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Baby Lab

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Our research focuses on the acquisition of language by infants and children in relation with sensorimotor aspects. We are interested in various steps of this development, from birth to the emergence of oral language and the acquisition of written language. Our general aim is to understand the interactions between innate predispositions and the linguistic environment that allow the infant to develop complex and culture-dependent structures. Our research, bearing on the comparison of the acquisition of French with that of other languages (English, German, Japanese...), helps specify what is general and what is language-specific in the developmental patterns of language acquisition observed in the literature. Cortical and behavioral functional plasticity is investigated using behavioral (HPP, Switch, eye-tracking, etc.), neurophysiological (event-related potentials, ERPs) and neuroimaging (NIRS) methods. In particular, we study:

  • the influence of crosslinguistic differences on the typical development of speech perception, phonological, lexical, semantic and morpho-syntactic abilities and the acquisition of reading.
  • the impact of bilingualism on early language acquisition.
  • the impact on these developments of different developmental pathologies, including deafness (deaf infants with either external auditory devices or cochlear implants), several genetic syndromes (SLI, dyslexia, Williams syndrome) and early brain lesions.
 

 

   
Permanent members Postdocs Visitors Students Technical Staff
Bertoncini, Josiane
Bijeljac-Babic, Ranka
Gervain, Judit
Nazzi, Thierry (group leader)
Rämä, Pia
Serniclaes, Willy
Bhatara, Anjali
de la Cruz Pavía, Irene
Forgács, Bálint
Guevarra Erra, Ramon
Kulagina, Elena
Ladanyi, Eniko
Nishibayashi, Léo-Lyuki
Van Ommen, Sandrien
Von Holzen, Katie
Goyet, Louise
Hervé, Coralie
Lorenzini, Irene
Sann, Coralie
Yeung, Henny
Zamuner, Tania
Berdasco Munoz, Elena
Helo, Andrea
Hoareau, Melanie
Issard, Cécile
Marino, Caterina
Ortiz Barajas, Maria Clemencia
Dei, Delphine
 

PUBLICATIONS (by category, 2005 - 2017) by date -- 1900-2017

Journal article

Abboub, N., Boll-Avetisyan, N., Bhatara, A., Hoehle, B., & Nazzi, T. (2016). An exploration of rhythmic grouping of speech sequences by French- and German-learning infants. Frontiers in Human Neuroscience, 10(292), . pdf

Abboub, N., Nazzi, T., & Gervain, J. (2016). Prosodic grouping at birth. Brain & Language, 162, 46-59. pdf

Barrière, I., Goyet, L., Kresh, S., Legendre, G., & Nazzi, T. (2016). Uncovering productive morphosyntax in French-learning toddlers: a multidimensional methodology perspective. Journal of Child Language, in press. pdf

Bhatara, A., Boll-Avetisyan, N., Agus, T., Höhle, B., & Nazzi, T. (2016). Language experience affects grouping of musical instrument sounds. Cognitive Science, in press.

Bijeljac-Babic, R., Höhle, B., & Nazzi, T. (2016). Early prosodic acquisition in bilingual infants: The case of the perceptual trochaic bias. Frontiers in Psychology, 7, 210. pdf

Boll-Avetisyan, N., Bhatara, A., Unger, A., Nazzi, T., & Höhle, B. (2016). Effects of experience with L2 and music on rhythmic grouping by French listeners. Bilingualism: Language and Cognition, in press. pdf

Ferey, D., Sidki-Mangin, E., & Serniclaes, W. (2016). Élaboration d’un test de Dépistage des difficultés en Langage Écrit pour Enfants Braillistes. Neuropsychiatrie de l'enfance et de l'adolescence, 64, 436–444.

Gonzalez-Gomez, N., & Nazzi, T. (2016). Delayed acquisition of non-adjacent vocalic dependencies. Journal of Child Language, 43(1), 186-206. pdf

Guevara, R., & Gervain, J. (2016). The efficient coding of speech: cross-linguistic differences. PLoS One, in press.

Havy, M., Bouchon, C., & Nazzi, T. (2016). Learning words in bilinguals as a function of linguistic distance of the two native languages. International Journal of Behavioral Development, 40, 41-52. pdf

Helo, A., Rämä, P., Pannasch, S., & Méary, D. (2016). Eye movement patterns and visual attention during scene viewing in 3- to 12-month-olds. Visual Neuroscience, 33, 1-7. pdf

Højen, A., & Nazzi, T. (2016). Vowel bias in Danish word-learning: processing biases are language-specific. Developmental Science, 19(1), 41-49. pdf

Nishibayashi, L.-L., & Nazzi, T. (2016). Vowels then consonants: emergence of a consonant bias in early word form segmentation. Cognition, 155, 188-203.

You, R., Serniclaes, W., Rider, D., & Chabane, N. (2016). On the nature of the speech perception deficits in children with autism spectrum disorders. Research in Developmental Disabilities, in press.

Zoubrinetzky, R., Collet, G., Serniclaes, W., Nguyen-Morel, M.-A., & Valdois, S. (2016). Relationships between categorical perception of phonemes, phoneme awareness, and visual attention span in developmental dyslexia. PLoS ONE 11(3): e0151015, .

Abboub, N., Bijeljac-Babic, R., Serres, J., & Nazzi, T. (2015). On the importance of being bilingual: Word stress processing in a context of segmental variability. Journal of Experimental Child Psychology, 132, 111–120. pdf

Bhatara, A., Yeung, H.H., & Nazzi, T. (2015). Foreign language learning in French speakers is associated with rhythm perception, but not with melody perception. Journal of Experimental Psychology: Human Perception and Performance, 41(2), 277-282. pdf

Bouchon, C., Floccia, C., Fux, T., Adda-Decker, M., & Nazzi, T. (2015). Call me Alix, not Elix: Vowels are more important than consonants in own name recognition at 5 months. Developmental Science, 18(4), 587-598. pdf

Bouchon, C., Nazzi, T., & Gervain, J. (2015). Hemispheric asymmetries in repetition enhancement and suppression effects in the newborn brain. PlosOne, 10, e0140160.

Bouton, S., Colé, P., Serniclaes, W., Duncan, L.G., & Giraud, A.-L. (2015). Atypical phonological processing impairs written word recognition in children with cochlear implants. Language, Cognition and Neuroscience, in press.

Cabrera, L., Lorenzi, C., & Bertoncini, J. (2015). Infants discriminate voicing and place of articulation with reduced spectral and temporal modulation cues. Journal of Speech, Language and Hearing Research, 58, 1033–1042. pdf

Cabrera, L., Tsao, F.-M., Liu, L.-M., Li, L.-Y., Hu, Y.-H., Lorenzi, C., & Bertoncini, J. (2015). The perception of speech modulation cues in lexical tones is guided by early language-specific experience. Frontiers, in press.

Collet, G., Colin, C., Serniclaes, W., Hoonhorst, I., Markessis, E., Deltenre, P., & Leybaert, J. (2015). Changes in voicing perception by adult French speakers after identification training. Applied Psycholinguistics, 36, 463-483.

Forgács, B., Bardolph, M., Amsel, B.D., DeLong, K.A., & Kutas, M. (2015). Metaphors are physical and abstract: ERPs to metaphorically modified nouns resemble ERPs to abstract language. Frontiers in Human Neuroscience, 9(28), 1-11. pdf

Gautreau, A., Hoen, M., & Meunier, F. (2015). Lexical decision task on French target words: Effect of listeners’ knowledge of the babble-language. Speech Communication, 69, 9-16.

Gonzalez-Gomez, N., & Nazzi, T. (2015). Constraints on statistical computations at 10 months of age: The use of phonological features. Developmental Science, 18(6), 864-876. pdf

Guevara-Erra, R., & Gervain, J. (2015). The efficient coding of speech: cross-linguistic differences. Plos One, under revision.

Larraza, S., Samuel, A., & Oñederra, M.L. (2015). Listening to Accented Speech in a Second Language: First Language and Age of Acquisition Effects. , (submitted).

