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Lucie Broc

MCF -  UNS

Maitre de Conférences en psychologie du développement
UNIVERSITE DE POITIERS

Thèmes de recherche

Je suis membre statutaire du laboratoire CERCA (UMR 7295 du CNRS) à l’Université de Poitiers et membre associée au laboratoire Bases, Corpus, Langage (UMR 7320 du CNRS) depuis le 1er septembre 2020.
Mon travail de recherche s’inscrit dans une perspective psycholinguistique. Je m’intéresse au développement typique et atypique du langage oral et écrit chez les enfants et les adolescents.
Je suis membre d’une action européenne COST Action IS1401, European Literacy Network.
En 2019 j’ai obtenu une bourse de l’Institut des Sciences Humaines et Sociales du CNRS pour une mobilité de 3 mois dans le cadre de ma collaboration avec le professeur Julie Dockrell (University College London).
J’ai signé cette année une convention de recherche avec la Fondation de l’hôpital Lenval à Nice pour développer une collaboration avec le docteur Catherine Fossoud, neuropédiatre, qui coordonne le centre de référence des troubles des apprentissages

Collaborations

Prof. Julie Dockrell. Centre for Language, Literacy and Numeracy : Research & Practice (LLNR&P), Psychology and Human Development, University College London. Institute of Education, UK

Prof Marie Anne Schelstraete. Université catholique de Louvain La Neuve. Belgique.

Thierry Olive, DR, Centre de Recherches sur la Cognition et l’Apprentissage, CNRS, UMR 7295, Université de Poitiers

Catherine Fossoud, neuropédiatre et coordinatrice du Centre de référence des troubles des apprentissages. Fondation Lenval. Nice. Convention de recherche.

CV français

cv_francais-lb-3.pdf - 713 ko

Dernières publications

Broc, L., Palasis, K. & Olive, T. (2020). Ecrire des narrations permet aux élèves dysphasiques de mobiliser leurs connaissances syntaxiques. SHS Web of Conferences, XX, XXX. Neveu, F. et al. (Eds). Montpellier, France : EDP Sciences.

Arslan, S., Broc, L., & Mathy, F. (2020). Lower verbalizability of visual stimuli modulates differences in estimates of working memory capacity between children with and without developmental language disorders. Autism & Developmental Language Impairments, 5, 1-14.

Arslan, S., Broc, L., Olive, T., & Mathy, F. (2020). Reduced deficits observed in children and adolescents with developmental language disorder using proper nonverbalizable span tasks. Research in Developmental Disabilities, 96, 103522

Dernières publicationsHAL

pour "Lucie BROC" :

