625 results on '"Ziegler, Johannes C."'
Search Results
152. Developmental dyslexia in different languages: Language-specific or universal?
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Ziegler, Johannes C., Perry, Conrad, Ma-Wyatt, Anna, Ladner, Diana, and Schulte-Körne, Gerd
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- 2003
- Full Text
- View/download PDF
153. L’art de lire et d’enseigner la lecture
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Ziegler, Johannes C, Institute of Language, Communication and the Brain (ILCB), Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS), Laboratoire de psychologie cognitive (LPC), Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU), O. Houdé & G. Borst, EFRAN-LEMON, ANR-13-APPR-0003,Graphogame,Implémentation et évaluation de ' Graphogame ' en français sur ordinateur et tablette graphique tactile et mobile(2013), and ANR-16-CONV-0002,ILCB,ILCB: Institute of Language Communication and the Brain(2016)
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[SHS.EDU]Humanities and Social Sciences/Education ,[SCCO.PSYC]Cognitive science/Psychology - Abstract
International audience; En lisant ces lignes, vous profitez de l’une des plus belles inventions de l’humanité. Votre cerveau transforme les symboles sur la page -un ensemble de lettres restreint -en une immensité et une infinité de sens. Un océan de mots s’ouvre à vous, les symboles sur la page deviennent des sons du langage, et ces sons, porteurs de sens, vous font comprendre et apprendre. Grâce à l’écriture, le langage est devenu intemporel. Comme disait Francisco de Quevedo « Je converse avec les défunts et écoute les morts avec les yeux ». L’automaticité et la rapidité de ce processus – un lecteur expert parvient à lire 200 mots par minute – nous fait oublier son apprentissage laborieux et parfois périlleux et la machinerie complexe qui se cache derrière cet extraordinaire pouvoir du cerveau humain.
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- 2018
154. Le numérique comme outil pédagogique : La compréhension et la fluidité de la lecture peuvent-elles être améliorées par la simplification et la nature des textes pour les jeunes élèves ?
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Javourey-Drevet, Ludivine, Dufau, Stéphane, Gala , Núria, Ginestié , Jacques, Ziegler, Johannes C, Laboratoire de psychologie cognitive (LPC), Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU), Apprentissage, Didactique, Evaluation, Formation (ADEF), Aix Marseille Université (AMU), Laboratoire Parole et Langage (LPL), Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS), BLRI, Université de Lille, Apprentissage, Didactique, Evaluation, Formation [ADEF], Laboratoire de psychologie cognitive [LPC], and Laboratoire Parole et Langage [LPL]
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numérique ,lecture ,Lecture ,Simplification ,Numérique ,Fluence ,Compréhension ,reading ,digital ,[SHS.EDU]Humanities and Social Sciences/Education ,simplification ,fluence ,[SHS.PSY]Humanities and Social Sciences/Psychology ,Fluency ,Reading ,Digital ,fluency - Abstract
International audience; This study aimed to evaluate the extent to which text simplification can improve reading comprehension and fluency for students between the ages of 7 and 9. Text simplification was performed at three levels (lexical, syntactic, discourse) for both literary and scientific texts. A computerized reading tool (eBook for iPad) was developed to have an on-line measure of reading fluency and comprehension. A cohort of 170 2nd grade students participated in the experiment. The students read 20 original or simplified texts by themselves and at their own pace. The texts were followed by 5 comprehension questions with 3 possible answers. Preliminary results suggest that text simplification improved both reading fluency and comprehension for literary texts but had no effect on scientific texts. Students understood the simplified literary texts better than both the original and simplified scientific texts. The same children will be followed for3 years to determine which factors predict reading comprehension and fluency at the end of primary school. The integration of normative data will allow us to have a computer tool that is capable of tracking reading comprehension and fluency over time.; Cette étude a comme but d’étudier si la simplification de textes améliore la fluence et la compréhension en lecture des élèves âgés de 7 à 9 ans. La simplification a été réalisée à trois niveaux (lexical, syntaxique et discursive) pour des textes littéraires et scientifiques. Un outil informatisé a été développé sur iPad pour mesurer et transmettre « en ligne » la vitesse de lecture et les scores de compréhension. Une cohorte de 170 élèves dans 9 classes a suivi l’expérimentation. Les élèves lisaient en autonomie 20 textes dans la version originale ou la version simplifiée. Chacun des textes était suivi de 5 questions de compréhension et 3 propositions de réponses. Les premiers résultats suggèrent que la simplification des textes améliore la vitesse et la compréhension des textes littéraires mais n'a aucun effet sur la lecture des textes scientifiques. La compréhension des textes littéraires simplifiés était supérieure à la compréhension des textes scientifiques en versions originale et simplifiée. Le même groupe d'élèves sera suivi pendant 3 ans pour déterminer les facteurs qui influencent la compréhension des textes dans le temps. L’intégration des données normatives dans l’outil informatique permettra l’obtention de mesures fines et dynamiques du niveau de compréhension des élèves.
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- 2018
155. La simplification de textes, une aide à l'apprentissage de la lecture
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Núria Gala, Thomas François, Ludivine Javourey-Drevet, Ziegler, Johannes C., Laboratoire Parole et Langage (LPL), Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS), CENTAL, Université Catholique de Louvain = Catholic University of Louvain (UCL), Apprentissage, Didactique, Evaluation, Formation (ADEF), Aix Marseille Université (AMU), Laboratoire de psychologie cognitive (LPC), Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU), ANR 16 CE028 005, EFRAN-LEMON, ANR-16-CONV-0002,ILCB,ILCB: Institute of Language Communication and the Brain(2016), Gala Pavia, Núria, and ILCB: Institute of Language Communication and the Brain - - ILCB2016 - ANR-16-CONV-0002 - CONV - VALID
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[SCCO]Cognitive science ,[INFO.INFO-CL] Computer Science [cs]/Computation and Language [cs.CL] ,[SCCO] Cognitive science ,[SHS.LANGUE]Humanities and Social Sciences/Linguistics ,[SHS.LANGUE] Humanities and Social Sciences/Linguistics ,ComputingMilieux_MISCELLANEOUS ,[INFO.INFO-CL]Computer Science [cs]/Computation and Language [cs.CL] - Abstract
International audience
- Published
- 2018
156. Neuroscience / Same Same But Different : Processing Words in the Aging Brain
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Froehlich, Eva, Liebig, Johanna, Morawetz, Carmen, Ziegler, Johannes C., Braune, Mario, Heekeren, Hauke R., and Jacobs, Arthur M.
