Lire et Ecrire : C’est pas sorcier ?

International audienceSavoir lire et écrire permet de s’informer et de communiquer nos pensées, nos désirs, nos émotions, notre perception du monde que ce soit en privé ou en public (réseaux sociaux, SMS, documents culturels et administratifs, …). Ce sont donc des apprentissages sociaux nécessaires pour comprendre le monde où nous vivons. Loin de ringardiser la lecture et l’écriture, les nouvelles technologies les rendent encore plus nécessaires, et creusent l’écart entre les différents niveaux de lecture et d’écriture.Mais comment apprenons-nous à lire et écrire ? Nous faut-il des capacités spécifiques ? Comment la lecture devient-elle « automatique » ? Pourquoi certains arrivent à lire et écrire, et d’autre pas ? etc

Understanding the idiomatic expressions in a life-span perspective

International audienceThe aim of our study is to determine the cognitive processes involved in the understanding of the idiomatic expressions in a life-span perspective. The idiomatic expressions are a form of non literal language in which there is a considerable difference between what is said ( literal interpretation) and what is meant ( idiomatic interpretation). The comprehension of these expressions is very context-dependent in which they are produced. So, in our study, we considered the role of the context and the features of these expressions (degree of familiarity and degree of transparency). Five groups of subjects (two groupes of children aged between 6 years and 6 months to 10 years and 6 months, a group of adilescnets aged between 11 years and 17 years, a group of adults aged between 18 and 30 years and a group of elderly persons aged from 60years and more) participed to the study. We asked them to realize a task of completion of stories (task of understanding of idioms) where every answer must be justified (evaluation of the metapragmatic abilities). This evaluation was completed by tests evaluating the working memory capacities (tasks of verbal span, visuospatial and multimodal) and the executive functions (test of Stroop, Wisconsin Card Sorting Test or WCST and Trail Making Test or TMT). Results underline a context effect and a familiarity effect for the children and the adolescents. Nevertheless, no significant effect of transparency appears. The old subjects, as for them, gave fewer idiomatic answers, in idiomatic context and for thefamiliar and transparent idioms. Besides, we observe that at the various ages of the life, there are links between the understanding of the idiomatic expressions and the executive functions. However, the executive processes involved are not the same during the development

Profil cognitif et psychosocial dans le syndrome de Silver-Russell : une première étude française chez les adultes

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Profil psychologique et comportemental d’adultes atteints d’un syndrome de Silver-Russell.

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Apprentissage et syndrome de Williams (SW) : Exemple de la lecture

International audienceVivre avec une maladie rare peut s’avérer difficile à tous les âges de la vie. Du diagnostic au vécu quotidien, les personnes se questionnent sur la façon dont la maladie affecte leurs activités, leurs relations, et plus largement comment elle va affecter leur avenir. En étroite collaboration, une équipe pluridisciplinaire associant médecins, psychologues du CHU de Rennes, acteurs du secteur médico-social et des chercheurs de l’EA 1285, tente d’améliorer le quotidien des malades

Intellectual functioning in Silver-Russell syndrome First study in adults

International audienceSilver-Russell syndrome (SRS) is a rare genetic disorder (estimated incidence 1/30,000 to 100,000 live births). So far, only a few studies have focused on the cognitive profile of individuals with SRS, and these were conducted some time ago, concentrated on pediatric cohorts, and included patients who had been diagnosed using a variety of clinical diagnostic systems. There has yet to be any research on the intellectual functioning of adults with SRS. This study sought to establish the intelligence, strengths and weaknesses within intellectual profile of adults with SRS, compared with normative data. Ten individuals with 11p15 epimutation aged 18–39 years completed the Wechsler Adult Intelligence Scale-Fourth Edition. Measures of interest included participants’ intelligence (Full Scale Intelligence Quotient [FSIQ]) and four domains of cognitive functioning: verbal comprehension, perceptual reasoning, working memory and processing speed. Discrepancy scores were calculated, and descriptive statistical and linear correlations were used to investigate factors associated with IQ outcome. Clinical and medical information such as rehabilitation, and perceived difficulties in daily life were collected by interviews and questionnaires. Results showed that the mean FSIQ score was in the average range (M = 95.40, SD = 18.55) and they performed best on verbal comprehension. Frequent daily difficulties were reported by patients and/or their families: learning disabilities and low self-esteem were perceived by 60% of adults. Early intervention and multidisciplinary care from childhood to adulthood are important in SRS for care potential medical, cognitive and psychosocial problems. This is the first study to document the intellectual functioning of adults with SRS

Intellectual functioning in Silver-Russell syndrome First study in adults

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Cognitive and psychosocial profile in Silver-Russell syndrome: a first study in adults.

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Profil cognitif dans le syndrome de Silver-Russell : une première étude française chez les adultes.

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Cognitive profile in Silver-Russell syndrome: a first French study in adults.

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