References of "Leclercq, Anne-Lise"
     in
Bookmark and Share    
Full Text
Peer Reviewed
See detailSPEAKinVR: validation of a virtual audience
Etienne, Elodie ULiege; Leclercq, Anne-Lise ULiege; Remacle, Angélique ULiege et al

Conference (2020, April 30)

The main goal of this paper is to validate a virtual reality environment for public speaking training. Following Slater’s terminology (2003), there are two important concepts in VR: “immersion which ... [more ▼]

The main goal of this paper is to validate a virtual reality environment for public speaking training. Following Slater’s terminology (2003), there are two important concepts in VR: “immersion which stands for what the technology delivers from an objective point of view” and presence which is “the human reaction to immersion”, i.e., the participant’s subjective sense of being in the virtual place. The reactions of the audience can have a significant impact on the speaker’s emotions and performance. At a first level, our hypothesis is that interactivity has a positive impact on the presence feeling. At a higher level, as already shown by Chollet et al. (2015), interactivity in VR is also a major ingredient in the training process. It is therefore essential to know if the users perceive the interactions in the virtual environment as representative of the reality and how each one is interpreted. There are two main dimensions in the context of emotion and affect: arousal and valence. As defined by Chollet and Scherer (2017), “arousal can be understood as an audience member’s level of alertness, and valence corresponds to how positively or negatively the person feels toward the speaker or the presentation”. In their paper, they tried to understand how users perceive virtual audience based on the nonverbal behavior of audience members. Our first question is to investigate which attitudes the characters must display and how people perceive the individual members of the audience in terms of their states of arousal and valence. A second related question is linked to the level of reality used to represent the public. The characters in virtual environments, i.e. avatars, are most often synthetic images. In some cases, photorealistic representations are used but the level of animation is then generally extremely limited. In this context, our second research question investigates whether the use of fully rigged 3D photogrammetric models, i.e. with a skeleton we can animate, can significantly improve the user’s presence. [less ▲]

Detailed reference viewed: 38 (8 ULiège)
Full Text
See detailSPEAKInVR : Validation d’une audience virtuelle
Etienne, Elodie ULiege; Leclercq, Anne-Lise ULiege; Remacle, Angélique ULiege et al

Scientific conference (2020, March 12)

Nowadays public speaking is one of the most important skills a person should develop. Such a skill is vital in many circumstances and in very different fields: the sales representative who presents a ... [more ▼]

Nowadays public speaking is one of the most important skills a person should develop. Such a skill is vital in many circumstances and in very different fields: the sales representative who presents a product to customers, the tourist guide visiting a city with a group, the manager who defends his project in front of stakeholders, the candidate during a job interview, the professor in front of students… Unfortunately, many firms complain about the too low level of this skill within their staff. The global theme of our work is to look for innovative solutions leading to an improvement of public speaking performances. The global project aims to help people to speak in public by training them in a realistic and interactive VR environment providing some feedbacks. Unity 3D engine was used to create a first basic version of the tool. 3D avatars have been designed and animated to represent some common audience postures, corresponding to different degrees of arousal and valence, and some classical situations as people typing on laptops or playing with smartphones. 3D photogrammetric versions of these avatars will soon be completed for testing increased realism. The objective of this presentation is to validate the virtual audience. [less ▲]

Detailed reference viewed: 118 (56 ULiège)
Full Text
See detailRevue systématique : Prise en charge du bégaiement en télépratique
Leclercq, Anne-Lise ULiege

Article for general public (2020)

Il s'agit du résumé en français d'une revue systématique portant sur l'efficacité de la prise en charge du bégaiement en télépratique.

