{"id":17,"date":"2015-06-29T13:43:37","date_gmt":"2015-06-29T12:43:37","guid":{"rendered":"https:\/\/apps.atilf.fr\/homepages\/dzagar\/?page_id=17"},"modified":"2021-10-12T14:41:31","modified_gmt":"2021-10-12T13:41:31","slug":"publications","status":"publish","type":"page","link":"https:\/\/perso.atilf.fr\/dzagar\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"

Articles dans revues \u00e0 comit\u00e9 de lecture.<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Vazeux, M., Doignon-Camus, N., Bosse, M.-L., Mah\u00e9, G., Guo, T., & Zagar, D. (2020). Syllable-first rather than letter-first to improve phonemic awareness. Scientific Reports<\/em>, 10<\/em>(1), 22130. https:\/\/doi.org\/10.1038\/s41598-020-79240-y<\/p>\n

Maire, H., Brochard, R., & Zagar, D. (2020). A developmental study of the self\u2010prioritization effect in children between 6 and 10 years of age.\u00a0Child development<\/em>,\u00a091<\/em>(3), 694-704.<\/p>\n

Maire, H., Agnoletti, M. F., & Zagar, D. (2019). L\u2019embarras, \u00e9motion ambivalente et complexe: une pr\u00e9sentation th\u00e9orique.\u00a0LAnnee psychologique<\/em>,\u00a0119<\/em>(2), 199-242.<\/p>\n

Maire, H., Brochard, R., Kop, J. L., Dioux, V., & Zagar, D. (2017). Effect of emotions in a lexical decision task: A diffusion model analysis. Swiss Journal of Psychology, 76(2), 71.<\/p>\n

Dioux, V., Brochard, R., Gabarrot, F., & Zagar, D. (2016). The Young and the Reckless: Does Priming Age Stereotype in Young Adults Affect Speed or Cautiousness?\u00a0Social Cognition<\/em>,\u00a034<\/em>(4), 324-342.<\/p>\n

Bosse, M. L., & Zagar, D. (2016). La conscience phon\u00e9mique en maternelle: Etat des connaissances et Proposition d\u2019\u00e9volution des pratiques p\u00e9dagogiques actuelles.\u00a0ANAE-Approche Neuropsychologique des Apprentissages Chez L’enfant<\/em>.<\/p>\n

Zagar, D. (2015). Hangul: A fascinating writing system. A comment on Kwon, Nam, and Lee (2015).\u00a0Perceptual and motor skills<\/em>,\u00a0121<\/em>(2), 461-464.<\/p>\n

Brochard, R., Tassin, M., & Zagar, D. (2013). Got rhythm…for better and for worse. Cross-modal effects of auditory rhythm on visual word recognition. Cognition (127),<\/em> 214\u2013219.<\/p>\n

Doignon-Camus, N. & Zagar, D. (2013). The syllabic bridge: the first step in learning spelling-to-sound correspondences.\u00a0 Journal of Child Language, 16, <\/em>1-19.<\/p>\n

Doignon-Camus, N., Seigneuric, A., Perrier, E., Sisti, A. & Zagar, D. (2012). Evidence for a preserved sensitivity to orthographic redundancy and an impaired access to phonological syllables in developmental dyslexia. Annals of Dyslexia<\/em>, 63(2),<\/em> 117-132.<\/p>\n

Doignon-Camus, N. & Zagar, D. (2009). Can we see syllables in monosyllabic words? A study with illusory conjunctions. The European Journal of Cognitive Psychology. <\/em>21 (4), 599-614<\/em><\/p>\n

Robert, C., Mathey, S. & Zagar, D. (2007). The effect of the balance of orthographic neighborhood distribution in visual word recognition. Journal of Psycholinguistic research, 36, 371-381.<\/em><\/p>\n

Seigneuric, A., Zagar, D., Meunier, F., & Spinelli, E. (2007). The relation between language and cognition in children aged 3 to 9: The acquisition of grammatical gender in French. Journal of Experimental Child Psychology, 96, 229-246.<\/em><\/p>\n

Mathey, S. & Zagar, D. (2006). The orthographic neighborhood frequency effect in French: A letter-case manipulation study. Canadian Journal of Experimental Psychology, 60, 137-143.<\/em><\/p>\n

Mathey, S. & Zagar, D., Doignon, N. & Seigneuric, A. (2006). The nature of the syllabic neighbourhood effect in French. Acta Psychologica, 123, 372-39.<\/em><\/p>\n

Doignon, N. & Zagar, D. (2006). Les enfants en cours d\u2019apprentissage de la lecture per\u00e7oivent-ils les syllabes \u00e0 l\u2019\u00e9crit\u00a0? Canadian Journal of Experimental Psychology, 60, 258-274. <\/em><\/p>\n

Doignon, N. & Zagar, D. (2005). Illusory conjunctions in French: the nature of sublexical units in visual word recognition. Language and Cognitive Processing, 20, <\/em>443-464.<\/em>\u00a0<\/em><\/p>\n

Mathey, S., Robert, C. & Zagar, D. (2004). Neighborhood distribution interacts with orthographic priming. Language and Cognitive Processing, 19, <\/em>533-560.<\/p>\n

