References of "Maillart, Christelle"
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See detailThe impact of visual complexity on visual short-term memory in children with specific language impairment
Leclercq, Anne-Lise ULg; Maillart, Christelle ULg; Pauquay, Sarah et al

in Journal of the International Neuropsychological Society (2012), 18

Many studies have assessed visual short-term memory (VSTM) abilities in children with specific language impairment (SLI), with contrasting results: some studies observed preserved VSTM capacities while ... [more ▼]

Many studies have assessed visual short-term memory (VSTM) abilities in children with specific language impairment (SLI), with contrasting results: some studies observed preserved VSTM capacities while others reported impaired VSTM. The present study explores the hypothesis that the complexity of the visual information to be encoded and stored might underlie these discrepancies. Four VSTM conditions were administered to a group of 15 children with SLI, as well as to two groups of typically developing children, matched for chronological age and for VSTM capacity for visually simple stimuli, respectively. The stimuli to be remembered varied in their visual similarity and in the number of their visual features. Across the four VSTM conditions, children with SLI showed significantly reduced performance relative to an age-matched control group, and they were more strongly affected by visual similarity and number of features when compared to a control group matched for VSTM capacity for visually simple stimuli. The present results support the hypothesis that stimulus complexity is a determining factor of the poor VSTM performances in children with SLI. [less ▲]

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See detailLes défis d'une formation universitaire clinique en logopédie
Schelstraete, Marie-Anne; Maillart, Christelle ULg

in Estienne, Françoise; Vanderlinden, Fabienne (Eds.) Pratiquer l'orthophonie. Expériences et savoir-faire de 33 orthophonistes. (2012)

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See detailF-LARSP: A Computerized Tool for Measuring Morphosyntactic Abilities in French.
Parisse, Christophe; Maillart, Christelle ULg; Tommerdahl, Jodi

in Ball, Martin J.; Crystal, David; Fletcher, Paul (Eds.) Assessing Grammar: The Languages of LARSP. (2012)

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See detailMorphosyntactic disorders as a consequence of categorization difficulty in children with specific language impairment
Leroy, Sandrine ULg; Parisse, Christophe; Duquet, Adèle et al

Poster (2011, July 21)

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See detailIncidental non linguistic regularities learning in Children with
Gabriel, Audrey ULg; Meulemans, Thierry ULg; Parisse, Christophe et al

Poster (2011, July)

Recent studies on specific language impairment (SLI) have suggested that language deficits could be partly explained by the Procedural Deficit hypothesis (PDH; Ullman & Pierpont, 2005). Tomblin et al ... [more ▼]

Recent studies on specific language impairment (SLI) have suggested that language deficits could be partly explained by the Procedural Deficit hypothesis (PDH; Ullman & Pierpont, 2005). Tomblin et al. (2007) and Lum et al. (2009; 2011) obtained data supporting this interpretation with the serial reaction time (SRT) task, as well as Evans et al. (2009) and Plante et al. (2002) with artificial grammar tasks. Recently, Gabriel et al. (2011) obtained contrasting results, showing that children with SLI were able to detect non linguistic regularities during a SRT task. The aim of this study was to assess the PDH by using a non-linguistic artificial grammar learning tasks in order to mimic real conditions of language acquisition. Twenty-three children with SLI and their typically developing (TD) peers are compared on a task in which the incidental learning sequence was presented through visual shapes via a laptop.These results confirm our previous study (Gabriel et al., 2011) by showing that children with SLI detect the rules in non-linguistic conditions. • So, contrary to results of previous studies (Evans et al., 2009; Lum et al., 2009; 2011; Plante et al., 2002; Tomblin et al., 2007), this study does not confirm the PDH in children with SLI, or at least suggests that, if present, the deficit of the procedural system in SLI is not going beyond the language system. [less ▲]

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See detailPhonological representations in children with SLI : a study of French vowels.
Maillart, Christelle ULg; Cazeneuve, Julia; MacLeod, Andrea

Poster (2011, July)

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See detailF-LARSP: une adaptation francophone du LARSP. Premières données
Maillart, Christelle ULg; Parisse, Christophe; Tommerdahl, Jodi

Scientific conference (2011, June 17)

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See detailThe perceptual and verbal analogical reasoning in children with specific language impairment (SLI)
Leroy, Sandrine ULg; Guénébaud, Mélanie; Parisse, Christophe et al

Poster (2011, June)

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See detailUne approche par compétences pour une formation universitaire en logopédie
Maillart, Christelle ULg; Grevesse, Pascale; Sadzot, Agnès ULg

Scientific conference (2011, May 05)

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See detailDes interactions enrichies qui soutiennent le développement du langage : effets à court et moyen terme (6 mois) d’une guidance parentale logopédique
Maillart, Christelle ULg; Leroy, Sandrine ULg; Quintin, Emilie et al

in ANAE : Approche Neuropsychologique des Apprentissages chez l'Enfant (2011), 112-113

The aim of parent based language intervention is to help parents of children with language disorders to play a main part in their child’s linguistic development by adjusting the speech addressed to them ... [more ▼]

The aim of parent based language intervention is to help parents of children with language disorders to play a main part in their child’s linguistic development by adjusting the speech addressed to them. This study focuses on the efficiency of our intervention methods and of indirect therapy. We analyze four dyads filmed at three different points in time: 1) before the intervention;2) directly after the sessions with the speech therapists; 3) six months later. Each film was transcribed and analyzed. The results confirm that parental based language intervention induces long-term changes in the parents’ behavior. [less ▲]

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See detailCompétences langagières et communicatives des enfants présentant une déficience intellectuelle
Maillart, Christelle ULg

