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Sonia Kandel

Sonia Kandel


Professor



Institut Universitaire de France (2007-2012)


Gipsa-Lab
CNRS UMR 5216
Université Pierre Mendès-France


Tél. : +33 (0)4 76 82 70 09

sonia.kandel@upmf-grenoble.fr, sonia.kandel@gipsa-lab.grenoble-inp.fr
Research Topics
Publications
Books
Research Grants
Teaching 2014-15
Ductus


see our Research Topic in Frontiers in Psychology - Cognitive Science

Writing words : From brain to hand(s)

Editors : Sonia Kandel & Marieke Longcamp

http://www.frontiersin.org/cognitiv...




RESEARCH TOPICS

  • Writing Research

    - Learning how to write : Acquisition of motor skills and orthographic knowledge

    - Writing in deep and shallow orthographies

    - Writing in adults : The interaction between spelling and motor processes

    - Dysgraphia and Dyslexia

    - Neural substrates of written language processing

    - New ways of writing : SMS, Chat, Tweets


  • Speech Research

    - Audiovisual speech perception

    - The interaction between perceptual and motor processes

    - Bilingualism, Multilinguism and L2 learning

    - Word recognition

    - Neural substrates of speech processing

    - Specific Language Impairment (SLI)




PUBLICATIONS

Electronic copies of publications provided on this website are for individual, non-commercial use only.

  • 2015

Kandel, S. & Perret, C. (2015). How does the interaction between spelling and motor processes build up during writing acquisition ? Cognition, 136, 325-336. doi:10.1016/j.cognition.2014.11.014 (pdf)

Kandel, S. & Perret, C. (2015). How do movements to produce letters become automatic during writing acquisition ? Investigating the development of motor anticipation. International Journal of Behavioral Development, 32(9), 113-120. DOI : 10.1177/0165025414557532 (pdf).

Afonso, O., Alvarez C., & Kandel, S. (2015, published on-line). Effects of Grapheme-to-Phoneme probability on writing durations. Memory & Cognition, 42(8). DOI 10.3758/s13421-014-0489-8 (pdf)


  • 2014

Burfin, S., Pascalis, O., Ruiz Tada, E., Costa, A., Savariaux, C. & Kandel S. (2014). Bilingualism affects the audio-visual processing of non-native phonemes. Frontiers in Psychology (Research Topic “New advances on the perception and production of non-native speech sounds” – Section Language Sciences), 5 : 1179. doi : 10.3389/fpsyg.2014.01179 (pdf) http://journal.frontiersin.org/Jour...

Kandel, S. , Peereman, R. & Ghimenton, A. (2014). How do we code the letters of a word when we have to write it ? Investigating double letter representation in French. Acta Psychologica, 148, 56-62. doi : 10.1016/j.actpsy.2014.01.002 (pdf)

Perret, C. & Kandel. (2014). Taking advantage of between- and within-participant variability ? Frontiers in Psychology (Research Topic “Interdisciplinary approaches to multilingualism” – Section Language Sciences), 5 : 1235. doi : 10.3389/fpsyg.2014.01235 (pdf) http://journal.frontiersin.org/Jour...

Valdois, S., Peyrin, C., Lassus-Sangosse, D., Lallier, M., Démonet, J.-F. & Kandel, S. (2014). Dyslexia in a French-Spanish bilingual girl. Behavioural and neural modulations following a visual attention span intervention. Cortex, 53, 120-145. doi : 10.1016/j.cortex.2013.11.006 (pdf)

Lallier, M., Valdois, S., Lassus-Sangosse, D., Prado, C. & Kandel, S. (2014). Impact of orthographic transparency on typical and atypical reading development : Evidence in French-Spanish bilingual children. Research In Developmental Disabilities, 35(5), 1177-1190. doi : 10.1016/j.ridd.2014.01.021 (pdf])

Bosse, M.L., Kandel, S., Prado, C., & Valdois, S. (2014). Does visual attention span relate to eye movements during reading and copying ? International Journal of Behavioral Development, 38(1), 81-85. DOI : 10.1177/0165025413509046 (pdf)

