill.
GERSTEN, R. & CARNINE, D. (1986). Direct instruction in reading comprehension. Educational Leadership, 43 (7), 70-78. [PDF]
GERSTEN, R., FUCHS, L., WILLIAMS, J. & BAKER, S. (2001). Teaching reading comprehension strategies to students with learning disabilities : A review of research. Review of Educational Research, 71, 279-320.
GERSTEN, R.M. JORDAN, N.C. & FLOJO, J.R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38 (4), 293-304. [PDF]
GERSTEN, R., BAKER, S., SMITH-JOHNSON, J. & DIMINO, J. (2006). Eyes on the Prize : Teaching complex historical content to middle school students with learning disabilities. Exceptional Children, 72, 264-280. [PDF]
Gervais Will Martin ( ) : Psychologue canadien et spécialiste de l'étude de la religion et de l'athéisme. Collaborateur de Norenzayan.
GERVAIS, W.M. (2011). Finding the faithless : Perceived atheist prevalence reduces anti-atheist prejudice. Personality & Social Psychology Bulletin, 37, 543-556.
GERVAIS, W.M., SHARIFF, A.F. & NORENZAYAN, A. (2011). Do you believe in atheists ? Distrust is central to anti-atheist prejudice. Journal of Personality & Social Psychology, 101 (6), 1189-206.
GERVAIS, W.M. (2012). Reminders of secular authority reduce believers' distrust of atheists. Psychological Science, 23 (5), 483-491. [PDF]
GERVAIS, W.M. & NORENZAYAN, A. (2012). Analytic thinking promotes religious disbelief. Science, 336, 493-496.
GERVAIS, W.M. (2013). In godlessness we distrust : Using social psychology to solve the puzzle of anti-atheist prejudice. Social Psychology & Personality Compass, 7, 366-377.
Geschwind Norman (New York 1926-1984) : Médecin et neurobiologiste américian, spécialisé dans l'étude du cerveau, de la latéralisation et de l'asymétrie cérébrales. Collaborateur de Galaburda.
GESCHWIND, N. (1965). Disconnexion syndromes in animals and man. Brain 88, 237-294, 585-644.
GESCHWIND, N. & LEVITSKY, W. (1968.). Human brain : left-right asymmetries in temporal speech region. Science 161, 186-187.
GESCHWIND, N. (1972). Language and the brain. Scientific American, 226 (4), 76-83.
GESCHWIND, N. (1979). Specialization of the human brain. Scientific American, 241 (3), 180-199.
GESCHWIND, N. & GALABURDA, A.M. (1985). Cerebral lateralization : Biological mechanisms, associations, and pathology : I-II-III. A hypothesis and a program for research. Archives of Neurology, 42, 428-459/ 521-542/634-654.
GALABURDA, A.M. (1985). Norman Geschwind : 1926-1984. Neuropsychologia, 2 (3), 297-304. [PDF]
Gesell Arnold Lucius (Alma Wisconsin 1880-1961 New Haven Connecticut) : Enseignant et psychopédagogue américain. Il s'est surtout intéressé au développement des enfants (motricité, langage, réactions sociales). Il a également élaboré de nombreux outils (tests de comparaison, développement de méthodes de rééducation, etc.). Étudiant de Jastow.
GESELL, A. (1915/45). Embryology of behavior / L'embryologie du comportement. New York : Harper and Row/Paris : Presses Universitaire de France.
GESELL, A. (1926). The mental growth of the pre-school child : A psychological outline of normal development from birth to the sixth year, including a system of developmental diagnosis. New York : Macmillan.
GESELL, A. (1927). Reducing the risks of child adoption. Child Welfare League of America Bulletin, 6, 1-2.
GESELL, A. (1928). Infancy and human growth. New York : Macmillan.
GESELL, A. & THOMPSON, H. (1934). Infant behavior : Its genesis and growth. New York : McGraw-Hill.
BEAR, G.G. & MODLIN, P. (1987). Gesell's developmental testing: What purpose does it serve? Psychology in the Schools, 24, 40-44.
THELEN, E. & ADOLPH, K.E. (1992). Arnold L. Gesell : The paradox of nature and nurture. Developmental Psychology, 28 (3), 368-380. [PDF]
BORNSTEIN, M.H. (2001). Arnold Lucius Gesell. Pediatrics and Related Topics/Pädiatrie und Grenzgebiete, 40, 395-409.
Gestalt (Phénomène) : De l'allemand gestalten, qui signifie «structurer, donner une forme». On définit souvent ce concept par la formule suivante : "Le tout est plus que la somme des parties". Le terme aurait été proposé par Ehrenfels. Gestalt, perception de la forme et gestaltisme. = structure, configuration, organisation. Gesalt.
  KANTOR, J.R. (1925). The significance of the gestalt conception in psychology. Journal of Philosophy, 22, 234-241.
KOFFKA, K. (1935/63). Principles of gestalt psychology New York : Harcourt, Brace and World / Psychologie de la forme. Paris : Gallimard.
KOHLER, W. (1959). Gestalt psychology today. American Psychology, 14, 727-734.
SAARILUOMA, P. (1992). Do visual images have gestalt properties ? Quarterly Journal of Experimental Psychology, 45A, 399-420.
WADE, N.J. (2012). Artistic precursors of gestalt principles. Gestalt Theory, 34, 329-348.
Voir aussi Perception de la forme et Gestaltisme
Gestalt (Thérapie) : Psychothérapie développée par Perls, qui se centre sur l'analyse de l'expérience présente ou immédiate (principe de l'ici et maintenant) et de la responsabilité individuelle. = thérapie de l'ici et maintenant. ( ): Nevis, Metzger, Perls. Gestalt therapy, here and now therapy.

  METZGER, W. (1928). Certain implications in the concept of gestalt. American Journal of Psychology, 40, 162-166. [LIRE] O'LEARY, E. (1992). Gestalt therapy : Theory, practice and research. London : Chapman and Hall.
PERLS, F.S., HEFFERLINE, R.F. & GOODMAN, P. (1951). Gestalt therapy : Excitement and growth in the human personality. New York : Julian Press. YONTEF, G. (1993). Awareness, dialogue, and process. The Gestalt Journal Press.
SIMKIN, J.S. (1965). Introduction to gestalt therapy. Los Angeles : Gestalt Therapy Institute. WALTER, H.J. (1994). What do gestalt therapy and gestalt theory have to do with each other ? Gestalt Journal, 22 (1), 45-68.
EMERSON, P. & SMITH, E.W.L. (1974). Contributions of gestalt psychology to gestalt therapy. The Counseling Psychologist, 4, 8-12. BRETZ H.J., HEEJERENS, H.P. & SCHMITZ, B. (1994). A meta-analysis of the effectiveness of gestalt therapy. Zeitschrift für klinische/ Psychology, Psychopathology & Psychotherapy, 42 (3), 241-260.
STEWART, D.R. (1974). The philosophical background of gestalt therapy. The Counseling Psychologis, 4, 13-14. CAHALAN, W. (1995). The earth is our real body : Cultivating ecological groundedness in gestalt therapy. Gestalt Journal, 18, 99-100.
LEVIN, L.S. & SHEPARD, I.L. (1974). The role of the therapist In gestalt therapy. The Counseling Psychologist, 4, 27-30. NEVIS, E.C. (1997). Gestalt therapy : Perspectives and applications. Routledge.
PERLS, F., HEFFERLINE, R.E. & GOODMAN, P. (1979). Gestalt thérapie. Vers une théorie du self : nouveauté, excitation et croissance. Montréal : Stanké. WALTER, H.J. (1997). Cognitive behavior therapy and gestalt theoretical psychotherapy : A comparison from the perspective of self-determination. Gestalt ! 1 (1). [LIRE]
AMBROSI, J. (1984/97). La gestalt thérapie revisitée. Privat : Toulouse. NEVIS, E.C. (1997). Organizational consulting : A gestalt approach. Gestalt Press.
KNAPP, T.J. (1986). Ralph Franklin Hefferline: The Gestalt therapist among the Skinnerians or the Skinnerian among the Gestalt therapists? Journal of the History of the Behavioral Sciences, 22, 49-60. UHLHASS, P.J. & SILVERSTEIN, S.M. (2003). The continuing relevance of gestalt psychology for an understanding of schizophrenia. Gestalt Theory, 25 (4), 256-270.
O'LEARY, E. (1988). Gestalt therapy. Institute of Guidance Counsellors Journal, 15, 13-18. EAGLE, M.N. & WAKEFIELD, J.C. (2007). Gestalt psychology and the mirror neuron discovery. Gestalt Theory, 29 (1), 59-64.
  ANDERSCH, N. (2011). Is there a second chance for gestalt psychology in psychopathology ? Gestalt Theory, 33 (1), 27-40. [PDF]
  Voir aussi Psychothérapie et Perls
Gestalt ! : Revue de psychologie qui consacre ses pages à la gestalt.
WALTER, H.J. (1997). Cognitive behavior therapy and gestalt theoretical psychotherapy : A comparison from the perspective of self-determination. Gestalt ! 1 (1). [PDF]

Gestalt Journal : Revue de psychologie clinique.
SWANSON, J. (1995). The call for gestalt's contribution to ecopsychology : Figuring in the environmental field. Gestalt Journal, 18, 47-85.