- Abstract
Reading is not only one of the most appreciated leisure activities of the elderly but it clearly helps older people to maintain functional independence, which has a significant impact on life quality. Yet, very little is known about how aging affects the neural circuits of the processes that underlie skilled reading. Therefore, the aim of the present study was to systematically investigate the neural correlates of sublexical, orthographic, phonological and lexico-semantic processing in the aging brain. Using functional magnetic resonance imaging, we recorded brain activity of younger (N=20; 2235years) and older (N=38; 6576years) adults during letter identification, lexical decision, phonological decision and semantic categorization. Older and younger adults recruited an identical set of reading-related brain regions suggesting that the general architecture of the reading network is preserved across the lifespan. However, we also observed age-related differences in brain activity in the subcomponents of the reading network. Age-related differences were most prominent during phonological and orthographic processing possibly due to a failure of older adults to inhibit non-optimal reading strategies. Neural effects of aging were also observed outside reading-related circuits, especially in frontal midline regions. These regions might be involved because of their important role in memory, attention and executive control functions and their potential role in resting-state networks. (VLID)4352250
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- 2018
157. Eyes wide shut: literacy, phonology and adaptive resonance
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Ziegler, Johannes C, Institute of Language, Communication and the Brain (ILCB), Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS), Laboratoire de psychologie cognitive (LPC), Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU), and ANR-16-CONV-0002,ILCB,ILCB: Institute of Language Communication and the Brain(2016)
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[SHS.EDU]Humanities and Social Sciences/Education ,[SCCO.PSYC]Cognitive science/Psychology - Abstract
International audience; In the present article, I question the claim that a literacy bias is responsible for the fact that major theoreticians underestimated or ignored the role of literacy in spoken language. Instead, I argue that the strongly modular, localist and symbolic information-processing approach to cognition that has dominated psychological science throughout the 20th century has prevented cross-fertilization and the emergence of a unified theory of written and spoken language processing. I show that the recognition of the fundamental role of phonology in reading had suffered from exactly the same “bias”, which had eventually been overcome not by breaking the “literacy glasses” but by shifting theoretical frameworks. I conclude by arguing that a marriage between cognitive science, evolutionary biology and neuroscience is needed more than ever to develop a unified, developmentally, biologically and evolutionary plausible theory of written and spoken language.; Dans le présent article, je remets en question l’idée selon laquelle un « biais de littératie » est responsable du fait que les principaux théoriciens ont sous-estimé ou ignoré le rôle de la littératie dans l’étude du langage oral. Je développe l’hypothèse selon laquelle l’approche modulaire, localiste et symbolique du traitement de l’information qui a dominé les sciences psychologiques tout au long du xxe siècle a empêché l’émergence d’une théorie unifiée du traitement du langage écrit et parlé. Je montre que le même « biais » explique pourquoi il fallait des dizaines d’années pour reconnaître le rôle fondamental du traitement phonologique lors de la lecture. Je conclus en affirmant qu’un mariage entre les sciences cognitives, la biologie évolutive et les neurosciences est plus que jamais nécessaire pour développer une théorie unifiée du langage écrit et parlé plausible sur le plan développemental et biologique.
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- 2018
158. Reducing complexity as a tool to increase text accessibility for children with dyslexia: a linguistic typology
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Gala, Núria, François, Thomas, Javourey-Drevet, Ludivine, Ziegler, Johannes C, Gala Pavia, Núria, Laboratoire Parole et Langage (LPL), Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS), CENTAL, Université Catholique de Louvain = Catholic University of Louvain (UCL), Apprentissage, Didactique, Evaluation, Formation (ADEF), Aix Marseille Université (AMU), Laboratoire de psychologie cognitive (LPC), and Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU)
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[INFO.INFO-CL] Computer Science [cs]/Computation and Language [cs.CL] ,[SCCO.PSYC]Cognitive science/Psychology ,[SCCO.PSYC] Cognitive science/Psychology ,[SHS.LANGUE]Humanities and Social Sciences/Linguistics ,[SHS.LANGUE] Humanities and Social Sciences/Linguistics ,[INFO.INFO-CL]Computer Science [cs]/Computation and Language [cs.CL] ,ComputingMilieux_MISCELLANEOUS - Abstract
International audience
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- 2018
159. Digital tools to support the acquisition of reading skills
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Lassault, Julie, Ziegler, Johannes C., Laboratoire de psychologie cognitive (LPC), Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU), and ANR-16-CONV-0002,ILCB,Institute of Language Communication and the Brain(2017)
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[SCCO.NEUR]Cognitive science/Neuroscience ,[SHS.EDU]Humanities and Social Sciences/Education ,[SCCO.PSYC]Cognitive science/Psychology - Abstract
International audience; Reading is the backbone of all learning. However, recent OECD studies show that 40.5% of french 15-year-olds do not have age-appropriate reading skills. As many as 21.5% even have significant difficulties. The differences in performance between the best and the worst performers are steadily increasing, at least in France. Faced with this problem, digital technology can offer ``first-aid'' solutions for training reading skills within the school environment well before children fall behind. In this article, we first summarize the existing tools. We will then present the principles behind one of the major reading training programs: GraphoLearn, and describe its implementation. Originally developed in Finland and implemented in other languages, GraphoLearn has recently been implemented and validated in French.
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- 2018
160. Understanding Dyslexia Through Personalized Large-Scale Computational Models
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Perry, Conrad, primary, Zorzi, Marco, additional, and Ziegler, Johannes C., additional
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- 2019
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161. Compréhension, simplification et type des textes : un outil numérique
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Ludivine Javourey-Drevet, Jacques Ginestié, Núria Gala, Stéphane Dufau, Ziegler, Johannes C., Laboratoire de psychologie cognitive (LPC), Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS), Apprentissage, Didactique, Evaluation, Formation (ADEF), Aix Marseille Université (AMU), Laboratoire Parole et Langage (LPL), projet LEMON (Lecture, Mathématiques, Outils Numériques), Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU), and JAVOUREY - DREVET, Ludivine
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[SHS.PSY] Humanities and Social Sciences/Psychology ,[SHS.EDU]Humanities and Social Sciences/Education ,[SHS.EDU] Humanities and Social Sciences/Education ,[SHS.PSY]Humanities and Social Sciences/Psychology - Abstract
International audience; Apport des sciences du langage et de l’informatique au sein de l’école : la compréhension de textes et leur simplification à l’aide d’un logiciel informatique.
