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Littérature scientifique sur le sujet « Projective techniques »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 9 juin 2025

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Articles de revues sur le sujet "Projective techniques"

Watkins, C. Edward, Vicki L. Campbell, Jillayne Hollifield, and Jane Duckworth. "Projective Techniques." Counseling Psychologist 17, no. 3 (July 1989): 511–13. http://dx.doi.org/10.1177/0011000089173010.

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Antunes, Luiz Guilherme Rodrigues, Rafael de Freitas Souza, Ana Cristina Ferreira, Fernanda de Aguiar Zanola, and Luiz Henrique de Barros Vilas Boas. "Projective techniques." ReMark - Revista Brasileira de Marketing 23, no. 3 (July 26, 2024): 1277–314. http://dx.doi.org/10.5585/remark.v23i3.25536.

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Objective: This essay aims to discuss the rigor of the projective technique with a qualitative focus. Results: The main criticisms of projective techniques are not appropriate for qualitative research. As an alternative, the criteria proposed by Lincoln and Guba (1985) have been established. They are credibility, transferability, dependability and confirmability. Theoretical/Methodological Contributions: The essay demonstrates the methodological contribution. It also illustrates how the projective technique can be applied to build your rigor through a qualitative lens.

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Fonte, Judy Marcia. "A Survey on the Use of Projective Techniques." Psychology and Education: A Multidisciplinary Journal 21, no. 2 (June 22, 2024): 114–18. https://doi.org/10.5281/zenodo.12317225.

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The purpose of this study was to explore the Filipino counselors' explanations to and in favor of the use of projective techniques in their work. A researcher-constructed survey questionnaire was used in gathering the data. A total of 49 professionals consisting of Registered Guidance Counselors (37%), Registered Psychometricians (35%), and Registered Psychologists (12%) were included in the study. The survey revealed that 65% of the respondents reported to be using projectives in their counseling work such as human figure drawing tests and sentence completion tests. However, it was also revealed that most of the participants lack intensive training on projective techniques (33%). The practice of caution in using projective techniques and provisions on critical examination and proper use of assessment must be emphasized early during training and must be enhanced during graduate courses. This is to ensure that counselors-in-training are updated on the current researchers and are more likely to use evidence-based approaches in their practice.

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Waiswol, Niva. "Projective Techniques as Psychotherapy." American Journal of Psychotherapy 49, no. 2 (April 1995): 244–59. http://dx.doi.org/10.1176/appi.psychotherapy.1995.49.2.244.

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Piotrowski, Chris, John W. Keller, and Toshiki Ogawa. "Projective Techniques: An International Perspective." Psychological Reports 72, no. 1 (February 1993): 179–82. http://dx.doi.org/10.2466/pr0.1993.72.1.179.

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This is a review of findings from four recent surveys on use of clinical tests in the United States, The Netherlands, Japan, and Hong Kong. The preliminary analysis indicates that projective techniques are popular in the assessment of personality worldwide. Obviously, projective tests are ‘universal’ in that unstructured stimuli serve as the basis for assessment and do not pose a language barrier. Also, reliance on projective methods may reflect problems in access to adequately translated and standardized objective tests. More data are needed from developed countries before firm conclusions on the international status of projective techniques can be affirmed.

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Will, Valerie, Douglas Eadie, and Susan MacAskill. "Projective and enabling techniques explored." Marketing Intelligence & Planning 14, no. 6 (November 1996): 38–43. http://dx.doi.org/10.1108/02634509610131144.

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Kuhlmann, Marco, and Joakim Nivre. "Transition-Based Techniques for Non-Projective Dependency Parsing." Northern European Journal of Language Technology 2 (October 1, 2010): 1–19. http://dx.doi.org/10.3384/nejlt.2000-1533.10211.

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We present an empirical evaluation of three methods for the treatment of non-projective structures in transition-based dependency parsing: pseudo-projective parsing, non-adjacent arc transitions, and online reordering. We compare both the theoretical coverage and the empirical performance of these methods using data from Czech, English and German. The results show that although online reordering is the only method with complete theoretical coverage, all three techniques exhibit high precision but somewhat lower recall on non-projective dependencies and can all improve overall parsing accuracy provided that non-projective dependencies are frequent enough. We also find that the use of non-adjacent arc transitions may lead to a drop in accuracy on projective dependencies in the presence of long-distance non-projective dependencies, an effect that is not found for the two other techniques.

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Hussey, Michael, and Nicola Duncombe. "Projecting the right image: using projective techniques to measure brand image." Qualitative Market Research: An International Journal 2, no. 1 (April 1999): 22–30. http://dx.doi.org/10.1108/13522759910251918.