Gestalt Theory : Revue de psychologie qui consacre ses pages à la gestalt.
BANDURA, A. (1980). Self-referent thought : A developmental analysis of self-efficacy. Gestalt Theory, 2, 147-174.

Gestalt Therapy Page : Revue de psychologie qui publie en format html des articles ou des chapitres de livre.
ROBINE, J-M. (1993). Le Holism de J. C. Smuts. Gestalt Therapy Page.

Gestaltisme : L'une des nombreuses perspectives de la psychologie moderne. La perception est l'objet d'étude du gestaltisme ou psychologie de la forme. Le cognitivisme, actuellement la perspective la plus populaire de la psychologie, a emprunté au gestaltisme certaines de ses idées (lois de la perception, insight, etc.). = psychologie de la forme, théorie de la gestalt. ( ):Ehrenfels, Goldstein, Guillaume, Koffka, Külpe, Köhler, Lewin, Luchins, Mach, Meinong, Von Restorff, Rock, Wertheimer, Wertheimer, Zeigarnick. Gestalt psychology, gestalt theory.
  KOFFKA, K. (1922). Perception : An introduction to the "Gestalt-Theorie". Psychological Bulletin, 19, 531-585. ASH, M.G. (1991). Gestalt psychology in Weimar culture. History of the Human Sciences, 4, 395-415.
KOFFKA, K. (1935/63). Principles of gestalt psychology / Psychologie de la forme. New York : Harcourt, Brace and World/Paris : Gallimard. SOKAL, M.M. (1994). Gestalt psychology in America in the 1920s and 1930s. In S. Poggi (Eds.), Gestalt psychology : Its origins, foundations and influence : An International Workshop (pp. 87-119). Casa Editrice Leo S.Olschki
GUILLAUME, P. (1937/1979). La psychologie de la forme. Paris : Flammarion. SWANSON, J. (1995). The call for gestalt's contribution to ecopsychology : Figuring in the environmental field. Gestalt Journal, 18, 47-85.
KOHLER, W. (1947). Gestalt psychology : An Introduction to new concepts in Modern Psychology. New York : Liveright. KUBOVY, M. (1999). Gestalt psychology. In R.A. Wilson & F.C. Keil (Eds.), The MIT Encyclopedia of the cognitive sciences (pp. 346-349). Cambridge, MA : MIT Press.
BASH, K.W. (1949). Consciousness and the unconscious in depth and gestalt psychology. Acta Psychologica, 6, 213-288. LUCHINS, A.S. & LUCHINS, E.H. (1999). Isomorphism in Gestalt theory : Comparison of Wertheimer´s and Köhler´s concepts. Gestalt Theory 21 (3), 208-234. [PDF]
PIAGET, J. (1954). Ce qui subsiste de la théorie de la Gestalt dans la psychologie contemporaine de l'intelligence et de la perception. Revue Suisse de Psychologie Pure et Appliquée, 13 (1), 72-83. KUBOVY, M. & GEPSHTEIN, S. (2000). Gestalt : From phenomena to laws. In K. Boyer & S. Sarkar (Eds.), Perceptual organization for for artificial vision systems (pp. 41-72). Dordrecht, the Netherlands : Kluwer Academic Publishers.
KOHLER, W. (1959). Gestalt psychology today. American Psychology, 14, 727-734. MURRAY, D.J., KILGOUR, A.R. & WASYKIW, L. (2000). Conflicts and missed signals in psychoanalysis, behaviorism and gestalt psychology. American Psychologist, 55 (4), 422-426.
WERTHEIMER, M. (1959). Productive thinking. New York : Harper and Row. VAN VALKENBURG, D. & KUBOVY, M. (2004). From Gibson’s fire to Gestalts : A bridge- building theory of perceptual objecthood. In J. Neuhoff (Ed.), Ecological psychoacoustics (pp. 113-147). San Diego, CA : Elsevier Science.
ELLIS, W.D. (1967). A sourcebook of gestalt psychology. New York : Humanities press. OHLSSONS. (1984). Restructuring revisited : I. Summary and critique of the gestalt theory of problem solving, Scandinavian Journal of Psychology, 25, 65-78.
KOHLER, W. (1969). The task of gestalt psychology. Princeton, N.J. : Princeton University Press. WAGEMANS, J., ELDER, J.H., KUBOVY, M., PALMER, S E., PETERSON, M A., SINGH, M. & VON DER HEYDT, R. (2012). A century of gestalt psychology in visual perception : I. Perceptual grouping and figure-ground organization. Psychological Bulletin, doi: 10.1037/a0029333 [PDF]
  FISCHER, S.L. (2012). The gestalt research tradition: Figure and ground. Gestalt Review, 16 (1), 3-6, [PDF]
LUCHINS, A.S. (1975). The place of gestalt theory in American psychology : A case study. Gestalttheorie in der Modernen Psychologie, 21-44. WADE, N.J. (2012). Artistic precursors of gestalt principles. Gestalt Theory, 34, 329-348.
LEAHEY, H.T. (1987). A history of psychology. New Jersey : Prentice-Hall. Voir aussi Perception de la forme, Gestaltisme et Insight
Geste/Gestuelle/Gesticuler : Utilisation chez les primates humains et non-humains des doigts, des mains et des bras pour signaler certaines émotions ou certaines intentions. Geste et gestuelle. Hand gesture, gestural signal, gesture, gesturing.

  EFRON, D. (1941). Gesture, race and culture. The Hague : Mouton. HOSTETTER, A.B., CANTERO, M. & HOPKINS. W.D. (2001). Differential use of vocal and gestural communication by chimpanzees (Pan troglodytes) in response to the attentional status of a human (Homo sapiens). Journal of Comparative Psychology, 115 (4), 337-343. [PDF]
  CALBRIS, G. (2001). Principes méthodologiques pour une analyse du geste accompagnant la parole. Mots, 67, 129-148.
MORRIS, D., COLLETT, P., MARSH, P. & O'SHAUGNESSY, M. (1979). Gestures : Their origins and distributions. New York : Stein and Day. POVINELLI, D.J., THEALL, L.A., REAUX, J.E. & DUNPHY-LELII, S. (2003). Chimpanzees spontaneously modify the direction of their gestural signals to match the attentional orientation of others. Animal Behaviour, 65, 71-79. [PDF]
FEYEREISEN, P. & LANNOY J.D. de (1987). Psychologie du geste. Bruxelles : Pierre Mardaga. CALL, J. & TOMASELLO, M. (2007). The gestural communication of apes and monkeys. New York : LEA.
BAVELAS, J.B., CHOVIL, N., LAWRIE, D.A. & WADE, A. (1992). Interactive gestures. Discourse Processes, 15, 469-489. BAVELAS, J.B. & GERWING, J. (2007). Conversational hand gestures and facial displays in face-to-face dialogue. In K. Fiedler (Ed.), Social communication (pp. 283-308). New York : Psychology Press.
BAVELAS, J.B. (1994). Gestures as part of speech : Methodological implications. Research on Language & Social Interaction, 27, 201-221. POLLICK, A.S. & DE WAAL, B.M. (2007). Ape gestures and language evolution. Proceedings of the National Academy of Sciences, 104, 8184-8189. [PDF]
BAVELAS, J.B., CHOVIL, N., COATES, L. & ROE, L. (1995). Gestures specialized for dialogue. Personality & Social Psychology Bulletin, 21, 394-405 MÉGUESDITCHIAM, A., COCHET, H. & VAUCLAIR, J. (2011). From gesture to language : ontogenetic and phylogenetic perspectives on gestural communication and its cerebral lateralization. In A. Vilain, J.L. Schwartz, C. Abry & J. Vauclair (Eds.), Primate Communication and Human Language: Vocalisation, gestures, imitation and deixis in humans and non-humans (pp. 91-119). Amsterdam : John Benjamins. [PDF]
TOMASELLO, M., CALL, J., WARREN, J., FROST, G.T., CARPENTER, M. & NAGELL, K. (1997). The ontogeny of chimpanzee gestural signals : A comparison across groups and generations. Evolution of Communication, 1, 223-259. [PDF] 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 & Neuroscience, 30 (3), 251-260. [PDF]
Voir aussi Communication non-verbale et Expression des émotions
Gestion/Gérer :Effort systématique visant à contrrôler un aspect de la réalité externe (conflit, personnel d'une organisation, etc.) ou de sa propre réalité (stress, contingences, etc).

