Littérature scientifique sur le sujet « Psychologie cognitive »
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Articles de revues sur le sujet "Psychologie cognitive"
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Masson, Marjolaine, Nicolas Franck et Caroline Cellard. « Objectifs et enjeux de l’intervention cognitive en psychologie ». Neuropsychologie clinique et appliquée 1, Fall 2017 (2017) : 22–35. http://dx.doi.org/10.46278/j.ncacn.20170807.
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L’intervention cognitive est une pratique émergente de plus en plus utilisée par les professionnels en psychologie. Cependant, la place de l’intervention cognitive en psychologie demeure à l’heure actuelle assez ambiguë. L’Ordre des psychologues du Québec (OPQ) propose une définition de la psychothérapie dans laquelle le terme « cognition » apparaît. Cependant, cette définition ne permet ni de positionner l’intervention cognitive comme étant une psychothérapie, ni de l'insérer dans la liste des interventions non psychothérapeutiques. Le titre de psychothérapeute étant requis pour pratiquer la psychothérapie, ceci amène les psychologues à se questionner au sujet de l’intervention cognitive. Une proposition de définition de l’intervention cognitive et de réponse quant à sa réglementation est examinée dans une perspective neuropsychologique.
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Besche-Richard, Chrystel, et Pierre Perruchet. « Psychologie cognitive ». EMC - Psychiatrie 1, no 1 (janvier 2004) : 1–9. http://dx.doi.org/10.1016/s0246-1072(01)00063-3.
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Besche-Richard, C. « Psychologie cognitive ». EMC - Psychiatrie 31, no 4 (octobre 2015) : 1–8. https://doi.org/10.1016/s0246-1072(15)67872-5.
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Besche-Richard, C. « Psychologie cognitive ». EMC - Psychiatrie 38, no 4 (octobre 2022) : 1–8. https://doi.org/10.1016/s0246-1072(22)45948-7.
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Besche-Richard, Chrystel, et Pierre Perruchet. « Psychologie cognitive ». EMC - Psychiatrie 17, no 4 (2001) : 1–9. https://doi.org/10.1016/s0246-1072(19)30070-7.
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Dehaene, Stanislas. « Psychologie cognitive expérimentale ». L’annuaire du Collège de France, no 112 (1 avril 2013) : 339–62. http://dx.doi.org/10.4000/annuaire-cdf.1011.
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Dehaene, Stanislas. « Psychologie cognitive expérimentale ». L’annuaire du Collège de France, no 108 (1 décembre 2008) : 277–301. http://dx.doi.org/10.4000/annuaire-cdf.114.
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Dehaene, Stanislas. « Psychologie cognitive expérimentale ». L’annuaire du Collège de France, no 114 (1 juillet 2015) : 385. http://dx.doi.org/10.4000/annuaire-cdf.11910.
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Dehaene, Stanislas. « Psychologie cognitive expérimentale ». L’annuaire du Collège de France, no 115 (1 novembre 2016) : 335–56. http://dx.doi.org/10.4000/annuaire-cdf.12564.
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Dehaene, Stanislas. « Psychologie cognitive expérimentale ». L’annuaire du Collège de France, no 116 (15 juin 2018) : 183–95. http://dx.doi.org/10.4000/annuaire-cdf.12823.
Texte intégralThèses sur le sujet "Psychologie cognitive"
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Puechbroussou, Benjamin. « Psychologie positive et processus cognitifs dans le traitement de la dépression ». Electronic Thesis or Diss., Université de Lille (2022-....), 2024. http://www.theses.fr/2024ULILH065.
Texte intégralRésumé :
Ce travail de thèse explore les processus cognitifs qui sous-tendent l'efficacité des interventions de psychologie positive dans le traitement du trouble dépressif majeur. Pour cela, quatre études ont été menées pour identifier ces processus et comprendre comment ils contribuent à la réduction de la symptomatologie dépressive. La première étude a comparé l'efficacité de deux entraînements d'une semaine basés sur l'activation comportementale et la psychologie positive. Les participants ont été divisés en deux groupes : l'un a reçu un entraînement à l'activation comportementale basé sur la psychologie positive, tandis que l'autre a reçu un entraînement à l'activation comportementale basé sur la pratique d'une activité physique. Les résultats ont montré une diminution significative de la symptomatologie dépressive dans les deux groupes, mais sans différence entre les deux groupes. Cela suggère que l'efficacité de l'entraînement dépend peut-être de facteurs autres que la théorie sous-jacente. La deuxième étude a testé l'effet d'un protocole ciblant les réseaux de la mémoire associative et l'accessibilité des souvenirs en mémoire autobiographique. Les participants ont été divisés en deux groupes : l'un a reçu un entraînement à la remémoration de souvenirs positifs, tandis que l'autre a reçu un entraînement de contrôle. Les résultats ont montré une diminution significative de la symptomatologie dépressive et une augmentation de l'accessibilité des souvenirs dans le groupe expérimental. Cela suggère que la remémoration de souvenirs positifs peut être un moyen efficace de réduire la symptomatologie dépressive. La troisième étude a évalué l'effet d'un protocole de remémoration de souvenirs positifs basé sur des exercices de visualisation inspirés de l'hypnose Ericksonienne. Les participants ont été divisés en deux groupes : l'un a reçu un entraînement quotidien d'une semaine à la remémoration de souvenirs positifs, tandis que l'autre a reçu un entraînement de relaxation. Les résultats ont montré une diminution significative de la symptomatologie dépressive et une augmentation de l'accessibilité des souvenirs dans le groupe expérimental. Cela suggère que la remémoration de souvenirs positifs peut être un moyen efficace de réduire la symptomatologie dépressive et d'améliorer la mémoire autobiographique. La quatrième étude a mesuré l'effet d'une réalisation quotidienne d'un carnet de gratitude. Les participants ont été divisés en deux groupes : l'un a reçu un carnet de gratitude, tandis que l'autre a reçu un carnet de contrôle. Les résultats ont montré une diminution significative de la symptomatologie dépressive et une augmentation de l'accessibilité des souvenirs dans le groupe expérimental. Cela suggère que la pratique de la gratitude peut être un moyen efficace de réduire la symptomatologie dépressive et d'améliorer la mémoire autobiographique. Dans la suite de notre thèse, nous comparons l'efficacité de ces différents protocoles en intergroupe et en intragroupe. Nous discutons ensuite les perspectives expérimentales et cliniques que ces recherches permettent. Enfin nous proposons une illustration clinique des différents entrainements présentés dans ces études. Si nos travaux ont permis de commencer à enrichir la réflexion et la compréhension de certains mécanismes d'action des entrainements de psychologie positive, dont certains apparaissent à même d'expliquer une partie importante de leur efficacité, ils soulignent aussi la nécessité primordiale pour les chercheurs et les cliniciens de mener des recherches et réflexions approfondies sur les processus mis en œuvre dans les thérapeutiques qu'ils proposent à leurs patients. La recherche actuelle sur les processus sous-tendant les différences au sein de la psychologie est, en effet, d'une importance capitale car