Larraza, S., Samuel, A., & Oñederra, M.L. (2015). Where do dialectal effects on speech processing come from? Evidence from a cross-dialect investigation. Quarterly Journal of Experimental Psychology, (in press).

Nazzi, T., Nishibayashi, L.-L., Berdasco-Munoz, E., Baud, O., Biran, V., & Gonzalez-Gomez, N. (2015). Acquisition du langage chez l'enfant premature durant la premiere annee de vie. Archives de pédiatrie, 22(10), 1072-1077. pdf

Nishibayashi, L.-L., Goyet, L., & Nazzi, T. (2015). Early speech segmentation in French-learning infants: monosyllabic words versus embedded syllables. Language & Speech, 58(3), 334-350. pdf

Noordenbos, M., & Serniclaes, W. (2015). Categorical perception in dyslexia: A meta-analysis. Scientific Studies of Reading, 19, 340-359.

Pérez-Velazquez, J.L., Guevara-Erra, R., & Rosenblum, M. (2015). The Epileptic Thalamocortical Network is a Macroscopic Self-Sustained Oscillator: Evidence from Frequency-Locking Experiments in Rat Brains. Scientific Reports, 5(8423), . pdf

Poltrock, S., & Nazzi, T. (2015). Consonant/vowel asymmetry in early word form recognition. Journal of Experimental Child Psychology, 131, 135–148. pdf

Samuel, A., & Larraza, S. (2015). Does listening to non-native speech impair speech perception? Journal of Memory and Language, 81, 51-71.

Serniclaes, W., Collet, G., & Sprenger-Charolles, L. (2015). Neural rehabilitation of dyslexia: How can an allophonic system be changed into a phonemic one? Frontiers in Psychology, in press.

Sirri, L., & Rämä, P. (2015). Cognitive and neural mechanisms underlying semantic priming during language acquisition. Journal of Neurolinguistics, 35, 1-12. pdf

Varnet, L., Knoblauch, K., Serniclaes, W., Meunier, F., & Hoen, M. (2015). A psychophysical imaging method evidencing auditory cues extraction during speech perception: A group analysis of auditory classification images. PlosOne, in press.

Bertoncini, J., & Cabrera, L. (2014). La perception de la parole de 0 à 24 mois - Speech perception in the first two years. Archives de Pédiatrie, 21, 1153–1156.

Cabrera, L., Tsao, F.-M., Gnansia, D., Bertoncini, J., & Lorenzi, C. (2014). The role of spectro-temporal fine structure cues in lexical-tone discrimination for French and Mandarin listeners. Journal of Acoustical Society of America, 136(2), 877-882. pdf

Collet, G., Leybaert, J., & Serniclaes, W.D. (2014). Les entraînements auditifs :des modifications comportementales aux modifications neurophysiologiques. L’année psychologique/Topics in Cognitive Psychology, 114, 389-418.

Cristia, A., Minagawa-Kawai, Y., Egorova, N., Gervain, J., Filippin, L., Cabrol, D., & Dupoux, E. (2014). Neural correlates of infant accent discrimination: an fNIRS study. Developmental Science, DOI 10.1111/desc.12160., .

DelleLuche, C., Poltrock, S., Goslin, J., New, B., Floccia, C., & Nazzi, T. (2014). Differential processing of consonants and vowels in the auditory modality: A cross-linguistic study. Journal of Memory and Language, 72, 1-15. pdf

Fagard, J., Sirri, L., & Rämä, P. (2014). Effect of handedness on the occurrence of semantic N400 priming effect in 18- and 24-month-old children. Frontiers in Psychology, 5, 1-8. pdf

Floccia, C., Nazzi, T., DelleLuche, C., Poltrock, S., & Goslin, J. (2014). English-learning one- to two-year-olds do not show a consonant bias in word learning. Journal of Child Language, 41(5), 1085-1114. pdf

Forgács, B., Lukács, A., & Pléh, C. (2014). Lateralized processing of novel metaphors: disentangling figurativeness and novelty. Neuropsychologia, 56, 101-109. pdf

Gervain, J., Werker, J.F., & Geffen, M.N. (2014). Category-specific processing of scale-invariant sounds in infancy. Plos One, .

Gonzalez-Gomez, N., Hayashi, A., Tsuji, S., Mazuka, R., & Nazzi, T. (2014). The role of the input on the development of the LC bias: A crosslinguistic comparison. Cognition, 132(3), 301–311. pdf

Havy, M., Serres, J., & Nazzi, T. (2014). A consonant/vowel asymmetry in word-form processing: Evidence in childhood and in adulthood. Language and Speech, 57(2), 254-281. pdf

Helo, A., Pannasch, S., Sirri, L., & Rämä, P. (2014). The maturation of eye movement behavior: Scene viewing characteristics in children and adults. Vision Research, 103, 83-91. pdf

Kubicek, C., Hillairet, d.e., Dupierrix, E., Pascalis, O., Lœvenbruck, H., Gervain, J., & Schwarzer, G. (2014). Cross-modal matching of audiovisual German and French fluent speech in infancy. Plos One, 9(2), e89275. pdf

Laurent, A., Arzimanoglou, A., Panagiotaki, E., Sfaello, I., Kahane, P., Ryvlin, P., Hirsch, E., & de Schonen, S. (2014). Visual and auditory socio-cognitive perception in unilateral temporal lobe epilepsy in children and adolescents: a prospective controlled study. Epileptic Disorders, 16(4), 456-70.

Legendre, G., Culbertson, J., Zaroukian, E., Hsin, L., Barrière, I., & Nazzi, . (2014). Is children’s comprehension of subject-verb agreement universally late? Comparative evidence from French, English, and Spanish. Lingua, 144, 21-39. pdf

Nazzi, T., Mersad, K., Sundara, M., Iakimova, G., & Polka, L. (2014). Early word segmentation in infants acquiring Parisian French: task-dependent and dialect-specific aspects. Journal of Child Language, 41, 600-633. pdf

New, B., & Nazzi, T. (2014). The time course of consonant and vowel processing during word recognition. Language, Cognition and Neuroscience, 29(2), 147-157. pdf

VonHolzen, K., & Mani, M. (2014). Bilinguals implicitly name objects in both their languages: An ERP study. Frontiers in Psychology, 5(1415), .

Yeung, H.H., & Nazzi, T. (2014). Object labeling influences infant phonetic learning and generalization. Cognition, 132(2), 151-163. pdf

Bhatara, A., Babikian, T., Laugeson, E., Tachdjian, R., & Sininger, Y.S. (2013). Impaired Timing and Frequency Discrimination in High-functioning Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 43(10), 2312-2328. pdf

Bhatara, A., Boll-Avetisyan, N., Unger, A., Nazzi, T., & Höhle, B. (2013). Native language affects rhythmic grouping of speech. Journal of the Acoustical Society of America, 134(5), 3828–3843. pdf

Bhatara, A., Quintin, E.-M., Fombonne, E., & Levitin, D.J. (2013). Early sensitivity to sound and musical preferences and enjoyment in adolescents with autism spectrum disorders. Psychomusicology, 23(2), 100-108.

Cabrera, L., Bertoncini, J., & Lorenzi, C. (2013). Perception of speech modulation cues by 6-month-old infants. Journal of Speech, Language, and Hearing Research, 56, 1733–1744. pdf

Elsabbagh, M., Hohenberger, A., Campos, R., Van Herwegen, J., Serres, J., de Schonen, S., & Aschersleben, G.a.n.d.K.-S. (2013). Narrowing Perceptual Sensitivity to the Native Language in Infancy: Exogenous Influences on Developmental Timing. Behavioral. Sciences, 3(1), .

