Développement lexical dans le cadre des déficiences intellectuelles syndromiques : une revue de la littérature

Comblain, Annick; Witt, Arnaud; Thibaut, Jean-Pierre

doi:10.1016/j.psfr.2022.03.001

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Développement lexical dans le cadre des déficiences intellectuelles syndromiques : une revue de la littérature

Comblain, Annick; Witt, Arnaud; Thibaut, Jean-Pierre

2023 • In Psychologie Française, 68 (1), p. 91-115

Peer reviewed

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https://hdl.handle.net/2268/288820

DOI
10.1016/j.psfr.2022.03.001

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Keywords :

Développement lexical; Déficience intellectuelle; Syndromes génétiques

Abstract :

[fr] Introduction : Le développement lexical est un des domaines langagiers les moins abordés dans le cadre de la déficience intellectuelle. Les banques de données PubMed et Scopus permettent de recenser environ 13000 publications scientifiques revues par les pairs consacrées au développement langagier en général des personnes présentant une déficience intellectuelle pour 20 fois moins de résultats sur le thème du développement lexical. Discussion : Les études analysées dans cet article renvoient à deux champs de recherches distincts : (1) l’étude comparative des trajectoires développementales des enfants présentant une déficience syndromique et des enfants neurotypiques et (2) la description du contenu référentiel du lexique et du processus d’apprentissage lexical. Le premier axe de recherche a permis de décrire l’allure générale de la trajectoire d’acquisition lexicale des enfants présentant une déficience intellectuelle ; trajectoire marquée par une explosion lexicale plus tardive et moins importante que chez l’enfant neurotypique. L’influence respective de l’âge mental et de l’âge chronologique (ou l’expérience de vie) dans le développemental lexical y est également discutée ; le premier étant impliqué dans le développement du versant tant expressif que réceptif du vocabulaire et le second impactant uniquement le versant réceptif. Le second axe de recherche a permis d’avancer des éléments d’explication au problème relevé dans la maîtrise de certains domaines du lexique (mots abstraits ou lexique relationnel) ; une interprétation de ces difficultés en termes de déficit des connaissances conceptuelles et donc de l’accès à la mémoire sémantique est généralement avancée. Cet axe de recherche reprend également les travaux sur l’utilisation des contraintes et des principes lexicaux chez les enfants présentant une déficience intellectuelle. Les conclusions de ces études soulignent des capacités de généralisation des nouveaux mots appris à de nouveaux exemplaires comparables à celles observées chez les enfants neurotypiques. La variabilité intersyndromique, et plus particulièrement une description détaillée des profils lexicaux spécifiques des personnes présentant une trisomie 21 et de celles porteuses d’un syndrome de Williams, traverse les deux axes de recherche cités et permet de dégager ce qui est propre à la déficience intellectuelle en général de ce qui est spécifique à un syndrome particulier. Beaucoup de questions restent cependant encore en suspens.

Research center :

RUCHE - Research Unit for a life-Course perspective on Health & Education - ULiège
LEAD - Laboratoire d'Etude de l'Apprentissage et du Développement

Disciplines :

Theoretical & cognitive psychology

Author, co-author :

Comblain, Annick ; Université de Liège - ULiège > Département de Logopédie

Witt, Arnaud; Université de Bourgogne Franche-Comté > Pôle AAFE > LEAD

Thibaut, Jean-Pierre; Université de Bourgogne Franche-Comté > Pôle AAFE > LEAD

Language :

French

Title :

Développement lexical dans le cadre des déficiences intellectuelles syndromiques : une revue de la littérature

Alternative titles :

[en] Lexical development in the context of an intellectual disability : state of the art

Publication date :

2023

Journal title :

Psychologie Française

ISSN :

0033-2984

eISSN :

1873-7277

Publisher :

Elsevier Masson, France

Volume :

Issue :

Pages :

91-115

Peer reviewed :

Peer reviewed

Development Goals :

4. Quality education

Name of the research project :

Compare-to-Learn : Children’s Learning and Generalization of Novel Concepts with Comparison Designs

Funders :

ANR - Agence Nationale de la Recherche [FR]

Funding number :

ANR-18-CE28 COMPARE

Data Set :

https://doi.org/10.1016/j.psfr.2022.03.001

Commentary :

Publication en ligne mai 2022 - Publication papier mars 2023

Available on ORBi :

since 12 March 2022

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