Longcamp, M., Velay, J.L., & Kandel, S. (2014). L’écriture : gestes, lettres, mots, et cerveau. Lettre des Neurosciences, n° 46, 13-15. (pdf)

Pascalis, O., Loevenbruck, H., Quinn, P., Kandel, S. Tanaka, J. & Lee, K. (2014). On the linkage between face processing, language processing, and narrowing during development. Child Development Perspectives, 8(2), 65-70. DOI : 10.1111/cdep.12064 (pdf)


  • 2013

Kandel, S. , Peereman, R. & Ghimenton, A. (2013). Further evidence for the interaction between central and peripheral processes : The impact of double letters in writing English words. Frontiers in Psychology (Research Topic “Writing words : From brain to hand(s)” – Section Cognitive Science), 4 : 729. doi : 10.3389/fpsyg.2013.00729 (pdf) http://www.frontiersin.org/cognitiv...

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. doi : 10.1016/j.cognition.2012.12.009 (pdf)

Roux, J.-S., Bonin, P. & Kandel, S. (2013). The "BIG BIRD" of the "YELLOW YOUNG" man : Do non-target properties cascade ? Quarterly Journal of Experimental Psychology, 67(4), 763-784. doi : 10.1080/17470218.2013.828317 (pdf)


  • 2012

Fort, M., Kandel, S., Chipot, J., Savariaux, C., Granjon, L. & Spinelli, E. (2012). Seeing the initial articulatory gestures of a word triggers lexical access. Language and Cognitive Processes, 1-17. DOI:10.1080/01690965.2012.701758 (pdf)

Fort, M., Spinelli, E., Savariaux, C. & Kandel, S. (2012). Audiovisual vowel monitoring and the word superiority effect in children. International Journal of Behavioral Development, 36(6), 457-476. DOI : 10.1177/0165025412447752 (pdf)

Spinelli, E., Kandel, S., Guerassimovitch, H., & Ferrand, L. (2012). Graphemic cohesion effect in reading and writing complex graphemes. Language and Cognitive Processes, 27(5), 770-791. DOI:10.1080/01690965.2011.586534 (pdf)

Kandel, S., Spinelli, E., Tremblay, A., Guerassimovitch, H., & Alvarez, C. (2012). Processing prefixes and suffixes in handwriting production. Acta Psychologica, 140, 187-195. doi : 10.1016/j.actpsy.2012.04.005 (pdf)

Soler, O. & Kandel, S. (2012). A longitudinal study of handwriting skills in pre-schoolers : The acquisition of syllable oriented programming strategies. Reading & Writing : An Interdisciplinary Journal, 25(1), 151-162.

Soler, O., Kandel, S., & Aparici Aznar, M. (2012). Early development of handwriting motor skills. In M. Torrance, D. Alamargot, M. Castello, F. Ganier, O. Kruse, A. Mangen, L. Tolchinsky & L. Van Waes (Eds.) Learning to Write Effectively : Current Trends in European Research. Bingley, UK : Emerald Group Publishing Limited.


  • 2011

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. doi : 10.1037/a0023094 (pdf)

Bidet-Ildei, C., Pollack, P., Kandel, S., Fraix, V. & Orliaguet, J.-P. (2011). Handwriting in patients with Parkinson’s disease : Effect of L-Dopa and stimulation of the sub-thalamic nucleus on motor anticipation. Human Movement Science, 30, 783-791. doi : 10.1016/j.humov.2010.08.008 (pdf)


  • 2010

Kandel, S. & Spinelli, E. (2010). Processing complex graphemes in handwriting production. Memory & Cognition, 38(6), 762-770. doi : 10.3758/MC.38.6.762 (pdf)

Kandel, S., & Soler, O. (2010). Differential syllable effects when learning to write French and Catalan words. Current Psychology Letters : Brain, Behaviour and Cognition, 25, 3. (pdf) http://cpl.revues.org/index4965.html

Fort, M., Spinelli, E., Savariaux, C. & Kandel, S. (2010). The word superiority effect in audiovisual speech perception. Speech Communication, 52, 525-532.doi:10.1016/j.specom.2010.02.005 (pdf)

