A5069435277- Reading and Literacy Development
- Cognitive and developmental aspects of mathematical skills
- Writing and Handwriting Education
- Neurobiology of Language and Bilingualism
- Text Readability and Simplification
- Educational and Psychological Assessments
- Second Language Acquisition and Learning
- Digital Accessibility for Disabilities
- Language Development and Disorders
- Health, Medicine and Society
- Early Childhood Education and Development
- Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
- Intelligent Tutoring Systems and Adaptive Learning
- Neural and Behavioral Psychology Studies
- Child Development and Digital Technology
- French Language Learning Methods
- Educational Methods and Media Use
Laboratoire d’Étude des Mécanismes Cognitifs
2019-2025
Université Lumière Lyon 2
2023-2025
KU Leuven
2025
Université Claude Bernard Lyon 1
2019
Over the past decade, anxiety-related attentional bias to threat, widely investigatedthrough dot-probe task, has faced challenges. First, at an early stage of processing, itremains unclear whether this follows a static pattern (vigilance) or fluctuates betweenvigilance and avoidance. Second, methodological theoretical concerns have been raisedregarding reliability task in measuring threat-related bias. Thepresent study aimed test hypothesis expression tothreat using both classical novel...
Learning to spell in an inconsistent orthographic system is a true challenge for primary school children. Previous empirical studies have highlighted three main skills involved this learning process: phonological skills, morphological and children's sensitivity graphotactic regularities. However, the literature shows contradictions exact nature of contribution each skill at different stages process. So, aim our study was test set acquisition lexical spelling as function grade level. For...
Individuals with dyslexia often present phonological difficulties, ultimately impacting their reading and writing. Nevertheless, an individual may circumvent these difficulties through a reliance on linguistic units more consistent spellings, such as morphemes. The increased use of morphological information by individuals has been argued to be form compensation. However, the contribution skills fluency is still unclear. In this study, French adolescents without were assessed awareness...
Abstract Objective The focus of this study is on providing tools to enable researchers and practitioners screen for dyslexia in adults entering university. first aim validate provide diagnostic properties a set seven tests including 1-min word reading test, 2-min pseudoword phonemic awareness spelling the Alouette fluency connected-text self-report Adult Reading History Questionnaire (ARHQ). second, more general, was devise standardized confirmatory procedure screening from subset initial...
The present study investigates the development of single word processing and multiple skills in French-speaking children from Grade 2 to 6. One hundred fifty participated two tasks: a Lexical Decision Task (LDT) Grammatical (GDT). LDT was used test abilities whereas GDT abilities. Signal detection theory analysis revealed that all performed well LDT, different pattern emerged GDT, where only 4 6 above chance this task. Then, cluster investigate relation between sensitivity. clusters differed...
We examined the reliance on phonological decoding and morpho-orthographic decomposition strategies in developing skilled readers of French. A lexical decision experiment was conducted where critical stimuli were four types nonword all derived from same base-word, such as French word visage (face) following examples: 1) pseudo-homophones (PsH; e.g., visaje); 2) orthographic controls for PsH nonwords (e.g., visape); 3) pseudo-morphemic (PsM; visageable); 4) PsM visagealle, alle is not a suffix...