<p> </p><p> </p><p>I föreliggande studie undersöktes ordförrådet (ordförståelse och benämning) hos 21 barn med hörselskada och 21 normalhörande barn i åldrarna 7-9 år, matchade till ålder, kön och bostadsort. Deltagarna delades även in i undergrupper med avseende på hörselskadans typ (ledningshinder, sensorineural skada samt kombinerad skada) och grad (lätt, måttlig, grav och döva/hörselskadade barn med CI) samt typ av skolform. Ordförståelse undersöktes med Peabody Picture Vocabulary Test III och benämning undersöktes med Word Finding Vocabulary Test. Som förväntat hade gruppen med hörselskada lägre resultat på båda testen, men endast benämningstestet visade en statistiskt signifikant gruppskillnad (<em>p </em>= 0,002 jämfört med <em>p </em>= 0,054 för ordförståelse). För benämningstestet hade barn med hörselskada i 7-års ålder ett signifikant lägre resultat jämfört med åldersmatchad kontrollgrupp, medan skillnaden inte var signifikant i de äldre åldersgrupperna (8 och 9 år). Typ, grad, kön eller skolform (hörselklass kontra integrerad skolform) hade ingen signifikant effekt på något av testen, men samband kan inte uteslutas pga relativt få barn i varje undergrupp i denna studie. Explorativ analys av individuella åldersekvivalenta resultat för benämningstestet indikerade följande: (a) majoriteten av de hörselskadade barnen låg inom den nedre halvan av normalresultatet; (b) två barn med cochleaimplantat hade särskilt låga resultat; (c) deltagare med lätt hörselskada tenderade att ha sämre resultat än deltagare med grav hörselskada, vilket kan tyda på otillräckligt stöd vid lätt skada; och (d) en deltagare med måttlig hörselskada hade lika högt resultat som det högsta resultatet i kontrollgruppen.</p><p> </p><p> </p> / <p>This study examined the receptive and expressive vocabulary in 21 children with hearing impairment and 21 children with normal hearing between the ages of 7-9. The groups were matched in regard to age, gender and home district. The material was divided into categories of hearing impairment based on type (conductive, sensorineural and combined hearing impairment), severity (mild, moderate, severe and children with profound deafness/hearing impairment with cochlear implant) and children in hard of hearing classes versus children integrated in ordinary classes. The tests used were Peabody Picture Vocabulary Test III (word comprehension) and Word Finding Vocabulary Test (word production). As expected, the group of children with impaired hearing achieved lower results on both tests. However, only the result on the word production test was significant for children with hearing impairment (<em>p </em>= 0,002 compared with <em>p </em>= 0,054 for comprehension). 7 years old children with hearing impairment reached a significantly lower result on the word production test compared with their peers with normal hearing, whereas the difference between the groups of 8 and 9 years old children was not significant. Type, severity, gender or school placement (hard of hearing classes versus ordinary classes) had no significant effect on neither word comprehension nor word production, but a correlation can not be out ruled because of a relatively low number of children in each subgroup. Explorative analyze of the individual age equivalent results for the word production test indicated: (a) the majority of children with hearing impairment performed within the lower half of the normal results; (b) two children with cochlear implants achieved a particularly low result; (c) participants with a mild hearing impairment tend to have a lower result than the participants with a severe hearing impairment, which might indicate insufficient support; and (d) one participant with moderate hearing impairment performed a result at the same level as the highest result in the control group.</p>

