L’imitation et le développement cognitif : une étude historique des ruptures épistémologiques, du XVIIIe siècle à nos jours (notice n° 1749984)
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| control field | 20260322005622.0 |
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| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Chrétien, Virginie |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | L’imitation et le développement cognitif : une étude historique des ruptures épistémologiques, du XVIIIe siècle à nos jours |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2026.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 89 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Le regard porté sur l’imitation a évolué du XVIIIe siècle jusqu’à nos jours. Vue de façon tantôt positive (Condillac, Baldwin, Tarde, Alain, Vygotski, Wallon, Bruner, Bandura), tantôt ambivalente (Darwin, Piaget), tantôt négative (Buffon, Kant, Durkheim), cette dernière a fait l’objet de débats houleux. Ces discussions sont inséparables des questions philosophiques et psychologiques, que suscite à ces différentes époques la genèse – sociale, affective et intellectuelle – de la personne : quelle est la part du culturel et du biologique ? Comment se déroulent les développements intellectuels et moteurs chez l’enfant ? L’analyse de ces débats montre que la définition de l’imitation dépend étroitement du cadre théorique général au sein duquel il prend place. Notre étude se propose de mettre en évidence quatre fractures épistémologiques décisives : 1) une rupture d’ordre anthropologique 2) une rupture d’ordre psychologique 3) une rupture d’ordre sociologique (Tarde, Durkheim, Mead, Bourdieu), conduisant à des progrès de nature méthodologique 4) une rupture concernant l’analyse des processus cognitifs. Ces différentes fractures opèrent, selon nous, des tournants conceptuels cruciaux débouchant – de Condillac à Rizzolatti, en passant par Darwin et Piaget – sur différentes conceptions de l’imitation et de son rôle dans les théories du développement et de l’apprentissage. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The view of imitation has evolved from the eighteenth century to the present day. Seen sometimes in a positive light (Condillac, Baldwin, Tarde, Alain, Vygotsky, Wallon, Bruner, Bandura), sometimes ambivalently (Darwin, Piaget), and sometimes negatively (Buffon, Kant, Durkheim), it has been the subject of heated debate. These discussions are inseparable from the philosophical and psychological questions raised in different eras regarding the social, emotional, and intellectual development of the individual: How much is cultural and how much is biological? How do children’s intellectual and motor skills develop? Analysis of these debates shows that the definition of imitation depends significantly on the general theoretical framework within which it is situated. Our study aims to highlight four decisive epistemological breaks: 1) an anthropological break; 2) a psychological break; 3) a sociological break (Tarde, Durkheim, Mead, Bourdieu), leading to methodological advances; and 4) a break concerning the analysis of cognitive processes. In our view, these different breaks represent crucial conceptual turning points leading—from Condillac to Rizzolatti, via Darwin and Piaget—to different conceptions of imitation and its role in theories of development and learning. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | apprentissage social |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | développement cognitif de l’enfant |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | histoire des idées |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | imitation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | imitation sociale |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | mimétisme |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | modelage |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | modeling |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | processus d’apprentissage |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | psychologie |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | cognitive development in children |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | history of ideas |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | imitation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | learning processes |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | mimicry |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | modeling |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | psychology |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | social imitation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | social learning |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Les Études Sociales | 182 | 2 | 2026-02-23 | p. 203-233 | 0014-2204 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-les-etudes-sociales-2025-2-page-203?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-les-etudes-sociales-2025-2-page-203?lang=fr&redirect-ssocas=7080</a> |
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