UMR 7320 : Bases, Corpus, Langage

titre: ESPACE L2: exploring spacing effects in explicit and implicit online learning of L2 English
auteur: Shona Whyte, Amanda Edmonds, Katerina Palasis, Emilie Gerbier
article: Intelligent CALL, granular systems and learner data: short papers from EUROCALL 2022, 1, Research-publishing.net, pp.386-391, 2022, ⟨10.14705/rpnet.2022.61.1489⟩
annee_publi: 2022
resume: Language researchers and teachers have long been interested in the timing of learning, and the distributed practice effect, whereby greater inter-session intervals result in longer retention, is well-known (Kim & Webb, 2022). Many L2 studies have focused on the intentional learning of lexis (Edmonds, Gerbier, Palasis, & Whyte, 2021), neglecting implicit learning and syntactic development (Rogers, 2021). The present project includes both explicit vocabulary learning activities and incidental exposure to a complex syntactic structure via a bespoke online L2 English learning platform. The goal is to investigate the two types of learning in two spacing conditions. This paper describes (1) the learning activities created to present opportunities for explicit vocabulary learning and the concealed syntactic input, and (2) the tests used to evaluate participants’ receptive and productive knowledge of target items. It aims to inform computer assisted language learning design with respect to pedagogical progression, learning activities, feedback, and learning schedules.
typdoc: Chapitre d'ouvrage
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titre: Understanding the distributed practice effect and its relevance for the teaching and learning of L2 vocabulary
auteur: Amanda Edmonds, Emilie Gerbier, Katerina Palasis, Shona Whyte
article: Lexis. Journal in English Lexicology, 2021, 18
annee_publi: 2021
typdoc: Article dans une revue
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titre: The Influence of Sleep on Relearning and Long-term Retention of Verbal Items
auteur: Raphaëlle Rebillart-Sauvaigo, Emilie Gerbier, Fabien Mathy
article: 21st conference of the European Society for Cognitive Psychology, Sep 2019, Tenerife, Spain
annee_publi: 2019
resume: We aimed to examine the generalizability of the results obtained by Mazza et al. (2016) on the effect of sleep on relearning and long-term retention. They showed that Swahili-French word pairs were relearned faster after a 12-hour interval when nocturnal sleep was interspersed during this interval, and that they were also better recalled one week later. They used an intensive relearning procedure using tests with feedback until a criterion of all 16 items correct in a row, possibly leading to overlearning. We replicated this original study with a less demanding criterion for relearning, i.e., one correct answer per item. The data are currently being collected. They will indicate whether the sleep effect on relearning and on long-term retention was due to the specific relearning methods, and possibly by overlearning, in Mazza et al.’s study, or whether they can be generalized to different relearning procedures.
typdoc: Poster de conférence
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titre: Sleep Does not Help Relearning Declarative Memories in Older Adults
auteur: Emilie Gerbier, Guillaume T. Vallet, Thomas C. Toppino, Stéphanie Mazza
article: 41st Annual Conference of the Cognitive Science Society, Jul 2019, Montreal, Canada
annee_publi: 2019
resume: How sleep affects memory in older adults is a critical topic, since age significantly impacts both sleep and memory. For declarative memory, previous research reports contradictory results, with some studies showing sleep-dependent memory consolidation and some other not. We hypothesize that this discrepancy may be due to the use of recall as the memory measure, a demanding task for older adults. The present paper focuses on the effect of sleep on relearning, a measure that proved useful to reveal subtle, implicit memory effects. Previous research in young adults showed that sleeping after learning was more beneficial to relearning the same Swahili-French word pairs 12 hours later, compared with the same interval spent awake. In particular, those words that could not be recalled were relearned faster when participants previously slept. The effect of sleep was also beneficial for retention after a one-week and a 6-month delay. The present study used the same experimental design in older adults aged 71 on average but showed no significant effect of sleep on consolidation, on relearning, or on long-term retention. Thus, even when using relearning speed as the memory measure, the consolidating effect of sleep in older adults was not demonstrated, in alignment with some previous findings.
typdoc: Communication dans un congrès
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titre: Sleep Enhances Retention and Relearning Speed of Textual Information
auteur: Raphaëlle Rebillart-Sauvaigo, Emilie Gerbier, Fabien Mathy
article: International meeting of the LabEx CORTEX, Jun 2019, Lyon, France
annee_publi: 2019
typdoc: Poster de conférence
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titre: Apprendre en dormant : effet du sommeil sur l'apprentissage incident de l'orthographe lexicale
auteur: Raphaëlle Rebillart-Sauvaigo, Emilie Gerbier, Fabien Mathy
article: 59ème congrès de la Société Française de Psychologie, Sep 2018, Reims, France
annee_publi: 2018
typdoc: Communication dans un congrès
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titre: Level of initial training moderates the effects of distributing practice over multiple days with expanding, contracting, and uniform schedules: Evidence for study-phase retrieval
auteur: Thomas C. Toppino, Heather-Anne Phelan, Emilie Gerbier
article: Memory and Cognition, 2018, 46 (6), pp.969-978
annee_publi: 2018
typdoc: Article dans une revue
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titre: Learning more efficiently by optimising the temporal distribution of repetitions over several days: Effects and pluridisciplinary accounts
auteur: Emilie Gerbier
article: Deuxième rencontre C@UCA, Jun 2018, Fréjus, France
annee_publi: 2018
typdoc: Poster de conférence
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titre: Apprendre en dormant : Effets du sommeil sur l’apprentissage incident de l’orthographe lexicale
auteur: Raphaëlle Rebillart-Sauvaigo, Emilie Gerbier, Carlos Aguilar, Fabien Mathy
article: Deuxième Rencontre C@UCA, Jun 2018, Fréjus, France
annee_publi: 2018
typdoc: Poster de conférence
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titre: Audio-visual synchronization in reading while listening to texts: Effects on visual behavior and verbal learning
auteur: Emilie Gerbier, Gérard Bailly, Marie-Line Bosse
article: Computer Speech and Language, 2018, 47 (january), pp.79-92. ⟨10.1016/j.csl.2017.07.003⟩
annee_publi: 2018
resume: Reading while listening to texts (RWL) is a promising way to improve the learning benefits provided by a reading experience. In an exploratory study, we investigated the effect of synchronizing the highlighting of words (visual) with their auditory (speech) counterpart during a RWL task. Forty French children from 3rd to 5th grade read short stories in their native language while hearing the story spoken by a narrator. In the non-synchronized (S-) condition the text was written in black on a white background, whereas in the synchronized (S+) RWL, the text was written in grey and the words were dynamically written in black when they were aurally displayed, in a karaoke-like fashion. The children were then unexpectedly tested on their memory for the orthographic form and semantic category of pseudowords that were included in the stories. The effect of synchronizing was null in the orthographic task and negative in the semantic task. Children’s preference was mainly for the S- condition, except for the poorest readers who tended to prefer the S+ condition. In addition, the children's eye movements were recorded during reading. Gaze was affected by synchronization, with fewer but longer fixations on words, and fewer regressive saccades in the S+ condition compared to the S- condition. Thus, the S+ condition presumably captured the children's attention toward the currently heard word, which forced the children to be strictly aligned with the oral modality.
typdoc: Article dans une revue
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UMR 7320 : Bases, Corpus, Langage

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