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Comi, Alice, Nicole Bischof, and Martin J. Eppler. "Beyond projection: using collaborative visualization to conduct qualitative interviews." Qualitative Research in Organizations and Management: An International Journal 9, no. 2 (June 3, 2014): 110–33. http://dx.doi.org/10.1108/qrom-05-2012-1074.

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Purpose – The purpose of this paper is to argue for the reflective use of visual techniques in qualitative inter-viewing and suggests using visuals not only as projective techniques to elicit answers, but also as facilitation techniques throughout the interview process. Design/methodology/approach – By reflecting on their own research projects in organization and management studies, the authors develop a practical approach to visual interviewing – making use of both projective and facilitation techniques. The paper concludes by discussing the limitations of visualization techniques, and suggesting directions for future research on visually enhanced interviewing. Findings – The integration of projective and facilitation techniques enables the interviewer to build rapport with the respondent(s), and to elicit deeper answers by providing cognitive stimulation. In the course of the interview, such an integrative approach brings along further advantages, most notably focusing attention, maintaining interaction, and fostering the co-construction of knowledge between the interviewer and the interviewee(s). Originality/value – This paper is reflective of what is currently occurring in the field of qualitative interviewing, and presents a practical approach for the integration of visual projection and facilitation in qualitative interviews.

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Lochan, Kshetrimayum, Binoy Krishna Roy, and Bidyadhar Subudhi. "Generalized projective synchronization between controlled master and multiple slave TLFMs with modified adaptive SMC." Transactions of the Institute of Measurement and Control 40, no. 4 (November 16, 2016): 1049–71. http://dx.doi.org/10.1177/0142331216674067.

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The problem of projected work space trajectory synchronization for multiple two link flexible manipulators is considered here. Generalized projective synchronization between a controlled master and multiple slave manipulators is presented in this paper. The master and slave manipulators are non-identical. A low frequency chaotic signal and an exponentially varying signal are used as the desired trajectories. An equivalent sliding mode controller is designed for the master manipulator to track the desired trajectory. A modified adaptive equivalent sliding mode controller is designed for the slave manipulators to be projectively synchronized with the controlled master. Two scaling factors are used for the projective synchronization. Simulation results, with disturbances and payload variation reveal that the master and multiple slaves are synchronized with their respective desired trajectories. Such projective synchronization between one master and multiple slaves using the proposed control techniques to track a low frequency chaotic desired signal is not found in the literature. Such projective synchronization to track a chaotic signal is considered as the novelty of this paper. The performances of the proposed control techniques are found to be better in terms of link deflections and control effort when compared with three other sliding mode control techniques.

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Thèses sur le sujet "Projective techniques"

Wong, Tzu Yen. "Image transition techniques using projective geometry." University of Western Australia. School of Computer Science and Software Engineering, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0149.

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[Truncated abstract] Image transition effects are commonly used on television and human computer interfaces. The transition between images creates a perception of continuity which has aesthetic value in special effects and practical value in visualisation. The work in this thesis demonstrates that better image transition effects are obtained by incorporating properties of projective geometry into image transition algorithms. Current state-of-the-art techniques can be classified into two main categories namely shape interpolation and warp generation. Many shape interpolation algorithms aim to preserve rigidity but none preserve it with perspective effects. Most warp generation techniques focus on smoothness and lack the rigidity of perspective mapping. The affine transformation, a commonly used mapping between triangular patches, is rigid but not able to model perspective effects. Image transition techniques from the view interpolation community are effective in creating transitions with the correct perspective effect, however, those techniques usually require more feature points and algorithms of higher complexity. The motivation of this thesis is to enable different views of a planar surface to be interpolated with an appropriate perspective effect. The projective geometric relationship which produces the perspective effect can be specified by two quadrilaterals. This problem is equivalent to finding a perspectively appropriate interpolation for projective transformation matrices. I present two algorithms that enable smooth perspective transition between planar surfaces. The algorithms only require four point correspondences on two input images. ...The second algorithm generates transitions between shapes that lie on the same plane which exhibits a strong perspective effect. It recovers the perspective transformation which produces the perspective effect and constrains the transition so that the in-between shapes also lie on the same plane. For general image pairs with multiple quadrilateral patches, I present a novel algorithm that is transitionally symmetrical and exhibits good rigidity. The use of quadrilaterals, rather than triangles, allows an image to be represented by a small number of primitives. This algorithm uses a closed form force equilibrium scheme to correct the misalignment of the multiple transitional quadrilaterals. I also present an application for my quadrilateral interpolation algorithm in Seitz and Dyer's view morphing technique. This application automates and improves the calculation of the reprojection homography in the postwarping stage of their technique. Finally I unify different image transition research areas into a common framework, this enables analysis and comparison of the techniques and the quality of their results. I highlight that quantitative measures can greatly facilitate the comparisons among different techniques and present a quantitative measure based on epipolar geometry. This novel quantitative measure enables the quality of transitions between images of a scene from different viewpoints to be quantified by its estimated camera path.

