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International audience; While the diversity and complexity of the links between creativity and emotional skills as well as their effects on cognitive processes are now established, few approaches to implementing them in schools have been evaluated. Within the framework of the enactive paradigm, which considers the complexity and dynamics of language as a cognitive process, we study how an approach based on performative theatre can synergistically stimulate creativity (artistic, bodily and linguistic), emotional skills (identifying and understanding emotions) and executive functions (especially inhibition, cognitive flexibility and emotional control), all as components defined in the context of oral communication. Stimulating this synergy in the context of foreign language teaching may be especially beneficial for children with communication disorders. This paper presents the first results of the CELAVIE pilot study (Creativity, Empathy and Emotions in Language learning with Autism for an Inclusive Education) through a case study of a pupil with a neurodevelopmental disorder included in a 4th-grade class. The results show a progression in oral communication in English as a Foreign Language (EFL), in emotional skills and creativity.

International audience; Reading is an essential skill, necessary not only for success in school, but for maintaininga high quality of life in increasingly literate societies. Changes in technology have alteredreading formats and increased the range and complexity of literacy contexts, thus placingeven more pressure on foundational reading skills. The development of these skills occurswith corresponding neural development associated with learning the forms and functions ofwritten language and their relation to spoken language. Difficulties in learning to read areassociated with neural patterns that differ from those of successful learning. Thus, studies ofthe neural bases of reading inform the development of literacy and reading disability.

International audience; Based on the Technology Acceptance Model (TAM), the aims of the present crosssectionalstudy were i) to investigate acceptance by teachers of an open-source, collaborative,free m-learning app, named Artefac, ii) to examine whether teachers’ self-approach goals (i.e.,the motivation to teach more effectively than before) may be a relevant external variable toinclude in the TAM, and iii) to investigate potential differences of acceptance between schoolsubjects (humanities and social science teachers vs. science teachers), status (in-serviceteachers vs. pre-service teachers), and contexts (teachers in schools classified as difficult vs.teachers in schools not so classified). A total of 419 French teachers (277 women, 142 men)took part in the present correlational survey. After reading a text with pictures presenting anopen-source, collaborative, free m-learning app, named Artefac, the participants filled out aself-reported questionnaire about its acceptance before use, assessing perceived usefulness forteaching, perceived ease of use, perceived enjoyment, and intention to use. Teachers’ selfapproachgoals were also assessed. One-sample t-tests and structural equation modeling wereused to analyze the data. The results showed that Artefac was rather well accepted by teachers(with middle to strong effect sizes), whatever their school subject, their status, and theirteaching context. The results also highlighted that teachers’ self-approach goals positivelypredicted perceived enjoyment and perceived ease of use but did not predict perceivedusefulness for teaching, indicating that the more teachers wanted to increase their teachingskills, the more they found Artefac easy to use and fun to use.

International audience; Qui sont les parties prenantes de la recherche-action participative ? Pourquoi ces parties prenantes se rencontrent-elles ? Qu’est-ce qu’on entend par « design » dans la recherche ? De quoi s’agit-il quand il faut « co-concevoir » une ingénierie pédagogique dans le cadre d’une recherche ? Exemple : entre espaces à partager, déchiffrer et chronologie à construire. Quels buts sont atteints ? Pourquoi ça marche ? Pourquoi ça ne marche pas ? Quelles améliorations sont possibles ? Quelles perspectives sont envisageables ?

International audience; We examined the contributions of phoneme-to-word facilitation and word-to-word inhibition to transposed-phoneme priming effects under unimodal and cross-modal presentations. Experiments 1A and 1B showed that the presentation of an auditory prime formed by transposing two phonemes in a given target word facilitated lexical decisions to auditory targets. This facilitation was independent of the lexicality of the primes. In Experiment 2 the targets were presented visually rather than auditorily. We found an inhibitory priming effect, which, in contrast to Experiment 1, was influenced by the lexicality of the primes, with an effect emerging only with word primes. These findings point to a greater impact of phoneme-to-word facilitation under unimodal presentation and a greater role for word-to-word inhibition under cross-modal presentation. Hence, by simply manipulating the modality of target presentation, it is possible to separately probe two central mechanisms postulated in models of spoken word recognition, namely phoneme-to-word activation and lexical competition.

National audience; This article presents the first results of the CELAVIE study (Creativity, Empathy and Emotions in Language learning with Autism for an Inclusive Education) on the effects of an inclusive and creative setting on communication skills in English as a foreign language (EFL). Inclusion and EFL oral skills are two of the major challenges that the French school system is currently facing, and which are articulated here. We will see that the EFL course is particularly conducive to the development of inclusive approaches, notably through drama. Indeed, the heart of the French EFL curricula is communication (and therefore relationships), in the "actional" approach currently practiced. This approach proposes acting together to learn to communicate in modern languages. The theoretical framework of enaction (Varela, 1989) invites us to add a sensitive dimension to these teachings. Based on a case study of a pupil with an intellectual disability in inclusion in a 4th grade class, we show that the so-called “performative theatrical” approach could favour the development of his communicative skills in EFL, which we study in its emotional and linguistic components.; Cet article présente les premiers résultats de l'étude CELAVIE (Creativity, Empathy and Emotions in Language learning with Autism for an Inclusive Education) sur les effets d'une approche inclusive et créative sur les compétences de communication en anglais langue vivante étrangère (LVE). L'inclusion et les compétences orales en LVE sont deux des défis majeurs auxquels le système scolaire français est actuellement confronté, et qui sont articulés ici. Nous verrons que les enseignements de LVE sont particulièrement propices au développement d'approches inclusives, notamment par le biais du théâtre. En effet, le cœur des programmes français de LVE est la communication (et donc les relations), dans l'approche dite « actionnelle » actuellement pratiquée. Cette approche propose d'agir ensemble pour apprendre à communiquer en langues vivantes. Le cadre théorique de l'énaction (Varela, 1989) nous invite à ajouter une dimension sensible à ces enseignements. A partir d'une étude de cas d'un élève présentant une déficience intellectuelle en inclusion dans une classe de CM1, nous montrons que l'approche dite « performative théâtrale » pourrait favoriser le développement de ses compétences communicatives en LVE, que nous étudions dans ses composantes émotionnelles et linguistiques.

