Personnel de l'université
Pauline QUEMART
Maître de conférences en Psychologie -- Associate Professor in PsychologyCoordonnées
Centre de Formation Universitaire en Orthophonie (CFUO) - Faculté de Médecine - 1 rue Gaston Veil - BP 44035 Nantes Cedex 1
- Bureau
- 233
- Pauline.Quemart@univ-nantes.fr
Discipline(s) enseignée(s)
Developmental Psychology, Psycholinguistics, Research Methodology
Thèmes de recherche
Apprentissage du langage écrit; Développement du vocabulaire; Troubles neurodéveloppementaux; Traitement de la structure morphologique des mots
Literacy acquisition, vocabulary development, neurodevelopmental disorders, Morphological processing
Activités / CV
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
Informations complémentaires
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.