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- 2017
162. Lecture, Mathématiques, Outil numérique : Projet Lemon (E-Fran)
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Ziegler, Johannes C, Sprenger-Charolles, Liliane, Lassault, Julie, Alavoine, Edouard, Albrand, Jean-Patrice, Laboratoire de psychologie cognitive (LPC), Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU), Laboratoire Psychologie de la Perception (LPP - UMR 8242), Université Paris Descartes - Paris 5 (UPD5)-Centre National de la Recherche Scientifique (CNRS), École supérieure du professorat et de l'éducation - Aix Marseille (ESPE AMU), Aix Marseille Université (AMU), E-Fran, and Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS)
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Mathématiques ,[SHS.EDU]Humanities and Social Sciences/Education ,[SHS.PSY]Humanities and Social Sciences/Psychology ,Lecture ,Outil numérique - Abstract
National audience; L'ambition du projet Lemon est de proposer des solutions numériques de "première intention" au sein de l'école.
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- 2017
163. GraphoGame : un outil numérique pour enfants en difficultés d’apprentissage de la lecture
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Ruiz, Jean-Philippe, Lassault, Julie, Sprenger-Charolles, Liliane, Richardson, Ulla, Lyytinen, Heikki, Ziegler, Johannes C, Laboratoire de psychologie cognitive (LPC), Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU), University of Jyväskylä (JYU), EFRAN-LEMON, EFRAN-GRAPHOGAME, ANR-16-CONV-0002,ILCB,ILCB: Institute of Language Communication and the Brain(2016), ANR-13-APPR-0003,Graphogame,Implémentation et évaluation de ' Graphogame ' en français sur ordinateur et tablette graphique tactile et mobile(2013), ANR-11-IDEX-0001,Amidex,INITIATIVE D'EXCELLENCE AIX MARSEILLE UNIVERSITE(2011), Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS), Ziegler, Johannes, ILCB: Institute of Language Communication and the Brain - - ILCB2016 - ANR-16-CONV-0002 - CONV - VALID, APPRENTISSAGES - Implémentation et évaluation de ' Graphogame ' en français sur ordinateur et tablette graphique tactile et mobile - - Graphogame2013 - ANR-13-APPR-0003 - APPR - VALID, and INITIATIVE D'EXCELLENCE AIX MARSEILLE UNIVERSITE - - Amidex2011 - ANR-11-IDEX-0001 - IDEX - VALID
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School ,[SCCO.NEUR]Cognitive science/Neuroscience ,[SCCO.NEUR] Cognitive science/Neuroscience ,École ,Intervention ,GraphoGame ,[SCCO.LING]Cognitive science/Linguistics ,Intervención ,Dyslexia ,Herramientas digitales – ,Numérique ,Dyslexie ,[SCCO.PSYC] Cognitive science/Psychology ,Escuela ,[SCCO.PSYC]Cognitive science/Psychology ,Remédiation ,Digital tools ,[SCCO.LING] Cognitive science/Linguistics ,Dislexia - Abstract
The systematic teaching of spelling-to-sound relations (decoding) is necessary for learning to read. Digital tools such as GraphoGame, a Finnish audio-visual reading game, can facilitate the initiation and automatization of the decoding process. This article presents a French adaptation of GraphoGame for smartphones and tablets. This adaptation implements a psycholinguistic progression that takes into account orthographic, phonological and lexical properties of the French language. A randomized control trial, which was conducted with 1st and 2nd grade children at risk for dyslexia, showed greater benefits in the reading of words after GraphoGame training than after a non-computerized training or a computerized math training. These first results suggest that computerized tools, such as GraphoGame, are beneficial for children at risk for dyslexia., La enseñanza sistemática de la relaciones entre ortografía y sonido (decodificación) es necesaria para aprender a leer. Las herramientas digitales como GraphoGame, un programa de lectura audiovisual en finlandés, pueden facilitar la iniciación y automatización del proceso de decodificación. Este artículo presenta una adaptación francesa de GraphoGame para tabletas teniendo en cuenta las propiedades ortográficas, fonológicas y lexicales del francés. Una primera validación con niños de primer y segundo grado de Primaria con riesgo de dislexia, mostró que un entrenamiento de lectura con GraphoGame representa un mayor beneficio para la lectura de palabras que un entrenamiento de lectura no informatizado o un entrenamiento matemático informatizado. Estos resultados iniciales sugieren que las herramientas informatizadas, como GraphoGame, son beneficiosas para niños con riesgo de dislexia., Un enseignement systématique des relations graphophonologiques (le décodage) est nécessaire pour apprendre à lire. Des outils numériques, tel que GraphoGame, un logiciel audiovisuel finlandais, peuvent faciliter la mise en place et l’automatisation du décodage. L’article présente une adaptation en français de GraphoGame sur tablette qui tient compte de l’orthographe de cette langue. Un premier essai de validation, qui a été effectuée auprès d’enfants de CP et CE1 à risques de dyslexie, a permis de constater une progression en lecture de mots plus importante après l’entraînement GraphoGame qu’après un entraînement non-informatisé ou un entraînement mathématique informatisé. Ces premiers résultats suggèrent que les outils du type GraphoGame présentent un intérêt pour les enfants à risque de dyslexie.
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- 2017
164. Spatiotemporal dynamics of morphological processing in adults with dyslexia
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Cavalli, Eddy, Colé, Pascale, Pattamadilok, Chotiga, Badier, Jean-Michel, Zielinski, Christelle, Chanoine, Valerie, Ziegler, Johannes C, Laboratoire de psychologie cognitive (LPC), Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS), Laboratoire Parole et Langage (LPL), and Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU)
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[SCCO.NEUR]Cognitive science/Neuroscience ,[SCCO.PSYC]Cognitive science/Psychology ,ComputingMilieux_MISCELLANEOUS - Abstract
International audience
- Published
- 2017
165. Le numérique comme outil pédagogique : Peut-on augmenter la compréhension et la fluidité de la lecture par la simplification et la nature des textes chez des élèves entre 7 et 9 ans ?
