Type of headache at onset and risk for complications in reversible cerebral vasoconstriction syndrome

Background: In a recent Italian study, 30% of patients with reversible cerebral vasoconstriction syndrome (RCVS) presented without thunderclap headache (TCH), and tended to present more severe forms of RCVS than patients with TCH. We aimed to analyze the risk for complications of RCVS in patients with and without TCH at onset. Methods: In a pooled cohort of 345 French patients with RCVS, we compared patients with and without TCH at onset regarding rates of neurological complications, and the functional outcome at 3 months. Results: As compared to the 281 patients with TCH at onset, the 64 patients without TCH had a higher risk for any neurological complication (61% vs. 24%, OR 4.9, 95% CI 2.8-8.7, p < 0.001). The association was strongest for cervical artery dissections (28% vs. 5%, OR 8.1, 95% CI 3.7-17.6, p < 0.001), followed by posterior reversible encephalopathy syndrome (17% vs. 3%, OR 7.1, 95% CI 2.7-18.4, p < 0.001), seizures (9% vs. 2.5%, OR 4.1, 95% CI 1.3-12.5, p = 0.019), and subarachnoid hemorrhage (41% vs. 16%, OR 3.5, 95% CI 1.9-6.3, p < 0.001). In multivariable analysis, the risk for any neurological complication remained significantly elevated in the absence of TCH (OR 3.5, 95% CI 1.8-6.8, p < 0.001). The functional outcome was equal in both groups, with a modified Rankin scale score of 0-1 in ≥90% of patients. Conclusions: Absence of TCH at onset might predict a higher risk of complications in RCVS. Our results warrant further multicentric studies to prove this finding

Améliorer l’approche diagnostique du déficit phonologique dans la dyslexie développementale via l’évaluation de la grammaire phonologique et du contexte socio-évaluatif

Developmental dyslexia is described as a genetic-based neurobiological disorder that is manifested by a lasting difficulty in learning to read and write, in the absence of intellectual, perceptual, psychological or educational disorders It accounts for 7-10% of children. However, less than 20% of them receive treatment, raising the question of appropriate screening and diagnosis. The primary underlying deficit is believed by many to be poor phonological processing: cross-linguistic studies have established that this major phonological deficit tends to be a universal marker of reading difficulties. However, alternative hypotheses exist, notably that of a degraded access to phonological representations, which are themselves relatively preserved.In this thesis, we have explored this hypothesis, integrating sonority markedness and the impact of the socio-evaluative context. Indeed, no study to date has jointly considered the role of universal phonological properties and socio-evaluative context in the reading difficulties of dyslexic children. Three hundred and sixty-nine children, including 123 DYS children, participated in the experiments, operating on three experimental tasks (i.e., Word-Spotting, the syllabic localisation task and the visual detection task). The results of this thesis broaden the perspectives of work on phonological deficits in dyslexic children, on the one hand by further investigating the role of syllable and subvocal repetition in reading, and on the other hand by questioning the different ways in which the stress induced by the socio-evaluative context can be effectively reduced in order to reliably collect the skills of dyslexic children during school assessments or speech and language evaluations.La dyslexie développementale est définie comme un trouble persistant et durable dans l’apprentissage de la lecture et de l’écriture. Son origine est génétique et neurobiologique, et représente 7 à 10% des enfants scolarisés. Pourtant, moins de 20% d’entre eux bénéficient d’une prise en charge, posant la question d’un dépistage et d’un diagnostic adaptés. Actuellement, l’hypothèse explicative privilégiée, celle d’un stock de représentations phonologiques imprécises voire dégradées en mémoire, fait du déficit phonologique un marqueur universel de la dyslexie développementale. Nous allons voir que des hypothèses alternatives existent, notamment celle évoquant un accès dégradé aux représentations phonologiques, elles-mêmes relativement préservées. Au sein de cette thèse, nous avons exploré cette hypothèse, en intégrant le marquage de sonorité et l’impact du contexte socio-évaluatif. En effet, aucune étude à ce jour n’a conjointement envisagé le rôle des propriétés phonologiques universelles et du contexte socio-évaluatif dans les difficultés en lecture des enfants dyslexiques (en dépit de l’omniprésence de ce contexte). Trois-cent-soixante-neuf enfants, dont 123 enfants dyslexiques, ont participé aux expérimentations, exploitant trois tâches expérimentales (i.e., le Word-Spotting, la tâche de localisation syllabique et la tâche de détection visuelle). Les résultats de cette thèse élargissent les perspectives de travaux sur le déficit phonologique chez les enfants dyslexiques, d'une part en poursuivant davantage les études sur le rôle de la syllabe et de la répétition subvocale en lecture, et d'autre part en interrogeant sur les différents moyens qui permettraient efficacement de réduire le stress induit par le contexte socio-évaluatif afin de recueillir de manière fiable les compétences des enfants dyslexiques lors d’évaluations scolaires ou de bilans orthophoniques

Améliorer l’approche diagnostique du déficit phonologique dans la dyslexie développementale via l’évaluation de la grammaire phonologique et du contexte socio-évaluatif

