• Joël MACOIR (Université Laval (Québec))
    Is impairment of inflectional morphological processes with Parkinson’s patients procedural or executive or both ?
    2012, Vol. XVII-2, pp. 101-115

    Parkinson's disease is a neurodegenerative neurological condition characterized by motor deficits but also by cognitive deficits affecting working memory, declarative memory and attentional capacities. With respect to language, the disease is also marked by the impairment of inflectional morphological processes. In this article, we present and discuss the respective supports to the procedural and executive functional origin of inflectional morphology impairment in Parkinson's disease. We also report the results from a recent study, conducted with 15 individuals with PD, suggesting a contribution, non-exclusive to language, of basal ganglia to executive processes involved in inflectional morphology.

  • Sébastien PACTON (Université Paris Descartes)
    How do children learn to spell words?
    2015, Vol.XX-2, pp. 51-61

    The use of phonographemic knowledge is fundamental though often insufficient to produce correct spelling in French. Other knowledge must also be acquired and mobilized, whether this is explicitly learned or not: knowledge about word-specific spellings (lexical orthography), regularities of the spelling system (graphotactic patterns) and morphemes (minimal units of meaning) that make up words. This article presents and discusses studies looking at how and when children acquire and mobilize these different types of spelling knowledge.

  • Malin ÅGREN (Lund University)
    Learning the deep orthography of French as a second language
    2016, Vol. XXI-2, pp. 95-108

    French is characterized by major differences between phonology and orthography. Consequently, learning the deep orthography of written French is a challenge to both first (L1) and second (L2) language learners. This empirical study focuses on the production of silent number morphology in written French and illustrates that a group of L2 learners, exposed to limited amounts of spoken French in a typical L2 classroom in Sweden, outperform both L1 children and L2 children learning French through immersion. The aim of the study is to discuss the impact of learning context, age of onset and complexity of written number agreement on the learning of the deep orthography of French as a second language.