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See detailThe relevance of a nonword repetition task to assess phonological short-term memory in individuals with Down syndrome
Comblain, Annick ULiege

in Down's Syndrome, Research and Practice : The Journal of the Sarah Duffen Centre (1999), 6(2), 76-84

Phonological short-term memory capacity is generally measured with a word span task or a digit span task. Another way to measure it is to use a nonword repetition task. Gathercole and Adams (1993) claimed ... [more ▼]

Phonological short-term memory capacity is generally measured with a word span task or a digit span task. Another way to measure it is to use a nonword repetition task. Gathercole and Adams (1993) claimed that this procedure can be used with children as young as two-years old. It seems that in normally developing children the quality of nonword repetition is influenced both by the length of nonwords and by the degree of wordlikeness. Can the phonological short-term memory of individuals with Down syndrome be assessed with a nonword repetition task? In order to answer this question, we decided to replicate Gathercole and collaborators' experiments (1991,1993) but with individuals with Down syndrome. The quality of nonword repetition in individuals with Down syndrome is, as in normally developing children, influenced both by the length of nonwords and by their degree of wordlikeness. Furthermore, our results seem to confirm the hypothesis which states that nonwords are temporarily stored in the phonological short-term memory system. As this system has a limited capacity, both normally developing children and people with Down syndrome recall more short nonwords than long nonwords. In conclusion, nonword repetition is a reliable task with which to assess phonological short-term memory in individuals with Down syndrome as well as in normally developing children. [less ▲]

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See detailThe development of visual memory span : The role of expertise
Thibaut, Jean-Pierre; Comblain, Annick ULiege

Poster (1999, May 20)

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See detailEvaluer et rééduquer les difficultés morpho-syntaxiques chez le jeune enfant : Du geste au langage
Comblain, Annick ULiege

in Bulletin d'Audiophonologie (1999), 15(2), 223-236

L’acquisition du langage est, pour la majorité des enfants, rapide et harmonieuse. Entre l’apparition des premiers mots conventionnels et la maîtrise des structures syntaxiques de la lange maternelle, une ... [more ▼]

L’acquisition du langage est, pour la majorité des enfants, rapide et harmonieuse. Entre l’apparition des premiers mots conventionnels et la maîtrise des structures syntaxiques de la lange maternelle, une petite dizaine d’années s’écoulent. Pour 7 à 8 % des enfants, le langage va se développer plus lentement et plus laborieusement et pour 1%, le retard sera sévère et persistant en dehors de toute prise en charge logopédique spécifique. Chez ces enfants en difficultés d’apprentissage du langage, les aspects morphosyntaxiques de la langue restent une difficulté majeure et une pierre d’achoppement non négligeable dans le processus de rééducation. Il est donc crucial dans une démarche d’évaluation du langage d’évaluer cette composante langagière de manière complète et précise de manière à, d’une part poser un diagnostic fiable et quantifier l’ampleur du retard et des troubles de développement, et, d’autre part, à fixer avec le plus d’exactitude et de minutie possible les objectifs d’une rééducation. [less ▲]

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See detailDéveloppement du langage dans divers cas de retard mental dus à la trisomie 21 : Evaluation et Intervention clinique
Comblain, Annick ULiege; Thewis, Brigitte

in Puyuelo, Miguel (Ed.) Casos clinicos en logopedia (1999)

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See detailDéveloppement du langage
Rondal, Jean-Adolphe ULiege; Esperet, Eric; Gombert, Jean-Emile et al

in Rondal, Jean-Adolphe; Esperet, Eric (Eds.) Introduction à la psychologie de l'enfant (1999)

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See detailAvaliaçao da linguagem das crianças e adolescentes deficientes mentais
Comblain, Annick ULiege

in Lepot-Froment, C. (Ed.) Educaçao especializada : Pesquisas e indiçaoes par a açao (1999)

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See detailDéveloppement de la mémoire humaine
Comblain, Annick ULiege

in Rondal, Jean-Adolphe; Esperet, Eric (Eds.) Introduction à la psychologie de l'enfant (1999)

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See detailCurrent perspectives on developmental dysphasias
Rondal, Jean-Adolphe ULiege; Comblain, Annick ULiege

in Journal of Neurolinguistics (1999), 12(3-4), 181-212

This paper documents the major difficulties observed in the oral language development of individuals with mental retardation of genetic origin. The extent of inter- and within-syndrome variability is ... [more ▼]

This paper documents the major difficulties observed in the oral language development of individuals with mental retardation of genetic origin. The extent of inter- and within-syndrome variability is evaluated. More specifically, a comparative analysis of typical language phenotypes in several genetic syndromes is attempted and the possible brain underpinnings of the observed differences are envisaged. Recent cases of favorable language development in individuals with mental retardation are summarized and explanatory variables are discussed. [less ▲]

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See detailProfils langagiers dans le syndrome de l'X-fragile et le syndrome de Down
Piérart, Bernadette; Comblain, Annick ULiege

Conference (1998, December 10)