Detailed reference viewed: 18 (0 ULiège)
Full Text
See detailAu-delà du cabinet : Evaluer le bégaiement dans différents contextes et évaluer la qualité de vie
Leclercq, Anne-Lise ULiege; Ménard, Lucie; Moïse-Richard, Anne

Scientific conference (2019, July 04)

Le bégaiement est un trouble complexe dont les manifestations varient d’une situation à l’autre. Les patients peuvent témoigner d’une bonne gestion de leur parole au quotidien, mais évoquer des ... [more ▼]

Le bégaiement est un trouble complexe dont les manifestations varient d’une situation à l’autre. Les patients peuvent témoigner d’une bonne gestion de leur parole au quotidien, mais évoquer des difficultés marquées dans certaines situations comme le fait de devoir s’adresser à un étranger ou prendre la parole devant un groupe. Par conséquent, lors de l’évaluation, un recueil de parole dans le cadre sécurisant du cabinet de logopédie ne permet pas toujours de révéler les principales difficultés rencontrées par les personnes qui bégaient. En outre, plusieurs études ont révélé un impact négatif du bégaiement sur la qualité de vie, qui n’est pas forcément lié à la sévérité objective du bégaiement. Cet exposé présente d’une part la réalité virtuelle comme un outil permettant d’évaluer la prise de parole dans différentes situations et d’autre part des données préliminaires sur la validation en français du questionnaire OASES, un outil d’évaluation de la qualité de vie chez la personne qui bégaie. [less ▲]

Detailed reference viewed: 269 (14 ULiège)
Full Text
See detailAu-delà des mots: évaluer la qualité de vie chez les enfants qui bégaient
Leclercq, Anne-Lise ULiege; Gantier, Pauline; Moïse-Richard, Anne

Conference (2019, May 20)

Detailed reference viewed: 94 (11 ULiège)
Full Text
Peer Reviewed
See detailReal enough: A virtual classroom can induce an increase in anxiety and speech disfluencies in adolescents
Leclercq, Anne-Lise ULiege; Duwernell, Céline; Delaite, Ophélie et al

Conference (2019, May 14)

Virtual reality (VR) enables the user to navigate and interact in real time with computer-generated 3D environments. There is an increasing interest in using virtual environments to study psychological ... [more ▼]

Virtual reality (VR) enables the user to navigate and interact in real time with computer-generated 3D environments. There is an increasing interest in using virtual environments to study psychological phenomena such as anxiety (Wiederhold & Bouchard, 2014). In this study, we assess the feasibility of a virtual classroom to evoke anxiety and speech disfluencies in adolescents. Twenty adolescents who do not stutter or suffer from social anxiety disorder, were asked to talk for approximately four minutes in front of the examiner, in a virtual classroom and in a VR neutral environment. They repeatedly rated their level of anxiety while speaking. Our results show an increase in speech disfluencies when speaking in front of a virtual classroom compared with speaking to the examiner. Moreover, we observed higher levels of anxiety when speaking in a virtual classroom than when speaking in an empty apartment. These preliminary results underline the capacity of a virtual classroom to induce anxiety and speech disfluencies in youth. These results, alongside previous research into adults (Brundage & Hancock, 2015; Brundage et al., 2006, 2016), are encouraging for the clinical use of VR environments to assess and treat anxiety and speech disfluencies in people who stutter. [less ▲]

Detailed reference viewed: 96 (13 ULiège)
See detailRobots et personnages virtuels : objets et sujets d’émotions ?
Delbouille, Julie ULiege; Leclercq, Anne-Lise ULiege; Leclercq, Bruno ULiege

Conference given outside the academic context (2019)

Detailed reference viewed: 35 (2 ULiège)
Full Text
See detailTravail avec les parents dans la prise en charge précoce du bégaiement
Leclercq, Anne-Lise ULiege; Moyse, Astrid ULiege; Geurten, Marie ULiege

Scientific conference (2018, October 06)

Detailed reference viewed: 202 (27 ULiège)
Full Text
See detailRobots et personnages virtuels : objets et sujets d’émotions ?
Delbouille, Julie ULiege; Leclercq, Anne-Lise ULiege; Leclercq, Bruno ULiege

Conference given outside the academic context (2018)

Detailed reference viewed: 85 (14 ULiège)
Full Text
Peer Reviewed
See detailBeyond stuttering: Speech disfluencies in normally fluent French-speaking children at age 4
Leclercq, Anne-Lise ULiege; Suaire, Pauline; Moyse, Astrid

in Clinical Linguistics and Phonetics (2018), 32(2), 166-179

The aim of this study was to establish normative data on the speech disfluencies of normally fluent French-speaking children at age 4, an age at which stuttering has begun in 95% of children who stutter ... [more ▼]