International audience; L’impressionnant développement de la réalité virtuelle ces dernières années nous promet une implémentation dans de nombreux domaines dont celui de la recherche scientifique. Dans le cadre de la psychologie cognitive, le recours à cette nouvelle méthodologie permet d’augmenter grandement l’implication attentionnelle des participants lors des expériences. Un surprenant domaine concerné par la réalité virtuelle demeure celui des sciences du Langage. En effet, la présentation de texte dans des environnements virtuels calqués sur le monde réel permet de mieux comprendre les processus cognitifs qui sous-tendent la Lecture dans des milieux écologiquement valides tout en contrôlant de nombreuses variables. Cette nouvelle méthodologie d’investigation a récemment été utilisée dans des travaux chez les enfants (décision lexicale) ainsi que pour l’enregistrement des mouvements oculaires lors de tâches de lecture.

International audience; In this paper, we present HIBOU, an eBook application initially developed for iOs, displaying adapted texts (i.e. simplified), and proposing text comprehension activities. The application has been used in six elementary schools in France to evaluate and train reading fluency and comprehension skills on beginning readers of French. HIBOU displays two versions of French literary and documentary texts from the ALECTOR corpus, the ‘original’, and a simplified version. Text simplifications have been manually performed at the lexical, syntactic, and discursive levels. The child can read in autonomy and has access to different games on word identification. HIBOU is at present being developed to be online in a platform that will be available at elementary schools in France.

Reading comprehension and fluency are crucial for successful academic learning and achievement. Yet, a rather large percentage of children still have enormous difficulties in understanding a written text at the end of primary school. In this context, the aim of our study was to investigate whether text simplification, a process of reducing text complexity while keeping its meaning unchanged, can improve reading fluency and comprehension for children learning to read. Furthermore, we were interested in finding out whether some readers would benefit more than others from text simplification as a function of their cognitive and language profile. To address these issues, we developed an iBook application for iPads, which allowed us to present normal and simplified versions of informative and narrative texts to 165 children in grade 2. Reading fluency was measured for each sentence, and text comprehension was measured for each text using multiple-choice questions. The results showed that both reading fluency and reading comprehension were significantly better for simplified than for normal texts. Results showed that poor readers and children with weaker cognitive skills (nonverbal intelligence, memory) benefitted to a greater extent from simplification than good readers and children with somewhat stronger cognitive skills.

International audience; Here we provide a proof-of-concept for the use of virtual reality (VR) goggles to assess reading behavior in beginning readers. Children performed a VR version of a lexical decision task that allowed us to record eye-movements. External validity was assessed by comparing the VR measures (lexical decision RT and accuracy, gaze durations and refixation probabilities) to a gold standard reading fluency test-the One-Minute Reading test. We found that the VR measures correlated strongly with the classic fluency measure. We argue that VR-based techniques provide a valid and childfriendly way to study reading behavior in a school environment. Importantly, they enable not only the collection of a richer dataset than standard behavioral assessments but also the possibility to tightly control the environment.

International audience; Contexte L’enseignement de design vise à sensibiliser à la conception et à la créativité à travers des pratiques artistiques, notamment de dessin ou d’expérimentation par la manipulation de matériaux, et pas uniquement à la résolution de problème (Lebahar, 2007). Il en est ainsi pour tous les élèves de lycée professionnel, en France (Cusenier et Tortochot, 2019 ; Roy, 2022). Les approches ergonomiques, anthropologiques et psychologiques du geste dans l’apprentissage du design aident à caractériser ce qu’est le geste et le corps de l’élève dans cet enseignement (Arnaud-Bestieu et Tortochot, 2021 ; Bril, 2019 ; Fraenkel, 2018 ; Heiser et al., 2020 ; Tortochot, 2022). Plus précisément, il s’agit d’étudier les instruments et dispositifs qu’utilise l’élève pour dessiner et manipuler, sa posture d’apprentissage et le milieu didactique dans lequel il apprend avec l’enseignant. Enfin, la dimension didactique est abordée notamment du point de vue du système antagoniste des milieux (celui de l’élève, celui de l’enseignant), leurs stratifications, les déséquilibres entre parties prenantes, dans les savoirs, les négociations, qui les perturbent, les modifient, laissant des traces comme sur un palimpseste (Terrien, 2017).Question de rechercheIl s’agit d’observer l’activité d’élèves pour comprendre comment ils la régulent par le corps médiateur dans le milieu didactique afin de favoriser l’accomplissement de la tâche prescrite. Trois situations sont décrites et analysées : le dessin de plan, la perspective conique et le tissage à l’aide de bandelettes de papiers colorés. Hypothèse Les gestes nécessaires aux apprentissages sont favorisés par les situations très diverses au-delà des contraintes matérielles qu’elles imposent, malgré les milieux déséquilibrés, stratifiés et leurs systèmes antagonistes.Méthodologie La méthodologie de l’étude repose sur l’analyse de l’activité des élèves dans une séance de 55 minutes au sein de trois classes dans trois établissements distincts (avec des effectifs variés et dans des formations professionnelles aux spécialités différentes). Les vidéos réalisées sont étudiées a posteriori afin de caractériser les gestes, postures, déplacements, interactions des élèves au sein des groupes ou entre pairs et avec l’enseignant. La lecture des processus d’apprentissage est de type ergonomique, anthropologique, psychologique et didactique. Le but est de faire émerger le réel de l’activité des élèves, et ainsi de mieux caractériser le milieu didactique dans le cadre d’un enseignement de design.Résultats Les résultats présentés suggèrent que les déséquilibres sont omniprésents dans le milieu, au détriment des gestes de dessin ou de manipulation, ce qui pourrait nuire au processus d’apprentissage. En effet, les contraintes empêchent dans certains cas le corps de l’apprenant d’entrer en tension avec l’instrument du dessin (outils de tracé, supports, plan de travail, etc.) ou avec le matériau manipulé (précision des entrelacs du tissage de papier, par exemple). Parce que le corps n’est pas pensé dans le milieu, l’acquisition des différents savoirs (savoir-faire, savoir-être, voire savoir-dire) est entravée. Plus précisément, l’élève subit plusieurs milieux impensés qui sont antagonistes. Toutefois, les élèves observés font avec la situation et con-tournent les contraintes du milieu, voire les obstacles. Parce que le corps est médiateur, ils s’en débrouillent pour réaliser, malgré tout, la tâche prescrite et, de fait, les gestes instrumentaux nécessaires à la production graphique.