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Martin-Pessard, Dominque. "Le Troisième élément : épreuve projective pour enfants." Rennes 2, 2002. http://www.theses.fr/2002REN20075.

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La thèse a pour objet la construction d'un test projectif. Il s'adresse à des enfants entre 4 et 12 ans ; il s'agit de construire des scènes familiales ou sociales à l'aide de 12 planches incomplètes et de 8 compléments possibles pour chaque planche. Sur chacune d'elle sont majoritairement dessinés une femme et un enfant, le sujet choisit un troisième élément qui peut être un homme, un autre enfant ou un objet. La scène ainsi construite est racontée. Le test a été expérimenté auprès de 215 enfants ; nous avons cherché à connaître les choix les plus fréquents, ainsi que les récits et les manières de choisir, puis nous avons évalué selon l'âge, le sexe et la difficulté scolaire, quelle était la sensibilité de l'épreuve. Nous avons comparé en particulier deux populations d'enfants en apprentissage de lecture, et trouvé quelques traits pertinents face au test, qui peuvent avoir des liens avec le comportement scolaire. Le test est sensible à l'aspect génétique ; ainsi les conduites face à l'épreuve ainsi que les représentations sociales sollicitées par les planches varient selon l'âge. Nous avons élaboré une grille d'analyse qui rend compte des conduites de l'enfant par rapport au problème posé par la sollicitation autour de la construction d'une scène familiale, et nous mettons en évidence également les écarts par rapport à la norme dans le contenu du récit produit par l'enfant The thesis object is the construction of a projective test for children between 4 and 12. They must build a familial or social scene with a picture and a complement. A mother and a child are drawn and there is a third element, which can be a man, another child or an object. We experimented this test with 215 children, we found the most frequent choice according to the age. We note how the child choice and what does he say about the picture and we compare with the most of the children's production. The test is sensible at the age and sometimes at the school difficulties

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Janson, Harald. "Projective methods and longitudinal developmental research : considerations of data's nature and reliability /." Stockholm : Stockholms Universitet, 1999. http://catalogue.bnf.fr/ark:/12148/cb37096301t.

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Doct. diss.--Department of psychology--Stockholm university, 1999. Ouvrage constitué de cinq études indépendantes, contenant des résumés en anglais, en français, en espagnol. Bibliogr. en fin de chaque étude.

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St, George Julia. "Visual codes of secrecy photography of death and projective identification /." Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20060608.143049/index.html.

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King, Rachael. "An exploration of the use of projective techniques by educational psychologists in the UK." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-the-use-of-projective-techniques-by-educational-psychologists-in-the-uk(34ff265c-9340-4e6d-a096-5789958251d1).html.

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As applied psychologists, educational psychologists are often involved when situations surrounding a child are complex (Lane and Corrie, 2006) and much of an EP's work is problem-centred (BPS, 2002). To make EPs effective in their role they need to be able to apply a range of theories and frameworks, specific to the clients involved, with projective techniques being part of a 'professional tool kit', which EPs can use when they feel appropriate in an open minded and child focused way. PTs have their roots in psychodynamic theory, with a belief that ambiguous stimuli will allow meaning to be given from the internal processes of the unconscious and enable these unconscious processes to be observed (Levin-Rozalis, 2006). The current research aims to address the use of PTs in relation to educational psychology practice in the UK, and looks at the challenges to EPs who are using PTs, the reported benefits and an exploration of why some EPs may not be open to the use of such techniques. Eight practising EPs participated in semi-structured interviews, two from a specialist sample who used PTs and six from a broader sample. Thematic analysis (Braun & Clarke, 2006) was used to identify key themes pertaining to the potential contribution, and the facilitators and barriers of using PTs and a psychodynamic framework for EPs based in the UK, aiming to add to the minimal academic research base and to encourage acceptance, usage and future training.

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Cherni, Sana. "Aspects psychopathologiques et culturels de la maniaco-dépression, en Tunisie : approche projective." Paris 10, 2012. http://www.theses.fr/2012PA100117.

