Pauline QUEMART

Apprentissage du langage écrit; Développement du vocabulaire; Troubles neurodéveloppementaux; Traitement de la structure morphologique des mots
Literacy acquisition, vocabulary development, neurodevelopmental disorders, Morphological processing

Depuis 2020 : Maitre de conférences en Psychologie – Centre de Formation Universitaire en Orthophonie et Laboratoire de Psychologie des Pays de la Loire – Nantes Université
Since 2020: Associate Professor at the speech and language therapy department - Laboratoire de Psychologie des Pays de la Loire - Nantes University (France)

2012-2020 : Maitre de conférences en Psychologie – Centre de recherches sur la Cognition et l’Apprentissage – Université de Poitiers
2012 - 2020: Associate Professor at the Psychology department - Centre de recherches sur la Cognition et l’Apprentissage – Poitiers University (France)

2011-2012 : Post-doctorat – Unité de Logopédie Clinique – Université de Liège, Belgique
2011 - 2012: Post-doctoral fellow - Unité de Logopédie Clinique - Liege University (Belgium)

2010-2011 : Attachée temporaire à l'enseignement et à la recherche – UFR de Psychologie et Unité de Recherche sur la cognition et l'apprentissage – Université de Lille, France
2010-2011: Assistant Professor - Psychologie department and Unité de Recherche sur la cognition et l'apprentissage – Lille University (France)

2006-2010 : Thèse de doctorat en Psychologie – Unité de Recherche sur la cognition et l'apprentissage – Université de Lille, France
2006-2010: PhD Student- Unité de Recherche sur la cognition et l'apprentissage – Lille University, France

PUBLICATIONS

Information
Toutes les versions électroniques sont mises en ligne et téléchargeables librement sur HAL: https://hal.archives-ouvertes.fr/search/index/q/*/authIdHal_s/pauline-quemart
Les publications avec un astérisque ont été co-signées par un·e doctorant·e.

Information
Please note that all the electronic versions of these papers are available free on charge on HAL: https://hal.archives-ouvertes.fr/search/index/q/*/authIdHal_s/pauline-quemart
Papers with an asterisk* were co-authored with a PhD student
 

• Ouvrages et numéros spéciaux

Books and special issues

Lambert, E. & Quémart, P. (2019). The dynamics of written word production : methods, models and processing units. Reading and Writing, Issue 1.
 

• Chapitres d’ouvrages

Book chapters

Quémart, P., & Casalis, S. (2019). The role of morphology in literacy acquisition in dyslexic readers. In R. Berthiaume, D. Daigle, and A. Descrochers (Eds). Morphological Processing and Literacy Development: Current Issues and Research. Routledge editions.

Quémart, P., Janiot, M., Casalis, S., Petrova, A. & Maionchi-Pino, N. (2011). Développement de la reconnaissance des mots écrits et représentations mentales : l’approche de la psycholinguistique cognitive. In N. Bault, V. Chambon, N. Maionchi-Pino, F. –X. Pénicaud, B. Putois and J. –M. Roy (Eds). Peut-on se passer de représentations en sciences cognitives ? (pp. 47-57). DeBoeck editions
 

• Articles dans des revues à comité de lecture indexées sur Scimago (https://www.scimagojr.com/)

Papers published in journals of Scimago (https://www.scimagojr.com/)

*Lê, M., Quémart, P., Potocki, A., Gimenes, M. Chesnet, D. & Lambert, E. (2021). Modeling the influence of motor skills on literacy in third grade: Contributions of executive functions and handwriting. PLoS One, 16(11): e0259016.

*Lê, M., Quémart, P., Potocki, A., Gimenes, M. Chesnet, D. & Lambert, E. (2020). Rhythm in the blood: The influence of rhythm skills on literacy development in third graders. Journal of Experimental Child Psychology, 198 : 104880

Lambert, E. & Quémart, P., & (2019). Introduction to the special issue on the dynamics of written word production: methods, models and processing units. Reading and Writing: An interdisciplinary journal, 32(1), 1-12.

Quémart, P., & Lambert, E. (2019). The influence of the morphological structure of words on the dynamics of handwriting in adults and fourth and sixth grade children. Reading and Writing: An interdisciplinary journal, 32(1), 175-195.

Quémart, P., Gonnerman, L., Downing, J., & Deacon, S. H. (2018). The development of morphological representations in young readers: a cross-modal priming study. Developmental Science, 21(4): e12607. doi: 10.1111/desc.1260

Quémart, P., & Casalis, S. (2017). Morphology and spelling in French students with dyslexia: the case of silent final letters. Annals of Dyslexia, 67(1), 85-98.

Favart, M., Potocki, A., Broc, L., Quémart, P., Bernicot, J., & Olive, T. (2016). The management of cohesion in written narratives in students with specific language impairment: Differences between childhood and adolescence. Research in Developmental Disabilities, 56, 318-327 

Quémart, P., & Maillart, C. (2016). The sensitivity of children with SLI to phonotactic probabilities during lexical access. Journal of Communication Disorders, 61, 48-59.

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.

Broc, L., Bernicot, J., Olive, T., Favart, M., Reilly, J., Quémart, P., Catheline, N., Gicquel, L., & Jaafari, N. (2014). Assessment of lexical and morphological spelling in young SLI children with a communicative narrative task. European Review of Applied Psychology, 64, 307-321.

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

Broc, J., Bernicot, J., Olive, T., Favart, Reilly, J., Quémart, P. & M. Uzé, J. (2013). Spelling in children and adolescents with Specific Language Impairment: variations in different writing situations. Research in Developmental Disabilities, 34, 3253-3266.

Quémart, P., Casalis, S. & Duncan, L. (2012). Exploring the role of base words and suffixes in word and pseudoword processing: Evidence from young French readers. Scientific Studies of Reading, 16(5), 424-442.

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.
 

• Articles dans des revues à comité de lecture non indexées sur Scimago

Papers published in other journals

Quémart, P., MacLeod, A., & Maillart, C. (2015). Les troubles phonologiques dans les troubles du langage oral. Rééducation Orthophonique, 263, 35-60

Casalis, S., & Quémart, P. (2015). L’évaluation des traitements morphologiques. Rééducation orthophonique, 262, 145-158

Duncan, L., Gray, E., Quémart, P. & Casalis, S. (2010). Do good and poor readers make use of morphemic structure in English word recognition? Journal of Portuguese Linguistics, 9/10, 143-160.