International audience; Les anthropologues et les géographes des migrations ont toujours montré un intérêt particulier pour les ouvrages historiques concernant les migrations et leurs modalités à travers le temps, en ce que ces publications offrent une perspective de décentrement par rapport aux catégories en usage. À cet égard, cet ouvrage a retenu notre attention parce qu’il retrace l’histoire des réfugiés en Europe, de la fin du XVIIIe siècle jusqu’au début du XXIe : cette volonté de prendre de la distance par rapport au présent résonne avec le « regard éloigné » que l’anthropologie, discipline dans laquelle nous nous inscrivons, trouve habituellement dans un ailleurs géographique et lointain, notamment au sein de sociétés sans État-nation [...]

Abstract. In Western cultures where people read and write from left to right, time is represented along a spatial continuum that goes from left to right (past to future), known as the mental timeline (MTL). In language, this MTL was supported by space–time congruency effects: People are faster to make lexical decisions to words conveying past or future information when left/right manual responses are compatible with the MTL. Alternatively, in cultures where people read from right to left, space–time congruency effects go in the opposite direction. Such cross-cultural differences suggest that repeated writing and reading dynamic movements are critically involved in the spatial representation of time. In most experiments on the space–time congruency effect, participants use their hand for responding, an effector that is associated to the directionality of writing. To investigate the role of the directionality of reading in the space–time congruency effect, we asked participants to make lateralized eye movements (left or right saccades) to indicate whether stimuli were real words or not (lexical decision). Eye movement responses were slower and higher in amplitude for responses incompatible with the direction of the MTL. These results reinforce the claim that repeated directional reading and writing movements promote the embodiment of time-related words.

International audience; During reading, the brain is confronted with many relevant objects at once. But does lexical processing occur for multiple words simultaneously? Cognitive science has yet to answer this prominent question. Recently it has been argued that the issue warrants supplementing the field's traditional toolbox (response times, eye-tracking) with neuroscientific techniques (EEG, fMRI). Indeed, according to the OB1-reader model, upcoming words need not impact oculomotor behavior per se, but parallel processing of these words must nonetheless be reflected in neural activity. Here we combined eye-tracking with EEG, timelocking the neural window of interest to the fixation on target words in sentence reading. During these fixations, we manipulated the identity of the subsequent word so that it posed either a syntactically legal or illegal continuation of the sentence. In line with previous research, oculomotor measures were unaffected. Yet, syntax impacted brain potentials as early as 100 ms after the target fixation onset. Given the EEG literature on syntax processing, the presently observed timings suggest parallel word reading. We reckon that parallel word processing typifies reading, and that OB1-reader offers a good platform for theorizing about the reading brain.

International audience; Learning to read In this article, we discuss two separate, but related topics. First, we briefly describe the processes used to encode speech sounds and meaning in written French. These processes include grapheme-phoneme correspondences, the clustering of phonemes to form syllables, lexicon building, word formation processes, and word organization to form sentences and passages of text. Then, we refer to the "simple model of reading" to describe the fundamental skills that underly reading comprehension in primary school, mainly visual word identification and oral comprehension.; Dans cet article, nous traitons de deux sujets distincts, mais interreliés. D'abord, nous décrivons brièvement les procédés qui servent à encoder les sons de la parole et le sens en français écrit. Ces procédés comprennent les correspondances graphème-phonème, le groupement des phonèmes pour former des syllabes, la constitution du lexique, les procédés de formation des mots et l'assemblage des mots pour former des phrases et des passages de texte. Puis, nous nous référons au « modèle simple de la lecture » pour décrire les habiletés fondamentales qui président à la compréhension de l'écrit à l'école primaire, notamment l'identification visuelle des mots et la compréhension de l'oral.

International audience; In this article, we discuss two separate, but related topics. First, we briefly describe the processes used to encode speech sounds and meaning in written French. These processes include grapheme-phoneme correspondences, the clustering of phonemes to form syllables, lexicon building, word formation processes, and word organization to form sentences and passages of text. Then, we refer to the "simple model of reading" to describe the fundamental skills that underly reading comprehension in primary school, mainly visual word identification and oral comprehension.; Les fondements de l'apprentissage de la lecture Dans cet article, nous traitons de deux sujets distincts, mais interreliés. D'abord, nous décrivons brièvement les procédés qui servent à encoder les sons de la parole et le sens en français écrit. Ces procédés comprennent les correspondances graphème-phonème, le groupement des phonèmes pour former des syllabes, la constitution du lexique, les procédés de formation des mots et l'assemblage des mots pour former des phrases et des passages de texte. Puis, nous nous référons au « modèle simple de la lecture » pour décrire les habiletés fondamentales qui président à la compréhension de l'écrit à l'école primaire, notamment l'identification visuelle des mots et la compréhension de l'oral. Mots clés : Apprentissage de la lecture-Composantes cognitives de la lecture-Identification visuelle des mots-Compréhension de l'oral-Compréhension de l'écrit. SUMMARY: The basics of learning to read In this article, we discuss two separate, but related topics. First, we briefly describe the processes used to encode speech sounds and meaning in written French. These processes include grapheme-phoneme correspondences, the clustering of phonemes to form syllables, lexicon building, word formation processes, and word organization to form sentences and passages of text. Then, we refer to the "simple view of reading" to describe the fundamental skills that underly reading comprehension in elementary school, mainly visual word identification and oral comprehension.

National audience; The present article addresses 3 questions about learning to read in alphabetic writing systems: Why should decoding be taught and how should it be taught, especially in French? What processes explain oral and written comprehension and what can be done to improve it? How do oral language skills at the end of kindergarten affect future reading competence? This review draws on information from linguistic analyses, the results of developmental and training studies, and on models of reading learning.; Apprendre à lire : du décodage à la compréhension écrite Cette synthèse répond à 3 questions sur l'apprentissage de la lecture dans une écriture alphabétique : pourquoi faut-il enseigner le décodage et comment l'enseigner, en particulier en français ? Quels processus sont à la base de la compréhension, écrite et orale, et quels moyens permettent de l'améliorer ? Quelle est l'incidence du niveau de langage oral en fin de maternelle sur le futur niveau de lecture ? Elle s'appuie sur des informations issues d'analyses linguistiques basées sur l'examen de vastes corpus, sur des résultats d'études développementales et d'études d'entrainements ainsi que sur des modélisations de l'apprentissage de la lecture.