Gautreau, A., Hoen, M., & Meunier, F. (2013). Let's all speak together! Exploring the masking effects of various languages on spoken word identification in multi-linguistic babble. Plos One, 8(6), e65668. pdf

Gervain, J., Sebastián-Gallés, N., Díaz, B., Mazuka, R., Yamane, N., Laka, I., Nespor, M., & Mehler, J. (2013). Word frequency cues word order in adults: cross-linguistic evidence. Frontiers in Psychology, 4, 689. pdf

Gervain, J., Vines, B.W., Chen, L.M., Hensch, T.K., Young, A.H., & Werker, J.F. (2013). Valproate reopens critical-period learning of absolute pitch. Frontiers in Systems Neuroscience, 7, 102. pdf

Gervain, J., & Werker, J.F. (2013). Prosody cues word order in 7-month-old bilingual infants. Nature Communications, 4, 1490. pdf

Gonzalez-Gomez, N., & Nazzi, T. (2013). Effects of prior phonotactic knowledge on infant word segmentation: the case of non-adjacent dependencies. Journal of Speech, Language, and Hearing Research, 56(3), 840-849. pdf

Gonzalez-Gomez, N., Poltrock, S., & Nazzi, T. (2013). A “bat” is easier to learn than a “tab”: Effects of relative phonotactic frequency on infant word learning. PlosOne, 8(3), e59601. pdf

Goyet, L., Nishibayashi, L.-L., & Nazzi, T. (2013). Early syllabic segmentation of fluent speech by infants acquiring French. Plos One, 8(11), e79646. pdf

Havy, M., Nazzi, T., & Bertoncini, J. (2013). Phonetic processing during the acquisition of new words in 3-to-6-year-old French-speaking deaf children with cochlear implants. Journal of Communication Disorders, 46, 181–192. pdf

Kubicek, C., Hillairet, d.e., Dupierrix, E., Loevenbruck, H., Gervain, J., & Schwarzer, G. (2013). Face-scanning behavior to silently talking faces in 12-month-old infants: The role of pre-exposed auditory speech. International Journal of Behavioral Development, 37(2), 106-110. pdf

Molavi, B., May, L., Gervain, J., Carreiras, M., Werker, J.F., & Dumont, G. (2013). Analyzing Resting State Functional Connectivity in the Human Language System using Near Infrared Spectroscopy. Frontiers in Human Neuroscience, 7, 921. pdf

Molnar, M., Gervain, J., & Carreiras, M. (2013). Within-rhythm Class Native Language Discrimination Abilities of Basque-Spanish Monolingual and Bilingual Infants at 3.5 Months of Age. Infancy, doi: 10.1111/infa.12041, . pdf

Noordenbos, M.W., Segers, E., Mitterer, H., Serniclaes, W., & Verhoeven, L. (2013). Deviant neural processing of phonotactic probabilities in adults with dyslexia. Neuroreport, 24, 746-750.

Noordenbos, M.W., Segers, E., Serniclaes, W., & Verhoeven, L. (2013). Neural evidence of the allophonic mode of speech perception in adults with dyslexia. Clinical Neurophysiology, 124, 1151-1162.

Quintin, E.-M., Bhatara, A., Poissant, H., Fombonne, E., & Levitin, D.J. (2013). Processing of musical structure by high functioning adolescents with autism spectrum disorders. Child Neuropsychology, 19(3), 250-275.

Rämä, P., Sirri, L., & Serres, J. (2013). Development of lexical-semantic language system: N400 priming effect for spoken words in 18- and 24-month old children. Brain and Language, 125(1), 1-10.

Bernard, C., & Gervain, J. (2012). Prosodic cues to word order: what level of representation? Frontiers in Psychology, 3(451), doi: 10.3389/fpsyg.2012.00451. pdf

Bijeljac-Babic, R., & Dodane, C. (2012). Principle of perceptual saliency or simplicity: What type of stress dominates the productions of bilingual and monolingual French-speaking children? Journal of Child Language, under revision.

Bijeljac-Babic, R., Serres, J., Hohle, B., & Nazzi, T. (2012). Effect of bilingualism on lexical stress pattern discrimination in French-learning infants. PLoS ONE, 7(2), e30843. pdf

Brisson, J., Foussier, S., Serres, J., Warreyn, P., & Adrien, J.-L. (2012). Motor anticipation failure in infants with autism: a retrospective analysis of feeding situations. Autism, in press, published on line 16 january, DOI: 10.1177/1362361311423385.

Colé, P., Bouton, S., Leuwers, C., Casalis, S., & Sprenger-Charolles, L. (2012). Stem and Derivational-Suffix Processing During Reading by French Second and Third Graders. Applied Psycholinguistics, 33(1), 97-120. pdf

Collet, G., Colin, C., Serniclaes, W., Hoonhorst, I., Markessis, E., Deltenre, P., & Leybaert, J. (2012). Effect of phonological training in French children with SLI: Perspectives on voicing identification, discrimination and categorical perception. Research in Developmental Disabilities, 33, 1805-1833.

Forgács, B., Bohrn, I., Baudewig, J., Hofmann, M.J., Pléh, C., & Jacobs, A.M. (2012). Neural correlates of combinatorial semantic processing of literal and figurative noun noun compound words. Neuroimage, 63(3), 1432-1442. pdf

Gervain, J., Berent, I., & Werker, J.F. (2012). Binding at birth: the newborn brain detects identity relations and sequential position in speech. Journal of Cognitive Neuroscience, 24(3), 564-574. pdf

Gervain, J., & Guevara, R. (2012). The statistical signature of morphosyntax: A Study of Hungarian and Italian Infant-Directed Speech. Cognition, 125, 236-287. pdf

Gervain, J., & Werker, J.F. (2012). Learning Non-Adjacent Regularities at 7 months. Journal of Child Language, doi:10.1017/S0305000912000256, .

Gonzalez-Gomez, N., & Nazzi, T. (2012). Acquisition of non-adjacent phonological regularities in the first year of life: Evidence from a perceptual equivalent of the labial-coronal effect. Infancy, 17(5), 498–524. pdf

Gonzalez-Gomez, N., & Nazzi, T. (2012). Phonotactic acquisition in healthy preterm infants. Developmental Science, 15(6), 885–894. pdf

Mersad, K., & Nazzi, T. (2012). When Mommy comes to the rescue of statistics: Infants combine top-down and bottom-up cues to segment speech. Language Learning & Development, 8, 303-315. pdf

Nazzi, T., Goyet, L., Sundara, M., & Polka, L. (2012). Différences linguistiques et dialectales dans la mise en place des procédures de segmentation de la parole. Enfance, 64(2), 127-146. pdf

Noordenbos, M.W., Segers, E., Serniclaes, W., Mitterer, H., & Verhoeven, L. (2012). Neural evidence of allophonic perception in children at risk for dyslexia. Neuropsychologia, 50, 2010-2017.

Noordenbos, M.W., Segers, E., Serniclaes, W., Mitterer, H., & Verhoeven, L. (2012). Allophonic Mode of Speech Perception in Dutch Children at risk for Dyslexia: A Longitudinal Study. Research in Developmental Disabilities, 33, 1469–1483.

Peereman, R., Sprenger-Charolles, L., & Messaoud-Galusi, S. (2012). Apport de la morphologie sur les consistances grapho-phonémique et phono-graphémique du Français à l’école élémentaire. Année Psychologique, En révision, .

Rämä, P., Relander-Syrjänen, K., Carlson, S., Salonen, O., & Kujala, T. (2012). Attention and semantic processing during speech: an fMRI study. Brain and Language, 122, 114-119. pdf

Sininger, Y.S., & Bhatara, A. (2012). Lateral asymmetry of pitch and timing perception. Laterality, 17(2), 129-149.

Sprenger-Charolles, L. (2012). Principaux facteurs expliquant la réussite et l'échec de l'apprentissage de la lecture. A.N.A.E. Approche Neuropsychologique des Apprentissages chez l'Enfant, 24(116), 10-18.

Sprenger-Charolles, L. (2012). L'apprentissage de la lecture dans les écritures alphabétiques. Information grammaticale(113), 15-21. pdf

Tsuji, S., Gonzalez-Gomez, N., Medina, V., Nazzi, T., & Mazuka, R. (2012). The labial-coronal effect revisited: Japanese adults say pata, but hear tapa. Cognition, 125, 413-428. pdf

VonHolzen, K., & Mani, M. (2012). Language nonselective lexical access in bilingual toddlers. Journal of Experimental Child Psychology, 113(4), 569-586.

