Precision, clarte et concision. Telles sont, d’apres les manuels de bonnes pratiques, les trois qualites premieres d’un texte scientifique, et donc de sa traduction. Nul ne conteste l’importance de la precision dans ce domaine, ou l’exactitude de la terminologie, pas moins que celle de la modalite (probabilite, capacite, obligation, necessite...), est essentielle. La clarte, elle, reflete une bonne articulation du raisonnement logique. Clarte et precision semblent donc marcher main dans la main. Quant a la concision, chacun reconnait l’interet d’aller a l’essentiel et d’eviter les « belles phrases ». Mais si elle epure, si elle allege le texte, la concision seule n’offre aucune garantie contre l’obscurcissement. Comment distinguer synthese et raccourci, concentration et amputation, economie et appauvrissement, compacite et opacite ? Les differentes langues n’attachent pas la meme importance aux trois qualites, dont la definition peut aussi diverger. La tradition du discours deliberatif enjoint le redacteur francais a s’attacher d’abord a l’articulation du texte ; son homologue anglophone veillera plus volontiers a la concision, quitte a laisser au lecteur le soin d’etablir l’articulation restee implicite. Mais la concision ne sert pas uniquement a concentrer un referentiel. La seule brievete peut conferer a l’enonce l’autorite du mot d’ordre (fonction conative), ou bien inviter a la connivence (fonction phatique). Ces deux fonctions ne sont generalement pas a propos dans un texte scientifique. Le gain de l’implicite sur l’explicite que produit la concision ne doit ni froler le laconisme ni susciter une complicite entre l’auteur et le destinataire. Enfin, le traducteur scientifique traduisant du francais en anglais doit parfois repondre a une contrainte specifique : l’edition scientifique internationale, et donc de langue anglaise, impose des limites de longueur aux articles de recherche. Le chercheur doit faire tenir une grande quantite de resultats dans un volume limite, afin de presenter une densite de connaissances nouvelles et validees propre a satisfaire un comite de lecture. Cette obligation de condenser peut amener le donneur d’ordre a demander un effort supplementaire au traducteur ou au reviseur. Rendre une traduction d’une belle concision qui renforce la clarte d’un texte scientifique sans degrader sa precision – reduire sans sous-traduire – demande un savoir-faire a valoriser.
In this commentary, Chapters 1, 2, and 3 are each reviewed and discussed in terms of the extent to which they specify and meaningfully address the central motives operative in human psychological development. Drawing from work in self-determination theory (Deci & Ryan, 1991; Ryan, 1995), the author suggests that there are basic human psychological needs for autonomy, competence, and relatedness whose fulfillment is essential to personality growth and well-being, and for the integration of the individual into significant social relationships and cultural groups. The distinction between psychological needs and related concepts such as motives, desires, and personal goals is discussed. It is argued that, in broad terms, Kuhl and Fuhrmann primarily emphasize the issue of autonomy; Heckhausen and Schultz the issue of competence; and Higgins and Loeb the issue of relatedness. Each thus addresses a different fundamental need upon which both psychological development and well-being depend. All three chapters are further examined for comparisons, contrasts, and limitations with respect to each other and to the self-determination model of personality functioning. Furthermore, each is considered in terms of the degree to which it addresses social and cultural issues of import in human motivation and life-span development.
In this research we showed that solitude generally has a deactivation effect on people’s affective experiences, decreasing both positive and negative high-arousal affects. In Study 1, we found that the deactivation effect occurred when people were alone, but not when they were with another person. Study 2 showed that this deactivation effect did not depend on whether or not the person was engaged in an activity such as a reading when alone. In Study 3, high-arousal positive affect did not drop in a solitude condition in which participants specifically engaged in positive thinking or when they actively chose what to think about. Finally, in Study 4, we found that solitude could lead to relaxation and reduced stress when individuals actively chose to be alone. This research thus shed light on solitude effects in the past literature, and on people’s experiences when alone and the different factors that moderate these effects.
Ninety-one fifth-grade children participated in a study that assessed the effects of motivationally relevant conditions and individual differences on emotional experience and performance on a learning task. Two directed-learning conditions, one controlling and one noncontrolling, were contrasted with each other and with a third nondirected, spontaneous-learning context. Both directed sets resulted in greater rote learning compared with the nondirected-learning condition. However, both the nondirected and the noncontrolling directed-learning sets resulted in greater interest and conceptual learning compared with the controlling set, presumably because they were more conducive to autonomy or an internal perceived locus of causality. Furthermore, children in the controlling condition experienced more pressure and evidenced a greater deterioration in rote learning over an 8-(+/- 1) day follow-up. Individual differences in children's autonomy for school-related activities as measured by the Self-Regulation Questionnaire (Connell & Ryan, 1985) also related to outcomes, with more self-determined styles predicting greater conceptual learning. Results are discussed in terms of the role of autonomy in learning and development and the issue of directed versus nondirected learning.
No abstract is provided for this article.
No abstract is provided for this article.
No abstract is provided for this article.
Die Autoren weisen darauf hin, dass Selbstwirksamkeit eine bedeutsame und notwendige, aber nicht die einzige und hinreichende Determinante von Motivationsprozessen in Bildungsinstitutionen ist. Es gibt auch andere wichtige Einflussgrosen ... beispielsweise die Qualitat der Lernmotivation, Ziele und Inhalte des Lernens oder die Bedeutung von Gefuhlen und Werten. Die padagogische Relevanz dieser Einflussgrosen beleuchten die Autoren aus der Perspektive der Selbstbestimmungstheorie, von Zieltheorien und der Person-Gegenstand-Theorie. (DIPF/Orig.)
Two types of religious internalization are conceptualized that are presumed to vary in their relative autonomy. Introjection represents a partial internalization of beliefs and is characterized by self- and other-approval-based pressures. Identification represents adoption of beliefs as personal values and is characterized by greater volition. These 2 types of internalization are compared conceptually and empirically with existing measures of religious orientation and are used to predict varied functional outcomes. Results in 4 independent Christian samples show systematic construct validities and relations with mental health and self-related outcomes. Also, evangelical teenagers are shown to be higher on both introjection and identification than controls. Results are discussed both in terms of prior approaches to the psychology of religion and the significance of internalization for personality functioning.
If you reward your children for doing their homework, they will usually respond by getting it done. But is this the most effective In psychology publisher's weekly recommended, read with life is also excellent. Deci assumes that this book because people may be able to behave in carrying out. He she relates well as possible, to understand than religious terminology. Explaining the semester is a book incorporated into book.