The analysis of language difficulties in SLI children (Specific Language Impairment children) with normal cognitive abilities and in mentally retarded children (with genetic pathologies) gives us the ... [more ▼]

The analysis of language difficulties in SLI children (Specific Language Impairment children) with normal cognitive abilities and in mentally retarded children (with genetic pathologies) gives us the opportunity to test these different hypotheses. The language specificities of these different syndromes allow us to analyse the reciprociqual and sequential effects of the different language components. This procedure has a theorical and fundamental interest but also a practical interest. Effectively, it leads to numerous applications in speech and language pathology (concerning the pathologies definition as well as the hierarchisation of the therapeutical goals and the construction of the therapeutical programs). [less ▲]

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See detailL'immersion linguistique en milieu scolaire : De l'utilité de l'apprentissage précoce des langues étrangères
Comblain, Annick ULiege

in Comblain, Annick (Ed.) Proceedings des Entretiens de Bichat partim Ortophonie (1998, September 11)

Il est superflu, aujourd’hui, d’insister sur la nécessité tant individuelle que culturelle mais surtout économique de connaître une ou plusieurs langues étrangères. Face à cet état de fait, il est ... [more ▼]

Il est superflu, aujourd’hui, d’insister sur la nécessité tant individuelle que culturelle mais surtout économique de connaître une ou plusieurs langues étrangères. Face à cet état de fait, il est souhaitable de fournir aux jeunes enfants les meilleures opportunités d’apprendre une seconde langue de manière intensive dans leur cursus scolaire. Les préoccupations scientifiques sur les divers aspects du bilinguisme ne sont pas neuves. Depuis plusieurs décennies, les psychologues, les éducateurs et les sociologues s’interrogent sur les effets individuels et sociaux de la pratique de plusieurs langues. Ce n’est cependant que récemment qu’une réflexion sérieuse sur les méthodes et les contextes de cet apprentissage linguistique est née. La raison en est, sans nul doute, le sentiment généralement partagé de l’inefficacité de l’apprentissage traditionnel des langues. Sur le modèle de ce qui se fait au Canada depuis plus d'un quart de siècle, la Belgique est un des rares pays a avoir, du moins à titre expérimental, introduit l’immersion dans son système scolaire et ce depuis 10 ans maintenant. Les avantages de l’enseignement immersif sont évidents : précocité et intensité d’exposition à la langue cible, caractère motivant et fonctionnel de la pratique linguistique. Les inconvénients, avec des enfants normaux sont nuls ainsi que l’attestent un grand nombre d'études canadiennes. La pratique immersive n’est un embarras ni pour le développement des capacités et des connaissances en langue maternelle, ni pour la maîtrise des matières inscrites au programme scolaire . Au terme de la scolarité secondaire, les enfants immergés présentent d’impressionnantes capacités discursives en langue seconde tant d’un point de vue réceptif que productif. Ces capacités discursives, bien qu’encore inférieures à celle de locuteurs natifs du même âge, sont très nettement supérieures à celles des enfants ayant suivi un enseignement traditionnel. Les résultats obtenus par la méthode immersive semblent donc de nature à améliorer de manière considérable les capacités linguistiques des enfants. Un certain nombre de recherches sont cependant encore nécessaires afin de préciser les modalités optimales de l’apprentissage des langues étrangères dans les contextes éducatifs. [less ▲]

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See detailPhonologie, lexique et métaphonologie dans le syndrome de l'X-fragile et le syndrome de Down
Pierart, Bernadette; Comblain, Annick ULiege

Conference (1998, May 28)

La présentation passe en revue les résultats d'enfants trisomiques 21 et x-fragile aux épreuves proposée dans la nouvelle batterie d'évaluation du langage ISADYLE. La recherche sur ISADYLE poursuit 4 ... [more ▼]

La présentation passe en revue les résultats d'enfants trisomiques 21 et x-fragile aux épreuves proposée dans la nouvelle batterie d'évaluation du langage ISADYLE. La recherche sur ISADYLE poursuit 4 objectifs : - (a) construire une batterie longue de langage oral, destinée à l' examen approfondi des dysfonctionnements du langage de l'enfant ; - (b) construire une batterie courte de langage oral, à partir des items statistiquement les plus discriminants ; - (c) réaliser des étalonnages corrects sur échantillons proportionnels stratifiés en Belgique francophone, ce qui répond également aux besoins de la sécurité sociale en matière de logopédie de l'enfant; - (d) constituer une banque de données longitudianles et transversales sur le lanngage oral de 1200 enfants de 3 à 12 ans [less ▲]

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See detailSyntaxe et métasyntaxe dans le syndrome de l'X-fragile et le syndrome de Down
Comblain, Annick ULiege; Piérart, Bernadette

Conference (1998, May 27)

From articulation to ideas, all aspects of language are strongly linked. There are now several hypotheses to explain these links, their synergy and their developmental sequences in 2-year-old to 10-year ... [more ▼]

