Une approche interculturelle des relations entre les nations autochtones et non-autochtones au Canada : une porte ouverte sur le postcolonialisme?

La situation économique, sociale et politique des nations autochtones au Canada et leur relation avec les nations non-autochtones présentent des similarités avec les anciennes colonies européennes. Peut-on qualifier cette relation de « coloniale » ? Cette interrogation est primordiale, vu les aspects immoraux et illégaux que prit la colonisation. Nous parcourrons la pensée d’auteurs reliés au libéralisme, au nationalisme autochtone et à l’interculturalisme et nous choisirons ce dernier comme angle d’approche. Nous élaborerons ensuite le concept de colonisation interne et nous le confronterons au cas des autochtones. Puis, nous présenterons les motivations à la décolonisation ainsi que la composition d’un hypothétique État postcolonial canadien et de nations et communautés autochtones décolonisées. Finalement, nous analyserons la démarche judiciaire, la négociation d’ententes d’autonomie gouvernementale, la mobilisation des masses et l’approche des word warriors, l’objectif étant d’évaluer jusqu’à quel point ces moyens s’inscrivent dans un éventuel processus de décolonisation des nations autochtones.

"Lancea", Lusitanian Word, and the "Lancienses" Ethnogenesis

Analysis of the word lancea, of Hispanic origin after Varro, and of place names, people´s names and personal names derived from it. It confirms that the spear was the most important weapon in the Bronze Age, belonging to the iuventus and used as heroic and divine symbol. This analysis confirms also the personality of the Lusitanians, a people related to the Celts but with more archaic archaeological, linguistic and cultural characteristics originated in the tradition of the Atlantic Bronze in the II millennium BC. It is also relevant to better know the organisation of Broze and Iron Age societies and the origin of Indo-Europeans peoples in Western Europe and of pre-Roman peoples of Iberia.

Prosody, focus, and word order

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Beginning readers' use of orthographic analogies in word reading

This research re-investigated the claim that beginning readers exploit information from the orthographic rime of clue words to help them to decode unfamiliar words. In Experiment 1, first-grade children were equally able to use orthographic information from the beginning, middle, and end of clue words to identify unfamiliar target words. Moreover, the improvement in reading end- (or orthographic rime-) same target words following clue word presentation reflected phonological priming. In second-grade children, with correction for retesting effects, improvement following clue word presentation for end-same and beginning-same target words was equivalent, although end-same target words improved more than middle-same target words. In Experiment 2, both first- and second-grade children were able to use orthographic information from the beginning, middle, and end of clue words to identify unfamiliar words. Clue word presentation enhanced the reading of beginning-same and end-same target words more than middle-same target words. Improvement was the same for beginning-same and end-same target words. Target word improvement following clue word presentation was greater than that for phonologically primed words only in children reading target words sharing the beginning sequence of the clue word. (C) 1998 Academic Press.

Role of generalized and episode specific memories in the word frequency effect in recognition

Frequency, recency, and type of prior exposure to very low-and high-frequency words were manipulated in a 3-phase (i.e., familiarization training, study, and test) design. Increasing the frequency with which a definition for a very low-frequency word was provided during familiarization facilitated the word's recognition in both yes-no (Experiment 1) and forced-choice paradigms (Experiment 2). Recognition of very low-frequency words not accompanied by a definition during familiarization first increased, then decreased as familiarization frequency increased (Experiment I). Reasons for these differences were investigated in Experiment 3 using judgments of recency and frequency. Results suggested that prior familiarization of a very low-frequency word with its definition may allow a more adequate episodic representation of the word to be formed during a subsequent study trial. Theoretical implications of these results for current models of memory are discussed.

Extended delayed recall of AVLT word lists: Effects of age and sex on adult performance

An extension of a previous study of age and sex effects on verbal recall (Geffen, Moar, O'Hanlon, lark, & Geffen, 1990) examined forgetting of words over extended delays. The AVLT was administered to 201 normal adults (99 males, 102 females) ranging in age between 20 and 59 years. Recall was tested at intervals of 30 minutes, 24 hours, and 7 days after acquisition. Testing of the latter two intervals was conducted by telephone (Experiment 1, N = 177). After 30 minutes there was no significant loss of the 10 to 11 words retained from five acquisition trials. However, an overall mean of about one word was forgotten after 1 day and a further word after 7 days. The oldest age group (50-59 years) acquired fewer words and forgot more words than the younger groups. Females of all age groups performed slightly better than males at acquisition, at retention, and at recall after longer delays. A second experiment showed that telephone testing at the longer delay intervals was equivalent to testing face to face. These results extend the use of the AVLT by assessing memory decay beyond the immediate testing period. Telephone follow-up is a convenient and economical method of testing delayed recall.

A context noise model of episodic word recognition

Item noise models of recognition assert that interference at retrieval is generated by the words from the study list. Context noise models of recognition assert that interference at retrieval is generated by the contexts in which the test word has appeared. The authors introduce the bind cue decide model of episodic memory, a Bayesian context noise model, and demonstrate how it can account for data from the item noise and dual-processing approaches to recognition memory. From the item noise perspective, list strength and list length effects, the mirror effect for word frequency and concreteness, and the effects of the similarity of other words in a list are considered. From the dual-processing perspective, process dissociation data on the effects of length, temporal separation of lists, strength, and diagnosticity of context are examined. The authors conclude that the context noise approach to recognition is a viable alternative to existing approaches.

Grammatical priming of visual word recognition in fourth-grade children

Previous work examining context effects in children has been limited to semantic context. The current research examined the effects of grammatical priming of word-naming in fourth-grade children. In Experiment 1, children named both inflected and uninflected noun and verb target words faster when they were preceded by grammatically constraining primes than when they were preceded by neutral primes. Experiment 1 used a long stimulus onset asynchrony (SOA) interval of 750 msec. Experiment 2 replicated the grammatical priming effect at two SOA intervals (400 msec and 700 msec), suggesting that the grammatical priming effect does not reflect the operation of any gross strategic effects directly attributable to the long SOA interval employed in Experiment 1. Grammatical context appears to facilitate target word naming by constraining target word class. Further work is required to elucidate the loci of this effect.

A naturalistic study of the word frequency effect in episodic recognition

In order to separate the effects of experience from other characteristics of word frequency (e.g., orthographic distinctiveness), computer science and psychology students rated their experience with computer science technical items and nontechnical items from a wide range of word frequencies prior to being tested for recognition memory of the rated items. For nontechnical items, there was a curvilinear relationship between recognition accuracy and word frequency for both groups of students. The usual superiority of low-frequency words was demonstrated and high-frequency words were recognized least well. For technical items, a similar curvilinear relationship was evident for the psychology students, but for the computer science students, recognition accuracy was inversely related to word frequency. The ratings data showed that subjective experience rather than background word frequency was the better predictor of recognition accuracy.