REMERCIEMENTS
Mes premiers remerciements seront sans hésitation pour Philippe Peigneux. Au risque de me paraphraser quelque peu depuis la fin de mes licences de Psychologie, la réalisation de cette thèse n’aurait jamais vu le jour sans son soutient, sa rigueur scientifique et surtout sa confiance (toujours aussi inébranlable depuis mes années de mémoire passées sous sa direction). Un merci tout particulier pour l’extraordinaire liberté d’action qu’il n’hésite pas à accorder à chacun de ses doctorants. Cette liberté d’action m’aura permis de découvrir un thème de recherche passionnant mais qui au final, je le crains, s’est progressivement retrouvé aux antipodes du projet initial.
Merci à tous les collègues de l’unité : Alison, Charline, Gaétane, Hichem, Rachel et Sophie. Merci aussi à tous ceux du 10
eet des autres étages. Ils sont trop nombreux pour les citer tous en particulier mais qu’ils sachent ici toute l’importance qu’a eue pour moi l’ambiance chaleureuse qui règne au 10
eétage du bâtiment D. Un clin d’œil pour Charline, collègue de toujours au dynamisme contagieux et adepte de la violette et d’Annie Cordy, pour Gaétane, reine de la nuit blanche (totale ou partielle) et Rachel pour son soutien orthographique anglophone.
Merci aussi à tous mes proches et amis. A nouveau ils sont trop nombreux pour les citer tous, mais qu’ils sachent toute l’importance qu’ils ont eu et ont toujours pour moi. Un merci tout de même à Sanaâ pour son aide dans la mise en page et les corrections orthographiques et grammaticales de dernière minute, mais aussi sans qui les deux dernières sections de la discussion n’auraient très certainement jamais existées.
Enfin, merci à ma famille et spécialement à mes parents qui m’ont largement soutenu (supporté ?) depuis ces 28 (bientôt 29) dernières années.
Bruxelles, le 7 novembre 2011
TABLE DES MATIÈRES
LISTE DES FIGURES ... 9
LISTE DES TABLEAUX ... 11
PREAMBULE ... 13
INTRODUCTION HISTORIQUE ... 15
1. BROCA ET LA 3IÈME CIRCONVOLUTION FRONTALE GAUCHE ... 15
2. AU-DELÀ DE L’IMPÉRIALISME DE GAUCHE ... 19
3. LA RÉVOLUTION COGNITIVE ET LES NEUROSCIENCES ... 22
4. LES LEÇONS DE L’HISTOIRE ... 25
MODÈLES THÉORIQUES CONTEMPORAINS ... 27
1. CATÉGORIES VS. COORDONNÉES SPATIALES (KOSSLYN,1987) ... 28
2. RECONNAISSANCE ABSTRAITE VS. SPÉCIFIQUE (MARSOLEK &BURGUND,1997) ... 29
3. FRÉQUENCES SPATIALES HAUTES VS. BASSES (SERGENT,1982) ... 31
4. CODAGE SÉMANTIQUE FIN VS. LÂCHE (BEEMAN,1998) ... 34
5. APPRENTISSAGE NOUVEAU VS. ROUTINIER (GOLDBERG &COSTA,1981) ... 35
LA PSEUDONÉGLIGENCE : UN CAS PARTICULIER D’ASYMÉTRIE ... 39
1. NSU ET PSEUDONÉGLIGENCE : MODÈLES THÉORIQUES ... 41
1.1. Le modèle attentionnel/intentionnel de Heilman et Valenstein ... 42
1.2. Le modèle d'activation/orientation de Kinsbourne ... 43
1.3. Le modèle attentionnel tripartite de Mesulam ... 46
1.4. Le modèle attentionnel tripartite de Posner ... 47
1.5. Le modèle du désengagement automatique de Bartolomeo et Chokron ... 52
1.6. Le modèle neurophysiologique de Corbetta et Shulman ... 56
1.7. La pseudonégligence : une relique de notre passé phylogénétique ? ... 61
2. NSU ET PSEUDONÉGLIGENCE : TROIS ÉPREUVES, UN MÊME PHÉNOMÈNE ? ... 63
2.1. Bissection de lignes et jugement de lignes présectionnées ... 64
2.2. Echelles grisées ... 71
2.3. Trois épreuves, des effets identiques ? ... 72
3. NSU, PSEUDONÉGLIGENCE,BL,LDM ET GS : EN SYNTHÈSE ... 97
STUDY #1 ... 107
SELECTIVE MODULATIONS OF ATTENTIONAL ASYMMETRIES AFTER SLEEP DEPRIVATION ... 107
ABSTRACT ... 108
1. INTRODUCTION ... 109
2. STUDY 1... 114
2.1. Method ... 114
2.2. Results ... 117
2.3. Discussion study 1 ... 119
3. STUDY 2... 123
3.1. Method ... 123
3.2. Results ... 125
3.3. Discussion study 2 ... 132
4. GENERAL DISCUSSION ... 135
STUDY #2 ... 139
AGE-RELATED CHANGES IN VISUAL PSEUDONEGLECT ... 139
ABSTRACT ... 140
1. INTRODUCTION ... 141
2. METHODS ... 146
2.1.
Participants ... 146
2.2.
Task ... 147
3. RESULTS ... 147
4. DISCUSSION ... 151
STUDY #3 ... 157
LATERALIZED PROCESSING OF FALSE MEMORIES AND PSEUDONEGLECT IN AGING ... 157
ABSTRACT ... 158
1. INTRODUCTION ... 159
2. MATERIAL AND METHOD ... 165
2.1. Participants ... 165
2.2. Experimental tasks ... 165
3. RESULTS ... 167
3.1. Denomination ... 169
3.2. Corrected “Old” responses ... 170
3.3. Remember judgment ... 172
3.4. Familiarity score ... 173
3.5. Correlational analyses ... 173
4. DISCUSSION ... 176
5. CONCLUSION... 181
STUDY #4 ... 183
LATERALIZED IMPLICIT SEQUENCE LEARNING IN UNI- AND BI-MANUAL CONDITIONS ... 183
ABSTRACT ... 184
1. INTRODUCTION ... 185
2. STUDY 1 ... 189
2.1. Method ... 189
2.2. Results ... 193
2.3. Discussion study 1 ... 197
3. STUDY 2 ... 200
3.1. Method ... 200
3.2. Results ... 201
3.3. Discussion study 2 ... 205
4. CONCLUSION... 207
DISCUSSION GENERALE ... 209
1. PSEUDONÉGLIGENCE : STABILITÉ, VARIABILITÉ ET SPÉCIFICITÉ ... 210
2. ATTENTION, PRIVATION DE SOMMEIL ET RYTHME CIRCADIEN ... 223
3. PSEUDONÉGLIGENCEET VIEILLISSEMENT : IMPLICATIONS BILATÉRALES ... 230
4. LA PSEUDONÉGLIGENCE MNÉSIQUE : MYTHE OU RÉALITÉ ? ... 237
5. ASYMÉTRIE, MÉMOIRE SÉMANTIQUE ASSOCIATIVE ET FAUX SOUVENIRS ... 245
6. LATÉRALISATION HÉMISPHÉRIQUE ET APPRENTISSAGE IMPLICITE ... 252
CONCLUSION GENERALE ... 259
ANNEXE I ... 263
REFERENCES ... 267
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