Pauline Quémart

Assistant Professor at the University of Poitiers
CeRCA/MSHS,
TSA 21103
5, rue Théodore Lefebvre
F – 86073 Poitiers cedex 9
Tel. : 33 (0)5 49 45 46 19

pauline.quemart@univ-poitiers.fr

https://www.researchgate.net/profile/Pauline_Quemart


Team :

Production écrite : PREC

Research topics:

  • Role of morphology in literacy acquisition (reading and writing)
  • Phonological representations of children with SLI
  • The influence of advancements in technology on note taking in University students
  • Identification and training of motor impairments of children with DCD and dyslexia (http://dysapp.prd.fr/).

Keywords: literacy, reading, writing, morphology, learning disabilities

Teaching:

  • developmental psychology
  • psychology of language

Main responsibilities:

  • Co-head of the Master’s degree program in Psychology
  • Co-head of the second year of the Master’s degree’s program in psychology, speciality « langage and cognition deficits : developmental psychology and neuropsychology »
  • Elected member of the Human Sciences and Arts faculty
  • Co-head of communication in the CeRCA lab

Selected publications:

Casalis, S., Quémart, P., & Duncan, L.G. (2015). How Language Affects Children’s Use of Derivational Morphology in Visual Word and Pseudoword Processing: Evidence from a Cross-Language Study. Frontiers in Psychology. doi: 10.3389/fpsyg.2015.00452.

Quémart, P., & Casalis, S. (2015). Visual processing of derivational morphology in children with developmental dyslexia: Insights from masked priming. Applied Psycholinguistics, 36(2), 345-376.

Leclercq, A.-L., Quémart, P., Magis, D., & Maillart, C. (2014). The sentence repetition task : a powerful diagnostic tool for French children with specific language impairment. Research in Developmental Disabilities, 35(12), 3423-3330.

Chetail, F., & Quémart, P. (2014). Orthographic and morphemic effects in the written syllable counting task. Experimental Psychology, 61(6), 457-469.

Quémart, P., & Casalis, S. (2014). Effects of phonological and orthographic shifts on children’s processing of written morphology: A time-course study. Scientific Studies of Reading, 18(5), 363-382.

Quémart, P., Casalis, S., & Colé, P. (2011). The role of form and meaning in the processing of written morphology: A priming study in French developing readers. Journal of Experimental Child Psychology, 109(4), 478-496.


The full list of publications can be found here

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