References of "Poncelet, Martine"
     in
Bookmark and Share    
Full Text
Peer Reviewed
See detailDyslexie et déficits de la mémoire à court terme / de travail : implications pour la remédiation
Majerus, Steve ULiege; Poncelet, Martine ULiege

in ANAE: Approche Neuropsychologique des Apprentissages chez l'Enfant (2017), 148

Detailed reference viewed: 200 (13 ULiège)
Full Text
Peer Reviewed
See detailThe effect of one year of second-language immersion school program on cognitive development
Gillet, Sophie ULiege; Barbu, Cristina ULiege; Nkiani, Bwetol et al

Poster (2016, May 19)

Detailed reference viewed: 114 (32 ULiège)
Full Text
Peer Reviewed
See detailOrder short-term memory capacity predicts nonword reading and spelling in first and second grade
Binamé, Florence ULiege; Poncelet, Martine ULiege

in Reading and Writing (2016), 1

Recent theories of short-term memory (STM) distinguish between item information, which reflects the temporary activation of long-term representations stored in the language system, and serial-order ... [more ▼]

Recent theories of short-term memory (STM) distinguish between item information, which reflects the temporary activation of long-term representations stored in the language system, and serial-order information, which is encoded in a specific representational system that is independent of the language network. Some studies examining the relationship between reading acquisition and verbal STM for order and item information separately in beginning readers have found that order STM capacity is independently predictive of nonword decoding abilities in first grade, but item STM is not. In this longitudinal study, we first aimed to explore whether this finding also holds for nonword spelling abilities. We also sought to determine whether order STM capacity remains an independent predictor of nonword decoding and spelling abilities in the second year of reading instruction. For this purpose, 70 typically developing children were followed over 3 years, from kindergarten to second grade. In kindergarten, children were administered order and item STM tasks and phonological awareness tasks, in addition to tasks assessing letter name knowledge, vocabulary knowledge, and nonverbal reasoning. In first and second grades, the children’s word and nonword reading and spelling abilities were assessed. The results revealed that order STM capacity was a robust independent predictor of nonword reading and spelling abilities in first and second grade, but was not related to the abilities to read and spell words. The specific role of order STM in the acquisition of the sublexical reading and spelling routes is discussed. [less ▲]

Detailed reference viewed: 63 (13 ULiège)
Full Text
Peer Reviewed
See detailThe development of the abilities to acquire novel detailed orthographic representations and maintain them in long-term memory
Binamé, Florence ULiege; Poncelet, Martine ULiege

in Journal of Experimental Child Psychology (2016), 143

Previous studies have clearly demonstrated that the development of orthographic representations relies on phonological recoding. However, substantial questions persist about the remaining unexplained ... [more ▼]

Previous studies have clearly demonstrated that the development of orthographic representations relies on phonological recoding. However, substantial questions persist about the remaining unexplained variance in the acquisition of word-specific orthographic knowledge that is still underspecified. The main aim of this study was to explore whether two cognitive factors—sensitivity to orthographic regularities and short-term memory (STM) for serial order—make independent contributions to the acquisition of novel orthographic representations beyond that of the phonological core component and the level of preexisting word-specific orthographic knowledge. To this end, we had children from second to sixth grades learn novel written word forms using a repeated spelling practice paradigm. The speed at which children learned the word forms and their long-term retention (1 week and 1 month later) were assessed. Hierarchical regression analyses revealed that phonological recoding, preexisting word-specific orthographic knowledge, and order STM explained a portion of the variance in orthographic learning speed, whereas phonological recoding, preexisting word-specific orthographic knowledge, and orthographic sensitivity each explained a portion of variance in the long-term retention of the newly created orthographic representations. A secondary aim of the study was to determine the developmental trajectory of the abilities to acquire novel orthographic word forms over the course of primary schooling. As expected, results showedan effect of age on both learning speed and long-term retention. The specific roles of orthographic sensitivity and order STM as independent factors involved in different steps of orthographic learning are discussed. [less ▲]