Zobouyan, C., Serniclaes, W., & Bertoncini, J. (2012). Troubles de la perception des phonèmes chez l’enfant dysphasique : déficit de perception catégorielle et perception allophonique. ANAE - Approche Neuropsychologique des Apprentissages chez l’Enfant, 118, in press.

Abrams, D.A., Bhatara, A., Ryali, S., Balaban, E., Levitin, D.J., & Menon, V. (2011). Decoding temporal structure in music and speech relies on shared brain resources but elicits different fine-scale spatial patterns. Cerebral Cortex, 21, 1507-1518.

Bertoncini, J., Nazzi, T., Cabrera, L., & Lorenzi, C. (2011). Six-month-old infants discriminate voicing on the basis of temporal envelope cues. Journal of the Acoustical Society of America, 129(5), 2761–2764. pdf

Bhatara, A., Tirovolas, A.K., Duan, L.M., Levy, B., & Levitin, D.J. (2011). Perception of emotional expression in musical performance. Journal of Experimental Psychology: Human Perception and Performance, 37(3), 921-934.

Bouton, S., Bertoncini, J., Serniclaes, W., & Colé, P. (2011). Reading and Reading-Related Skills in Children Using Cochlear Implants: Prospects for the Influence of Cued Speech. Journal of Deaf Studies and Deaf Education, 16(4), 458-73, doi: 10.1093/deafed/enr014. pdf

Bouton, S., Serniclaes, W., Bertoncini, J., & Colé, P. (2011). Perception of speech features by French-speaking children with cochlear implants. Journal of Speech, Language and Hearing Research, doi:10.1044/1092-4388(2011/10-0330).

Brisson, J., Serres, J., Gattegno, M.P., & Adrien, J.L. (2011). Étude des troubles précoces du contact social chez des nourrissons de la naissance à 6 mois ultérieurement diagnostiqués autistes à partir de l’analyse des films familiaux. Devenir, 23(1), 87-106.

Floccia, C., Nazzi, T., Austin, K., Arreckx, F., & Goslin, J. (2011). Lexical stress and phonetic processing in word learning in 20-to-24-month-old English-learning children. Developmental Science, 14(3), 602–613. pdf

Geffen, M.N., Gervain, J., Werker, J.F., & Magnasco, M.O. (2011). Auditory perception of self-similarity in water sounds. Front Integr Neurosci, 5, 15.

Gervain, J., Mehler, J., Werker, J.F., Nelson, C.A., Csibra, G., Lloyd-Fox, S., Shukla, M., & Aslin, R.A. (2011). Near-Infrared Spectroscopy: A report from the McDonnell infant methodology consortium. Developmental Cognitive Neuroscience, 1(1), 22-46.

Guevara, R., Stothers, L., & Macnab, A.J. (2011). Algorithm construction methodology for diagnostic classification of bladder-derived near-infrared spectroscopy data. Spectroscopy, 25(1), .

Havy, M., Bertoncini, J., & Nazzi, T. (2011). Word learning and phonetic processing in preschool age children. Journal of Experimental Child Psychology, 108, 25–43. pdf

Hoonhorst, I., Medina, V., Colin, C., Markessisd, E., Radeaua, M., Deltenre, P., & Serniclaes, W. (2011). The development of categorical perception: comparisons between voicing, colors and facial expressions. Speech Communication, 53, 417-430.

Johnson, E.K., Westrek, E., Nazzi, T., & Cutler, A. (2011). Infant ability to tell voices apart rests on language experience. Developmental Science, 14(5), 1002-1011. pdf

May, L., Byers-Heinlein, K., Gervain, J., & Werker, J.F. (2011). Language and the newborn brain: does prenatal language experience shape the neonate neural response to speech? Frontiers in Psychology, 2, 222.

Mersad, K., & Nazzi, T. (2011). Transitional probabilities and positional frequency phonotactics in a hierarchical model of speech segmentation. Memory and Cognition, 39(6), 1085-1093. pdf

Nazzi, T., Barrière, I., Goyet, L., Kresh, S., & Legendre, G. (2011). Tracking irregular morphophonological dependencies in natural language: Evidence from the acquisition of subject-verb agreement in French. Cognition, 120, 119–135. pdf

Quintin, E.-M., Bhatara, A., Poissant, H., Fombonne, E., & Levitin, D.J. (2011). Emotion perception in music in high-functioning adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41(9), 1240-1255.

Serniclaes, W. (2011). Percepción alofónica en la dislexia: una revisión. (Allophonic Perception in dyslexia : An overview). Escritos de Psicologia, 4(2), 25-34.

Serniclaes, W., & Luque, J.L. (2011). Avances en la investigación sobre la dislexia evolutiva : Diversidad, especificidad e intervención. (Advances in developmental dyslexia research : Diversity, specificity and intervention). Escritos de Psicologia, 4(2), 1-4.

Serniclaes, W., & Salinas, J. (2011). Perception of vowels and consonants: From acoustic diversity to cognitive isotropy. Faits de Langue, 37, 207-224.

Sprenger-Charolles, L. (2011). Subtipos de dislexia en languas que difieren en la transpencia orthographica: Inglés, Francés y espanol. Escritos de psichologia, 4(2), 5-16. pdf

Sprenger-Charolles, L., Siegel, L.S., Jimenez, J., & Ziegler, J. (2011). Prevalence and Reliability of Phonological, Surface, and Mixed Profiles in Dyslexia: A Review of Studies Conducted in Languages Varying in Orthographic Depth. Scientific Study of Reading(6), 498-521. pdf

Mersad, K., Goyet, L., & Nazzi, T. (2010/2011). Cross-linguistic differences in early word form segmentation: a rhythmic-based account. Journal of Portuguese Linguistics, 9/10, 37-65. pdf

Bhatara, A., Quintin, E.-M., Levy, B., Bellugi, U., Fombonne, E., & Levitin, D.J. (2010). Perception of emotion in musical performance in adolescents with autism spectrum disorders. Autism Research, 3, 214-225. pdf

Gervain, J., & Mehler, J. (2010). Speech perception and language acquisition in the first year of life. Annual Review of Psychology, 61, 191-218.

Goyet, L., de Schonen, S., & Nazzi, T. (2010). Words and syllables in fluent speech segmentation by French-learning infants: an ERP study. Brain Research, 1332, 75-89. pdf

Havy, M., Moukawane, S., & Nazzi, T. (2010). Are 3-to-8 year old children with Williams Syndrome good word-learners? Neuroreport: For Rapid Communication of Neuroscience Research, 21(13), 882-886. pdf

Karmiloff-Smith, A., Aschersleben, G., de Schonen, S., Elsabbagh, M., Hohenberger, A., & Serres, J. (2010). Constraints on the Timing of Infant Cognitive Change: Domain-Specific or Domain-General? European Journal of Developmental Science, 4(1), 31-45.

Larraza, S. (2010). Acquisition of phonology and Spanish-Basque bilinguals’ phonological systems. Proceedings of Colloque Jeunes Chercheurs en Acquisition du Langage, 102-106.

Legendre, G., Barriere, I., Goyet, L., & Nazzi, T. (2010). Comprehension of infrequent subject-verb agreement forms: Evidence from French-learning children. Child Development, 81(6), 1859–1875. pdf

Majerus, S., Poncelet, M., Bérault, A., Audrey, S., Zesiger, P., & Serniclaes, W... (2010). Evidence for atypical categorical speech perception in Williams syndrome. Journal of Neurolinguistics, doi:10.1016/j.jneuroling..

Martin, J., Colé, P., Leuwers, C., Casalis, S., Zorman, M., & Sprenger-Charolles, L. (2010). Reading in French-speaking adults with dyslexia. Annals of Dyslexia, 60(2), 238-264. pdf

Medina, M., Hoonhorst, I., Bogliotti, C., & Serniclaes, W. (2010). Development of voicing perception in French: Comparing adults, adolescents and children. Journal of Phonetics, 38, 493-503.