Types de gestion
Gestion (du personnel) Gestion des contingences Gestion de soi
Style de gestion   Gestion du stress
Gestion/Gestionnaire (du personnel) : Organisation du travail et des relations humaines au sein des organisations, notamment des entreprises, qui contribue à la prise de décision, à la résolution de conflits, à l'augmentation de la motivation des employés et à la satisfaction des employés, de manière à augmenter l'efficacité de l'entreprise, sa compétitivité, ses profits. Le gestionnaire (ou adminstrateur) est le titre que l'on accorde à l'individu qui gère une entreprise ou un organisme public, tandis que le pdg est le titre que l'on accorde à l'individu qu occupe le rang de cette hiérarchie. = gestion du personnel, administrateur, management (anglicisme ?), gestion des ressources. Management, manager.

  SCOTT, W.D. (1910). Increasing human efficiency in business. New York : Macmillian. [PDF] DONNELL, S.M. & HALL, J. (1980). Men and women as managers : A significant case of no significant difference. Organizational Dynamics, 8 (4), 60-77.
TAYLOR, F.W. (1911/12). Principles of scientific management. New York-London : Harper & Brother Publisgers. / Principes d'organisation scientifique des usines. Paris : H. Dunod et E. Pinat.  LIPPA, R.A. (1981). Theory and research on impression management. Contemporary Psychology, 26, 849-850.
FAYOL, H. (1916). General and insdustrial management. REID, D.H. & WHITMAN, T.L. (1983). Behavioral staff management in institutions : A critical review of effectiveness and acceptability. Analysis & Intervention in Developmental Disabilities, 3 (2-3), 131-149.
ROETHLISBERGER, F.J. & DICKSON, W.J. (1939). The nanagement and the worker. Harvard University Press. WHETTEN, D.A. & CAMERON, K.S. (1984). Developing managerial skills. Glenview, Ill. : Scott Foresman.
BURNS, T. (1957). Management in action. Operational Research Quarterly, 8, 45-60.  
McGREGOR, D. (1960). The human side of enterprise. NY : McGraw-Hill. KIPNIS, D., SCHMIDT, S.M., SWAFFIN-SMITH. C. & WILKINSON, I. (1984). Patterns of managerial influence : Shotgun managers, tacticians, and bystanders. Organizational Dynamics, 12 (3), 58-67.
BURNS, T. & STALKER, G.M. (1961). The Management Innovation. Administrative Science Quarterly 8 (2)  
LIKERT, R. (1961). New patterns of management. New York : McGraw-Hill. WOOD, R.E. & BANDURA, A. (1989). Social cognitive theory of organizational management. Academy of Management Review, 14, 361-384. [PDF]
BURNS, T. & STALKER, G.M. (1961/94). The management of innovation. London : Tavistock Publications. [PDF] POWELL, G.N. (1990). One more time : Do male and female managers differ ? Academy of Management Executive, 12, 731-743.
BLAKE, R.R. & MOUTON J.S. (1964). The managerial grid. Houston : Gulf. STROH, L.K., BRETT, J.M. & REILLY, A.H. (1992). All the right stuff : A comparison of female and male managers'career progression. Journal of Applied Psychology, 77, 251-260.
BURNS, T. & STALKER, G.M. (1961).What managers do. New Society, 4, (16), 8-9.  
GHISELLI, E.E. (1968). Interaction of traits and motivational factors in the determination of the success of managers. Journal of Applied Psychology, 52 (6), 480-483.  YUKL, G., FALBE, C.M. & YOUN, J.Y. (1993). Patterns of influence behavior for manager. Group Organization Management, 18, 5-28.
PORTER, L.W. & LAWLER, E. (1968). Managerial attitudes and performance. Homewood, IL : Dorsey Press. MINTZBERG, H. (1999). Le management : Voyage au centre des organisations. Éditions d'Organisation.
BLAKE, R.R. & MOUTON. J.S. (1969). Les deux dimensions du management. Paris : Éditions d'organisation. POWELL, G.N., BUTTERFIELD, D.A.D. & PARENT, J.D. (2002). Gender and managerial stereotypes : Have the times changed ? Journal of Management, 28, 177-193.
   HEINE, S.J., HARIHARA, M. & NIIYA, Y. (2002). Terror management in Japan. Asian Journal of Social Psychology, 5, 187-196. [PDF]
VROOM, V.H. & DECI, E.L. (Eds.) (1970). Management and motivation. Harmondsworth : Penguin. HOGAN, R. & WARRENFLELZ, R. (2003). Educating the modern manager. Academy of Management Learning & Education, 2, 74-84.
MINTZBERG, H. (1973). The nature of managerial work. New York : Harper & Row. ZIEGLER, M., SCHMIDT-ATZERT, L., BÜHNER, M. & KRUMM, S. (2007). Fakability of different measurement methods for achievement motivation : questionnaire, semi-projective, and objective. Psychology Science, 49 (4), 291-307. [PDF]
QUILITCH, H.R. (1975). A comparison of three staff-management procedure. Journal of Applied Behavor Analysis, 8 (1), 59-66. [PDF] STEWART, W.H. & ROTH, P.L. (2007). A meta-analysis of achievement motivation differences between entrepreneurs and managers. Journal of Small Business Management, 45 (4), 401-421.
Voir aussi PDG, Leadership et Organisation
Gestion (Style de...) : Ensemble des principes et des pratiques qui guident l'exploitation d'une entreprise privée ou publique et, plus particulièrement, ses ressources humaines. = stratégie de gestion.

  BLAKE, R.R. & MOUTON J.S. (1964). The managerial grid. Houston : Gulf.
MINTZBERG, H. (1973). The nature of managerial work. New York : Harper & Row.
EMANS, B.J.M., MUNDUATE, L. KLAVER, E. & VAN DE VLIERT, E. (2003). Constructive consequences of leaders' forcing influence styles. Applied Psychology, 52 (1), 36-54. [PDF]
Gestion de ses contingences : Voir Contingences.
Gestion de soi : Processus de régulation et d'ajustement de ses émotions, de ses comportements et de ses pensées, en fonction des circonstances, du contexte. Self-monitoring, self-menagement, self-regulation, personal adjustment.