International audience

International audience; Dans cet article, nous nous intéressons aux enjeux épistémologiques de l’usage des verbalisations dans les recherches en didactique des langues. Après avoir dressé un bref historique de l’introduction de ces instruments en didactique des langues, nous problématisons ces instruments à l’aune de résultats récents en sciences cognitives. Cela nous amène à proposer des entretiens de formation qui s’appuient sur l’auto-confrontation et à considérer que si la mobilisation de ces outils pour la recherche peut s’avérer problématique, elle offre des possibilités très porteuses pour la professionnalisation et la formation de formateurs. Nous proposons ensuite un cadre méthodologique pour apprécier les influences des entretiens sur le développement de l’agir professoral, en prenant comme terrain un dispositif de formation initiale au tutorat en ligne.

We used the grammatical decision task (a speeded version of the grammaticality judgment task) with auditorily presented sequences of five words that could either form a grammatically correct sentence or an ungrammatical sequence. The critical ungrammatical sequences were either formed by transposing two adjacent words in a correct sentence (transposed-word sequences: e.g., “The black was dog big”) or were matched ungrammatical sequences that could not be resolved into a correct sentence by transposing any two words (control sequences: e.g., “The black was dog slowly”). These were intermixed with an equal number of correct sentences for the purpose of the grammatical decision task. Transposed-word sequences were harder to reject as being ungrammatical (longer response times and more errors) relative to the ungrammatical control sequences, hence attesting for the first time that transposed-word effects can be observed in the spoken language version of the grammatical decision task. Given the relatively unambiguous nature of the speech input in terms of word order, we interpret these transposed-word effects as reflecting the constraints imposed by syntax when processing a sequence of spoken words in order to make a speeded grammatical decision.

International audience; The present study investigated transposed-word effects in a post-cued word-in-sequence identification experiment. Five horizontally aligned words were simultaneously presented for a brief duration and followed by a backward mask and cue for the position of the word to be identified within the sequence. The five-word sequences could form a grammatically correct sentence (e.g., The boy can run fast), an ungrammatical transposed-word sequence (e.g., The can boy run fast) or an ungrammatical control sequence (e.g., The can get run fast), and the same target word at the same position (e.g., the word ‘run’) was tested in the three conditions. Consistent with previous studies using a grammatical decision task and a same-different matching task, a transposed-word effect was observed, with word identification being more accurate in transposed-word sequences than in control sequences. Furthermore, here we could show for the first time that word identification was more accurate in correct sentences compared with transposed-word sequences. We suggest that the word identification advantage found for transposed-word sequences compared with ungrammatical control sequences is due to facilitatory feedback to word identities from sentence-level representations, albeit with less strength compared to the feedback provided by correct sentences.

International audience; Rehabilitation studies in developmental dyslexia (DD) are generally based on the single-cause hypothesis of alterations either in phonological processing, visuo-attentional processing or cross-modal integration. However, many studies have shown that the cause of DD is multifactorial and that most dyslexic readers (DR) have underlying cognitive deficits in multiple areas. The originality of this intervention is to propose a rehabilitation program simultaneously addressing phonological, visual-attentional and cross-modal integration using a systematic, individualized and intensive training during 6 months. This multicentre, randomized, cross-over longitudinal study was conducted in three phases with 59 DR aged 8 to 13 years. In the first phase, the DR received weekly speech therapy consultations without intensive trainingfor two months. In the second phase, the DR were randomized into two groups and received, in addition to their weekly follow-up, three types of intensive computer-based interventions, for two months each. The order of the two initial interventions (phonological and visuo-attentional) is counterbalanced between the two groups, followed by an intermodalintervention. In the third phase, the intensive interventions were stopped and the weekly consultations were maintained for two months. Preliminary results confirm that an intensive multimodal intervention has significant positive effects on reading skills and that these effects are maintained after the intervention is stopped. This multimodal remediation program may represent an effective evidence-based therapeutic response in the treatment of DD.; Les études menées pour valider des méthodes de remédiation de la dyslexie développementale (DD) sont généralement fondées sur l'hypothèse d'une cause unique liée à des altérations soit du traitement phonologique, soit du traitement visuo-attentionnel, soit de l'intégration intermodalitaire. Or, de nombreuses études montrent que la cause de la DD est multifactorielle et que la majorité des lecteurs dyslexiques (LD) présentent des déficits cognitifs sous-jacents dans plusieurs domaines. L'originalité de cette intervention est de proposer une approche de remédiation à la fois phonologique, visuo-attentionnelle et intermodalitaire en proposant des programmes d’entraînement systématiques, individualisés et intensifs pendant 6 mois.Cette étude longitudinale multicentrique, randomisée et croisée est menée en trois phases auprès de 59 LD âgés de 8 à 13 ans. Lors de la première phase, les participants bénéficient de consultations hebdomadaires de rééducation orthophonique sans entraînement intensif pendant deux mois. Lors de la deuxième phase, ils sont répartis en deux groupes et bénéficient, en plus de leur suivi hebdomadaire, de trois types d'interventions intensives informatisées, d’une durée de deux mois chacune. L'ordre des deux premières interventions (phonologique et visuo-attentionnelle) est contrebalancé entre les deux groupes puis suivie par une intervention intermodalitaire. Lors de la troisième phase, les interventions intensives sont arrêtées et les consultations hebdomadaires de rééducation orthophonique maintenues pendant deux mois.Des résultats préliminaires confirment des effets significatifs positifs sur les compétences en lecture qui se maintiennent après l’arrêt de l’intervention. Ce programme de remédiation multimodal pourrait représenter une réponse thérapeutique efficace fondée sur les preuves dans le traitement de la DD.