cette démarche scientifique concourt à une pratique éclairée de cette discipline, en tentant d'unir toujours davantage science et conscienceThis thesis explores the cognitive processes that underlie the effectiveness of positive psychology interventions in the treatment of major depressive disorder. To achieve this, four studies were conducted to identify these processes and understand how they contribute to the reduction of depressive symptoms. The first study compared the effectiveness of two one-week training programs based on behavioral activation and positive psychology. Participants were divided into two groups: one received a behavioral activation training program based on positive psychology, while the other received a behavioral activation training program based on physical activity. The results showed a significant reduction in depressive symptoms in both groups, but without a difference between the two groups. This suggests that the effectiveness of the training may depend on factors other than the underlying theory. The second study tested the effect of a protocol targeting associative memory networks and autobiographical memory accessibility. Participants were divided into two groups: one received a training program focused on recalling positive memories, while the other received a control training program. The results showed a significant reduction in depressive symptoms and an increase in autobiographical memory accessibility in the experimental group. This suggests that recalling positive memories may be an effective way to reduce depressive symptoms. The third study evaluated the effect of a protocol for recalling positive memories based on exercises inspired by Ericksonian hypnosis. Participants were divided into two groups: one received a daily one-week training program focused on recalling positive memories, while the other received a relaxation training program. The results showed a significant reduction in depressive symptoms and an increase in autobiographical memory accessibility in the experimental group. This suggests that recalling positive memories may be an effective way to reduce depressive symptoms and improve autobiographical memory. The fourth study measured the effect of a daily gratitude journaling program. Participants were divided into two groups: one received a gratitude journal, while the other received a control journal. The results showed a significant reduction in depressive symptoms and an increase in autobiographical memory accessibility in the experimental group. This suggests that practicing gratitude may be an effective way to reduce depressive symptoms and improve autobiographical memory. In the conclusion of our thesis, we compare the effectiveness of these different protocols in both between-group and within-group analyses. We then discuss the experimental and clinical implications of these findings. Finally, we propose a clinical illustration of the different training programs presented in these studies. If our work has allowed us to begin enriching the reflection and understanding of certain mechanisms of action of positive psychology training programs, which appear to explain a significant part of their effectiveness, it also highlights the primary need for researchers and clinicians to conduct in-depth research and reflection on the processes involved in the therapies they propose to their patients. The current research on the processes underlying differences within psychology is, indeed, of great importance, as this scientific approach contributes to a more enlightened practice of this discipline, by attempting to unite science and conscience even more closely
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Hogervorst, Eva. « Age-related cognitive decline and cognition enhancers ». Maastricht : Maastricht : Neuropsych Publishers ; University Library, Maastricht University [Host], 1998. http://arno.unimaas.nl/show.cgi?fid=6058.
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Mortu, Ancuta-Maria. « De la cognition esthétique à l'esthétique cognitive : une étude généalogique ». Paris, EHESS, 2015. http://www.theses.fr/2015EHES0138.
Texte intégralRésumé :
Ce travail a pour objectif de dresser une généalogie de la cognition en tant que partie prenante de l'expérience esthétique, domaine qui se ne cesse de se constituer depuis la naissance de la discipline elle-même. L'hypothèse que nous défendons est que l'expérience esthétique, comme toute expérience ordinaire, est un processus de traitement de l'information qui se caractérise par une dynamique susceptible d'être comprise avec les outils de la psychologie cognitive. Parmi les questions qui sont posées au fil de ce travail, dont les enjeux se situent également à l'échelle de l'esthétique philosophique et de l'histoire des idées, les principales peuvent être formulées comme suit : quels sont les processus de traitement qui participent de l'expérience esthétique ? Comment est-ce que l'information a modifié la compréhension traditionnelle de l'expérience esthétique ? Que nous apprend-t-elle de plus sur la phénoménologie de ce type d'expérience ? La thèse est organisée en deux parties, dont la première porte essentiellement sur l'archéologie de la présence de la cognition au sein du discours esthétique, notamment au siècle des Lumières et à l'époque de la naissance officielle de la psychologie expérimentale, tandis que la seconde repose sur l'examen de la structure architecturale des modèles esthétiques informationnels qui se développent à partir de la seconde moitié du vingtième siècle. L'approche généalogique que nous privilégions permet de mettre en valeur la continuité des problèmes qui touchent aux constantes de l'esprit humain manifestées dans les conduites esthétiquesThe purpose of this thesis is to draw a genealogy of cognition as a constitutive part of aesthetic experience, considering that this field has been developing ever since the birth of the discipline of aesthetics itself. More specifically, we argue that aesthetic experience, as any ordinary experience, is an information-processing activity whose dynamics car be accounted for by using the conceptual tools of cognitive psychology. The main questions that we ask throughout this work, that also concern the philosophical aesthetics as well as the history of ideas, are the following : what are the informational processes involved in aesthetic experience ? In what respect did the concept of information modify the classical approaches to aesthetic experience ? In what way does it contribute to understanding the phenomenology of this particular type of experience ? In order to give an answer to these questions, we have organized this work into two parts : Part I deals with the archeology or the prehistory of cognition and its presence in aesthetic discourse, namely in the enlightenment period and at the birth of experimental psychology, while Part II comprises a close analysis of the architectural structure of informational aesthetic models that are being developed starting with the second half of the twentieth century. The genealogical approach that we favor allows us to emphasize the continuing relevance of questions related to invariants of mental reality engaged in aesthetic encounters
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Miermont, Jacques. « Les signes de l'autonomie dans la communication et la cognition ». Aix-Marseille 3, 1993. http://www.theses.fr/1993AIX32008.
