9 results on '"Mazur, Audrey"'
Number of results to display per page
Search Results
2. The revision process during handwritten text production: The case of French higher education students with dyslexia.
- Author
-
Mazur, Audrey and Chenu, Florence
- Subjects
- *
HIGHER education , *DYSLEXIA , *LANGUAGE acquisition , *PSYCHOLOGY , *NEUROPSYCHOLOGY - Abstract
The goal of this paper is to observe revision during handwritten text production of French students with and without dyslexia. Subjects with typical language development automate spelling during childhood and adolescence, progressively with experience, this enables them—according to capacity theory applied to written text production (McCutchen, Educational Psychology Review, 8, 1996, 299)—to allocate more cognitive resources to higher‐level processes (Bereiter & Scardamalia, The psychology of written composition. Hillsdale: Lawrence Erlbaum, 1987). A lack of automation in spelling could result in poor compositional performance (Fayol & Miret, Psychologie Française, 50, 2005, 391). Moreover, Morken and Helland (Dyslexia, 19, 2013, 131) have shown that young children with dyslexia, engaged in a sentence dictation task, revise their text as much as control children, however their revisions are of lower quality. If students with dyslexia have not totally automated spelling (Mazur‐Palandre, Développements (Revue Interdisciplinaire du développement Cognitif Normal et Pathologique), 18, 2016, 177), what is the impact on higher‐level processes, such as revision? Our goal is to examine if students with dyslexia and control students proofread their texts in the same way. Results show that they display some similarity but students with dyslexia seem to have a deficit in the error detection mechanism (Horowitz & Breznitz, International Journal of Disability, Development and Education, 58, 2011, 33) and revisions are less efficient. We discuss these results by considering previous studies we conducted on spelling, speech and neuropsychological assessments of our dyslexic participants. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
3. Persistent difficulties of adults with dyslexia
- Author
-
Mazur, Audrey, Interactions, Corpus, Apprentissages, Représentations (ICAR), École normale supérieure de Lyon (ENS de Lyon)-Université Lumière - Lyon 2 (UL2)-INRP-Ecole Normale Supérieure Lettres et Sciences Humaines (ENS LSH)-Centre National de la Recherche Scientifique (CNRS), Les auteurs remercient le LABEX ASLAN (ANR-10-LABX-0081) de l'Université de Lyon pour son soutien financier dans le cadre du programme 'Investissements d'Avenir' (ANR-11- IDEX-0007) de l'Etat Français géré par l'Agence Nationale de la Recherche (ANR)., and ANR-10-LABX-0081,ASLAN,Advanced Studies on Language Complexity(2010)
- Subjects
[SHS.LANGUE]Humanities and Social Sciences/Linguistics - Abstract
International audience
- Published
- 2022
4. French Students with Dyslexia Facing the Punctuation System: Insecurity, Inventory Use, and Error Studies.
- Author
-
Mazur, Audrey and Quignard, Matthieu
- Subjects
- *
DYSLEXIA , *PUNCTUATION , *EXPOSITION (Rhetoric) , *INVENTORIES , *NARRATION - Abstract
Punctuation strongly contributes to the cohesion of the text. Despite this relevant role in written activity, this linguistic paradigm is too rarely observed. Moreover, it is all the more important to analyze its management as it is one of the difficulties declared by students with dyslexia. In that sense, the purpose of this paper is to analyze punctuation management during written text production by students with dyslexia, compared to matched control students. Previous English and Dutch studies confirm this feeling and reveal that students with dyslexia make many punctuation errors. That being said, there is no consensus; other studies do not reach this conclusion. For this present study, students with dyslexia and control students matched in age, university level, and gender were asked to produce spontaneous written and spoken narrative and expository texts. The written texts (N = 86) were collected using Eye and Pen© software with digitizing tablets. Results reveal that if students with dyslexia use the same inventory of punctuation marks as control students, they use fewer punctuation marks and make more errors than control students. These results are discussed and highlighted by the literature dealing with written production as a complex cognitive activity. They reveal that punctuation management is deficient for students with dyslexia, suggesting that the cohesion system can be impacted by dyslexia. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
5. Language is a complex adaptive system
- Author
-
Lund, Kristine, Basso Fossali, Pierluigi, Mazur, Audrey, Ollagnier-Beldame, Magali, Laboratoire d'excellence ASLAN (LabEx ASLAN), Interactions, Corpus, Apprentissages, Représentations (ICAR), École normale supérieure de Lyon (ENS de Lyon)-Université Lumière - Lyon 2 (UL2)-INRP-Ecole Normale Supérieure Lettres et Sciences Humaines (ENS LSH)-Centre National de la Recherche Scientifique (CNRS), Les auteur.e.s remercient le LABEX ASLAN (ANR-10-LABX-0081) de l'Université de Lyon pour son soutien financier dans le cadre du programme 'Investissements d'Avenir' (ANR-11-IDEX-0007) de l'Etat Français géré par l'Agence Nationale de la Recherche (ANR)., Mark Dingemanse, Nick Enfield, and ANR-10-LABX-0081,ASLAN,Advanced Studies on Language Complexity(2010)
- Subjects
400 Sprache::410 Linguistik::410 Linguistik ,[SCCO.LING]Cognitive science/Linguistics ,Language - Abstract
The ASLAN labex – Advanced studies on language complexity – brings together a unique set of expertise and varied points of view on language. In this volume, we employ three main sections showcasing diverse empirical work to illustrate how language within human interaction is a complex and adaptive system. The first section – epistemological views on complexity – pleads for epistemological plurality, an end to dichotomies, and proposes different ways to connect and translate between frameworks. The second section – complexity, pragmatics and discourse – focuses on discourse practices at different levels of description. Other semiotic systems in addition to language are mobilized, but also interlocutors’ perception, memory and understanding of culture. The third section – complexity, interaction, and multimodality – employs different disciplinary frameworks to weave between micro, meso, and macro levels of analyses. Our specific contributions include adding elements to and extending the field of application of the models proposed by others through new examples of emergence, interplay of heterogeneous elements, intrinsic diversity, feedback, novelty, self-organization, adaptation, multidimensionality, indeterminism, and collective control with distributed emergence. Finally, we argue for a change in vantage point regarding the search for linguistic universals.