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Le mystère de la maniaco-dépression allie la complexité de la dépression à l’effervescence de la manie qui s’achève sur une période, encore plus troublante ; celle des périodes de rémission dont le statut psychique ne peut être assimilé à la normalité (Jeammet, 1999). Qu’en est-il alors de cette stabilisation provisoire ? Quelles informations peut-elle nous apporter concernant le fonctionnement psychique sous-jacent à la maniaco-dépression ? A l’hôpital RAZI-Manouba, nous avons rencontré 12 patients dont le consentement éclairé nous a permis d’apporter des réponses à la question de l’hétérogénéité dans la maniaco-dépression. Nous avons aussi découvert, au fur et à mesure du dépouillement des projectifs (Rorschach et TAT), la présence d’une dimension paranoïaque, plus ou moins marquée, chez les sujets, sans oublier la coloration culturelle que prend la psychopathologie, dans le contexte tunisien. Dans une perspective psychanalytique, nous interrogeons les différents modèles théoriques afin d’éclairer les processus à l’œuvre dans la mélancolie et dans la manie. L’investigation menée lors de la période de rémission pose la question du fonctionnement limite, de la psychose et de la limite entre les deux entités diagnostiques. En associant la métapsychologie psychanalytique théorique à l’analyse détaillée des outils projectifs, nous tentons de dresser un tableau du fonctionnement psychique sous-jacent à la maniaco-dépression, en Tunisie The mystery of maniaco-depression is tightly associated with the effervescence of habit taking shape throughout an unstable course marked by episodes of remission where one’s psychological state is far from being considered normal (Jeammet, 1999). So, how can we account for such temporary stability? What sort of information can this psychological mecanisme underlying maniac-depression bring to us? At the RAZI hospital in Manouba, our consented meetings with 12 patients allowed us to collect evidence attendant to the question of heterogeneity in maniac-depression. We also found during the analysis of the data some evidence of paranoia variable in degree among the informants. Equally found was evidence for cultural variance of psychopathology in the Tunisian context. The investigation conducted during the remission period questioned the functioning of psychosis and borderline functioning

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Pereira, Alexandra Alves. "O depois de amanhã...: Estrutura vinculativa em crianças em contexto institucional." Master's thesis, Instituto Superior de Psicologia Aplicada, 2007. http://hdl.handle.net/10400.12/775.

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Wright, Dorothy A. "Comparisons between the Sand Tray World Assessment Technique and the Rorschach Inkblot Test." CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1467044.

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Access to abstract permanently restricted to Ball State community only Access to thesis permanently restricted to Ball State community only Department of Counseling Psychology and Guidance Services

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Dias, Maria Paula Benevides. "O(s) eu(s) outro(s), ... de quem a quem ... a quem de quem ... do eu - outro ao outro eu: Estudo das características e das funções da identificação projectiva em pré-adolescentes e em adolescentes no e pelo Rorschach." Master's thesis, Instituto Superior de Psicologia Aplicada, 2005. http://hdl.handle.net/10400.12/488.

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Dissertação de Mestrado em Psicologia Clínica e Psicopatologia Este trabalho esboçou-se a partir da curiosidade e vontade de aprofundar o conceito de identificação projectiva. Explorar as suas diferentes e diversas conceptualizações e perceber como e de forma um sujeito utiliza a identificação projectiva, sabendo a priori que este mecanismo apresenta um carácter patológico e um carácter empático, podendo-se contudo inter-cruzar entre si, pelo especificar das combinações que assentam nas noções de relação Eu <-> Outro, Continente <-> Conteúdo, 3° Intersubjectivo, Eu/Terceiro/Outro, O nosso objectivo, neste trabalho, inscreveu-se no estudo das características e funções da identificação projectiva em pré-adolescentes e em adolescentes no e pelo Rorschach. Foi portanto uma tentativa de aproximação ao conhecimento, a partir da inter-relação entre identificação projectiva, processo adolescente entendido como processo de re-significação e re-simbolização, processo de transformação de um Corpo, de um Outro, e Rorschach enquanto situação projectiva, enquanto processo-resposta Rorschach. A partir deste continente partimos à busca de conteúdos e contextos nos quais fossem visíveis o uso da identificação projectiva, quer nos pré-adolescentes quer nos adolescentes, o para quê do seu uso, como e quando, questão que se assemelha a uma outra e que pode e é inscrita neste trabalho, pelo envio à sua aplicabilidade à dúvida e ao esclarecimento que o saber de e com um Outro pode trazer à questão: como e de que são feitas as possibilidades de crescimento, evolução, adaptação de um sujeito. A forma de proceder a este estudo obedeceu à transposição de três definições de identificação projectiva, que de certa forma acompanharam todo este trabalho - e que encontraram significação nos pressupostos, já mencionados, os quais surgem do Método Rorschach -, a partir de um entre: entre a noção de identificação projectiva que se inscreve na situação intersubjectiva e no processo - resposta Rorschach, a partir das noções de ligação e relação. Desta forma, os sujeitos pré-adolesecentes e adolescentes foram estudados a partir do uso que fazem do mecanismo de identificação projectiva, na dimensão - corpo e na dimensão -outro. Dos resultados de uma discussão sobre a análise e interpretação de 4 protocolos Rorschach, salientamos um uso de identificação projectiva ora excessivo ora empático, quer quando os sujeitos se aproximam de uma intersubjectividade, na qual a troca entre receptores e projectores assume a própria característica de identificação projectiva que a distingue e a descreve como mecanismo: a fusão e o envolvimento, sem que o caminho para a significação e a simbolização seja encontrado. Um Corpo é - o numa identidade em construção nos pré-adolescentes e uma subjectividade a assegurar e manter num entre, limite, passado e futuro, nos adolescentes. Um Outro é-o como continente, na pré-adolescência, e entre o feminino e o masculino, a especificar no tempo no segundo, a co-ordenar na primeira com vista ao futuro. É - o como continente, no adolescente, a significar de uma identidade subjectiva ainda na não contenção de um corpo genitalizado, na adolescente, a significar uma identidade subjectiva que assuma na identificação sexual, uma relação com um Outro diferente. E, nesta adolescente, a (em) plena transformação desse mesmo Outro, também visível pela possibilidade e ainda no uso da identificação projectiva, na construção da função de contenção que sustente precisamente a fusão e o envolvimento de uma relação intersubjectiva, de uma intersubjectividade, no uso da identificação projectiva como deslocamento (de uma tridimensionalidade psíquica na empatia, na relação Eu <-> Outro). Pensamos que a identificação projectiva poderá, pelo e no Rorschach, esboçar as características quer do continente, quer do conteúdo, quer de um novo objecto criado (eu/terceiro/outro) a partir da reflexão e captação dos seus momentos e movimentos. Dos momentos e movimentos pelos quais um adolescente atravessa num caminho entre O(s) Eu (s), presente, e O (s) Outros passado e futuro, pela dispersão, De Quem a Quem, à integração, a Quem de Quem, Do Eu/Outro , numa espécie de invisibilidade, sendo e não sendo Outro, até a um Outro Eu, na recriação de si, recriação de um Outro, recriação da relação Eu <-> Outro.

