FACULTE DES SCIENCES PSYCHOLOGIQUES ET DE L'EDUCATI ON

Laboratoire de Psychologie Expérimentale

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Publications représentatives des membres académique s

Alegria , J., Leybaert, J., Charlier, B.L. & Hage, C. (1992). On the origin of phonological representations in the deaf: listening the lips and the hands. In: J. Alegria, D.Holender, J. Morais & M.Radeau (Eds.), Analytic approaches to Human Cognition. North Holland, pp. 107-132.

Alegria , J., Leybaert, J. & Mousty, P. (1994). Acquisition du langage écrit et troubles associés: évaluation, remédiation et théorie. In: J. Grégoire & B. Piérart (Eds), Evaluer les troubles de la lecture. Bruxelles: De Boeck-Wesmael, pp. 105-126.

Alegria , J. & Mousty, Ph. (1996). The development of spelling procedures in French-speaking, normal and reading disabled children: effects of frequency and lexicality. Journal of Experimental Child Psychology, 63, 312-338.

Alegria , J. (2004). Deafness and Reading. In T. Nunes & P. Bryant (Eds), Handbook of Children’s Literacy (pp. 459-489). Kluwer Acad. Press.

Alegria , J., Carrillo, M. & Sanchez, E. (2005). La ensenanza de la lectura. Investigation y Ciencia, 6-14.

Content , A., Kolinsky, R., Morais, J., & Bertelson, P. (1986). Phonetic segmentation in prereaders: Effect of corrective information. Journal of Experimental Child Psychology, 42, 49-72.

Morais, J., Alegria, J., & Content , A. (1987). Segmental awareness: Respectable, useful, and almost always necessary. Cahiers de Psychologie Cognitive/Current Psychology of Cognition, 7, 530-556.

Peereman, R., & Content , A. (1997). Orthographic and phonological neighborhoods in naming: Not all neighbors are equally influential in orthographic space. Journal of Memory and Language, 37, 382-410.

Content , A., Kearns, R., & Frauenfelder, U. (2001). Boundaries versus onsets in syllabic segmentation. Journal of Memory and Language, 45, 177-199.

Content , A., Meunier, C., Kearns, R. & Frauenfelder, U. (2001). Sequence detection in pseudowords in French: Where is the syllable effect? Language and Cognitive Processes, 16, 481-508.

Leybaert , J., & Alegria, J. (1993). Is word processing involuntary in deaf children ? British Journal of Developmental Psychology, 11, 1-29.

Leybaert , J. (2000). Phonology acquired through the eyes and spelling in deaf children. Journal of Experimental Child Psychology, 75, 291-318.

Charlier, B., & Leybaert , J. (2000). Hearing the hands : The rhyming skills of deaf children educated with Cued-Speech. Quarterly Journal of Experimental Psychology, 53A, 349-375.

D’Hondt, M., & Leybaert , J. (2003). Lateralization effects during semantic and rhyme judgement tasks in deaf and hearing subjects. Brain and Language, 87, 227-240.

Leybaert , J. (2005). Reading and Hearing Impairment. In M. Snowlling, M. Seidenberg, & C. Hulmes (Eds), Handbook of Reading (pp. 379-396). Psychology Press.

Mousty , P., & Bertelson, P. (1985). A study of braille reading: 1) Reading speed as a function of hand usage and context. Quarterly Journal of Experimental Psychology, 37A, 217-233.

Content, A., Mousty , P., & Radeau, M. (1990). BRULEX: Une base de données lexicales informatisée pour le français écrit et parlé. L'année Psychologique, 90, 551-566.

Bertelson, P., Mousty , P., & Radeau, M. (1992). The time course of braille word recognition. Journal of Experimental Psychology: Learning, Memory and Cognition., 18, 284-297.

Mousty , P., & Bertelson, P. (1992). Finger movements in braille reading: The effect of local ambiguity. Cognition, 43, 67-84.