Detailed reference viewed: 95 (38 ULiège)
Full Text
Peer Reviewed
See detailRelative Ease in Creating Detailed Orthographic Representations Contrasted with Severe Difficulties to Maintain Them in Long-term Memory Among Dyslexic Children
Binamé, Florence ULiege; Poncelet, Martine ULiege; Danzio, Sophie

in Dyslexia (2015), 21(4), 361-370

Most research into orthographic learning abilities has been conducted in English with typically developing children using reading-based tasks. In the present study, we examined the abilities of French ... [more ▼]

Most research into orthographic learning abilities has been conducted in English with typically developing children using reading-based tasks. In the present study, we examined the abilities of French-speaking children with dyslexia to create novel orthographic representations for subsequent use in spelling and to maintain them in long-term memory. Their performance was compared with that of chronological age (CA)-matched and reading age (RA)-matched control children. We used an experimental task designed to provide optimal learning conditions (i.e. 10 spelling practice trials) ensuring the short-term acquisition of the spelling of the target orthographic word forms. After a 1-week delay, the long-term retention of the targets was assessed by a spelling post-test. Analysis of the results revealed that, in the short term, children with dyslexia learned the novel orthographic word forms well, only differing from both CA and RA controls on the initial decoding of the targets and from CA controls on the first two practice trials. In contrast, a dramatic drop was observed in their long-term retention relative to CA and RA controls. These results support the suggestion of the self-teaching hypothesis (Share, 1995) that initial errors in the decoding and spelling of unfamiliar words may hinder the establishment of fully specified novel orthographic representations. [less ▲]

Detailed reference viewed: 193 (44 ULiège)
Peer Reviewed
See detailTraining of categorical perception in Williams syndrome
Majerus, Steve ULiege; MELOTTE, Evelyne ULiege; Poncelet, Martine ULiege et al

Conference (2015, September 09)

Detailed reference viewed: 15 (4 ULiège)
Full Text
Peer Reviewed
See detailFunctional Alterations in Order Short-Term Memory Networks in Adults With Dyslexia
Martinez Perez, Trecy ULiege; Poncelet, Martine ULiege; Salmon, Eric ULiege et al

in Developmental Neuropsychology (2015), 40(7-8), 407-429

Dyslexia is characterized not only by reading impairment but also by short-term memory (STM) deficits, and this particularly for the retention of serial order information. Here, we explored the functional ... [more ▼]

Dyslexia is characterized not only by reading impairment but also by short-term memory (STM) deficits, and this particularly for the retention of serial order information. Here, we explored the functional neural correlates associated with serial order STM performance of adults with dyslexia for verbal and visual STM tasks. Relative to a group of age-matched controls, the dyslexic group showed abnormal activation in a network associated with order STM encompassing the right intraparietal and superior frontal sulcus, and this for both verbal and visual order STM conditions. This study highlights long-lasting alterations in non-language neural substrates and processes in dyslexia. [less ▲]

Detailed reference viewed: 51 (12 ULiège)
Full Text
See detailL’évaluation de la mémoire à court terme verbale auprès de l’enfant dyslexique
Majerus, Steve ULiege; Poncelet, Martine ULiege

in Rééducation Orthophonique (2015), 262

Detailed reference viewed: 139 (10 ULiège)
See detailDevelopment of the Abilities to Acquire New Orthographic Representations from Grades 2 to 6
Binamé, Florence ULiege; Poncelet, Martine ULiege

Conference (2014, May 27)

Unlike English, little attention has been accorded to orthographic learning in French which has a challenging spelling due to its high level of inconsistency. There is evidence that the mastery of ... [more ▼]