Ossandon, J.P., Helo, A., Montefusco-Siegmund, R., & Maldonado, P. (2010). Superposition model predicts EEG occipital activity during free viewing of natural scenes. Journal of Neuroscience, 30(13), 4787-95..

Rämä, P., & Baccino, T. (2010). Eye-fixation related potentials (EFRPs) during object identification. Visual Neuroscience, 27, 187-192. pdf

Rämä, P., Relander-Syrjänen, K., Öhman, J., Laakso, A., Näätänen, R., & Kujala, T. (2010). Semantic processing in comatose patients with intact temporal lobes as reflected by the N400 event-related potential. Neuroscience Letters, 474, 88-92. pdf

Serniclaes, W., & Salinas, J. (2010). Perception of vowels and consonants: From acoustic diversity to cognitive isotropy. Faits de Langue, accepted, .

Serniclaes, W., & Sprenger-Charolles, L. (2010). Mind, brain and education in reading disorders (book review). American Journal of Psychology, 123, 112-118.

Serniclaes, W., Beeckmans, R., & Radeau, M. (2010). Lexical Influences on the Perceptual Categorization of French Stops. Portuguese Journal of Linguistics, accepted, .

Stothers, L., Guevara-Erra, R., & Macnab, A.J. (2010). Classification of male urinary tract symptoms using mathematical modeling and a regression tree algorithm of non invasive near infrared spectroscopy parameters. European Urology, 57(2), .

Yoshida, K.A., Iversen, J.R., Patel, A.D., Nito, H., Mazuka, R., Gervain, J., & Werker, J.F. (2010). The development of perceptual grouping in infancy: a cross-linguistic study. Cognition, 115(2), 356-361.

You, R.S., & Serniclaes, W. (2010). Quantal Production and Categorical Perception of vowels: the exemple of i/y contrast. Submitted, . pdf

Bertoncini, J., Serniclaes, W., & Lorenzi, C. (2009). Discrimination of speech sounds based upon temporal envelope versus fine structure cues in 5-to-7 year-old children. Journal of Speech, Language and Hearing Research, 52(3), 682-695. pdf

Bhatara, A. (2009). [Book review] Nick Dubin: Asperger syndrome and anxiety - A guide to successful stress management. Journal of Autism and Developmental Disorders, Early View; Online ahead of print, . pdf

Bhatara, A.K. (2009). Commentary on "Why does music therapy help in autism?" by N. Khetrapal. Empirical Musicology Review, 4(1), 27-31.

Bhatara, A.K., Quintin, E.-M., Heaton, P., Fombonne, E., & Levitin, D.J. (2009). The effect of music on social attribution in adolescents with autism spectrum disorders. Child Neuropsychology, 15(4), 375-396. pdf

Bijeljac-Babic, R., Nassurally, K., Havy, M., & Nazzi, T. (2009). Infants can rapidly learn words in a foreign language. Infant Behavior and Development, 32, 476-480. pdf

Degenne, C., Serres, J., Gattegno, M.P., & Adrien, J.L. (2009). Etude préliminaire des troubles des interactions et de la motricité chez des bébés âgés de quelques jours à 6 mois et présentant ultérieurement un trouble autistique. Devenir, 21(4), 265-294.

Dufor, O., Serniclaes, W., Sprenger-Charolles, L., & Démonet, J.F. (2009). Left premotor cortex and allophonic speech perception in dyslexia: A PET study. NeuroImage, 46(1), 241-248. pdf

Gervain, J. (2009). Resumption in Focus(-Raising). Lingua, 119, 687-707.

Havy, M., & Nazzi, T. (2009). Better processing of consonantal over vocalic information in word learning at 16 months of age. Infancy, 14(4), 439-456. pdf

Höhle, B., Bijeljac-Babic, R., Herold, B., Weissenborn, J., & Nazzi, T. (2009). The development of language specific prosodic preferences during the first half year of life: evidence from German and French. Infant Behavior and Development, 32, 262-274. pdf

Hoonhorst, I., Colin, C., Markessis, E., Radeau, M., Deltenre, P., & Serniclaes, W. (2009). French native speakers in the making: from language-general to language-specific voicing boundaries. Journal of Experimental Child Psychology, 104, 353-366.

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, 897-903.

Medina, V., & Serniclaes, W. (2009). Consecuencias de la categorización fonológica sobre la lectura silenciosa de niños sordos con implante coclear- Consequences of phonological categorization on silent reading in deaf children with cochlear implant. Revista de Logopedia, Foniatria y Audiologia, 29, 186-194.

Nazzi, T., & Bertoncini, J. (2009). Phonetic specificity in early lexical acquisition: New evidence from consonants in coda positions. Language and Speech, 52, 463–480. pdf

Nazzi, T., Bertoncini, J., & Bijeljac-Babic, R. (2009). A perceptual equivalent of the labial-coronal effect in the first year of life. Journal of the Acoustical Society of America, 126, 1440-1446. pdf

Nazzi, T., Floccia, C., Moquet, B., & Butler, J. (2009). Bias for consonantal over vocalic information in French- and English-learning 30-month-olds: crosslinguistic evidence in early word learning. Journal of Experimental Child Psychology, 102, 522–537. pdf

Relander, K., & Rämä, P. (2009). Separate neural processes for retrieval of voice identity and word content in working memory. Brain Research, 1252, 143-151. pdf

Relander, K., Rämä, P., & Kujala, T. (2009). Word Semantics Is Processed Even without Attentional Effort. Journal of Cognitive Neuroscience, 21(8), 1511-1522. pdf

Sprenger-Charolles, L., Bogliotti, C., Piquard-Kipffer, A., & Leloup, G. (2009). Stabilité dans le temps des déficits en et hors lecture chez des adolescents dyslexiques (données longitudinales). A.N.A.E. Approche Neuropsychologique des Apprentissages chez L’Enfant, 21(103), 243-255.

Sprenger-Charolles, L., Colé, P., Kipffer-Piquard, A., Pinton, F., & Billard, C. (2009). Reliability and prevalence of an atypical development of phonological skills in French-speaking dyslexics. Reading and Writing: An Interdisciplinary Jounal, 22(7), 811-842. pdf

Toivonen, M., & Rämä, P. (2009). N400 during recognition of voice identity and vocal affect. Neuroreport, 20(14), 1245-1249. pdf

Bogliotti, C., Serniclaes, W., Messaoud-Galusi, S., & Sprenger-Charolles, L. (2008). Discrimination of speech sounds by dyslexic children: Comparisons with chronological age and reading level controls. Journal of Experimental Child Psychology, 101, 137-155. pdf

Danis, A., Lefevre, C., Devouche, E., Serres, J., Prudhomme, N., Bourdais, C., & Pêcheux, M.G. (2008). Copie d'une figure complexe et attention exécutive à l'âge pré-scolaire. Enfance, 2, 177-194.

Danis, A., Pêcheux, M.G., Lefèvre, C., Bourdais, C., & Serres, J. (2008). A continuous performance task in pre-school children: relation between attention and performance. European Journal of Developmental Psychology, 5(4), 401-418.

García-Dominguez, L., Guevara-Erra, R., & Wennberg, J.L. (2008). On the spatial organization of epileptiform activity. International Journal of Bifurcation and Chaos, 18(2), .

Gava, L., Valenza, E., Turati, C., & de Schonen, S. (2008). Newborns'Preference and Recognition of Partly-Occluded Faces. Developmental Science, in press.

Gervain, J., Macagno, F., Cogoi, S., PenA, M., & Mehler, J. (2008). The neonate brain detects speech structure. PNAS Proceedings of the National Academy of Sciences of the United States of America, 105, 14222-14227.

Gervain, J., Nespor, M., Mazuka, R., Horie, R., & Mehler, J. (2008). Bootstrapping word order in prelexical infants: A Japanese-Italian cross-linguistic study. Cognitive Psychology, 57, 56-74.