International audience; Introduction: This article aims to show the contribution of mixed methods research (Creswell 2015; Smith and McGannon 2018) to a study conducted within the Course-of-Action Research Programme (Theureau 2006, 2015). It analyses the experience of French vocational high-school students in physical education over a school year to identify and understand the social support of the teacher in engaging the students. This enabled us to describe and understand the typical supports experienced by students to engage with the work.

International audience; Written word frequency is a key variable used in many psycholinguistic studies and is central in explaining visual word recognition. Indeed, methodological advances on single word frequency estimates have helped to uncover novel language-related cognitive processes, fostering new ideas and studies. In an attempt to support and promote research on a related emerging topic, visual multi-word recognition, we extracted from the exhaustive Google Ngram datasets a selection of millions of multi-word sequences and computed their associated frequency estimate. Such sequences are presented with Part-of-Speech information for each individual word. An online behavioral investigation making use of the French 4-gram lexicon in a grammatical decision task was carried out. The results show an item-level frequency effect of word sequences. Moreover, the proposed datasets were found useful during the stimulus selection phase, allowing more precise control of the multi-word characteristics.

When asked to decide if an ungrammatical sequence of words is grammatically correct or not readers find it more difficult to do so (longer response times (RTs) and more errors) if the ungrammatical sequence is created by transposing two words from a correct sentence (e.g.,the white was cat big) compared with a set of matched ungrammatical sequences for which transposing any two words could not produce a correct sentence (e.g.,the white was cat slowly). Here, we provide a further exploration of transposed-word effects while imposing serial reading by using rapid serial visual presentation (RSVP) in Experiments 1 (respond at the end of the sequence) and 2 (respond as soon as possible—which could be during the sequence). Crucially, in Experiment 3 we compared performance under serial RSVP conditions with parallel presentation of the same stimuli for the same total duration and with the same group of participants. We found robust transposed-word effects in the RSVP conditions tested in all experiments, but only in error rates and not in RTs. This contrasts with the effects found in both errors and RTs in our prior work using parallel presentation, as well as the parallel presentation conditions tested in Experiment 3. We provide a tentative account of why, under conditions that impose a serial word-by-word reading strategy, transposed-word effects are only seen in error rates and not in RTs.

International audience; Abstract. Semantic and syntactic prediction effects were investigated in a word naming task using semantic or syntactic contexts that varied between three and six words. Participants were asked to read the contexts silently and name a target word, which was indicated by a color change. Semantic contexts were composed of lists of semantically associated words without any syntactic information. Syntactic contexts were composed of semantically neutral sentences, in which the grammatical category but not the lexical identity of the final word was highly predictable. When the presentation time of the context words was long (1,200 ms), both semantically and syntactically related contexts facilitated reading aloud latencies of target words and syntactically related contexts produced larger priming effects than semantically related contexts in two out of three analyses. When the presentation time was short (200 ms), however, syntactic context effects disappeared, while semantic context effects remained significant. Across the three experiments, longer contexts produced faster response latencies, but longer contexts did not produce larger priming effects. The results are discussed in the context of the extant literature on semantic and syntactic priming and more recent evidence, suggesting that syntactic information constrains single word recognition.

International audience; This article discusses a practice that could be qualified as “instructional design”. Following on from Anglo-Saxon research, the development of French language research in the 1990s contributed to shed light on design practices where the primary object is no longer the creation/design of artefacts intended for the consumer society.The study of these new practices envisions new definitions of design that question its objectives. In parallel, or consequently, new ways of teaching design have been developed to train future professionals in these new practices but also for high school students who do not plan to become designers, in order to develop skills that are not professional design skills.This article attempts to bring together some of the emerging practices (social design, critical design, contextual design), highlighted by or stemming from research, with an educational design prescribed by a vocational school in France. It presents a synthesis of research on design practices for educational purposes and compares the objectives assigned to the teaching and practice of design in high school, and the resources allocated.; Cet article propose d’aborder une pratique qui pourrait être qualifiée de « design pédagogique ». Dans la continuité des recherches anglo-saxonnes, le développement de la recherche francophone dans le courant des années 1990 a contribué à mettre en lumière des pratiques de design et d’enseignement du design dont l’objet n’est plus la création-conception d’artéfacts destinés à la société de consommation.L’étude de ces nouvelles pratiques conduit à de nouvelles définitions du design qui en questionnent les objectifs. En parallèle, ou conséquemment, des enseignements du design se sont développés pour former de futurs professionnels à ces nouvelles pratiques, mais également à destination d’élèves de lycée qui n’envisagent pas de devenir designers, afin de développer des compétences qui ne sont pas des compétences professionnelles de design.Ce qui est en jeu dans cet article, in fine, c’est le rapprochement entre certaines pratiques émergentes (innovation sociale par le design, design critique, design contextuel), mises en évidence par, ou issues de la recherche, et un design pédagogique prescrit en lycée professionnel en France. Pour réaliser ce rapprochement, une synthèse de recherches sur des pratiques de design à des fins pédagogiques met en regard les objectifs assignés et moyens alloués à l’enseignement et la pratique du design au lycée.

International audience; The noisy computation hypothesis of developmental dyslexia (DD) is particularly appealing because it can explain deficits across a variety of domains, such as temporal, auditory, phonological, visual and attentional processes. A key prediction is that noisy computations lead to more variable and less stable word representations. A way to test this hypothesis is through repetition of words, that is, when there is noise in the system, the neural signature of repeated stimuli should be more variable. The hypothesis was tested in an functional magnetic resonance imaging experiment with dyslexic and typical readers by repeating words twelve times. Variability measures were computed both at the behavioral and neural levels. At the behavioral level, we compared the standard deviation of reaction time distributions of repeated words. At the neural level, in addition to standard univariate analyses and measures of intra-item variability, we also used multivariate pattern analyses (representational similarity and classification) to find out whether there was evidence for noisier representations in dyslexic readers compared to typical readers. Results showed that there were no significant differences between the two groups in any of the analyses despite robust results within each group (i.e., high representational similarity between repeated words, good classification of words vs. non-words). In summary, there was no evidence in favor of the idea that dyslexic readers would have noisier neural representations than typical readers.