Monnery S., Seigneuric A., Zagar D. & Robichon F. (2002). A linguistic dissociation in Williams syndrome: Good at gender agreement but poor at lexical retrieval. Reading and Writing: An Interdisciplinary Journal, 15, <\/em>589-612.<\/p>\n

Mathey, S. & Zagar, D. (2002). Lexical similarity in visual word recognition: The effect of syllabic neighborhood in French. Current Psychology Letters: Behaviour, Brain & Cognition, 8, 107-121.<\/em><\/p>\n

Mathey, S. & Zagar, D. (2000). The neighborhood distribution effect in visual word recognition: Words with single and twin neighbors. Journal of Experimental Psychology: Human Perception and Performance. 26, 184-205.<\/em><\/p>\n

Mathey, S., Rativeau, S., Jourdain, C. & Zagar, D. (2000). L\u2019\u00e9valuation des comp\u00e9tences en lecture des enfants : utilisation de mesures chronom\u00e9triques. Revue de Psychologie de l\u2019Education, 1, <\/em>1-17.<\/p>\n

Zagar, D., Pynte, J. & Rativeau, S. (1997). Evidence for early-closure attachment on first-pass reading times in French. Quarterly Journal of Experimental Psychology, 50A, 421-438.<\/em><\/p>\n

Mathey, S. & Zagar, D. (1996). R\u00f4le du voisinage orthographique lors de la reconnaissance visuelle des mots de 4, 6 et 8 lettres. Revue de Neuropsychologie<\/em>, 6 (2), 205-218.<\/p>\n

Zagar, D., Jourdain, C., & L\u00e9t\u00e9, B. (1995). Le diagnostic cognitif des capacit\u00e9s de lecture. Revue Fran\u00e7aise de P\u00e9dagogie, 113, <\/em>19-30.\u00a0<\/em><\/p>\n

L\u00e9t\u00e9, B., Zagar, D. & Pynte, J. (1994). APSII: A new paradigm for studying word recognition. International Journal of Psychology, 29,<\/em> 291-318.<\/em><\/p>\n

Zagar, D., Fayol, M. & Devidal, M. (1991). Une strat\u00e9gie de prise d’information particuli\u00e8re \u00e0 la lecture de probl\u00e8mes. Psychologie Fran\u00e7aise, 36 (2),<\/em> 143-150.<\/p>\n

Zagar, D. (1989). Que mesure-t-on quand on mesure des temps de lecture\u00a0? Etudes de Linguistique Appliqu\u00e9e, 73<\/em>, 9-16.<\/p>\n

Frochot, M., Zagar, D., & Fayol, M. (1987). Effets de l’organisation narrative sur la lecture de r\u00e9cits. L’ann\u00e9e Psychologique, 87,<\/em> 237-252.<\/p>\n

Zagar, D. (1986) Etude de la lecture en Auto-Pr\u00e9sentation Segment\u00e9e. Bulletin de Psychologie<\/em>, N\u00b0 Sp\u00e9cial, 39<\/em>, 433-438.<\/p>\n

 <\/p>\n

 <\/p>\n

Autres articles.<\/strong><\/p>\n

Maire, H., Brochard, R., Dioux, V., & Zagar, D. (2015). L\u2019\u00e9tat \u00e9motionnel affecte-\u2010t-\u2010il les performances \u00e0 une t\u00e2che de chronom\u00e9trie mentale?. In\u00a0Actes du 12\u00e8me Colloque Jeunes Chercheurs en Psychologie Sociale de l\u2019ADRIPS Du 23 au 26 juin 2015 Universit\u00e9 de Bourgogne, Dijon<\/em>\u00a0(p. 11).<\/p>\n

Brochard, R., Tassin, M., Baudouin, J. Y., & Zagar, D. (2014). How is visual recognition entrained by auditory background rhythms?\u00a0Procedia-Social and Behavioral Sciences<\/em>,\u00a0126<\/em>, 203.<\/p>\n

Rativeau, S., Zagar, D. & Jourdain C. (1999). Evaluation des capacit\u00e9s cognitives des lecteurs apprenants. (pp.539-544). In Marquet P., Mathey S., Jaillet A., & Nissen E. (Eds) Internet-based teaching and learning (IN-TELE) 98. Peter Lang:. Frankfurt<\/p>\n

Zagar, D. & Mathey, S. (1999). Revisiting the neighborhood size effect in visual word recognition. (297-301) In Bagnara S. (Ed.) Proceedings of the European Conference on Cognitive Science. CNR : Siena<\/p>\n

Monnery, S., Charolles, M., & Zagar, D. (1997). Le r\u00f4le des associ\u00e9s morpho-phonologiques et s\u00e9mantico-pragmatiques dans l’interpr\u00e9tation des \u00eelots anaphoriques.\u00a0Verbum<\/em>, (1-2), 85-102.<\/p>\n

Monnery, S., Zagar, D., & Charolles, M. (1995). L’impact de la morphologie sur le traitement de l’anaphore pronominale dans le cadre des \u00eelots anaphoriques.\u00a0Actes du s\u00e9minaire international de travail\u00a0\u00bb Anaphore et r\u00e9f\u00e9rence\u00a0\u00bb. CRIN: Nancy<\/em>.<\/p>\n

