References of "Maillart, Christelle"
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See detailDISLOCATIONS AS DEVELOPMENTAL MARKERS IN THE FRENCH LANGUAGE : DEVELOPMENTAL AND PATHOLOGICAL STUDIES
Maillart, Christelle ULg; Parisse, Christophe; Gay-Perret, Nathalie

Poster (2009, June 06)

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See detailChildren with specific language impairment are impaired on implicit higher-order sequence learning, but not on implicit spatial context learning.
Gabriel, Audrey ULg; Schmitz, Xavier; Maillart, Christelle ULg et al

Poster (2009, June 05)

In a recent review of the SLI literature it has been suggested that low language and grammatical abilities would be directly associated with poor learning abilities of nonverbal sequences (Ullman ... [more ▼]

In a recent review of the SLI literature it has been suggested that low language and grammatical abilities would be directly associated with poor learning abilities of nonverbal sequences (Ullman & Pierpont, 2005; Tomblin et al., 2007). Therefore, one could hypothesize that a general purpose sequential pattern tracker could determine some aspects of language and grammar learning. In the present study, 15 children with SLI and 15 matched control children were compared on two implicit learning tasks: an alternating serial response time task in which sequential dependencies exist across non-adjacent elements, and a spatial context learning task in which the global configuration of a display cues the location of a searched target (Chun & Jiang, 1998). We predict that children with SLI will show impaired sequence learning and normal spatial context learning. By confirming the presence of a specific deficit in sequential learning processes, the present study should contribute to better understand the language abilities, and in particular the grammatical difficulties, of individuals with specific language impairment. [less ▲]

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See detailLes difficultés morphosyntaxiques des enfants présentant des troubles spécifiques du langage oral: une approche constructiviste
Leroy, Sandrine ULg; Parisse, Christophe; Maillart, Christelle ULg

in Rééducation Orthophonique (2009), 238

The Construction and Usage-based Theory (CUT) combines two main approaches drawn from cognitive linguistics: construction grammar and usage-based theory. The CUT emphasizes the fact that language ... [more ▼]

The Construction and Usage-based Theory (CUT) combines two main approaches drawn from cognitive linguistics: construction grammar and usage-based theory. The CUT emphasizes the fact that language structures progressively emerge through the use of general cognitive processes. Most new forms produced by a child are built upon his/her own previous productions that he/she complexifies and generalizes to construct more abstract forms. These hypotheses have been tested with normally-developing children but have not yet been tested on children with specific language impairment (SLI). In this paper, we put forward several hypotheses drawn from constructivistic approaches to explain morphosyntactic difficulties displayed by children with SLI. Their goal is to create a theoretical framework for future behavioral studies. [less ▲]

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See detailL’évaluation de la morphosyntaxe chez des enfants d’âge scolaire (7-12 ans) : les épreuves issues de la batterie L2MA-2
Chevrie-Muller, Claude; Maillart, Christelle ULg

in Rééducation Orthophonique (2009), 238

The L2MA2 Battery for the evaluation of “Oral language, Written language, Memory and Attentional skills” in French-speaking children between the ages of 8 1/2 and 10 1/2 was published in 1997. Over ten ... [more ▼]

The L2MA2 Battery for the evaluation of “Oral language, Written language, Memory and Attentional skills” in French-speaking children between the ages of 8 1/2 and 10 1/2 was published in 1997. Over ten years after its initial publication, the battery was revised and significantly modified. It was then standardized on a population of French-speaking children (French and Belgian) between the ages of 7 1/2 and 11 1/2. Among its new features, the evaluation is administered in two steps (first and second levels). The first level of the L2MA-2 battery comprises 11 fixed tests which give a preliminary representation of the patient’s resources and difficulties. Depending on obtained results, the clinician can chose, among 19 complementary tests that are available on an optional basis, tests that can yield a more specific diagnosis. This article deals more specifically with 9 tests which can provide a comprehensive evaluation of the child’s morphosyntactic skills, dealing with expressive or receptive skills, with oral or written skills, in a targeted or integrated manner. [less ▲]

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See detailSpecific language impairment as systemic developmental disorders
Parisse, Christophe; Maillart, Christelle ULg

in Journal of Neurolinguistics (2009), 22(2), 109-122

Specific Language Impairment (SLI) is a disorder characterised by slow, abnormal language development. Most children with this disorder do not present any other cognitive or neurological deficits. There ... [more ▼]

Specific Language Impairment (SLI) is a disorder characterised by slow, abnormal language development. Most children with this disorder do not present any other cognitive or neurological deficits. There are many different pathological developmental profiles and switches from one profile to another often occur. An alternative would be to consider SLI as a generic name covering three developmental language disorders: developmental verbal dyspraxia, linguistic dysphasia, and pragmatic language impairment. The underlying cause of SLI is unknown and the numerous studies on the subject suggest that there is no single cause. We suggest that SLI is the result of an abnormal development of the language system, occurring when more than one part of the system fails, thus blocking the system’s natural compensation mechanisms. Since compensation also hinders linguistic evaluation, one possibility for diagnosis and remediation control is to assess basic cognitive abilities by non-linguistic means whenever possible. Neurological plausible bases for language and language development should also be taken into account to offer new hypotheses and research issues for future work on SLI. [less ▲]