titre
Lower verbalizability of visual stimuli modulates differences in estimates of working memory capacity between children with and without developmental language disorders
auteur
Seçkin Arslan, Lucie Broc, Fabien Mathy
article
Autism & Developmental Language Impairments, 2020, 5, pp.239694152094551. ⟨10.1177/2396941520945519⟩
annee_publi
2020
resume
Background and aims: Children with developmental language disorder (DLD) often perform below their typically developing peers on verbal memory tasks. However, the picture is less clear on visual memory tasks. Research has generally shown that visual memory can be facilitated by verbal representations, but few studies have been conducted using visual materials that are not easy to verbalize. Therefore, we attempted to construct non-verbalizable stimuli to investigate the impact of working memory capacity. Method and results: We manipulated verbalizability in visual span tasks and tested whether minimizing verbalizability could help reduce visual recall performance differences across children with and without developmental language disorder. Visuals that could be easily verbalized or not were selected based on a pretest with non-developmental language disorder young adults. We tested groups of children with developmental language disorder (N ¼ 23) and their typically developing peers (N ¼ 65) using these high and low verbalizable classes of visual stimuli. The memory span of the children with developmental language disorder varied across the different stimulus conditions, but critically, although their storage capacity for visual information was virtually unimpaired, the children with developmental language disorder still had difficulty in recalling verbalizable images with simple drawings. Also, recalling complex (galaxy) images with low verbalizability proved difficult in both groups of children. An item-based analysis on correctly recalled items showed that higher levels of verbalizability enhanced visual recall in the typically developing children to a greater extent than the children with developmental language disorder. Conclusions and clinical implication: We suggest that visual short-term memory in typically developing children might be mediated with verbal encoding to a larger extent than in children with developmental language disorder, thus leading to poorer performance on visual capacity tasks. Our findings cast doubts on the idea that short-term storage impairments are limited to the verbal domain, but they also challenge the idea that visual tasks are essentially visual. Therefore, our findings suggest to clinicians working with children experiencing developmental language difficulties that visual memory deficits may not necessarily be due to reduced non-verbal skills but may be due to the high amount of verbal cues in visual stimuli, from which they do not benefit in comparison to their peers.
typdoc
Article dans une revue
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https://hal.archives-ouvertes.fr/hal-02929714/file/Arslan-Broc-Mathy-2020.pdf BibTex
titre
Reduced deficits observed in children and adolescents with developmental language disorder using proper nonverbalizable span tasks
auteur
Seçkin Arslan, Lucie Broc, Thierry Olive, Fabien Mathy
article
Research in Developmental Disabilities, Elsevier, 2020, 96, ⟨10.1016/j.ridd.2019.103522⟩
annee_publi
2020
typdoc
Article dans une revue
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titre
Ecrire des narrations permet aux élèves dysphasiques de mobiliser leurs connaissances syntaxiques
auteur
Lucie Broc, Katerina Palasis, Thierry Olive
article
SHS Web of Conferences, EDP Sciences, 2020, ⟨10.1051/shsconf/20207810003⟩
annee_publi
2020
resume
Les élèves dysphasiques présentent un trouble spécifique, sévère et durable du développement du langage oral dans lequel les capacités cognitives sont préservées. Cette étude vise à montrer que l'apprentissage explicite, long et formel de l'écrit dans le cadre scolaire permet aux élèves dysphasiques d'obtenir de meilleures performances à l'écrit qu'à l'oral. Les performances syntaxiques de 24 élèves dysphasiques de langue maternelle française et scolarisés en milieu ordinaire ont été comparées à celles de 48 élèves contrôles typiques des mêmes âges chronologiques. Les résultats obtenus montrent que dans une tâche de narration d'un évènement personnel les élèves dysphasiques produisent moins d'erreurs de syntaxe à l'écrit qu'à l'oral. De plus, la différence entre les deux groupes de participants est plus importante à l'oral qu'à l'écrit.
typdoc
Article dans une revue
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https://hal.archives-ouvertes.fr/hal-02929793/file/CMLF-Montpellier-avec-noms.pdf BibTex
titre
Pragmatic Language in Autism Spectrum Disorder: Difficulties of interaction in school.
auteur
Lucie Broc
article
Word congress of the International Association for the Scientific Studies of Intellectual and Developmental Disabilities, Aug 2019, Glasgow, United Kingdom
annee_publi
2019
typdoc
Communication dans un congrès
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titre
What type of spelling errors do children and adolescents with Developmental Language Disorder produce? A review of the literature across European languages
auteur
Lucie Broc, Nelly Joye, Julie Dockrell, Thierry Olive
article
Child Language Symposium, Jul 2019, Sheffield, United Kingdom
annee_publi
2019
typdoc
Poster
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titre
Pragmatic Language in Autism Spectrum Disorder: Difficulties of interaction in school
auteur
Lucie Broc
article
Word congress of the International Association for the Scientific Studies of Intellectual and Developmental Disabilities, Jul 2019, Glasgow, United Kingdom
annee_publi
2019
typdoc
Communication dans un congrès
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titre
Working memory impairments extend to non-verbal domains in post-stroke aphasia
auteur
Seçkin Arslan, Semra Selvi Balo, Lucie Broc, İlknur Maviş, Fanny Meunier, Fabien Mathy
article
Frontiers in Human Neuroscience, Frontiers, 2019, 13, Conference Abstract: Academy of Aphasia 57th Annual Meeting, ⟨10.3389/conf.fnhum.2019.01.00065⟩
annee_publi
2019
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Article dans une revue
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titre
Spelling Performance in Children with Developmental Language Disorder: A Meta-Analysis across European Languages
auteur
Nelly Joye, Lucie Broc, Thierry Olive, Julie Dockrell
article
Scientific Studies of Reading, Taylor & Francis (Routledge), 2018, pp.1-32. ⟨10.1080/10888438.2018.1491584⟩
annee_publi
2018
resume
Spelling difficulties often occur in children with developmental language disorder (DLD), the extent and drivers of these difficulties are underspecified. Meta-analyses were conducted to address this gap. We identified child-based factors (age, language spoken, profile of difficulties) and task-based factors (text production or dictation) as potential moderators of the impact of DLD on spelling performance. Thirty-two studies were analyzed, including 984 children with DLD. Large differences between the spelling of children with DLD and their age-matched peers were found. The average mean effect size was −1.42, 95% confidence interval [−1.60, −1.24]. Heterogeneity was large. Effect size estimates were larger when participants had additional phonological or reading difficulties than when they did not. No differences were found between participants with DLD and their language-matched peers. The results are discussed with respect to the underlying processes that impact on spelling across languages. Specific recommendations for future studies are made.
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Article dans une revue
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titre
Spoken and written narratives from French- and English-speaking children with Language Impairment
auteur
Judy Reilly, Josie Bernicot, Lara Polse, Thierry Olive, Joel Uze, Beverly Wulfeck, Lucie Broc, Monik Favart, Mark Appelbaum
article
Maya Hickmann; Edy Veneziano; Harriet Jisa. Sources of Variation in First Language Acquisition : Languages, contexts, and learners, John Benjamins publishing compagny, 2018, Trends in Language Acquisition Research, 978-90-272-4412-3. ⟨10.1075/tilar.22.20rei⟩
annee_publi
2018
resume
Children with Language Impairment (LI) show significant delays in spoken language development with persistent problems in morphology. In this chapter, we compare spoken and written narratives from children with LI and their typically developing peers (TD) in French and English. We investigate the role of modality (spoken and written language), and the contribution of language-specific factors (French and English) to the LI phenotype. We found that both French and English LI groups exhibit problems with morphology; however, they use complex syntax strategically to bring coherence to their stories. Moreover, both LI and TD children are sensitive to the pragmatic and rhetorical conventions of their linguistic communities. Our findings increase our understanding of the nature of LI, and how language-specific features and culture might affect this profile.
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Chapitre d'ouvrage
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titre
Spelling with DLD: A cross-linguistic analysis of the spelling errors produced by French and English students at the end of primary school
auteur
Nelly Joye, Julie Dockrell, Chloë Marshall, Laurie Brunet, Lucie Broc
article
25th Annual Conference of SSR, 2018, Brighton, United Kingdom
annee_publi
2018
typdoc
Poster
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