Acquisition, Learning, and Adaptation
Project Manager : Katérina Palasis
Permanent members
Seçkin ARSLAN, Amanda EDMONDS, Elisa ELLEUCH, Raphaël FARGIER, Émilie GERBIER, Fanny MEUNIER, Katerina PALASIS, Shona WHYTE.
Non-permanent members
Fredina ADDO, Nour BEN TORKIA, Anthony DEXMIER, Rania HARID, Giulio MASSARI, Hilde Kristin THOMSEN.
Presentation
The Acquisition, Learning, and Adaptation team was created on January 1, 2023. It has seven permanent members, who are professors and researchers in the SHS4 disciplinary panel, The Human Mind and Its Complexity:
- Seçkin ARSLAN, CR CNRS (Section 34) : Psycholinguistics, neurolinguistics
- Amanda EDMONDS, PR (Section 11) : Linguistics, second language acquisition
- Raphaël FARGIER, PR Junior (Section 16) : Language neuroscience
- Émilie GERBIER, MCF (Section 16) : Experimental psychology, cognitive science
- Fanny MEUNIER, DR CNRS (Section 34) : Psycholinguistics, neurolinguistics
- Katerina PALASIS, MCF (Section 07) : Linguistics, language acquisition
- Shona WHYTE, PR (Section 11) : Applied linguistics, language teaching
Scientific orientations
The team brings together professors and researchers in linguistics, psycholinguistics, neurolinguistics, language teaching, experimental psychology, cognitive science, and cognitive neuroscience. Thanks to this multidisciplinary richness, AAA studies language development and the processing of different types of linguistic information (phonological, morphological, syntactic, lexical, semantic, and pragmatic), focusing on the dynamic processes that characterize linguistic usage from three perspectives:
- Acquisition : language development in children, as first languages (L1), second languages (L2), or heritage languages (L1 spoken at home but different from that spoken in the community). Learning: development and processing of L2 in adults, including the study of the role of context, environment, spacing between learning sessions, implicit or explicit transmission, and sleep.
- Learning : development and processing of L2 in adults, including the study of the role of context, environment, spacing between learning sessions, implicit or explicit transmission, and sleep.
- Adaptation : language development and processing in children and adults according to various factors, including: age (aging), society (languages in contact), evolution (endangered languages), disorders (aphasia), and situation (speech perception in noise).
The studies carried out by the team therefore involve various tools and measurements (e.g., behavior, eye tracking, electrophysiology, brain stimulation, online studies, sleep measurements, etc.).
The team’s work is in line with the strategic orientations of EUR CREATES “Creativity, Transformation, Emergence” and Academy 5 “People, Ideas, and Environments” of the UCA JEDI Program, one of whose ambitions is to promote transdisciplinary projects in the humanities and social sciences. Collaborative projects on modeling the neurocognitive processes underlying language are also being conducted with the transdisciplinary NeuroMod Institute.
Research
- Effet de l’espacement temporel des séances sur l’apprentissage du lexique et de la grammaire en L2 (projets « ESPACE L2 » et « ETALE », financements EUR CREATES et CSI UCA) :
- Edmonds, A., Gerbier, E., Palasis, K., & Whyte, S. (2021). Understanding the distributed practice effect and its relevance for the teaching and learning of L2 vocabulary. Lexis, 18 : Lexical learning and teaching.
- Whyte, S., Edmonds, A., Palasis, K., & Gerbier, E. (2022). ESPACE L2 : Exploring spacing effects in explicit and implicit online learning of L2 English. In B. Arnbjörnsdóttir, B. Bédi, L. Bradley, K. Friðriksdóttir, H. Garðarsdóttir, S. Thouësny, & J. Whelpton (Eds.), Intelligent CALL, granular systems, and learner data : Short papers from EUROCALL 2022 (pp. 386-391) : Research-publishing.net