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Pacton, Sébastien (22)
Fayol, Michel (12)
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Université Paris Descartes - Paris 5 (UPD5)-Institut National de la Santé et de la Recherche Médicale (INSERM)-Centre National de la Recherche Scientifique (CNRS) (6)
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1
Implicit Statistical Learning of Graphotactic Knowledge and Lexical Orthographic Acquisition
Pacton, Sébastien
;
Fayol, Michel
;
Nys, Marion
...
In: Spelling and Writing Words ; https://hal.archives-ouvertes.fr/hal-02974881 ; Cyril Perret; Thierry Olive. Spelling and Writing Words, 39, BRILL, pp.41-66, 2019, ⟨10.1163/9789004394988_004⟩ (2019)
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2
Children benefit from morphological relatedness independently of orthographic relatedness when they learn to spell new words
PACTON, Sebastien
;
AFONSO JACO, Amandine
;
Nys, Marion
...
In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://hal.archives-ouvertes.fr/hal-03244841 ; Journal of Experimental Child Psychology, Elsevier, 2018, 171, pp.71-83. ⟨10.1016/j.jecp.2018.02.003⟩ (2018)
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3
Children benefit from morphological relatedness independently of orthographic relatedness when they learn to spell new words
Pacton, Sébastien
;
Afonso Jaco, Amandine
;
Nys, M
...
In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://halshs.archives-ouvertes.fr/halshs-01851979 ; Journal of Experimental Child Psychology, Elsevier, 2018 (2018)
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4
Comment les enfants apprennent-ils l’orthographe des mots
Pacton, Sébastien
;
Afonso Jaco, Amandine
In: ISSN: 1386-1204 ; EISSN: 1875-368X ; Revue Française de Linguistique Appliquée ; https://halshs.archives-ouvertes.fr/halshs-01823622 ; Revue Française de Linguistique Appliquée, Paris : Publications linguistiques, 2015, pp.51-61 (2015)
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5
Savoir lire
Lolive, Damien
(Mitwirkender);
Barbot, Nelly
(Mitwirkender);
Delais-Roussarie, Élisabeth
(Mitwirkender). - Amsterdam : De Werelt, 2015
BLLDB
UB Frankfurt Linguistik
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6
Does graphotactic knowledge influence the learning of new spellings presented in isolation?
Pacton, Sébastien
;
Treiman, Rebecca
;
Borchardt, Gaëlle
;
Sobaco, Amélie
;
Fayol, Michel
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)
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.
Keyword:
[SCCO.LING]Cognitive science/Linguistics
;
[SCCO]Cognitive science
;
Graphotacics
;
Implicit learning
;
Orthographic learning
;
Spelling
;
Statistical learning
URL:
https://hal.archives-ouvertes.fr/hal-03158216
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7
Learning to Spell from Reading: General Knowledge about Spelling Patterns Influences Memory for Specific Words
Pacton, Sébastien
;
Borchardt, Gaëlle
;
Treiman, Rebecca
...
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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8
Children benefit from morphological relatedness when they learn to spell new words
Pacton, Sébastien
;
Foulin, Jean Noël
;
Casalis, Séverine
...
In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.univ-lille.fr/hal-03613289 ; Frontiers in Psychology, 2013, Frontiers in Psychology, 4, ⟨10.3389/fpsyg.2013.00696⟩ (2013)
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9
How does graphotactic knowledge influence children's learning of new spellings?
Pacton, Sébastien
;
Sobaco, Amélie
;
Fayol, Michel
. - : Frontiers Media S.A., 2013
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10
Children benefit from morphological relatedness when they learn to spell new words
Pacton, Sébastien
;
Foulin, Jean Noël
;
Casalis, Séverine
. - : Frontiers Media S.A., 2013
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11
How specific is the connection between morphological awareness and spelling? A study of French children
Deacon, S. Hélène
;
Casalis, Séverine
;
Pacton, Sébastien
In:
Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press
32 (2011) 3, 499-511
BLLDB
OLC Linguistik
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12
Do distractors interfere with memory for study pairs in associative recognition?
Hivert, Eimeric
;
Perruchet, Pierre
;
Rey, Arnaud
...
In:
Memory & cognition. - Heidelberg [u.a.] : Springer
34 (2006) 5, 1046-1054
BLLDB
OLC Linguistik
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13
Comment l'enfant produit-il l'orthographe des mots ?
Bosse, Marie-Line
;
Pacton, Sébastien
In: Apprendre et enseigner à l'école ; https://hal.archives-ouvertes.fr/hal-00826018 ; Philippe Dessus & Edouard Gentaz. Apprendre et enseigner à l'école, Dunod, pp.43-58, 2006 (2006)
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14
La connaissance du nom des lettres : précurseur de l’apprentissage du son des lettres
Foulin, Jean-Noël
;
Pacton, Sébastien
. - : Association canadienne d’éducation de langue française, 2006. : Érudit, 2006
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15
L'accord du participe passé : entre compétition de procédures et récupération en mémoire
Fayol, Michel
;
Pacton, Sébastien
In: Langue française, n 151, 3, 2006-09-01, pp.59-73 (2006)
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16
Children's implicit learning of graphotactic and morphological regularities
Pacton, Sébastien
;
Fayol, Michel
;
Perruchet, Pierre
In:
Child development. - Malden, Ma. [u.a.] : Blackwell
76 (2005) 2, 324-339
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17
Learning to spell in a deep orthography : the case of French
Pacton, Sébastien
;
Fayol, Michel
In:
Language development across childhood and adolescence
(Amsterdam [etc.], 2004), p. 163-176
MPI für Psycholinguistik
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18
Utilisation de la morphologie flexionnelle pour marquer le pluriel de pseudo-adjectifs et pseudo-verbes chez des élèves français de 10-11 ans
Pacton, Sébastien
In:
Le langage et l'homme. - Louvain-la-Neuve : EME Éditions
38 (2003) 2, 111-122
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19
La maîtrise du langage : textes issus du XXVIIe symposium de l'Association de Psychologie Scientifique de Langue Française (APSLF)
Fayol, Michel
(Mitarb.);
Pacton, Sébastien
(Mitarb.);
Perruchet, Pierre
(Mitarb.). - Rennes : Presses Univ. de Rennes, 2002
BLLDB
UB Frankfurt Linguistik
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20
La production du langage
Bonin, Patrick
(Mitarb.);
Rossi, Mario
(Mitarb.);
Bachoud-Lévi, Anne-Catherine
(Mitarb.). - Saint-Martin-D'Háeres : PUG, 2001
BLLDB
UB Frankfurt Linguistik
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