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<p><div class="WordSection1"><p class="MsoPlainText"><span style="font-size:11.0pt;color:#365F91;">Bonjour,</span><span style="font-size:11.0pt;"><o></o></span></p><p class="MsoPlainText"><span style="font-size:11.0pt;color:#365F91;"> Pour information, veuillez trouver ci-</span><span style="font-size:11.0pt;color:#1F497D;">dessous</span><span style="font-size:11.0pt;color:#365F91;"> </span><span style="font-size:11.0pt;color:#1F497D;">les prochains séminaires</span><span style="font-size:11.0pt;color:#365F91;"> du <b>Laboratoire Parole et Langage</b> (LPL).</span><span style="font-size:11.0pt;"><o></o></span></p><p class="MsoNormal"><span style="font-size:11.0pt;color:#1F497D;"> B</span><span style="font-size:11.0pt;color:#365F91;">ien cordialement,</span><span style="font-size:11.0pt;color:#1F497D;"> </span><span style="font-size:11.0pt;color:#365F91;">Claudia Pichon-Starke</span><span style="font-size:11.0pt;color:#1F497D;"><br></span><span style="font-size:11.0pt;color:#365F91;">________________</span><span style="font-size:11.0pt;color:#1F497D;">_</span><span style="font-size:11.0pt;"><o></o></span></p><p class="MsoNormal"><b><span style="font-size:9.0pt;color:#1F497D;">Laboratoire Parole et Langage<o></o></span></b></p><p class="MsoNormal"><span style="font-size:9.0pt;color:#1F497D;">UMR 7309 CNRS |Université d’Aix-Marseille<o></o></span></p><p class="MsoNormal"><span style="font-size:9.0pt;color:#1F497D;">5 avenue Pasteur – 13100 Aix-en-Provence (France)<o></o></span></p><p class="MsoNormal"><span style="font-size:9.0pt;color:#1F497D;">Tél : +33 (0)4 13 55 36 20 – Fax : +33 (0)4 13 55 37 88<o></o></span></p><p class="MsoNormal"><span style="font-size:9.0pt;color:#1F497D;"><o> </o></span></p><p class="MsoNormal"><span style="font-size:9.0pt;color:#1F497D;">Site du LPL : <a href="www.lpl-aix.fr">www.lpl-aix.fr</a><o></o></span></p><p class="MsoNormal"><b><span lang="EN-US" style="font-size:9.0pt;color:#1F497D;">LPL Newsletter :</span></b><span lang="EN-US" style="font-size:9.0pt;color:#1F497D;"> <a href="mailto:lpl-newsletter-subscribe@lpl-aix.fr?subject=Inscription%20NewsLetter">lpl-newsletter-subscribe@lpl-aix.fr</a><o></o></span></p><p class="MsoNormal"><span lang="EN-US" style="font-size:9.0pt;color:#1F497D;"><o> </o></span></p><p class="MsoNormal"><span lang="EN-US" style="font-size:9.0pt;color:#1F497D;">Labex ‘BLRI’ :</span><span lang="EN-US" style="font-size:9.0pt;color:#00B0F0;"> </span><span lang="EN-US" style="font-size:9.0pt;color:#1F497D;"><a href="http://www.blri.fr">www.blri.fr</a> | Equipex ‘Ortolang’ :</span><span lang="EN-US" style="font-size:9.0pt;color:#00B0F0;"> </span><span lang="EN-US" style="font-size:9.0pt;color:#1F497D;"><a href="http://www.blri.fr">www.ortolang.fr</a><o></o></span></p><p class="MsoNormal"><span style="font-size:9.0pt;color:#1F497D;">Revue TIPA : </span><span lang="EN-US" style="font-size:9.0pt;color:#1F497D;"><a href="www.tipa.revues.org"><span lang="FR">www.tipa.revues.org</span></a></span><span style="font-size:9.0pt;color:#1F497D;"><o></o></span></p><p class="MsoNormal"><span style="font-size:9.0pt;color:#1F497D;"><o> </o></span></p><p class="MsoNormal"><span style="font-size:11.0pt;color:#1F497D;">************<o></o></span></p><p class="MsoNormal"><span style="font-size:11.0pt;color:#1F497D;"><o> </o></span></p><p class="MsoNormal"><span style="font-size:28.0pt;">Séminaires du Laboratoire Parole et Langage (LPL)<o></o></span></p><p class="MsoFooter"><span style="font-size:9.0pt;color:#1F497D;"><o> </o></span></p><p class="MsoNormal"><b><span