Aurélie Simoës-Perlant

Aurélie Simoës-Perlant
Université Toulouse II - Jean Jaurès | UTM · Département Psychologie du développement

PhD
PhD in Psychology, MCF HDR en Psychologie, University of Toulouse Jean Jaurès, France, CLLE CNRS UMR5263

About

50
Publications
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Introduction
Aurélie Simoës-Perlant currently works at the Département Psychologie du développement, Université Toulouse II - Jean Jaurès. Aurélie does research in Discourse Analysis, Psycholinguistics and Sociolinguistics. Their current project is 'Emotion'.
Additional affiliations
September 2009 - present
Laboratoire CLLE-ERSS
Position
  • Professor (Assistant)

Publications

Publications (50)
Article
Full-text available
In 2020, the COVID-19 pandemic dramatically changed our lives, both personally, academically and professionally. Students, from elementary school to university, were particularly affected by the teaching methods implemented (UNESCO [1]). Since then, clinicians have been encountering more and more adolescents who are suffering and need support. Thes...
Poster
Full-text available
• Analyser, en contexte de laboratoire, l'efficience de l'apprentissage implicite chez les enfants typiques entre 8 et 11 ans, • Mesurer l'influence des émotions sur cet apprentissage
Book
Full-text available
Les émotions jouent un rôle prépondérant dans la vie de l’Homme puisque c’est d’elles que dépendent sa qualité de vie et ce qu’il a considéré depuis toujours comme la quête essentielle de son existence, à savoir le bonheur. Les émotions influencent ainsi nos perceptions, nos réactions et participent à notre adaptation au monde. En ce sens, elles co...
Chapter
Full-text available
L’attention est un processus essentiel mobilisé dans de nombreuses situations quotidiennes comme discuter, écrire et surtout apprendre. En effet, les précepteurs utilisent souvent des expressions telles que « fais attention », « sois attentif », ou « c’est une erreur d’inattention ». Cette intégration du concept attentionnel dans le langage courant...
Chapter
Full-text available
Pour bien comprendre ce qu’est une émotion, installons-nous confortablement, fermons les yeux et imaginons une situation… « Ce soir, c’est le tirage du loto de cent mille euros. Pour une fois, vous vous êtes laissé tenter et vous avez rempli une grille de loto. Vous vous installez devant la télévision pour suivre le tirage, sans grand espoir de gag...
Article
Full-text available
Cette étude a pour objectif de tester l’effet d’une induction émotionnelle par la musique sur la détection d’erreurs orthographiques chez l’enfant et chez l’adulte. De récents travaux montrent qu’une induction émotionnelle négative peut altérer les performances orthographiques grammaticales chez l’enfant en fonction de son niveau d’expertise et de...
Chapter
Le présent article compare les textes (récit), version initiale (V1) et version révisée (V2), produits par des élèves de troisième année d'école primaire (CE2) et de troisième année de collège (4 ième). Il analyse au sein de ces deux populations la variation de la nature et du nombre des erreurs orthographiques corrigées de V1 à V2 afin de repérer...
Conference Paper
Full-text available
l'heure où la question du décrochage scolaire préoccupe de nombreux Etats Euro-péens, tous tentent d'entraver la diminution de l'attention des élèves au cours des apprentis-sages. Si pour certains minimiser le volume horaire d'enseignements est une solution, d'autres questionnent plutôt les outils pédagogiques utilisés. En cela, chacun interroge le...
Article
Full-text available
The increased use of digital writing led to the appearance of written content that may differ from the standards of spelling. Writing instant messages leads to the production of two different types of written forms that differ from standard spelling: (a) those that can be confused with misspellings and (b) those that cannot. We showed that the prod...
Article
Full-text available
Studies conducted on the development of emotional skills, mainly based on pictorial material, highlighted the ability of the very young children to identify two emotions, the valence of which is opposite. Surprisingly, these studies leave open the question of emotional skill development in typical school children. This study explores the developmen...
Article
Full-text available
The evaluation of emotions is one of the main challenges facing theorists and applied psychology researchers. In children, in order to focus on subjective feelings, psychologists mainly use non-verbal scales that measure both the intensity and valence of the emotions felt. The use of these scales poses a main research questions: What is the childre...
Article
Full-text available
Les travaux menés sur le développement des compétences émotionnelles, basés essentiellement sur du matériel imagé, mettent en évidence la compétence du très jeune enfant à distinguer deux émotions dont la valence est opposée. Ces études laissent étonnamment en suspens la question du développement des compétences émotionnelles de l'enfant typique sc...
Article
Full-text available
Le but de cette recherche est d’étudier les effets de la valence émotionnelle d’une image sur les performances orthographiques d’élèves de CE1, CE2, CM1 et CM2 au travers d’une tâche de production écrite. En référence au modèle d’allocation de ressources cognitives (Ellis & Moore, 1999), les émotions monopoliseraient, par l’émergence de pensées int...
Article
Full-text available
It is hard to make a clear status about the link between instant messaging and spelling. We dug into 2 areas that found no clear answer in the literature. In a first study, we compared the amount of modified words produced in instant messaging by French and American adolescents (both orthographies are opaque but cultural and economic aspects differ...
Article
Full-text available
This paper aims at studying the effect of an emotional induction by music on primary-school pupils’ (4th and 5th graders) grammatical spelling performances. According to Ellis and Moore’s model (1999), positive or negative emotion would impact an individual’s cognitive performances by taking off part of his/her attentional resources. The spelling a...
Article
Full-text available