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Dans le cadre des developpements contemporains des sciences de la cognition et de la communication, c'est une etude synthetique des systemes complexes qui est ici proposee par une exploration conjointe des phenomenes autoreproducteurs qui les organisent (comportements representations affects, memorisations, organisations, decisions, relations), la ou ces phenomenes sont classiquement envisages de maniere independante et exclusive les uns des autres. A partir de la clinique des formes psychopathologiques complexes apprehendees par la psychanalyse etles therapies familiales, des hypotheses sont formulees pour l'evaluation des fonctions cognitives et des processus interactifs qui differencient les identites personnelles et collectives dazns un ecosysteme. Le self presente la propriete d'une entite a se referencer par rapport a elle-meme en faisant osciller cette autoreference avec l'aptitude a reconnaitre autrui comme un semblable, et un semblable comme different de soi. La theorie de l'autonomie se developpe au sein d'une meditation epistemologique qu'elle produit et qui la produit. On note l'importance des inferences abductives dans le deploiement de l'activite autonome, par la transformation mutuelle des procedures cognitives et des modalites de communication, garantes de l'epreuve de viabiliteIn the frame of contemporary develpopments of the cognition and communication sciences, a synthetic study of complex systems is proposed, through patterns of connexion between autoreproducting phenomena which organize them (behaviors, representations, affects, memorisations, organisations, decisions, relationships), instead of the classical point of view according to which these phenomena must be separatly and exclusively scanned. From the clinic of complex psychopathologic states treated by psychoanalysis and family therapy, hypothesis are suggested about the the evaluation of cognitive fonctions and interactive processes which differenciate personal and collective identities in ecosystems. The self describes the ability of a system to refer to itself by the oscillation of autoreference and recognition of others as fellow creatures, and fellow creatures as different of the self. The theory of autonomy develops itself within an epistemological framework which is produced by an produces this theory. The autonomic activity unfolds abductive inferences, through mutual transformations of cognitive processes and communication modalities, which allow the experience of viability
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Chapuy, Kévin. « Le système dynamique de la catégorisation : variabilité, auto-organisation, et interdépendance des processus cognitifs naturels ». Montpellier 3, 2006. http://www.theses.fr/2006MON30079.
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A partir de trois cadres théoriques fondamentaux, la théorie des systèmes dynamiques (non linéaires), la théorie des processus d’auto-organisation dans les systèmes complexes, et la théorie épisodique de la mémoire humaine, nous avons élaboré une conjecture théorique générale : le modèle approprié des processus cognitifs naturels est un système dynamique d’interactions qui co-évoluent en temps réel. Pour mettre à l’épreuve des faits cette conjecture, nous avons testé trois hypothèses : A/le processus de catégorisation est une structure d’interaction de variables co-dépendantes ; B/le processus de catégorisation est un processus auto-organisé ; C/le processus de catégorisation manifeste des propriétés typiques d’une dynamique non linéaire lorsqu’on l’étudie selon un déroulement temporel. Les résultats obtenus sur un matériel constitué par des données perceptives de type verbal (signifiantes et non signifiantes) nous permettent de maintenir ces hypothèses, notamment parce qu’il existe 1/un grand nombre d’interactions significatives, 2/ des effets de contexte prédits par le modèle épisodique MINERVA2 (Hintzman, 1986), 3/des corrélations significatives sur des traitements a priori disjoints, 4/des dépendances temporelles (ARIMA) dans les dynamiques des TR, et 5/des phénomènes de multistabilité perceptive typiques d’une dynamique non linéaire (cycle d’hystérèse). En discussion, nous avons proposé une conceptualisation des processus cognitifs naturels en termes de modèle épisodique-dynamique dans le sens où la sensorialité ainsi que la structure d’interaction des variables semblent être deux facteurs relativement importants dans l’explication des conduites organisées et finaliséesFrom three fundamental theoretical frameworks, the nonlinear dynamic system theory, the theory of self-organization processes in the complex systems, and the episodic theory of the human memory, we’ve made a general theoretical conjecture : The suitable model of the natural cognitive processes is a model which accounts for human cognition in terms of dynamical system of interactions which co-evolve in real time. To test this conjecture, we’ve made three major hypothesis : A/the categorization process is a interactional structure of co-dependent variables (an interdependent combination). B/the categorization process is a self-organized process. C/the categorization process shows typical properties of a nonlinear dynamics when one studies it according to a temporal unfolding. The results obtained on material of perceptive verbal data (meaning and none meaning) enable us to maintain these assumptions, in particular because there exists 1/a great number of significant interactions in our data, 2/context effects predicted by episodic model MINERVA2 (Hintzman, 1986), 3/correlations of statistical sets of data on a priori disjoined treatments, 4/temporal dependences (ARIMA) in the RT's dynamic, and 5/phenomena of perceptive multistability that is typical of a nonlinear dynamics process mobilized by the task (hysteresis). In general discussion, we have proposed a conceptualization of the natural cognitive processes in terms of episodic-dynamic model in the direction where sensoriality as well as the structure of interaction of the variables seem to be two relatively important factors in the explanation of the intentional behavior
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Gaonac'h, Daniel. « Psychologie cognitive et éducation : implications dans l'enseignement des langues étrangères ». Dijon, 1986. http://www.theses.fr/1987DIJOL001.