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Clément, Sophie. "Le jeu de la maison en bois : épreuve projective transculturelle pour les enfants âgés de 3 à 11 ans." Paris 5, 2008. http://www.theses.fr/2008PA05H057.

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Cette recherche se propose de mettre à l'épreuve un nouvel outil que j'ai créé et élaboré lorsque j'étais psychologue scolaire et que j'utilise maintenant en tant que psychothérapeute: le jeu de la maison de bois. Ce jeu offre la possibilité à l'enfant, âgé entre 3 et 11 ans, de projeter le sujet incarné qu'il est, en tant qu'être imaginaire. Il consiste à aménager une maison avec ses meubles et les objets qui la composent, à choisir des personnages et à inventer une histoire. Ce jeu est un "équivalent de rêve" selon Sami-Ali (1997) car il se fonde sur une activité projective qui établit une équivalence entre le monde interne et le monde externe. Cet outil permet la réalisation d'un travail d'élaboration mentales, psychique et imaginaire. Ce jeu peut être utilisé soit comme outil diagnostique complémentaire aux épreuves projectives classiques lors d'un examen, soit comme support projectif lors d'un suivi thérapeutique. Si ce jeu est bien une surface projective, les résultats obtenus lors de l'analyse clinique seront identiques à ceux obtenus lors des épreuves projectives classiques (Rorschach, T. A. T. Ou C. A. T). Etant donné que le corps est porteur de différences- différence de génération, de sexe, de l'âge et de l'appartenance culturelle des enfants. Pour expérimenter cet outil, j'ai comparé les résultats qu'il fournit, à ceux des épreuves projectives classiques chez seize enfants - huit garçons et huit filles - tous volontaires, âgés de 5 à 10 ans, appartenant à quatre cultures différentes: Afrique de l'Ouest, France, Inde et Maghreb. Ces enfants ont été rencontrés dans leur école située en région parisienne. Dans une visée thérapeutique, j'ai tenté de montrer l'aide que ce matériel m'avait apporté lors du suivi psychothérapeutique. Cette étude m'a appris, dans ma pratique, à éviter de mettre du pathologique sur ce qui révèlerait du culturel. Il serait utile de développer cette recherche sur une population d'enfants plus importante et davantage diversifiée culturellement This study has for soul to demonstrate a new tool that I have created and elaborated when I was psychologist which is using daily as psychotherapist: the play of wood house. This play gives children between the age of 3 and 11 the possibility to project oneself as an imaginary person. It consists in organizing a house with the furniture and the objects that compose it, choosing characters and inventing a story. This tool is an "equivalent to dream" according to Sami Ali (1997) because it's founded on a projective activtity which establish an equivalence between internal and external world. This tool allows availment of traditional projective tests or as a projective support during a therapeutic follow-up. If this play is a well projective area, the results of clinical analysis will be the same than a classic projective tests (Rorschach, T. A. T, or C. A. T). As the body carries differences - generation, sex and cultural - I wished to prove the impact of cultural roots on children of the sex and age, in the elaboration of the elaboration of the inconscient image of the body. To experiment this tool, I have compared the results of the "wood-house" with the projective tests (Rorschach, T. A. T, or C. A. T) on sixteen children - eight boys and eight girls - all volunteers, between the age of 5 and 10, belong to four differents cultures: western Africa, France, southern India and northern Africa. In therapeutic goal, I tried to show the help that this game had brought me during a therapeutic follow-up 6 years old girls suffering from dwarfism. The conclusions of this study highlight that the play of the "wood-house" can be used either as transcultural projective test, or as projective support during a psychotherapeutic follow-up. These same conclusion lead up to me to ask myself on the cultural involvement in the clinical practise to not pathologist behavior culturally established. It would be useful to develop this study on a more important and more culturally diversified population of children