Developmental dyslexia is described as a genetic-based neurobiological disorder that is manifested by a lasting difficulty in learning to read and write, in the absence of intellectual, perceptual, psychological or educational disorders It accounts for 7-10% of children. However, less than 20% of them receive treatment, raising the question of appropriate screening and diagnosis. The primary underlying deficit is believed by many to be poor phonological processing: cross-linguistic studies have established that this major phonological deficit tends to be a universal marker of reading difficulties. However, alternative hypotheses exist, notably that of a degraded access to phonological representations, which are themselves relatively preserved.In this thesis, we have explored this hypothesis, integrating sonority markedness and the impact of the socio-evaluative context. Indeed, no study to date has jointly considered the role of universal phonological properties and socio-evaluative context in the reading difficulties of dyslexic children. Three hundred and sixty-nine children, including 123 DYS children, participated in the experiments, operating on three experimental tasks (i.e., Word-Spotting, the syllabic localisation task and the visual detection task). The results of this thesis broaden the perspectives of work on phonological deficits in dyslexic children, on the one hand by further investigating the role of syllable and subvocal repetition in reading, and on the other hand by questioning the different ways in which the stress induced by the socio-evaluative context can be effectively reduced in order to reliably collect the skills of dyslexic children during school assessments or speech and language evaluations.La dyslexie développementale est définie comme un trouble persistant et durable dans l’apprentissage de la lecture et de l’écriture. Son origine est génétique et neurobiologique, et représente 7 à 10% des enfants scolarisés. Pourtant, moins de 20% d’entre eux bénéficient d’une prise en charge, posant la question d’un dépistage et d’un diagnostic adaptés. Actuellement, l’hypothèse explicative privilégiée, celle d’un stock de représentations phonologiques imprécises voire dégradées en mémoire, fait du déficit phonologique un marqueur universel de la dyslexie développementale. Nous allons voir que des hypothèses alternatives existent, notamment celle évoquant un accès dégradé aux représentations phonologiques, elles-mêmes relativement préservées. Au sein de cette thèse, nous avons exploré cette hypothèse, en intégrant le marquage de sonorité et l’impact du contexte socio-évaluatif. En effet, aucune étude à ce jour n’a conjointement envisagé le rôle des propriétés phonologiques universelles et du contexte socio-évaluatif dans les difficultés en lecture des enfants dyslexiques (en dépit de l’omniprésence de ce contexte). Trois-cent-soixante-neuf enfants, dont 123 enfants dyslexiques, ont participé aux expérimentations, exploitant trois tâches expérimentales (i.e., le Word-Spotting, la tâche de localisation syllabique et la tâche de détection visuelle). Les résultats de cette thèse élargissent les perspectives de travaux sur le déficit phonologique chez les enfants dyslexiques, d'une part en poursuivant davantage les études sur le rôle de la syllabe et de la répétition subvocale en lecture, et d'autre part en interrogeant sur les différents moyens qui permettraient efficacement de réduire le stress induit par le contexte socio-évaluatif afin de recueillir de manière fiable les compétences des enfants dyslexiques lors d’évaluations scolaires ou de bilans orthophoniques

Early and robust use of phonological syllables as segmental and prelexical reading units

Format virtuel (Situation sanitaire).International audienc

Syllable segmentation “without” statistical cues in reading: Evidence with sonority-related markedness constraints in French children

In J. Hasenäcker & F. Domahs (Chairs), From segmentals to suprasegmentals in reading and writing [Symposium].International audienc

Sensitivity analysis of tree phenology models reveals increasing sensitivity of their predictions to winter chilling temperature and photoperiod with warming climate

International audienceThe phenology of plants is a major driver of agro-ecosystem processes and biosphere feedbacks to the climate system. Phenology models are classically used in ecology and agronomy to project future phenological changes. With our increasing understanding of the environmental cues affecting bud development, phenology models also increase in complexity. But, we expect these cues, and the underlying physiological processes, to have varying influence on bud break date predictions depending on the specific weather patterns in winter and spring. Here, we evaluated the parameter sensitivity of state-of-the-art process-based phenology models that have been widely used to predict forest tree species phenology. We used sensitivity analysis to compare the behavior of models with increasing complexity under specific climatic conditions. We thus assessed whether the influence of the parameters and modeled processes on predictions varies with winter and spring temperatures. We found that the prediction of the bud break date was mainly affected by the response to forcing temperature under current climatic conditions. However, the impact of the parameters driving the response to chilling temperatures and to photoperiod on the prediction of the models increased with warmer winter and spring temperatures. Interaction effects between parameters played an important role on the prediction of models, especially for the most complex models, but did not affect the relative influence of parameters on bud break dates. Our results highlighted that a stronger focus should be given to the characterization of the reaction norms to both forcing and chilling temperature to predict accurately bud break dates in a larger range of climatic conditions and evaluate the evolutionary potential of phenological traits with climate change

Sonority as a Phonological Cue in Early Perception of Written Syllables in French

International audienceMany studies focused on the letter and sound co-occurrences to account for the well-documented syllable-based effects in French in visual (pseudo)word processing. Although these language-specific statistical properties are crucial, recent data suggest that studies that go all-in on phonological and orthographic regularities may be misguided in interpreting how-and why-readers locate syllable boundaries and segment clusters. Indeed, syllable-based effects could depend on more abstract, universal phonological constraints that rule and govern how letter and sound occur and co-occur, and readers could be sensitive to sonority-a universal phonological element-for processing (pseudo)words. Here, we investigate whether French adult skilled readers rely on universal phonological sonority-related markedness continuum across the syllable boundaries for segmentation (e.g., from marked, illegal intervocalic clusters /zl/ to unmarked, legal intervocalic clusters /lz/). To address this question, we ran two tasks with 128 French adult skilled readers using two versions of the illusory conjunction paradigm (Task 1 without white noise; Task 2 with white noise). Our results show that syllable location and segmentation in reading is early and automatically modulated by phonological sonority-related markedness in the absence or quasi-absence of statistical information and does not require acoustic-phonetic information. We discuss our results toward the overlooked role of phonological universals and the over-trusted role of statistical information during reading processes