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From simple agents to information sources: Readers' differential processing of story characters as a function of story consistency
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In: ISSN: 0001-6918 ; EISSN: 1873-6297 ; Acta Psychologica ; https://hal.archives-ouvertes.fr/hal-03090224 ; Acta Psychologica, Elsevier, 2021, 212, pp.103191. ⟨10.1016/j.actpsy.2020.103191⟩ (2021)
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Building mental models from multiple texts: How readers construct coherence from inconsistent sources
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In: ISSN: 1749-818X ; EISSN: 1749-818X ; Language and Linguistics Compass ; https://hal.archives-ouvertes.fr/hal-03433500 ; Language and Linguistics Compass, Wiley, 2021, 15 (3), ⟨10.1111/lnc3.12409⟩ (2021)
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L’apport de la méthode expérimentale à l’étude de certains aspects de « voilà »
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In: Polysémie, usages et fonctions de voilà ; https://hal.archives-ouvertes.fr/hal-02524740 ; Col, G.; C. Danino; Bikialo, S. Polysémie, usages et fonctions de voilà, Walter De Gruyter, pp.259-298, 2020, ⟨10.1515/9783110622454-008⟩ (2020)
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To answer questions from text, one has to understand what the question is asking: differential effects of question aids as a function of comprehension skill
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In: ISSN: 0922-4777 ; EISSN: 1573-0905 ; Reading and Writing ; https://hal.archives-ouvertes.fr/hal-03100457 ; Reading and Writing, Springer Verlag, 2019, 32 (8), pp.2111-2124. ⟨10.1007/s11145-019-09943-w⟩ (2019)
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Adolescents’ Developing Sensitivity to Orthographic and Semantic Cues During Visual Search for Words
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In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.archives-ouvertes.fr/hal-02109341 ; Frontiers in Psychology, Frontiers, 2019, 10, pp.642. ⟨10.3389/fpsyg.2019.00642⟩ (2019)
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Adolescents’ Developing Sensitivity to Orthographic and Semantic Cues During Visual Search for Words
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RESOLV: Readers' Representation of Reading Contexts and Tasks
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In: ISSN: 0046-1520 ; EISSN: 1532-6985 ; Educational Psychologist ; https://hal.archives-ouvertes.fr/hal-02015948 ; Educational Psychologist, Taylor & Francis (Routledge), 2017, 52 (3), pp.200-215. ⟨10.1080/00461520.2017.1329015⟩ (2017)
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Orthographic versus Semantic Matching in Visual Search for Words within Lists
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In: ISSN: 1196-1961 ; EISSN: 1878-7290 ; Canadian Journal of Experimental Psychology ; https://hal.parisnanterre.fr//hal-01423130 ; Canadian Journal of Experimental Psychology, Canadian Psychological Association, 2012, 66 (1), pp.32--43. ⟨10.1037/a0026111⟩ (2012)
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Ce que l'usage d'internet nous apprend sur la lecture et son apprentissage
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In: Le français aujourd'hui, n178, 3, 2012-09-01, pp.55-64 (2012)
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Effect of high-level content organizers on hypertext learning
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In: ISSN: 0747-5632 ; EISSN: 0747-5632 ; Computers in Human Behavior ; https://hal.archives-ouvertes.fr/hal-02109115 ; Computers in Human Behavior, Elsevier, 2011, 27 (5), pp.2047-2055. ⟨10.1016/j.chb.2011.04.005⟩ (2011)
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Does textual feedback hinder spoken interaction in natural language?
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In: ISSN: 0014-0139 ; EISSN: 1366-5847 ; Ergonomics ; https://hal.archives-ouvertes.fr/hal-02111633 ; Ergonomics, Taylor & Francis, 2010, 53 (1), pp.43-55. ⟨10.1080/00140130903306666⟩ (2010)
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Abstract:
International audience ; The aim of the study was to determine the influence of textual feedback on the content and outcome of spoken interaction with a natural language dialogue system. More specifically, the assumption that textual feedback could disrupt spoken interaction was tested in a human–computer dialogue situation. In total, 48 adult participants, familiar with the system, had to find restaurants based on simple or difficult scenarios using a real natural language service system in a speech-only (phone), speech plus textual dialogue history (multimodal) or text-only (web) modality. The linguistic contents of the dialogues differed as a function of modality, but were similar whether the textual feedback was included in the spoken condition or not. These results add to burgeoning research efforts on multimodal feedback, in suggesting that textual feedback may have little or no detrimental effect on information searching with a real system.Statement of Relevance: The results suggest that adding textual feedback to interfaces for human–computer dialogue could enhance spoken interaction rather than create interference. The literature currently suggests that adding textual feedback to tasks that depend on the visual sense benefits human–computer interaction. The addition of textual output when the spoken modality is heavily taxed by the task was investigated.
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Keyword:
[SCCO.PSYC]Cognitive science/Psychology; dialogue; feedback; information search; multimodality; natural language; speech
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URL: https://doi.org/10.1080/00140130903306666 https://hal.archives-ouvertes.fr/hal-02111633
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Effets d´un entraînement informatisé sur la compréhension en lecture des élèves de 11- 12 ans
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In: Actes de la conférence EIAH 2007 ; EIAH 2007- Environnements Informatiques pour l’Apprentissage Humain ; https://hal.archives-ouvertes.fr/hal-00161657 ; EIAH 2007- Environnements Informatiques pour l’Apprentissage Humain, Jun 2007, Lausanne, Suisse (2007)
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Implication de la mémoire de travail dans la mémorisation de mots présentés sur écran
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In: 13e Journée d’Etude sur le Traitement Cognitif des Systèmes d’Information Complexes - JETCSIC 2007 ; https://hal.archives-ouvertes.fr/hal-01470809 ; 13e Journée d’Etude sur le Traitement Cognitif des Systèmes d’Information Complexes - JETCSIC 2007, Jul 2007, Metz, France (2007)
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Mode and modal transfer effects on performance and discourse organization with an information retrieval dialogue system in natural language.
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In: ISSN: 0747-5632 ; EISSN: 0747-5632 ; Computers in Human Behavior ; https://hal.archives-ouvertes.fr/hal-00087225 ; Computers in Human Behavior, Elsevier, 2006, 22(3), pp.467-500. ⟨10.1016/j.chb.2004.10.006⟩ (2006)
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