Berger, C., Donnadieu, S., Meary, D., Kandel, S., & Mazens, K. (2010). Perception d’attributs des visages parlants par le nouveau-né humain. Psychologie française, 55(1), 49-58. (pdf)

Guinet, E. & Kandel, S. (2010). Ductus : A software package for the study of handwriting production. Behavior Research Methods, 42, 326-332. doi : 10.3758/BRM.42.1.326 (pdf)

Kandel, S. (2010). For a psycholinguistic approach of handwriting production. Handwriting Today. Journal of the National Handwriting Association , 38(6), 762-770. http://www.nha-handwriting.org.uk/p...


  • 2009

Kandel, S., Herault, L., Grosjacques, G., Lambert, E., & Fayol, M. (2009). Orthographic vs. phonologic syllables in handwriting production. Cognition, 110,3, 440-444. doi : 10.1016/j.cognition.2008.12.001 (pdf)

Soler, O. & Kandel, S. (2009). Programación del trazo en la escritura infantil : importancia de la estructura silábica. Infancia y Aprendizaje, 32(2), 189-198. (pdf)


  • 2008

Kandel, S., Alvarez C., & Vallée, N. (2008). Morphemes also serve as processing units in handwriting production. In M. Baciu (ed.), Neuropsychology and Cognition of language Behavioral, Neuropsychological and Neuroimaging Studies of Spoken and Written Language (pp. 87-100). Kerala, India : Research Signpost. (pdf)

Spinelli, E., Kandel, S. & Soler, O. (2008). Explicit and automatic grammatical gender acces in bilinguals. In M. Baciu (ed.), Neuropsychology and Cognition of language Behavioral, Neuropsychological and Neuroimaging Studies of Spoken and Written Language. (pp. 101-114). Kerala, India : Research Signpost. (pdf)

Lambert, E., Kandel, S., Fayol, M. & Esperet, E. (2008). The effect of the number of syllables when writing poly-syllabic words. Reading & Writing : An Interdisciplinary Journal, 21, 859-883. DOI 10.1007/s11145-007-9095-5 (pdf)

Cannard, C. & Kandel, S. (2008). Impact of semantic or phonemic cues in picture naming tasks on the calculation of the objective-Age-of-Acquisition norms : A cross-linguistic study. Behavior Research Methods, 40 (4), 1055-1064. doi : 10.3758/BRM.40.4.1055 (pdf)

Rousset, S., Peyrin, C., Cousin, E., Kandel, S., Baussand, V., Baciu, M. (2008). Exploration de la spécialisation hémisphérique du traitement d’objets en utilisant un paradigme d’amorçage en champ visuel divisé. Cahiers Romans de Sciences Cognitives, In Cognito, Vol 1, Nr.3.


  • 2006

Kandel, S., Alvarez C., & Vallée, N. (2006). Syllables as processing units in handwriting production. Journal of Experimental Psychology : Human Perception and Performance, 32(1), 18-31. (pdf)

Kandel, S., & Valdois, S. (2006). French and Spanish-speaking children use different visual and motor units during spelling acquisition. Language and Cognitive Processes, 21(5), 531-561. (pdf)

Kandel, S., & Valdois, S.(2006). Syllables as functional units in a copyingtask. Language and Cognitive Processes, 21(4), 432-452. (pdf)

Kandel, S., Soler, O., Valdois, S., & Gros C. (2006). Graphemes as motor units in the acquisition of writing skills. Reading & Writing : An Interdisciplinary Journal, 19(3), 313-337. (pdf)


  • Before 2006

Kandel, S., & Valdois, S. (2005). The effect of orthographic regularity on children’s handwriting production. Current Psychology Letters : Brain, Behaviourand Cognition, 17, 3. (pdf) http://cpl.revues.org/463

Chary, C., Méary, D., Orliaguet, J.-P., David, D., Moreaud, O., & Kandel, S.(2004). Influence of motor disorders on visual perception of human movements in a case of peripheral dysgraphia. Neurocase, 10, 223-232. (pdf)