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L'objectif principal de ce travail est d'analyser les références théoriques de la didactique des langues étrangères LE dans le domaine de la psychologie. La première partie constitue une approche historique, ou sont examinés les courants théoriques constitutifs de ce domaine de recherche : behaviorisme et néo-behaviorisme, gestaltpsychologie, cognitivisme. On a cherché à montrer en particulier que la lecture qu'on peut faire actuellement du "passage" du behaviorisme au cognitivisme en psychologie ne rend nullement compte du caractère non linéaire de l'évolution de la psychologie, des interactions complexes entre courants théoriques, ni du rôle que peuvent avoir des facteurs externes (notamment le développement de la didactique) sur la dominance de tel ou tel courant. La seconde partie cherche à rendre compte de la grande quantité de travaux qui constituent le domaine actuel de la psycholinguistique appliquée aux LE - on examine d'un point de vue critique l'opposition entre acquisition d'une part (position "développementale", insistant sur les similitudes entre processus d'acquisition de la langue maternelle (LM) et d'une LE), et apprentissage d'autre part (position défendant la spécificité des conditions de la maitrise d'une LE). - l'étude de la lecture dans une le permet d'examiner comment sont mis en œuvre, dans une situation nouvelle et problématique pour l'apprenant, des mécanismes bien maitrises par ailleurs dans sa LM. - l'acquisition des "compétences de communication" relève pour une part d'une problématique identique (transfert ou réapprentissage de ces compétences) ; c'est aussi un thème qui conduit à reposer le problème des acquisitions dans des termes nouveaux : l'inscription des acquisitions dans les activités de langage, et en particulier dans les interactions langagières. - les approches théoriques récentes visent à rendre compte des activités cognitives du locuteur apprenant, dans l'utilisation et l'acquisition d'une LE. Elles développent des concepts sur lesquels on doit pouvoir se fonder pour élaborer un modèle du locuteur en le : gestion, régulation, métacognitionThe main purpose of this work is to analyze the theoretical references of second language (sl) teaching in the area of psychology. The first part is an historical approach, in which are examined the theoretical trends that constitute this field of research : behaviorism and neo-behaviorism, gestalt-psychology, cognitivism. In particular, we have tried to demonstrate that the way we can now interprete the "transition" from behaviorism to cognitivism in psychology doesn’t account for the non-linear nature of the evolution of this domain, nor for the complex interactions between theoretical approaches, nor for the role played by external factors (especially teaching development) on the predominance of one approach or another. The second part attempts to account for the large quantity of works that constitute the present area of psycholinguistics applied to sl : - we examine, with a critical point of view, the opposition between acquisition on the one hand ("developmental" position, with insistance on similiraties between first language and sl acquisition processes), and learning on the other hand (specificity of sl acquisition processes). - the study of reading in a sl is used to examine how the learner brings into play, in a new and problematical situation, some processes that are efficient in his first language. - the acquisition of communicative competences is partly a matter for an identical issue (transfer or relearning of these competences) ; it is also a topic that raises again the problem of acquisition in new words : subordination on language activities, particularly on language interactions. - recent theoretical approaches aim to account for cognitive activities of the speaker learner, in sl use and acquisition. They develop some concepts on which it would be possible to base oneself to elaborate a model of the subject in sl : monitoring, regulation, meta-cognition
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Hudelot, Mok Mi. « Interactivité et Cognition : l'étude de l'expérience interactive en art par une approche de psychologie cognitive ». Paris 8, 2008. http://octaviana.fr/document/143288849#?c=0&m=0&s=0&cv=0.
Texte intégralRésumé :
Notre recherche s'inscrit dans le cadre transdisciplinaire délimité par l'art interactif et la psychologie cognitive. L'art interactif constitue l'objet de notre recherche et nous avons trouvé en la psychologie cognitive la méthodologie qui nous a permis de répondre à notre problématique. La problématique porte sur la "forme" de l'œuvre interactive. Alors même que cette dernière se désigne comme un processus, peut-on parler de "forme", en tant que celle d'un objet d’art ? La méthodologie de recherche a consisté à partir du sens premier du terme "interactivité", pour être conduit vers la psychologie cognitive. Cette discipline nous a apporté les méthodes et les bases théoriques qui nous ont permis d'analyser les œuvres interactives sous l'angle cognitif. Ce travail nous a permis d'aboutir à un modèle d'expérience interactive et à une typologie nouvelle des œuvres interactivesOur research is part transdisciplinary delimited between interactive art and cognitive psychology. The interactive art is the subject of our research and we found in cognitive psychology the methodology that has allowed us to respond to our problems. The problem relates to the "form" of the interactive work. While the latter refers to as a process, can we speak of "form", as that of an art object? The research methodology has been to consider the meaning of the word "interactive", to be driven to cognitive psychology. This discipline has given us the methods and theoretical foundations that have allowed us to analyze the interactive works from the angle cognitive. This work has allowed us to achieve a model of interactive experience and a new typology of interactive works
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Meini, Cristina. « La psychologie naive essai sur la nature, la fonction et les origines d'un dispositif cognitif specialise ». Palaiseau, Ecole polytechnique, 1999. http://www.theses.fr/1999EPXX0031.
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Dans ma these, je developpe une analyse de la nature de la psychologie naive dans une perspective evolutionniste. Je critique d'abord la bipartition entre "theorie de la theorie" et "theorie de la simulation" et je soutiens que des distinctions supplementaires doivent etre introduites. Je defends ensuite une approche inneiste et modulariste de la theorie de la theorie, suivant laquelle notre psychologie naive depend du fonctionnement d'un systeme cognitif specialise. Je defends enfin l'hypothese de la priorite de la troisieme personne dans le raisonnement intentionnel. Cela revient a dire que, dans ses origines phylogenetiques, la psychologie naive est une capacite principalement consacree a l'analyse des etats mentaux d'autrui.
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Gaonac'h, Daniel. « Psychologie cognitive et éducation implications dans l'enseignement des langues étrangères ». Lille 3 : ANRT, 1987. http://catalogue.bnf.fr/ark:/12148/cb37597775k.
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Lambert, Sophie. « L'impact de facteurs socio-cognitifs dans la modulation de l'effet d'accentuation : une analyse exploratoire ». Doctoral thesis, Universite Libre de Bruxelles, 2003. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211224.
Texte intégralLivres sur le sujet "Psychologie cognitive"
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Barsalou, Lawrence W. Cognitive psychology : An overview for cognitive scientists. Hillsdale, New Jersey : Lawrence Erlbaum Associates, 1992.
