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Fast priming of grammatical decisions: repetition and transposed-word priming effects
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In: ISSN: 2054-5703 ; Royal Society Open Science ; https://hal.archives-ouvertes.fr/hal-03563389 ; Royal Society Open Science, The Royal Society, 2022, 9 (1), ⟨10.1098/rsos.211082⟩ (2022)
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Simplification of literary and scientific texts to improve reading fluency and comprehension in beginning readers of French
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In: ISSN: 0142-7164 ; EISSN: 1469-1817 ; Applied Psycholinguistics ; https://hal-amu.archives-ouvertes.fr/hal-03549026 ; Applied Psycholinguistics, Cambridge University Press (CUP), 2022, pp.1-28. ⟨10.1017/S014271642100062X⟩ (2022)
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The interplay between domain-general and domain-specific mechanisms during the time-course of verbal associative learning: An event-related potential study
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In: ISSN: 1053-8119 ; EISSN: 1095-9572 ; NeuroImage ; https://hal.archives-ouvertes.fr/hal-03334736 ; NeuroImage, Elsevier, 2021, 242, pp.118443. ⟨10.1016/j.neuroimage.2021.118443⟩ (2021)
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Using Virtual Reality to Assess Reading Fluency in Children
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In: ISSN: 2504-284X ; Frontiers in Education ; https://hal-amu.archives-ouvertes.fr/hal-03257346 ; Frontiers in Education , Frontiers, 2021, 6, ⟨10.3389/feduc.2021.693355⟩ (2021)
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| 5 |
As time goes by: space-time compatibility effects in word recognition
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In: ISSN: 0278-7393 ; EISSN: 1939-1285 ; Journal of Experimental Psychology: Learning, Memory, and Cognition ; https://hal-amu.archives-ouvertes.fr/hal-03193618 ; Journal of Experimental Psychology: Learning, Memory, and Cognition, American Psychological Association, 2021, ⟨10.1037/xlm0001007⟩ (2021)
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Oscillatory activity and EEG phase synchrony of concurrent word segmentation and meaning-mapping in 9-year-old children
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In: ISSN: 1878-9293 ; EISSN: 1878-9307 ; Developmental Cognitive Neuroscience ; https://hal.archives-ouvertes.fr/hal-03334735 ; Developmental Cognitive Neuroscience, Elsevier, 2021, 51, pp.101010. ⟨10.1016/j.dcn.2021.101010⟩ (2021)
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The dynamics of reading complex words: evidence from steady-state visual evoked potentials
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In: ISSN: 2045-2322 ; EISSN: 2045-2322 ; Scientific Reports ; https://hal-amu.archives-ouvertes.fr/hal-03320167 ; Scientific Reports, Nature Publishing Group, 2021, 11 (1), ⟨10.1038/s41598-021-95292-0⟩ (2021)
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| 8 |
Do Infants Really Learn Phonetic Categories?
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In: EISSN: 2470-2986 ; Open Mind ; https://hal.archives-ouvertes.fr/hal-03550830 ; Open Mind, MIT Press, 2021, 5, pp.113-131. ⟨10.1162/opmi_a_00046⟩ (2021)
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| 9 |
Online activation of L1 Danish orthography enhances spoken word recognition of Swedish
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In: ISSN: 0332-5865 ; Nordic Journal of Linguistics ; https://hal-amu.archives-ouvertes.fr/hal-03283527 ; Nordic Journal of Linguistics, 2021, pp.1-19. ⟨10.1017/S0332586521000056⟩ (2021)
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| 10 |
Neural processing of vision and language in kindergarten is associated with prereading skills and predicts future literacy
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In: ISSN: 1065-9471 ; EISSN: 1097-0193 ; Human Brain Mapping ; https://hal-amu.archives-ouvertes.fr/hal-03217489 ; Human Brain Mapping, Wiley, 2021, ⟨10.1002/hbm.25449⟩ (2021)
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| 11 |
Modeling the Interaction Between Perception-Based and Production-Based Learning in Children's Early Acquisition of Semantic Knowledge
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In: Proceedings of the 25th Conference on Computational Natural Language Learning (CoNLL) ; https://hal.archives-ouvertes.fr/hal-03236613 ; Proceedings of the 25th Conference on Computational Natural Language Learning (CoNLL), Nov 2021, Punta Cana, Dominican Republic (2021)
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| 12 |
Modeling speech act development in early childhood: the role of frequency and linguistic cues
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In: Proceedings of the 43rd Annual Meeting of the Cognitive Science Society. ; 43rd Annual Meeting of the Cognitive Science Society. ; https://hal.archives-ouvertes.fr/hal-03236607 ; 43rd Annual Meeting of the Cognitive Science Society., Jul 2021, Vienna, Austria (2021)
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| 13 |
Large-scale study of speech acts' development using automatic labelling
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In: Proceedings of the 43rd Annual Meeting of the Cognitive Science Society ; https://hal.archives-ouvertes.fr/hal-03234620 ; Proceedings of the 43rd Annual Meeting of the Cognitive Science Society, Jul 2021, Vienna, Austria (2021)
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| 14 |
Evaluating the Acquisition of Semantic Knowledge from Cross-situational Learning in Artificial Neural Networks
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In: Proceedings of the Workshop on Cognitive Modeling and Computationa ; Workshop on Cognitive Modeling and Computational Linguistics ; https://hal.archives-ouvertes.fr/hal-03371662 ; Workshop on Cognitive Modeling and Computational Linguistics, Jun 2021, Online, Mexico. pp.200-210, ⟨10.18653/v1/2021.cmcl-1.24⟩ (2021)
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| 15 |
Emotional Voice Intonation: A Communication Code at the Origins of Speech Processing and Word-Meaning Associations?
