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Stage-1 Registered Report with in-principle acceptance for publication in Glossa Psycholinguistics

International audience

International audience

International audience

International audience

International audience

International audience

International audience; In visual word processing modeling, few models have successfully accounted for a large variety of tasks, and large corpora of behavioral observations. We consider a dataset from a megas-tudy, in which participants performed three tasks (lexical decision , word naming, and word recognition in a progressive demasking situation), on the same, large set of stimuli. We define the BRAID-Phon model, an extension of a previous probabilistic model, the BRAID model, whose originality is its visuo-attentional component, in which a visuo-attentional distribution spatially deploys sensory processing capabilities. BRAID-Phon includes phonological representations of words, allowing simulating the naming task. We simulated the three tasks on the dataset we considered, and analyzed predicted reaction times in terms of word frequency and word length effects. Simulation results show that BRAID-Phon successfully captures the direction and order of magnitude of the observed effects, in all three tasks.

International audience

International audience; Recent studies suggest that dyslexic children who have action video game experience have improved visual attention and, consequently, improved reading skills. Moreover, some studies show that the visuo-attentional abilities of pre-readers strongly predict their future reading level. Action video games could therefore be an efficient training tool to improve reading acquisition, and an appropriate one thanks to their natural motivational quality. However, despite substantial research about the development of visual attention through video games, the attentional dimensions they train remain to be identified. Therefore, our objective is to identify what attentional dimensions are involved in reading acquisition and to design a video game to train them specifically. We target two attentional components: the visuo-attentional span and attentional shift, which we aim to enlarge and accelerate, respectively. We will both present a theoretical framework and design principles for the implementation of an educational video game. Its gameplay is based on visual identification and search tasks and its difficulty level is adaptively set to user performance. Our game is designed for grade 1 to grade 3 classes, and will be tested in a longitudinal study.

International audience; L'étude des mécanismes cognitifs de lecture a conduit à un nombre impressionnant de recherches comportementales dans le champ de la psychologie et des neurosciences cognitives. La lecture est l'une des fonctions cognitives les plus étudiées, qu'il s'agisse de comprendre le fonctionnement du système de lecture chez le lecteur expert, l'origine des troubles de lecture en contexte pathologique ou les mécanismes qui président à l'apprentissage de la lecture chez l'enfant. L'étude des dyslexies acquises (c'est-à-dire les troubles de la lecture apparus suite à une lésion cérébrale chez des individus préalablement bons lecteurs) a joué un rôle majeur dans notre compréhension des mécanismes cognitifs impliqués en lecture (Caramazza, 1986 ; Patterson et al., 1985). Par exemple, le fait que certains patients cérébrolésés puissent présenter une altération de la lecture des mots irréguliers (comme femme ou chorale) mais une lecture préservée des pseudo-mots (ou mots inventés comme verlone ou sapir), alors que chez d'autres c'est la lecture des pseudo-mots qui est perturbée et celle des mots irréguliers qui est préservée, a fortement influencé notre façon de concevoir le système cognitif de lecture. Ce chapitre se focalisera plus spécifiquement sur les conceptions théoriques du système cognitif de lecture et la façon dont elles sont modélisées de façon à discuter des cadres conceptuels qui permettent de résumer nombre de données expérimentales. L'objectif sera à la fois de proposer une vue d'ensemble des connaissances actuelles mais également d'en présenter une revue critique de façon à faire ressortir les forces et faiblesses des modèles existants. Notre objectif ne saurait cependant être de proposer un exposé exhaustif des modèles mais plutôt de discuter les postulats des principaux modèles. Quels types de modèles pour modéliser quoi ? L'enjeu des recherches comportementales est non seulement d'identifier les mécanismes cognitifs impliqués en lecture mais également de comprendre comment ces différents mécanismes interagissent et ainsi proposer une architecture des liens qu'ils entretiennent.

Shifts in perceptual boundaries resulting from speech motor learning induced by perturbations of the auditory feedback were taken as evidence for the involvement of motor functions in auditory speech perception. Beyond this general statement, the precise mechanisms underlying this involvement are not yet fully understood. In this paper we propose a quantitative evaluation of some hypotheses concerning the motor and auditory updates that could result from motor learning, in the context of various assumptions about the roles of the auditory and somatosensory pathways in speech perception. This analysis was made possible thanks to the use of a Bayesian model that implements these hypotheses by expressing the relationships between speech production and speech perception in a joint probability distribution. The evaluation focuses on how the hypotheses can (1) predict the location of perceptual boundary shifts once the perturbation has been removed, (2) account for the magnitude of the compensation in presence of the perturbation, and (3) describe the correlation between these two behavioral characteristics. Experimental findings about changes in speech perception following adaptation to auditory feedback perturbations serve as reference. Simulations suggest that they are compatible with a framework in which motor adaptation updates both the auditory-motor internal model and the auditory characterization of the perturbed phoneme, and where perception involves both auditory and somatosensory pathways., Author summary Experimental evidence suggest that motor learning influences categories in speech perception. These observations are consistent with studies of arm motor control showing that motor learning alters the perception of the arm location in the space, and that these perceptual changes are associated with increased connectivity between regions of the motor cortex. Still, the interpretation of experimental findings is severely handicapped by a lack of precise hypotheses about underlying mechanisms. We reanalyze the results of the most advanced experimental studies of this kind in speech, in light of a systematic and computational evaluation of hypotheses concerning motor and auditory updates that could result from motor learning. To do so, we mathematically translate these hypotheses into a unified Bayesian model that integrates for the first time speech production and speech perception in a coherent architecture. We show that experimental findings are best accounted for when motor learning is assumed to generate updates of the auditory-motor internal model and the auditory characterization of phonemes, and when perception is assumed to involve both auditory and somatosensory pathways. This strongly reinforces the view that auditory and motor knowledge intervene in speech perception, and suggests likely mechanisms for motor learning in speech production.