— Ce travail portera sur le cas de l’adaptation de deux sociolectes, l’anglais standard d’Écosse (« Standard Scottish English »), des dialectes écossais régionaux, ainsi que de l’anglais afro- américain sur l’Internet dans des communautés virtuelles. Ces parlers sont représentés sur ce média, dans des discussions asynchrones entre leurs locuteurs, ou sur des sites de découverte de ces sociolectes. On se demandera dans quelle mesure les locuteurs de ces variétés de l’anglais l’utilisent pour communiquer par écrit, ce qu’ils perçoivent de leur idiolecte, et comment ils adaptent un parler, pour lequel les connaissances sont souvent orales, en un moyen de communication écrit. En effet, il existe une différence entre l’écrit et l’oral, et la « conversion » du parler est un des sujets les plus importants: existe-t-il une règle phonographématique qui sous-tend les transformations, commune aux formes de l’anglais étudiées ? Est-ce que le discours ainsi produit est intelligible pour les locuteurs d’autres formes d’anglais ? Est-ce que l’âge et l’utilisation du dialecte à l’oral ont un rapport avec la propension à utiliser une forme dialectale de l’anglais sur Internet ? La phonologie de l’afro-américain et de l’anglais d’Écosse seront donc étudiées pour vérifier les hypothèses mises en jeu par ce travail : d’abord, le profil moyen des utilisateurs sera dégagé, et les productions écrites seront comparées avec leurs productions orales. Ensuite, les systèmes phonographématiques et grammaticaux de ces formes de l’anglais, telles qu’elles sont décrites dans des ouvrages de référence, seront mis en parallèle avec les exemples du corpus afin de voir si les dialectes ont évolué grâce à l’oral, ou grâce à l’utilisation du média internet. Enfin, des extraits des corpus seront présentés à des locuteurs d’anglais tandard, pour estimer le degré d’opacité de ces dialectes pour les non-locuteurs et déterminer si la forme écrite est plus intelligible forme orale. / This dissertation deals with two minority languages spoken in English-speaking countries, Scots and African American vernacular, used on two niche forums whose population is interested in Scottish culture for the former, Scotster, or mainly African American for the latter, Black Planet. The two linguistic domains which will be summoned are phonology dealing with minority languages and English, because both are discernible within alternative spellings ; as well as discourse analysis, because these asynchronous discourses allow unique data mining and insights into the creation of new lexical or graphic forms, which are more common on online communities they appear on. Thanks to a contrastive corpus made of works of fiction produced by native speakers, the grapho-phonemic traits of the two minority languages can be predicted on internet forums. The use of billboards also allows to study discursive phenomena which are specific to their ecology.The two languages practiced there are not used the same way : the users of Scots tend to teach it to others, while speakers of African American use it as a socio-cultural marker. This dissertation’s intent is to show that discourse practices on a forum create a platform-specific lect, called a communaulect. It is partly noticeable through alternative spellings. These are harbored by a will to lessen the difference between spelling and sound, and are even more detectable because members of BP and SC use a minority language they are mostly exposed to orally, hence twisting words more dramatically.

Nous sommes, dans notre vie quotidienne entourés d'associations audio-visuelles : nous les percevons et les mémorisons tout au long de notre vie. Pourtant, les mécanismes impliqués dans leur apprentissage restent abscons. En particulier, les facteurs comme la motricité permettant de favoriser de tels apprentissages, sont rarement étudiés d'un point de vue mnésique.Ainsi, les objectifs généraux de cette thèse visent à : i) étudier les mécanismes cognitifs à la base de l'apprentissage d'associations audio-visuelles, ii) mieux comprendre l'impact de la motricité dans l'efficacité de ses mécanismes, et iii) proposer des méthodologies originales susceptibles d'augmenter l'efficacité de ces mécanismes et/ou de compenser d'éventuels déficits.Plus précisément, ce travail de thèse s'intéresse au bénéfice de la motricité dans l'apprentissage des correspondances grapho-phonémiques (CGP). En plus de l'intérêt purement théorique que suscite l'étude de cet apprentissage, l'importance de cette acquisition chez les jeunes enfants pré-lecteurs ajoute une portée pratique et pédagogique à ce travail. L’originalité de ce travail de thèse est de vouloir rapprocher deux grands domaines d'études, celui de l’apprentissage de la lecture/écriture et celui de la mémoire. Bien que les deux domaines traitent d'apprentissage et donc de mémoire, il n'y a jamais eu de véritable tentative d'application des modèles de la mémoire pour aider à la compréhension des mécanismes d'apprentissage de la lecture-écriture de mots, et inversement, les travaux sur la mémoire ont rarement regardé du côté des recherches sur l'apprentissage de la lecture-écriture pour valider leurs hypothèses. Or, l’un des intérêts du modèle Act-In servant de support à cette thèse est justement de proposer une approche intégrée du fonctionnement cognitif et pas seulement de la mémoire. / In our daily lives, we are surrounded by audiovisual associations: we perceive and memorize them throughout our lives. However, the mechanisms involved in their learning are not fully understood. In particular, factors such as motor skills that promote such learning are rarely studied from a memory point of view.Thus, the general objectives of this thesis are to: i) study the cognitive mechanisms underlying the learning of audio-visual associations, ii) better understand the impact of motor skills on the effectiveness of its mechanisms, and iii) propose original methodologies likely to increase the effectiveness of these mechanisms and/or compensate for possible deficits.More precisely, this thesis work focuses on the benefit of motor exploration in learning grapho-phonemic correspondences (GPC). In addition to the purely theoretical interest in studying this learning, the importance of this acquisition for young pre-readers adds a practical and pedagogical dimension to this work. What stands out from this thesis is that two areas of study, the one of learning to read and the one of memory are combined. Though both of them deal with learning hence memory, there has never been a real attempt to apply memory models to help understand the mechanisms of learning word reading and writing, and conversely, memory research has rarely looked to research on learning to read and write to validate their assumptions. However, one of the interests of the Act-In model used to support this thesis is precisely to propose an integrated approach to cognitive functioning and not only to memory.