Mousty , P, Leybaert, J., Alegria, J., Content, A., & Morais, J. (1994). BELEC: Une batterie d'évaluation du langage écrit et de ses troubles. In J. Grégoire & B. Piérart (Eds.), Evaluer les troubles de la lecture: Les nouveaux modèles théoriques et leurs implications diagnostiques (pp. 127-145). Bruxelles: De Boeck.

Alegria J., & Mousty , P. (1996). The development of spelling procedures in French-speaking, normal and disabled children: Effects of frequency and lexicality. Journal of Experimental Child Psychology, 63, 312-338.

Genard, N., Mousty , P., Content, A., Alegria, J., Leybaert, J., & Morais, J. (1998). Methods to establish subtypes of developmental dyslexia. In: P. Reitsma & L. Verhoeven (Eds.), Problems and interventions in literacy development (pp. 163-176). Dordrecht, The Netherlands: Kluwer.

Publications 2006-2011 – Liste complète

1. Bodé, S., & Content, A. (2011). Phonological awareness training and school curriculum. European journal of psychology of education.

2. Chetail, F. , & Mathey S. (in press). Effect of syllabic neighbourhood as a function of syllabic neighbour length. Psychonomic Bulletin & Review.

3. Chetail, F. , & Mathey, S. (in press). Effect of syllable congruency in sixth graders in the lexical decision task with masked priming. Scientific Studies of Reading.

4. Content, A ., Morais, J., Alegria Iscoa, J. , & Bertelson, P. (2011). Le développement de l’habileté d’analyse phonétique explicite de la parole. Psychologica belgica, 1.

5. Legrain, L., Stevens, J., Alegria Iscoa, J. , & Destrebecqz, A. (s.d.). A case study of conflict management in bonobos : How does a bonobo (Pan paniscus) mother manage conflicts between her sons and her female coalition partners ? Folia primatologica.

6. Leybaert, J. (s.d.). La langue française parlée Complétée: Fondements et Perspectives. Editions SOLAL.

7. Markessis, E., Poncelet, L., Colin, C., Hoonhorst, I., Collet, G. , Coppens, A., Deltenre, P., & Moore, B. C. J. (2011). Auditory Steady State Evoked Potentials vs Compound Action Potentials for the measurement of suppression tuning curves in the sedated dog puppy. International journal of audiology.

8. Mejias, S., Mussolin, C. , & Noël, M.-P. (in press). Numerical and non-numerical estimation in children with and without mathematical learning disabilities. Child Neuropsychology.

9. Mussolin, C. , Martin, R., & Schiltz, C. (in press). Relationships between number and space processing in adults with and without dyscalculia. Acta Psychologica.

10. Nithart, C., Demont, E., Metz-Lutz, M. N., Majerus, S., Poncelet, M., & Leybaert, J. (s.d.). Early contribution of phonological awareness and later influence of phonological memory through reading acquisition. Journal of research in reading.

11. Serrano, F., Genard, N., Sucena, A., Defior, S., Alegria Iscoa, J. , Mousty, P. , Leybaert, J. , Castro, S.-L., & Seymour, P. K. (s.d.). Variations in reading and spelling acquisition in Portuguese, French and Spanish : A cross-linguistic comparison. Journal of Portuguese Linguistics.

12. Aparicio, M. , Charlier, B. , Peigneux, P., & Leybaert, J. (2010). Etude

neuroanatomo- fonctionnelle de la perception de la parole en LPC. In J.

Leybaert (Ed.), La Langue Française Parlée Complétée: Fondements et Avenir (pp. 67-84). Marseille: Editions SOLAL.

13. Aparicio, M. , Peigneux, P., Charlier, B. , & Leybaert, J. (2010). How Cued Speech is Processed in the Brain: Directions for Future Research. In C. LaSasso, K.L. Crain, & J. Leybaert (Eds.), Cued Speech and Cued Language for Deaf and Hard of Hearing Children. San Diego (CA), USA: Plural Publishing.