Kandel, S., Valdois, S., & Orliaguet, J.-P. (2003). Etude de la production écrite en copie : Une approche visuo-orthographique et graphomotrice. Le Langage et l’Homme, 38, 2, 5-24. (Numéro spécial : La production écrite). (pdf)

Ménard, L., Schwartz, J.-L.,Boë, L.-J., Kandel, S., & Vallée, N. (2002). Auditory normalization of French vowels synthesized by an articulatory model simulating growth from birth to adulthood. Journal of the Acoustical Society of America,111, 4, 1892-1905. (pdf)

Kandel, S., Orliaguet, J.-P., & Viviani, P.(2000). Perceptual anticipation in handwriting : The role of implicit motor competence. Perception & Psychophysics, 62 (4), 706-716. (pdf)

Kandel, S., Orliaguet, J.-P., & Boë, L.-J.(2000). Detecting anticipatory events in handwriting movements. Perception, 29, 953-964. (pdf)

Louis-Dam, A., Kandel, S., & Orliaguet, J.-P. (2000). Perception visuelle des mouvements humains : Anticipation motrice et anticipation perceptive. Psychologie Française, 45, 4, 333-342 (Numéro Spécial : Cerveau, Perception et Action). (pdf)

Orliaguet, J.-P., Kandel, S., & Boë, L.-J. (1997). Visual perception of cursive handwriting : Influence of spatial and kinematic information on the anticipation of forthcoming letters. Perception, 26, 905-912. (pdf)

Kandel, S., & Boë, L.-J. (1996). Traitement phonétique et représentation lexicale dans la reconnaissance des mots. Bulletin de la Communication Parlée,3, 61-72. (pdf)

Kandel, S., Orliaguet, J.-P., & Boë, L.-J.(1995). Visual perception of motor anticipation in handwriting : Influence of letter size and movement velocity. In B.G. Bardy, R.J. Bootsma & Y. Guiard(eds.), Studies on perception and action III (pp. 347-350). Hillsdale, NJ : Lawrence Erlbaum Associates. (pdf)

Benoît, C., Mohamadi, T., & Kandel, S. (1994). Effects of phonetic context on audio-visual intelligibility of French. Journal of Speech and Hearing Research, 37,1195-1203. (pdf)

Kandel, S., Orliaguet, J.-P., & Boë, L.-J.(1994). Visual Perception of motor anticipation in the time course of handwriting. In Faure C., Keuss G., Lorette G. & Vinter A. (eds.), Advances in handwriting and drawing — A multidisciplianry approach (pp. 379-388). Paris:Europia. (pdf)




BOOKS

  • Series for the development of handwriting in primary school

For the Children

Kandel, S. & Cornejo, I.(2006). Caligrafía para primaria 6. Editorial Santillana : Madrid, México. ISBN 9789702909972.

Kandel, S. & Cornejo, I.(2006). Caligrafía para primaria 5. Editorial Santillana : Madrid, México. ISBN 9789702909965.

Kandel, S. & Cornejo, I.(2006). Caligrafía para primaria 4. Editorial Santillana : Madrid, México. ISBN 9789702909118.

Kandel, S. & Cornejo, I.(2006). Caligrafía para primaria 3. Editorial Santillana : Madrid, México. ISBN 9789702909101.

Kandel, S. & Cornejo, I.(2006). Caligrafía para primaria 2. Editorial Santillana : Madrid, México. ISBN 9789702909095.

Kandel, S. & Cornejo, I.(2006). Caligrafía para primaria 1. Editorial Santillana : Madrid, México. ISBN 9789702909088.


For the Teachers

Kandel, S. & Cornejo, I.(2006). Caligrafía para primaria 6. Recursos Didácticos. Editorial Santillana : Madrid, México. ISBN 9789702910275.

Kandel, S. & Cornejo, I.(2006). Caligrafía para primaria 5. Recursos Didácticos. Editorial Santillana : Madrid, México. ISBN 9789702910268.

Kandel, S. & Cornejo, I.(2006). Caligrafía para primaria 4. Recursos Didácticos. Editorial Santillana : Madrid, México. ISBN 9789702910251.