The purpose of this study is to investigate the possibility that the handwriting analysis of a particular group of individuals with homogeneous interests and abilities (mathematics majors, music majors, psychology majors, and education majors) could likewise identify and isolate a particular personality variable common to these individuals.

Durant la guerre de Sécession (1861-1865), des milliers de soldats, de chaque côté du front, prirent leur plume afin de s'enquérir de leur famille et de donner des nouvelles du front. Généralement peu lettrés, la plupart de ces soldats ne maîtrisaient que très partiellement les codes de l'écrit. Le corpus sur lequel se base la présente recherche doctorale se compose de 366 lettres (soit environ 170 000 mots) rédigées par 80 soldats de première et deuxième classes originaires de Virginie. L'orthographe idiosyncratique et approximative de leurs écrits ainsi que les nombreuses variations morphosyntaxiques non standard permettent de mieux saisir ce que pouvait être le vernaculaire des locuteurs blancs issus des couches les plus basses de la société virginienne durant la première moitié du XIXe siècle.Selon Guy Bailey (1997), certaines caractéristiques du vernaculaire du Sud des Etats-Unis (Southern American English) seraient apparues après la guerre de Sécession et seraient le fruit d'une réaction identitaire face à la domination du Nord et à l'humiliation causée par la défaite. Les variations non standard répertoriées dans le Virginia Civil War Corpus nous invitent à nuancer cette assertion. Malgré une orthographe phonétique et l'emploi de nombreuses variations morphosyntaxiques et lexicales non standard, leurs écrits révèlent la tension constante entre le registre paritaire et disparitaire. Cette perpétuelle oscillation est-elle le fruit d'un conflit interne entre différents modèles linguistiques ou est-elle, au contraire, le signe d'opérations énonciatives spécifiques ? / Throughout the Civil War (1861-1865), thousands of low ranking soldiers on both sides of the conflict took up their pens to inquire after their families and give news from the front. Usually semiliterate, most of these soldiers were far from mastering written conventions. The 170,000-word corpus, on which this thesis is based, is composed of 366 letters written by 80 privates, corporals and sergeants from Virginia. Their idiosyncratic and ingenuous spellings as well as their use of non-standard morphosyntactic variations offer a great opportunity to gain further insight into the vernacular spoken by white lower-class people in Virginia around the middle of the 19th century.According to Guy Bailey (1997), certain specificities of the Southern American Vernacular English (SAVE) appeared after the Civil War, as a reaction against Northern domination and the humiliation caused by the defeat. The non standard variations found in the Virginia Civil War Corpus tend to question this hypothesis and reveal that most of the features, that are today associated with SAVE, were already present in low ranking soldiers' writings.Despite the phonetic spelling and the use of non-standard grammatical and lexical forms, the letters reveal that the soldiers were fully aware that their vernacular speech was not in line with academic conventions. We thus observe a constant tension between the academic prescriptive norm and non-standard variations. We may wonder if this constant oscillation is only triggered by an internal conflict between different linguistic models or if, on the contrary, the presence of these dialectal variations must be understood as signs of specific enunciative operations.

