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Introduction
Skills and Expertise
Publications
Publications (67)
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...
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...
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...
L1 and L2 writers attend to different aspects of the formulation subprocess of writing. L2 writers devote more time and attention to low-level aspects such as grammar correction and spelling (Barbier 1998; Fagan and Hayden 1988; Whalen and Ménard 1995), leading to better spelling performances than L1 writers (Gunnarsson-Largy 2013). In deep-orthogr...
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...
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...
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...
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...
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...
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...
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...
The self-teaching hypothesis suggests that knowledge about the orthographic structure of words is acquired incidentally during reading through phonological recoding. The current study assessed whether visual processing skills during reading further contribute to orthographic learning. French children were asked to read pseudo-words. The whole pseud...
The objective of this study was to attempt to distinguish the various processes of producing SMS spelling forms. The production of these different spelling forms was compared by means of an experimental paradigm: the dual task. This paradigm aimed at identifying the attentional resources necessary for the process of producing SMS spelling. Another...
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...
Lexical orthographic acquisition is a complex and largely unknown process which occurs largely during reading. This acquisition could be influenced partially by decoding awareness, and by others under-specified factors. Both theoretical and empirical data suggest that the visual processing made during word reading could influence lexical orthograph...
Lexical orthographic acquisition is a complex and largely unknown process which occurs largely during reading. This acquisition could be influenced partially by decoding awareness, and by others under-specified factors. Both theoretical and empirical data suggest that the visual processing made during word reading could influence lexical orthograph...
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...
Adults with phonological dyslexia and controls performed a lexical decision task while ERPs were recorded in the occipitotemporal pathway. Based on N170 durations, two subgroups were formed: dysl1 showing longer N170 durations and dysl2 showing normal N170 durations. While the dysl1 subgroup had poorer accuracy for infrequent words and pseudo-words...
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...
The aim of this study was to test the impact of an audible marker on the production of subject-verb agreements. Earlier studies have shown that educated French-speaking adults make subject-verb agreement errors when writing as soon as a secondary task demands their attention. One hypothesis is that these errors occur primarily because in French man...
Cet article présente d’abord un rappel des connaissances actuelles concernant l’acquisition des
connaissances orthographiques lexicales. Une recherche expérimentale d’auto-apprentissage est
ensuite présentée, dans laquelle l’influence du traitement visuel sur les acquisitions orthographiques
a été étudiée. Pendant la phase d’apprentissage, certains...
It is claimed by Totereau, Thévenin & Fayol (1997) that French children understand the rule for spelling the plural inflection very early on. However, no evidence contradicts the alternative that they learn the spelling of a word's singular and plural forms by treating the two forms as entirely different words. We tested this by asking French first...
Three experiments were carried out to test the hypothesis that cognitive overload enhances the occurrence of subject-verb agreement errors in French. Highly educated adults were presented orally with sentences they were required to write down. The sentences were of the types “N1 de N2 V” (Noun 1 of Noun 2 Verb: Le chien des voisins arrive/The neigh...
Alexandra DEDEYAN, Pierre LARGY et Isabelle NEGRO: Mémoire de Travail et détection d’erreurs d’accord verbal: Étude chez le novice et l’expert
The revision of the verbal agreement is an activity requiring at first "to detect” an error or a risk of error, before operating possible modifications. Two procedures of detection are differentiated (Largy...
To understand how children and adults produce written text, you must first be able to describe how they acquire some basic mechanisms. This is the reason to study the acquisition and use of simple orthographic principles. Following this idea, the research of Largy, Fayol et al. concerns nominal and verbal agreement in French. This article proposes...
Writing is a complex activity involving various cognitive processes in the planning, the transcription and the revision of written texts. The present study focused on the revision of written texts within a developmental approach.
The study aimed to examine whether children and adults use different procedures to detect and revise erroneous grammatic...
In order to investigate the neuroanatomical chronometry of word processing, two experiments using: Event-Related Potentials (ERPs) have been performed. The first one was designed to test the effects of orthographic, phonologic, and lexical properties of linguistic items on the pre-semantic components of ERPs during a passive reading task and massiv...
Pierre Largy, Marie-Paule Cousin, Alexandra Dédéyan, Michel Fayol. Understanding the way children learn: a step towards understanding the effects of pedagogical practices There is no assessing nor understanding the effects of pedagogical practices without first taking into account the way children learn. The psychology of cognitive development and...
There is no assessing nor understanding the effects of pedagogical practices without first taking into account the way children learn. The psychology of cognitive development and of learning sheds light on this field by making a clear distinction between the learning of rules and the learning of examples. This dissociation about the way primary sch...
The chapter presents two experiments carried out on orthographic revision with children and adults. The first experiment aims to investigate the stage during which ‘rule proceduralization’, with regard to subject-verb agreement, occurs. On analysing the performance obtained from primary school children in two types of tasks: (1) to agree a dictated...
Revision Revisited LINDA ALLAL* & LUCILE CHANQUOY** *University ofGeneva, SWitzerland, **UniversityofNantes, France Revision is a fundamental component of the writing process. So fundamental that for some specialists writing is largely a matter of revising, or as Murray (1978) stated, "Writing is rewriting..." (p. 85). Experience with writing does...
This research examines the development of expertise in the detection of agreement errors, between a verb and a subject noun. Analysis of the performance of primary and secondary school children and adults in a task consisting of detecting agreement errors in sentences presented one by one on a computer screen, indicates that : 1) the detection of a...
Automatism in subject-verb agreement error detection : A study in children and adults.
This research examines the development of expertise in the detection of agreement errors, between a verb and a subject noun. Analysis of the performance of primary and secondary school children and adults in a task consisting of detecting agreement errors in sent...
This experiment aims to investigate the stage during which a rule proceduralisation", with regard to nominal and verbal agreement, occurs. Analysing the performance obtained from children in their 2(nd), 3(rd) and 4(th) years of primary school, in two types of tasks (write a dictated word (noun or verb) in context with its grammatical agreement; id...
Nominal and verbal agreement revision in children.
This experiment aims to investigate the stage during which « rule proceduralisation », with regard to nominal and verbal agreement, occurs. Analysing the performance obtained from children in their 2nd, 3rd and 4th years of primary school, in two types of tasks (write a dictated word (noun or verb)...
Recent studies have shown that many subject-verb agreement errors consist of making the verb agree with the immediately preceding noun, as in The smell of the rubbish-bins are foul. Assuming that it is the automaticity of the agreement operation which is responsible for these attraction errors in expert writers, the present studies aimed at demonst...
Cet article développe à la fois un modèle cognitivement plausible de la production d'erreurs d'accord sujet-verbe en français écrit et rapporte une série de données empiriques issues d'expériences à l'appui de ce modèle. Tout se passe comme si les racines des mots étaient associées de manière probabiliste en mémoire à long terme aux inflexions qu'e...
Sometimes people miswrite a word that sounds like the target word (e.g. "there" instead of "their"). This homophone effect is interesting in that it is one of the rare cases in which grammatical classes can be violated. In five experiments, we provided evidence that the homophone effect can be experimentally induced in French adults. This effect ma...