Zagar, D. (1994). Pr\u00e9sentation du logiciel ECCLA. Informer et Documenter<\/em>, 26<\/em>, 24-28.<\/p>\n

Jourdain, C., Zagar, D. & L\u00e9t\u00e9, B. (1993). Une nouvelle \u00e9valuation des difficult\u00e9s de lecture. M\u00e9dialog, 19,<\/em> 2-3.<\/p>\n

Zagar, D. (1989). Que mesure-t-on quand on mesure des temps de lecture? Etudes de Linguistique Appliqu\u00e9e, 73<\/em>, 9-16.<\/p>\n

Frochot, M., Fayol, M. & Zagar, D. (1987). Lire des histoires: une revue. Les Sciences de l’Education, 3<\/em>, 5-33.<\/p>\n

 <\/p>\n

Ouvrages et chapitres d\u2019ouvrages.<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Gavens, N., Doignon-Camus, N., & Zagar, D. (2014). Des dispositifs de recherche aux dispositifs d\u2019\u00e9valuation de la lecture\u00a0: outils, paradigmes et objectifs. Paris\u00a0: L\u2019Harmattan. Coll. P\u00e9dagogie\u00a0: crises, m\u00e9moires, rep\u00e8res (pp. 131-144).<\/p>\n

Doignon-Camus, N., & Zagar, D. (2009). Les enfants apprentis\u00a0lecteurs per\u00e7oivent-ils la syllabe \u00e0 l\u2019\u00e9crit ? Le mod\u00e8le DIAMS. In N.\u00a0 Marec-Breton, A.S. Besse, F. de La Haye, N. Bonneton-Botte, & E. Bonjour.\u00a0 L\u2019apprentissage de la langue \u00e9crite : Approche cognitive (pp.34-49). Rennes\u00a0: PUR.<\/p>\n

Zagar, D. (2007). Les mouvements oculaires pendant la lecture. In Beaudouin J.Y. & Tiberghien G. (Eds) Psychologie Cognitive (Tome 1 : L\u2019adulte). Paris\u00a0: Br\u00e9al.<\/p>\n

Zagar, D. (2007). Les m\u00e9thodes d\u2019\u00e9tudes de la cognition. In Beaudouin J.Y. & Tiberghien G. (Eds) Psychologie Cognitive (Tome 1 : L\u2019adulte). Paris\u00a0: Br\u00e9al.<\/p>\n

Zagar, D. (2007). La chronom\u00e9trie mentale. In Beaudouin J.Y. & Tiberghien G. (Eds) Psychologie Cognitive (Tome 1 : L\u2019adulte). Paris\u00a0: Br\u00e9al.<\/p>\n

Zagar, D. (2007). La lecture. In Beaudouin J.Y. & Tiberghien G. (Eds) Psychologie Cognitive (Tome 1 : L\u2019adulte). Paris\u00a0: Br\u00e9al.<\/p>\n

Jourdain, C., Doignon, N., Zagar, D., & L\u00e9t\u00e9, B (2003). Rem\u00e9diation des difficult\u00e9s de lecture par r\u00e9troaction verbale\u00a0: Exp\u00e9rimentation chez l\u2019enfant (pp. 199-211). In A. Gilles (Ed.) De l\u2019illettrisme aujourd\u2019hui<\/em>. CRDP de Champagne-Ardenne.<\/p>\n

Jourdain, C., Doignon, N., L\u00e9t\u00e9, B., & Zagar, D (2003). Rem\u00e9diation des difficult\u00e9s de lecture par r\u00e9troaction verbale chez des enfants de CE1 (pp. 337-351). In M. Romdhane, J.E. Gombert & M. Belajouza (Eds.) L\u2019apprentissage de la lecture<\/em>. P.U.R.\u00a0: Rennes, C.P.U.T\u00a0: Tunis.<\/p>\n

Zagar, D., & Mathey, S. (2000). When WORDS with higher-frequency neighbours become words with no higher-frequency neighbour (or how to undress the neighbourhood frequency effect) (pp.23-46). In A. Kennedy, R. Radach, D. Heller & J. Pynte (Eds.) Reading as a perceptual process<\/em>. Elsevier\u00a0: North Holland.<\/p>\n

Zagar, D. & Mathey, S. (1999). Revisiting the neighborhood size effect in visual word recognition. (pp. 297-301) In Bagnara S. (Ed.) Proceedings of the European Conference on Cognitive Science. CNR : Siena.<\/p>\n

Rativeau, S., Zagar, D. & Jourdain C. (1999). Evaluation des capacit\u00e9s cognitives des lecteurs apprenants. (pp.539-544). In Marquet P., Mathey S., Jaillet A., & Nissen E. (Eds) Internet-based teaching and learning (IN-TELE) 98. Peter Lang:. Frankfurt.<\/p>\n

Boucheix, J.-M., L\u00e9t\u00e9, B., Zagar, D., & Jourdain, C. (1997). Un exemple de construction de dispositif de formation pour adultes : de l\u2019\u00e9valuation-diagnostique aux curricula de formation. In C. Barr\u00e9 de Miniac et B. L\u00e9t\u00e9 (Eds), L’illettrisme: de la pr\u00e9vention chez l’enfant \u00e0 la prise en charge chez l’adulte.<\/em> Bruxelles : De Boeck.<\/p>\n

