Written production (PREC)
- 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
- developmental psychology
- psychology of language
- 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
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.