International audience; Le corps des enseignantes et des enseignants participe à l’action pédagogique comme la recherche en éducation a pu le montrer dès les années 1970 (de Landsheere & Delchambre, 1979 ; Grant, 1977 ; Pujade-Renaud, 1983). Outre l’intérêt de la gestuelle pour l’agir professoral de l’enseignante et de l’enseignant (Cicurel, 2011), plusieurs travaux ont également mis au jour l’intérêt de la gestuelle pédagogique pour l’apprentissage des mathématiques, par exemple (Hynes-Berry et al., 2018) ou encore pour la compréhension (Sime, 2006 ; Sueyoshi & Hardison, 2005 ; Tellier, 2008a) et la mémorisation en langue étrangère (Macedonia & Klimesch, 2014; Tellier, 2008b). Les enseignantes et les enseignants ont donc tout intérêt à explorer ce précieux outil pédagogique qu’est leur corps tant pour capter l’attention des élèves que pour poursuivre leur multi-agenda (Bucheton & Soulé, 2009) et renforcer les apprentissages. Mais cela est-il si simple ? Les novices qui entrent dans leur salle de classe pour la première fois, bien préparés à gérer les élèves et avec une séance bien planifiée, peuvent néanmoins vivre un véritable choc face au constat qu’ils ne savent que faire de leur corps dans cette classe, comme l’évoque Cusset (2013). Que se passe-t-il alors dans ce corps impréparé à jouer son rôle ? Et comment apprend-on progressivement à lui donner une place dans classe, en somme, à le scénariser ? Telles sont les questions auxquelles ce chapitre tentera de répondre en s’appuyant à la fois sur des corpus audiovisuels mettant en scène des enseignantes et des enseignants novices, des observations faites dans de précédentes études ainsi qu’un ensemble de corpus présentant un enseignant à deux moments de sa carrière (lors de sa formation initiale et après 8 ans d’expérience). Nous nous focaliserons sur le contexte de l’enseignement des langues vivantes, mais notre propos sera transférable à l’enseignement d’autres disciplines.

International audience; Research on gestures used in pedagogical contexts draws on theoretical and methodological frameworks from both the field of second language education (for aspects specific to pedagogy and the teaching profession) and the emerging field of gesture studies (to address the links between gesture, speech, communicative action, and thought). This research can be experimental, reflective, or naturalistic, and it can focus on the gestures of learners, teachers, or both. This chapter specifically addresses the study of teachers’ pedagogical gestures in naturalistic settings, including those that examine instructional interactions without interference of the researcher as well as action-research methods in which the teachers take an active part in the study. It explains possible processes for the collection, coding, and analysis of naturally occurring gestures in discourse from instructional contexts, both in face-to-face and synchronous online teaching. It then briefly describes both qualitative and quantitative analyses of naturalistic data and provides some suggestions for future research directions.

Les images et textes qui constituent les formes d’énonciation du designer sont des instruments opératifs propices à traduire les concepts émergeant au sein d’un projet de design. La traduction des concepts est mise à l’épreuve d’une suite de passages au fur et à mesure de l’évolution des besoins du client. Ces gestes qui conduisent à des représentations et à des formes d’énonciation d’états désirés d’un artefact, à savoir un objet fabriqué par l’homme, sont adressés à plusieurs interlocuteurs, spécialistes ou non de la conception. Les documents sont des informations sur l’artefact, de natures verbales et non verbales, de type technique, conceptuel, esthétique, professionnel. Leurs « traductions » constituent une assistance ou un obstacle à la compréhension des modèles produits par les designers. Afin d’illustrer les contraintes en jeu dans une activité de conception, cette étude s’appuie sur un cas concret qui implique des allers-retours énonciatifs (reformulation, transmutation et transposition). Il s’agit d’une commande de design graphique pour des fiches d’information aboutissant à un échec, une rupture de mandat. Les entretiens courriel, un entretien audio et les productions graphiques constituent le corpus d’analyse. L’approche est pluridisciplinaire (sciences cognitives et sciences du langage). Elle permet d’objectiver l’absence de représentation partagée, c’est-à-dire de « traduction énonciative ». Cette traduction énonciative n’a pas lieu car les interactions langagières ne tiennent compte ni des informations techniques ni du corpus terminologique propre à l’entreprise. « L’écart de traduction énonciative » entre le mandat réalisé et la réponse graphique est trop important pour permettre au système d’intercompréhension de fonctionner. L’adaptation de l’écriture graphique au service du client n’est pas réalisée. L’échec du mandat s’explique donc par une absence d’élaboration d’une représentation partagée (via les concepts du design) et illustre ainsi la nécessité de cette traduction énonciative entre les interlocuteurs. The images and texts that make up the designer’s forms of utterance are operational instruments for translating the emerging concepts within a design project. The translation of concepts is tested through a series of passages as needs evolve. These gestures or movements, which lead to representations and forms of utterance of the artifact’s desired shapes, are addressed to several interlocutors, whether or not they are design specialists. The documents are verbal and non-verbal information about the artefact, of a technical, conceptual, aesthetic or professional nature. Their “translations” are an assistance or an obstacle to the understanding of the shapes produced by the designers. In order to illustrate the specification at stake in a design activity, this study is based on an actual case involving uttered back-and-forth (reformulation, transmutation and transposition). This is a graphic design order for information sheets resulting in a failure, a stop of client order. Email interviews, audio interviews and graphic productions provide the corpus of analysis. The approach is multidisciplinary (cognitive and language sciences). It makes it possible to objectify the absence of shared representation, i.e. “enunciative translation”. This uttered translation does not take place because language interactions do not take into account either technical information or the specific terminological corpus of the company. The “translation gap” between the completed order and the graphic response is too large to allow the inter-comprehension system to function. The adaptation of the graphic writing to serve the client is not carried out. The failure of the order can therefore be explained by a lack of development of a shared representation (via design concepts) and thus illustrates the need for this uttered enunciative translation between the interlocutors.