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Javourey-Drevet, Ludivine, Dufau, Stéphane, Gala, Nuria, Ginestié, Jacques, Ziegler, Johannes C, Pasquier, Aurélie, Le rôle des morphèmes dans l'apprentissage de la lecture - - MORPHEME2015 - ANR-15-FRAL-0003 - FRAL - VALID, Apprentissage, Didactique, Evaluation, Formation (ADEF), Aix Marseille Université (AMU), Laboratoire de psychologie cognitive (LPC), Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU), Laboratoire Parole et Langage (LPL), Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS), École supérieure du professorat et de l'éducation - Aix Marseille (ESPE AMU), and ANR-15-FRAL-0003,MORPHEME,Le rôle des morphèmes dans l'apprentissage de la lecture(2015)
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[SHS.PSY] Humanities and Social Sciences/Psychology ,Numérique ,Nature de texte ,[SHS.EDU]Humanities and Social Sciences/Education ,Compréhension ,[SHS.EDU] Humanities and Social Sciences/Education ,[SHS.PSY]Humanities and Social Sciences/Psychology ,Lecture ,Simplification - Abstract
National audience; La compréhension écrite est fondamentale pour la réussite scolaire, professionnelle, et personnelle (Gaussel, 2015). Selon le modèle « simple » de la lecture proposé par W. A. Hoover et P. B. Gough (1990), la compréhension écrite est le produit de deux habiletés indépendantes : les habiletés en compréhension orale (vocabulaire et récupération de l’information sémantique) et celles dites de décodage (identification des mots écrits). L’objectif de ce projet est d’étudier l’impact de la simplification et de la nature du texte sur la compréhension en lecture en fonction du profil cognitif d’élèves entre 7 et 9 ans. Pour obtenir des données sur la vitesse de la lecture et la compréhension, un outil informatique a été développé sur iPad qui propose en version simplifiée ou originale des textes de natures différentes, littéraires et scientifiques. Chaque texte a été lu dans sa version originale ou simplifiée. Les textes étaient suivis de cinq questions de compréhension avec trois propositions de réponses. Ce dispositif a été testé auprès de 9 classes soit 170 élèves. L’expérimentation se poursuit sur 3 ans avec la même cohorte afin de déterminer les facteurs qui expliquent pourquoi un élève devient un bon ou mauvais compreneur à l’entrée du collège. La simplification des textes est lexicale, syntaxique et discursive. Elle vise à rendre la lecture plus facile. Ceci pourrait avoir une influence sur la motivation notamment chez les élèves ayant un profil de faible lecteur. Les deux natures de textes, littéraire ou scientifique, imposent des contraintes tel que la relation de cause à effet ou l’utilisation de connecteurs logiques dans les textes scientifiques ce qui peut être un avantage sur la compréhension de l’écrit. La première phase expérimentale a permis de passer des tests cognitifs, langagiers et socio-culturels en individuels. Lors de la seconde phase expérimentale, les élèves ont lu en classe, en autonomie les vingt textes. Au vu des premiers résultats, la simplification des textes littéraires améliore la vitesse de lecture et la compréhension. La simplification n’a pas d’effets sur la lecture des textes scientifiques. Bien que la vitesse de lecture soit identique pour les deux types de textes, littéraire et scientifique en version originale, la compréhension est meilleure pour les textes scientifiques originaux que les textes littéraires originaux. En revanche, la compréhension des textes littéraires simplifiés est supérieure à la compréhension des textes scientifiques en versions originales et simplifiées.
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- 2017
166. Do Words Stink? Neural Reuse as a Principle for Understanding Emotions in Reading
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Ziegler, Johannes C., primary, Montant, Marie, additional, Briesemeister, Benny B., additional, Brink, Tila T., additional, Wicker, Bruno, additional, Ponz, Aurélie, additional, Bonnard, Mireille, additional, Jacobs, Arthur M., additional, and Braun, Mario, additional
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- 2018
- Full Text
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167. Same Same But Different: Processing Words in the Aging Brain
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Froehlich, Eva, primary, Liebig, Johanna, additional, Morawetz, Carmen, additional, Ziegler, Johannes C., additional, Braun, Mario, additional, Heekeren, Hauke R., additional, and Jacobs, Arthur M., additional
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- 2018
- Full Text
- View/download PDF
168. Taking the Book from the Bookshelf: Masked Constituent Priming Effects from Compound Words and Nonwords
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Beyersmann, Elisabeth, primary, Kezilas, Yvette, additional, Coltheart, Max, additional, Castles, Anne, additional, Ziegler, Johannes C., additional, Taft, Marcus, additional, and Grainger, Jonathan, additional
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- 2018
- Full Text
- View/download PDF
169. 4. Bruit On, langage Off : les déficits dans la perception de la parole expliquent les handicaps dans l’apprentissage du langage1fr
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Ziegler, Johannes C., Pech-Georgel, Catherine, George, Florence, Alario, F.-Xavier, and Lorenzi, Christian
- Abstract
De nombreux enfants présentent des difficultés inattendues dans la compréhension et la production du langage oral malgré une intelligence normale, une audition normale, des conditions d’éducation appropriées, et en l’absence de problèmes neurologiques évidents (pour une revue voir Bishop & Snowling, 2004). Cette pathologie est connue sous le nom de dysphasie (Specific Language Impairment, SLI). Ces dernières années, les recherches sur la dysphasie ont connu un regain d’intérêt, en partie parc...
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- 2016
170. Frontiers in Psychology / Drifting through basic subprocesses of reading : a hierarchical diffusion model analysis of age effects on visual word recognition
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Froehlich, Eva, Liebig, Johanna, Ziegler, Johannes C., Braun, Mario, Lindenberger, Ulman, Heekeren, Hauke R., and Jacobs, Arthur M.
