Sonia Kandel (PI - GIPSA-Lab - CNRS, Université de
Grenoble Alpes, France)
Marieke Longcamp & Jean-Luc Velay (Lab. Neurosciences cognitives - CNRS,
Université Aix-Marseille, France)
Cyril Perret (CeRCA - CNRS, Université de Poitiers, France)
Writing is one of the most important communicational tools. With the
arrival of internet, tablets and smartphones many people spend more time
writing than speaking (email, chat, SMS, etc.). How do we recall a word’s
spelling and how do we produce the movements to produce letters ?
Researchers investigated writing either from a central point of view (i.e.,
spelling processing) or from a peripheral approach (i.e., motor production)
without questioning their relation. Our studies revealed however that letter production
does not merely depend on its shape –and its specifications for stroke order
and direction– but also on the way we encode it orthographically. There is a
functional interaction between spelling and motor processing. ECRIRE is a
multi-disciplinary project aiming at investigating this interaction in a
developmental and neurophysiological perspective. We expect a clear theoretical
and methodological advance that will directly impact teaching methods in
schools as well as diagnosis and therapy for writing pathologies in medical
contexts. The outcome of the ECRIRE project will in addition give us more
understanding on writing processes for the improvement of tablets and
smartphones.
Eva Belke (PI), Stefanie Dipper, Claudia Müller (Ruhr-Universität Bochum,
Germany)
Sonia Kandel (GIPSA-Lab - CNRS, Université de
Grenoble Alpes, France)
To the extent that producing and understanding written texts is the basis
for a successful school career, literacy is a key to participation in society.
German orthography codes not only phonological but also morphological and
syntactic regularities, so learning to read and write should go hand in hand
with discovering the grammatical regularities in the language, a process often
referred to as “grammaticalization” in German didactics. Understanding
orthography as a code for grammatical relations enables beginning
readers/writers to process increasingly complex, literate texts. In Germany,
the likelihood of a child to attain high levels of literacy is linked more
strongly to the socioeconomic status of the family than in most other EU
countries. We think that partial responsibility for this rests with proponents
of didactic concepts that are founded on pedagogical misconceptions of language
acquisition and language learning, especially concerning the power and scope of
implicit learning. Implicit learning enables speakers to acquire knowledge of
the statistical properties of written utterances. Critically, unlike the
standard belief, implicit learning requires that the linguistic input be
optimized for it to occur. We hypothesize that implicitly acquired
morphosyntactic and orthographic skills are an essential fundament of a strong
proficiency in reading and writing and should be reflected in solid knowledge
about the statistical properties of orthography. In corpus linguistic and
experimental studies as well as an intervention study, we will assess the
predictions following from this hypothesis.
Giseli Donadon Germano, Simone Capellini
(Universidade Estadual Paulista, Brazil)
Sonia Kandel (GIPSA-Lab - CNRS, Université de
Grenoble Alpes, France)
In this research project we will first proceed to a cultural adaptation of
the Ductus software package for the study of handwriting production of
Brazilian children attending public schools. Then, we will characterize the
profile of the children’s handwriting with five tasks. We will examine the
impact of age, grade level and gender. This will serve as reference for
understanding the kinematic parameters that affect the written production of
children with motor and spelling difficulties.
Grenoble Images Parole Signal Automatique laboratoire
UMR 5216 CNRS - Grenoble INP - Université Joseph Fourier - Université Stendhal