References of "ANAE : Approche Neuropsychologique des Apprentissages chez l'Enfant"
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See detailL'animal dans le soin : entre théories et pratiques
Delfour, Fabienne ULg; Servais, Véronique ULg

in ANAE : Approche Neuropsychologique des Apprentissages chez l'Enfant (2012), 24 - tome II(117), 199-205

In this small form of clear text, we propose an argument that could allow our view to develop scientific research less mutilating and more fruitful in the vast area of the animal care. Having highlighted ... [more ▼]

In this small form of clear text, we propose an argument that could allow our view to develop scientific research less mutilating and more fruitful in the vast area of the animal care. Having highlighted and commented on the most prominent of the various oral and written presentations that are likely to contribute to this change, we discuss the merits of the use of anthropology and constructivist ethology in their situated perspective. What we propose involves three major changes from the previously dominant research traditions: a true recognition of the animal as a subject, the return of their voice to practitioners and the development of attentive and creative methods of observation and investigation. [less ▲]

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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 detailOrganisation factorielle et évaluation des fonctions exécutives chez l’enfant en âge préscolaire et scolaire
Catale, Corinne ULg; Meulemans, Thierry ULg

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

This paper aims to [1] review the main studies that have examined the factorial organization of executive functions, and particularly those relative to inhibition, flexibility, and working memory during ... [more ▼]

This paper aims to [1] review the main studies that have examined the factorial organization of executive functions, and particularly those relative to inhibition, flexibility, and working memory during early and middle childhood, and [2] present the executive tools that are mainly used in clinical settings with children. Most of the studies have shown evidence of a fractionation of executive functions in childhood. Moreover, some of these studies suggest a progressive and specific differentiation of these processes during development. Specific and adequate tools are therefore necessary to assess executive processes in clinical settings. [less ▲]

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See detailSensibilité et spécificité du CHildhood EXecutive functioning Inventory (CHEXI) chez des enfants avec troubles attentionnels
Catale, Corinne ULg; Lejeune, Caroline ULg; Merbah, Sarah ULg et al

in ANAE : Approche Neuropsychologique des Apprentissages chez l'Enfant (2011), 115

Thorell and Nyberg (2008) have recently developed the Childhood Executive Functioning Inventory (CHEXI), a new rating inventory of executive functioning for children that can be divided into four a priori ... [more ▼]

Thorell and Nyberg (2008) have recently developed the Childhood Executive Functioning Inventory (CHEXI), a new rating inventory of executive functioning for children that can be divided into four a priori subscales: working memory, planning, inhibition, and regulation The major goals of our study is to present a French adaptation of this questionnaire and to discuss its clinical interests in terms of sensibility and specificity with children with attentional deficits. [less ▲]

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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 detailLe fonctionnement de la mémoire à court terme auditive-vocale dans le syndrome de Down : Implications pour le modèle de mémoire de travail
Comblain, Annick ULg

in ANAE : Approche Neuropsychologique des Apprentissages chez l'Enfant (1996), 8(4-5), 137-147

Since the end of the sixties, number of studies have put in obviousness that the short-term memory span of mentally retarded subjects remains largely below the level expected regarding their mental age ... [more ▼]

Since the end of the sixties, number of studies have put in obviousness that the short-term memory span of mentally retarded subjects remains largely below the level expected regarding their mental age and their chronological age. Mackenzie and Hulme (1987) and Hulme and Mackenzie (1992), for example, showed that verbal short-term memory abilities of mentally retarded subjects do not develop at the same rate than other cognitives aspects. These results provide important information on the development of memory span in those subjects but do not provide information on the functioning of the different components of their verbal short-term memory. We conducted several experiments in order to supply with this deficit and to describe the functioning of the verbal short-term memory in a group of Down's syndrome subjects. Our data put in obviousness the similarity of verbal short-term memory's functioning in Down's syndrome subjects and in normal children (phonological similarity effect and word length effect). The absence of a significant correlation between articulation rate and memory span in Down's syndrome people (like in less than 6 years old normal children, see Gathercole et al., 1993, 1994) leads us to discuss a central point of the working memory model (Baddeley, 1986). [less ▲]

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