This article presents a multimodal video corpus with the principal aim to model and predict the effects of aging in Mild Cognitive Impairment situation on pragmatic and communicative skills. We take as observable variables the verbal pragmatic markers and non-verbal pragmatic markers. This approach, at the interface of the psycholinguistics, cognitive sciences and rehabilitation medicine (speech-language pathology and therapy) is part of a longitudinal research process in an ecological situation (interviews conducted by close intimate of the elderly).In the first part (...) of the article we present the linguistic, cognitive and social characteristics of aging in its continuum up to mild cognitive impairment and pathological disorders such as Alzheimer’s disease. In the second part, we develop a multimodal approach, in particular to inform and enrich speech and language therapy knowledge. Finally, we present our experimental design and preliminary results on two female participants over 75 years of age with mild cognitive impairment.Our general findings indicate that with aging, verbal pragmatic markers acquire an interactive function that allows people with Mild Cognitive Impairment to maintain intersubjective relationships with their interlocutor. In addition, at the non-verbal level, gestural manifestations are increasingly mobilized over time with a preference for non-verbal pragmatic markers with a referential function and an interactive function. One such non-verbal manifestation compensates for naming deficits, planning difficulties, discursive hitches; while another optimizes and maintains the interaction with the interlocutor.Clinicians have a duty to develop their professional practice through an evidence-based clinical approach whose main objective is to reconcile clinical practice with the best evidence from research (Dollaghan 2007). In the case of speech-language pathology, clinicians consider themselves very limited in this approach (Lof 2011; McCurtin 2011), especially for patients with Mild Cognitive Impairment (Mungas et al. 2010; Hopper 2013; Morello 2017) and more specifically when it comes to assessing or supporting language functions (Cummings 2014).The studies focusing on Mild Cognitive Impairment require longitudinal corpora i) to understand the naturally occurring evolutions in subjects, ii) the implication of the cognitive reserve in each individual, and iii) to take advantage of these parameters as evidence for research and earlier rehabilitation. We aim to show the benefits of linguistic and interactional scientific investigation methods through fragile aging, for health professionals and everyday caregivers. (shrink)

This article explores a training need common to every stage of a teacher’s career : the need to be accompanied. It takes an integrative perspective on the process of the situated learning of teaching, throughout the career, from the pre-service practicums to the period of entrance in the profession then to the in-service training. Providing a reflexive accompaniment of the teachers’ practical experiences is here presented as a central factor for linking the training and the work environments. The first part (...) of the article exposes our conception of a reflexive accompaniment and justifies its importance for the evolution of the teaching practices. Then, we describe how we were convinced of that importance through our role as directors of two teacher training devices, one in Switzerland, one in Quebec. Finally, the third part of the article is devoted to the training of the persons that practice such an accompaniment. (shrink)

Cette étude se propose de confronter deux conceptions du passé qui se font jour en alternance dans la pensée de Paul Ricœur. La première, que l’on rencontre dans Temps et récit et ailleurs, appréhende le passé comme un espace d’expérience riche de possibilités dont la saisie au présent permet d’orienter les attentes dirigées vers l’avenir; la seconde, reprise de la psychanalyse freudienne, le pose comme une charge qui hante le présent sur le mode de la compulsion de répétition. Les enjeux (...) de cette confrontation entre un passé qui ouvre sur l’avenir et un qui en barre l’accès sont doubles: d’un côté il s’agit de montrer quelles incidences les lectures de Freud faites par Ricœur ont eu sur sa propre philosophie du temps; de l’autre, d’exposer, à la lumière du problème posé par la hantise du passé, toute la portée pratique de l’idée ricœurienne d’un passé indéterminé. (shrink)

John Dewey talks about child as an «agency of doing» which, by its action, strives to create meaning. From this view, Dewey offers new teaching principles focusing on learning in a context of free activity rather than in a context of restrictive discipline. The child is no longer just invited to represent the phenomenon to understand, it is somehow invited to meet it, to experience it, experience being defined as a transaction between the human being and physical and social environment. (...) Dewey also said that the lack of continuity in the experience marks the beginning of the learning process, he called inquiry, no longer described as essentially individualistic, which bases his epistemic perception of democracy. After briefly describing our meeting with Dewey’s educational thought, we will try to establish, from his conception of action, inquiry and democracy, how his thought can be considered as a foundation for a major innovation educational innovation symbolizing education reform in Quebec of the 2000s: the project approach. (shrink)

This study arises from a question concerning the phenomenological approach to memory in Memory, History, Forgetting, namely, why does Ricœur, who is otherwise known a great thinker of narrativity, neglects to consider the narrative aspect of memory? After explaining this surprising omission, we try to piece together, from hints and suggestions scattered throughout Ricœur’s work, a hermeneutical phenomenology more compatible with the narrative aspect of personal memory.

La guerre du Vietnam a été le plus grand traumatisme vécu par les Américains au XXe siècle, une « tache » dans « leur siècle » que la société a progressivement estompée pour faire entrer le récit de cette guerre dans la logique de la « Destinée manifeste ». L'analyse des fictions cinématographiques et télé­visées produites aux États-Unis permet de suivre l'évolution de ce travail de mémoire : violence du traumatisme dans les années 1960 et surtout 1970, « révision » (...) dans les années 1980 pour en faire une « noble cause », devenue quasi folklorique dans les années 1990 et remise au goût du jour dans les années 2000 face au nouveau bourbier américain, l'Irak.The Vietnam War was a momentous trauma for 20th century Americans, a "stain}} on "the American century" that was gradually glossed over by society to bring events into line with the "Manifest Destiny". This analysis of film and TV fiction produced in the United States tracks the workings of memory from the violent trauma of the 1960s and especially the 1970s, through to the "revision" of the 1980s that turned the war into a "noble cause}}, then into !ittle more than anecdotal folklore in the 1990s, and finally, after 2000, back to centre stage as America once more sank into a quagmire, this time in Iraq. (shrink)

jild-i 1. Chand maqālah darbārah-ʼi maqāmāt-i [i.e. maqālāt] ʻilmī, va mujāhadāt-i farhangī, va khadamāt-i Islāmī-i ū-- -- jild-i 2. Chand maqālah az Prūfisūr ʻAbd al-Javād Falāṭūrī Iṣfahānī.

R.I.G. Hughes presents a series of eight philosophical essays on the theoretical practices of physics. The first two essays examine these practices as they appear in physicists' treatises (e.g. Newton's Principia and Opticks ) and journal articles (by Einstein, Bohm and Pines, Aharonov and Bohm). By treating these publications as texts, Hughes casts the philosopher of science in the role of critic. This premise guides the following 6 essays which deal with various concerns of philosophy of physics such as laws, (...) disunities, models and representation, computer simulation, explanation, and the discourse of physics. (shrink)

James I. The Political Works of James I. Reprinted from the Edition of 1616. With an Introduction by Charles Howard McIlwain. Cambridge: Harvard University Press, 1918. cxi, 354 pp. Reprinted 2002 by The Lawbook Exchange, Ltd.