L’objectif de ce travail est double. Il s’agit premièrement de participer au développement d’un logiciel d’évaluation des processus cognitifs engagés lors de l’identification des mots écrits. Ce dispositif informatisé (Tinfolec) évalue les processus d’identification des mots écrits et les traitements phonologiques et visuo-orthographiques sous-jacents. Il a été mis au point au cours de plusieurs pré-expérimentations. Deuxièmement, l’efficacité d’un entraînement informatisé grapho-syllabique a été testée auprès d’enfants faibles lecteurs débutants. En effet, partant du double constat que a) la syllabe est une unité intermédiaire de traitement au début de la lecture en français et b) l’entraînement informatisé aux correspondances grapho-phonologiques améliore l’identification des mots écrits, nous nous attendions à ce qu’un entraînement grapho-syllabique aide les plus faibles lecteurs à améliorer leurs performances dans ce domaine. Une procédure classique en 3 phrases, pré-test/entraînement/post-tests et une comparaison de deux groupes d’enfants, expérimental et contrôle, a été utilisée. Différents post-tests différés ont permis de tester le maintien des effets d’entraînement. Les résultats vont en faveur de l’hypothèse selon laquelle la syllabe est effectivement une unité de traitement privilégiée en français au début de l’apprentissage de la lecture. / The aim of this work was twofold. The first one was to contribute to the development of a software evaluating the cognitive processes involved in written words identification by the means of several pre-experimentations. This device (Tinfolec) evaluates written word identification and its underlying phonological and visual-orthographic processing. Secondly, we tested the effectiveness of a computerized grapho-syllabic training in French beginning poor readers. Based on the two facts that a) the syllable is an intermediate treatment unit in beginning reading in French and b) computerized training of grapho-phonological correspondences improves word identification, we expected that trained poor readers improve in reading. The classical 3-periods-procedure including pre-test/training/post-tests and a comparison of two groups of children, experimental and control, were used. Different post-tests permitted to test the maintenance of the training effects. The results are in favor of the hypothesis that the syllable indeed is an intermediate treatment unit in the French reading process.

Thesis discusses the design of expression, especially the handwriting, and it is obvious by comparing the behavior of people during adolescence. The central part of the theoretical work has been devoted to the possible use of handwriting for diagnostic purposes, particularly to describe the behavior of writer, taking into account the specificities of adolescence. Practical work examines the extent to which it is possible to compare the written manifestation adolescent with his behavior and simultaneously testing the value of writing of juvenile personalities. To illustrate examples of work are part of the several handwritings.

The present thesis deals with the construction and testing of a web-based tool for analysis of Early Middle English texts, created from the data available in the Linguistic Atlas of Early Middle English (LAEME). The introductory theoretical overview of research into Middle English texts focuses on dialectology and the relation between spoken & written language and it serves as a springboard for the development of the tool. The thesis further presents a detailed explanation of the methodology behind the tool. It describes the structure of the database containing the transformed data from LAEME and then it moves on to the semi-automatic data processing and types of output data. This processing consists mainly in the segmentation of LAEME spelling variants into smaller units and in determining which segments in a group of variants correspond to one another. The thesis also describes the individual functions available within the tool and tests their use on short sample analyses. Although more extensive testing and modifications of the tool are required, it has so far revealed no crucial errors and the tool can be described as useable. The project succeeded in opening new possibilities of faster access to LAEME data. Furthermore, the tool is prepared for future upgrades, including the addition of data...

