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From language to text: The development and learning of translation
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In: Handbook of Writing Research, Second Edition ; https://hal.archives-ouvertes.fr/hal-03166544 ; Charles A. MacArthur; Steve Graham; Jill Fitzgerald. Handbook of Writing Research, Second Edition, Guilford Press, pp.130-143, 2016, 9781462529315 (2016)
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Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension During Early and Middle Childhood
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In: ISSN: 0829-5735 ; Canadian Journal of School Psychology ; https://hal.archives-ouvertes.fr/hal-03160752 ; Canadian Journal of School Psychology, SAGE Publications, 2016, 31 (4), pp.305-321. ⟨10.1177/0829573516640336⟩ (2016)
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Producing written noun phrases in French
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In: ISSN: 1387-6732 ; Written Language and Literacy ; https://hal.archives-ouvertes.fr/hal-03160614 ; Written Language and Literacy, John Benjamins Publishing, 2015, 18 (1), pp.1-24. ⟨10.1075/wll.18.1.01mag⟩ (2015)
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Producing written noun phrases in French
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In: ISSN: 1387-6732 ; Written Language and Literacy ; https://halshs.archives-ouvertes.fr/halshs-01178747 ; Written Language and Literacy, John Benjamins Publishing, 2015, 18 (1), pp.1-24 (2015)
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Phonological similarity can also impair transcoding
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In: Neuropsycholinguistic Perspectives on Language Cognition: Essays in honour of Jean-Luc Nespoulous (1st ed.) ; https://hal.archives-ouvertes.fr/hal-03166533 ; Corine Astésano; Mélanie Jucla. Neuropsycholinguistic Perspectives on Language Cognition: Essays in honour of Jean-Luc Nespoulous (1st ed.), Psychology Press, pp.77-87, 2015, 9780203797365 (2015)
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Words: Learning to read, spell, and to produce texts
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In: 2e édition du Symposium International sur la Littératie à l’École (SILE 2015) ; https://hal.archives-ouvertes.fr/hal-03177269 ; 2e édition du Symposium International sur la Littératie à l’École (SILE 2015), Aug 2015, Orford, Canada (2015)
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Optimizing learning. From lab to real life
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In: European Association for Practitioner Research on Improving Learning Conference 2015 (EAPRIL) ; https://hal.archives-ouvertes.fr/hal-03177326 ; European Association for Practitioner Research on Improving Learning Conference 2015 (EAPRIL), Jul 2015, Belval, Luxembourg (2015)
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Does graphotactic knowledge influence the learning of new spellings presented in isolation?
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In: ISSN: 0922-4777 ; EISSN: 1573-0905 ; Reading and Writing ; https://hal.archives-ouvertes.fr/hal-03158216 ; Reading and Writing, Springer Verlag, 2014, 4 (2014)
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Abstract:
International audience ; wo experiments investigated whether and how the learning of spellings by Frenchthird graders is influenced by two graphotactic patterns: consonants cannot double inword-initial position (Experiment 1) and consonants cannot double after single consonants(Experiment 2). Children silently read meaningful texts that contained three types of novelspellings: no doublet (e.g., mupile, guprane), doublet in a legal position (e.g., muppile,gupprane), and doublet in an illegal position (e.g., mmupile, guprrane). Orthographiclearning was assessed with a task of spelling to dictation. In both experiments, childrenrecalled items without doublets better than items with doublets. In Experiment 1, childrenrecalled spellings with a doublet in illegal word-initial position better than spellings with adoublet in legal word-medial position, and almost all misspellings involved the omissionof the doublet. The fact that the graphotactic violation in an item like mmupile was in thesalient initial position may explain why children often remembered both the presence andthe position of the doublet. In Experiment 2, children recalled non-words with a doubletbefore a single consonant (legal, e.g., gupprane) better than those with a doublet after asingle consonant (illegal, e.g., guprrane). Omission of the doublet was the most frequenterror for both types of items. Children also made some transposition errors on items witha doublet after a single consonant, recalling for example gupprane instead of guprrane.These results suggest that, when a doublet is in the hard-to-remember medial position,children sometimes remember that an item contains a doublet but not which letter isdoubled. Their knowledge that double consonants can occur before but not after singleconsonants leads to transposition errors on items like guprrane. These results shed newlight on the conditions under which children use general knowledge about the graphotacticpatterns of their writing system to reconstruct spellings.