Rativeau, S., Zagar, D., Jourdain, C., & Col\u00e9, P. (1997). L’\u00e9valuation diagnostique de la lecture chez le lecteur apprenant. In C. Barr\u00e9 de Miniac et B. L\u00e9t\u00e9 (Eds), L’illettrisme: de la pr\u00e9vention chez l’enfant \u00e0 la prise en charge chez l’adulte.<\/em> Bruxelles : De Boeck.<\/p>\n

De Cara, B., Zagar, D., & L\u00e9t\u00e9, B. (1997). Rem\u00e9dier aux difficult\u00e9s de lecture chez l’apprenti-lecteur: Revue de question et perspectives d’application. In C. Barr\u00e9 de Miniac et B. L\u00e9t\u00e9 (Eds), L’illettrisme: de la pr\u00e9vention chez l’enfant \u00e0 la prise en charge chez l’adulte.<\/em> Bruxelles : De Boeck.<\/p>\n

Jourdain, C., Zagar, D, & L\u00e9t\u00e9, B. (1996). Les apports de la psychologie cognitive \u00e0 l’\u00e9valuation diagnostique des apprentissages\u00a0: Etude des difficult\u00e9s de lecture chez l’adulte. In J. Gr\u00e9goire (Ed.), Evaluer les apprentissages : les apports de la psychologie cognitive. <\/em>Bruxelles\u00a0: De Boeck.<\/p>\n

Jourdain, C., L\u00e9t\u00e9, B., & Zagar, D. (1994) Vers une nouvelle \u00e9valuation des difficult\u00e9s de lecture. In M. Huteau (Ed.), Les techniques psychologiques d’\u00e9valuation des personnes. Paris: E.A.P.<\/p>\n

Zagar, D., Jourdain, C., & L\u00e9t\u00e9, B. (1993). ECCLA. Evaluation-diagnostic des capacit\u00e9s cognitives du lecteur adulte. <\/em>Paris: C.N.D.P.<\/p>\n

Fayol, M., Gombert, J.E., Lecocq, P., Sprenger-Charolles, L. & Zagar, D. (1992). Psychologie Cognitive de la lecture.<\/u><\/em> Paris: P.U.F.<\/p>\n

Zagar, D (1992). L’approche cognitive de la lecture: de l’acc\u00e8s au lexique au calcul syntaxique. In<\/em> M. Fayol, J.E. Gombert, P. Lecocq, L. Sprenger-Charolles & D. Zagar (Eds.), Psychologie cognitive de la lecture.<\/u><\/em> Paris: P.U.F.<\/p>\n

Zagar, D. (1992). L’\u00e9valuation de la lecture: comment construire un instrument d’\u00e9valuation diagnostique? In<\/em> P. Lecocq (Ed.) La Lecture. Processus, Apprentissage, Troubles<\/em>. Lille: P.U.L.<\/p>\n

Zagar, D. (1991). Onze d\u00e9finitions In<\/em> R. Doron & F. Parot (Eds.) Dictionnaire de Psychologie<\/em>. Paris: PUF.<\/p>\n

Fayol, M., Gombert, J.E., Abdi, H., & Zagar, D. (1991). La production d’\u00e9crits de l’\u00e9cole maternelle au coll\u00e8ge<\/em>. Dijon: C.R.D.P.<\/p>\n

Zagar, D., Fayol, M., & Devidal, M. (1990). Etude compar\u00e9e de la lecture de probl\u00e8mes et de r\u00e9cits par des enfants de dix ans. In<\/em> B. Schneuvly (Ed.) Diversifier l’enseignement du fran\u00e7ais \u00e9crit. Actes du IV\u00b0 Colloque International de la DLFM<\/em>. Gen\u00e8ve: Delachaux et Niestl\u00e9.<\/p>\n

Mitchell, D.C., Cuetos, F., & Zagar, D. (1990). Reading in different languages: Is there a universal mechanism for parsing sentences? In<\/em> D.A. Balota, G.B. Flores d’Arcais & K. Rayner (Eds.) Comprehension Processes in Reading.<\/u><\/em> London: Lawrence Erlbaum Associates.<\/p>\n

Zagar, D. (1988). L’utilisation du temps d’exposition comme indicateur du temps de traitement pendant la lecture. In<\/em> J.-P. Caverni, C. Bastien, P. Mendelsohn & G. Tiberghien (Eds) Psychologie Cognitive: Mod\u00e8les et M\u00e9thodes.<\/em> Grenoble: P.U.G.<\/p>\n

Fayol, M., Abdi, H., Gombert, J.E., & Zagar, D. (1987). La psychologie du langage: recherche fondamentale et perspectives p\u00e9dagogiques.<\/em> Dijon: C.R.D.P.<\/p>\n

Mitchell, D.C., & Zagar, D. (1986). Psycholinguistic work on parsing with Lexical-Functional grammars, In<\/em> N. Sharkey (Ed.) Advances in Cognitive Science<\/em>. Chichester: Ellis Horwood.<\/p>\n