Submitted by Aline Batista (alinehb.ufpel@gmail.com) on 2018-07-06T13:55:51Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_Aline_Behling_Duarte.pdf: 1944951 bytes, checksum: 33380a401205a3c3cb018dedc87e97ff (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2018-07-11T11:44:49Z (GMT) No. of bitstreams: 2 Dissertacao_Aline_Behling_Duarte.pdf: 1944951 bytes, checksum: 33380a401205a3c3cb018dedc87e97ff (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-07-11T11:44:58Z (GMT). No. of bitstreams: 2 Dissertacao_Aline_Behling_Duarte.pdf: 1944951 bytes, checksum: 33380a401205a3c3cb018dedc87e97ff (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Este estudo tinha por objetivo geral investigar o papel do priming grafo-fônicofonológico em uma tarefa de decisão lexical em multilíngues em português (L1), inglês (L2) e francês (L3). Os objetivos específicos da pesquisa foram: 1) verificar se as supostas semelhanças grafo-fônico-fonológicas entre palavras da L1, da L2 e da L3 influenciariam no tempo de reação durante uma tarefa de acesso lexical com priming; 2) apurar se o grau de proficiência em cada uma das línguas dos multilíngues influenciaria no processo de transferência, fazendo com que o escore e o tempo de reação variassem de acordo com a força atratora das línguas. No experimento, foram utilizados 90 pares de palavras, das quais a metade apresentava as supostas semelhanças grafo-fônico-fonológicas entre as línguas, enquanto a outra metade não apresentava as supostas semelhanças grafo-fônico-fonológicas entre as línguas. Para a construção e a aplicação do experimento, utilizamos o software E-Prime 2.0, por meio do qual foi possível capturar o tempo de reação e o número de acertos de cada participante. A tarefa de acesso lexical previa que os participantes receberiam dois estímulos, um prime e uma palavra-alvo, tendo que reagir ao segundo estímulo, de forma a apresentar resposta, indicando a qual língua pertencia a palavra-alvo. As hipóteses do estudo foram: 1) quando os primes exibissem as supostas semelhanças grafo-fônico-fonológicas com a palavra-alvo, o tempo de reação seria maior. No entanto, quando o prime não compartilhasse as supostas semelhanças grafo-fônico-fonológicas com a palavra-chave, o tempo de reação seria menor. Considerando que o conhecimento linguístico é interativo, defendemos que as supostas semelhanças grafo-fônico-fonológicas promoveriam a ativação de correspondências grafo-fônico-fonológicas distintas, acarretando uma competição lexical (VAN GELDER e PORT, 1995; ELMAN et al., 1996; ELMAN, 1998; DIJKSTRA et al.,1999; MACWHINNEY, 2002, 2005, 2007; DE BOT, 2004; RODRIGUEZ-FORNELLS et al., 2005; LARSENFREEMAN e CAMERON, 2008; DERAVI, 2009); soma-se a isso o fato de os pares de palavras apresentarem conteúdos semânticos diferentes; 2) os graus de proficiência que os multilíngues possuem em cada uma das três línguas influenciariam nos tempos de reação e na acurácia durante a tarefa de decisão lexical. Quando apresentadas na posição de prime, as línguas nas quais os informantes possuem maior fluência e maior frequência de exposição atrasariam os tempos de reação e afetariam a precisão com que os participantes atribuiriam resposta às palavras-alvo durante a tarefa. (WOUTERSEN, 1997; HERMANS et al., 1998; LEMHÖFER et al., 2004; BLANK e ZIMMER, 2010; PREBIANCA, 2014; KROLL et al., 2013) A partir da análise estatística realizada com o auxílio do software SPSS 22, confirmamos uma diferença estatística significativa na primeira hipótese. A segunda hipótese confirmamos apenas de forma parcial. / This study had as main goal to investigate the role of the grapho-phonicphonological priming in a lexical decision task in multilinguals in Portuguese (L1), English (L2) and French (L3). The specific goals for this research were: 1) to verify whether the possible grapho-phonic-phonological similarities among words of L1, L2 and L3 would influence the reaction time in a lexical access task with priming; 2) to investigate whether the level of proficiency on each of the multilinguals languages would influence on the transfer processes, making the score and the reaction time vary in accordance with the force of language attractor. In the experiment, there were 90-paired words, in which half presented the supposed grapho-phonic-phonological similarities among the languages, whilst the other half did not present the supposed grapho-phonic-phonological similarities among the languages. In order to build and test the experiment, the E-Prime 2.0 software was used, through which it was possible to capture the reaction time and the number of right answers provided by each participant. The lexical access task predicted that the participants would receive the two stimuli, a prime and a target word, having to react to the second stimulus, assigning an answer, pointing it out to each language the target word was part of. The hypothesis for the study were: 1) when the primes exhibited the supposed grapho-phonic-phonological similarities with the target word, the reaction time would be slower. However, when the prime and the target word did not share the supposed grapho-phonic-phonological similarities, the reaction time would be faster. Considering that the linguistic knowledge is interactive, it is supported that the supposed grapho-phonic-phonological similarities prompt the activation of distinct grapho-phonic-phonological correlations, resulting in lexical competition (VAN GELDER e PORT, 1995; ELMAN et al., 1996; ELMAN, 1998; DIJKSTRA et al.,1999; MACWHINNEY, 2002, 2005, 2007; DE BOT, 2004; RODRIGUEZFORNELLS et al., 2005; LARSEN-FREEMAN e CAMERON, 2008; DERAVI, 2009); add to that the fact that the paired words exhibit different semantic contents; 2) the levels of proficiency that the multilinguals have in each of the three languages would influence in the reaction times and in the accuracy during the lexical decision task. When presented on the prime position, the languages in which the informants have higher levels of fluency and more frequency of exposure would delay the reaction times and would affect the correctness with which the participants assign an answer to the target words during the task. (WOUTERSEN, 1997; HERMANS et al., 1998; LEMHÖFER et al., 2004; BLANK e ZIMMER, 2010; PREBIANCA, 2014; KROLL et al., 2013) Through the help of the statistical analysis made the software SPSS 22, it was corroborated a significant statistical difference in the first hypothesis. The second hypothesis was only partially corroborated.