Gervain, J., & Werker, J.F. (2008). How infant speech perception contributes to language acquisition. Language and Linguistics Compass, 2, 1149-1170.

Leloup, G., Hecquet, N., Bourlet, E., Jousse, C., Renac, E., Gros, J., & Guillot, E. (2008). Un protocole d’évaluation orthophonique de l’enfant épileptique. L'orthophoniste, in press.

Nazzi, T. (2008). Segmentation précoce de la parole continue en mots : évaluation inter-linguistique de l’hypothèse d’initialisation rythmique. L'Année Psychologique, 108, 309-342. pdf

New, B., Araujo, V., & Nazzi, T. (2008). Differential processing of consonants and vowels in lexical access through reading. Psychological Science, 19, 1223-1227. pdf

Rämä, P. (2008). Domain-dependent activation during spatial and nonspatial auditory working memory. Cognitive Processing, 9, 29-34. pdf

Delahaie, M., Sprenger-Charolles, L., & Serniclaes, W. (2007). Une double évaluation des effets de lexicalité chez des faibles lecteurs et des très faibles lecteurs comparativement à des normolecteurs de même age et de même niveau de lecture (données longitudinales du CP au CE1). L'Année Psychologique, 107, 361-396. pdf

Dufor, O., Serniclaes, W., Sprenger-Charolles, L., & Démonet, J.F. (2007). Top-down processes during auditory phoneme categorization in dyslexia: A PET study. NeuroImage, 34(4), 1692-1707. pdf

Lefevre, C., Danis, A., Devouche, E., Serres, J., Prudhomme, N., Bourdais, C., & Pêcheux, M.G. (2007). Reproduction d'une figure complexe par des enfants d'âge pré-scolaire. Enfance, 2, 127-143.

Leloup, G. (2007). De la nécessité d’un cadre méthodologique d’évaluation du langage oral. Rééducation Orthophonique, 231, 11- 23.

Mondloch, C.J., Pathman, T., Maurer, D., Le Grand, R., & de Schonen, S. (2007). The composite face effect in six-year-old children: Evidence of adult-like holistic face processing. Visual Cognition, 15(5), 564-577.

Nazzi, T., & New, B. (2007). Beyond stop consonants: consonantal specificity in early lexical acquisition. Cognitive Development, 22, 271-279. pdf

Nazzi, T., & Pilardeau, M. (2007). Learning the names of objects is not enough to support name-based categorization at 16 months. European Journal of Developmental Psychology, 4, 435-450. pdf

Peereman, R., Lété, B., & Sprenger-Charolles, L. (2007). Manulex-infra: Distributional characteristics of grapheme-phoneme mappings, and infralexical and lexical units in child-directed written material. Behavior Research Methods, 39(3), 593-603. pdf

Pérez-Velázquez, J.L., Galán, R.F., García-Dominguez, L., Leshchenko, Y., Lo, S., Belkas, J., & Guevara-Erra, R. (2007). Phase response curves in the characterization of epileptiform activity. Physical Review E, 061912(76), .

Pérez-Velázquez, J.L., García-Dominguez, L., & Guevara-Erra, R. (2007). Fluctuations in neuronal synchronization in brain activity correlate with the subjective experience of visual recognition. Journal of Biological Physics, 33(1), .

Abreu, A.M., French, R.M., Cowell, R.A., & de Schonen, S. (2006). Local-global visual deficits in Williams syndrome: Stimulus presence contributes to diminished performance on image-reproduction. Psychologica Belgica, 46(4), 269-281.

Arzimanoglou, A., Laurent, A., & de Schonen, S. (2006). Nonidiopathic Focal Epilepsies: Methodological Problems for a Comprehensive Neuropsychological Evaluation. Epilepsia, 47(Suppl 2), 91-95. pdf

Beaulieu, J.Y., Blustajn, J., Teboul, F., Baud, P., de Schonen, S., Thiebaud, J.B., & Oberlin, C. (2006). Cerebral plasticity in crossed C7 grafts of the brachial plexus: an fMRI study. Microsurgery, 26(4), 303-10. pdf

González, R., Helo, A., Toledo, L., Bevilacqua, J., & Donoso, A. (2006). Comprehension of pantomimic in aphasic patients. Revista Chilena de Fonoaudiología, 7(1), 47-59.

Leloup, G. (2006). Un bilan de dépistage des troubles non-verbaux en orthophonie. L'orthophoniste, 260, 19-25.

Nazzi, T. (2006). Spécificité phonétique: de la perception précoce à l’acquisition des premiers mots. Recherches Linguistiques de Vincennes, 35, 31-52.

Nazzi, T., Iakimova, G., Bertoncini, J., Fredonie, S., & Alcantara, C. (2006). Early segmentation of fluent speech by infants acquiring French: Emerging evidence for crosslinguistic differences. Journal of Memory and Language, 54(3), 283-299. pdf

Danis, A., Pecheux, M.-G., & Serres, J. (2005). Approche comportementale de l'attention: Aspects developpementaux chez les enfants d'age prescolaire. A.N.A.E. Approche Neuropsychologique des Apprentissages chez l'Enfant, 17(2[82]), 102-107.

de Schonen, S. (2005). Some plain considerations about the neuropsychology of attention / Quelques remarques triviales sur la neuropsychologie de l'attention. A.N.A.E. Approche Neuropsychologique des Apprentissages chez l'Enfant, 17(2[82]), 95-101.

Dehaene-Lambertz, G., Pallier, C., Serniclaes, W., Sprenger-Charolles, L., Jobert, A., & Dehaene, S. (2005). Neural correlates of switching from auditory to speech perception. Neuroimage, 24(1), 21-33. pdf

González, R., Helo, A., Toledo, L., Bevilacqua, J., & Donoso, A. (2005). Expression of pantomimic in aphasic patients. Revista Chilena de Fonoaudiología, 6(1), 31-40.

Guevara-Erra, R., Pérez-Velázquez, J.L., Nenadovic, V., Wennberg, R., Senjanovic, G., & Garcia-Dominguez, L. (2005). Phase Synchronization Measurements Using Electroencephalographic Recordings: What Can We Really Say About Neural Synchrony? Neuroinformatics, 3(4), .

Nazzi, T., Dilley, L.C., Jusczyk, A.M., Shattuck-Hufnagel, S., & Jusczyk, P.W. (2005). English-learning infants' segmentation of verbs from fluent speech. Language and Speech, 48(3), 279-298. pdf

Nazzi, T., Gopnik, A., & Karmiloff-Smith, A. (2005). Asynchrony in the cognitive and lexical development of young children with Williams syndrome. Journal of Child Language, 32(2), 427-438. pdf

Nazzi, T. (2005). Use of phonetic specificity during the acquisition of new words: Differences between consonants and vowels. Cognition, 98(1), 13-30. pdf

Rämä, P., & Courtney, S. (2005). Functional topography of working memory for face or voice identity. NeuroImage, 24, 224-234. pdf

Sangrigoli, S., Pallier, C., Argenti, A.M., Ventureyra, V.A., & de Schonen, S. (2005). Reversibility of the other-race effect in face recognition during childhood. Psychological Science, 16(6), 440-4. pdf

Serniclaes, W., Ventura, P., Morais, J., & Kolinsky, R. (2005). Categorical perception of speech in illiterate adults. Cognition, 98, B35-B44.. pdf

Sprenger-Charolles, L. (2005). Les procédures d'accès aux mots écrits : Développement normal et dysfonctionnements dans la dyslexie développementale. Rééducation Orthophonique, 222, 71-100.

Sprenger-Charolles, L., Colé, P., Béchennec, D., & Kipffer-Piquard, A. (2005). French normative data on reading and related skills from EVALEC, a new computerized battery of tests (end Grade 1, Grade 2, Grade 3, and Grade 4). European Review of Applied Psychology/Revue Europeenne de Psychologie Appliquee, 55(3), 157-186. pdf

 

Book

Dehaene, S., Dehaene-Lambertz, G., Gentaz, E., Huron, C., & Sprenger-Charolles, L. (2011). Apprendre à lire - Des sciences cognitives à la salle de classe Paris: Odile Jacob.