- Published
- 2022
6. Information flow in written text production: the case of students with dyslexia in higher education
- Author
-
Mazur, Audrey, Interactions, Corpus, Apprentissages, Représentations (ICAR), École normale supérieure de Lyon (ENS de Lyon)-Université Lumière - Lyon 2 (UL2)-INRP-Ecole Normale Supérieure Lettres et Sciences Humaines (ENS LSH)-Centre National de la Recherche Scientifique (CNRS), Les auteurs remercient la plateforme Migale qui fournit les ressources bioinformatiques nécessaires à l’analyse, au stockage des données et à l’hébergement d’Omnicrobe (MIGALE, INRAE, 2020. Migale bioinformatics Facility, doi: 10.15454/1.5572390655343293E12)., and ANR-10-LABX-0081,ASLAN,Advanced Studies on Language Complexity(2010)
- Subjects
[SHS.LANGUE]Humanities and Social Sciences/Linguistics - Abstract
International audience
- Published
- 2021
7. Dyslexia@work.eu project
- Author
-
Mazur, Audrey, Bissett, R., Bocchiocchio, S., Falzon, R., Flohr, S., O’malley, C., Stevenson, D., Termine, C., Interactions, Corpus, Apprentissages, Représentations (ICAR), École normale supérieure de Lyon (ENS de Lyon)-Université Lumière - Lyon 2 (UL2)-INRP-Ecole Normale Supérieure Lettres et Sciences Humaines (ENS LSH)-Centre National de la Recherche Scientifique (CNRS), Les auteurs remercient la plateforme Migale qui fournit les ressources bioinformatiques nécessaires à l’analyse, au stockage des données et à l’hébergement d’Omnicrobe (MIGALE, INRAE, 2020. Migale bioinformatics Facility, doi: 10.15454/1.5572390655343293E12)., and ANR-10-LABX-0081,ASLAN,Advanced Studies on Language Complexity(2010)
- Subjects
[SHS.LANGUE]Humanities and Social Sciences/Linguistics - Abstract
International audience
- Published
- 2021
8. Language Is a Complex Adaptive System
- Author
-
Lund, Kristine, Fossali, Pierluigi Basso, Mazur, Audrey, Ollagnier-Beldame, Magali, Lund, Kristine, Fossali, Pierluigi Basso, Mazur, Audrey, and Ollagnier-Beldame, Magali
- Subjects
- Social interaction, Sociolinguistics
- Abstract
The ASLAN labex - Advanced studies on language complexity - brings together a unique set of expertise and varied points of view on language. In this volume, we employ three main sections showcasing diverse empirical work to illustrate how language within human interaction is a complex and adaptive system. The first section – epistemological views on complexity – pleads for epistemological plurality, an end to dichotomies, and proposes different ways to connect and translate between frameworks. The second section – complexity, pragmatics and discourse – focuses on discourse practices at different levels of description. Other semiotic systems, in addition to language are mobilized, but also interlocutors'perception, memory and understanding of culture. The third section – complexity, interaction, and multimodality – employs different disciplinary frameworks to weave between micro, meso, and macro levels of analyses. Our specific contributions include adding elements to and extending the field of application of the models proposed by others through new examples of emergence, interplay of heterogeneous elements, intrinsic diversity, feedback, novelty, self-organization, adaptation, multi-dimensionality, indeterminism, and collective control with distributed emergence. Finally, we argue for a change in vantage point regarding the search for linguistic universals.
- Published
- 2022
9. Language is a complex adaptive system : Explorations and evidence
- Author
-
Lund, Kristine, Basso Fossali, Pierluigi, Mazur, Audrey, and Ollagnier-Beldame, Magali
- Subjects
Language Arts & Disciplines / Linguistics - Abstract
The ASLAN labex - Advanced studies on language complexity - brings together a unique set of expertise and varied points of view on language. In this volume, we employ three main sections showcasing diverse empirical work to illustrate how language within human interaction is a complex and adaptive system. The first section – epistemological views on complexity – pleads for epistemological plurality, an end to dichotomies, and proposes different ways to connect and translate between frameworks. The second section – complexity, pragmatics and discourse – focuses on discourse practices at different levels of description. Other semiotic systems, in addition to language are mobilized, but also interlocutors’ perception, memory and understanding of culture. The third section – complexity, interaction, and multimodality – employs different disciplinary frameworks to weave between micro, meso, and macro levels of analyses. Our specific contributions include adding elements to and extending the field of application of the models proposed by others through new examples of emergence, interplay of heterogeneous elements, intrinsic diversity, feedback, novelty, self-organization, adaptation, multi-dimensionality, indeterminism, and collective control with distributed emergence. Finally, we argue for a change in vantage point regarding the search for linguistic universals.
- Published
- 2022
Catalog
Books, media, physical & digital resources
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.