I föreliggande studie undersöktes ordförrådet (ordförståelse och benämning) hos 21 barn med hörselskada och 21 normalhörande barn i åldrarna 7-9 år, matchade till ålder, kön och bostadsort. Deltagarna delades även in i undergrupper med avseende på hörselskadans typ (ledningshinder, sensorineural skada samt kombinerad skada) och grad (lätt, måttlig, grav och döva/hörselskadade barn med CI) samt typ av skolform. Ordförståelse undersöktes med Peabody Picture Vocabulary Test III och benämning undersöktes med Word Finding Vocabulary Test. Som förväntat hade gruppen med hörselskada lägre resultat på båda testen, men endast benämningstestet visade en statistiskt signifikant gruppskillnad (p = 0,002 jämfört med p = 0,054 för ordförståelse). För benämningstestet hade barn med hörselskada i 7-års ålder ett signifikant lägre resultat jämfört med åldersmatchad kontrollgrupp, medan skillnaden inte var signifikant i de äldre åldersgrupperna (8 och 9 år). Typ, grad, kön eller skolform (hörselklass kontra integrerad skolform) hade ingen signifikant effekt på något av testen, men samband kan inte uteslutas pga relativt få barn i varje undergrupp i denna studie. Explorativ analys av individuella åldersekvivalenta resultat för benämningstestet indikerade följande: (a) majoriteten av de hörselskadade barnen låg inom den nedre halvan av normalresultatet; (b) två barn med cochleaimplantat hade särskilt låga resultat; (c) deltagare med lätt hörselskada tenderade att ha sämre resultat än deltagare med grav hörselskada, vilket kan tyda på otillräckligt stöd vid lätt skada; och (d) en deltagare med måttlig hörselskada hade lika högt resultat som det högsta resultatet i kontrollgruppen. / This study examined the receptive and expressive vocabulary in 21 children with hearing impairment and 21 children with normal hearing between the ages of 7-9. The groups were matched in regard to age, gender and home district. The material was divided into categories of hearing impairment based on type (conductive, sensorineural and combined hearing impairment), severity (mild, moderate, severe and children with profound deafness/hearing impairment with cochlear implant) and children in hard of hearing classes versus children integrated in ordinary classes. The tests used were Peabody Picture Vocabulary Test III (word comprehension) and Word Finding Vocabulary Test (word production). As expected, the group of children with impaired hearing achieved lower results on both tests. However, only the result on the word production test was significant for children with hearing impairment (p = 0,002 compared with p = 0,054 for comprehension). 7 years old children with hearing impairment reached a significantly lower result on the word production test compared with their peers with normal hearing, whereas the difference between the groups of 8 and 9 years old children was not significant. Type, severity, gender or school placement (hard of hearing classes versus ordinary classes) had no significant effect on neither word comprehension nor word production, but a correlation can not be out ruled because of a relatively low number of children in each subgroup. Explorative analyze of the individual age equivalent results for the word production test indicated: (a) the majority of children with hearing impairment performed within the lower half of the normal results; (b) two children with cochlear implants achieved a particularly low result; (c) participants with a mild hearing impairment tend to have a lower result than the participants with a severe hearing impairment, which might indicate insufficient support; and (d) one participant with moderate hearing impairment performed a result at the same level as the highest result in the control group.

La production verbale écrite constitue un vaste champ d’investigation pour les sciences cognitives. A l’heure où il est demandé de plus en plus tôt de savoir produire avec les outils numériques de production verbale écrite (clavier d’ordinateur et tablette tactile), l’utilisation de ces outils nécessite d’être étudiée. Nous proposons d’examiner les effets de trois outils sur la production (stylo numérique, clavier et tablette tactile). Pour ce faire, nous avons réalisé quatre études : la première porte sur la production orthographique en condition de dictée ; la deuxième s’intéresse à la copie de mots ; la troisième concerne la reproduction de phrases ; la quatrième aborde la production de textes.Nos analyses montrent que la variable outil de production a une grande importance lors de la production verbale écrite de mots, de phrases ainsi que sur la production de textes. Nous avons pu mettre en évidence l’effet de ces outils sur les temps de production, le nombre d’erreurs, la récupération d’information, le débit et la qualité des textes produits. Nos recherches ouvrent des perspectives nouvelles tant sur le plan méthodologique que sur le plan théorique. En effet, l’outil de production est une variable qu’il faut prendre en compte dans l’étude de la production verbale écrite. / Written verbal production is a vast field of investigation for cognitive sciences. At a time when it is asked at an increasingly early age to know how to produce with the digital tools of written verbal production (computer keyboard and touch tablet), the use of these tools needs to be studied. We propose to examine the effects of three tools on production (digital pen, keyboard and touch pad). To do so, we conducted four studies: the first deals with orthographic production in dictation condition; the second is about copying words; the third concerns the reproduction of sentences; the fourth deals with the production of texts.Our analyzes show that the variable production tool is of great importance in the verbal production of words, phrases and the production of texts. We have been able to highlight an effect of these tools on production times, the number of errors, the retrieval of information, the throughput and the quality of the texts produced. Our research opens up new perspectives both from a methodological and a theoretical point of view. Indeed, the tool of production is a variable that must be taken into account in the study of written verbal production.

Le développement de la compétence orthographique est particulièrement difficile pour les dyslexiques. Orthographier en français implique la prise en compte de connaissances et de stratégies variées. Cette étude a pour objectifs de décrire l’utilisation des stratégies de production orthographiques de 32 élèves dyslexiques (ED) âgés de 9 à 12 ans ainsi que d’établir les liens entre les stratégies orthographiques et la compétence orthographique. Les élèves devaient orthographier 24 mots sous dictée et commenter, pour chaque mot, les stratégies employées. Les performances des ED ont été comparées à celles de 25 normo scripteurs de même âge chronologique (CA) et à celles de 24 normo scripteurs de même compétence écrite (CE). Les résultats indiquent que les stratégies phonologiques sont les plus utilisées par tous les groupes de participants. Si aucun type de stratégies n’est lié à la compétence orthographique des ED, la stratégie visuo-orthographique nous éclaire sur les résultats des CA et des CE. / The development of spelling skill is a very difficult task for students with dyslexia. Spelling in French involves the consideration of various knowledge and strategies. This study aims to describe the use of spelling strategies of 32 dyslexic students (ED) aged from 9 to 12 years and to establish the links between spelling strategies and spelling skill. Students had to spell 24 words under dictation and for each word, provide comments on the strategy employed. The performances of dyslexics were compared to 25 children of the same chronological age (CA) and to 24 children of the same writing skill (CE). The results show that phonological strategies are the most commonly used by all groups of participants. If no such strategy is related to the spelling skill of ED, visuo-orthographic strategy generally accounts the results of CA and CE.