14. Chetail, F. , & Mathey, S. (2010). InfoSyll: A Syllabary Providing Statistical Information on Phonological and Orthographic Syllables. Journal of psycholinguistic research, 39, 485-504.

15. Chetail, F. , & Mathey, S. (2010). Rôle de la Syllabe dans l’Apprentissage de la Lecture : Etudes en fonction du niveau de lecture. ANAE. Approche neuropsychologique des apprentissages chez l’enfant, 107-108, 119-124.

16. Desmet, L., Grégoire, J., & Mussolin, C. (2010). Developmental changes in the comparison of decimal fractions. Learning and Instruction, 20, 521-532.

17. Dominguez, A.B., & Alegria Iscoa, J. (2010). Reading Mechanisms in Orally Educated Deaf Adults. Journal of deaf studies and deaf education, 15, 136-148.

18. Dubois, M. , Kyllingsbæk, S., Prado, C., Musca, S. C., Peiffer, E., Lassus-Sangosse, D., & Valdois, S. (2010). Fractionating the multi-character processing deficit in developmental dyslexia: Evidence from two case studies. Cortex, 46, 717–738.

19. Kahn, S., Coche, F. , & Robin, F. (2010). Pratiques enseignantes en milieux défavorisés : une recherche exploratoire et compréhensive. Recherches qualitatives, 29(2).

20. LaSasso, C., Crain, K.L., & Leybaert, J. (2010). Cued Speech and Cued Language for deaf and hard of hearing childen. San Diego: Plural Publishing Inc.

21. LaSasso, C., & Leybaert, J. (2010). Cued speech for enhancing speech perception and first language development of children with cochlear implants. Trends in amplification, 14(2), 96-112. doi:DOI: 10.1177/1084713810375567

22. Leybaert, J. , Colin, C., & Hage, C. (2010). Cued speech and cochlear implants. In C. La Sasso, C. La Sasso, & J. Leybaert (Eds.), Cued speech and cued language for deaf and hard of hearing children (pp. 107-125). Plural Publishing Inc.

23. Leybaert, J. , Colin, S., & Hage, C. (2010). Cued Speech for enhancing speech perception of individuals with cochlear implants. In C. LaSasso, K.L. Crain, & J. Leybaert (Eds.), Cued Speech and Cued Language for deaf and hard of hearing children (pp. 107-125). San Diego: Plural Publishing Inc.

24. Leybaert, J. , Colin, S., & LaSasso, C. (2010). Cued Speech for the Development of the Alphabetic Principle. In C. LaSasso, K.L. Crain, & J.

Leybaert (Eds.), Cued Speech and Cued Language for deaf and hard of hearing children (pp. 245-283). San la Diego: Plural Publishing Inc.

25. Leybaert, J. , & LaSasso, C. (2010). Cued Speech for Enhancing Speech Perception of Individuals with Cochlear Implant. Trends in amplification, 14(2), 96-112.

26. Mussolin, C. , De Volder, A., Grandin, C., Schlögel, X., Nassogne, M.-C., & Noël, M.-P. (2010). Neural correlates of symbolic number processing in developmental dyscalculia. Journal of Cognitive Neuroscience, 22(5), 860-874.

27. Mussolin, C. , Mejias, S., & Noël, M.-P. (2010). Symbolic and non-symbolic number comparison in children with and without dyscalculia. Cognition, 115(1), 10-25.

28. Nys, J. , & Content, A. (2010). Complex mental arithmetic: the contribution of the number sense. Canadian journal of experimental psychology, 64(3), 215-220. doi:10.1037/a0020767

29. Pattamadilok, C., Lafontaine, H. , Morais, J., & Kolinsky, R. (2010). Auditory word serial recall benefits from orthographic dissimilarity. Language and Speech, 53, 321-341.