Kandel, S. & Cornejo, I.(2006). Caligrafía para primaria 3. Recursos Didácticos. Editorial Santillana : Madrid, México. ISBN 9789702910244.

Kandel, S. & Cornejo, I.(2006). Caligrafía para primaria 2. Recursos Didácticos. Editorial Santillana : Madrid, México. ISBN 9789702910220.

Kandel, S. & Cornejo, I.(2006). Caligrafía para primaria 1. Recursos Didácticos. Editorial Santillana : Madrid, México. ISBN 9789702910213.

  • Series for the acquisition of writing skills in kindergarten

For the Children

Kandel, S., Junco Vallejo, B. & Zavala Junco, B. (2008). Caligrafía 5 años. Ejercicios básicos para la escritura. Editorial Santillana : Madrid, México. ISBN 9786070101069

Kandel, S., Junco Vallejo, B. & Zavala Junco, B. (2008). Caligrafía 4 años. Ejercicios básicos para la escritura. Editorial Santillana : Madrid, México. ISBN 9786070101052

Kandel, S., Junco Vallejo, B. & Zavala Junco, B. (2008). Caligrafía 3 años. Ejercicios básicos para la escritura. Editorial Santillana : Madrid, México. ISBN 9786070101045

Kandel, S., Junco Vallejo, B. & Zavala Junco, B. (2006). Caligrafía para preescolar : 5 años. Editorial Santillana : Madrid, México. ISBN 9789702909071

Kandel, S., Junco Vallejo, B. & Zavala Junco, B. (2006).Caligrafía para preescolar : 4 años. Editorial Santillana : Madrid, México. ISBN 9789702909057

Kandel, S., Junco Vallejo, B. & Zavala Junco, B. (2006). Caligrafía para preescolar : 3 años. Editorial Santillana : Madrid, México. ISBN 9789702909040


For the Teachers

Kandel, S., Junco Vallejo, B. & Zavala Junco, B. (2008). Caligrafía 5 años. Ejercicios básicos para la escritura. Guía de recursos. Editorial Santillana : Madrid, México. ISBN 9786070101540

Kandel, S., Junco Vallejo, B. & Zavala Junco, B. (2008). Caligrafía 4 años. Ejercicios básicos para la escritura. Guía de recursos. Editorial Santillana : Madrid, México. ISBN 9786070101557

Kandel, S., Junco Vallejo, B. & Zavala Junco, B. (2008). Caligrafía 3 años. Ejercicios básicos para la escritura. Guía de recursos. Editorial Santillana : Madrid, México. ISBN 9786070101564

Kandel, S., Junco Vallejo, B. & Zavala Junco, B. (2006). Caligrafía para preescolar : 5 años. Guía para el docente. Editorial Santillana : Madrid, México. ISBN 9789702910206

Kandel, S., Junco Vallejo, B. & Zavala Junco, B. (2006). Caligrafía para preescolar : 4 años. Guía para el docente. Editorial Santillana : Madrid, México. ISBN 9789702910190

Kandel, S., Junco Vallejo, B. & Zavala Junco, B. (2006). Caligrafía para preescolar : 3 años. Guía para el docente. Editorial Santillana : Madrid, México. ISBN 9789702910183




RESEARCH GRANTS

  • The interaction between spelling and motor processes in writing : Behavioural, developmental, and brain imaging studies (ECRIRE)

    funded by Agence Nationale de la Recherche (France), 2014-2018

Sonia Kandel (LPNC - CNRS, Université de Grenoble, France)
Marieke Longcamp & Jean-Luc Velay (Lab. Neurosciences cognitives - CNRS, Université Aix-Marseille, France)
Cyril Perret (CeRCA - CNRS, Université de Poitiers, France)