The aim of this study was to establish normative data on the speech disfluencies of normally fluent French-speaking children at age 4, an age at which stuttering has begun in 95% of children who stutter (Yairi & Ambrose, 2013). Fifty monolingual French-speaking children who do not stutter participated in the study. Analyses of a conversational speech sample comprising 250–550 words revealed an average of 10% total disfluencies, 2% stuttering-like disfluencies and around 8% non-stuttered disfluencies. Possible explanations for these high speech disfluency frequencies are discussed, including explanations linked to French in particular. The results shed light on the importance of normative data specific to each language. [less ▲]

Detailed reference viewed: 146 (29 ULiège)
Full Text
See detailL'apprentissage de résolution de problèmes complexes (ARPC) : un dispositif d'entrainement au travail interdisciplinaire
Leclercq, Anne-Lise ULiege; Stievenart, Marie ULiege

Scientific conference (2017, November 22)

Ce dispositif part d’un double constat : d’une part, la grande difficulté éprouvée par les étudiants pour transférer leurs connaissances à des situations concrètes, et d’autre part, leur difficulté à ... [more ▼]

Ce dispositif part d’un double constat : d’une part, la grande difficulté éprouvée par les étudiants pour transférer leurs connaissances à des situations concrètes, et d’autre part, leur difficulté à collaborer avec d’autres disciplines pour tenir compte des profils des patients dans leur globalité. Or, la psychologie et la logopédie sont des professions où la collaboration pluridisciplinaire est très fréquente. Cet exposé présente un dispositif d’apprentissage par problèmes nécessitant la collaboration d’étudiants de dernier master en logopédie, neuropsychologie et psychologie de l’enfant. Nous présentons l’auto-évaluation par les étudiants de leur progression, suite à la participation à ce dispositif, dans différents apprentissages critiques du référentiel de compétences. [less ▲]

Detailed reference viewed: 80 (9 ULiège)
Full Text
See detailLa réalité virtuelle comme outil thérapeutique et de recherche
Delroisse, Stéphanie ULiege; Etienne, Anne-Marie ULiege; Willems, Sylvie et al

Speech/Talk (2017)

En clinique à la Clinique Psychologique et Logopédique de l'Université comme en recherche à la Faculté de Psychologie, Logopédie et des Sciences de l'Education, la réalité virtuelle est utilisée pour ... [more ▼]

En clinique à la Clinique Psychologique et Logopédique de l'Université comme en recherche à la Faculté de Psychologie, Logopédie et des Sciences de l'Education, la réalité virtuelle est utilisée pour explorer de nombreux phénomènes psychologiques comme l'addiction, les troubles du comportement alimentaire, le bégaiement, les céphalées de tension, la mémoire, la voix et les hallucinations. [less ▲]

Detailed reference viewed: 480 (64 ULiège)
See detailLa réalité virtuelle, un outil issu de la recherche et dédié aux traitements des peurs !
Etienne, Anne-Marie ULiege; Stassart, Céline ULiege; Leclercq, Anne-Lise ULiege et al

Speech/Talk (2017)

Une série de projets scientifiques sont en cours dans le domaine des soins de santé globale au sein de la Faculté de Psychologie, Logopédie et Science de l’Education prenant appui sur la technologie de la ... [more ▼]

Une série de projets scientifiques sont en cours dans le domaine des soins de santé globale au sein de la Faculté de Psychologie, Logopédie et Science de l’Education prenant appui sur la technologie de la réalité virtuelle. L’équipe travaille notamment sur la dépendance à l’alcool, la douleur, l’obésité, le bégaiement, etc… Pour ces recherches, elle utilise des environnements virtuels en 3D en temps réel. Ces environnements virtuels permettent de naviguer librement dans des scénarios, d’incorporer progressivement des sensations physiques et émotionnelles et de graduer les interactions au rythme des utilisateurs. [less ▲]

Detailed reference viewed: 235 (41 ULiège)
Peer Reviewed
See detailFluencyBank: studying typical and disordered speech fluency across languages and contexts
MacWhinney, Brian; Leclercq, Anne-Lise ULiege; Zwitserlood, Rob et al

Conference (2017, July 18)

Mastering the skill to produce fluent speech is a complex task that is still poorly understood. Similarly, the threshold at which typical fluency breakdown begins to attract clinical concern is also a ... [more ▼]