style="font-size:18.0pt;">Mardi 4 juin 2013</span></b><span style="font-size:9.0pt;"><o></o></span></p><p class="MsoNormal"><b><span style="font-size:11.0pt;">14h30-15h30</span></b><span style="font-size:11.0pt;"> Salle de conférences B011 (bât. B), 5 avenue Pasteur, Aix-en-Provence<o></o></span></p><p class="MsoNormal"><b><span lang="EN-US" style="font-size:18.0pt;color:#1F497D;">James German<o></o></span></b></p><p class="MsoNormal"><b><span lang="EN-US">Nanyang Technological University, Singapore<o></o></span></b></p><p class="MsoNormal"><b><span lang="EN-US" style="font-size:16.0pt;">Reassignment of Consonant Allophones in Rapid Dialect Acquisition<o></o></span></b></p><p class="MsoNormal"><b><i><span lang="EN-US" style="font-size:10.0pt;">Résumé </span></i></b><span lang="EN-US" style="font-size:10.0pt;"> Many recent studies have demonstrated the important role that phonetic detail plays in the representation of word forms, particularly in connection with late plasticity. These findings, however, need to be reconciled with models that assume a prominent role for abstract phonemic representations. This study (also reported in German, Carlson & Pierrehumbert, 2013) explores this issue through a dialect imitation paradigm, and seeks specifically to locate the production system within a spectrum ranging from exemplar-based models to highly abstract neo-generative models. In an experiment spanning a week, American English speakers imitated a Glaswegian (Scottish) English speaker. The target sounds were allophones of /t/ and /r/, as the Glaswegian speaker aspirated word-medial /t/ but pronounced /r/ as a flap initially and medially. This experiment therefore explored (a) whether speakers could learn to reassign a sound they already produce (flap) to a different phoneme, and (b) whether they could learn to reliably produce aspirated /t/ in an unusual phonological context. Speakers appeared to learn systematically, as they could generalize to words which they had never heard the Glaswegian speaker pronounce. The pattern for /t/ was adopted and generalized with high overall reliability. For flap, there was a mix of categorical learning, with the allophone simply switching to a different use, and parametric approximations of the "new" sound. The positional context was clearly important, as flaps were produced less successfully when word-initial. And although there was variety in success rates, all speakers learned to produce a flap for /r/ at least some of the time and retained this learning over a week's time. To explain these effects, we propose a hybrid model of speech production that includes elements of both neo-generative and exemplar models.<o></o></span></p><p class="MsoNormal"><span style="font-size:10.0pt;">Plus d’info : <a href="http://lpl-aix.fr/event/1352">http://lpl-aix.fr/event/1352</a><o></o></span></p><p class="MsoNormal"><span style="font-size:9.0pt;"><o> </o></span></p><p class="MsoNormal"><span style="font-size:9.0pt;">___________<o></o></span></p><p class="MsoNormal"><span style="font-size:9.0pt;"><o> </o></span></p><p class="MsoNormal"><b><span style="font-size:18.0pt;"><o> </o></span></b></p><p class="MsoNormal"><b><span style="font-size:18.0pt;">Vendredi 7 juin 2013</span></b><b><span style="font-size:20.0pt;"><o></o></span></b></p><p class="MsoNormal"><b><span style="font-size:11.0pt;">9h30- 12h00<span style="color:#1F497D;"> </span></span></b><span style="font-size:11.0pt;">Salle de conférences B011 (bât. B), 5 avenue Pasteur, Aix-en-Provence<o></o></span></p><p class="MsoNormal"><b><span