Writing is one of the most important communicational tools. With the arrival of internet, tablets and smartphones many people spend more time writing than speaking (email, chat, SMS, etc.). How do we recall a word’s spelling and how do we produce the movements to produce letters ? Researchers investigated writing either from a central point of view (i.e., spelling processing) or from a peripheral approach (i.e., motor production) without questioning their relation. Our studies revealed however that letter production does not merely depend on its shape –and its specifications for stroke order and direction– but also on the way we encode it orthographically. There is a functional interaction between spelling and motor processing. ECRIRE is a multi-disciplinary project aiming at investigating this interaction in a developmental and neurophysiological perspective. We expect a clear theoretical and methodological advance that will directly impact teaching methods in schools as well as diagnosis and therapy for writing pathologies in medical contexts. The outcome of the ECRIRE project will in addition give us more understanding on writing processes for the improvement of tablets and smartphones.


  • Literacy as the key to social participation : Psycholinguistic perspectives on orthography instruction and literacy acquisition

    funded by Volkswagen Foundation "Key Issues for Research and Society" (Germany), 2015-2018

Eva Belke, Stefanie Dipper, Claudia Müller (Ruhr-Universität Bochum, Germany)
Sonia Kandel (LPNC - CNRS, Université de Grenoble, France)

To the extent that producing and understanding written texts is the basis for a successful school career, literacy is a key to participation in society. German orthography codes not only phonological but also morphological and syntactic regularities, so learning to read and write should go hand in hand with discovering the grammatical regularities in the language, a process often referred to as “grammaticalization” in German didactics. Understanding orthography as a code for grammatical relations enables beginning readers/writers to process increasingly complex, literate texts. In Germany, the likelihood of a child to attain high levels of literacy is linked more strongly to the socioeconomic status of the family than in most other EU countries. We think that partial responsibility for this rests with proponents of didactic concepts that are founded on pedagogical misconceptions of language acquisition and language learning, especially concerning the power and scope of implicit learning. Implicit learning enables speakers to acquire knowledge of the statistical properties of written utterances. Critically, unlike the standard belief, implicit learning requires that the linguistic input be optimized for it to occur. We hypothesize that implicitly acquired morphosyntactic and orthographic skills are an essential fundament of a strong proficiency in reading and writing and should be reflected in solid knowledge about the statistical properties of orthography. In corpus linguistic and experimental studies as well as an intervention study, we will assess the predictions following from this hypothesis.


  • Translation and cultural adaptation of the Ductus software for the study of the written production of Brazilian children of Public EducationElementary I

    funded by by CNPq (National Council for Scientific and Technological Development - Ministry of Science and Technology, Brazil), 2015-2018

Giseli Donadon Germano, Simone Capellini (Universidade Estadual Paulista, Brazil)
Sonia Kandel (LPNC - CNRS, Université de Grenoble, France)

In this research project we will first proceed to a cultural adaptation of the Ductus software package for the study of handwriting production of Brazilian children attending public schools. Then, we will characterize the profile of the children’s handwriting with five tasks. We will examine the impact of age, grade level and gender. This will serve as reference for understanding the kinematic parameters that affect the written production of children with motor and spelling difficulties.




TEACHING IN 2014-2015

  • Psychologie du langage. Master 1 Psychologie. Université de Grenoble.
  • Relations perception action. Master 1 IC2A spécialité Web, Informatique et Connaissances (WIC). Université de Grenoble.
  • Linguistique générale. Licence 1 Mathématiques Appliquées aux Sciences sociales (MASS). Université de Grenoble.
  • Traitement du langage 1. Licence 2 Mathématiques Appliquées aux Sciences sociales (MASS). Université de Grenoble.
  • Langage et cerveau 1. Licence 2 Mathématiques Appliquées aux Sciences sociales (MASS). Université de Grenoble.
  • Traitement du langage 2. Licence 3 Mathématiques Appliquées aux Sciences sociales (MASS). Université de Grenoble.
  • La production écrite et son apprentissage. Baccalauréat Universitaire en Psychologie, 3ème année. Université de Genève.


DUCTUS

Guinet, E. & Kandel, S. (2010). Ductus : A software package for the study of handwriting production. Behavior Research Methods, 42, 326-332. doi : 10.3758/BRM.42.1.326 (pdf)

Download Ductus (English version)

Télécharger Ductus (version française)