Psychologie

Dans cet article, nous abordons la question de l'accès à la pornographie sur Internet par les adolescents. Nous déclinons plusieurs facettes de ces rencontres: la rencontre «fortuite», quand les adolescents sont confrontés à des images intempestives, des publicités ou spams avec des contenus pornographiques; la rencontre «spectatrice», quand les adolescents cherchent activement des vidéos ou photos mettant en scène la sexualité; et enfin la rencontre «actrice», quand les adolescents se mettent en scène eux-mêmes, seuls ou à plusieurs, de façon pornographique sur le Net. A partir d'exemple, nous réfléchissons aux enjeux de ces rencontres virtuelles précoces de la sexualité adulte par rapport au développement adolescent et à la représentation de leur propre sexualité en construction.

Les avancees medicales actuelles rendent possible l’imaginaire fantasme : un corps repare, transforme, ou encore augmente. En montrant les analogies entre les scenarios corporels de la bande dessinee et les augmentations corporelles actuelles, cet article discute des enjeux psychiques de ces modifications modernes, notamment au regard des fantasmes de toute-puissance.

Ironically, in France, an adolescent can legally have intercourse at 15 years of age, but cannot see a pornographic movie before the age of majority. Typically, the difference between erotica and pornography is perceived quantitatively—in pornography, close-ups of sexual organs proliferate in a staged production, while in erotica the genitalia are masked. In reality, for Bonnet (2003), ‘the problem of pornography is not linked to the amount of flesh shown, but rather how it is presented.’ X-rated images not only show skin, they actually make it invisible in the way they present it.’ Sex is shown like a performance, a limitless succession of acts. It’s no longer about people but about flesh and bodies. Eye contact, which plays a fundamental role in relationships, no longer exists, rather the focus is completely on the sexual organs of the other person. These findings lead us to explore the question of adolescents’ access to Internet pornography. Out of 3.5 million Internet searches c...

BIBLIOGRAPHIE DELAROCHE P., L’Adolescence. Enjeux cliniques et thérapeutique, Nathan, 2000. DELAROCHE P., Adolescents à problèmes, Albin Michel, coll. Questions de Parents, 2000. DESPINOY M., Psychopathologie de l’enfant et de l’adolescent, Armand Colin, 1999. DOLTO F., La Cause des adolescents, Robert Laffont, 1988. DOLTO F., DOLTO C., PERCHEMINIER, Colette, Paroles pour adolescents. Le complexe du homard, Hatier, 1989. DOLTO F., Psychanalyse et pédiatrie, Seuil, 1971. DOLTO F., 1984, L’image inconsciente du corps, Paris : Seuil. EXPERTISE COLLECTIVE, 2002, Troubles mentaux. Dépistage et prévention chez l’enfant et l’adolescent : Les Éditions de l’Inserm.. FREUD A., 1968, (1965), Le normal et le pathologique chez l'enfant: évaluation du développement normal durant l'enfance, évaluation du pathologique, Paris : Gallimard. GOLSE B., 1989, Le développement affectif et intellectuel de l’enfant, Paris : Masson. JEAMMET P., (dir.), Adolescences. Repères pour les parents et les pr...

People's ability to resist cognitive distraction is crucial in many situations. The present research examines individuals' resistance to attentional distraction under conditions of evaluative pressure. In a series of 4 studies, participants had to complete various attentional tasks while believing their intelligence was or was not under the scrutiny of an experimenter. Using a spatial cuing paradigm, Studies 1 through 3 demonstrated that feeling evaluated led participants to implement stronger feature-based attentional control, which resulted in more (or less) distraction when irrelevant information matched (did not match) the searched-for target. Study 4 ruled out the possibility that the above effects were due to voluntary shifts of attention and demonstrated that the control settings implemented under evaluative pressure resulted in stronger goal-contingent response priming. Thus, the way individuals relate to the task-the performance context in which they are-induces str...

According to the ideomotor theory, actions are represented in terms of their perceptual effects, offering a solution for the correspondence problem of imitation (how to translate the observed action into a corresponding motor output). This effect-based coding of action is assumed to be acquired through action-effect learning. Accordingly, performing an action leads to the integration of the perceptual codes of the action effects with the motor commands that brought them about. While ideomotor theory is invoked to account for imitation, the influence of action-effect learning on imitative behavior remains unexplored. In two experiments, imitative performance was measured in a reaction time task following a phase of action-effect acquisition. During action-effect acquisition, participants freely executed a finger movement (index or little finger lifting), and then observed a similar (compatible learning) or a different (incompatible learning) movement. In Experiment 1, finger movement...