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Best, John B. Cognitive psychology. 3e éd. St. Paul, MN : West Pub. Co., 1992.
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Best, John B. Cognitive psychology. 2e éd. St. Paul : West Pub. Co., 1989.
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Chizuko, Izawa, et International Congress of Applied Psychology (22nd : 1990 : Kyoto, Japan), dir. Cognitive psychology applied. Hillsdale, N.J : L. Erlbaum Associates, 1993.
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Hunt, R. Reed. Fundamentals of cognitive psychology. 6e éd. Boston : McGraw-Hill, 1999.
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H, Ross Brian, et Markman Arthur B, dir. Cognitive psychology. 4e éd. Hoboken, NJ : John Wiley & Sons, 2005.
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H, Ross Brian, et Markman Arthur B, dir. Cognitive psychology. 3e éd. Fort Worth : Harcourt College Publishers, 2000.
Trouver le texte intégralChapitres de livres sur le sujet "Psychologie cognitive"
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Guéraud, Sabine, Céline Manetta et Isabel Urdapilleta. « Chapitre 2. Psychologie cognitive/cognitive psychology ». Dans Anglais pour psychologues, 55–62. Dunod, 2018. http://dx.doi.org/10.3917/dunod.masse.2018.01.0053.
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« 1 PSYCHOLOGIE COGNITIVE ». Dans Psychologie, 8–27. EDP Sciences, 2023. http://dx.doi.org/10.1051/978-2-7598-3097-8.c002.
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Lemaire, Patrick. « La psychologie cognitive ». Dans Psychologie, 91–115. Éditions Sciences Humaines, 2022. http://dx.doi.org/10.3917/sh.marmi.2019.01.0091.
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« 1 PSYCHOLOGIE COGNITIVE ». Dans Psychologie, 8–27. EDP Sciences, 2023. https://doi.org/10.1051/978-2-7598-3096-1.c002.
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Rézette, Séverine. « La psychologie cognitive ». Dans Psychologie clinique et soins infirmiers, 143. Elsevier, 2008. http://dx.doi.org/10.1016/b978-2-294-70192-4.50023-5.
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Habib, Marianne, Louisa Lavergne et Serge Caparos. « Chapitre 1. Aux origines de la psychologie cognitive ». Dans Psychologie cognitive, 12–43. Armand Colin, 2018. http://dx.doi.org/10.3917/arco.habib.2018.01.0012.
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Habib, Marianne, Louisa Lavergne et Serge Caparos. « Chapitre 8. Raisonnement ». Dans Psychologie cognitive, 232–67. Armand Colin, 2018. http://dx.doi.org/10.3917/arco.habib.2018.01.0232.
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Habib, Marianne, Louisa Lavergne et Serge Caparos. « Chapitre 9. Prise de décision et jugement ». Dans Psychologie cognitive, 268–99. Armand Colin, 2018. http://dx.doi.org/10.3917/arco.habib.2018.01.0268.
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Habib, Marianne, Louisa Lavergne et Serge Caparos. « Chapitre 3. Les émotions ». Dans Psychologie cognitive, 70–95. Armand Colin, 2018. http://dx.doi.org/10.3917/arco.habib.2018.01.0070.
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« Références bibliogaphiques ». Dans Psychologie cognitive, 300–315. Armand Colin, 2018. http://dx.doi.org/10.3917/arco.habib.2018.01.0300.
Texte intégralActes de conférences sur le sujet "Psychologie cognitive"
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Lammel, Annamaria, Elisa Gutierrez, Emilie Dugas et Frank Jamet. « Cultural and Environmental Changes : Cognitive Adaptation to Global Warming ». Dans International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2013. http://dx.doi.org/10.4087/uowv9273.
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The present paper uses a methodological and theoretical perspective on cognitive and cross-cultural psychology as it basis. Our research covers an important area: the role of cognition on the human adaptation to global warming. We draw the general hypothesis that human cognition, mediated by culture, can adapt to changes in the environment. However, we believe that accelerated global climatic changes create cognitive vulnerability because culture cannot provide proper knowledge and cognitive tools. We present some results of our fundamental research on cognitive adaptation to climate change from a cross-environmental and cross-cultural perspective. We specifically highlight some preliminary comparative analysis between adults of New Caledonia and Paris on the representation of climate and climate change followed by the human capacity to adapt to this condition. In addition, we provide an intra-cultural comparison on representation of climate, taking into consideration important geographic and climatic differences in France. Preliminary results suggest that culture and environmental experiences have focal impacts on cognitive adaptation. Our findings show that Parisian adults present greater cognitive vulnerability, thus less adaptive cognition. In the light of cross-cultural psychology, we consider that this fact is due, on one hand, to the analytic way of thinking dominated by an urban occidental population and, on the other hand, to the absence of bi-metric representations.
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Murphy, Dominic. « Cognitive Science Without Cognitive Psychology ». Dans 9th Conference of the Australasian Society for Cognitive Science. Sydney : Macquarie Centre for Cognitive Science, 2010. http://dx.doi.org/10.5096/ascs200938.
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Слепко, Ю. Н. « IDENTITY IN MODERN PSYCHOLOGY : DIVERSITY OF PHENOMENOLOGICAL SPACE ». Dans Актуальные вопросы развития личности профессионала : идентичность в контексте межкультурной коммуникации : сборник материалов Международного психологического форума, 166–69. Crossref, 2024. http://dx.doi.org/10.55000/ipsf.2024.94.73.031.
