BD2I : Normes sur l’identification de 274 images d’objets et leur mise en relation chez l’enfant français de 3 à 8 ans

Cannard, Christine; Bonthoux, Françoise; Blaye, Agnès; Scheuner, Nelly; Schreiber, Anne-Caroline; Trinquart, Jacques

doi:10.4074/s0003503306003034

Cited by 33 publications

(23 citation statements)

References 63 publications

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“…They were asked to name the picture one by one, and, just after, they had to give the cardinal of the collection. We selected twenty pictures that lead to 100% of correct recognition in 4-year-old children (BD2I, Cannard et al, 2006). Children were presented with three small collections from 1 to 5 pictures, three medium collections from 6 to 10 pictures and three large collections from 11 to 15 pictures.…”

Section: Methodsmentioning

confidence: 99%

The role of fingers in number processing in young children

et al. 2013

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The aim of the present study was to investigate the relationship between finger counting and numerical processing in 4–7-year-old children. Children were assessed on a variety of numerical tasks and we examined the correlations between their rates of success and their frequency of finger use in a counting task. We showed that children's performance on finger pattern comparison and identification tasks did not correlate with the frequency of finger use. However, this last variable correlated with the percentages of correct responses in an enumeration task (i.e., Give-N task), even when the age of children was entered as a covariate in the analysis. Despite this correlation, we showed that some children who never used their fingers in the counting task were able to perform optimally in the enumeration task. Overall, our results support the conclusion that finger counting is useful but not necessary to develop accurate symbolic numerical skills. Moreover, our results suggest that the use of fingers in a counting task is related to the ability of children in a dynamic enumeration task but not to static tasks involving recognition or comparison of finger patterns. Therefore, it could be that the link between fingers and numbers remain circumscribed to counting tasks and do not extent to static finger montring situations.

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Section: Methodsmentioning

confidence: 99%

The role of fingers in number processing in young children

et al. 2013

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“…For each CD category, one memory list consisting of five words was drawn up. All the words were taken from the BD2I database (Cannard et al , 2006). They were selected from the exemplar generation task in which children were required to cite, in 1 min, all the exemplars they knew for each CD category.…”

Section: Methodsmentioning

confidence: 99%

The semantic‐similarity effect in children: Influence of long‐term knowledge on verbal short‐term memory

Monnier¹,

Bonthoux²

2011

British J of Dev Psycho

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The present research was designed to highlight the relation between children's categorical knowledge and their verbal short-term memory (STM) performance. To do this, we manipulated the categorical organization of the words composing lists to be memorized by 5- and 9-year-old children. Three types of word list were drawn up: semantically similar context-dependent (CD) lists, semantically similar context-independent (CI) lists, and semantically dissimilar lists. In line with the procedure used by Poirier and Saint-Aubin (1995), the dissimilar lists were produced using words from the semantically similar lists. Both 5- and 9-year-old children showed better recall for the semantically similar CD lists than they did for the unrelated lists. In the semantic similar CI condition, semantic similarity enhanced immediate serial recall only at age 9 but contributed to item information memory both at ages 5 and 9. These results, which indicate a semantic influence of long-term memory (LTM) on serial recall from age 5, are discussed in the light of current models of STM. Moreover, we suggest that differences between results at 5 and 9 years are compatible with pluralist models of development.

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“…The final 30 words are described in Table 2. The information about age of acquisition was drawn from four sources (Bonin, Boyer, Méot, Fayol, & Droit, 2004;Cannard et al, 2006;Chalard, Bonin, Méot, Boyer, & Fayol, 2003;Hazard, De Cara, & Chanquoy, 2007) and indicates that most of the words are known to be acquired between the ages of two and eight years. Word frequencies were derived from the NOVLEX database (Lambert & Chesnet, 2001), which provides information for a corpus derived from books intended for children aged eight to nine years of age, reported in this case for the base words (i.e.…”

Section: Stimulimentioning

confidence: 99%

Speech articulation performance of francophone children in the early school years: Norming of theTest de Dépistage Francophone de Phonologie

Rvachew

Marquis

Brosseau-Lapré

et al. 2013

Clinical Linguistics & Phonetics

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Good quality normative data are essential for clinical practice in speech-language pathology but are largely lacking for French-speaking children. We investigated speech production accuracy by French-speaking children attending kindergarten (maternelle) and first grade (première année). The study aimed to provide normative data for a new screening test - the Test de Dépistage Francophone de Phonologie. Sixty-one children named 30 pictures depicting words selected to be representative of the distribution of phonemes, syllable shapes and word lengths characteristic of Québec French. Percent consonants' correct was approximately 90% and did not change significantly with age although younger children produced significantly more syllable structure errors than older children. Given that the word set reflects the segmental and prosodic characteristics of spoken Québec French, and that ceiling effects were not observed, these results further indicate that phonological development is not complete by the age of seven years in French-speaking children.

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BD2I : Normes sur l’identification de 274 images d’objets et leur mise en relation chez l’enfant français de 3 à 8 ans

Cited by 33 publications

References 63 publications

The role of fingers in number processing in young children

The role of fingers in number processing in young children

The semantic‐similarity effect in children: Influence of long‐term knowledge on verbal short‐term memory

Speech articulation performance of francophone children in the early school years: Norming of theTest de Dépistage Francophone de Phonologie

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