30. Piérart, B., Comblain, A., Grégoire, J., & Mousty, P. (2010). ISADYLE: Instruments pour le screening et l’approfondissement de l’examen des dysfonctionnements du langage chez l’enfant. Marseille: SOLAL.

31. Chetail, F. , & Mathey, S. (2009). Activation of Syllable Units during Visual Recognition of French Words in Grade 2. Journal of child language, 36(4), 883-894.

32. Chetail, F. , & Mathey, S. (2009). Syllabic Priming in Lexical Decision and Naming Tasks: The Syllable Congruency Effect Re-examined in French. Canadian journal of experimental psychology, 63(1), 40-48. doi:10.1037/a0012944

33. Chetail, F. , & Mathey, S. (2009). The Syllable Frequency Effect in Visual Recognition of French Words: A Study in Skilled and Beginning Readers. Reading & writing, 22(8), 955-973. doi:10.1007/s11145-008-9135-9

34. Colin, C., Hoonhorst, I., Markessis, E., Radeau, M., de Tourtchaninoff, M., Foucher, A., Collet, G. , & Deltenre, P. (2009). Mismatch negativity (MMN) evoked by sound duration contrasts: an unexpected major effect of deviance direction on amplitudes. Clinical neurophysiology, 120(1), 51-59. doi:10.1016/j.clinph.2008.10.002

35. Content, A. (2009). Les causes des troubles d’acquisition du langage écrit. Les Cahiers de la Société belge des logopèdes universitaires, 34, 3-20.

36. Goetry, V. , Kolinsky, R., & Mousty, P. (2009). Do bilingual beginning readers

activate the grapheme-phoneme correspondences of their two languages when reading in one language? Reading and Spelling: Contemporary Perspectives (pp. 168-188). London: Routledge.

37. Hoonhorst, I., Serniclaes, W., Collet, G. , Colin, C., Markessis, E., Radeau, M., & Deltenre, P. (2009). N1b and Na subcomponents of the N100 long latency auditory evoked-potential: neurophysiological correlates of voicing in French-speaking subjects. Clinical neurophysiology, 120(5), 897-903. doi:10.1016/j.clinph.2009.02.174

38. Kolinsky, R., Cuvelier, R., Goetry, V. , Peretz, I., & Morais, J. (2009). Music training facilitates lexical stress processing. Music perception, 26, 235-246.

39. Lecocq, K. , Kolinsky, R., Goetry, V. , Morais, J., Alegria Iscoa, J. , & Mousty, P. (2009). Reading development in two alphabetic systems differing in orthographic consistency: A longitudinal study of French-speaking children enrolled in a Dutch immersion program. Psychologica belgica, 49, 111-156.

40. Leybaert, J. , Bravard, S., Sudre, S., & Cochard, N. (2009). La adquisicion de la lectura y la orthographia en ninos sordos con implante coclear: Efectos de la Palabra Complementada. In S. Bravard, S. Sudre, N. Cochard, M. Carillo, & A.B. Dominguez (Eds.), Lineas actuales en el estudio de la lengua escrita y sus dificultades: dislexia & sordera. Libro de lecturas en honor de J. Alegria. Malaga: Aljibe.

41. Markessis, E., Nasr-Addine, H, Colin, C., Hoonhorst, I., Collet, G. , Deltenre, P., Munro, K. J, & Moore, Brian C J (2009). Effect of presentation level on diagnosis of dead regions using the threshold equalizing noise test. International journal of audiology, 48(2), 55-62.

42. Nithart, C., Demont, E., Majerus, S., Leybaert, J. , Poncelet, M., & Metz-Lutz, M.N. (2009). Reading disabilities in SLI and dyslexia result from distinct phonological impairments. Developmental neuropsychology, 34, 296-311.

43. Willems, P., & Leybaert, J. (2009). Phonological short term memory in deaf children fitted with a cochlear implant : effects of phonological similarity, word length and lipreading cues. Revista de logopedia, foniatría y audiología, 29(3), 174-185.