Le développement de la compétence orthographique est particulièrement difficile pour les dyslexiques. Orthographier en français implique la prise en compte de connaissances et de stratégies variées. Cette étude a pour objectifs de décrire l’utilisation des stratégies de production orthographiques de 32 élèves dyslexiques (ED) âgés de 9 à 12 ans ainsi que d’établir les liens entre les stratégies orthographiques et la compétence orthographique. Les élèves devaient orthographier 24 mots sous dictée et commenter, pour chaque mot, les stratégies employées. Les performances des ED ont été comparées à celles de 25 normo scripteurs de même âge chronologique (CA) et à celles de 24 normo scripteurs de même compétence écrite (CE). Les résultats indiquent que les stratégies phonologiques sont les plus utilisées par tous les groupes de participants. Si aucun type de stratégies n’est lié à la compétence orthographique des ED, la stratégie visuo-orthographique nous éclaire sur les résultats des CA et des CE. / The development of spelling skill is a very difficult task for students with dyslexia. Spelling in French involves the consideration of various knowledge and strategies. This study aims to describe the use of spelling strategies of 32 dyslexic students (ED) aged from 9 to 12 years and to establish the links between spelling strategies and spelling skill. Students had to spell 24 words under dictation and for each word, provide comments on the strategy employed. The performances of dyslexics were compared to 25 children of the same chronological age (CA) and to 24 children of the same writing skill (CE). The results show that phonological strategies are the most commonly used by all groups of participants. If no such strategy is related to the spelling skill of ED, visuo-orthographic strategy generally accounts the results of CA and CE.

La disconnessione frontostriatale è considerata il correlato neurale della disfunzione esecutiva nei pazienti con malattia di Parkinson (MP), una patologia neurodegenerativa che si presenta nella fase iniziale come una sindrome clinica asimmetrica con sintomi predominanti nel lato destro o sinistro associati alla perdita neuronale nella sostanza grigia profonda dell'emisfero cerebrale controlaterale. Nella tesi, è stato indagato un particolare aspetto della disfunzione esecutiva nella MP espressa quando è richiesto di selezionare le parole nel contesto di alternative in competizione, cercando differenze in relazione all'insorgenza clinica dei sintomi motori. A livello neurostrutturale, sono state esplorate le alterazioni della sostanza grigia e bianca nelle sottopopolazioni di MP, verificando se la capacità di selezionare le parole è associata ad indici di integrità della materia sostanza grigia e bianca nelle sottopopolazioni di PD. Infine, a livello neurofunzionale, è stato esplorato se la connettività delle regioni cerebrali associate alla disfunzione esecutiva in MP è modulata dalla riserva cognitiva, un fattore di efficienza cognitiva dovuto ad esperienze di vita cognitivamente stimolanti che possono contribuire alla resilienza nel fronteggiare al meglio la neurodegenerazione. Le evidenze raccolte indicano che la lateralità di insorgenza dei sintomi motori e la riserva cognitiva dovrebbero essere prese in considerazione nella valutazione delle funzioni cognitive nei pazienti con MP. / Frontostriatal disconnection is considered the neural correlate of executive dysfunction in patients with Parkinson’s disease (PD), a neurodegenerative pathology that exhibits at the initial phase as an asymmetric clinical syndrome with right or left sided predominant symptoms associated with neuronal loss in the deep grey matter of the contralateral cerebral hemisphere. In the current thesis, it was investigated a particular aspect of the executive dysfunction in PD expressed when it is required to select words in the context of competing alternatives, looking for differences according to the clinical onset of motor symptoms. At the neurostructural level, grey and white matter alterations were explored in PD subpopulations, testing if the ability to select words is associated with indices of grey and white matter integrity in PD subpopulations. Finally, at the neurofunctional level, it was explored if the connectivity of brain regions associated with the executive dysfunction in PD is modulated by the cognitive reserve, a factor of cognitive efficiency due to lifelong experiences that may contribute to the resilience against neurodegeneration. The evidence collected indicates that laterality of clinical motor symptom onset and cognitive reserve should be taken into account in the assessment of cognitive functions in patients with PD.