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lexical decision ,reading ,aging, letter identification ,phonological decision ,semantic decision ,visual word recognition ,hierarchical diffusion modeling - Abstract
Reading is one of the most popular leisure activities and it is routinely performed by most individuals even in old age. Successful reading enables older people to master and actively participate in everyday life and maintain functional independence. Yet, reading comprises a multitude of subprocesses and it is undoubtedly one of the most complex accomplishments of the human brain. Not surprisingly, findings of age-related effects on word recognition and reading have been partly contradictory and are often confined to only one of four central reading subprocesses, i.e., sublexical, orthographic, phonological and lexico-semantic processing. The aim of the present study was therefore to systematically investigate the impact of age on each of these subprocesses. A total of 1,807 participants (young, N = 384; old, N = 1,423) performed four decision tasks specifically designed to tap one of the subprocesses. To account for the behavioral heterogeneity in older adults, this subsample was split into high and low performing readers. Data were analyzed using a hierarchical diffusion modeling approach, which provides more information than standard response time/accuracy analyses. Taking into account incorrect and correct response times, their distributions and accuracy data, hierarchical diffusion modeling allowed us to differentiate between age-related changes in decision threshold, non-decision time and the speed of information uptake. We observed longer non-decision times for older adults and a more conservative decision threshold. More importantly, high-performing older readers outperformed younger adults at the speed of information uptake in orthographic and lexico-semantic processing, whereas a general age-disadvantage was observed at the sublexical and phonological levels. Low-performing older readers were slowest in information uptake in all four subprocesses. Discussing these results in terms of computational models of word recognition, we propose age-related disadvantages for older readers to be caused by inefficiencies in temporal sampling and activation and/or inhibition processes. (VLID)2165590
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- 2016
171. Fast Brain Plasticity during Word Learning in Musically-Trained Children
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Dittinger, Eva, primary, Chobert, Julie, additional, Ziegler, Johannes C., additional, and Besson, Mireille, additional
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- 2017
- Full Text
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172. It's about time: revisiting temporal processing deficits in dyslexia
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Casini, Laurence, primary, Pech‐Georgel, Catherine, additional, and Ziegler, Johannes C., additional
- Published
- 2017
- Full Text
- View/download PDF
173. Drifting through Basic Subprocesses of Reading: A Hierarchical Diffusion Model Analysis of Age Effects on Visual Word Recognition
- Author
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Froehlich, Eva, primary, Liebig, Johanna, additional, Ziegler, Johannes C., additional, Braun, Mario, additional, Lindenberger, Ulman, additional, Heekeren, Hauke R., additional, and Jacobs, Arthur M., additional
- Published
- 2016
- Full Text
- View/download PDF
174. Phonological skills, visual attention span, and visual stress in developmental dyslexia.
- Author
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Saksida, Amanda, primary, Iannuzzi, Stéphanie, additional, Bogliotti, Caroline, additional, Chaix, Yves, additional, Démonet, Jean-François, additional, Bricout, Laure, additional, Billard, Catherine, additional, Nguyen-Morel, Marie-Ange, additional, Le Heuzey, Marie-France, additional, Soares-Boucaud, Isabelle, additional, George, Florence, additional, Ziegler, Johannes C., additional, and Ramus, Franck, additional
- Published
- 2016
- Full Text
- View/download PDF
175. Spatio-temporal dynamics of morphological processing in visual word recognition: A priming study using MEG
- Author
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Eddy Cavalli, Pascale Colé, Jean-Michel Badier, Christelle Zielinski, Chotiga Pattamadilok, Ziegler, Johannes C., Laboratoire de psychologie cognitive (LPC), Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU), Institut de Neurosciences des Systèmes (INS), Aix Marseille Université (AMU)-Institut National de la Santé et de la Recherche Médicale (INSERM), Laboratoire Parole et Langage (LPL), and Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS)
- Subjects
[SCCO.NEUR]Cognitive science/Neuroscience ,[SCCO.PSYC]Cognitive science/Psychology ,ComputingMilieux_MISCELLANEOUS - Abstract
International audience
- Published
- 2015
176. Spatio-temporal brain dynamics of orthographic, morphological and semantic processing in dyslexic university students: A MEG study
- Author
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Cavalli, Eddy, Colé, Pascale, Badier, Jean-Michel, Zielinski, Christelle, Pattamadilok, Chotiga, Ziegler, Johannes C, Laboratoire de psychologie cognitive (LPC), Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU), Laboratoire Parole et Langage (LPL), and Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS)
- Subjects
[SCCO.NEUR]Cognitive science/Neuroscience ,[SCCO.PSYC]Cognitive science/Psychology ,ComputingMilieux_MISCELLANEOUS - Abstract
International audience
- Published
- 2015
177. Text Simplification to increase Readability and facilitate Comprehension: a proof-of-concept pilot study
- Author
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Gala, Núria, Ziegler, Johannes C., Gala Pavia, Núria, Laboratoire d'informatique Fondamentale de Marseille - UMR 6166 (LIF), Université de la Méditerranée - Aix-Marseille 2-Université de Provence - Aix-Marseille 1-Centre National de la Recherche Scientifique (CNRS), Laboratoire de psychologie cognitive (LPC), Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS), and Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU)
- Subjects
[INFO.INFO-CL] Computer Science [cs]/Computation and Language [cs.CL] ,[SCCO.PSYC]Cognitive science/Psychology ,[SCCO.PSYC] Cognitive science/Psychology ,[SHS.LANGUE]Humanities and Social Sciences/Linguistics ,[SHS.LANGUE] Humanities and Social Sciences/Linguistics ,[INFO.INFO-CL]Computer Science [cs]/Computation and Language [cs.CL] ,ComputingMilieux_MISCELLANEOUS - Abstract
International audience
- Published
- 2015
178. The influence of bottom-up and top-down information on the activation of orthographic, phonological and semantic representations during reading
- Author
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Pattamadilok, Chotiga, Chanoine, Valerie, Anton, Jean Luc, Nazarian, Bruno, Pallier, Christophe, Belin, Pascal, Ziegler, Johannes C, Laboratoire Parole et Langage (LPL), Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS), Centre d'IRM Fonctionnelle Cérébrale, Hôpital de la Timone [CHU - APHM] (TIMONE), Neuroimagerie cognitive - Psychologie cognitive expérimentale (UNICOG-U992), Commissariat à l'énergie atomique et aux énergies alternatives (CEA)-Institut National de la Santé et de la Recherche Médicale (INSERM)-Université Paris Saclay (COmUE), Institut de Neurosciences de la Timone (INT), Laboratoire de psychologie cognitive (LPC), Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU), and Commissariat à l'énergie atomique et aux énergies alternatives (CEA)-Institut National de la Santé et de la Recherche Médicale (INSERM)-Université Paris-Saclay
- Subjects
[SCCO.NEUR]Cognitive science/Neuroscience ,[SCCO.PSYC]Cognitive science/Psychology ,ComputingMilieux_MISCELLANEOUS - Abstract
International audience
- Published
- 2015
179. Feedback consistency effects
- Author
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Ziegler, Johannes C. and Van Orden, Guy C.