style="font-size:18.0pt;color:#1F497D;">Willy Serniclaes (1), Stéphanie Bellocchi (2,3), Muriel Lalain (2)<o></o></span></b></p><p class="MsoNormal"><b><span>(1) LPP, Paris ; (2) LPL, Aix-en-Provence ; (3) PsyCLE, Aix-en-Provence<o></o></span></b></p><p class="MsoNormal"><b><span style="font-size:16.0pt;">Dyslexie développementale : perception auditive, perception visuelle et production de la parole<i><o></o></i></span></b></p><p class="MsoNormal"><b><i><span style="font-size:10.0pt;">Résumé </span></i></b><span style="font-size:10.0pt;">La dyslexie développementale est un trouble d’apprentissage du langage écrit qui pourrait concerner 8 à 10% des enfants d’âge scolaire. Il interfère avec la réussite scolaire, la vie quotidienne, puis plus tard, avec l’intégration socio professionnelle, et en ce sens, constitue un problème de santé publique. Depuis la première observation du trouble en 1896 par Pringle Morgan, les études se sont multipliées pour prêter à la dyslexie diverses causes possibles. Quatre théories majeures animent aujourd’hui la scène de la recherche : théories phonologique, auditive, visuelle, motrice. Ces différentes théories explicatives de la dyslexie permettent de l’envisager comme i) un trouble spécifiquement linguistique ou ii) un syndrome sensori moteur plus général, mais après un siècle de recherches, si la dyslexie est mieux décrite, comprise, dépistée et prise en charge, de nombreuses questions demeurent. Dans ce séminaire, nous présenterons en particulier des études ayant trait à la perception auditive, à la perception visuelle et à la production de la parole des sujets atteints de dyslexie développementale en insistant en particulier sur les développements les plus récents. Les possibles applications dans les domaines pédagogiques et cliniques seront également discutées.<o></o></span></p><p class="MsoNormal"><b><span style="font-size:10.0pt;"><o> </o></span></b></p><p class="MsoNormal"><b><span style="font-size:10.0pt;">Ce séminaire comportera trois présentations :<o></o></span></b></p><p class="MsoNormal"><b><span style="font-size:10.0pt;"><o> </o></span></b></p><p class="MsoNormal"><b><span style="font-size:10.0pt;">9h30 - 10h30:</span></b><span style="font-size:10.0pt;"> Willy Serniclaes (conférencier invité, LPP, Paris)<o></o></span></p><p class="MsoNormal"><span style="font-size:10.0pt;">Théorie allophonique de la dyslexie : développements récents et perspectives.<o></o></span></p><p class="MsoNormal"><span style="font-size:10.0pt;">Sa présentation rendra compte de résultats récents qui permettent d’envisager les possibles implications de la perception allophonique pour l’apprentissage de la lecture. Un essai d’apprentissage de la perception phonémique sera également présenté ainsi que les perspectives qu’il ouvre pour la rémédiation de la dyslexie.<o></o></span></p><p class="MsoNormal"><span style="font-size:10.0pt;"><o> </o></span></p><p class="MsoNormal"><b><span style="font-size:10.0pt;">10h30-10h45:</span></b><span style="font-size:10.0pt;"> Pause<o></o></span></p><p class="MsoNormal"><span style="font-size:10.0pt;"><o> </o></span></p><p class="MsoNormal"><b><span style="font-size:10.0pt;">10h45 - 11h15:</span></b><span style="font-size:10.0pt;"> Stéphanie Bellocchi (LPL & PsyCLE)<o></o></span></p><p class="MsoNormal"><span style="font-size:10.0pt;">« I can read it in your eyes » ce que les mouvements oculaires nous disent à propos des processus visuo-attentionnels dans la dyslexie développementale<o></o></span></p><p class="MsoNormal"><span style="font-size:10.0pt;">Sa présentation concernera les contributions majeures des études des processus visuo-attentionnels en lecture normale et pathologique. Des perspectives d’application clinique de la technique d’analyse des mouvements oculaires seront aussi discutées (Bellocchi, Muneaux, Bastien-Toniazzo & Ducrot, 2013). Enfin, le projet de recherche en cours dont l’un des objectifs est d’évaluer la programmation saccadique chez des enfants dyslexiques à travers une tâche de bissection oculaire (Ducrot & Pynte, 2002) sera également présenté.