Michel Fayol
Biographic Data
| ID | 742667 |
|---|---|
| NAME | Michel Fayol |
| GIVEN NAMES | Michel |
| FAMILY NAME | Fayol |
| SIGNATURE | FAYOL M |
| AFFILIATIONS | Centre National de la Recherche Scientifique |
| ORCID | 0000-0002-0672-5702 |
| VERIFIED | Yes |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 32 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
When bears are bearing number acquisition
Effects of parallel syntactic training in French plural spelling and German noun capitalization
French plural markers and German noun capitalization encode syntactic information. Both syntactic markers present the syntactic information needed reliably and saliently, and both are unrelated to phonology. A main difference between both is that French plural spelling is part of inflection morphology and encodes the plural morphemes in written French. German noun capitalization is not a morpheme or a grapheme, but an allograph licensed in a part…
Acquisition of new arithmetic skills based on prior arithmetic skills
BACKGROUND: In several countries, children's math skills have been declining at an alarming rate in recent years and decades, and one of the explanations for this alarming situation is that children have difficulties in establishing the relations between arithmetical operations. AIM: In order to address this question, our goal was to determine the predictive power of previously taught operations on newly taught ones above general cognitive skills…
Can an early mathematical intervention boost the progress of children in kindergarten? A field experiment
Spelling patterns of plural marking and learning trajectories in French taught as a foreign language
Although French plural spelling has been studied extensively, the complexity of factors affecting the learning of French plural spelling are not yet fully explained, namely on the level of adjectival and verbal plural. This study investigates spelling profiles of French plural markers of 228 multilingual grade 5 pupils with French taught as a foreign language. Three analyses on the learner performances of plural spelling in nouns, verbs and pre- …
When one-two-three beats two-one-three
Entrer dans l'écrit
Producing written noun phrases in French
This research compares the time-course of the written production of bare nouns to that of noun phrases. French adults named pictures of objects either using or not using determiners. Resulting pauses and writing rates were analyzed in relation to word-orthographic frequency, syllabic length, and phoneme-to-grapheme consistency at the end of words. More specifically, we showed that the noun production process begins as soon the determiner producti…
Comment apprendre l'orthographe
Dictée notée ou dictée non notée ? Analyse des erreurs orthographiques des élèves en situation scolaire
L’exercice de dictée permet-il une bonne mise en œuvre des compétences orthographiques des élèves ? Telle est la question centrale de cette recherche. Plus précisément, nous avons évalué les effets des trois situations scolaires au cours desquelles des élèves ont été conduits à écrire un texte sous dictée : un contexte « orthographe-dictée » où l’on testera d’abord l’effet de l’annonce d’une dictée notée, et ensuite l’annonce d’une dictée non not…
The Use of the Operand-Recognition Paradigm for the Study of Mental Addition in Older Adults
Older adults, in contrast with younger adults, are able to retrieve the results of addition problems of medium difficulty. Contrary to what was suggested, older participants do not seem to resort to backup strategies for such problems. Finally, older adults' reliance on the more efficient retrieval strategy allowed them to catch up to younger adults in terms of solution times
Longitudinal relationships of levels of language in writing and between writing and reading in grades 1 to 7.
Longitudinal structural equation modeling was used to evaluate longitudinal relationships across adjacent grade levels 1 to 7 for levels of language in writing (Model 1, subword letter writing, word spelling, and text composing) or writing and reading (Model 2, subword letter writing and word spelling and reading; Model 3, word spelling and reading and text composing and comprehending). Significant longitudinal relationships were observed within …
Liaison acquisition, word segmentation and construction in French
In the linguistics field, liaison in French is interpreted as an indicator of interactions between the various levels of language organization. The current study examines the same issue while adopting a developmental perspective. Five experiments involving children aged two to six years provide evidence for a developmental scenario which interrelates a number of different issues: the acquisition of phonological alternations, the segmentation of n…
When memorized instances compete with rules
It is claimed by Totereau, Thévenin & Fayol (1997) that French children understand the rule for spelling the plural inflection very early on. However, no evidence contradicts the alternative that they learn the spelling of a word's singular and plural forms by treating the two forms as entirely different words. We tested this by asking French first and second graders (85 six-year-old and 89 seven-year-old children, respectively) to read and write…
Deux formations de formateurs d’enseignants et de travailleurs sociaux
et leur rflexion, ont fortement contribu au thme dont traite ce
La liaison
Liaison et formation des mots français
lexical status of the liaison consonant are proposed to account for this later stage characterized by the formation of more abstract constructions including liaison