International audience; Virtual learning environments often use virtual characters to facilitate and improve the learning process. These characters, known as pedagogical agents, can take on different roles, such as tutors or companions. Research has highlighted the importance of various characteristics of virtual agents, including their voice or non-verbal behaviors. Little attention has been paid to the gender-specific design of pedagogical agents, although gender has an important influence on the educational process. In this article, we perform an extensive review of the literature regarding the impact of the gender of pedagogical agents on academic outcomes. Based on a detailed review of 59 articles, we analyze the influence of pedagogical agents' gender on students' academic self-evaluations and achievements to answer the following questions: (1) Do students perceive virtual agents differently depending on their own gender and the gender of the agent? (2) Does the gender of pedagogical agents influence students' academic performance and self-evaluations? (3) Are there tasks or academic situations to which a male virtual agent is better suited than a female virtual agent, and vice versa, according to empirical evidence? (4) How do a virtual agent's pedagogical roles impact these results? (5) How do a virtual agent's appearance and interactive capacities impact these results? (6) Are androgynous virtual agents a potential solution to combatting gender stereotypes? This review provides important insight to researchers on how to approach gender when designing pedagogical agents in virtual learning environments.

This paper proposes a study of a serious game with a scientific aim, currently being designed, aboutchance and biological evolution, “Darwinium”. This game places secondary school pupils in thesituation of researchers observing the evolution of chimeric animal populations placed in anexperimental dome and having to report on this evolution in verbal narrative form (writtenexplanation of evolution) and graphically (representation of the population). This narrative is anelement of play and a means of observing the learning generated by the play activity. The approachto the game design process allows us to understand the instrumented interactions between thedifferent stakeholders and the choice of a narrative and graphic activity integrated into the game. Asemio-cognitive analysis of the written and graphic productions of the players allows us to discussthe use of drawing and narration in a ludic activity., Cette communication propose une étude sur un jeu sérieux à visée scientifique, en cours de conception, sur le hasard et l’évolution du vivant, « Darwinium ». Ce jeu place des élèves de collège en situation de chercheurs observant l’évolution de populations animales chimériques placées dans un dôme expérimental et devant rendre compte de cette évolution sous forme narrative verbale (explicitation écrite de l’évolution) et graphique (représentation de la population). Cette narration est un élément de jeu et un moyen d’observer les apprentissages engendrés par l’activité ludique. L’approche de la démarche de conception du jeu permet de comprendre les interactions instrumentées entre les différentes parties prenantes et le choix d’une activité narrative et graphique intégrée au jeu. Une analyse sémio-cognitive des productions écrites et graphiques des joueurs permet ensuite de discuter de l’usage du dessin et de la narration dans une activité ludique.

International audience; Spoken language is a distinctive trace of our species and it is naturally acquired during infancy. Written language, in contrast, is artificial, and the correspondences between arbitrary visual symbols and the spoken language for reading and writing should be explicitly learned with external help. In this paper, I present several examples of how written language acquisition is both shaped by and has an impact on brain function and cognition. They show in one hand how our phylogenetic legacy influences education and on the other hand how ontogenetic needs for education can rapidly subdue deeply rooted neurocognitive mechanisms. The understanding of this bidirectional influences provides a more dynamic view of how plasticity interfaces phylogeny and ontogeny in human learning, with implications for both neurosciences and education.

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We conducted two lexical decision experiments and one replication study to examine the scope of transposed-phoneme effects when the transposition involves non-adjacent phonemes. The critical stimuli were non-words derived from a real word (the base-word) either by transposing two phonemes or by substituting the same phonemes with different phonemes. In Experiment 1, the transposed phonemes belonged either to the same syllable (e.g. /bis.tɔk/ for the French base-word /bis.kɔt/) or to a different syllable (e.g. /ʃo.lo.ka/ for the French base-word /ʃo.ko.la/) and were located either at the beginning of the speech signal (e.g. /sib.kɔt/ for /bis.kɔt/; /ko.ʃo.la/ for /ʃo.ko.la/) or at the end (e.g. /bis.tɔk/ for /bis.kɔt/; /ʃo.lo.ka/ for /ʃo.ko.la/). Experiment 2 compared within-syllable and between-syllable transpositions derived from the same set of bi-syllabic base-words (e.g., /sib.kɔt/, /bik.sɔt/, /bis.tɔk/ for the base-word /biskɔt/). In both experiments, we found clear transposed-phoneme effects with longer "no" decisions for transposed-phoneme non-words compared with the matched substituted-phoneme non-words. The effect was of similar magnitude when the transposed phonemes occurred in the same syllable and across different syllables. Also, for both the within- and between-syllable transpositions, the size of the transposed-phoneme effect did not vary as a function of the position of the transposition. Overall, our results suggest that phonemes can migrate across their respective positions not only within a syllable, but also across syllables. More importantly, they also suggest that position-independent phonemes exert a continuous influence during the entire processing of the auditory stimulus to the extent that there is sufficient time for this influence to manifest itself.

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International audience; How do children learn to read? How do deficits in various components of the reading network affect learning outcomes? How does remediating one or several components change reading performance? In this article, we summarize what is known about learning to read and how this can be formalized in a developmentally plausible computational model of reading acquisition. The model is used to understand normal and impaired reading development (dyslexia). In particular, we show that it is possible to simulate individual learning trajectories and intervention outcomes on the basis of three component skills: orthography, phonology, and vocabulary. We therefore advocate a multifactorial computational approach to understanding reading that has practical implications for dyslexia and intervention.

Understanding others in everyday situations requires multiple types of information processing (visual, auditory, higher order…) which implicates the use of multiple neural circuits of the human brain. Here, using a multisensory paradigm we investigate one aspect of social understanding less explored in the literature: instead of focusing on the capacity to infer what a specific person is thinking, we explore here how people with high functioning autism (HFA) and matched controls with typical development (TD) infer the “population thinking”. For this we created an audio-visual ‘social norm inference’ task. Participants were required to imagine how most people would judge the appropriateness of vocal utterances in relation to different emotional visual contexts. Behavioral findings demonstrated that HFA individuals show more interindividual variability in these judgments despite equal within-participant reliability relative to TD. This was also the case for judgements of the valence of these vocalizations when presented in isolation. At the neural level, multivoxel pattern analysis of functional magnetic resonance imaging data revealed strikingly similar neural representations between HFA and TD participants at the group level across different hierarchical levels and neural systems. However, analyses at the individual-participant level revealed that the “Temporal Voice Area” (TVA) shows more interindividual variability in the HFA group, both for neural representations and functional connectivity. Thus, this larger neural idiosyncrasy in a high-level auditory area matches with the larger behavioral idiosyncrasy in HFA individuals, when judging auditory valence and its adequacy in different social scenarios. These results suggest that idiosyncrasy in task-relevant sensory areas in HFA participants could underlie their greater difficulties to estimate how others can think. ispartof: Cortex vol:125 pages:90-108 ispartof: location:Italy status: published