 <\/p>\n

Communications.<\/strong><\/p>\n

Leleu, A., Baudouin, J-Y, Zagar D. & Brochard, R. (2015) Auditory attentional entrainment modulates the holistic perception of faces. Annual Meeting of the Vision Sciences Society VSS 2015, St-Pete, Florida, USA, 15-20 May 2015.<\/p>\n

Brochard, R., Leleu, A, Baudouin J-Y & Zagar D. (2015) Cross-modal effects of auditory beat on face recognition. 15th Rhythm Perception and Production Workshop. Amsterdam, Netherlands, 6-8 July 2015.<\/p>\n

Brochard R., Tassin, M., Baudouin, J.Y. & Zagar, D. (2014). How is Visual Recognition Entrained by Auditory Background Rhythms?\u00a0 International Conference on Timing and Time Perception, 31 March \u2013 3 April 2014, Corfu, Greece. Published abstract in Procedia – Social and Behavioral Sciences, Volume 126, 21 March 2014, 203.<\/p>\n

Dioux, V., Brochard, R, De Oliveira, P. & Zagar, D. (2013). Priming young adults with the elderly stereotype induces caution, not slowness, in a lexical decision task. 18th<\/sup> Meeting of the European Society for Cognitive Psychology, Budapest, 29 Ao\u00fbt \u2013 1 Septembre.<\/p>\n

Brochard, R., Tassin, M., & Zagar, D. (2013). Positive and negative effects of auditory rhythmic attention on visual recognition performances. 18th Meeting of the European Society for Cognitive Psychology, Budapest, 29 Ao\u00fbt \u2013 1 Septembre.<\/p>\n

Brochard, R., Tassin, M., & Zagar, D. (2012). Background musical rhythm can either improve or impair visual word recognition. APS Annual Convention, Chicago, IL, USA, May 24 \u2013 27.<\/p>\n

Dioux, V., Mathey, S., Lacassagne, M., Cometti, D., Robert, C., & Zagar, D. (2011). Aging and lexical inhibition: the effect of aerobic exercise on visual word recognition. XVII\u00b0 ESCOP Meeting, Donostia- San Sebastian (Esp.), 29 Septembre \u2013 2 Octobre.<\/p>\n

Brochard, R., Tassin, M., & Zagar, D. (2011). Visual word recognition is influenced by the oscillations os auditory attention. XVII\u00b0 ESCOP Meeting, Donostia- San Sebastian (Esp.), 29 Septembre \u2013 2 Octobre.<\/p>\n

Robert, C., Zagar, D. & Mathey, D. (2011). Is word likeness judgment a good predictor of pseudo-word processing in the lexical decision task?\u00a0 XVII\u00b0 ESCOP Meeting, Donostia- San Sebastian (Esp.), 29 Septembre \u2013 2 Octobre.<\/p>\n

Zagar, D., & Doignon-Camus, N. (2009). The syllabic-bridge hypothesis. XVI\u00b0 ESCOP, Krakov (Poland), 2 – 5 Septembre.<\/p>\n

Mathey, S & Zagar, D. (2008). Le r\u00f4le de la syllabe en lecture en fran\u00e7ais. Symposium. Congr\u00e8s de la S.F.P., Bordeaux, 10-12 Septembre.<\/p>\n

Zagar, D.\u00a0 (2008). Vers un mod\u00e8le d\u2019apprentissage de la lecture avec les syllabes. Symposium. Congr\u00e8s de la S.F.P., Bordeaux, 10-12 Septembre.<\/p>\n

Doignon, N. & Zagar, D. (2007). Does the activation of syllables depend of their frequency? A study with illusory conjunction paradigm. XV ESCOP, Marseille, 29 Ao\u00fbt – 1 Septembre.<\/p>\n

Doignon, N. & Zagar, D. (2006). Les apprentis lecteurs per\u00e7oivent-ils la syllabe \u00e0 l\u2019\u00e9crit\u00a0? Colloque internationnal\u00a0: Approche cognitive de l\u2019apprentissage de la langue \u00e9crite<\/em>. Rennes, 19 Octobre 2006.<\/p>\n

Mathey, S., Zagar, D., Doignon, N. & Seigneuric, A. (2005). The effect of syllabic neighbourhood in French: phonological or orthographic? XIV ESCOP, Leyden, 31 Ao\u00fbt – 3 Septembre.<\/p>\n

Mathey, <\/sup>S., Robert, <\/sup>C., & Zagar, <\/sup>D (2003). How Neighbourhood Distribution influences Orthographic Priming. XIII ESCOP, Granada, 17-20 Septembre.<\/p>\n

Doignon, N., & Zagar, <\/sup>D (2003). The Illusory Conjunction Paradigm: Sublexical Reading Units in French. XIII ESCOP, Granada, 17-20 Septembre.<\/p>\n

Seigneuric, A., & Zagar, <\/sup>D (2003). Building a Multiple-Cue Linguistic System: The Acquisition of Grammatical Gender in French. XIII ESCOP, Granada, 1-20 Septembre<\/p>\n