44. Colin, C., Leybaert, J. , Charlier, B., Mansbach, A.-L., Ligny, C., Ventura, M., & Deltenre, P. (2008). Apport de la modalité visuelle dans la perception de la parole. Cahiers de l’audition, 21(2), 42-49.

45. Colin, S., Leybaert, J. , Ecalle, J., & Magnan, A. (2008). The influence of implicit and explicit phonological knowledge on deaf and hearing children’s beginning of literacy. Revista de Psicologia, XXII(1), 51-72.

46. Lecocq, K. , Mousty, P. , Kolinsky, R., Goetry, V., Morais, J., & Alegria Iscoa, J. (2008). Evaluation de programmes d’immersion en Communauté française: Etude longitudinale du développement des habiletés écrites en langues

maternelle et seconde. In L. Puren & S. Babault (Eds.), L�éducation au-delà des frontières: apprentissage précoce du néerlandais. Paris: L�Harmattan.

47. Leybaert, J. , & Colin, C. (2008). Perception multimodale de la parole dans le développement normal et atypique: premières données. In M. Kail, M. Fayol, & M. Hickman (Eds.), Acquisition des langues premières et secondes. Editions du CNRS.

48. Leybaert, J. , & Colin, S. (2008). Perception multimodale de la parole dans le développement normal et atypique: premières données. Apprentissage des langues (pp. 529-547). Paris: CNRS Editions.

49. Mermillod, M., Auxiette, C., Chambres, P., Dubois, M. , Derost, P., Galland, F., et al. (2008). The contribution of psychology and cognitive neuroscience to the exploration of anatomical and functional substrata implicated in the Gilles de la Tourette’s syndrome. Annales Médico-Psychologiques, 166(5), 398–402.

50. Mussolin, C. , & Noël, M.-P. (2008). Automaticity for numerical magnitude of two-digit Arabic numbers in children. Acta Psychologica, 129, 264-272.

51. Mussolin, C. , & Noël, M.-P. (2008). Specific retrieval deficit from long-term memory in children with poor arithmetic facts abilities. The Open Psychology Journal, 1, 26-34.

52. Alegria Iscoa, J. , Hage, C., Charlier, B. , & Leybaert, J. (2007). Phonologie audiovisuelle: lecture, lecture labiale et lecture labiale complétée. Surdité et langage : Prothèses, LPC et implants cochléaires (pp. 99-149). Saint-Denis: Presses Universitaires de Vincennes.

53. Carette, V., Coche, F. , Dublet, A., Hougardy, P., Rey, B., & Muguerza Bengoechea, S. (2007). Coordination et mise en oeuvre de deux expériences pilotes dans des établissements scolaires de la Communauté française en vue de renforcer l’articulation entre l’enseignement primaire et l’enseignement secondaire. Recherches en education.

54. Colin, C., Deltenre, P., Radeau, M., & Leybaert, J. (2007). La perception audiovisuelle de la parole chez les enfants munis d’un implant cochléaire: premières données. Percevoir et protéger. Fondation IPSEN Solal.

55. Colin, S., Magnan, A., Ecalle, J., & Leybaert, J. (2007). Relation between deaf children’s phonological skills in kindergarten and word recognition performance in first grade. Journal of child psychology and psychiatry and allied disciplines, 48(2), 139-146.

56. Dubois, M. , Lafaye de Micheaux, P., Noël, M.P., and Valdois, S. (2007). Pre- orthographical constraints on visual word recognition: Evidence from a case-study of developmental surface dyslexia. Cognitive Neuropsychology, 24(6), 623–660.

