190BibliographieGrainger, J., & Jacobs, A. M. (1996). Orthographic processing in visual word recognition : A multiple readoutmodel. Psychological Review, 103, 518-565.Grainger, J., & Jacobs, A. (1998). On localist connectionism and psychological sci<strong>en</strong>ce. In Grainger, J. &Jacobs, A. M. (Eds.) Symbolic connectionist approaches to human cognition. Hillsdale, NJ : Lawr<strong>en</strong>ceErlbaum Associates, pp. 1-38.Grainger, J., & Jacobs, A. M. (sous presse). Temporal integration of information in orthographic priming.Visual Cognition.Grainger, J., O'Regan, J. K., Jacobs, A. M. & Segui, J. (1989). On the role of competing word units invisual word recognition : The neighborhood frequ<strong>en</strong>cy effect. Perception & Psychophysics, 45, 189-195.Grainger, J., O'Regan, J. K., Jacobs, A. M., & Segui, J. (1992). Neighborhood frequ<strong>en</strong>cy effects and lettervisibility in visual word recognition. Perception & Psychophysics, 51, 49-56.Grainger, J., & Segui, J. (1990). Neighborhood frequ<strong>en</strong>cy effects in visual word recognition : A comparisonof lexical decision and masked id<strong>en</strong>tification lat<strong>en</strong>cies. Perception & Psychophysics, 47, 191-198.Gre<strong>en</strong>, D. M., & Swets, J. A. (1966). Signal detection theory and psychophysics. New York : Wiley.Grice, G. R. (1968). Stimulus int<strong>en</strong>sity and response evocation. Psychological Review, 75, 359-373.Grice, G. R., Nullmeyer, R., & Spiker, V. A. (1982). Human reaction time : Toward a g<strong>en</strong>eral theory. Journalof Experim<strong>en</strong>tal Psychology : G<strong>en</strong>eral, 111, 135-153.Haber, R., N., & Hersh<strong>en</strong>son, M. (1965). Effect of repeated brief exposures on the growth of a percept. Journalof Experim<strong>en</strong>tal Psychology, 69, 40-46.Hanna, P. R., Hanna, J. S., Hodges, R. E., Ruderf, E. H. (1966). Phoneme-grapheme correspondances ascues to spelling improvem<strong>en</strong>t. Washington, DC : US Governm<strong>en</strong>t Printing Office.Hans<strong>en</strong>, D., & Rodgers, T. S. (1965). An exploration of psycholinguistic units in initial reading. In Proceedingsof the Symposium on the Psycholinguistic Nature of the Reading Process. Detroit : Wayne StateUniversity.Healy, A.F. (1994). Letter detection : A window to unitization and other cognitive processes. PsychonomicBulletin & Review, 1, 333-344.Heathcote, A., Popiel, S. J., & Mewhort, D. J. K. (1991). Analysis of response time distributions : Anexample using the stroop task. Psychological Bulletin, 109, 340-347.van der Heijd<strong>en</strong>, A. H. C., Malhas, M. S. M., & van der Roovaart, B. P. (1984). An empirical interletterconfusion matrix for continuous-line capitals. Perception & Psychophysics, 35, 85-88.H<strong>en</strong>derson, L. (1982). Orthography and word recognition in reading. London : Academic Press.H<strong>en</strong>derson, L. (1985). On the use of the term "grapheme". Language and Cognitive Processes, 1, 135-148.Hockley, W. E. (1984). Analysis of response time distributions in the study of cognitive processes. Journalof Experim<strong>en</strong>tal Psychology : Learning, Memory and Cognition, 6, 598-615.Howard, D., Patterson, K., Wise, R., Brown, D. W., Friston, K., Weiller, C., Frackowiak, R. (1992). Thecortical localization of the lexicons. Brain, 115, 1769-1782.Howes, D. H., & Solomon, R. L. (1951). Visual <strong>du</strong>ration thresholds as a function of word probability.Journal of Experim<strong>en</strong>tal Psychology, 41, 401-410.Hudson, P. T. W., & Bergman, M. W. (1985). Lexical knowledge in word recognition : Word l<strong>en</strong>gth andword frequ<strong>en</strong>cy in naming and lexical decision tasks. Journal of Memory and Language, 24, 46-58.Huey, E. B. (1908). The psychology and pedagogy of reading. NewYork : Macmillan Press.Humphreys, G. W., & Evett, L. J. (1985). Are there indep<strong>en</strong>d<strong>en</strong>t lexical and nonlexical routes in word processing?An evaluation of the <strong>du</strong>al-route theory of reading. Behavioral and Brain Sci<strong>en</strong>ces, 8, 689-740.