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Keyword:
[SCCO.LING]Cognitive science/Linguistics; [SCCO]Cognitive science; Graphotacics; Implicit learning; Orthographic learning; Spelling; Statistical learning
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URL: https://hal.archives-ouvertes.fr/hal-03158216
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Interword and intraword pause threshold in writing
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In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.archives-ouvertes.fr/hal-03157962 ; Frontiers in Psychology, Frontiers, 2014, 5, pp.182. ⟨10.3389/fpsyg.2014.00182⟩ (2014)
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Learning to Spell from Reading: General Knowledge about Spelling Patterns Influences Memory for Specific Words
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In: ISSN: 1747-0218 ; EISSN: 1747-0226 ; Quarterly Journal of Experimental Psychology ; https://hal.archives-ouvertes.fr/hal-03158128 ; Quarterly Journal of Experimental Psychology, Taylor & Francis (Routledge), 2014, 67 (5), pp.1019-1036. ⟨10.1080/17470218.2013.846392⟩ (2014)
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Les difficultés de la production écrite
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In: Symposium sur la littératie post-secondaire ; https://hal.archives-ouvertes.fr/hal-03182545 ; Symposium sur la littératie post-secondaire, May 2014, Ottawa, Canada (2014)
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Written Language: Learning to Read and to Spell
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In: Manual of Language Acquisition ; https://hal.archives-ouvertes.fr/hal-03166727 ; Christiane Fäcke. Manual of Language Acquisition, De Gruyter, pp.162-176, 2014, Manuals of Romance Linguistics, 9783110302257 (2014)
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For a psycholinguistic model of handwriting production: Testing the syllable-bigram controversy
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In: ISSN: 0096-1523 ; Journal of Experimental Psychology: Human Perception and Performance ; https://hal.archives-ouvertes.fr/hal-00539027 ; Journal of Experimental Psychology: Human Perception and Performance, American Psychological Association, 2011, 37 (4), pp.1310-1322. ⟨10.1037/a0023094⟩ (2011)
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Liaison acquisition, word segmentation and construction in French: A usage based account
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In: ISSN: 0305-0009 ; EISSN: 1469-7602 ; Journal of Child Language ; https://hal.archives-ouvertes.fr/hal-00718002 ; Journal of Child Language, Cambridge University Press (CUP), 2009, 36, pp.557-596. ⟨10.1017/S0305000908009124⟩ (2009)
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Orthographic vs. phonologic syllables in handwriting production.
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In: ISSN: 0010-0277 ; EISSN: 1873-7838 ; Cognition ; https://hal.archives-ouvertes.fr/hal-00828829 ; Cognition, Elsevier, 2009, 110 (3), pp.440-4. ⟨10.1016/j.cognition.2008.12.001⟩ (2009)
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Usage-based account of the acquisition of liaison: evidence from sensitivity to plural / singular orientation of nouns
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In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://hal.archives-ouvertes.fr/hal-00718014 ; Journal of Experimental Child Psychology, Elsevier, 2009, 102, pp.342-350. ⟨10.1016/j.jecp.2008.07.006⟩ (2009)
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Apprentissage statistique de la morphologie verbale en français. Le cas des participes passés
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In: Proceedings of the International Conference « De la France au Québec: L’écriture dans tous ses états », Poitiers (France), 12-15 novembre 2008 ; De la France au Québec: L’écriture dans tous ses états ; https://hal.univ-lille.fr/hal-02368003 ; De la France au Québec: L’écriture dans tous ses états, Nov 2008, Poitiers, France (2008)
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L'apprentissage de l'orthographe lexicale
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In: Congrès Les troubles du langage écrit ; https://hal.archives-ouvertes.fr/hal-00330142 ; Congrès Les troubles du langage écrit, Mar 2008, Toulouse, France (2008)
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L'apprentissage de l'orthographe lexicale : le cas des mots inconsistants
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In: Rencontres du COST ERN-LWE ; https://hal.archives-ouvertes.fr/hal-00330158 ; Rencontres du COST ERN-LWE, Nov 2008, Poitiers, France (2008)
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Orthographier
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In: https://halshs.archives-ouvertes.fr/halshs-00230703 ; Presses Universitaires de France, pp.232, 2008, Apprendre, Étienne Bourgeois et Gaëtane Chapelle (2008)
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