    VAN RILLAER, J. (1992). La gestion de soi. Liège : Mardaga.
SNYDER, M. (1974). Self-monitoring of expressive behaviour. Journal of Personality & Social Psychology, 46, 598-609. WEGNER, D.M. & PENNEBAKER, J.W. (Eds.) (1993). Handbook of mental control. Englewood Cliffs, N.J.: Prentice-Hall.
BRIGGS S.R., CHEEK, J.M. & BUSS, A.H. (1980). An analysis of the self-monitoring scale. Journal of Personalily & Social Psychology, 38, 679-686. NEWMAN, B., BUFFINGTON, D.M., HEMMES, N.S. & ROSEN, D. (1996). Answering objections to self-management and related concepts. Behavior & Social Issues, 6 (2), 85-95. [PDF]
SHELTON, J.L. & ROSEN, G.M. (1980). Self-monitoring by patients. In G.M. Rosen, J.P. Geyman & R.H. Layton (Eds.), Behavioral science in family practice. New York : Appleton-Century-Crofts. WATSON, D.L. & THARP, R.G. (1997). Self-directed behavior : Self-modification for personal adjustment. Pacific Grove, CA : Brooks/Cole.
BRIGHAM, T., HOPPER, C., HILL, B., DE ARMAS, A. & NEWSOM, P. (1985). A self-management program for disruptive adolescents in the schools : A clinical replication analysis. The Behavior Therapy, 16, 99-115. CARVER, C.S. & SCHEIER, M.F. (1998). On the self-regulation of behavior. Cambridge, UK : Cambridge University Press.
SIMPSON, J.A. (1988). Self-monitoring and commitment to dating relationships : A classroom demonstration. Teaching of Psychology, 15, 31-33. GANGESTAD, S.W. & SNYDER, M. (2000). Self-monitoring : Appraisal and reappraisal. Psychological Bulletin, 126, 530-555.
ZACCARO, J., FOTI, R.J. & KENNY, D.A. (1991). Self-monitoring and trait-based variance in leadership : An investigation of leader flexibility across multiple group situations. Journal of Applied Psychology, 76, 308-315. ROSE, P. & KIM, J. (2011). Self-Monitoring, opinion leadership and opinion seeking : A sociomotivational approach. Current Psychology, 30, 203-214.
Voir aussi Contrôle de soi et Impulsivité
Gettier Edmund L. (Baltimore 1927-) : Philosophe et épistémologue américain.
GETTIER, E.L. (1963). Is justified true belief knowledge ? Analysis, 23, 121-23.
Geva Nehemia ( ) : Politologue israélien. Collaborateur de Isen et Mintz.
GEVA, N. & SMILANSKY, J. (1985). Perceived saliency of classroom misconducts. British Educational Research Journal, 11 (3), 283-290.
GEVA, N., DEROUEN, K.R. & MINTZ, A. (1993). The political incentive explanation of "democratic peace" : Evidence from experimental research. International Interactions 18 (3), 215-229.
GEVA, N. & HANSON, C.D. (1999). Cultural similarity, goreign policy actions, and regime perception : An experimental study of international cues and democratic peace. Political Psychology, 20 (4), 803-827.
GEVA, N. & SKORICK, J.M. (1999). Information inconsistency and the cognitive algebra of foreign policy decision making. International Interactions. Empirical & Theoretical Research in International Relations, 25 (4), 333-362.
GEVA, N., MAYHAR, J. & SKORICK, J.M. (2000). The cognitive calculus of foreign policy decision making : An experimental assessment. Journal of Conflict Resolution, 44 (4), 447-471.
Gewirtz Jacob L. ( ) : Psychologue béhavioriste américain, spécialisé dans l'étude du développement, et plus particulièrement de l'attachement. Collaborateur de Baer et Pelaez.
GEWIRTZ, J.L. & BAER, D.M. (1958). Deprivation and satiation of social reinforcers as drive conditions. Journal of Abnormal & Social Psychology, 57, 165-172.
GEWIRTZ, J.L. & STINGLE, K.G. (1968). Learning of generalized imitation as the basis for identification. Psychological Review, 75 (5), 374-397.
GEWIRTZ, J.L. (1976). The attachment acquisition process as evidenced in the maternal conditioning of cued infant responding (particularly crying). Human Development, 19 (3), 143-155.
GEWIRTZ, J.L. (1978). Social learning in early human development. In A.C. Catania & T.A. Brigham (Eds.), Handbook of applied behavior analysis (pp. 105-141). New York : Irving Publishers.
GEWIRTZ, J.L. & PELAEZ-NOGUERAS, M. (1992). Infant social referencing as a learned process. In S. Feinman (Ed.), Social referencing and the social construction of reality in infancy (pp. 151-173). New York : Plenum.
GHB : Psychotrope de la famille des antidépresseur vendu sous une forme liquide, incolore et inodore. = gamma-hydroxybutyrate.
Ghetto : Lieu - souvent un quartier - où vit une minorité qui s'isole volontairement de la majorité (par préférence) ou/et est victime de ségrégation (par exclusion). Ghetto.
  CLARK, K.B. (1965). Dark ghetto : Dilemmas of social power. New York : Harper & Row.
WELLER, L. (1965). Social class and the desegregation movement : A study of parents' decisions in a Negro ghetto. Social Problems, 13, 83-88.
ALLEN, V.L. (Ed.) (1970). Ghetto riots. Journal of Social Issues, 26 (1), 1-220.
Ghezzi Patrick M. ( ) : Psychologue béhavioriste américain, spécialisé dans l'étude de l'autisme et du jeu de hasard. Professeur de Patel. Collaborateur de Carr, Dixon, Lyons, Rapp, Tarbox, Williams et Witts.
GHEZZI, P.M., WILSON, G., TARBOX, R.S.F. & MacALEESE, K.R. (2003). Token economy. In W. O’Donohue, J.E. Fisher & S.C. Hayes (Eds.), Cognitive behavior therapy : Applying empirically supported techniques in your practice (pp. 436-441). Hoboken, NJ : John Wiley & Sons, Inc.
WILLIAMS, W.L., GHEZZI, P.M. & BURKHOLDER, E. (2003). Developmental disabilities and mental retardation. In W. O'Donohue, D.R. Laws & C.R. Hollin (Eds.), Handbook of forensic psychology (pp. 489-509). Burlington, MA : Academic Press.
TARBOX, R.S.F., GHEZZI, P.M. & WILSON, G. (2006). The effects of token reinforcement on attending in a young child with autism. Behavioral Interventions, 21, 155-164. [PDF]
GHEZZI, P.M., LYONS, C.A., DIXON, M.A. & WILSON, G.R. (2006). Gambling : Behavior theory, research, and application. Reno, NV : Context Press.
RAPP, J.T., PATEL, M.R., GHEZZI, P.M., O'FLAHERTY, C. & TITTERINGTON, C.J. (2009). Establishing stimulus control of vocal stereotypy displayed by young children with autism. Behavioral Interventions, 24 (2), 85-105.
Ghiselli Edwin E. (1907-1980) : Psychologue et méthodologiste américain.
GHISELLI, E.E. & BROWN, C. (1947). Learning in accident reduction. Journal of Applied Psychology, 31 (6), 580-582.
GHISELLI, E.E. & BROWN, C. (1948). The effectiveness of intelligence tests in the selection of workers. Journal of Applied Psychology, 32 (6), 575-580.
GHISELLI, E.E. (1963). Managerial talent. American Psychologist, 18 (10), 631-642.
GHISELLI, E.E. (1974). Some perspectives for industrial psychology. American Psychologist, 29 (2), 80-87.
GHISELLI, E.E., CAMPBELL, J.P. & ZEDECK, S. (1981 ). Measurement theory for the behavioral sciences. San Francisco : W.H. Freeman and Company.
BEACH, F.A. (1981). Obituary : Edwin E. Ghiselli (1907-1980). American Psychologist, 36 (7), 794-795.
Gibbon (Hylobates) : Famille de singe qui vit dans les forêts d'Inde, d'Indochine et de Malaisie. = hylobatidè. Gibbon.
  BONTAN, L. (1913). Le pseudo-langage. Observationseffectutes sur un anthropoïde : Le gibbon (Hylobates leucogenys - Ogilby). Actes de la Société Linndenne de Bordeaux, 67, 5-80.
GEISSMANN, T. (1995). Gibbon systematics and species identification. International Zoo News, 42, 467-501.
HYATT, C.W. (1998). Responses of gibbons (Hylobates lar) to their mirror images. American Journal of Primatology, 45, 307-311.
UJHELYI, M., BUK, P., MERKER, B. & GEISSMANN, T. (2000). Observations on the behavior of gibbons (Hylobates leucogenys, H. gabriellae, and H. lar) in the presence of mirrors. Journal of Comparative Psychology, 114 (3), 253-262. [PDF]
BARELLI, C. (2015). Sexual behavior and reproductive strategies in gibbons. In P. Whelehan & A. Bollin (Eds.), The International Encyclopedia of Human Sexuality. Wiley-Blackwell Editors.
DAWKINS, R. (2004/07). The ancestor's tale : A pilgrimage to the dawn of evolution. New York : Houghton Mifflin. / Il était une fois l'évolution. Paris : Hachette. Voir aussi Animal et singe
John Gibbon Frederick X. Gibbons
Gibbon (Le singe)  
Gibbon John (1934-2001) : Psychologue cognitivo-béhaviorisme et spécialiste de l'étude de l'apprentissage, et plus particulièrement du rôle du temps, notamment chez le scalaire. Collaborateur de Allen, Balsam, Church, Gallistel, Kacelnik, Locurto, Rachlin et Terrace.
GIBBON, J. (1967). Discriminated punishment : avoidable and unavoidable shock. Journal of the Experimental Analysis of Behavior, 10 (5), 10, 451–460. [PDF]
GIBBON, J. (1977). Scalar expectancy theory and Weber’s law in animal timing. Psychological Review, 84, 279–325.
GIBBON, J. & CHURCH, R.M. (1990). Representation of time. Cognition 37, 23–54.
GIBBON, J. (1991). Origins of scalar timing. Learning & Motivation, 22, 3–38.
GIBBON, J., MALAPANI, C., DALE, C. & GALLISTEL, C.R. (1997). Toward a neurobiology of temporal cognition : advances and challenges. Current Opinion in Neurobiology, 7, 170–184.
ALLAN, L., BALSAM, P., CHURCH, R. & TERRACE, R.H. (2002). John Gibbon (1934–2001). American Psychologist, 57, 436-437.
CHURCH, R.M. (2002). A tribute to John Gibbon. Behavioural Processes 57, 261–274. [PDF]
Gibbons Frederick X. ( ) : Psychosociologue américain et spécialiste de l'étude de la comparaison sociale et du comportement de fumer. Collaborateur de Benbow, Buunk, Stephan et Weinstein.
GIBBONS, F.X. & WICKLUND, R.A. (1982). Self-focused attention and helping behavior. Journal of Personality & Social Psychology, 43, 462-474.
GIBBONS, F.X. & GAEDDERT, W.P. (1984). Focus of attention and placebo utility. Journal of Experimental Social Psychology, 20, 159-176.
GIBBONS, F.X. BENBOW, C.P. & GERRARD, M. (1994). From top dog to bottom half : Social comparison strategies in response to poor performance. Journal of Personality & Social Psychology, 67, 638-652.
GIBBONS, F.X. (1996). Measuring the gap between theories and practice : Modelling a bridge. Educational & Child Psychology, 13 (3), 41-49.
GIBBONS, F.X. & BUUNK, B.P. (1999). Individual differences in social comparison : development of a scale of social comparison orientation. Journal of Personality & Social Psychology, 76 (1), 129-142. [PDF]
Gibbs Simon J. ( ) : Psychologue anglais, spécialisé dans l'étude la dyslexie et de la conscience phonémique. Collaborateur de Elliot.
GIBBS, S.J. (1996). Measuring the gap between theories and practice : Modelling a bridge. Educational & Child Psychology, 13 (3), 41-49
GIBBS, S.J. (2003). Do Pictures make a difference? A test of the hypothesis that performance in tests of phonological awareness is eased by the presence of pictures. Educational Psychology in Practice, 19 (3), 219-228.
GIBBS, S.J. (2004). The skills in reading shown by young children with permanent and moderate hearing-impairment. Educational Research, 46 (1), 17-24
GIBBS, S.J. (2004). Phonological awareness : An investigation into the developmental role of vocabulary and short-term memory. Educational Psychology, 24 (1), 13-25
GIBBS, S.J. & ELLIOTT, J.G. (2010). Dyslexia : a categorical falsehood without validity or utility. In T.E. Scruggs & M.A. Mastropieri et al. (Eds.), Advances in learning and behavioral disabilities (Vol. 2). Emerald Literacy and Learning.
Eleanor Jack Gibson James Jerome Gibson
Gibson Eleanor Jack (Peoria États-Unis 1910-2002 Columbia États-Unis) : Psychologue cognitiviste américaine et chef de file de l'étude de la perception, notamment chez les jeunes enfants. En collaboration avec Walk, elle a développé un dispositif expérimental - la falaise visuelle - pour étudier la profondeur perceptive. Professeure de Adolph et Spelke. Collaboratrice de Walk.