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Статья посвящена обсуждению современного состояния исследований феномена идентичности в отечественной и зарубежной психологической науке. Показано, что, несмотря на возрастание в последние два десятилетия в российской психологии числа научных конференций, посвященных проблематике идентичности, их предметное поле сужается в сторону изучения этнокультурных и национальных проблем идентичности и идентификации. На этом фоне психологическая проблематика идентичности (профессиональной, детской, личностной и др.) представляет все меньший интерес для научного сообщества. На примере анализа публикаций в иностранных журналах (British Journal of Psychology, American Psychologist, Australian Journal of Psychology) показаны существенные различия между отечественными и зарубежными исследованиями в плане широты понимания феноменологии идентичности. В зарубежной психологии интенсивно изучаются проблемы идентичности в русле когнитивной, социальной, гендерной психологии, психологии труда и психологии образования. Утверждается, что зарубежный опыт должен быть использован для расширения феноменологического пространства исследований проблемы идентичности в российской психологии. The article is devoted to a discussion of the current state of research on the phenomenon of identity in domestic and foreign psychological science. It is shown that despite the increase in the number of scientific conferences devoted to the issue of identity in Russian psychology over the past two decades, their subject field is narrowing towards the study of ethnocultural and national problems of identity and identification. Against this background, the psychological issues of identity (professional, child, personal, etc.) are of less and less interest to the scientific community. Using the example of an analysis of publications in foreign journals (British Journal of Psychology, American Psychologist, Australian Journal of Psychology), significant differences between domestic and foreign studies are shown in terms of the breadth of understanding of the phenomenology of identity. In foreign psychology, problems of identity are intensively studied in the context of cognitive, social, gender psychology, occupational psychology and educational psychology. It is argued that foreign experience should be used to expand the phenomenological space for research into the problem of identity in Russian psychology.
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Timofeenko, A. « ECOLOGICAL DESIGN OF THE INTERDISCIPLINARY STUDIO RAAAF : THE SPACE OF OFFICE, CITY AND MEMORYAS LANDSCAPES OF AFFORDANCES ». Dans Aesthetic Problems of Environmental Design, 270–77. LCC MAKS Press, 2024. https://doi.org/10.29003/m4241.978-5-317-07275-9/270-277.
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In 2006 Dutch architect Ronald Rietveld and his brother Erik Rietveld founded the interdisciplinary studio Rietveld Architecture-Art-Affordances (RAAAF). Working at the intersection of visual arts, philosophy and architecture, the group draws on ecological, environmental approaches in psychology and cognitive science. Particularly important for RAAAF are the ecological theory of perception by the American psychologist J. Gibson and enactivism, proclaimed by researchers F. Varela, E. Thompson andE. Roche as an alternative to classical cognitive science. In this paper we will demonstrate how, in response to environmental impulses in psychology and cognitive science, RAAAF has consistently developed its own ecological and environment-based approach, demonstrating the heuristic potential of enactivism, its predecessors and complementary theories in the field of art and design. The work examines three projects of the RAAAF group (“The End of Sitting”, “Vacant NL”, “Bunker 599”), in which the architects offer an alternative to bodily norms, rehabilitate the “emptiness” and gaps of urban space, and create a dynamic space of memory. The concept of “landscape of affordances” they proposed is important for RAAAF, thanks to which, while focusing on intensifying the connectivity of the body and the environment, the soft regulation of RAAAF through micro-movements paves the way to other scenarios of everyday life.
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Benet-Martínez, Verónica, et Fiona Lee. « Exploring the Consequences of Biculturalism : Cognitive Complexity ». Dans International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2009. http://dx.doi.org/10.4087/gcsn1314.
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To explore the possible socio-cognitive consequences of biculturalism, we examined the complexity of cultural representations in monocultural and bicultural individuals. Study 1 found that Chinese-American biculturals’ free descriptions of both American and Chinese cultures were higher in cognitive complexity than that of Anglo-American monoculturals, but the same effect was not apparent in descriptions of culturally-neutral entities (landscapes). Using the same procedures, Study 2 found that the cultural representations of biculturals with low levels of Bicultural Identity Integration (BII; or biculturals with conflicted cultural identities) were more cognitively complex than that of biculturals with high BII (biculturals with compatible cultural identities). This work shows that biculturalism and BII have meaningful cognitive consequences; further it suggests that exposure to more than one culture increases individuals’ ability to detect, process, and organize everyday cultural meaning, highlighting the potential benefits of multiculturalism.
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Hallihan, Gregory M., Hyunmin Cheong et L. H. Shu. « Confirmation and Cognitive Bias in Design Cognition ». Dans ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-71258.
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The desire to better understand design cognition has led to the application of literature from psychology to design research, e.g., in learning, analogical reasoning, and problem solving. Psychological research on cognitive heuristics and biases offers another relevant body of knowledge for application. Cognitive biases are inherent biases in human information processing, which can lead to suboptimal reasoning. Cognitive heuristics are unconscious rules utilized to enhance the efficiency of information processing and are possible antecedents of cognitive biases. This paper presents two studies that examined the role of confirmation bias, which is a tendency to seek and interpret evidence in order to confirm existing beliefs. The results of the first study, a protocol analysis involving novice designers engaged in a biomimetic design task, indicate that confirmation bias is present during concept generation and offer additional insights into the influence of confirmation bias in design. The results of the second study, a controlled experiment requiring participants to complete a concept evaluation task, suggest that decision matrices are effective tools to reduce confirmation bias during concept evaluation.
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Kuwabara, Megumi, et Linda Smith. « East vs. West – Developmentally Early Differences in Attention ». Dans International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2016. http://dx.doi.org/10.4087/ygvc7448.
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Growing evidence indicates a suite of generalized differences in the attentional and cognitive processes of adults from Eastern and Western cultures (Nisbett, 2003). Cognition in Eastern adults is characterized as more relational and in Western adults as more object focused (Nisbett & Miyamoto, 2005). This chapter will present evidence on the early emergence of these differences in preschoolers from Japan and the U.S. and will also present initial findings on transmission of these cultural differences being very early.
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Oskooyee, Koosha S., Mansour R. Kashani, Negar Aref, Mahsa Ghaemi, Ali Valehi et Farnaz J. Moghaddam. « Robots in love : Evolutionary psychology, artificial life, and cognitive robotics ». Dans 2012 11th IEEE International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2012. http://dx.doi.org/10.1109/icci-cc.2012.6311193.
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Xu, Chao, Jinbo Xu et Zhipeng Zhang. « A Framework towards Subway Safety Information Design based on Passenger's Needs for Cognition ». Dans AHFE 2023 Hawaii Edition. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004397.