Bibliographie 191Humphreys, G. W., Evett, L. J., & Quinlan, P. T. (1990). Orthographic processing in visual word id<strong>en</strong>tification.Cognitive Psychology, 22, 517-560.Huntsman, L. A., & Lima, S. D. (1996). Orthographic neighborhood structure and lexical access. Journal ofPsycholinguistic Research, 25, 417-428.Inhoff, A. W., & Topolski, R. (1994). Use of phonological co<strong>des</strong> <strong>du</strong>ring eye fixations in reading and in onlineand delayed naming tasks. Journal of Memory and Language, 33, 689-713.Israel, G. (1996). La mathématisation <strong>du</strong> réel. Paris : Editions <strong>du</strong> Seuil.Jacobs, A. M. (1994). On computational theories and multilevel, multitask models of cognition : The case ofword recognition. Behavioral and Brain Sci<strong>en</strong>ces, 17, 670-672.Jacobs, A. M., & Carr, T. H. (1995). Mind mappers and cognitive modelers : Toward cross-fertilization.Behavioral and Brain Sci<strong>en</strong>ces, 18, 362-363.Jacobs, A. M., & Grainger, J. (1991). Automatic letter priming in an alphabetic decision task. Perception &Psychophysics, 49, 43-52.Jacobs, A. M., & Grainger, J. (1992). Testing a semistochastic variant of the Interactive Activation Model indiffer<strong>en</strong>t word recognition experim<strong>en</strong>ts. Journal of Experim<strong>en</strong>tal Psychology : Human Perception andPerformance, 18, 1174-1188.Jacobs, A. M., & Grainger, J. (1994). Models of visual word recognition : Sampling the state of the art.Journal of Experim<strong>en</strong>tal Psychology : Human Perception and Performance, 20, 1311-1334.Jacobs, A. M., Rey, A., Ziegler, J. C., & Grainger, J. (1998). MROM-P : An interactive activation, multipleread-out model of orthographic and phonological processes in visual word recognition. in Grainger,J. & Jacobs, A. M. (Eds.) Symbolic connectionist approaches to human cognition. Hillsdale, NJ :Lawr<strong>en</strong>ce Erlbaum Associates, pp. 147-188.Jacoby, L. L., & Dallas, M. (1981). On the relationship betwe<strong>en</strong> autobiographical memory and perceptuallearning. Journal of Experim<strong>en</strong>tal Psychology : G<strong>en</strong>eral, 110, 306-340.Jakobson, R., Fant, M. & Halle, M., 1952. Le concept de trait distinctif. Preliminaries to speech analysis.Cambridge, MA : The M.I.T. Press.James, C. T. (1975). The role of semantic information in lexical decision. Journal of Experim<strong>en</strong>tal Psychology: Human Perception and Performance, 1, 130-136.Jared, D. (1997). Spelling-sound consist<strong>en</strong>cy affects the naming of high-frequ<strong>en</strong>cy words. Journal of Memory& Cognition, 36, 505-529.Jared, D., McRae, K., & Seid<strong>en</strong>berg, M. S. (1990). The basis of consist<strong>en</strong>cy effects in word naming. Journalof Memory and Language, 29, 687-715.Jared, D., & Seid<strong>en</strong>berg, M. S. (1990). Naming multisyllabic words. Journal of Experim<strong>en</strong>tal Psychology :Human Perception and Performance, 16, 92-105.Jared, D., & Seid<strong>en</strong>berg, M. S. (1991). Does word id<strong>en</strong>tification proceed from spelling to sound to meaning?Journal of Experim<strong>en</strong>tal Psychology : G<strong>en</strong>eral, 120, 358-394.Jastrzembski, J. E. (1981). Multiple meanings, number of related meanings, frequ<strong>en</strong>cy of occurr<strong>en</strong>ce, and thelexicon. Cognitive Psychology, 13, 278-305.Jastrzembski, J. E., & Stanners, R. F. (1975). Multiple word meanings and lexical search speed. Journal ofVerbal Learning and Verbal Behavior, 14, 534-537.Johnson, N. F., & Pugh, K. R. (1994). A cohort model of visual word recognition. Cognitive Psychology,26, 240-346.Katz, L., & Feldman, L. B. (1983). Relation betwe<strong>en</strong> pronunciation and recognition of printed words in deepand shallow orthographies. Journal of Experim<strong>en</strong>tal Psychology : Learning, Memory, and Cognition,9, 157-166.