- Subjects
Feedback (Psychology) -- Research ,Speech perception -- Research ,Speech -- Research ,Psychology and mental health - Abstract
Models are not adequately evaluated simply by whether they capture the data, after the fact. Other criteria are needed. One criterion is parsimony; but utility and generality are at least as important. Even with respect to parsimony, however, the case against feedback is not as straight-forward as Norris et al. present it. We use feedback consistency effects to illustrate these points.
- Published
- 2000
180. CDP plus plus .Italian: Modelling Sublexical and Supralexical Inconsistency in a Shallow Orthography
- Author
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Perry, Conrad, Ziegler, Johannes C., Zorzi, Marco, Laboratoire de psychologie cognitive (LPC), Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS), ANR-11-IDEX-0001,Amidex,INITIATIVE D'EXCELLENCE AIX MARSEILLE UNIVERSITE(2011), European Project: 210922,EC:FP7:ERC,ERC-2007-StG,GENMOD(2008), and Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU)
- Subjects
[SCCO.PSYC]Cognitive science/Psychology ,Phonemes ,Linguistics ,Syllables ,Italian people ,Vowels ,Phonology ,Semantics ,Lexicons - Abstract
International audience; Most models of reading aloud have been constructed to explain data in relatively complex orthographies like English and French. Here, we created an Italian version of the Connectionist Dual Process Model of Reading Aloud (CDP++) to examine the extent to which the model could predict data in a language which has relatively simple orthography-phonology relationships but is relatively complex at a suprasegmental (word stress) level. We show that the model exhibits good quantitative performance and accounts for key phenomena observed in naming studies, including some apparently contradictory findings. These effects include stress regularity and stress consistency, both of which have been especially important in studies of word recognition and reading aloud in Italian. Overall, the results of the model compare favourably to an alternative connectionist model that can learn non-linear spelling-to-sound mappings. This suggests that CDP++ is currently the leading computational model of reading aloud in Italian, and that its simple linear learning mechanism adequately captures the statistical regularities of the spelling-to-sound mapping both at the segmental and suprasegmental levels.
- Published
- 2014
181. Orthographic and phonological contributions to reading development:Tracking developmental trajectories using masked priming
- Author
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Bertrand, Daisy, Ziegler, Johannes C, Lété, Bernard, Grainger, Jonathan, Centre d'Études et de Recherche en Gestion d'Aix-Marseille (CERGAM), Aix Marseille Université (AMU)-Université de Toulon (UTLN), Laboratoire de psychologie cognitive (LPC), Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU), Apprentissage, Didactique, Evaluation, Formation (ADEF), Aix Marseille Université (AMU), Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS), and BOULMAKOUL, NADIA
- Subjects
[SHS.GESTION]Humanities and Social Sciences/Business administration ,[SHS.GESTION] Humanities and Social Sciences/Business administration ,ComputingMilieux_MISCELLANEOUS - Abstract
International audience
- Published
- 2014
182. Spatiotemporal Dynamics of Morphological Processing in Visual Word Recognition
- Author
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Cavalli, Eddy, primary, Colé, Pascale, additional, Badier, Jean-Michel, additional, Zielinski, Christelle, additional, Chanoine, Valérie, additional, and Ziegler, Johannes C., additional
- Published
- 2016
- Full Text
- View/download PDF
183. Deep learning in baboons: convolutional networks and word recognition
- Author
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Hannagan, Thomas, Ziegler, Johannes C, Fagot, Joël, Dufau, Stéphane, Grainger, Jonathan, Laboratoire de psychologie cognitive (LPC), and Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS)
- Subjects
[SDV.NEU.PC]Life Sciences [q-bio]/Neurons and Cognition [q-bio.NC]/Psychology and behavior - Abstract
International audience
- Published
- 2013
184. It’s about time: revisiting temporal processing deficits in dyslexia.
- Author
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Casini, Laurence, Pech‐Georgel, Catherine, and Ziegler, Johannes C.
- Subjects
DYSLEXIA ,CHILDREN ,COGNITION ,CHILD development ,LEARNING disabilities ,PHYSIOLOGY - Abstract
Temporal processing in French children with dyslexia was evaluated in three tasks: a word identification task requiring implicit temporal processing, and two explicit temporal bisection tasks, one in the auditory and one in the visual modality. Normally developing children matched on chronological age and reading level served as a control group. Children with dyslexia exhibited robust deficits in temporal tasks whether they were explicit or implicit and whether they involved the auditory or the visual modality. First, they presented larger perceptual variability when performing temporal tasks, whereas they showed no such difficulties when performing the same task on a non-temporal dimension (intensity). This dissociation suggests that their difficulties were specific to temporal processing and could not be attributed to lapses of attention, reduced alertness, faulty anchoring, or overall noisy processing. In the framework of cognitive models of time perception, these data point to a dysfunction of the ‘internal clock’ of dyslexic children. These results are broadly compatible with the recent temporal sampling theory of dyslexia. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
185. Emotions in reading: Disgust, empathy and the contextual learning hypothesis
- Author
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Silva, Catarina, Montant, Marie, Ponz, Aurelie, and Ziegler, Johannes C.
- Published
- 2012
- Full Text
- View/download PDF
186. Monkeys pass Cambridge University test
- Author
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Ziegler, Johannes C, Hannagan, Thomas, Dufau, Stéphane, Montant, Marie, Fagot, Joël, Grainger, Jonathan, Laboratoire de psychologie cognitive (LPC), and Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS)
- Subjects
[SDV.NEU.PC]Life Sciences [q-bio]/Neurons and Cognition [q-bio.NC]/Psychology and behavior - Abstract
International audience; Our capacity to read words that contain letter transpositions, as illustrated in the email about research at Cambridge University, is a hallmark of flexible orthographic processing. We show that baboons, previously trained to discriminate words from nonwords, pass the Cambridge University test, that is, they make more false positive errors on nonwords created by transposing two letters of a word they know compared with nonwords created by substituting two letters of the same word with different letters. In order to shed light on the underlying mechanisms, we trained artificial neural networks to classify the same words and nonwords as the baboons. Networks were given pixels, single letters, or letter combinations as input. All networks learned to discriminate words from nonwords, but only the letter combination model simulated the transposed-letter effect. Our results suggest that baboons discriminate words from nonwords using flexible orthographic codes based on letter combinations.