No 74
GIBSON, E.J. & WALK, R.D. (1960). The "visual cliff". Scientific American, 202, 67-71.
GIBSON, E.J. (1969). Principles of perceptual learning and development. NY : Meredith Co.
GIBSON, E.J. & SCHMUCKLER, M.A. (1989). Going somewhere: An ecological and experimental approach to development of mobility. Ecological Psychology, 1, 3-25.
GIBSON, E.J. (1990). An odyssey in learning and perception. Cambridge : MIT Press.
GIBSON, E.J. (1994). Has psychology a future ? Psychological Science, 5, 69-76.
FODOR, J. & PYLYSHIN, Z. (1981). How direct is visual perception? Some reflections on Gibson's ecological approach. Cognition, 9, 139-196.
CAUDLE, F.M. (2003). Eleanor Jack Gibson (1910-2002) : Obituary.American Psychologist, 58 (12), 1090-1091.
Gibson James Jerome (McConnelsville Ohio 1904-1979 Ithaca New York) : Psychologue cognitiviste américaine et chef de file de l'étude de la perception. Collaborateur de Rosenblatt.

No 88
GIBSON, J.J. (1950). The perception of the visual world. Westport : Greenwood Press.
GIBSON, J.J. (1960). The concept of stimulus in psychology. American Psychologist, 15, 694-703.
GIBSON, J.J. & GIBSON, E.J. (1955). Perceptual learning : Differentiation or enrichment ? Psychological Review, 62, 32-41.
GIBSON, J.J. (1972). A theory of direct visual perception. In J.R. Royce & W.W. Rozeboom (Eds.), The psychology of knowing (pp. 215-232). New York : Gordon and Breach.
GIBSON, J.J. (1979). The ecological approach to visual perception. Boston, MA : Houghton Mifflin.
NEISSER, U. (1981). Obituary : James J. Gibson (1904-1979).American Psychologist, 36 (2), 214-215.
FODOR, J. & PYLYSHIN, Z. (1981). How direct is visual perception? Some reflections on Gibson's ecological approach. Cognition, 9, 139-196.
COSTALL, A.P. (1984). Are theories of perception necessary? A review of Gibson's The Ecological Approach to Visual Perception. Journal of the Experimental Analysis of Behavior, 41 (1), 109-115. [PDF]
TURVEY, M.T. & CARELLO, C. (1985). The equation of information and meaning from the perspectives of situation semantics and Gibson's ecological realism. Linguistics & Philosophy, 8, 81-90.
GREENO, J.G. (1994). Gibson's affordances. Psychological Review, 101 (2), 336-342. [PDF]
Giddens Anthony (1938-) : Sociologue anglais.
GIDDENS, A. (1976). New rules of sociological method : A positive critique of interpretative sociologies. New York : Basic Books.
GIDDENS, A. (1979). Central problems in social theory. Berkeley : University of California Press.
GIDDENS, A. (1983). Profiles and critiques in social theory. Berkeley : University of California Press.
GIDDENS, A. (1984). The constitutions of society. Cambridge : Polity Press.
GIDDENS, A. (1990/94). The consequences of modernity. Stanford : Stanford University Press/ Les conséquences de la modernité. Paris : L'Harmattan.
Gifted & Talented International : Revue scientifique multidisciplinaire qui consacre ses pages à l'étude des enfants doués ou talentueux. Éditeur : World Council for Gifted And Talented Children.
TORDJMAN, S., GUIGNARD, J.-H., SELIGMANN, C., VANROYE, E., NEVOUX, G., FAGARD, J., GOREA, A., MAMASSIAN, P., CAVANAGH, P. & LEBRETON, S. (2008). Diagnosis of hyperactivity disorder in gifted children depends on observational sources. Gifted & Talented International, 22, 62-67. [PDF]