Seigneuric, A., Monnery, S., Zagar, D., & Robichon, F. (2002). Syndrome de Williams et Beuren: Mise en \u00e9vidence d\u2019une dissociation linguistique dans le traitement du genre grammatical. Journ\u00e9es d\u2019Etudes \u2018Imagerie C\u00e9r\u00e9brale et Langage\u2019, Lyon, 3-4 D\u00e9cembre.<\/p>\n

Mathey, S., & Zagar, D. (2001). Lexical similarity in visual word recognition: the effects of sublexical units in French. XII ESCOP, Edinburgh, 5-8 Septembre.<\/p>\n

Seigneuric, A., Monnery, S., Zagar, D., & Robichon, F. (2001). Grammatical gender in Williams syndrome: evidence for a linguistic dissociation. XII ESCOP, Edinburgh, 5-8 Septembre.<\/p>\n

Zagar, D., & Doignon, N. (2001). Illusory conjunctions in French: the nature of sublexical units in visual word recognition. XII ESCOP, Edinburgh, 5-8 Septembre.<\/p>\n

Monnery, S., Zagar, D. & Seigneuric, A. (2001). Grammatical gender priming: grammatical processing or probabilistic associations? XII ESCOP, Edinburgh, 5-8 Septembre.<\/p>\n

Jourdain, C., Doignon, N., L\u00e9t\u00e9, B., et Zagar, D. (2000). Rem\u00e9diation des difficult\u00e9s de lecture par r\u00e9troaction verbale, exp\u00e9rimentation chez l’enfant. Colloque \u00ab\u00a0De l’illettrisme aujourd’hui\u00a0\u00bb, Reims, 26-27 Octobre.<\/p>\n

Monnery, S., Seigneuric, A. & Zagar, D. (2000). Gender processing in French. 10th Annual Meeting of the Society for Text and Discourse<\/em>, Lyon, France.<\/p>\n

Zagar, D. & Mathey, S. (1999). On the reality of an inhibition mechanism during visual word recognition. XI ESCOP, Gand, 1-4 Septembre.<\/p>\n

Mathey, S., Rativeau, S., Jourdain, C. &. Zagar, D. (1998). L\u2019\u00e9valuation des comp\u00e9tences en lecture des enfants : utilisation d\u2019indicateurs chronom\u00e9triques. Colloque de conjoncture de la Soci\u00e9t\u00e9 Fran\u00e7aise de Psychologie : Apprendre \u00e0 l\u2019\u00e9cole. Nantes, 5-6 Mars.<\/p>\n

Zagar, D. & Mathey, S. (1998). When WORDS with higher frequency neighbours become words with no higher frequency neighbour. Fifth European Workshop on Language Comprehension.\u00a0 Luminy, 2-4 Avril<\/p>\n

Mathey, S., & Zagar, D. (1998). Same words but different neighbors: an influence of typography and neighborhood consistency in French word recognition. X ESCOP, Jerusalem, 13-17 Septembre.<\/p>\n

Zagar, D. & Buzenet, V. (1998). The time course of orthographic and phonological activation of consonants in French. X ESCOP, Jerusalem, 13- 17 Septembre.<\/p>\n

De Cara, B. & Zagar, D. (1996). Effect of visual segmentation on word identification in French beginner readers, International Journal of Psychology<\/em>, 31 (3), p. 203.<\/p>\n

De Cara, B. & Zagar, D. (1996). Effect of sonority hierarchy on the visual identification of syllables in French first graders, Proceedings of the 9th Congress of European Society of Cognitive Psychology<\/em>, p.135.<\/p>\n

Monnery, S. & Zagar, D. (1996). The role of lexical and contextual processes in the interpretation of pronouns. Proceedings of the ninth Congress of European Society of Cognitive Psychology<\/em>, p.77.<\/p>\n

Mathey, S. & Zagar, D. (1996). The role of second degree neighbours in visual word recognition. Proceedings of the ninth Congress of European Society of Cognitive Psychology<\/em>, p.136.<\/p>\n

De Cara, B. & Zagar, D. (1995). Etude des niveaux de segmentation orthographique et phonologique au cours de la reconnaissance visuelle de pseudo-mots chez l’enfant de Cours Pr\u00e9paratoire.\u00a0 Colloque de la SFP. Toulouse, 11-13 mai.<\/p>\n

Monnery, S., Zagar, D., & Charolles, M. (1995). L’impact de la morphologie sur le traitement de l’anaphore pronominale dans le cadre des \u00eelots anaphoriques. S\u00e9minaire international de travail \u00ab\u00a0Anaphore et R\u00e9f\u00e9rence\u00a0\u00bb. Nancy, 20-22 septembre.<\/p>\n

Mathey, S., & Zagar, D. (1995). The role of serial letter position during visual word processing of long words. 7\u00b0 Conference of the European Society for Cognitive Psychology. Rome, 23-27 September.<\/p>\n

Screve-Buzenet, V., & Zagar, D. (1995) How to study the role of letters during visual word recognition? 7\u00b0 Conference of the European Society for Cognitive Psychology. Rome, 23-27 September.<\/p>\n

Zagar, D. (1995). How to find out the nature of syntactic information used during sentence processing? Freiburg Workshop on Human Sentence Processing. Freiburg (Germany), 19-21 October.<\/p>\n