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Livres sur le sujet "Projective techniques"

Anzieu, Didier. Les méthodes projectives. 8th ed. Paris: Presses universitaires de France, 1987.

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Lilienfeld, Scott O. The scientific status of projective techniques. Malden, MA: Blackwell Publishers, 2000.

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I, Rabin Albert, ed. Projective techniques for adolescents and children. New York: Springer Pub. Co., 1986.

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Pennsylvania State University. Media Sales and Insight Nedia (Firm), eds. The administration of projective tests. New York: Insight Media, 2006.

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Roman, Pascal. Projection et symbolisation chez l'enfant: La méthode projective en psychopathologie. Lyon: Presses universitaires de Lyon, 1997.

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Burlakova, N. S. Proektivnye metody: Teorii︠a︡, praktika primenenii︠a︡ k issledovanii︠u︡ lichnosti rebenka. Moskva: In-t obshchegumanitarnykh issledovaniĭ, 2001.

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Tuber, Steven. Understanding personality through projective testing. Lanham, Md: Jason Aronson, 2012.

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Lee, Smith Aaron, ed. Projective techniques for social science and business research. Milwaukee, Wis: Southshore Press, 2008.

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Veccia, Teresa Ana. El método psicodiagnóstico: Clases introductorias. Buenos Aires: Facultad de Psicología, Oficina de Publicaciones, Ciclo Básico Común, Universidad de Buenos Aires, 1996.

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Brown, Larry H. SCS. Odessa, Fla: Psychological Assessment Resources, Inc., 1992.

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Chapitres de livres sur le sujet "Projective techniques"

Kubacki, Krzysztof, and Dariusz Siemieniako. "Projective Techniques." In Formative Research in Social Marketing, 165–81. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1829-9_10.

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Frick, Paul J., Christopher T. Barry, and Randy W. Kamphaus. "Projective Techniques." In Clinical Assessment of Child and Adolescent Personality and Behavior, 185–207. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35695-8_10.

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Frick, Paul J., Christopher T. Barry, and Randy W. Kamphaus. "Projective Techniques." In Clinical Assessment of Child and Adolescent Personality and Behavior, 225–51. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0641-0_10.

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Hackett, Paul M. W., James M. Suvak, and Ava Gordley-Smith. "Projective Techniques." In Projective Techniques and Sort-Based Research Methods, 21–37. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003285892-3.

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Furnham, Adrian. "Projective techniques." In The People Business, 137–39. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230510098_49.

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Finch, Al J., and P. Michael Politano. "Projective Techniques." In Issues in Clinical Child Psychology, 381–93. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-1498-9_20.

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Richter-Gebert, Jürgen. "Diagram Techniques." In Perspectives on Projective Geometry, 227–46. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-17286-1_13.

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Smith, Steven R. "Projective Assessment Techniques." In Encyclopedia of Child Behavior and Development, 1163–64. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2269.

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Benson, Nicholas F., Stefan C. Dombrowski, and Michael I. Axelrod. "Projective Drawing Techniques." In Investigating School Psychology, 98–109. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003266181-11.

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Frederick, Claire, and Shirley McNeal. "Other Projective/Evocative Techniques." In Inner Strengths, 202–19. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003442585-10.

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Actes de conférences sur le sujet "Projective techniques"

Shukurov, B., B. Abdullaev, and O. Mirzaev. "The Use of Projective Techniques in Ecological Consciousness." In The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR, 1059–62. SCITEPRESS - Science and Technology Publications, 2023. https://doi.org/10.5220/0012952000003882.

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Mirzaev, O. S., B. A. Abdullaev, and B. S. Shukurov. "Evaluating the Diagnostic Potential of Projective Techniques in Personality Studies." In The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR, 1669–72. SCITEPRESS - Science and Technology Publications, 2023. https://doi.org/10.5220/0012991100003882.

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Chen, Liming, Yuchen Yang, and Song Zhang. "Rapid autofocusing method for digital fringe projection techniques." In Interferometry and Structured Light 2024, edited by Michael B. North-Morris, Katherine Creath, and Song Zhang, 17. SPIE, 2024. http://dx.doi.org/10.1117/12.3029868.