- Published
- 2012
187. Monkey see, monkey read: orthographic processing in baboons
- Author
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Ziegler, Johannes C, Montant, Marie, Hannagan, Thomas, Dufau, Stéphane, Fagot, Joël, Grainger, Jonathan, Laboratoire de psychologie cognitive (LPC), and Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS)
- Subjects
[SDV.NEU.PC]Life Sciences [q-bio]/Neurons and Cognition [q-bio.NC]/Psychology and behavior - Abstract
International audience
- Published
- 2012
188. Orthography to the scope of baboons
- Author
-
Montant, Marie, Grainger, Jonathan, Dufau, Stéphane, Ziegler, Johannes C., Fagot, Joël, Laboratoire de psychologie cognitive (LPC), Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU), ANR-16-CONV-0002,ILCB,ILCB: Institute of Language Communication and the Brain(2016), and Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS)
- Subjects
[SCCO]Cognitive science - Abstract
WOS:000310190300009; International audience; no abstract
- Published
- 2012
189. Le babouin et la lecture
- Author
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Montant, Marie, Grainger, Jonathan, Dufau, Stéphane, Ziegler, Johannes C, Fagot, Joël, Laboratoire de psychologie cognitive (LPC), and Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS)
- Subjects
[SDV.NEU.PC]Life Sciences [q-bio]/Neurons and Cognition [q-bio.NC]/Psychology and behavior - Abstract
International audience
- Published
- 2011
190. How to Say 'No' to a Nonword: Further Explorations of the Lexical Decision Task
- Author
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Dufau, Stéphane, Grainger, Jonathan, Ziegler, Johannes C, Laboratoire de psychologie cognitive (LPC), and Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS)
- Subjects
[SDV.NEU.PC]Life Sciences [q-bio]/Neurons and Cognition [q-bio.NC]/Psychology and behavior - Abstract
International audience
- Published
- 2011
191. Morpho-orthographic segmentation without semantics
- Author
-
Beyersmann, Elisabeth, primary, Ziegler, Johannes C., additional, Castles, Anne, additional, Coltheart, Max, additional, Kezilas, Yvette, additional, and Grainger, Jonathan, additional
- Published
- 2015
- Full Text
- View/download PDF
192. Rapid processing of letters, digits and symbols: what purely visual-attentional deficit in developmental dyslexia?
- Author
-
Ziegler, Johannes C., Pech-Georgel, Catherine, Dufau, Stéphane, Grainger, Jonathan, Laboratoire de psychologie cognitive (LPC), Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU), ANR-16-CONV-0002,ILCB,ILCB: Institute of Language Communication and the Brain(2016), and Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS)
- Subjects
[SCCO]Cognitive science - Abstract
WOS:000278797600003; International audience; Visual-attentional theories of dyslexia predict deficits for dyslexic children not only for the perception of letter strings but also for non-alphanumeric symbol strings. This prediction was tested in a two-alternative forced-choice paradigm with letters, digits, and symbols. Children with dyslexia showed significant deficits for letter and digit strings but not for symbol strings. This finding is difficult to explain for visual-attentional theories of dyslexia which postulate identical deficits for letters, digits and symbols. Moreover, dyslexics showed normal W-shaped serial position functions for letter and digit strings, which suggests that their deficit is not due to an abnormally small attentional window. Finally, the size of the deficit was identical for letters and digits, which suggests that poor letter perception is not just a consequence of the lack of reading. Together then, our results show that symbols that map onto phonological codes are impaired (i.e. letters and digits), whereas symbols that do not map onto phonological codes are not impaired. This dissociation suggests that impaired symbol-sound mapping rather than impaired visual-attentional processing is the key to understanding dyslexia.
- Published
- 2010
- Full Text
- View/download PDF
193. Differences in the Processing of Prefixes and Suffixes Revealed by a Letter-Search Task
- Author
-
Beyersmann, Elisabeth, primary, Ziegler, Johannes C., additional, and Grainger, Jonathan, additional
- Published
- 2015
- Full Text
- View/download PDF
194. Efficiency, sensitivity, specificity: A comparison of different reading tests
- Author
-
Bertranrd, Daisy, Fluss, Joel, Billard, Catherine, Ziegler, Johannes C., Centre d'économie et d'éthique pour l'environnement et le développement (C3ED), Université de Versailles Saint-Quentin-en-Yvelines (UVSQ), Laboratoire de psychologie cognitive (LPC), Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU), and Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS)
- Subjects
[SCCO.PSYC]Cognitive science/Psychology - Abstract
International audience; A number of tests have been developed for early screening of difficulties in learning to read. However, little research has compared their performance or their diagnostic abilities. Our study aims to evaluate 6 reading tests (Time2, LUM, words and pseudowords reading subtests from Evalec, the Batelem and a non standardized phonological decoding subtests) by using a standard French reading test (l'Alouette) as a reference test. ROC curves were used for: 1. evaluating and comparing tests based on sensitivity, specificity, weights of evidence and expected weights of evidence and 2. choosing optimal cut-off values. Results show that these tests have good overall performance but they differ in their diagnostic abilities. Strategies are proposed for effectively using these tests in a screening program for second grade children.