Pynte, J., & Zagar, D. (1995). Early-closure relative clause attachment in French. Architectures and Mechanisms for Language Processing (AMLaP-95). Edinburgh (Scotland), 1-2 December.<\/p>\n

De Cara, B. & Zagar, D. (1995). Rep\u00e9rage \u00e0 l’\u00e9crit de l’organisation hi\u00e9rarchique de la syllabe chez l’apprenti-lecteur en Cours Pr\u00e9paratoire. Actes du Congr\u00e8s Annuel de la Soci\u00e9t\u00e9 Fran\u00e7aise de psychologie<\/em>, p 39.<\/p>\n

Zagar, D. & Buzenet, V. (1994). Abbreviating words: a new paradigm for studying the role of letters during visual word recognition. Fourth european workshop on language comprehension. Giens, 13-14 mai.<\/p>\n

Jourdain, C., Zagar, D. & L\u00e9t\u00e9, B. (1994). Evaluation des difficult\u00e9s de lecture chez l’adulte. Etats g\u00e9n\u00e9raux de l’alphab\u00e9tisation. Bruxelles, 9 Septembre.<\/p>\n

Jourdain, C., Zagar, D. & L\u00e9t\u00e9, B. (1994). L’\u00e9tude des difficult\u00e9s de lecture chez l’adulte. Colloque du r\u00e9seau REF: Les apports de la psychologie cognitive \u00e0 l’\u00e9valuation diagnostique des apprentissages. Louvain la Neuve, 12-13 Septembre.<\/p>\n

Mathey, S. & Zagar, D. (1994). Etude du voisinage orthographique pour les mots de 4 \u00e0 8 lettres. Colloque de la SFP. Montpellier, 6-8 Octobre.\u00a0<\/strong><\/p>\n

Barre, L. & Zagar D. (1993). Le r\u00f4le de la position des lettres lors de la reconnaissance des mots. Congr\u00e8s de la Soci\u00e9t\u00e9 Fran\u00e7aise de psychologie, Poitiers, 13-15 mai.<\/p>\n

Buzenet, V. & Zagar D. (1993). Utilisation des abr\u00e9viations pour d\u00e9terminer la nature de l’information pertinente dans l’encodage visuel des mots. Congr\u00e8s de la Soci\u00e9t\u00e9 Fran\u00e7aise de psychologie, Poitiers, 13-15 mai.<\/p>\n

Jourdain, C., L\u00e9t\u00e9, B. & Zagar, D. (1993) Vers une nouvelle \u00e9valuation des difficult\u00e9s de lecture. Colloque international : \u00ab\u00a0Les techniques psychologiques d’\u00e9valuation des personnes\u00a0\u00bb, Paris, 25-27 mai.<\/p>\n

Zagar, D. (1992). Le traitement des phrases localement ambig\u00fces. R\u00e9seau Cognisciences Est, S\u00e9minaire SCICOGNE, Processus perceptifs et cognitifs li\u00e9s au langage, 13 mars.<\/p>\n

Zagar, D., Pynte, J. & L\u00e9t\u00e9, B. (1992). How reading styles influence eye movement control? Symposium \u00ab\u00a0Eye movements in reading: a confrontation of current theories\u00a0\u00bb, XXV Congr\u00e8s International de Psychologie. Bruxelles, 19-24 Juillet.<\/p>\n

Zagar, D. & Barre, L. (1992). How letters participate in word recognition. The soft underbelly of (long) words. Third European workshop on language comprehension. Dundee, 8-9 Septembre.<\/p>\n

Zagar, D. & Pynte, J. (1992). The role of semantic information and of attention in processing syntactic ambiguity: Eye movement study. 5\u00b0 Conference of the European Society for Cognitive Psychology. Paris, 12-16 Septembre.<\/p>\n

Zagar, D. (1991). Looking for a garden-path effect. Second workshop on language comprehension. Aix-en-Provence, 26-27 Avril.<\/p>\n

Zagar, D. & Pynte, J. (1991). Le r\u00f4le du contexte r\u00e9f\u00e9rentiel dans l’analyse syntaxique des phrases localement ambig\u00fces. Journ\u00e9es d’\u00e9tudes de l\u2019EPHE\u00a0: \u00ab\u00a0Les Mod\u00e8les Mentaux\u00a0\u00bb. Paris, 7-8 Juin.<\/p>\n

L\u00e9t\u00e9, B., Zagar, D. & Pynte, J. (1991). Aspects temporels de la reconnaissance des mots en auto-pr\u00e9sentation segment\u00e9e II. Colloque national de la SFP. Clermont-Ferrand, 4-7 D\u00e9cembre.<\/p>\n

Zagar, D. (1990). L’\u00e9valuation de la lecture. Colloque de la SFP, Lille, 29-30 mars.<\/p>\n

L\u00e9t\u00e9, B., Zagar, D., & Pynte, J. (1990). Les traitements retard\u00e9s pendant la lecture. Colloque de la SFP, Lille, 29-30 mars.<\/p>\n

Jourdain, C., L\u00e9t\u00e9, B., & Zagar, D. (1990). Etude de faisabilit\u00e9 d’une \u00e9valuation diagnostique des difficult\u00e9s en lecture de jeunes adultes. Congr\u00e8s de la SFP, Bordeaux, 5-7 mai.<\/p>\n

