1 |
Spelling patterns of plural marking and learning trajectories in French taught as a foreign language
|
|
|
|
In: ISSN: 1387-6732 ; Written Language and Literacy ; https://hal.archives-ouvertes.fr/hal-03400934 ; Written Language and Literacy, John Benjamins Publishing, 2021, 24 (1), pp.81-109 (2021)
|
|
BASE
|
|
Show details
|
|
2 |
Rapid automatized naming skills of children with intellectual disability
|
|
|
|
In: ISSN: 2405-8440 ; Heliyon ; https://hal.archives-ouvertes.fr/hal-03395923 ; Heliyon, Elsevier 2021, 7 (5), pp.e06944. ⟨10.1016/j.heliyon.2021.e06944⟩ (2021)
|
|
BASE
|
|
Show details
|
|
3 |
Rapid automatized naming skills of children with intellectual disability
|
|
|
|
In: Heliyon (2021)
|
|
BASE
|
|
Show details
|
|
4 |
When one-two-three beats two-one-three: Tracking the acquisition of the verbal number sequence
|
|
|
|
In: ISSN: 1069-9384 ; Psychonomic Bulletin and Review ; https://hal.archives-ouvertes.fr/hal-02978629 ; Psychonomic Bulletin and Review, Psychonomic Society, 2020, 27 (1), pp.122-129. ⟨10.3758/s13423-019-01704-8⟩ (2020)
|
|
BASE
|
|
Show details
|
|
5 |
Implicit Statistical Learning of Graphotactic Knowledge and Lexical Orthographic Acquisition
|
|
|
|
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)
|
|
BASE
|
|
Show details
|
|
6 |
The effect of morphosyntactic training on multilingual fifth graders’ spelling in French
|
|
|
|
In: ISSN: 0142-7164 ; EISSN: 1469-1817 ; Applied Psycholinguistics ; https://hal.archives-ouvertes.fr/hal-03162256 ; Applied Psycholinguistics, Cambridge University Press (CUP), 2018, 39 (6), pp.1319-1343. ⟨10.1017/S0142716418000346⟩ (2018)
|
|
BASE
|
|
Show details
|
|
7 |
L’orthographe et ses difficultés
|
|
|
|
In: 11e Colloque international RIPSYDEVE ; https://hal.archives-ouvertes.fr/hal-03168083 ; 11e Colloque international RIPSYDEVE, May 2018, Lille, France (2018)
|
|
BASE
|
|
Show details
|
|
8 |
Individual differences in lexical and grammar spelling across primary school
|
|
|
|
BASE
|
|
Show details
|
|
9 |
The power of vowels: Contributions of vowel, consonant and digit RAN to clinical approaches in reading development
|
|
|
|
In: ISSN: 1041-6080 ; Learning and Individual Differences ; https://hal.archives-ouvertes.fr/hal-03161902 ; Learning and Individual Differences, Elsevier, 2017, 57, pp.85-102. ⟨10.1016/j.lindif.2017.06.006⟩ (2017)
|
|
BASE
|
|
Show details
|
|
10 |
From language to text: The development and learning of translation
|
|
|
|
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)
|
|
BASE
|
|
Show details
|
|
11 |
Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension During Early and Middle Childhood
|
|
|
|
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)
|
|
BASE
|
|
Show details
|
|
12 |
Producing written noun phrases in French
|
|
|
|
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)
|
|
Abstract:
International audience ; This study examines the dynamics of cognitive processes during writing. Participants were 5th, 7th and 9th graders ranging in age from 10 to 15 years. They were shown a short silent video composed of clips illustrating conflictual situations between people in school, and were invited to produce a narrative text. Three chronometric measures of word n were analyzed using a Linear Mixed-Effects Model regression procedure: pause duration before word n, pause duration within word n, and writing rate of word n. The predictors were sublexical and lexical properties of word n, i.e., immediacy effects, word n − 1, i.e., delayed effects, and of word n + 1, i.e., anticipatory effects. The writing-rate and the intra-word-pause measures show both immediacy and anticipatory effects. However, the between-word-pause durations show only delayed effects, which has not been reported in previous studies. As far as we know, our study is the first investigation which reveals the occurrence of parallel and serial effects in written text production: preprocessing of word n + 1 occurs when word n is being written, and properties of word n − 1 still exert their influences while the pen has already moved to the next word.
|
|
Keyword:
[SCCO.LING]Cognitive science/Linguistics; Composing; Delayed and anticipatory effects; Frequency effects; Pauses; Serial/parallel processing; Writing; Writing-rate
|
|
URL: https://doi.org/10.1075/wll.18.1.01mag https://hal.archives-ouvertes.fr/hal-03160614
|
|
BASE
|
|
Hide details
|
|
13 |
Producing written noun phrases in French
|
|
|
|
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)
|
|
BASE
|
|
Show details
|
|
14 |
Phonological similarity can also impair transcoding
|
|
|
|
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)
|
|
BASE
|
|
Show details
|
|
15 |
Words: Learning to read, spell, and to produce texts
|
|
|
|
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)
|
|
BASE
|
|
Show details
|
|
16 |
Optimizing learning. From lab to real life
|
|
|
|
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)
|
|
BASE
|
|
Show details
|
|
19 |
Does graphotactic knowledge influence the learning of new spellings presented in isolation?
|
|
|
|
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)
|
|
BASE
|
|
Show details
|
|
20 |
Interword and intraword pause threshold in writing
|
|
|
|
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)
|
|
BASE
|
|
Show details
|
|
|
|