There is considerable evidence of a bidirectional link between language production and language perception. The main focus of the language team is to explore the extent to which the perceptual and motor systems inform and guide one another in language processing.
Our approaches consist of psycholinguistic, neuropsychological, neurophysiological and modelling studies of healthy people and typical language processing (across the lifespan, including studies on children, infants and young and aging adults). We also carry out psycholinguistic and functional neuroimaging studies of patients with oral or written language impairments, spanning acquired and developmental deficits.
We use cognitive neuroscience and neuroimaging techniques (functional MRI, transcranial magnetic stimulation (TMS), electroencephalography (EEG), intracranial EEG, electromyography), behavioural approaches (e.g., eye-tracking), and computational modelling as well as advanced data analysis and software. In each domain of inquiry, our research is at the intersection of theory and application. We are responsible for large psycholinguistic corpora as well as language tests and remediation tools for language disorders. Our work informs educational and therapeutic approaches to language learning and disorders over the lifespan.
We are particularly interested in the following perception / production issues, which belong to three domains : (1) Speech and hearing, (2) Reading and writing, (3) Neurophysiology and neuroplasticity of language. Here are some examples of ongoing research by the team in each domain :
(1) Speech and hearing
• The influence of input distributional information on speech segmentation (e.g., acquisition of ‘liaison’)
• The relationship between ambient language frequency and biomechanical constraints in phonological development (e.g., in French, Brazilian Portuguese, and Drehu)
• The influence of auditory deficits on speech production (e.g., hearing-impaired and cochlear-implanted children)
(2) Reading and writing
• Role of visual attention in reading and spelling acquisition
• The visual attention span theory of developmental dyslexia and dysgraphia (neurocognitive evaluation and remediation tools ; cross-language comparisons)
• Oculomotor behaviour in reading and information search (e.g., in textual materials)
• Linguistic and perceptual factors in written word processing
• Computational modelling of skilled reading and reading acquisition
(3) Neurophysiology and neuroplasticity of language
• Neurocognitive models of language in healthy and pathological conditions
• Neurocognitive models of language plasticity in aging
• The interaction of language with other cognitive functions; perspectives for language remediation
• Neural and physiological correlates of inner speech and its deficits (e.g., auditory verbal hallucinations, ruminations)
• Neuronal correlates of phonemic categorization
Major publications 2011-2016
Tzourio-Mazoyer N., Perrone-Bertolotti M., Jobard G., Mazoyer B., Baciu M. (2016). Multi-factorial modulation of language variability and plasticity in healthy and pathological condition : a review. Cortex.
Baciu, M. & Perrone-Bertolotti, M. (2015) What do patients with epilepsy tell us about language dynamics? Reviews in the Neurosciences, 26(1) 1-19.
Lobier, M. & Valdois, S. (2015) Visual attention deficits in developmental dyslexia cannot be ascribed solely to poor reading experience. Nature Reviews Neuroscience, 16, 225.
Bosse M-L., Chaves, N., Largy, P., & Valdois S. (2015). Orthographic learning during reading: the role of whole-word visual processing. Journal of Research in Reading. 38, 141-158.
Chanceaux, M., Guérin-Dugué, A., Lemaire, B., Baccino, T. (2014). A computational cognitive model of information search in textual materiels. Cognitive Computation 6(1), 1-17.
Bouvet, L., Meilleur,A-A. S., Paignon, A., Mottron, L., Donnadieu, S., (2014). Auditory local bias and reduced global interference in autism. Cognition, 131, 367–372.
Valdois, S., Peyrin, C., Lassus-Sangosse, D., Lallier, M., Démonet, J.F. & Kandel, S. (2014). Dyslexia in a French Spanish bilingual child: Behavioural and neural modulation following a specific VA span intervention program. Cortex, 53, 120-145.
Perrone-Bertolotti, M., Rapin, L., Lachaux, J-P., Baciu, M., Loevenbruck, H. (2014). What is that little voice inside my head? Inner speech phenomenology, its role in cognitive performance, and its relation to self-monitoring. Behavioural Brain Research, 261: 220–239.
Perrone-Bertolotti, M., Vidal, J.R., de Palma, L., Hamamé, C.M., Ossandon, T., Kahane, P., Minotti, L., Bertrand, O., & Lachaux, J-P. (2014). Turning visual shapes into sounds: early stages of reading acquisition revealed in the ventral occipitotemporal cortex. NeuroImage, 90: 298-307.
Roux, J.-S., McKeeff, T.J., Grosjacques, G., Afonso, O. & Kandel, S. (2013). The interaction between central and peripheral processes in handwriting production. Cognition, 2, 235-241.
Frey, A., Ionescu, G., Lemaire, B., Lopez Orozco, F., Baccino, T., Guérin-Dugué, A. (2013). Decision-making in information seeking on texts: an Eye-Fixation-Related Potentials investigation, Frontiers in Systems Neuroscience, 7:39.
Lobier, M., Dubois, M. & Valdois, S. (2013). The role of visual processing speed in reading speed development. Plos One, 8, 4, e58097
Lallier, M., Donnadieu, S. and Valdois, S. (2013). Investigating the role of visual and auditory search in reading and developmental dyslexia. Frontiers in Human Neuroscience, Vol.7, 597, 1-12.
Perrone-Bertolotti, M., Dohen, M., Loevenbruck, H., Sato, M., Pichat, C., & Baciu, M. (2013). Neural correlates of the perception of contrastive prosodic focus in French: A functional magnetic resonance imaging study. Human Brain Mapping, 34(10), 2574-2591.
Lobier, M., Peyrin, C., Pichat, C., LeBas, J.F. & Valdois, S. (2012). Neural correlates of pre-orthographic character string processing. Neuropsychologia, 50, 9, 2195-2204.
Yvert, G., Perrone-Bertolotti, M., Baciu, M., David, O. (2012). Dynamic causal modeling of spatiotemporal integration of phonological and semantic processes : An electroencephalographic study. The Journal of Neuroscience, 32(12):4297-4306.
New, B. & Nazzi, T. (2012). The time course of consonant and vowel processing during word recognition. Language and Cognitive Processes. iFirst, 1-15.
Fort, M., Kandel, S., Chipot, J., Savariaux, C., Granjon, L. & Spinelli, E. (2012). Visual speech facilitates the early phases of word recognition. Language and Cognitive Processes, 1-17.
Robinet, V., Lemaire, B., Gordon, M.B. (2011). MDLChunker: a MDL-based Cognitive Model of Inductive Learning. Cognitive Science, 35, 7, 1352-1389.
Juphard, A., Vidal, J.R, Perrone-Bertolotti, M., Minotti, L., Kahane, P., Lachaux, JP. & Baciu, M. (2011). Direct evidence for two different neural mechanisms for reading familiar and unfamiliar words : an intra-cerebral EEG study. Frontiers in Human Neuroscience, 5:101.
Kandel, S., Peereman, R., Grosjacques, G. & Fayol, M. (2011). For a psycholinguistic model of handwriting production : Testing the syllable-bigram controversy. Journal of Experimental Psychology : Human Perception and Performance, 37(4), 1310-1322.
Bouvet, L., Rousset, S., Valdois, S. and Donnadieu, S. (2011). Global Precedence Effect in audition and vision: Evidence for similar cognitive styles across modalities, Acta Psychologica, 138, 329-335.