Fayol, M., Zagar, D., & Devidal, M. (1989). Reading arithmetic problem statements and narrative texts. What makes the difference? Third EARLI Conference, Madrid, 4-7 Septembre.<\/p>\n

Zagar, D., L\u00e9t\u00e9, B., & Pynte, J. (1989). The locus of frequency effects in self-paced reading. 1rst Workshop on Language Comprehension, Aix-en-Provence, 5-16 Septembre.<\/p>\n

Zagar, D., Fayol, M., & Devidal, M. (1989). Etude compar\u00e9e de la lecture de probl\u00e8mes et de r\u00e9cits par des enfants de 10 ans. Colloque de l’ADFLM, Gen\u00e8ve, 28-30 Septembre.<\/p>\n

L\u00e9t\u00e9, B., Pynte, J., & Zagar, D. (1988). L’effet de fr\u00e9quence des mots pendants la lecture. Colloque de la Soci\u00e9t\u00e9 Fran\u00e7aise de Psychologie, Dijon, 29-30 Janvier.<\/p>\n

Zagar, D., Frochot, M., Fayol, M., & Beltzung, M. (1988). Le contr\u00f4le du traitement de l\u2019anaphore\u00a0: \u00e9tude compar\u00e9e chez l’enfant et chez l’adulte. Colloque de la SFP, Dijon, 29-30 Janvier.<\/p>\n

Mortet, O. & Zagar, D. (1987). L’\u00e9valuation de l’apprentissage de la lecture par la technique d’Auto-Pr\u00e9sentation Segment\u00e9e. Colloque annuel de l’ARBRE, Dijon, 26-28 Novembre.<\/p>\n

Zagar, D., Frochot, M. & Fayol, M. (1986). La lecture de textes narratifs chez l’enfant. Colloque de la Soci\u00e9t\u00e9 Fran\u00e7aise de Psychologie (Section de Psychologie Exp\u00e9rimentale), Aix-en Provence, 13-14 mars.<\/p>\n

Mitchell, D.C. & Zagar, D. (1986) Syntactic processing in fluent reading. International Conference on Cognitive Approaches to Reading, British Psychological Society, Leicester, 7-10 Avril.<\/p>\n

Zagar, D. & Frochot, M. (1986) Reading texts: A developmental study of the narrative facilitation. Second ISSBD European Conference, Development: European Perspectives, Rome, 10-13 Septembre.<\/p>\n

Frochot, M. & Zagar, D. (1985). What about the narrative organization in child reading? Fourth European Conference on Reading of the International Reading Association, Dublin, 15-19 Juillet.<\/p>\n

Zagar, D. (1985) Quelle est l’information lexicale utilis\u00e9e dans le traitement des phrases ambig\u00fces\u00a0? Colloque de l’INSERM: Le Langage, Paris, 20-23 mai.<\/p>\n

 <\/p>\n

Licences.<\/strong><\/p>\n

Licence L 93079. <\/strong>(1994) Logiciel d\u2019\u00e9valuation diagnostique des capacit\u00e9s cognitives en lecture pour adultes. (CNRS & Universit\u00e9 de Bourgogne & Conseil R\u00e9gional de Bourgogne & Centre National de Documentation P\u00e9dagogique)<\/p>\n

Licence L 93080. <\/strong>(1994) Logiciel d\u2019\u00e9valuation diagnostique des capacit\u00e9s de lecture chez l\u2019enfant. (CNRS & Universit\u00e9 de Bourgogne & Conseil r\u00e9gional de Bourgogne & Direction des Ecoles du Minist\u00e8re de l\u2019Education Nationale & Centre National de Documentation P\u00e9dagogique).<\/p>\n

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\u00a0<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

Articles dans revues \u00e0 comit\u00e9 de lecture. \u00a0 Vazeux, M., Doignon-Camus, N., Bosse, M.-L., Mah\u00e9, G., Guo, T., & Zagar, D. (2020). Syllable-first rather than letter-first to improve phonemic awareness. Scientific Reports, 10(1), 22130. https:\/\/doi.org\/10.1038\/s41598-020-79240-y Maire, H., Brochard, R., & Zagar, D. (2020). A developmental study of the self\u2010prioritization effect in children between 6 and […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-17","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/perso.atilf.fr\/dzagar\/wp-json\/wp\/v2\/pages\/17","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/perso.atilf.fr\/dzagar\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/perso.atilf.fr\/dzagar\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/perso.atilf.fr\/dzagar\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/perso.atilf.fr\/dzagar\/wp-json\/wp\/v2\/comments?post=17"}],"version-history":[{"count":12,"href":"https:\/\/perso.atilf.fr\/dzagar\/wp-json\/wp\/v2\/pages\/17\/revisions"}],"predecessor-version":[{"id":268,"href":"https:\/\/perso.atilf.fr\/dzagar\/wp-json\/wp\/v2\/pages\/17\/revisions\/268"}],"wp:attachment":[{"href":"https:\/\/perso.atilf.fr\/dzagar\/wp-json\/wp\/v2\/media?parent=17"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}