| 1 |
Understanding the distributed practice effect and its relevance for the teaching and learning of L2 vocabulary
|
|
|
|
In: ISSN: 1951-6215 ; EISSN: 1951-6215 ; Lexis. Journal in English Lexicology ; https://hal.archives-ouvertes.fr/hal-03494511 ; Lexis. Journal in English Lexicology, Université Jean-Moulin-Lyon III - Centre d’Études Linguistiques (CEL), 2021, 18 ; https://journals.openedition.org/lexis/5652 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
The Influence of Sleep on Relearning and Long-term Retention of Verbal Items
|
|
|
|
In: 21st conference of the European Society for Cognitive Psychology ; https://hal.archives-ouvertes.fr/hal-02487151 ; 21st conference of the European Society for Cognitive Psychology, Sep 2019, Tenerife, Spain (2019)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Apprendre en dormant : effet du sommeil sur l'apprentissage incident de l'orthographe lexicale
|
|
|
|
In: 59ème congrès de la Société Française de Psychologie ; https://hal.archives-ouvertes.fr/hal-02487115 ; 59ème congrès de la Société Française de Psychologie, Sep 2018, Reims, France (2018)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Apprendre en dormant : Effets du sommeil sur l’apprentissage incident de l’orthographe lexicale
|
|
|
|
In: Deuxième Rencontre C@UCA ; https://hal.archives-ouvertes.fr/hal-02487095 ; Deuxième Rencontre C@UCA, Jun 2018, Fréjus, France (2018)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Audio-visual synchronization in reading while listening to texts: Effects on visual behavior and verbal learning
|
|
|
|
In: ISSN: 0885-2308 ; EISSN: 1095-8363 ; Computer Speech and Language ; https://hal.archives-ouvertes.fr/hal-01575227 ; Computer Speech and Language, Elsevier, 2018, 47 (january), pp.79-92. ⟨10.1016/j.csl.2017.07.003⟩ (2018)
|
|
Abstract:
International audience ; Reading while listening to texts (RWL) is a promising way to improve the learning benefits provided by a reading experience. In an exploratory study, we investigated the effect of synchronizing the highlighting of words (visual) with their auditory (speech) counterpart during a RWL task. Forty French children from 3rd to 5th grade read short stories in their native language while hearing the story spoken by a narrator. In the non-synchronized (S-) condition the text was written in black on a white background, whereas in the synchronized (S+) RWL, the text was written in grey and the words were dynamically written in black when they were aurally displayed, in a karaoke-like fashion. The children were then unexpectedly tested on their memory for the orthographic form and semantic category of pseudowords that were included in the stories. The effect of synchronizing was null in the orthographic task and negative in the semantic task. Children’s preference was mainly for the S- condition, except for the poorest readers who tended to prefer the S+ condition. In addition, the children's eye movements were recorded during reading. Gaze was affected by synchronization, with fewer but longer fixations on words, and fewer regressive saccades in the S+ condition compared to the S- condition. Thus, the S+ condition presumably captured the children's attention toward the currently heard word, which forced the children to be strictly aligned with the oral modality.
|
|
Keyword:
[SCCO.PSYC]Cognitive science/Psychology; [SPI.SIGNAL]Engineering Sciences [physics]/Signal and Image processing; assistive reading software; audio-assisted reading; audio-visual synchrony; karaoke; reading while listening; supported e-text
|
|
URL: https://hal.archives-ouvertes.fr/hal-01575227
https://doi.org/10.1016/j.csl.2017.07.003
https://hal.archives-ouvertes.fr/hal-01575227/document
https://hal.archives-ouvertes.fr/hal-01575227/file/CSL%20Gerbier%20et%20al.%202017_05_31.pdf
|
|
BASE
|
|
Hide details
|
|
|
| 6 |
Using Karaoke to enhance reading while listening: impact on word memorization and eye movements
|
|
|
|
In: Speech and Language Technology for Education (SLaTE) ; SLaTE 2015 - ISCA Workshop on Speech and Language Technology in Education ; https://hal.archives-ouvertes.fr/hal-01192870 ; SLaTE 2015 - ISCA Workshop on Speech and Language Technology in Education, Sep 2015, Leipzig, Germany. pp.59-64 (2015)
|
|
BASE
|
|
Show details
|
|
|
|
|