Gifted Child Quarterly : Revue scientifique multidisciplinaire qui consacre ses pages à l'étude des enfants doués ou talentueux. Éditeur : Sage.
RENZULLI, J.S. (2000). Gifted dropouts : The who and the why. Gifted Child Quarterly, 44 (4), 261-271. [PDF]

Gigerenzer Gerd (Wallersdorf 1947-) : Psychologue cognitivisme américain, d'origine allemande, spécialisé dans l'étude de la rationalité limitée et des heuristiques. Collaborateur de Goldstein.
GIGERENZER, G. (1991). From tools to theories : a heuristic of discovery in cognitive psychology. Psychological Review, 98, 254-267. [PDF]
GIGERENZER, G. & GOLDSTEIN, D.G. (1996). Mind as computer : Birth of a metaphor. Creativity Research Journal, 9 (2-3), 131-144. [PDF]
GIGERENZER G. & GOLDSTEIN, D.G. (1996). Reasoning the fast and frugal way : models of bounded rationality. Psychological Review, 103 (4), 650-669. [PDF]
GIGERENZER G. & BRIGHTON, H. (2009). Homo heuristicus : why biased minds make better inferences. Topics in Cognitive Science, 1, 107-143. [PDF]
GIGERENZER G. & GAISSMAIER, W. (2011). Heuristic decision making. The Annual Review of Psychology, 62, 451-482. [PDF]
Gilbert Daniel Todd ( ) : Psychosociologue américain. Étudiant de Jones. Collaborateur de Darley, Fiske, Krull, Lindzey, Schacter, Wegner et Wilson.
GILBERT, D.T. & JONES, E.E. (1986). Perceiver-induced constraint : Interpretations of self-generated reality. Journal of Personality & Social Psychology, 50, 269-280.
GILBERT, D.T., PELHAM, B.W. & KRULL, D.S. (1988). On cognitive busyness when person perceivers meet persons perceived. Journal of Personality & Social Psychology, 54 (5), 733-740. [PDF]
GILBERT, D.T. & MALONE, P.S. (1995). The correspondence bias. Psychological Bulletin, 117, 21-38. [PDF]
GILBERT, D.T., PELHAM, B.W. & KRULL, D.S. (2003). The psychology of good ideas. Psychological Inquiry, 14 (3-4), 258-260. [PDF]
GILBERT, D.T. & WILSON, T.D. (2009). Why the brain talks to itself : Sources of error in emotional prediction. Philosophical Transactions of the Royal Society B., 364, 1335-1341. [PDF]
Gilboa Asaf ( ) : Neuropsychologue d'origine israélienne spécialisé dans l'étude des déterminants neurobiologiques de la mémoire. Collaborateur de Moscovitch, Nadel, Stuss et Winocur.
GILBOA, A. (2004). Autobiographical and episodic memory - one and the same ? : Evidence from prefrontal activation in neuroimaging studies. Neuropsychologia, 42, (10), 1336-1349.
GILBOA, A., WINOCUR, G., GRADY, C.L., HEVENOR, S.J. & MOSCOVITCH, M. (2004). Remembering our past : Functional neuroanatomy of recollection of recent and very remote personal events. Cerebral Cortex 14, 1214-25.
GILBOA, A., WINOCUR, G., ROSENBAUM, R.S., POREH, A., GAO, F., BLACK, S.E., WESTMACOTT, R. & MOSCOVITCH, M. (2006). Hippocampal contributions to recollection in retrograde and anterograde amnesia. Hippocampus, 16 (11), 966-980.
GILBOA, A., ALAIN, C., HE, Y., STUSS, D.T. & MOSCOVITCH, M. (2009). Ventromedial prefrontal cortex lesions produce early functional alterations during remote memory retrieval. Journal of Neuroscience, 29 (15), 4871-4881.
GILBOA, A. (2010). Strategic retrieval, confabulations, and delusions : Theory and data. Cognitive Neuropsychiatry, 15 (1-3), 145-180.
Gill Louis (Montréal 1940-) : Économiste québécois et professeur à la retraite de l'Université du Québec à Montréal.
GILL, L. (2002). Trente ans d’écrits syndicaux. Contributions à l’histoire du SPUQ. Montréal : SPUQ.
GILL, L. (2004). Le néo-libéralisme. Montréal : Chaire d’études socio-économiques de l’UQAM.
GILL, L. (2004). Antisémitisme : l'intolérable chantage. Bulletin d'histoire politique, 13 (1), 245-248.
GILL, L. (2005). George Orwell, de la guerre espagnol à 1984. Montréal : Lux Éditeur.
GILL, L. (2006). Rembourser la dette publique : la pire des hypothèses. Montréal : Chaire d’études socio-économiques de l’UQÀM.
Gillberg Lars Christopher (1950- ) : Psychiatre suédois et spécialiste de l'autisme. Collaborateur de Klintwall, Leekam et Wing.
GILLBERG, C. & SCHAUMANN, H. (1982). Social class and infantile autism. Journal of Autism & Developmental Disorders, 12, 223-228.
GILLBERG, C. (1984). Infantile autism and other childhood psychoses in a Swedish urban region: Epidemiological aspects. Journal of Child Psychology & Psychiatry, 25, 35-43.
GILLBERG, C., PERSSON, E., GRUFMAN, M. & THEMNER, U. (1986). Psychiatric disorders in mildly and severely mentally retarded urban children and adolescents : Epidemiological aspects. British Journal of Psychiatry, 149, 68-74.
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GILLBERG, C., BILLSTEDT, E., SUNDH, V. & GILLBERG, C. (2010). Mortality in autism : a prospective longitudinal community-based study. Journal of Autism & Developmental Disorders, 40 (3), 352-357.
Gilles de la Tourette (Syndrome de...) : Voir Syndrome Gilles de la Tourette. Tourette syndrome.
Gilles de la Tourette George Albert Edouard Brutus (Saint-Gervais-les-Trois-Clochers 1857-1904 Lausanne) : Médecin et neurologue français. Il fut le premier à décrire le trouble mental qui porte aujourd'hui son nom (1885). Étudiant de Charcot.
GILLES DE LA TOURETTE, G. (1885). Étude sur une affection nerveuse.
GILLES DE LA TOURETTE, G. (1889). L'hypnotisme et les états analogues. Paris : Plon.
GILLES DE LA TOURETTE, G. (1890). La nutrition dans l'hystérie.
GILLES DE LA TOURETTE, G. (1899). La maladie des tics convulsifs. La Semaine Médicale, 19, 153-156.
GILLES DE LA TOURETTE, G. (1901). Le traitement pratique de l'épilepsie.
Gilligan Carol (New York 1936-) : Psychologue féministe américaine. Elle poursuit les travaux de Kohlberg en étudiant le développement moral chez les femmes. Spécialiste de l'étude des genres.
GILLIGAN, C. (1977). In a different voice : Women's conceptions of self and morality. Harvard Education Review, 47, 481-517. [PDF]
GILLIGAN, C. (1982). In a different voice : Psychological theory and women's development. Cambridge, MA : Harvard University Press.
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GILLIGAN, C. (1989). Mapping the moral domain : A contribution of women's thinking to psychological theory and education. Harvard : Harvard University Press.
GILLIGAN, C. (1997). Between voice and silence : Women and girls, race and relationships. Harvard : Harvard University Press.
BLUM, L.A. (1988). Gilligan and Kohlberg : Implications for moral theory. Ethics, 98 (3), 472-491. [PDF]
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Gillon Gail T. ( ) : Spécialiste nouveau-zélandaise des consciences phonémique et phonologique.
GILLON G. & DODD, B. (1994). A prospective study of the relationship between phonological, semantic and syntactic skills and specific reading disability. Reading and Writing, 6, 321–345.
GILLON G. & DODD, B. (1995). The effects of training phonologi- cal, semantic and syntactic processing skills in spoken language on reading ability. Language, Speech, & Hearing Services in Schools, 26, 58–68.
GILLON G. & DODD, B. (1997). Enhancing the phonological processing skills of children with specific reading disability. European Journal of Disorders of Communication, 32, 67-90.
GILLON, G.T. (2000). The efficacy of phonological awareness intervention for children with spoken language impairment. Language, Speech, & Hearing Services in Schools, 31, 126-141. [PDF]
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Gilovich Thomas D. ( ) : Psychosociologue américain, spécialisé dans l'étude du raisonnement et du jugement. Collaborateur de Kahneman, Kruger, Lepper, Nisbett et Tversky.
 GILOVICH, T. (1981). Seeing the past in the present : The effect of associations to familiar events on judgments and decisions. Journal of Personality & Social Psychology, 40, 797-808. [PDF]
 GILOVICH, T., VALLONE, R. & TVERSKY, A. (1985). The hot hand in basketball : On the misperception of random sequences. Cognitive Psychology, 17, 295-314. [PDF]
 GILOVICH, T. (1987). Second hand information and social judgment. Journal of Experimental Social Psychology, 23, 59-74. [PDF]
 GILOVICH, T., MEDVEC, V.H. & KAHNEMAN, D. (1998). Varieties of regret : A debate and partial resolution. Psychological Review, 105, 602-605. [PDF]
 GILOVICH, T., KRUGER, J. & MEDVEC, V.H. (2002). The spotlight effect revisited: Overestimating the manifest variability in our actions and appearance. Journal of Experimental Social Psychology, 38, 93-99. [PDF]
Gingras Yves ( ) : Historien des sciences et vulgarisateur scientifique québécois. Il enseigne à l'Université du Québec à Montréal. Collaborateur de Villedieu.
 GINGRAS, Y (1994). Pour l'avancement des sciences. Histoire de l'ACFAS 1923-1993. Montréal : Boréal.
 GINGRAS, Y (2005). Éloge de l'homo techno-logicus. Montréal : Fides.
 GINGRAS, Y. (2008). Parlons sciences - Les transformations de l’esprit scientifique : Entretiens avec Yanick Villedieu. Montréal : Les Éditions du Boréal.
 GINGRAS, Y. (2008). Sociologie des sciences. Paris : Que sais-je/PUF.
 GINGRAS, Y. (2016). L'impossible dialogue. Montréal : Boréal.
Girafe (Giraffa camelopardalis giraffa) : Mammifère. Giraffe.

