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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 4 of 4 1 Automatic or controlled writing? : the effect of a dual task on SMS writing in novice and expert adolescents Combes, Céline; Volckaert-Legrier, Olga; Largy, Pierre In: SMS communication (Amsterdam, 2014), p. 47-66 MPI für Psycholinguistik Show details 2 How adolescents with dyslexia dysorthographia use texting Simoës-Perlant, Aurélie; Thibault, Marie-Pierre; Combes, Céline... In: Written language and literacy. - Amsterdam [u.a.] : Benjamins 15 (2012) 1, 65-79 BLLDB OLC Linguistik Show details 3 Automatic or Controlled Writing? The Effect of a Dual Task on SMS Writing in Novice and Expert Adolescents. Combes, Céline; Volckaert-Legrier, Olga; Largy, Pierre In: ISSN: 0378-4169 ; EISSN: 1569-9927 ; Lingvisticae Investigationes ; https://hal.archives-ouvertes.fr/hal-03352471 ; Lingvisticae Investigationes, Philadelphia; Amsterdam: John Benjamins, 2012, 35 (2), pp.199-217. ⟨10.1075/li.35.2.05com⟩ (2012) BASE Show details 4 La mémorisation de l'orthographe des mots lus en CM2: effet du traitement visuel simultané. Chaves, Nathalie; Combes, Céline; Largy, Pierre; Bosse, Marie-Line In: ISSN: 0003-5033 ; EISSN: 1955-2580 ; Annee Psychologique ; https://hal.archives-ouvertes.fr/hal-00817744 ; Annee Psychologique, Centre Henri Pieron/Armand Colin, 2012, 112, pp.175-196 (2012) Abstract: National audience ; 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 orthographic acquisition. The aim of the present study was to test the hypothesis that simultaneous visual processing of all the letters of a word is important for lexical orthographic acquisition in long term memory. A self-teaching paradigm was used with fifth graders. During a reading phase, the possibility of whole-word visual processing was manipulated. After a delay of either one or seven days, the memorisation of targets' orthographic form was assessed. Results showed that, whatever the delay between reading and orthographic assessment, lexical orthographic acquisition is better after a whole-word visual processing. Keyword: [SDV.NEU.PC]Life Sciences [q-bio]/Neurons and Cognition [q-bio.NC]/Psychology and behavior; acquisition; orthographic knowledge; reading; self-teaching; spelling; visual processing URL: https://hal.archives-ouvertes.fr/hal-00817744 https://hal.archives-ouvertes.fr/hal-00817744/file/APversionacceptee-01-2012.pdf https://hal.archives-ouvertes.fr/hal-00817744/document BASE Hide details

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