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Subway safety information includes subway safety warning information, subway safety warning information and subway emergency response information. Although different countries and industries in the world have set relevant standards for subway safety information design, it remains to be considered whether it is the subway safety information can meet the needs for cognition of passengers and whether it is suitable for the cognitive characteristics of passengers. Through the methods of literature study and case study, this paper sorts out the emergencies in the subway in recent years and analyzes the passengers 'emergency psychology and emergency behavior in the context of the emergency situation, and finally puts forward a subway safety information design framework for passengers' needs for cognition. Put forward the guidance direction for the subway safety information optimization.
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Carod, Nadina Martinez, et Alejandra Cechich. « A Cognitive Psychology Approach for Balancing Elicitation Goals ». Dans 6th IEEE International Conference on Cognitive Informatics. IEEE, 2007. http://dx.doi.org/10.1109/coginf.2007.4341895.
Texte intégralRapports d'organisations sur le sujet "Psychologie cognitive"
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Pasupuleti, Murali Krishna. Quantum Cognition : Modeling Decision-Making with Quantum Theory. National Education Services, mars 2025. https://doi.org/10.62311/nesx/rrvi225.
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Abstract Quantum cognition applies quantum probability theory and mathematical principles from quantum mechanics to model human decision-making, reasoning, and cognitive processes beyond the constraints of classical probability models. Traditional decision theories, such as expected utility theory and Bayesian inference, struggle to explain context-dependent reasoning, preference reversals, order effects, and cognitive biases observed in human behavior. By incorporating superposition, interference, and entanglement, quantum cognitive models offer a probabilistic framework that better accounts for uncertainty, ambiguity, and adaptive decision-making in complex environments. This research explores the foundations of quantum cognition, its empirical validation in behavioral experiments and neuroscience, and its applications in artificial intelligence (AI), behavioral economics, and decision sciences. Additionally, it examines how quantum-inspired AI models enhance predictive analytics, machine learning algorithms, and human-computer interaction. The study also addresses challenges related to mathematical complexity, cognitive interpretation, and the potential link between quantum mechanics and brain function, providing a comprehensive framework for the integration of quantum cognition into decision science and AI-driven cognitive computing. Keywords Quantum cognition, quantum probability, decision-making models, cognitive science, superposition in cognition, interference effects, entanglement in decision-making, probabilistic reasoning, preference reversals, cognitive biases, order effects, quantum-inspired AI, behavioral economics, neural quantum theory, artificial intelligence, cognitive neuroscience, human-computer interaction, quantum probability in psychology, quantum decision theory, uncertainty modeling, predictive analytics, quantum computing in cognition.
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Sanders, William R. Cognitive Psychology Principles for Digital Systems Training. Fort Belvoir, VA : Defense Technical Information Center, juin 2001. http://dx.doi.org/10.21236/ada394031.
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Schunn, C. D. A Review of Human Spatial Representations Computational, Neuroscience, Mathematical, Developmental, and Cognitive Psychology Considerations. Fort Belvoir, VA : Defense Technical Information Center, décembre 2000. http://dx.doi.org/10.21236/ada440864.
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Mcbride, Emma E., et Jeffrey M. Greeson. RU Mindful : Mindfulness, Stress, and Cognitive Functioning in College Students. Rowan University Libraries, juin 2023. http://dx.doi.org/10.31986/issn.2689-0690_rdw.dat.2.
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This dataset is derived from an anonymous, cross-sectional, IRB-approved, online survey study of 534 college students. Collected in 2018-2019, the data include self-reported measures of dispositional (trait) mindfulness, perceived stress, cognitive functioning, and GPA, along with demographic variables. Results from these data were originally published by McBride & Greeson (2021) in the journal Current Psychology.
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Hardani, Rika, Diana Setiyawati et Yuli Fajar Susetyo. The Effect of Emotion Self-Regulation on Academic Achievement During Adolescence : a Protocol for a Systematic Literature Review And Meta-Analyses. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, mars 2022. http://dx.doi.org/10.37766/inplasy2022.3.0073.
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Review question / Objective: The research uses the PICOS method to determine the topic and research objectives. PICOS stands for population, intervention, comparison, outcomes and study. PICOS is one of the guidelines that is often used in quantitative research in systematic research literature reviews (Eriksen & Frandsen, 2018). This study intends to determine how the influence of adolescent self-regulation of emotions on academic achievement. Condition being studied: In the process of achieving high academic achievement, apart from the role of cognitive factors, non-cognitive factors also play an important role. In psychology, there are non-cognitive variables called emotion self-regulation. Many previous studies have investigated this matter. However, researchers have not found a systematic literature review that discusses the effect of emotion self-regulation on adolescent academic achievement.
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McGinn, Noel. Why We Should End Reforms in Education. Inter-American Development Bank, avril 2002. http://dx.doi.org/10.18235/0011021.
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Education reforms are a constant social and political activity. Teachers have received more training, classes are smaller, more students have textbooks and they are of better quality. Curricula have been revised in accord with developments in cognitive psychology and advances in science. Literacy rates have risen notably and the average level of education in the population has grown steadily. Despite the many reforms carried out, and despite objective evidence of improved access and inputs, criticisms of public education have grown more intense and extensive. Why have reforms become more common even as they are unsatisfying?
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Rollo, Greta, et Kellie Picker. Unpacking the science of reading research. Australian Council for Educational Research, juin 2024. http://dx.doi.org/10.37517/978-1-74286-742-7.
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The science of reading (SoR) is a term used for a body of evidence encompassing multi-disciplinary research from education, cognitive psychology, linguistics, and neuroscience. This evidence points to six key constructs that contribute to proficient reading: oral language, phonological awareness including phonemic awareness, phonics, fluency, vocabulary and reading comprehension. Research around these constructs provides researchers and teachers with an evidence base of the knowledge, skills and strategies involved in competent reading and describes how reading develops in both typical and atypical readers. This paper synthesises evidence reviews conducted by ACER researchers that unpack the science of reading. The aim of this synthesis is to demonstrate the impact that research in reading development is having on current ACER research and products. Most importantly, it supports understanding of the importance of embracing the complexity and nuance of reading research and the need for improved efforts to clearly communicate evolving research evidence. ACER draws on the evolving evidence of the science of reading to inform its approach to developing assessments and resources for teachers, and also refers to this evidence to describe where children are in their reading journey. This means a students' progress through each construct as described in this paper can be tracked and used to inform teaching and learning.