57. Lecocq, K. , Mousty, P. , Kolinsky, R., Goetry, V. , Morais, J., & Alegria Iscoa, J.

(2007). Evaluation de programmes d’immersion en Communauté française: Etude longitudinale du développement des habiletés écrites en L1 et L2. L’éducation au-delà des frontières, apprentissage précoce du néerlandais, apprentissage précoce en néerlandais dans la zone frontalière franco-belge. Paris: L’Harmattan.

58. Leybaert, J. , & Colin, C. (2007). Le rôle des informations visuelles dans le développement du langage de l’enfant sourd muni d’un implant cochléaire. Enfance, 57(3), 245-253.

59. Leybaert, J. , Colin, C., Willems, P., Schepers, F., Renglet, T., Mansbach, A.-L., Simon, Patricia, & Ligny, C. (2007). Implant cochléaire, plasticité cérébrale et développement du langage. In J. Lopez-Crahe (Ed.), Surdité et langage: prothèses, LPC et implants cochléaires (pp. 13-67). Presses universitaires de Vincennes.

60. Markessis, E., Hoonhorst, I., Colin, C., Collet, G. , Pablos Martin, X., & Deltenre, P. (2007). Apport de l’électrophysiologie en pédo-audiologie. Cahiers de l’audition, 20(5), 38-53.

61. Mussolin, C. , & Noël, M.-P. (2007). The non-intentional processing of Arabic numerals in children. Journal of Clinical and Experimental Neuropsychology, 29(3), 225-234.

62. Prado, C., Dubois, M. , and Valdois, S. (2007). The eye movements of dyslexic children during reading and visual search: Impact of the visual attention span. Vision Research, 47(19), 2521–2530.

63. Rey, B., Coche, F ., Kahn, S., Puissant, M., & Robin, F. (2007). Pratiques pédagogiques à l’école primaire et réussite des élèves de milieu défavorisé. Bruxelles: Ministère de la Communauté française, AGERS.

64. Charlier, B. , Hage, C., & Leybaert, J. (2006). Introduction générale: Les problématiques de l’évaluation chez l’enfant sourd. In C. Hage, B. Charlier, & J. Leybaert (Eds.), Compétences cognitives, linguistiques et sociales de l’enfant sourd: Pistes d’évaluation (pp. 9-25). Editions Mardaga: Belgique.

65. Coche, F. , Kahn, S., Puissant, M., Robin, F., Genot, P., & Rey, B. (2006, November). Pratiques pédagogiques à l’école primaire et réussite scolaire des élèves venant de milieux défavorisés. Ministère de la Communauté Française.

66. Goetry, V. , Wade-Woolley, L., Kolinsky, R., & Mousty, P. (2006). The role of stress processing abilities in the development of bilingual reading. Journal of research in reading, 29, 349-362.

67. Hage, C., Charlier, B. , & Leybaert, J. (2006). Compétences cognitives, linguistiques et sociales de l’enfant sourd: Pistes d’évaluation. Belgique: Editions Mardaga.

68. Hage, C., & Leybaert, J. (2006). The development of oral language through

Cued Speech. In Spencer & M. Marschark (Eds.), The development of spoken language in deaf children (pp. 193-211). Psychology Press.

69. Leybaert, J. (2006). L’évaluation des habiletés numériques chez les enfants sourds. In C. Hage, B. Charlier, & J. Leybaert (Eds.), Compétences cognitives, linguistiques et sociales de l’enfant sourd: Pistes d’évaluation (pp. 223-246). Editions Mardaga: Belgique.

70. Morais, J., Quinet, D., & Mousty, P. (2006). Right-hemisphere superiority for tactile perception of direction in congenitally blind individuals. In J. Morais & J. Morais (Eds.), Studies on the mind.: Essays in honor of C. Britto-Mendes. (pp. 301-305). Lisbon: Educa.

71. Schelstraete, M.-A., Content, A. , & Van Reybroeck, M. (2006). L’apport d’un entraînement systématique à la métaphonologie dans l’apprentissage de la lecture et de l’écriture. Langage et pratiques, 38, 58-67.