Abstract : Introduction/objective. – In a sample of 171 participants aged 6 to 18, the present investigation assessed the changes in the size of the Stroop effect with age, and its relationship with the development of expectancies. Method. – Experiment 1 consisted in four separated tasks, involving naming print colors or reading color words in eith...
Article
Full-text available
The effects of emotional valence and arousal on selective attention-seeking behaviour has been demonstrated in both young and old adults. Our study investigated this joint effect in typical children from 4 to 11 years of age, using colour as a means of inducing emotion. An initial experiment made it possible to associate each emotion with a colour...
Article
Introduction/objective: In a sample of 171 participants aged 6 to 18, the present investigation assessed the changes in the size of the Stroop effect with age, and its relationship with the development of expectancies. Method: Experiment 1 consisted in four separated tasks, involving naming print colors or reading color words in either a purely neu...
Conference Paper
Full-text available
L'évaluation des émotions est un enjeu principal pour les théoriciens et les chercheurs en psychologie appliquée. Plusieurs méthodes et outils spécifiques ont été élaborés pour évaluer chaque composante de l’émotion chez l’adulte (PANAS X, BMIS, etc..). Afin de mettre l'accent sur les sentiments subjectifs, les psychologues utilisent majoritairemen...
Article
Full-text available
All spellers do not modify randomly when they use Digital Writing in Instant Messaging. Some letters are written, not written or replaced and we tried to provide in-depth understanding of the underlying reasons for the phenomenon. One could choose to type the word “arrete” with one “r” (since all the other letters have a basic value, or the most fr...
Article
Full-text available
The increased use of digital writing has led to the emergence of a new form of communication between discourse and writing. We elaborated a research protocol to target the processes linked to the use of instant messaging to look for differences in the use of spelling modifications as a function of French students' spelling levels. The task required...
Article
Full-text available
This study aims at assessing the use of the effect of liaison in written production by dyslexic and non-dyslexic children. A liaison corresponds to the pronunciation of the word-final consonant of a word (usually silent) when it is immediately followed by another word that begins with a vowel (e.g., "les enfants"). We have made two hypothesizes. Fi...
Article
Full-text available
L'objectif de cette recherche est d'analyser les erreurs orthographiques apparaissant dans une tâche de production écrite, à travers un phénomène typique du français : la liaison (réalisation d'une consonne finale devant une voyelle initiale, muette dans tout autre contexte, (e.g. un[n]avion vs. un navire). Vingt enfants normo-lecteurs et vingt enf...
Article
Full-text available
The use of New Information and Communication Technologies, or NICTs, has deeply changed the traditional reading and writing practices. It thus seems necessary to provide a definition of Digital Writing in Instant Messaging (DWIM) to better understand its grammatical, lexical and syntactic characteristics (these two last components define the tradit...
Article
Full-text available
Adolescents with dyslexia dysorthographia have some phonological skill deficiency and/or visual-attention deficit. Knowing that these same skills are required to use SMS codes, the main objective of this study is to understand how these subjects use texting language. To understand this, we compared the SMSs of adolescents with dyslexia dysorthograp...
Article
Full-text available
This study aims to examine the impact of the linguistic nature of the material to be tracked in a serial reaction time task on the performance of typical readers and children with dyslexia. In doing so, we wished to detect eventual differences in the mobilisation of implicit learning skills between typical readers according to their experience with...
Article
Full-text available
RÉSUMÉ : L'apprentissage implicite chez l'enfant présentant des troubles du langage écrit. L'apprentissage implicite correspond aux connaissances que nous développons à notre insu sans être capables de les verbaliser. Ce type d'apprentissage tend à être considéré comme un phénomène général. Toutefois, les quelques études menées dans ce champ auprès...
Article
Full-text available
Implicit learning refers to knowledge that we can not verbalise and that is acquired unconsciously. This kind of learning is today considered as general in all populations. In the field of dyslexia, however, results remain contradictory. In fact, some studies show that dyslexics perform as well as normal readers in implicit sequence learning tasks,...

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Projects

Projects (5)
Project
It is particularly important to consider academic stress levels in middle and high school students as they are linked to many mental health problems, such as anxiety (e.g., Nonterah et al., 2015), depression (e.g., Bergin & Pakenham, 2014; Giota & Gustafsson, 2021) or suicidal thoughts (e.g., Gallagher et al., 2014). Similarly, studies show that high school stress significantly alters the level of happiness and well-being (e.g., Aloia & McTigue, 2019; Wang et al., 2021) and is correlated with higher substance use (Leonard et al., 2015) and altered sleep patterns (Bernert et al., 2007; Curcio et al., 2006; Noland et al., 2009). Finally, stress has a negative effect on learning in general as it reduces academic performance and leads to a loss of confidence (e.g., Immordino-Yang & Damasio, 2007; Richlin-Klonsky & Hoe, 2003). This academic stress and the constellation of mental health issues that surround it can lead to what researchers call “teenage burnout”. To our knowledge, no study has evaluated the symptoms of exhaustion, school stress and anxious school refusal from a comparative developmental perspective.
Project
Implicit learning efficiency in children with or without disorders
Project
Does the use of instant messaging has an impact of the quality of spelling ?