LEADER 02723 am 2200565 n 450 001 9910348247503321 005 20181114 010 $a2-7297-1111-2 024 7 $a10.4000/books.pul.5247 035 $a(CKB)4100000009763251 035 $a(FrMaCLE)OB-pul-5247 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/55575 035 $a(PPN)241653525 035 $a(EXLCZ)994100000009763251 100 $a20191105j|||||||| ||| 0 101 0 $afre 135 $auu||||||m|||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPaix et communautés autour de l'abbaye de Cluny $eXe-XVe siècle /$fDidier Méhu 210 $aLyon $cPresses universitaires de Lyon$d2018 215 $a1 online resource (640 p.) 311 $a2-7297-0830-8 330 $aCluny, l'abbaye bénédictine la plus puissante du Moyen Âge est au c?ur d'un paradoxe. Retirés du monde pour se consacrer à la prière, les moines ne cessent d'agir sur le monde. Accumulant les donations des aristocrates soucieux de leur salut, ils deviennent de puissants seigneurs. Versés dans la méditation et la copie des textes anciens, ils pensent le monde et tentent de l'ordonner selon leur schéma idéal. Cela ne va pas toujours sans heurt. La Paix clunisienne doit se confronter au pouvoir des évêques, des seigneurs laïques et des communautés d'habitants. C'est le cas dans le bourg de Cluny. Défini comme un lieu d'asile, inviolable et soumis à la seule domination de l'abbé, il se développe aux portes du monastère à partir de l'an mil. Là les moines rêvent d'établir une communauté préfigurant la cité céleste, annulant toute attache charnelle au profit d'associations spirituelles dont ils sont les pivots. Le développement du commerce, la concurrence très forte des agents du roi dans le domaine de la justice et l'organisation des communautés paroissiales introduisent la discorde dans cette sphère voulue parfaite. 606 $aHistory 606 $aMedieval & Renaissance Studies 606 $aabbaye 606 $aÉglise 606 $ahistoire 606 $amonastère 606 $aMoyen Âge 610 $aÉglise 610 $aMoyen Âge 610 $ahistoire 610 $amonastère 610 $aabbaye 615 4$aHistory 615 4$aMedieval & Renaissance Studies 615 4$aabbaye 615 4$aÉglise 615 4$ahistoire 615 4$amonastère 615 4$aMoyen Âge 700 $aMéhu$b Didier$01299908 801 0$bFR-FrMaCLE 906 $aBOOK 912 $a9910348247503321 996 $aPaix et communautés autour de l'abbaye de Cluny$93026027 997 $aUNINA LEADER 03586nam 2200409z- 450 001 9910136389403321 005 20210212 035 $a(CKB)3710000000612027 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/62639 035 $a(oapen)doab62639 035 $a(EXLCZ)993710000000612027 100 $a20202102d2014 |y 0 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aWhat we learn and when we learn it: sensitive periods in development 210 $cFrontiers Media SA$d2014 215 $a1 online resource (166 p.) 225 1 $aFrontiers Research Topics 311 08$a2-88919-327-6 330 $aThe impact of training or experience is not the same at all points in development. Children who receive music lessons, or learn a second language before age 7-8 are more proficient as adults. Early exposure to drugs or trauma makes people more likely to become addicted or depressed later life. Rat pups exposed to specific frequencies from 9-13 days post-partum show expanded cortical representations of these frequencies. Young birds must hear and copy their native song within 1-2 months of birth or they may never learn it at all. These are examples of sensitive periods: developmental windows where maturation and specific experience interact to produce differential long-term effects on the brain and behavior. While still controversial, evidence for the existence of sensitive periods has grown, as has our understanding of the underlying mechanisms of brain plasticity. Behavioral evidence from studies of language, psychopathology or vision in humans has been complemented by evidence elucidating molecular, gene and hormonal mechanisms in animals. It has been proposed that sensitive periods can be both opened and closed by specific experience, and that there are multiple, overlapping sensitive periods that occur through-out development as functions come on line. It is also likely that experience-dependent behavioral or brain plasticity accrued during one sensitive period can serve as a scaffold on which later experience and plasticity can build. Based on current knowledge, there are a number of broad questions and challenges to be addressed in this domain, these include: generating new information about the neurobiological mediators of structural and functional changes; proposing models of brain development that will better predict when sensitive periods should occur and what functions are implicated; investigation of the interaction between experience during a sensitive period and pre-existing individual differences; and the relationship between experience during a sensitive period and on-going experience. The goal of this Research Topic is to bring together scientists in different fields whose work addresses these issues, including animal and human developmental neuroscience, language and cognitive development, education, developmental psychopathology and sensory neuroscience. 517 $aWhat we learn and when we learn it 606 $aNeurosciences$2bicssc 610 $abrain maturation 610 $abrain plasticity 610 $acognitive development 610 $aearly experience 610 $aNeuro-development 615 7$aNeurosciences 700 $aVirginia Penhune$4auth$01296290 702 $aEtienne De Villers-Sidani$4auth 906 $aBOOK 912 $a9910136389403321 996 $aWhat we learn and when we learn it: sensitive periods in development$93023964 997 $aUNINA