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SOLOVEVA, N., et V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.
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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.
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Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olha V. Kovalova, Valentyna V. Voloshyna, Oleksii V. Sysoiev et Mariya P. Shyshkina. The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning. CEUR Workshop Proceedings, juillet 2020. http://dx.doi.org/10.31812/123456789/4633.
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In modern conditions, innovative augmented reality technologies are actively developing, which are widespread in many areas of human activity. Introduction of advanced developments in the process of professional training of future specialists of socionomic professions in the conditions of adaptive training, contributes to the implementation of the principles of a personalized approach and increase the overall level of competitiveness. The relevant scientific article is devoted to the theoretical and empirical analysis result of conducting a psychodiagnostic study on an innovative computer complex HC-psychotest. of the features of the implementation of augmented reality technologies in the construct of traditional psychological and pedagogical support aimed at the development of emotional intelligence of the future specialist. The interdisciplinary approach was used while carrying out the research work at the expense of the general fund of the state budget: “Adaptive system for individualization and personalization of professional training of future specialists in the conditions of blended learning”. A comprehensive study of the implementation of traditional psychological-pedagogical and innovative augmented reality technologies was conducted in the framework of scientific cooperation of STEAM-Laboratory, Laboratory of Psychophysiological Research and Laboratory of Psychology of Health in Bogdan Khmelnitsky Melitopol State Pedagogical University. The theoretical analysis considers the structural model of emotional intelligence of the future specialist of socionomic professions, which is represented by two structural components: intrapersonal construct of emotional intelligence and interpersonal construct of emotional intelligence. Each component mediates the inherent emotional intelligence of interpretive, regulatory, adaptive, stress-protective and activating functions. The algorithm of the empirical block of research is presented by two stages: ascertaining and forming research. According to the results of the statement, low indicators were found on most scales, reflecting the general level of emotional intelligence development of future specialists, actualizing the need to find and implement effective measures for the development of emotional intelligence components in modern higher education and taking into account information development and digitalization. As part of the formative stage of the research implementation, a comprehensive program “Development of emotional intelligence of future professionals” was tested, which integrated traditional psychological and pedagogical technologies and innovative augmented reality technologies. This program is designed for 24 hours, 6 thematic classes of 4 hours. According to the results of a comprehensive ascertaining and shaping research, the effectiveness of the influence of augmented reality technologies on the general index of emotional intelligence is proved. The step-by-step model of integration of augmented reality components influencing the ability to analyze, understand and regulate emotional states into a complex program of emotional intelligence development is demonstrated. According to the results of the formative study, there is a dominance of high indicators of the following components: intrapersonal (50%), interpersonal (53.3%). Thus, we can say that intrapersonal and interpersonal emotional intelligence together involve the actualization of various cognitive processes and skills, and are related to each other. Empirical data were obtained as a
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Yatsymirska, Mariya. MODERN MEDIA TEXT : POLITICAL NARRATIVES, MEANINGS AND SENSES, EMOTIONAL MARKERS. Ivan Franko National University of Lviv, février 2022. http://dx.doi.org/10.30970/vjo.2022.51.11411.
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The article examines modern media texts in the field of political journalism; the role of information narratives and emotional markers in media doctrine is clarified; verbal expression of rational meanings in the articles of famous Ukrainian analysts is shown. Popular theories of emotions in the process of cognition are considered, their relationship with the author’s personality, reader psychology and gonzo journalism is shown. Since the media text, in contrast to the text, is a product of social communication, the main narrative is information with the intention of influencing public opinion. Media text implies the presence of the author as a creator of meanings. In addition, media texts have universal features: word, sound, visuality (stills, photos, videos). They are traditionally divided into radio, TV, newspaper and Internet texts. The concepts of multimedia and hypertext are related to online texts. Web combinations, especially in political journalism, have intensified the interactive branching of nonlinear texts that cannot be published in traditional media. The Internet as a medium has created the conditions for the exchange of ideas in the most emotional way. Hence Gonzo’s interest in journalism, which expresses impressions of certain events in words and epithets, regardless of their stylistic affiliation. There are many such examples on social media in connection with the events surrounding the Wagnerians, the Poroshenko case, Russia’s new aggression against Ukraine, and others. Thus, the study of new features of media text in the context of modern political narratives and emotional markers is important in media research. The article focuses review of etymology, origin and features of using lexemes “cмисл (meaning)” and “сенс (sense)” in linguistic practice of Ukrainians results in the development of meanings and functional stylistic coloring in the usage of these units. Lexemes “cмисл (meaning)” and “сенс (sense)” are used as synonyms, but there are specific fields of meanings where they cannot be interchanged: lexeme “сенс (sense)” should be used when it comes to reasonable grounds for something, lexeme “cмисл (meaning)” should be used when it comes to notion, concept, understanding. Modern political texts are most prominent in genres such as interviews with politicians, political commentaries, analytical articles by media experts and journalists, political reviews, political portraits, political talk shows, and conversations about recent events, accompanied by effective emotional narratives. Etymologically, the concept of “narrative” is associated with the Latin adjective “gnarus” – expert. Speakers, philosophers, and literary critics considered narrative an “example of the human mind.” In modern media texts it is not only “story”, “explanation”, “message techniques”, “chronological reproduction of events”, but first of all the semantic load and what subjective meanings the author voices; it is a process of logical presentation of arguments (narration). The highly professional narrator uses narration as a “method of organizing discourse” around facts and impressions, impresses with his political erudition, extraordinary intelligence and creativity. Some of the above theses are reflected in the following illustrations from the Ukrainian media: “Culture outside politics” – a pro-Russian narrative…” (MP Gabibullayeva); “The next will be Russia – in the post-Soviet space is the Arab Spring…” (journalist Vitaly Portnikov); “In Russia, only the collapse of Ukraine will be perceived as success” (Pavel Klimkin); “Our army is fighting, hiding from the leadership” (Yuri Butusov).