La littérature du XIXe siècle se tourne vers l’enfant, avec des œuvres dont ce dernier est le héros et le destinataire, et ses représentants s’engagent à servir le besoin d’instruire et de divertir en même temps. La comtesse de Ségur et Pinélopi S. Delta, pour des raisons différentes chacune, écrivent pour des enfants et pour la jeunesse. La première présente la vie quotidienne des enfants sous le Second Empire, à travers l'idéologie dominante de l'époque où prédominent les principes de l'Eglise catholique. La seconde, cinquante ans plus tard, ne dissimule pas ses intentions d'écrire des œuvres axées sur l'idée d'une renaissance politique, culturelle et territoriale de la Grèce. Engagée dans le mouvement du démoticisme, elle espère inspirer la fierté d'être Grec en ayant recours au passé glorieux de Byzance et plus spécialement aux pages de l'histoire à l'époque du règne de Basile II le Bulgaroctone. Où se rencontrent les deux femmes, quels sont les principes qui se recoupent, quelle place et quel rôle occupent les punitions et autres contraintes dans leurs œuvres, et dans quelle perspective? Quel point ont en commun les enfants de la vie tranquille de tous les jours et les jeunes gens qui partent en mission secrète durant les conflits gréco-bulgares? Quels rapports se développent entre eux et les adultes-modèles éducatifs qui contrôlent leur vie et leur éducation ? Avec pour point de départ les livres des deux écrivains, nous recourons à la réalité historique, sociale, éducative des sociétés grecque et française afin de mieux comprendre l'œuvre mais aussi la personnalité de ces deux éminentes femmes de lettres, qui sont devenues un point de référence pour leur époque et pour la littérature enfantine d'un point de vue diachronique. / The literature of the nineteenth century aims to the childhood creating books for children with children as little heroes. The representatives of this kind of literature engage their efforts to serve the necessity of educating through amusement. Comtesse de Segur and Pinelopi S. Delta, each of them for their own different reasons, write books for children and adolescents. The first presents the everyday life of the children under the Second Empire, throughout the prevalent principles of the Catholic Church’s ideology. The second, fifty years later, does not hide her intentions to write books focused on the idea of a political, cultural and territorial renaissance of Greece. Engaged in the movement of demoticisme and seeking her themes from the glorious pages of the Byzantine Empire and more specifically at the era of Basil II the Boulgaroctone, she hopes to awake the pride of being Greek as well as put the Greek people in a state of alertness. Where do the two ladies meet each other in their pathway of creativity, which of their principles match? Questions like what role do punishments and other kinds of constraints play in their books, what in common have the children of the tranquil life with the young persons who leave on secret missions during the Greek-bulgarian conflicts or which relations are being developed between them and the adults- educative models that control their life and their education we tried to deal with in this research. Starting from the books of the two writers, we run to the historical, social and educative reality of the Greek and French society in order to understand the work as well as the personalities of those two eminent ladies, who marked their time and have been keeping a remarkable place in the children’s literature in a diachronic basis.

This thesis attempted a cross-species replication of Bland, et. al., 2018. Human participants went through a computerized, automated shaping procedure that trained them to click on and discriminate between a blue square (SD) and red square (S-delta) on a VR 12 schedule of reinforcement. Three conditions were then presented to the participants consisting of a baseline, punishment, and control condition. In the punishment and control conditions, the SD was replaced by the S-delta or a novel stimulus respectively for 1-second on a VR 5 schedule. With each click, the reaction time and specific object clicked on were recorded. While the present study partially replicated the effect seen in earlier research, our results suggest that, depending on the lens of analysis used, either a punishment or an extinction effect may be causing the results seen.