Subject-Verb Agreement in Children and Adults
La liaison
Chevrot Jean-Pierre, Fayol Michel, Laks Bernard. La liaison : de la phonologie à la cognition. In: Langages, 39e année, n°158, 2005. La liaison : de la phonologie à la cognition. pp. 3-7
Liaison et formation des mots en français
This paper concerns the french liaison acquisition process and how it can be linked to both word segmentation and formation. By clarifying the mechanisms involved in the acquisition of the complex phenomenon of liaison, strong evidences are provided for the understanding of how the processes of word segmentation and formation become more precise with lexical development. From the numerous experimental and naturalistic data conducted with children…
Acquérir le pluriel des noms
Dans l’attente de la rétroconversion numérique des fichiers originaux, UGA Éditions met à votre disposition un fac-similé de cet article (pdf) à télécharger en cliquant sur le lien ci‐dessus
Les Sciences cognitives et l'Ecole
The determinants of spoken and written picture naming latencies
The influence of nine variables on the latencies to write down or to speak aloud the names of pictures taken from Snodgrass and Vanderwart (1980) was investigated in French adults. The major determinants of both written and spoken picture naming latencies were image variability, image agreement and age of acquisition. To a lesser extent, name agreement was also found to have an impact in both production modes. The implications of the findings for…
Discours procédural et activités mentales
In processing procedural documents, two steps obviously exist: inspection of instructions and execution of actions. This paper is concerned by mental activities linking these two steps. For some authors, comprehension of instructions involves two sub-processes: construction of a situational representation and elaboration of an action plan. The first sub-process is aimed at coordinating information provided by the text, the pictures, the device an…
L' Acquisition du langage, tome 1
The determinants of spoken and written picture naming latencies
The influence of nine variables on the latencies to write down or to speak aloud the names of pictures taken from Snodgrass and Vanderwart (1980) was investigated in French adults. The major determinants of both written and spoken picture naming latencies were image variability, image agreement and age of acquisition. To a lesser extent, name agreement was also found to have an impact in both production modes. The implications of the findings for…
Liaison et formation des mots en français
This paper concerns the french liaison acquisition process and how it can be linked to both word segmentation and formation. By clarifying the mechanisms involved in the acquisition of the complex phenomenon of liaison, strong evidences are provided for the understanding of how the processes of word segmentation and formation become more precise with lexical development. From the numerous experimental and naturalistic data conducted with children…
La liaison
Chevrot Jean-Pierre, Fayol Michel, Laks Bernard. La liaison : de la phonologie à la cognition. In: Langages, 39e année, n°158, 2005. La liaison : de la phonologie à la cognition. pp. 3-7
The effects of narrative context on French verbal inflections
Acquérir le pluriel des noms
Dans l’attente de la rétroconversion numérique des fichiers originaux, UGA Éditions met à votre disposition un fac-similé de cet article (pdf) à télécharger en cliquant sur le lien ci‐dessus
Text Typologies
The effects of narrative context on French verbal inflections
Note de synthèse
Fayol Michel, Monteil Jean-Marc. Note de synthèse. In: Revue française de pédagogie, volume 106, 1994. pp. 91-110.
Cognitive representations of predicates and the use of past tenses in French
Two experiments examine how French 10-year-old children and adults relate past tenses to the semantic properties of predicate types in writing. Experiment 1 involved two tasks: graphically coding two predicate dimensions (durativity and resultativity), a task designed to assess cognitive representations of these predicates; and selecting past tenses in sentences which included previously evaluated verbs. Results show that (a) 10-year-olds and adu…
Effects of semantic variables on the subject—verb agreement processes in writing
Two experiments are reported in which participants were orally presented with French sentences that they were required to write down. In a single‐task condition, only single sentences were presented and the written recall concerned only these sentences. In a dual‐task condition, a second task was added: to memorize an additional list of words or to do mental addition while writing down the sentences. The experimental sentences were all of the typ…
Apprendre
Cet article évoque trois caractéristiques et difficultés concernant l'apprentissage et la mise en œuvre de connaissances : savoirs encyclopédiques ou liés à l'expérience ; savoir-faire scolaires ou non ; problèmes de mobilisation et/ ou de maintien en activité des savoirs ou savoir-faire dans des situations qui les sollicitent mais qui introduisent aussi des difficultés supplémentaires. Ces différents aspects de l'apprentissage sont illustrés d'e…
Learning to Spell
L' Acquisition du langage, tome 1
Discours procédural et activités mentales