  INNIS, A.C. (1958). The behaviour of the giraffe (Giraffa camelopardalis) in eastern Transvaal. Proceedings of the Zoological Society of London, 131, 245-278. PELLEW, R.A. (1984). Food consumption and energy budgets of the giraffe. Journal of Applied Ecology, 21, 141-159.
DAGG, A.J. & FOSTER, J.B. (1976). The giraffe: Its biology, behavior and ecology. New York : Van Nostrand Reinhold Co. PELLEW, R.A. (1984). The feeding ecology of a selective browser, the giraffe (Giraffa camelopardalis tippelskirchl). Journal of Zoology, 202, 57-81.
LANGMAN, V.A. (1977). Cow'calf relationships in giraffe (Giraffa camelopardalis giraffa). Zeitschrift für Tierpsychologie, 43, 264-286. NGOG-NJE, J. (1984). Regime alimentaire de la girafe au Pare National de Waza Cameroun. Mammalia, 48, 173-183.
LEUTHOLD, B.M. (1979). Social organsation and behaviour of giraffe in Tsavo East National Park. African Journal of Ecology, 17, 19-34. PRATT, D.M. & ANDERSON, V.H. (1985). Giraffe social behaviour. Journal of Natural History, 19, 771-781.
PELLEW, R.A. (1984). The giraffe and its food resources in the Serengeti. Response of the giraffe population to changes in the food supply. African Journal of Ecology, 21, 269-283. YOUNG, T.P. & ISBELL, L.A. (1991). Sex differences in giraffes feeding ecology : energetic and social constraints. Ethology, 87, 79-89. [PDF]
Voir aussi Animal
Giraldeau Luc-Alain ( ) : Éthologiste québécois, spécialisé en écologie animale, notamment dans l'étude des stratégies alimentaires. Étudiant de Krebs. Collaborateur de Caraco, Galef, Kramer et Lefebvre.
GIRALDEAU, L.-A. & GILLIS, D. (1988). Do lions hunt in group sizes that maximize hunters' daily food returns ? Animal Behaviour, 36, 611-613.
GIRALDEAU, L.-A. & CARCACO, T. (1993). Genetic relatedness and group size in an aggregation economy. Evolutionary Ecology, 7 (4), 429-438.
GIRALDEAU, L.-A. & LIVORELLI, B. (1998). Game theory and social foraging, In L.A. Dugatkin, et H.K. Reeve (Eds.), Game theory and animal behavior. New York : Oxford University Press.
GIRALDEAU, L.-A. & CARACO, T. (2000). Social foraging theory. Princeton University Press.
GIRALDEAU, L.-A. (2004). Introduction : Ecology and the central nervous system. Brain, Behavior & Evolution, 63, 193-196.
Giroux Normand ( ) : Psychologue béhavioriste québécois, spécialisé dans l'étude des méthodes d'apprentissage et de l'autisme. Il enseigne à l'Université du Québec à Montréal. Collaborateur de Forget.
GIROUX, N. (1981). Le modèle béhavioral : ses fondements, ses modalités, sa valeur. Neuropsychiatrie de l'Enfance et de l'Adolescence, 29 (1-2), 65-80.
FORGET, J., GIROUX, N., MOREAU, A. et TARDIF, A. (1996). Intervention intensive auprès d'un adolescent non-voyant multihandicapé et impact sur son milieu. Journal de Thérapie Comportementale et Cognitive, 6, 9-20.
GIROUX, N. et FORGET, J. (1996). L’enseignement de précision : l’essor initial et les problèmes de maintien de la pratique. Science et Comportement, 24, 201-225.
FORGET, J., DONAIS, S. et GIROUX, N. (2001). La théorie de l'appariement et ses applications en psychologie clinique et en éducation. Revue de Psycho-éducation et d'Orientation, 30, 2.
SENÉCHAL, C., FORGET, J. et GIROUX, N. (2003). Les programmes de type Lovaas et la réadaptation en autisme infantile. Revue de Psychoéducation, 32 (1), 123-148.
Gladwell Malcolm (1963-) : Journaliste canadien et vulgarisateur scientifique.
GLADWELL, M. (2000). The tipping point : How little things can make a big difference. Boston : Little, Brown.
GLADWELL, M. (2005). Blink : The power of thinking without thinking. Boston : Little, Brown.
GLADWELL, M. (2008). Outliers : The story of success. Boston : Little, Brown.
Glande : Organe qui sécrète des hormones. Gland.

Types de glande
Glande endocrine Glande pituitaire Glande surrénale
Glande pinéale Glande salivaire  

  ABERCROMBIE, M., HICKMAN, C.J. & JOHNSON, M.L. (1980). Dictionary of biology. Londres : Penguin.
Glande endocrine : Ensemble des organes qui sécrètent des hormones directement dans le sang. ( ): épiphyse, hypophyse, thyroïde.