Sprenger-Charolles, L., & Colé, P. (2006). Lecture et dyslexie: Approches cognitives. Dunod (seconde édition, première édition, 2003) Paris: Dunod.

Sprenger-Charolles, L., Colé, P., & Serniclaes, W. (2006). Reading acquisition and developmental dyslexia (Essays in developmental psychology). Psychology Press Hove, UK, & New-York, USA: Psychology Press (Taylor & Francis).

 

Book chapter

Serniclaes, W., & Sprenger-Charolles, L. (2015). Reading impairment: from behavior to brain. In R. Bahr and E. Silliman (Ed) Handbook of Communication Disorders. (Vol. 3). London: Routledge.

Serniclaes, W., & Sprenger-Charolles, W. (2015). Reading impairment: from behavior to brain. In R. Bahr and E. Silliman (Ed) Handbook of Communication Disorders. (pp. 34-45). London: Routledge.

Abboub, N., Bijeljac-Babic, R., & Serres, J... (2014). Processing of Lexical Stress at the Phonological Level in French Monolinguals and Bilinguals at 10 Months. In BUCLD 38 Proceedings. (Vol. 1, pp. 1-11). pdf

Gervain, J. (2014). Developmental Science and the Nature-Nurture Issue: The Case of Language. In P. Richerson, G. Csibra, Cs. Pléh (Eds) Naturalistic Approaches to Culture.

You, R., Chabane, N., Rider, D., & Serniclaes, W. (2014). Perception de la parole chez les enfants du spectre autistique. In R., Sock, B., Vaxelaire, C., Fauth (Eds) La voix et la parole perturbées. Travaux en Phonétique Clinique. (pp. 103-116). Mons - Belgique: CIPA, Collection « Recherches en Parole » (RPA).

Gervain, J. (2013). Early rule learning ability and language acquisition. In Lowenthal, F., & Lefebvre, F. (Eds) Recursion and Language. (pp. 89-99). New York: Springer.

Gervain, J. (2013). Szerkezet és agy a nyelvfejlődés legkorábbi szakaszaiban [Structure and the brain in early language development]. In Pléh, Cs. (Eds) Általános Nyelvészeti Tanulmányok [Studies in General Linguistics]. (Vol. 25).

Werker, J., & Gervain, J. (2013). Speech Perception and Phonological Development. In Zelazo, P.D. (Eds) The Oxford Handbook of Developmental Psychology. (Vol. Vol. 1, pp. 909-925). Oxford: Oxford University Press.

Yeung, H.H., & Nazzi, T. (2013). Ostensive and referential object labeling helps infants learn generalizable sound patterns. In S. Baiz, N. Goldman, & R. Hawkes (Eds) Proceedings of the 37th Annual Boston University Conference on Language Development. (Vol. 2, pp. 469-481). Somerville, MA: Cascadilla Press. pdf

de Schonen, S., Bouvard, M., Bizouard, P., Bursztejn, C., & Hochmann, J... (2012). Efficacité et sécurité des interventions proposées. In André-vert J, Veber A., Evrard P. (Eds) Autisme et autres troubles envahissants du développement:interventions éducatives et thérapeutiques coordonnées chez l'enfant et l'adolescent. Argumentaire scientifique (mars 2012). (pp. 89-268). Rapport de la Haute Autorité de Santé (HAS) et de l'Agence Nationale, de l'Evaluation et de la Qualité des Etablissements et Services Sociaux et Médico-sociaux (ANESM).

Gonzalez-Gomez, N., & Nazzi, T. (2012). Phonological Feature Constraints on the Acquisition of Phonological Dependencies. In Proceedings of the 36th Annual Boston University Conference on Language Development. (pp. in press). Somerville, MA: Cascadilla Press.

Goyet, L., Millotte, S., Christophe, A., & Nazzi, T. (2012). Processing continuous speech in infancy: From major prosodic units to isolated word forms. In J. Lidz, J. Pater and W. Snyder (Eds) Oxford Handbook of Developmental Linguistics. (pp. in press). Oxford University Press.

Legendre, G., Culbertson, J., Barrière, I., Nazzi, T., & Goyet, L. (2012). Experimental and empirical evidence for the status and acquisition of subject clitics and agreement marking in adult and child Spoken French. In V. Torrens, L. Escobar, A. Gavarro and J.G. Mangado (Eds) Movement and Clitics. (pp. in press). Newcastle: Cambridge Scholars Publishing.

Shukla, M., Gervain, J., Mehler, J., & Nespor, M. (2012). Linguistic Constraints on Statistical Learning in Early Language Acquisition. In Rebuschat, P., Williams, J. (Eds) Statistical Learning and Language Acquisition. (pp. in press). Mouton de Gruyter.

Werker, J.F., & Gervain, J. (2012). Speech Perception and Phonological Development. In Zelazo, P.D. (Eds) The Oxford Handbook of Developmental Psychology. (pp. in press). Oxford: OUP.

Barrière, I., Goyet, L., Nazzi, T., Kresh, S., & Legendre, G. (2011). The representation of subject-verb agreement in French-learning toddlers: New evidence from the comprehension of an infrequent pattern of pseudoverbs. In Proceedings of the 35th Annual Boston University Conference on Language Development. (pp. 38-48). Somerville, MA: Cascadilla Press.

Bertoncini, J., & Busquet, D. (2011). La découverte de la parole : l’enfant entendant, l’enfant sourd porteur d’implant cochléaire, et la LPC : une histoire d’adaptabilité. In J. Leybaert (Ed) La langue française Parlée Complétée : Fondements et Perspectives. (pp. 211-228). Marseille: Solal.

Bouton, S., Bertoncini, J., Leuwers, C., Serniclaes, W., & Colé, P. (2011). Apprentissage de la lecture et développement des habiletés associées à la réussite en lecture chez les enfants munis d'un implant cochléaire : Apport de la langue française parlée complétée. In J. Leybaert (Ed) Langue française parlée complétée (LPC) : Fondements et perspectives. (pp. 163-187). Marseille: Solal.

Colé, P., & Sprenger-Charolles, L. (2011). Comment savoir si je suis dyslexique? In Alario F.X. (Ed) Toutes les questions que vous vous posez sur votre cerveau. Odile Jacob.

Legendre, G., Barrière, I., Goyet, L., & Nazzi, T. (2011). On the Acquisition of Implicated Presuppositions: Evidence from French Personal Pronouns. In Mihaela Pirvulescu, et al. (Eds) Selected Proceedings of the 4th Conference on Generative Approaches to Language Acquisition North America (GALANA 2010). (pp. 150-162). Somerville, MA: Cascadilla Proceedings Project.

Leloup, G., & Sprenger-Charolles, L. (2011). Felix, A Case Study of Dyslexia in France. In P.L. Anderson & R. Meier-Hedde (Ed) International Case Studies of Dyslexia. NewYork: Routledge.

Molavi, B., Gervain, J., & Dumont, G.A. (2011). Estimating cortical connectivity in functional near infrared spectroscopy using multivariate autoregressive modeling. In Conf Proc IEEE Eng Med Biol Soc. (Vol. 2011, pp. 2334-2337).

Nazzi, T., & Gonzalez-Gomez, N. (2011). Sensitivity to non-adjacent phonological dependencies in 10-month-old infants. In Proceedings of ICPhS XVII. (pp. 1454-1457).

Serniclaes, W. (2011). Features are phonological transforms of natural boundaries. In G.N. Clements and R. Ridouane (Ed) Cognitive, physical and developmental bases of distinctive speech categories. (pp. 237-257). London: John Benjamins.