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Li, Xiaolu, Tao He, Lijun Xu, Lulu Chen, and Zhanshe Guo. "Projective rectification of infrared image based on projective geometry." In 2012 IEEE International Conference on Imaging Systems and Techniques (IST). IEEE, 2012. http://dx.doi.org/10.1109/ist.2012.6295549.

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Georgescu, Matei. "PROJECTIVE TECHNIQUE – INTRODUCTORY INTERACTIVE PROJECTIVE PSYCHOLOGY SOFTWARE PRODUCED BY AN APPLIED PSYCHOLOGY DEPARTMENT. A CASE STUDY." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-026.

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The main projective methods are conceived to be applied in a classic-paper style and the virtual-e-learning style represents the only possible learning experience for the students. The paper describes the experience of conceiving and using computer software in order to introduce the bases of projective psychology. The software (Matei Georgescu, Projective technique – interactive software, produced by Titu Maiorescu University, Bucharest, Romanian Office for Author Right: 0113 / 06. 02. 2001) was used in the benefit of the third year psychology students of a private university and support the direct experience with the virtual-stimulus-material of the main projective techniques such as Rotter, Düss, T.A.T., Rosenzweig, Rorschach, Szondi, Lüscher, Koch. Projective Psychology Lab was developed by se use of the computer and the Projective technique software over a semester of study, for three years under my assistence. The program contains the following items: the limits of the projection concept, the analytic relation and the projective relation, verbal associative experiment, completing sentences test and fables method, Thematic Apperception Test, the frustration test, the inkblot test, the drive analysis test, the color test, the tree test, draw a person test. Each method presentation contains information about the technique, the stimulus-material and the manner of interpretation. The access to stimulus-material of the Thematic Apperception Test, the frustration test, the inkblot test and the drive test analysis is possible in the order of test protocol. The software allows the color calibration of Lüscher test and also quotation examples. The Rorschach stimulus-material can be rotated within 360 degrees limit. The quotations index of the tree test is accessible in the order of the main interpretative zones. Despite the fact that the projective techniques were not conceived to be applied in the virtual-computerized style, during the three years pedagogical experiences with the Projective technique – interactive software, we have noticed the succes of such an introductory electronic way of learning.

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Kuhlmann, Marco, and Giorgio Satta. "Treebank grammar techniques for non-projective dependency parsing." In the 12th Conference of the European Chapter of the Association for Computational Linguistics. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1609067.1609120.

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Kottari, K., and K. Delibasis. "Shape reconstruction using fisheye and projective cameras." In 2016 IEEE International Conference on Imaging Systems and Techniques (IST). IEEE, 2016. http://dx.doi.org/10.1109/ist.2016.7738213.

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Chojnacki, Wojciech, Rhys Hill, Anton van den Hengel, and Michael J. Brooks. "Multi-projective Parameter Estimation for Sets of Homogeneous Matrices." In 2009 Digital Image Computing: Techniques and Applications (DICTA 2009). IEEE, 2009. http://dx.doi.org/10.1109/dicta.2009.27.

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Lima, Rafael Zuolo Coppini. "Dimension Reduction for Projective Clustering." In Encontro de Teoria da Computação. Sociedade Brasileira de Computação - SBC, 2022. http://dx.doi.org/10.5753/etc.2022.223040.

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The high dimensionality of data may be a barrier to algorithmic efficiency, mainly because of the well known “curse of dimensionality” that imposes exponential time and/or memory complexity for algorithms. It is natural then to search for ways to break this curse by relaxing the problem with approximate versions and by finding good ways to reduce the dimension of data. Our aim is to integrate and state slightly stronger results of approximation via dimension reduction for clustering under the l_2^2 metric. The dimension reduction is achieved by combining randomized techniques (the Johnson-Lindenstrauss Lemma) and deterministic techniques (the singular value decomposition).

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Monem Abdelhafez, Shaimaa, Peter Benner, and Christian Lessig. "Improved Projective Dynamics Global Using Snapshots-based Reduced Bases." In SIGGRAPH '23: Special Interest Group on Computer Graphics and Interactive Techniques Conference. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3588028.3603665.

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Rapports d'organisations sur le sujet "Projective techniques"

Yan, Ruoh-Nan (Terry), and Miranda Podmore. Understanding College Students’ Attitudes toward Made in USA Apparel Products: Exploration of Projective Techniques. Ames: Iowa State University, Digital Repository, 2014. http://dx.doi.org/10.31274/itaa_proceedings-180814-958.

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Angelini, Richard C., and Sidra I. Silton. Visualization Techniques Applied to 155-mm Projectile Analysis. Fort Belvoir, VA: Defense Technical Information Center, November 2014. http://dx.doi.org/10.21236/ada613660.