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In: ISSN: 0191-5886 ; EISSN: 1573-3653 ; Journal of Nonverbal Behavior ; https://hal.archives-ouvertes.fr/hal-03434447 ; Journal of Nonverbal Behavior, Springer Verlag, 2020, 44 (4), pp.395-417. ⟨10.1007/s10919-020-00337-z⟩ (2020)
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A description of verbal and gestural communication during postictal aphasia
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In: ISSN: 1525-5050 ; EISSN: 1525-5069 ; Epilepsy & Behavior ; https://hal.archives-ouvertes.fr/hal-02417138 ; Epilepsy & Behavior, [San Diego CA]: Elsevier B.V., 2020, 102, pp.106646. ⟨10.1016/j.yebeh.2019.106646⟩ (2020)
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| 17 |
Contributions of Electrophysiology for Identifying Cortical Language Systems in Patients with Epilepsy
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In: ISSN: 1525-5050 ; EISSN: 1525-5069 ; Epilepsy & Behavior ; https://hal.archives-ouvertes.fr/hal-02931618 ; Epilepsy & Behavior, [San Diego CA]: Elsevier B.V., 2020, ⟨10.1016/j.yebeh.2020.107407⟩ (2020)
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| 18 |
On the Boundaries Between Decision and Action: Effector-Selective Lateralization of Beta-Frequency Power Is Modulated by the Lexical Frequency of Printed Words
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In: ISSN: 0898-929X ; EISSN: 1530-8898 ; Journal of Cognitive Neuroscience ; https://hal.archives-ouvertes.fr/hal-02883461 ; Journal of Cognitive Neuroscience, Massachusetts Institute of Technology Press (MIT Press), In press (2020)
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| 19 |
Orthographic consistency influences morphological processing in reading aloud: Evidence from a cross‐linguistic study
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In: ISSN: 1363-755X ; EISSN: 1467-7687 ; Developmental Science ; https://hal-amu.archives-ouvertes.fr/hal-02507581 ; Developmental Science, Wiley, 2020, ⟨10.1111/desc.12952⟩ (2020)
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Abstract:
International audience ; The present study investigated whether morphological processing in reading is influenced by the orthographic consistency of a language or its morphological complexity. Developing readers in Grade 3 and skilled adult readers participated in a reading aloud task in four alphabetic orthographies (English, French, German, Italian), which differ in terms of both orthographic consistency and morphological complexity. English is the least consistent, in terms of its spelling‐to‐sound relationships, as well as the most morphologically sparse, compared to the other three. Two opposing hypotheses were formulated. If orthographic consistency modulated the use of morphology in reading, readers of English should show more robust morphological processing than readers of the other three languages, because morphological units increase the reliability of spelling‐to‐sound mappings in the English language. In contrast, if the use of morphology in reading depended on the morphological complexity of a language, readers of French, German, and Italian should process morphological units in printed letter strings more efficiently than readers of English. Both developing and skilled readers of English showed greater morphological processing than readers of the other three languages. These results support the idea that the orthographic consistency of a language, rather than its morphological complexity, influences the extent to which morphology is used during reading. We explain our findings within the remit of extant theories of reading acquisition and outline their theoretical and educational implications
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Keyword:
[SCCO.PSYC]Cognitive science/Psychology; [SHS.EDU]Humanities and Social Sciences/Education; cross‐linguistic; morphology; orthographic consistency; reading acquisition
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URL: https://hal-amu.archives-ouvertes.fr/hal-02507581
https://hal-amu.archives-ouvertes.fr/hal-02507581/document
https://hal-amu.archives-ouvertes.fr/hal-02507581/file/MousikouetAl_DevSc_2020.pdf
https://doi.org/10.1111/desc.12952
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| 20 |
Learning to Read and Dyslexia: From Theory to Intervention Through Personalized Computational Models
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In: ISSN: 0963-7214 ; EISSN: 1467-8721 ; Current Directions in Psychological Science ; https://hal-amu.archives-ouvertes.fr/hal-02566111 ; Current Directions in Psychological Science, Association for Psychological Science, 2020, pp.096372142091587. ⟨10.1177/0963721420915873⟩ (2020)
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