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See detailLe portfolio appliqué à la formation en logopédie
Maillart, Christelle ULg; Deum, Mélanie ULg; Grevesse, Pascale ULg et al

Poster (2009, March)

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See detailLe bilan langagier de l'enfant dysphasique
Maillart, Christelle ULg; Orban, Andrée

in ANAE : Approche Neuropsychologique des Apprentissages chez l'Enfant (2008), 20(20), 211-220

Poser le diagnostic de dysphasie est un acte complexe qui ne peut se faire que dans le cadre d’une évaluation multidisciplinaire. Certains critères d’exclusion doivent en effet être respectés : les ... [more ▼]

Poser le diagnostic de dysphasie est un acte complexe qui ne peut se faire que dans le cadre d’une évaluation multidisciplinaire. Certains critères d’exclusion doivent en effet être respectés : les troubles langagiers ne peuvent être expliqués en terme de retard mental, perte auditive, maladie neurologique, déprivation environnementale ou trouble émotionnel. Le bilan langagier a un rôle important dans cette évaluation puisqu’il doit, entre autres, permettre de mettre en évidence des marqueurs psycholinguistiques d’inclusion. Cet article sera ciblé sur le bilan orthophonique (logopédique) de l’enfant dysphasique. L’accent sera principalement mis sur la phase de dépistage, d’identification des difficultés mais aussi des ressources de l’enfant. [less ▲]

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See detailDislocations as a Developmental Marker in French Language: A Preliminary Study
Maillart, Christelle ULg; Parisse, Christophe

in Clinical Linguistics & Phonetics (2008), 22(4), 255-258

In a previous study, Parisse suggested that subject dislocations in French language (e.g. "la fille elle dort") could be considered as a marker of morphosyntactic development in children with normal ... [more ▼]

In a previous study, Parisse suggested that subject dislocations in French language (e.g. "la fille elle dort") could be considered as a marker of morphosyntactic development in children with normal language development. The present study aimed to develop this proposition and to confirm it with experimental data, more specifically the fact that this development would go through a four-step process. Our prediction was that children could produce forms that correspond to successive steps in the developmental process (for example, forms [1] and [2], or [2] and [3]), but not forms that were very different (for example, forms [1] and [4], or [2] and [4]). In order to test this hypothesis, a sentence repetition task was administrated to 27 children aged 4 to 5. The results confirm the presence of a developmental trend in the use of dislocation in spontaneous language. At age 4, dislocations were frequent (30%), and tended to respect the gender (stage 3 and 4). At age 5, dislocations were rare (stage 4). Previous stages (1 and 2) would be observed in younger children. [less ▲]

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See detailFast mapping between grammatical constructions and meaning: An experiment in French children aged 3 to 4
Parisse, Christophe; Dupont, Fanny; Bourdoux, Françoise et al

Poster (2008, June)

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See detailAltération des traitements séquentiels chez les enfants dysphasiques
Gabriel, Audrey ULg; Maillart, Christelle ULg; Meulemans, Thierry ULg

Poster (2008, May 15)

Contexte : Peu de travaux ont été consacrés au développement des habiletés non linguistiques des enfants dysphasiques. Ce constat est paradoxal car des études montrent que les enfants porteurs de troubles ... [more ▼]

Contexte : Peu de travaux ont été consacrés au développement des habiletés non linguistiques des enfants dysphasiques. Ce constat est paradoxal car des études montrent que les enfants porteurs de troubles dits « spécifiques » présentent d’autres troubles non langagiers associés, notamment des troubles séquentiels (Ellis Weismer et al., 2005). D’un point de vue clinique, le pronostic concernant leur évolution semblerait parfois plus lié aux résultats obtenus aux épreuves non linguistiques (particulièrement celles impliquant un traitement séquentiel) qu’à la sévérité du déficit langagier ou à des caractéristiques langagières précises. Objectifs : Ce projet vise une meilleure compréhension de l’implication des traitements séquentiels dans l’origine de cette pathologie à des fins d’éclaircissement de l’étiologie et d’optimisation de prise en charge de ces patients, parfois très hétérogènes. Méthodologie : Apprentissage d’informations séquentielles et simultanées présentées visuellement et évaluation de son maintien auprès d’enfants dysphasiques âgés entre 6 et 12 ans, appariés à des sujets contrôles au niveau de l’âge chronologique et du QIP. Résultats : les résultats seront discutés ultérieurement. Toutefois, nous émettons l’hypothèse que les enfants dysphasiques obtiendraient des performances en dessous de la moyenne des enfants de même âge chronologique à toutes les épreuves faisant appel à un traitement séquentiel, contrairement aux épreuves faisant appel au traitement simultané. Conclusion : Les tâches qui requerraient un traitement séquentiel seraient altérées chez les enfants dysphasiques. Ceci n’a rien de surprenant étant donné que le langage est lui-même une activité séquentielle dans laquelle le mot constitue un ordre défini de phonèmes (Keele et al., 2003). [less ▲]

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See detailFast mapping between grammatical constructions and meaning Two experiments in French children aged 3 to 4
Maillart, Christelle ULg; Parisse, Christophe; Dupont, Fanny et al

Poster (2008)

Detailed reference viewed: 33 (6 ULg)