Unlike English, little attention has been accorded to orthographic learning in French which has a challenging spelling due to its high level of inconsistency. There is evidence that the mastery of alphabetic decoding is critical to acquire word-specific orthographic representations (Share 1995). It is also generally admitted that orthographic processing skills are involved in orthographic learning beyond the core phonological component. Even if these skills still remain underspecified, research particularly focuses on the sensitivity to orthographic constraints. While Pacton et al. (2013) have shown that graphotactic knowledge influences the learning of new spellings, little is known about the development of this knowledge over time. Our aim was to determine the developmental trajectory of orthographic word form acquisition abilities within the French orthography by assessing the speed of acquisition of new orthographic forms as well as the sensitivity to orthographic regularities. Five groups of forty French-speaking children from grades 2 to 6 took part in the study. We proposed two experimental tasks. The first consisted of an orthographic learning of 10 new orthographic forms (inconsistent in spelling) by using a repeated spelling paradigm. In practice, children were firstly asked to read aloud each item once. Then, the experimenter dictated each item ten times in a mixed order. The capacity of retention of the new representations was assessed one week later with a dictation task. The second task aimed at determining the sensitivity to different French orthographic regularities by means of an orthographic choice task containing 62 pairs of non-words homophones. Moreover, general reading and spelling abilities were also assessed. Results show that the speed of orthographic learning and the capacity of long-term retention significantly increase during the first years but do not differ anymore between grades 4-5 and 5-6, suggesting that older children have reached a nearly maximal potential in their learning capacities. Nevertheless, the general orthographic abilities, which are more dependent on scholar knowledge, continue to develop significantly during school years. Furthermore, sensitivity to orthographic regularities increases significantly only from grade 2 to 3, indicating that children as soon as 9 years-old are already able to extract different graphotactic patterns of their writing system. Pacton, S., Sobaco, A., Fayol, M., & Treiman, R. (2013). How does graphotactic knowledge influence children’s learning of new spellings? Frontiers in Psychology, 4, 1-10. Share, D. (1995). Phonological recoding and self-teaching: sine qua non of reading acquisition. Cognition 55, 151-218. [less ▲]

Detailed reference viewed: 89 (10 ULiège)
Full Text
Peer Reviewed
See detailA predictive battery of literacy acquisition for children in third year kindergarten
Gillet, Sophie ULiege; Binamé, Florence ULiege; Martinetti, Julie et al

Poster (2014)

Detailed reference viewed: 45 (7 ULiège)
Full Text
See detailOrthographic learning in adult skilled readers
Binamé, Florence ULiege; Poncelet, Martine ULiege

Poster (2013, September 21)

Detailed reference viewed: 46 (8 ULiège)
Full Text
Peer Reviewed
See detailCognitive advantage in children enrolled in a second-language immersion elementary school program for 3 years
Nicolay, Anne-Catherine ULiege; Poncelet, Martine ULiege

in Bilingualism: Language and Cognition (2013), 16(3), 597-607

Early bilingualism acquired from home or community is generally considered to positively influence cognitive development. The purpose of the present study was to determine to what extent bilingualism ... [more ▼]

Early bilingualism acquired from home or community is generally considered to positively influence cognitive development. The purpose of the present study was to determine to what extent bilingualism acquired through a second-language immersion education has a similar effect. Participants included a total of 106 French-speaking 8-year-old children drawn from two language groups: 53 children enrolled in English immersion classes since the age of 5 (the immersion group) and 53 children enrolled in monolingual French-speaking classes (the monolingual group). The two groups were matched for verbal and nonverbal intelligence and SES. They were administered a battery of tasks assessing attentional and executive skills. The immersion group’s reaction times were significantly faster than those of the monolingual group on tasks assessing alerting, auditory selective attention, divided attention and mental flexibility, but not interference inhibition. These results show that, after only 3 years, a second-language immersion school experience also produces some of the cognitive benefits associated with early bilingualism. [less ▲]

Detailed reference viewed: 548 (38 ULiège)
Full Text
Peer Reviewed
See detailDissociable components of phonological and lexical-semantic short-term memory and their relation to impaired word production in aphasia
Verhaegen, Clémence ULiege; PIERTOT, Florence ULiege; Poncelet, Martine ULiege

in Cognitive Neuropsychology (2013), 30(7-8), 544-563

This study assesses the dissociability of phonological and lexical-semantic short-term memory (STM) in two aphasic patients, B.N. and T.M., and explores the relationship between their STM deficits and ... [more ▼]

This study assesses the dissociability of phonological and lexical-semantic short-term memory (STM) in two aphasic patients, B.N. and T.M., and explores the relationship between their STM deficits and their word production impairment. Picture naming performance suggests phonological language production impairment in B.N. and lexical-semantic language production impairment in T.M. On STM tasks, B.N. presented phonological STM impairment with preserved lexical-semantic STM, while T.M. presented the reverse profile. These results reveal a double dissociation between phonological and lexical-semantic STM capacities and suggest that our patients' STM impairment may be selectively related to their language production deficits [less ▲]

Detailed reference viewed: 83 (8 ULiège)