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Chen, Pictiaw, Boaz Zion, and Michael J. McCarthy. Utilization of NMR Technology for Internal Nondestructive Quality Evaluation of Fruits and Vegetables. United States Department of Agriculture, September 1994. http://dx.doi.org/10.32747/1994.7568778.bard.

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Objective: The objective of this research was to investigate the potential use of NMR for evaluating various internal quality factors of fruits and vegetables, leading to the eventual development of practical techniques that are useful for future development of NMR sensors. Summary: Investigation on NMR imaging, one-dimension NMR projection, and single-pulse free-induction-decay (FID) spectrum led to the development of high-speed NMR techniques for real-time sensing of internal quality of selected fruits. NMR imaging can be used for detecting internal defects and various quality factors such as bruises, dry regions, worm damage, stage of ripeness, tissue breakdown, and the presence of voids, seeds, sprouts, and pits. The one-dimension (1-D) image profile technique, in which the 1-D projection of the NMR signal of a selected slice of the intact fruit is recorded, is suitable for detecting tissue breakdown regions, presence of pits, and other defects in fruits. The oil and sugar content of fruits can be determined from the single-pulse FID spectrum measurement, in which a surface coil is used to acquire the FID spectrum and the ratio of the resonance peaks is used as the quality index. The latter two techniques are suitable for high-speed sorting of fruits. The most important accomplishment is the successful development of high-speed NMR techniques for determining internal quality of fruits while they are moving at speed up to 30 cm/s. This accomplishment is an important step toward the development of NMR techniques for on-line sorting of fruits and vegetables.

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Edge, Harris L., and Jubaraj Sahu. Computational Modeling of a Finned Projectile by Chimera Technique. Fort Belvoir, VA: Defense Technical Information Center, December 1997. http://dx.doi.org/10.21236/ada334011.

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Clay, Wallace H., and M. R. Burdeshaw. Techniques for Measuring Burn Times for M864 Base-Burn Projectiles. Fort Belvoir, VA: Defense Technical Information Center, August 1990. http://dx.doi.org/10.21236/ada226391.

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Liu, S., R. Anirudh, J. J. Thiagarajan, and B. T. Bremer. Function Preserving Projection (FPP): A Linear Projection Technique for Visual Interpretation of High-Dimensional Functions. Office of Scientific and Technical Information (OSTI), June 2019. http://dx.doi.org/10.2172/1557927.

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Stumpfel, Charles R. In-Flight Projectile Imaging by Infrared Emission/Rotating Mirror Technique With Temperature Calibration. Fort Belvoir, VA: Defense Technical Information Center, July 1996. http://dx.doi.org/10.21236/ada313428.

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Wall, Martin, Richard Lee, and John O'Brien. PR-398-133725-R02 Evaluation of Large Standoff Magnetometry Techniques. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), July 2018. http://dx.doi.org/10.55274/r0011498.

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The final version, presented by the NDE-3-1 project team as a group review and commentary on the blind trial reports from Transkor and Speir Hunter. this describes the development program on Large Standoff Magnetometry (LSM) techniques claimed to provide integrity assessments on buried pipelines. The projectis a continuation of the PRCI research program on above the pipe NDE methods and is designated as Project NDE 3-1. The scope was as follows: Project kick-off and initial data review, noting any gaps in data. Performing the initial reliability analysis of the Transkor MTM and Speir Hunter SCZ data from PRCI; provision of draft final report to PRCI on the analysis of trial data. If necessary, establish contact with technology suppliers,more...

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Kanivets, Oleksandr V., Irina М. Kanivets, Natalia V. Kononets, Tetyana М. Gorda, and Ekaterina O. Shmeltser. Development of mobile applications of augmented reality for projects with projection drawings. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3745.

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We conducted an analysis of the learning aids used in the study of general technical disciplines. This allowed us to draw an analogy between physical and virtual models and justify the development of a mobile application to perform tasks on a projection drawing. They showed a technique for creating mobile applications for augmented reality. The main stages of the development of an augmented reality application are shown: the development of virtual models, the establishment of the Unity3D game engine, the development of a mobile application, testing and demonstration of work. Particular attention is paid to the use of scripts to rotate and move virtual models. The in-house development of the augmented reality mobile application for accomplishing tasks on a projection drawing is presented. The created mobile application reads, recognizes marker drawings and displays the virtual model of the product on the screen of the mobile device. It has been established that the augmented reality program developed by the team of authors as a mobile pedagogical software can be used to perform tasks both with independent work of students and with the organization of classroom activities in higher education institutions.

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Cardenas-Garcia, J. F., and G. R. Severson. Optical, noncontact, automated experimental techniques for three-dimensional reconstruction of object surfaces using projection moire, stereo imaging, and phase-measuring profilometry. Office of Scientific and Technical Information (OSTI), January 1996. http://dx.doi.org/10.2172/653991.

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