From articulation to ideas, all aspects of language are strongly linked. There are now several hypotheses to explain these links, their synergy and their developmental sequences in 2-year-old to 10-year-old children (Ferguson, 1978; Schwartz et al. 1980; Panagos, 1982; Caramata & Schwartz, 1985). The modularity of language is the most well-known of these hypotheses. The analysis of language difficulties in SLI children (Specific Language Impairment children) with normal cognitive abilities and in mentally retarded children (with genetic pathologies) gives us the opportunity to test these different hypotheses. The language specificities of these different syndromes allow us to analyse the reciprociqual and sequential effects of the different language components. This procedure has a theorical and fundamental interest but also a practical interest. Effectively, it leads to numerous applications in speech and language pathology (concerning the pathologies definition as well as the hierarchisation of the therapeutical goals and the construction of the therapeutical programs). [less ▲]

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See detailISADYLE : Instrument pour le screening et l'examen approfondi des dysfonctionnement du langage chez l'enfant
Pierart, Bernadette; Comblain, Annick ULiege; Grégoire, Jacques et al

Poster (1997, April 25)

ISADYLE est un nouvel instrument d'évaluation du développement du langage chez l'enfant. Il est également un outil diagnostic des pathologies du développement du langage. Constitué sur base d'un ... [more ▼]

ISADYLE est un nouvel instrument d'évaluation du développement du langage chez l'enfant. Il est également un outil diagnostic des pathologies du développement du langage. Constitué sur base d'un échantillon de 1200 enfants belges, ISADYLE est le premier outil belge fait par des logopèdes à l'usage des logopèdes. Il passe en revue toutes les facettes du langage oral de 3 à 12 ans [less ▲]

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See detailThe relevance of nonword repetition task to assess Down's syndrome subjects verbal short-term memory
Comblain, Annick ULiege

Poster (1997, April 09)

The verbal short-term memory span is usually measured by word span or digit span. Another way to measure short-term memory abilities is to use a nonword repetition task. There are three hypothesis in ... [more ▼]

The verbal short-term memory span is usually measured by word span or digit span. Another way to measure short-term memory abilities is to use a nonword repetition task. There are three hypothesis in order to explain this relationship: (1) children repeat less long nonwords than short nonwords (mnesic hypothesis); (2) children repeat more “wordlike nonwords” than “non-wordlike nonwords” (linguistic hypothesis); (3) the length of the nonwords and their wordlikness both influence the quality of the repetition. The results of this experiment seem to confirm the hypothesis according to which nonwords are temporally stored in the phonological short-term memory system. As this system is limited (in time and capacity), the shorter the nonwords are, the best they are recalled. [less ▲]

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See detailSyndrome de Down : perspectivas psycologica, psychobiologica, y socio-educational
Rondal, Jean-Adolphe ULiege; Perera, Juan; Nadel, Lynn et al

Book published by IMSERSO (1997)

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See detailTraining the rehearsal strategy in Down syndrome and normal children. Effects on memory span, word-length and phonological similarity effect
Comblain, Annick ULiege

Poster (1996, July 18)

Verbal short-term memory skills of Down's syndrome subjects are very poor. As in normal children, it seems possible to increase memory span by using a rehearsal training strategy. Memory span tasks have ... [more ▼]

Verbal short-term memory skills of Down's syndrome subjects are very poor. As in normal children, it seems possible to increase memory span by using a rehearsal training strategy. Memory span tasks have been proposed to two experimental groups (Down's syndrome subjects / normally developping children) and two control groups (Down's syndrome subjects / normally developping children). The experimental groups were intensively trained to rehearse during 8 weeks. Two post-tests were proposed to the subjects: 1] directly after the training session and 2] six weeks after the training session. We observe an increase of the experimental groups' memory span. The weak modifications of word-length effect and phonological similarity effect seem to confirm that these effects are not due to the rehearsal strategy use. [less ▲]

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See detailRelationship between auditivo-vocal short-term memory and lexical knowledge in Down'syndrome
Comblain, Annick ULiege

Poster (1996, May 10)

Some neuropsychological studies of brain damaged patients presenting memory deficits suggest that working memory directly contribute to the long-term learning of non-familiar phonological structures. It ... [more ▼]

Some neuropsychological studies of brain damaged patients presenting memory deficits suggest that working memory directly contribute to the long-term learning of non-familiar phonological structures. It seems that a phonological store impairment leads to problems in learning new words (Baddeley, Papagno & Vallar, 1988). Gathercole and Baddeley (1993) studies of normal young children lead to the same conclusion. Phonological short-term memory abilities of 4-5 years-old children directly influence lexical acquisition. Children who exhibit the higher phonological memory skills produce higly discriminable and stable phonological memory traces. For these children, there is a greater probability that memory traces become durable and semanticaly linked to the referent. One can then conclude that the phonological short-term memory abilities directly influence the way young children acquired new vocabulary items. A study of memory abilities and lexical knowledge of Down's syndrome subjects (mental age:3;5 to 5;4 years old, chronological age: 8;10 to 25;11 years old) lead us to the following conclusion: in Down's syndrome subjects, as well as in normal subjects, one cannot reject the hypothesis that lexical knowledge are linked to the subjects phonological short-term memory abilities and more specially to non-word repetition. [less ▲]

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