Mastering the skill to produce fluent speech is a complex task that is still poorly understood. Similarly, the threshold at which typical fluency breakdown begins to attract clinical concern is also a matter of frequent disagreement. The goal of the recently funded FluencyBank project, an arm of TalkBank, is to facilitate collection and analysis of expressive speech samples across the lifespan, languages, and clinical diagnoses. Speakers will illustrate the challenges and opportunities available to the study of expressive language development skill. The first speaker (Leclercq) will examine the need for reference data across languages in order to distinguish typical developmental disfluency from stuttering, using data from French. The second speaker (Zwitserlood) will confirm and elaborate on the profile of elevated disfluency profiles in children with SLI, using Dutch data. The third speaker (Byrd) will describe the theoretical and practical challenges of discriminating typical fluency profiles from clinical stuttering in bilinguals, with emphasis on Spanish-English child speakers. The fourth speaker (Ratner) will update information linking language proficiency to stuttering onset and persistence/recovery, showing the complex interactions between speech and language formulation. Each speaker will emphasize the many intertwining skills that underlie the development of spoken language fluency and the benefits of specialized cooperative initiatives such as FluencyBank to collect data for exploration of otherwise impossible to answer hypotheses. Moderator Brian MacWhinney, Co-Investigator of FluencyBank will discuss its development, planned research projects and computational tool development, and illustrate potential applications for use by child language researchers. [less ▲]

Detailed reference viewed: 176 (6 ULiège)
Peer Reviewed
See detailApport de la réalité virtuelle à l’évaluation et la prise en charge du bégaiement chez des adolescents
Leclercq, Anne-Lise ULiege; Bouchard, Stéphane

Conference (2017, May 20)

Detailed reference viewed: 173 (33 ULiège)
See detailImplémentation du programme Lidcombe dans la prise en charge du bégaiement en clinique francophone
Leclercq, Anne-Lise ULiege

Conference (2017, April 28)

This talk presents preliminary results of the Lidcombe program on French stuttering preschool children. The purpose is to discuss its effectiveness in regular clinical context, and with various profiles ... [more ▼]

This talk presents preliminary results of the Lidcombe program on French stuttering preschool children. The purpose is to discuss its effectiveness in regular clinical context, and with various profiles of children. [less ▲]

Detailed reference viewed: 104 (6 ULiège)
Peer Reviewed
See detailStuttered and non-stuttered disfluencies in normally fluent, French-speaking preschool children
Leclercq, Anne-Lise ULiege; Moyse, Astrid

Conference (2017, February 16)

The criterion of 3% of stuttered disfluencies – (part-)word repetitions, sound prolongations and blocks – is often suggested to diagnose the stuttering in children (e.g., Boey et al., 2007; Yairi ... [more ▼]

The criterion of 3% of stuttered disfluencies – (part-)word repetitions, sound prolongations and blocks – is often suggested to diagnose the stuttering in children (e.g., Boey et al., 2007; Yairi & Ambrose, 2005). There is a long-lasting debate among scholars about the relevance of considering monosyllabic word repetitions as stuttered disfluencies, given their high frequency in typically developing children (e.g., Howell, 2013; Wingate, 2001). Yet, these are the prime characteristics that prompt identification of early stuttering by parents (Yairi & Ambrose, 2013). Nevertheless, very few normative data exist concerning the disfluencies occurring in the speech of normally fluent children (Tumanova et al., 2014), and none exist in French. The aim of this study is to examine the need for reference data in French in order to distinguish typical developmental disfluency from stuttering. We used the CHAT transcription system and the coding conventions of FluencyBank to transcribe and analyse the speech disfluencies of twenty monolingual, French speaking children who do not stutter, aged 4 years. FluencyBank (Bernstein-Ratner & MacWhinney) is a shared database for the study of the development of fluency in both normal and disordered populations. It is a project of Talkbank that seeks to archive and facilitate sharing of data relevant to fluency research. [less ▲]

Detailed reference viewed: 97 (4 ULiège)
See detailRéalité virtuelle et bégaiement : un outil prometteur pour la prise en charge ?
Leclercq, Anne-Lise ULiege

Conference given outside the academic context (2016)

Detailed reference viewed: 115 (22 ULiège)