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International audience; Notre communication porte sur la mise en visibilité des espaces témoignant de la précarité dans laquelle se trouve une part des personnes exilées nouvellement arrivées à Marseille et s’appuie sur des matériaux recueillis dans le cadre de nos enquêtes de thèse respectives (observations participantes et non participantes, entretiens, littérature scientifique) et sur une recherche dans la presse locale. Nous désignons par exilé.e.s nouvellement arrivé.e.s “tous ceux qui ont dû quitter leur pays - l’exilé est celui que “l’autorité force à vivre hors du lieu, hors du pays où il habitait ordinairement”” (Diaz, 2021, p. 17), arrivé.e.s récemment à Marseille et caractérisé.e.s par une diversité d’âges, de genres, de catégories socio-professionnelles, de statuts administratifs, avec des trajectoires d’exil ainsi que des origines diverses (Akoka, 2020).Le durcissement des politiques migratoires européennes envers les exilé.e.es non- européen.ne.s restreignent les voies d’accès et de régularisation sur les territoires nationaux (Akoka, 2020) et plongent une partie de ces dernier.e.s dans des situations de précarité. Ainsi, nous interrogeons les espaces concrets de précarité des personnes exilées nouvellement arrivées à Marseille et leurs sphères de mise en visibilité, associatives, militantes, politiques et médiatiques. Notre hypothèse est que la visibilisation des espaces de précarité diverge selon leur localisation dans la ville ainsi que selon les acteur.rice.s intervenant dans la visibilisation, leurs caractéristiques et leurs postures.Nous partons du constat des dysfonctionnements des dispositifs publics d’accueil au niveau local qui ont pour conséquence que les exilé.e.s se retournent vers des locations non-officielles (marchands de sommeil), l’hospitalité privée, les squats (Bouillon, 2009), mais aussi le sans-abrisme et les formes d’errance, des formes d’habitat précaire qui, aux marges des politiques urbaines matérialisent la précarité de certaines de ces populations.A Marseille, le premier espace d’arrivée et de ressources pour les personnes en exil est le centre-ville où certains lieux concentrent (Dahdah et al., 2018) et mettent au jour la précarité de ces populations, tels que la gare Saint Charles et la porte d’Aix. Bien que moins visibles, la presse locale1 et un récent rapport associatif (Collectif Alerte PACA, 2022) mettent aussi l’accent sur la concentration de ces situations dans le nord de la ville et alertent sur la réalité des barres d’immeubles dégradées dans lesquelles vit une partie d’entre elles. Nous nous sommes particulièrement intéressées au cas du squat Saint Just (2018-2020), qui a fait l’objet de mises en visibilité fortes par la médiatisation et les mobilisations collectives / associatives, afin d’interpeller les pouvoirs publics sur la situation de ces exilé.e.s et a cristallisé les enjeux de gestion politique locale : “Saint-Just rend visible, fait pression, gêne. Et ce sont ces leviers qui contraignent les institutions à remplir leurs obligations” (Vallois, 2019, p. 34).Ce processus, qui émerge de mobilisations citoyennes locales, interroge en creux l’invisibilité maintenue d’autres espaces de précarité. Nous nous intéressons aussi à des mises en visibilité, ou au contraire des invisibilisations, de la part des institutions. Par exemple, nous faisons le constat que les services d’accueil institutionnel déployés spécifiquement pour les exilé.e.s Ukrainien.ne.s ont été très médiatisés, montrant le soutien des institutions politiques à ces populations. Pour autant, l’accueil réservé aux Ukrainien.ne.s s’opère tout en maintenant l’invisibilité des situations de précarité qui caractérisent l’accueil d’exilé.e.s originaires d’autres pays, et parfois, aux dépens de ces dernier.e.s.Nous interrogeons également la réflexivité du.de la chercheur.e et la place de sa subjectivité dans la mise en lumière ou non des réalités qui lui sont données à voir ou non dans le travail d’enquête.Bibliographie- Akoka, K. (2020). L'asile et l'exil : Une histoire de la distinction réfugiés/migrants. La Découverte. 352 p.- Bouillon, F. & Muller, F. (2009). Squats, un autre point de vue sur les migrants, Éditions alternatives, 2009.- Dahdah, A., Audren, G. & Bouillon, F. (2018). La ville (in)hospitalière : parcours scolaire et résidentiel d’une famille syrienne à Marseille. Espaces et sociétés, 172-173, 73-91. https://doi.org/10.3917/esp.172.0073- Diaz, D. (2021). En exil. Les réfugiés en Europe, de la fin du XVIIIe siècle à nos jours, Paris : Gallimard. 528 p.- Collectif Alerte PACA (2022). Vivre en squat : une fatalité à Marseille?. 24 p.- Vallois, É. (2019). Saint-Just : forcer la porte et se faire hospitalité à soi-même. Vacarme, 89,29-34. https://doi.org/10.3917/vaca.089.0029

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International audience; Purpose: This study was designed to assess the efficiency of a French version of GraphoGame (GG) against an equally engaging math intervention (Fiete Math, FM) in a large school sample of children from socioeconomically disadvantaged neighborhoods in grade 1 (N = 921). Method: The intervention was implemented in two different cohorts who used GG or FM for about four months four times a week for 30 minutes. Gains in reading and mathematics were assessed before and after intervention. Given the nested nature of the data, results were analyzed using hierarchical linear mixed effect models with intervention and initial pretest level as fixed effects and individuals and classes as random effects. Results: We found positive intervention effects of GG on phoneme awareness (effect size, ES = 0.23), orthographic choice (ES = 0.27) and word reading fluency (ES = 0.18). FM had a significant effect on math achievement (ES = 0.28) but not number comparison. Correlations between intervention gains and game variables (overall accuracy, number of levels played) suggest that the effects of GG were specific. Conclusions: Positive effects for focused digital reading and math interventions were found in a large school sample of children from socially disadvantaged neighborhoods.

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