<o></o></span></p><p class="MsoNormal"><span style="font-size:10.0pt;"><o> </o></span></p><p class="MsoNormal"><b><span style="font-size:10.0pt;">11h15 - 11h45:</span></b><span style="font-size:10.0pt;"> Muriel Lalain (LPL)<o></o></span></p><p class="MsoNormal"><span style="font-size:10.0pt;">Dyslexie et production de la parole : aspects infra et supra segmentaux<o></o></span></p><p class="MsoNormal"><span style="font-size:10.0pt;">La théorie phonologique, aujourd’hui généralement admise, pointe un déficit de conscience phonologique consécutif à un défaut des représentations phonologiques qui ne semble pas impacter le langage oral. Cette présentation proposera quelques données en production de la parole lue et non préparée qui font état de particularités aux niveaux infra et suprasegmental, et qui pourraient signer le déficit phonologique en langage oral.<o></o></span></p><p class="MsoNormal"><span style="font-size:10.0pt;"><o> </o></span></p><p class="MsoNormal"><b><span style="font-size:10.0pt;">11h45 - 12h:</span></b><span style="font-size:10.0pt;"> Discussion<o></o></span></p><p class="MsoNormal"><span style="font-size:10.0pt;"><o> </o></span></p><p class="MsoNormal"><span style="font-size:10.0pt;">Plus d’infos : <a href="http://lpl-aix.fr/event/1349">http://lpl-aix.fr/event/1349</a><o></o></span></p><p class="MsoNormal"><span style="font-size:11.0pt;color:#1F497D;"><o> </o></span></p><p class="MsoNormal"><span style="font-size:11.0pt;color:#1F497D;">************<b><o></o></b></span></p><p class="MsoNormal"><b><span style="font-size:14.0pt;color:#365F91;">Trouvez toutes les actualités du LPL sur <a href="http://www.lpl-aix.fr">www.lpl-aix.fr</a><o></o></span></b></p><p class="MsoNormal"><span style="font-size:11.0pt;color:#1F497D;"> </span><o></o></p></div></p>
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font-size: 77%;
}
.replbq {
margin: 4px;
}
#ygrp-actbar div a:first-child {
/* border-right: 0px solid #000;*/
margin-right: 2px;
padding-right: 5px;
}
#ygrp-mlmsg {
font-size: 13px;
font-family: Arial, helvetica,clean, sans-serif;
*font-size: small;
*font: x-small;
}
#ygrp-mlmsg table {
font-size: inherit;
font: 100%;
}
#ygrp-mlmsg select, input, textarea {
font: 99% Arial, Helvetica, clean, sans-serif;
}
#ygrp-mlmsg pre, code {
font:115% monospace;
*font-size:100%;
}
#ygrp-mlmsg * {
line-height: 1.22em;
}
#ygrp-mlmsg #logo {
padding-bottom: 10px;
}
#ygrp-mlmsg a {
color: #1E66AE;
}
#ygrp-msg p a {
font-family: Verdana;
}
#ygrp-msg p#attach-count span {
color: #1E66AE;
font-weight: 700;
}
#ygrp-reco #reco-head {
color: #ff7900;
font-weight: 700;
}
#ygrp-reco {
margin-bottom: 20px;
padding: 0px;
}
#ygrp-sponsor #ov li a {
font-size: 130%;
text-decoration: none;
}
#ygrp-sponsor #ov li {
font-size: 77%;
list-style-type: square;
padding: 6px 0;
}
#ygrp-sponsor #ov ul {
margin: 0;
padding: 0 0 0 8px;
}
#ygrp-text {
font-family: Georgia;
}
#ygrp-text p {
margin: 0 0 1em 0;
}
#ygrp-text tt {
font-size: 120%;
}
#ygrp-vital ul li:last-child {
border-right: none !important;
}
-->
</style>
</head>
<!--~-|**|PrettyHtmlEnd|**|-~-->
</html>
<!-- end group email -->