Barrière, I., Legendre, G., Nazzi, T., Goyet, L., & Kresh, S. (2010). L’acquisition de l’accord sujet-verbe par les jeunes francophones natifs entre 14 et 30 mois : préférence, compréhension et environnement linguistique. In Neveu F., Muni Toke V., Durand J., Klingler T., Mondada L., Prévost S. (Eds) Proceedings of the 2nd World Congress of French Linguistics. (pp. 1429-1443).

Bertoncini, J., Cabrera, L., & Lorenzi, C. (2010). Discimination of voicing on the basis of temporal envelope cues in 6-month old infants. In Journal of the Acoustical Society of America, POMA 9, 060004. pdf

Bhatara, A.K., Quintin, E.M., & Levitin, D.J. (2010). Musical ability and developmental disorders. In J. Burack (Ed) Oxford Handbook of Mental Retardation and Development, 2nd Ed. (pp. 138-148). Oxford: Oxford University Press.

de Schonen, S. (2010). Brain plasticity and development of mental activity in infancy and childhood. In D. Chastenet, & Flahaut A. (Eds) Disabilities and Innovation. The Expertise Challenge. (Vol. 1). Rennes: Presses de l'EHESP.

de Schonen, S. (2010). Plasticité cérébrale et développement des activités mentales chez l'enfant. In D.Chastenet, & A. Flahaut (Eds) Handicaps et innovation le défi de compétence. (Vol. 1, pp. 205-228). Rennes: Presses de l'EHESP.

Gervain, J. (2010). A statisztikai tanulás és a szabálytanulás idegi alapjai [The neural correlates of statistical learning and rule extraction]. In Pléh, Cs., Gy. Kovács, B. Gulyás (Eds) Kognitív Idegtudomány [Cognitive Neuroscience]. Budapest: Osiris.

Legendre, G., Goyet, L., Barrière, I., Kresh, S., & Nazzi, T. (2010). Sensitivity to irregular French subject-verb agreement at 18 months: Evidence from the Head Turn Preference procedure. In Proceedings of the 34th Annual Boston University Conference on Language Development. (pp. 257-268). Somerville, MA: Cascadilla Press.

Song, L., Nazzi, T., Moukawane, S., Golinkoff, R.M., Stahl, A., Ma, W., Hirsh-Pasek, K., & Connell, M. (2010). Sleepy vs. sleeping: Preeschoolers’ sensitivity to morphological cues for adjectives and verbs in English and French. In Proceedings of the 34th Annual Boston University Conference on Language Development. (pp. 409-420). Somerville, MA: Cascadilla Press.

Hoonhorst, I., Colin, C., Markessis, E., Radeau, M., Deltenre, P., & Serniclaes, W. (2009). N100 component: an electrophysiological cue of voicing perception. In S. Fuchs, H. Loevenbruck, D. Pape & P.Perrier (Eds) Some aspects of speech in the brain. Bern: Perter Lang Verlagsgruppe..

Højen, A., & Nazzi, T. (2009). Detailed vocalic information in Danish 20-month-olds' novel words. In Proceedings of the 3rd International Conference on Fundamental and Applied Aspects of Speech and Language. (pp. 121-125). Belgrade:

Serniclaes, W., & , G. (2009). Cross-linguistic trends in the perception of place of articulation in stop consonants: A comparison between Hungarian and French. In Pellegrino, F., Marsico, E., Chitoran, I. & Coupé, C. (Eds) Approaches to phonological complexity. (pp. 241-266). The Haghe: Mouton de Gruyter.

Sprenger-Charolles, L. (2009). La dyslexie existe-t-elle? In Chapelle, G., & Crahay, M. (Eds) Réussir à apprendre. (pp. 215-224). Paris: PUF.

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Sprenger-Charolles, L. (2008). Correspondances graphème-phonème et phonème-graphème: une comparaison de l'anglais, du français, de l'allemand et de l'espagnol. In A.Desrochers, F.Martineau, & Y.C.Morin (Eds) Orthographe française: Evolution et pratique. (pp. 213-225). Ottawa: David (Voix Savantes).

Sprenger-Charolles, L. (2008). Apprentissage de la lecture et dyslexie: une nouvelle explication. In Kail, M., Fayol, M., & Hickmann, M. (Eds) Apprentissage des langues premières et secondes. (pp. 493-511). Paris: CNRS Editions.

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Sprenger-Charolles, L. (2007). Apprentissage de la lecture. In Expertise Collective INSERM (Ed) Dyslexie, dysorthographie, dyscalculie: Bilan des données scientifiques. (pp. 33-78, Chapitre 2). Paris: INSERM.

Sprenger-Charolles, L. (2007). Dyslexie: Etudes de groupes et de cas multiples. In Expertise Collective INSERM (Ed) Dyslexie, dysorthographie, dyscalculie: Bilan des données scientifiques. (pp. 217-272, Chapitre 9). Paris: INSERM.

Sprenger-Charolles, L. (2007). Théories explicatives de la dyslexie: Théorie phonologique. In Expertise Collective INSERM (Ed) Dyslexie, dysorthographie, dyscalculie: Bilan des données scientifiques. (pp. 389-419, Chapitre 14). Paris: INSERM.

Sprenger-Charolles, L. (2007). Comment expliquer les difficultés d'apprentissage de la lecture? Eclairage à partir de recherches conduites dans différentes écritures alphabétiques. In C.Gruaz (Ed) A la recherche du mot: De la langue au discours. (pp. 117-138). Limoges: Lambert-Lucas.

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Kipffer-Piquard, A., & Sprenger-Charolles, L. (2005). Prédiction dès la maternelle des habiletés de lecture en fin de CE2. Suivi de 85 enfants de langue maternelle française de 5 à 8 ans. In Entretien Bichat d'Orthophonie. (pp. 178-192). Paris: Expension Scientifique Française.

Laurent, A., Arzimanoglou, A., & de Schonen, S. (2005). Brain maturation, development of socio-cognitive perception and neural damaging process. In A., Arzimanoglou, A., Aldenkamp, H., Cross,M., Lassonde, S.L., Moshe, & X. Schmitz, (Eds) Cognitive dysfunction in children with temporal lobe epilepsy. Paris: John Libbey Eurotext.

 

Report

Béchennec, D., & Sprenger-Charolles, L. (2010). Guide pratique de l'orthographe rectifiée. pdf

Sprenger-Charolles, L., & Messaoud-Galusi, S. (2009). Review of research on reading acquisition and analyses of the main international reading assessment tools (Report, IIEP-UNESCO). pdf

Sprenger-Charolles, L. (2008). EGRA (Early Grade Reading Assessment): Results of 1200 Gambian children learning to read in English. Report for the World Bank. pdf

Sprenger-Charolles, L. (2008). EGRA (Early Grade Reading Assessment): Results from primary school students learning to read in French and in Wolof. Report for the World Bank. pdf

 

Thesis

Forgács, B. (2014). Figures Of Language In Cognitive Science In The Light Of Figurative Language Processing In The Brain Unpublished doctoral dissertation, Budapest University of Technology and Economics (BME). pdf

Larraza, S. (2014). Listening to Dialectal Variation in a Second Language: Not just Unavoidable but Necessary University of the Basque Country (UPV-EHU).

VonHolzen, K. (2013). The initial and long-lasting effects of early bilingual language acquisition on lexical access: Evidence from ERP and eye-tracking studies Georg-August-Universität Göttingen.

 

Newspaper article

Gentaz, E., & Sprenger-Charolles, L. (2012). Pourquoi faut-il évaluer et entrainer certaines capacités reliées à la lecture des enfants scolarisés en grande section de maternelle ? , .

Sprenger-Charolles, L., & Colé, P. (2006). Pratiques pédagogiques et apprentissage de la lecture. Cahiers pedagogiques, . pdf

Sprenger-Charolles, L., & Colé, P. (2006). Méthodes: le verdict des évaluations. Sciences Humaines(Avril 2006), 10-11.

Colé, P., Leuwers, C., & Sprenger-Charolles, L. (2005). Dyslexie: Vers une nouvelle rééducation. Cerveau et Psycho(Decembre 2005), 78-82.