In processing procedural documents, two steps obviously exist: inspection of instructions and execution of actions. This paper is concerned by mental activities linking these two steps. For some authors, comprehension of instructions involves two sub-processes: construction of a situational representation and elaboration of an action plan. The first sub-process is aimed at coordinating information provided by the text, the pictures, the device an…
The determinants of spoken and written picture naming latencies
The influence of nine variables on the latencies to write down or to speak aloud the names of pictures taken from Snodgrass and Vanderwart (1980) was investigated in French adults. The major determinants of both written and spoken picture naming latencies were image variability, image agreement and age of acquisition. To a lesser extent, name agreement was also found to have an impact in both production modes. The implications of the findings for…
Les Sciences cognitives et l'Ecole
Acquérir le pluriel des noms
Dans l’attente de la rétroconversion numérique des fichiers originaux, UGA Éditions met à votre disposition un fac-similé de cet article (pdf) à télécharger en cliquant sur le lien ci‐dessus
La liaison
Liaison et formation des mots français
lexical status of the liaison consonant are proposed to account for this later stage characterized by the formation of more abstract constructions including liaison
Subject-Verb Agreement in Children and Adults
La liaison
Chevrot Jean-Pierre, Fayol Michel, Laks Bernard. La liaison : de la phonologie à la cognition. In: Langages, 39e année, n°158, 2005. La liaison : de la phonologie à la cognition. pp. 3-7
Liaison et formation des mots en français
This paper concerns the french liaison acquisition process and how it can be linked to both word segmentation and formation. By clarifying the mechanisms involved in the acquisition of the complex phenomenon of liaison, strong evidences are provided for the understanding of how the processes of word segmentation and formation become more precise with lexical development. From the numerous experimental and naturalistic data conducted with children…
When memorized instances compete with rules
It is claimed by Totereau, Thévenin & Fayol (1997) that French children understand the rule for spelling the plural inflection very early on. However, no evidence contradicts the alternative that they learn the spelling of a word's singular and plural forms by treating the two forms as entirely different words. We tested this by asking French first and second graders (85 six-year-old and 89 seven-year-old children, respectively) to read and write…
Deux formations de formateurs d’enseignants et de travailleurs sociaux
et leur rflexion, ont fortement contribu au thme dont traite ce
Liaison acquisition, word segmentation and construction in French
In the linguistics field, liaison in French is interpreted as an indicator of interactions between the various levels of language organization. The current study examines the same issue while adopting a developmental perspective. Five experiments involving children aged two to six years provide evidence for a developmental scenario which interrelates a number of different issues: the acquisition of phonological alternations, the segmentation of n…
Longitudinal relationships of levels of language in writing and between writing and reading in grades 1 to 7.
Longitudinal structural equation modeling was used to evaluate longitudinal relationships across adjacent grade levels 1 to 7 for levels of language in writing (Model 1, subword letter writing, word spelling, and text composing) or writing and reading (Model 2, subword letter writing and word spelling and reading; Model 3, word spelling and reading and text composing and comprehending). Significant longitudinal relationships were observed within …
Dictée notée ou dictée non notée ? Analyse des erreurs orthographiques des élèves en situation scolaire
L’exercice de dictée permet-il une bonne mise en œuvre des compétences orthographiques des élèves ? Telle est la question centrale de cette recherche. Plus précisément, nous avons évalué les effets des trois situations scolaires au cours desquelles des élèves ont été conduits à écrire un texte sous dictée : un contexte « orthographe-dictée » où l’on testera d’abord l’effet de l’annonce d’une dictée notée, et ensuite l’annonce d’une dictée non not…
The Use of the Operand-Recognition Paradigm for the Study of Mental Addition in Older Adults
Older adults, in contrast with younger adults, are able to retrieve the results of addition problems of medium difficulty. Contrary to what was suggested, older participants do not seem to resort to backup strategies for such problems. Finally, older adults' reliance on the more efficient retrieval strategy allowed them to catch up to younger adults in terms of solution times
Comment apprendre l'orthographe
Producing written noun phrases in French
This research compares the time-course of the written production of bare nouns to that of noun phrases. French adults named pictures of objects either using or not using determiners. Resulting pauses and writing rates were analyzed in relation to word-orthographic frequency, syllabic length, and phoneme-to-grapheme consistency at the end of words. More specifically, we showed that the noun production process begins as soon the determiner producti…
Psychology (22 works) · Computer Science (17 works) · Linguistics (17 works) · Philosophy (14 works) · Cognition (11 works) · Reading and Literacy Development (11 works) · Artificial Intelligence (9 works) · Cognitive psychology (8 works) · Natural language processing (8 works) · Cognitive and developmental aspects of mathematical skills (6 works)