- Page 1:
UNIVERSITÉ DE PROVENCE, AIX-MARSEI
- Page 4 and 5:
Ce travail clôt un cycle de format
- Page 6 and 7:
CHAPITRE 7 : LE FUM . . . . . . . .
- Page 8 and 9:
8IntroductionPour cela, notre domai
- Page 10 and 11:
10Introduction• au niveau lexical
- Page 12 and 13:
12Introduction• sa forme visuelle
- Page 14 and 15:
14IntroductionAprès avoir posé le
- Page 16 and 17:
16Méthodologiespulations sur les i
- Page 18 and 19:
18Méthodologies2.1. Protocoles exp
- Page 20 and 21:
20Méthodologiessi le stimulus se t
- Page 22 and 23:
22MéthodologiesCertaines études t
- Page 24 and 25:
24Méthodologiestes, on obtient des
- Page 26 and 27:
26Méthodologies1996 ; Peter & Turv
- Page 28 and 29:
28Méthodologiesles performances da
- Page 30 and 31:
30Méthodologies6 %8%10%15%30%50%80
- Page 32 and 33:
32MéthodologiesMatériel expérime
- Page 34 and 35:
34Méthodologiesentraîne le masqua
- Page 36 and 37:
36MéthodologiesLe même résultat
- Page 38 and 39:
38Méthodologies120100Situation Sta
- Page 40 and 41:
Chapitre 3Orthographe et phonologie
- Page 42 and 43:
42Orthographe et Phonologie3.1. Var
- Page 44 and 45:
44Orthographe et PhonologieLa Figur
- Page 46 and 47:
46Orthographe et PhonologieJacobs,
- Page 48 and 49:
48Orthographe et Phonologiedans la
- Page 50 and 51:
50Orthographe et PhonologieDans l
- Page 52 and 53:
52Orthographe et Phonologieteurs du
- Page 54 and 55:
54Orthographe et PhonologieGoldstei
- Page 56 and 57:
56Orthographe et Phonologietion est
- Page 58 and 59:
58Orthographe et Phonologierand, 19
- Page 60 and 61:
60Orthographe et Phonologieplus ad
- Page 62 and 63:
62Orthographe et Phonologie3.2.3.1.
- Page 64 and 65:
64Orthographe et PhonologiePlus ré
- Page 66 and 67:
66Orthographe et PhonologieUne autr
- Page 68 and 69:
68Orthographe et Phonologiedeux var
- Page 70 and 71:
Chapitre 4Modèles de la perception
- Page 72 and 73:
72Modèles de la perception visuell
- Page 74 and 75:
74Modèles de la perception visuell
- Page 76 and 77:
76Modèles de la perception visuell
- Page 78 and 79:
78Modèles de la perception visuell
- Page 80 and 81:
80Modèles de la perception visuell
- Page 82 and 83:
82Modèles de la perception visuell
- Page 84 and 85:
84Modèles de la perception visuell
- Page 86 and 87:
86Modèles de la perception visuell
- Page 88 and 89:
88Modèles de la perception visuell
- Page 90 and 91:
90Modèles de la perception visuell
- Page 92 and 93:
92Modèles de la perception visuell
- Page 94 and 95:
94Modèles de la perception visuell
- Page 96 and 97:
96Modèles de la perception visuell
- Page 98 and 99:
98MROM-pspécifier leur lien avec l
- Page 100 and 101:
100MROM-pphonèmes reliés par un r
- Page 102 and 103:
102MROM-pLorsque le modèle génèr
- Page 104 and 105:
104MROM-pque ce système artificiel
- Page 106 and 107:
106Unités de la lecturelinguistiqu
- Page 108 and 109:
108Unités de la lecture22606TR (ms
- Page 110 and 111:
110Unités de la lecturemes. Aussi
- Page 112 and 113:
112Unités de la lecturephonologiqu
- Page 114 and 115:
114Unités de la lectureelle-même
- Page 116 and 117:
116Unités de la lecture6.3. Expér
- Page 118 and 119:
118Unités de la lectureRead est qu
- Page 120 and 121:
120Unités de la lectureces modèle
- Page 122 and 123:
122Unités de la lecturechapitre su
- Page 124 and 125:
124FUMmultiples existant au sein de
- Page 126 and 127:
126FUMpar Berndt, Lynne D'Autrechy
- Page 128 and 129:
128FUMcessus de compétition et du
- Page 130 and 131:
130FUMgène et suit les principes c
- Page 132 and 133:
132FUMPseudohomophonesContrôles Or
- Page 134 and 135:
134FUM61023TR (ms) Seidenberg et al
- Page 136 and 137:
136FUMportementaux et les résultat
- Page 138 and 139:
138FUMà une entité extérieure au
- Page 140 and 141: Chapitre 8Des prédictionsau niveau
- Page 142 and 143: 142Des prédictions au niveau des m
- Page 144 and 145: 144Des prédictions au niveau des m
- Page 146 and 147: 146Des prédictions au niveau des m
- Page 148 and 149: 148Des prédictions au niveau des m
- Page 150 and 151: 150Des prédictions au niveau des m
- Page 152 and 153: 152Des prédictions au niveau des m
- Page 154 and 155: 154Des prédictions au niveau des m
- Page 156 and 157: 156Des prédictions au niveau des m
- Page 158 and 159: 158Des prédictions au niveau des m
- Page 160 and 161: 160Des prédictions au niveau des m
- Page 162 and 163: 162Des prédictions au niveau des m
- Page 164 and 165: 164Des prédictions au niveau des m
- Page 166 and 167: 166Les mots polysyllabiquesmots mon
- Page 168 and 169: 168Les mots polysyllabiquesTableau
- Page 170 and 171: 170Les mots polysyllabiques9.2. Exp
- Page 172 and 173: 172Les mots polysyllabiques19001890
- Page 174 and 175: 174Les mots polysyllabiquesnexe XI
- Page 176 and 177: 176Les mots polysyllabiques9.4. Dis
- Page 178 and 179: 178ConclusionConclusion« La grande
- Page 180 and 181: 180Conclusionplutôt un système o
- Page 182 and 183: 182Conclusiontester les prédiction
- Page 184 and 185: 184BibliographieAderman, D., & Smit
- Page 186 and 187: 186BibliographieBrysbaert, M., Vitu
- Page 188 and 189: 188BibliographieFerrand, L., Segui,
- Page 192 and 193: 192BibliographieKay, J., & Bishop,
- Page 194 and 195: 194BibliographieMewhort, D. J. K.,
- Page 196 and 197: 196BibliographiePerea, M., & Pollat
- Page 198 and 199: 198BibliographieSeidenberg, M. S.,
- Page 200 and 201: 200BibliographieTreiman, R., & Zuko
- Page 202 and 203: 202AnnexesAnnexes
- Page 204 and 205: 204AnnexesAnnexe II : Temps de rép
- Page 206 and 207: 206AnnexesAnnexe IV : Temps de rép
- Page 208 and 209: 208Annexesd t 88 3 fixed fI%tdd d 3
- Page 210 and 211: 210Annexesoo u 3395 57 too tuoo $ 5
- Page 212 and 213: 212AnnexesAnnexe VI : Liste des 120
- Page 214 and 215: 214AnnexesAnnexe VII : Détail des
- Page 216 and 217: 216AnnexesSujets Stim. Erreur Sujet
- Page 218 and 219: 218AnnexesSujet Moyenne % Err ES Su
- Page 220 and 221: 220AnnexesAnnexe X : Stimuli employ
- Page 222 and 223: 222AnnexesAnnexe XI : Stimuli emplo
- Page 224 and 225: 224Appendice IMROM-P : An interacti
- Page 226 and 227: 226Appendice Ilanguages (French, Ge
- Page 228 and 229: 228Appendice Isummed frequency of f
- Page 230 and 231: 230Appendice IClearly, the ability
- Page 232 and 233: 232Appendice Ito an orthographic le
- Page 234 and 235: 234Appendice IFigure 6 gives an ill
- Page 236 and 237: 236Appendice Iestimator set study,
- Page 238 and 239: 238Appendice ISTEP 3. CRITERION SET
- Page 240 and 241:
240Appendice Iteractive processes o
- Page 242 and 243:
242Appendice INotwithstanding, a no
- Page 244 and 245:
244Appendice I1994). Our stratagem
- Page 246 and 247:
246Appendice ILass, U. (1995). Einf
- Page 248 and 249:
248Appendice IAPPENDIXA1. Cleaning
- Page 250 and 251:
250Appendice IIA phoneme effect in
- Page 252 and 253:
252Appendice IIAs shown in Table 1,
- Page 254 and 255:
254Appendice IImay depend on their
- Page 256 and 257:
Appendice III
- Page 258 and 259:
258Appendice IIIHowever, an unsolve
- Page 260 and 261:
260Appendice IIIgrapheme compared t
- Page 262 and 263:
262Appendice IIIRead, J. D. (1983).
- Page 264:
264Appendice IIIAppendix AMean resp