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Les catastrophes semblent humainement absurdes, impossibles et impensables, mais elles surgissent, suscitant la stupeur et l'effroi. Et chaque fois, les individus touchés reconstruisent tant bien que mal un récit donnant sens à leur existence.En s'appuyant sur des cas précis (séisme d'Edo de 1855, éruption volcanique d'Ambrym en 1892, éruption de l'Etna en 1991, glissement de terrain de Vargas en 1999…), l'auteur réinvestit les milieux où survient l'événement, dans ses variations géographiques et sociales, pour mettre en lumière les processus de re-fabrication du sens qui, par des dispositifs de remédiation collective, sans étouffer la part d'absurde et d'inacceptable, permettent de « vivre avec » les catastrophes.Une magistrale étude, qui renouvelle notre compréhension des situations de crise.

Meaning (Psychology)

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"The child acquires the meaning of words principally in two ways. One is by explicit reference either verbal or objective; he learns to understand verbal symbols through the adult's direct naming of objects or through verbal definition. The second way is through implicit or contextual reference; the meaning of a word is grasped in the course of conversation, i.e., it is inferred from the cues of the verbal context. The present study endeavors to investigate experimentally the processes underlying the acquisition of word meaning through verbal contexts. For this purpose the "Word-Context Test" (WCT) was designed. This test employs artificial words embedded in sentences. The subject going from one context to another is expected to arrive finally at the meaning of the word. Each of these artificial words signifies either an object or an action varying in degrees of concreteness. There are twelve series of six sentences each. The sentences in each series are, in general, ordered in such a way that, as a child moves from one sentence to the next, the clues increase in definiteness. The subjects considered in this investigation were children between the ages of 8 yrs, 6 mo and 13 yrs, 5 mo. The interquartile I.Q. range was from 101 to 111. In all, 125 children (60 boys and 65 girls) were tested; there were 25 children in each age group. The monograph is divided into three parts. Section I deals with a detailed qualitative and quantitative analysis of the results. Section II reviews synoptically the results reported in Section I and attempts to evaluate these results in terms of general laws of development. The third section relates the findings of the present study to other empirical and experimental investigations"--(PsycINFO Database Record (c) 2007 APA, all rights reserved).

Meaning (Psychology)

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"Perhaps my thought is already clear enough in fundamental spirit and substance to arouse some modest human interest, despite the relatively unknown background of psychology whence it sets forth. In true living experience, an understanding of that realm has never been wholly confined to those who were familiar with any especial terms or technique. Perhaps my thought may even find response from others, more competent than I, to correct its implications or further its possibilities in the several specific fields it touches. If perchance both of these should come to pass I should be greatly encouraged to believe that at my own proper place I had somewhat understandingly reentered the life stream of the Western world into which I was born. If not, I shall accept the responsibility for living to a more clear discernment"--

Meaning (Psychology)

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"The child acquires the meaning of words principally in two ways. One is by explicit reference either verbal or objective; he learns to understand verbal symbols through the adult's direct naming of objects or through verbal definition. The second way is through implicit or contextual reference; the meaning of a word is grasped in the course of conversation, i.e., it is inferred from the cues of the verbal context. The present study endeavors to investigate experimentally the processes underlying the acquisition of word meaning through verbal contexts. For this purpose the "Word-Context Test" (WCT) was designed. This test employs artificial words embedded in sentences. The subject going from one context to another is expected to arrive finally at the meaning of the word. Each of these artificial words signifies either an object or an action varying in degrees of concreteness. There are twelve series of six sentences each. The sentences in each series are, in general, ordered in such a way that, as a child moves from one sentence to the next, the clues increase in definiteness. The subjects considered in this investigation were children between the ages of 8 yrs, 6 mo and 13 yrs, 5 mo. The interquartile I.Q. range was from 101 to 111. In all, 125 children (60 boys and 65 girls) were tested; there were 25 children in each age group. The monograph is divided into three parts. Section I deals with a detailed qualitative and quantitative analysis of the results. Section II reviews synoptically the results reported in Section I and attempts to evaluate these results in terms of general laws of development. The third section relates the findings of the present study to other empirical and experimental investigations"--(PsycINFO Database Record (c) 2007 APA, all rights reserved).

Meaning (Psychology) --- Meaning (Psychology) --- History.

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Hermeneutics --- Meaning (Psychology)