  ABERCROMBIE, M., HICKMAN, C.J. & JOHNSON, M.L. (1980). Dictionary of biology. Londres : Penguin.
Glande pinéale : Voir Épiphyse. Pineal gland.
Glande pituitaire : Voir Hypophyse. Pituitary gland.
Glande salivaire :

  HOLSINGER, F.C. & BUI, D.T. (2007). Anatomy, function, and evaluation of the salivary glands. In E.N. Myers (Ed.), Salivary gland disorders (pp. 1-16). [PDF]
ABERCROMBIE, M., HICKMAN, C.J. & JOHNSON, M.L. (1980). Dictionary of biology. Londres : Penguin.
Glande surrénale :

  ABERCROMBIE, M., HICKMAN, C.J. & JOHNSON, M.L. (1980). Dictionary of biology. Londres : Penguin.
Glanzer Murray ( ) : Psychologue cognitiviste américain, spécialiste de la mémoire à court terme et de la reconnaissance de soi.
GLANZER, M. & RAZEL, M. (1974). The size of the unit in short-term storage. Journal of Verbal Learning & Verbal Behavior, 13, 114-131.
GLANZER, M., DORFMAN, D. & KAPLAN, B. (1981). Short-term storage in the processing of text. Journal of Verbal Learning & Verbal Behavior, 20, 656-670.
GLANZER, M., FISHER, B. & DORFMAN, D. (1984). Short-term storage in reading. Journal of Verbal Learning & Verbal Behavior, 23, 467-486.
GLANZER, M. & ADAMS, J.K. (1990). The mirror effect in recognition memory : Data and theory. Journal of Experimental Psychology : Learning, Memory, & Cognition 16, 5-16.
GLANZER, M., KIM, K. & ADAMS, J.K. (1998). Response distribution as an explanation of the mirror effect. Journal of Experimental Psychology : Learning Memory, & Cognition, 24, 633-644.
Glascoe Frances Page ( ) : Spécialiste de l'étude des comportements problématiques et du rôle des parents dans le développement et le traitement de ces comportements. Elle a inventé un test de dépistage parental des délais de développement des enfants (PEDS).
GLASCOE, F.P., ALTEMEIER, W.K. & MacLEAN, W.E. (1989). The importance of parents’ concerns about their child’s development. American Journal of Disease of Children, 143, 855-858.
GLASCOE, F.P. (1999). Toward a model for an evidenced-based approach to developmental/behavioral surveillance, promotion and patient education. Ambulatory Child Health, 5, 197-208. [PDF]
GLASCOE, F.P. (2005). Screening for developmental and behavioral problems. Mental Retardation and Developmental Disabilities Research Reviews, 11 (S3), 173-179.
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Glaser Barney G. (1930-) : Sociologue américain. En collaboration avec Strauss, il a développé un mode de construction des théories régulé en temps réel par les données empiriques (théorie ancrée ou auto-régulée empiriquement). Étudiant de Lazarsfeld. Collaborateur de Strauss.
GLASER, B.G. & STRAUSS, A. (1967). The discovery of grounded theory : Strategies for qualitative research. Chicago : Aldine.
GLASER, B.G. (1978). Theoretical sensitivity. Mill Valley, CA : Sociology Press.
GLASER, B.G. (1992). Basics of grounded theory analysis. Mill Valley, CA : Sociology Press.
GLASER, B.G. (1998). Doing grounded theory : Issues and discussions. Mill Valley, CA : Sociology Press.
GLASER, B.G. (2005). The grounded theory perspective III : Theoretical coding. Mill Valley, CA : Sociology Press.
Glasersfeld Ernst von (Munich 1917-2010) : Psychologue constructiviste et philosophe allemand. Collaborateur de Steffe.
GLASERSFELD, E. von (1974). Piaget and the radical constructivist epistemology. In C.D. Smock & E. von Glasersfeld (Eds.), Epistemology and education. Athens, GA : Follow Through Publications, 1-24.
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GLASERSFELD, E. von (1999). The cybernetic insights of Jean Piaget. Cybernetics & Systems, 30 (2), 105-112.
GLASERSFELD, E. von (2001). Constructivisme radical et enseignement. Revue Canadienne de l'Enseignement des Sciences, des Mathématiques et des Technologies, 1 (2), 211-222.
GLASERSFELD, E. von (2005). Thirty years constructivism. Constructivist Foundations, 1 (1), 9-12.
STEFFE, L.P. & THOMPSON, P.W. (Eds.) (2000). Radical constructivism in action: Building on the pioneering work of Ernst von Glasersfeld. London : Falmer Press.
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Arnold L. Glass David C. Glass Gene V. Glass
Glass Arnold L. ( ) : Psychologue cognitiviste américain d'origine canadienne, spécialisé dans l'étude de la mémoire sémantique et du langage. Collaborateur de Holyoak
GLASS, A.L. & HOLYOAK, K.J. (1974). The effect of some and all on reaction time for semantic decisions. Memory & Cognition, 2, 436-440.
GLASS, A.L. & HOLYOAK, K.J. (1975). Alternative conceptions of semantic memory. Cognition, 3, 313-339.
GLASS, A.L., HOLYOAK, K.J. & KOSSAN, N.E. (1977). Children's ability to detect semantic contradictions. Child Development, 48, 279-283.
GLASS, A.L. & LAU, J. (2003). Grammatical intuitions about irregular verb inflections. American Journal of Psychology, 116 (1), 51-70.
GLASS, A.L., LIAN, A. & HELSTRUP, T. (2003). Retrieval independence between parts and wholes in successive recognition tasks. Quarterly Journal of Psychology, 56 (4), 657-684. [PDF]
Glass David C. ( ) : Psychosociologue américain et spécialiste de l'étude du stress. Collaborateur de Singer.

GLASS, D.C. (1964). Changes in liking as a means of reducing cognitive discrepancies between self-esteem and aggression. Journal of Personality, 62, 531-549.
GLASS, D.C. & SINGER, J.E. (1972). Urban stress. Experiments on noise and social stressors. New York : Academic Press.
GLASS, D.C., NEULINGER, J. & BRIM, O.G. (1974). Birth order, verbal intelligence, and educational aspiration. Child Development, 45 (3), 807-811.
GLASS, D.C., SNYDER, M.L. & HOLTIS, J.F. (1974). Time urgency and the Type A coronary-prone behavior pattern. Journal of Applied Social Psychology, 4 (2), 125-140.
GLASS, D.C. (1977). Behavior patterns, stress, and coronary disesase. Hillsdale, N.J. : Lawrence Erlbaum.
Glass Gene V. (1940-) : Psychologue et statisticien américain, spécialisé en éducation et dans l'évaluation des thérapies. Il est aussi dans ces deux domaines l'un des pionniers de la méta-analyse. Collaborateur de Smith et Stanley.
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 Behavioral Scientist, 13, 493-509.
GLASS, G.V. & STANLEY, J.C. (1970). Statistical methods in education and psychology. Englewood Cliffs, NJ : Prentice-Hall.
GLASS, G. & SMITH, M. L. (1980). Meta-analysis of research on class size and achievement. Educational Evaluation & Policy Analysis, 7, 2-16.
GLASS, G.V., McGAW, B. & SMITH, M.L. (1981). Meta-analysis in social research. Beverly. Hills, CA : Sage.
GLASS, G.V. (2008). Fertilizers, pills & magnetic strips : The fate of public education in America. Information Age Publishing.
Glasser William (Cleveland 1925-2013 Los Angeles) : Psychiatre américain et spécialiste de l'éducation. Il s'intéresse notamment à la gestion de classe.
GLASSER, W. (1999). The language of choice theory.
GLASSER, W. ( ). Reality therapy.
GLASSER, W. (1969). School without failure. New York : Macmillan.
GLASSER, W. Control theory in the classroom.
GLASSER, W. (2000). Every student can succeed. Chatsworth, CA : Black Forest Press.
GLASSER, W. (2010). Choice theory : A new psychology of personal freedom. Harper Collins.
Glenberg Arthur M. ( ) : Psychologue cognitiviste américain, spécialisé dans l'étude de la mémoire. Il s'intéresse notamment aux effets d'espacement et au rappel libre.
GLENBERG, A.M. (1977). Influences of retrieval processes on the spacing effect in free recall. Journal of Experimental Psychology : Human Learning & Memory, 3, 282-294. [PDF]
GLENBERG, A.M. & SMITH, S.M. (1981). Spacing repetitions and solving problems are not the same. Journal of Verbal Learning & Verbal Behavior, 20, 110-119.
GLENBERG, A.M., MEYER, M. & LINDEM, K. (1987). Mental models contribute to foregrounding during text comprehension. Journal of Memory & Language, 26, 69-83.
GLENBERG, A.M. (1997). What memory is for. Behavioral & Brain Sciences, 20 (1), 1-55.
GLENBERG, A.M. (2011). Positions in the mirror are close than they appear. Perspectives on Psychological Science, 6, 408-410. [PDF]
Glenn Sigrid S. : Psychologue béhavioriste américaine et spécialiste de l'étude des métacontingences. Collaboratrice de Baer, Favell, Greenspoon,