- Published
- 2010
195. Language proficiency and morpho-orthographic segmentation
- Author
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Beyersmann, Elisabeth, primary, Casalis, Séverine, additional, Ziegler, Johannes C., additional, and Grainger, Jonathan, additional
- Published
- 2014
- Full Text
- View/download PDF
196. A new model of lexical decision: MROM+
- Author
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Grainger, Jonathan, Dufau, Stéphane, Ziegler, Johannes C, Dufau, Stéphane, Laboratoire de psychologie cognitive (LPC), and Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS)
- Subjects
[SDV.NEU.PC]Life Sciences [q-bio]/Neurons and Cognition [q-bio.NC]/Psychology and behavior ,[SDV.NEU.PC] Life Sciences [q-bio]/Neurons and Cognition [q-bio.NC]/Psychology and behavior - Abstract
International audience; Grainger and Jacobs’s (1996) multiple readout model (MROM) provided an influential account of performance in the lexical decision task. In MROM, nonword responses are generated by a temporal deadline mechanism (T-criterion), and recent work has pointed to several deficiencies with this specific mechanism (Ratcliff et al., 2004; Wagenmakers et al., 2008). Our new model maintains the core structure of MROM while replacing the deficient T-criterion. As in MROM, time from stimulus onset plays a key role in generating “nonword” responses, but time is used in an active manner as opposed to the passive deadline mechanism of MROM. Time from stimulus onset activates the negative response node in a competitive binary decision network, whereas lexical activity provides the input to the positive response node. Evidence for a nonword is therefore a function of time from stimulus onset modulated by lexical activity.
- Published
- 2009
197. Orthographic effects in spoken language: On-line activation or phonological restructuring?
- Author
-
Perre, Laetitia, Pattamadilok, C., Montant, Marie, Ziegler, Johannes C., Laboratoire de psychologie cognitive (LPC), and Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU)
- Subjects
[SCCO.PSYC]Cognitive science/Psychology ,ComputingMilieux_MISCELLANEOUS - Abstract
International audience
- Published
- 2009
198. Apprentissage des langues
- Author
-
Alario, F.-Xavier, Ans, Bernard, Bernal, Savita, Besson, Mireille, Boissezon, Xavier de, Breidegard, Björn, Brink, Rosanne C.L. van den, Bryant, Peter, Carbonnel, Serge, Cardebat, † Dominique, Chenu, Florence, Christophe, Anne, Colin, Cécile, Costa, Armanda, Démonet, Jean-François, Dressler, Wolfgang U., Faria, Isabel Hub, Fayol, Michel, Fekete, Gabriella, Friederici, Angela D., Geert, Paul van, George, Florence, Grainger, Jonathan, Groot, Annette M.B. de, Hickmann, Maya, Holcomb, Phillip J., Holmqvist, Kenneth, Jisa, Harriet, Kail, Michèle, Leybaert, Jacqueline, Lieven, Elena, Lorenzi, Christian, MacWhinney, Brian, Meisel, Jürgen M., Midgley, Katherine, Millotte, Séverine, Morais, José, Moreno, Sylvain, Nunes, Terezinha, Omar, Hayat, Pallier, Christophe, Pech-Georgel, Catherine, Perdue, † Clive, Pléh, Csaba, Raboyeau, Gaëlle, Reilly, Judy S., Reiterer, Susanne, Saidi, Darine, Schlyter, Suzanne, Sprenger-Charolles, Liliane, Strömqvist, Sven, Thomas, Michael S. C., Tolchinsky, Liliana, Valdois, Sylviane, Ziegler, Johannes C., Structures Formelles du Langage (SFL), Université Paris 8 Vincennes-Saint-Denis (UP8)-Centre National de la Recherche Scientifique (CNRS)-Université Paris Lumières (UPL), Laboratoire de psychologie sociale et de psychologie cognitive (LAPSCO), Université Blaise Pascal - Clermont-Ferrand 2 (UBP)-Centre National de la Recherche Scientifique (CNRS), Centre National de la Recherche Scientifique (CNRS)-Université Blaise Pascal - Clermont-Ferrand 2 (UBP), Kail, Michèle, Fayol, Michel, and Hickmann, Maya
- Subjects
060201 languages & linguistics ,030507 speech-language pathology & audiology ,03 medical and health sciences ,CBX ,0602 languages and literature ,enfants ,LAN000000 ,Language & Linguistics (General) ,06 humanities and the arts ,langues vivantes ,0305 other medical science ,Psychology ,bilinguisme - Abstract
Comment et pourquoi les enfants apprennent-ils à parler ? Pourquoi certains d'entre eux éprouvent-ils des difficultés pour y parvenir alors même que d'autres y réussissent précocément ? Quelles conséquences peut avoir une situation de bilinguisme sur cet apprentissage ? Peut-on acquérir une compétence native dans une nouvelle langue à l'âge adulte ? Quelles sont les difficultés rencontrées plus spécifiquement à l'écrit ? Les chercheurs ne sont pas encore en mesure de répondre de manière précise à toutes ces questions. Pourtant, les deux dernières décennies ont vu se préciser un grand nombre de réponses ou d'éléments de réponse. Cet ouvrage propose un large aperçu des avancées obtenues, à l'interface de plusieurs disciplines des sciences cognitives, concernant l'acquisition de la langue maternelle, le bilinguisme et l'acquisition des langues secondes, l'apprentissage de l'écrit et les troubles du langage, oral ou écrit. Cet ouvrage offre au lecteur un vaste panorama des recherches récentes et de leurs résultats, ainsi que des méthodes parfois extrêmement sophistiquées qui permettent de les obtenir. Il présente dans le même temps, les questions qui restent en suspens et que la décennie à venir aura à affronter. Il fournit aux enseignants, aux thérapeutes, aux parents et aux étudiants un ensemble de textes rédigés par quelques-uns des meilleurs spécialistes internationaux de l'acquisition du langage.
- Published
- 2009
199. The various facets of the orthographic consistency effect in spoken language
- Author
-
Chotiga Pattamadilok, Laetitia Perre, Stephane Dufau, Ziegler, Johannes C., Laboratoire Parole et Langage (LPL), Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS), Laboratoire de psychologie cognitive (LPC), and Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU)
- Subjects
[SCCO.NEUR]Cognitive science/Neuroscience ,[SCCO.PSYC]Cognitive science/Psychology ,ComputingMilieux_MISCELLANEOUS - Abstract
International audience
- Published
- 2009
200. When beef primes reef more than leaf: Orthographic information affects phonological priming in spoken word recognition
- Author
-
Perre, Laetitia, Midgley, Katherine, Ziegler, Johannes C., Laboratoire de psychologie cognitive (LPC), and Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU)
- Subjects
[SCCO.PSYC]Cognitive science/Psychology ,ComputingMilieux_MISCELLANEOUS - Abstract
International audience
- Published
- 2009
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