Conference given outside the academic context (2011)

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See detailL’intervention langagière basée sur la littérature enfantine
Maillart, Christelle ULg; Leclercq, Anne-Lise ULg

Conference given outside the academic context (2011)

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See detailA.D.L. (Apprentissage de la Démarche Logopédique)
Sadzot, Agnès ULg; Maillart, Christelle ULg

Conference given outside the academic context (2011)

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See detailExploration of serial structure procedural learning in children with language impairment.
Gabriel, Audrey ULg; Maillart, Christelle ULg; Guillaume, mélody et al

in Journal of the International Neuropsychological Society (2011), 17

Recent studies on specific language impairment (SLI) have suggested that language deficits are directly associated with poor procedural learning abilities. Findings from our previous work are contrary to ... [more ▼]

Recent studies on specific language impairment (SLI) have suggested that language deficits are directly associated with poor procedural learning abilities. Findings from our previous work are contrary to this hypothesis; we found that children with SLI were able to learn eight-element-long sequences as fast and as accurately as children with normal language (NL) on a serial reaction time (SRT) task. A probabilistic rather than a deterministic SRT paradigm was used in the current study to explore procedural learning in children with SLI to mimic real conditions of language learning. Fifteen children with or without SLI were compared on an SRT task including a probabilistic eight-element-long sequence. Results show that children with SLI were able to learn this sequence as fast and as accurately as children with NL, and that similar sequence-specific learning was observed in both groups. These results are novel and suggest that children with SLI do not display global procedural system deficits. (JINS, 2011, 17, 1-8). [less ▲]

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See detailEtude de l’impact d’une tâche interférente sur les performances en compréhension morphosyntaxique d’enfants dysphasiques.
Prigent, Gaïd ULg; Leclercq, Anne-Lise ULg; Maillart, Christelle ULg

in Cahiers de l'ASELF (2011)

La dysphasie, définie comme un trouble spécifique du développement du langage, demeure encore très mal comprise aujourd'hui et continue d‟être au coeur de la réflexion de nombreuses études. Plusieurs ... [more ▼]

La dysphasie, définie comme un trouble spécifique du développement du langage, demeure encore très mal comprise aujourd'hui et continue d‟être au coeur de la réflexion de nombreuses études. Plusieurs hypothèses ont tenté d‟expliquer les difficultés des enfants atteints de ce trouble. Celle de la limitation des capacités de traitement, qui suggère un déficit de la vitesse de traitement ou de la mémoire de travail comme origine des troubles langagiers, en est un exemple intéressant. Et si les troubles morphosyntaxiques de ces enfants pouvaient être expliqués en termes de limitation des capacités de traitement ? Certains auteurs vont dans ce sens et c‟est ce que nous avons voulu évaluer dans notre étude. Pour cela, une tâche de compréhension morphosyntaxique a été créée. Dans ces phrases, trois facteurs influençant les ressources de traitement utilisées ont été manipulés : la fréquence lexicale des mots utilisés, la longueur des phrases et la réalisation d'une tâche interférente. Notre hypothèse suppose une dégradation plus importante des performances des enfants dysphasiques par rapport à celles des enfants contrôles suite à l'augmentation des demandes en ressources de traitement. Or, si les résultats obtenus nous permettent d'attester de la standardisation de notre tâche ; nous ne pouvons corroborer l'hypothèse de la limitation des capacités de traitement. En effet, des différences entre les groupes sont observées mais la chute de la performance des enfants dysphasiques escomptée n'est pas mise en évidence. Et quand nous nous attachons à comprendre les différences entre les trois groupes d'enfants, c'est une explication en termes de niveau langagier qui serait privilégiée. [less ▲]

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See detailUne nouvelle batterie « Langage oral, langage écrit, mémoire, attention » : L2MA-2
Chevrie-Muller, Claude; Maillart, Christelle ULg

in Cahiers de l'ASELF (2010), 4

Cet article présente une nouvelle batterie « « Langage oral, langage écrit, mémoire, attention » : L2MA-2 » destinée à l’évaluation d’enfants francophones, français et belges, de la deuxième à la sixième ... [more ▼]

Cet article présente une nouvelle batterie « « Langage oral, langage écrit, mémoire, attention » : L2MA-2 » destinée à l’évaluation d’enfants francophones, français et belges, de la deuxième à la sixième année primaire (7 ans ½ à 11 ans ½). Conçue à partir d’une batterie existante (L2MA, Chevrie-Muller et al, 1997), cette batterie a fait l’objet d’importantes modifications. Parmi les changements apportés, on doit noter que la batterie permet une évaluation en deux niveaux (première ligne pour objectiver les difficultés de l’enfant et deuxième ligne pour les préciser et les comprendre),qu’elle est partiellement informatisée et qu’elle comprend des épreuves peu fréquentes dans les batteries langagières classiques (ex. épreuves de compréhension orale, écrite narration orale ou écrite, etc.). L’article présente les principaux objectifs de ce travail, les caractéristiques de ce nouvel outil et les perspectives futures. [less ▲]

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See detailL2MA-2 Langage oral, langage écrit, mémoire, attention
Chevrie-Muller, Claude; Maillart, Christelle ULg; Simon, Anne-Marie et al

Book published by ECPA (2010)

Batterie d'évaluation du langage oral et écrit destinée aux enfants de CE1 (2ème primaire) à la 6ème.

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See detailDéveloppement du langage, retard de langage et guidance parentale
Maillart, Christelle ULg

Conference given outside the academic context (2010)

Detailed reference viewed: 250 (32 ULg)