Teses / dissertações sobre o tema "Langage du corps chez l'enfant"
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Gisquet, Marie-Line. "La tresse du corps, du langage et du rêve chez l'enfant et l'adolescente martiniquais en situation de polyhandicap : mise en évidence d'un langage en postures". Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCC106.
Texto completo da fonteThe thesis is part of the psychoanalysis, the one of the clinical study of the subject as theorised by p. Aulagnier, s. Freud and j. Lacan. About three teenagers from martinique with profound intellectual and multiple disabilities, from a method by using video-sequences, a language of postures, are highlighted: bilateral potentialities of communication, a mother-child relationship, an emotionnal and dreamlike life where pain and dreams interact during their sleep, an autonomous thinking has developped itself based on their physical experience built by the cultural bond and the desire. It is difficult for their parents and the professionals to imagine that, like a social hemisensory neglect, another speech-latent, but unexpressed speech appears among these teenagers
Lemière, Camille. "Repérage des troubles du langage oral par les enseignants de maternelle réévaluation de leurs connaissances en ce domaine /". Nancy : Université Henri-Poincaré, 2009. http://www.scd.uhp-nancy.fr/docnum/SCDMED_MORT_2009_LEMIERE_CAMILLE.pdf.
Texto completo da fonteMougel, Marine. "Partenariat entre enseigants du primaire et orthophonistes libéraux". Nancy : Université Henri-Poincaré, 2009. http://www.scd.uhp-nancy.fr/docnum/SCDMED_MORT_2009_MOUGEL_MARINE.pdf.
Texto completo da fonteKhaled, Fazia. "La communication des émotions chez l’enfant (colère, joie, tristesse) ; études de cas et confrontation de théories linguistiques". Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA137.
Texto completo da fonteThis research provides a multimodal analysis of the expression of emotion in two monolingual American children and their parents. The children were filmed in natural interactions in a family setting from the ages of 11 months to 3 years 10 months, and from 1 year 1 month to 4 years.We adopted a broad definition of language in this research which encompasses various semiotic resources – from verbal resources (lexicon and grammatical features), to nonverbal (vocalizations, facial expressions, and gestures). We focus on the children’s acquisition and development of these verbal and nonverbal markers and on how they are used by their parents. Our research shows that children develop specific and distinct communicational patterns, which are greatly influenced by the input to which they are exposed.From a theoretical perspective, our research draws from a constructivist and functionalist approach (Tomasello, 2003), and our data is analyzed in light of language socialization and of studies which have shown that facial expressions and gestures are used as communicational signals in face-to-face dialogue. Our methodology combines quantitative and qualitative methods to investigate each speaker’s verbal and nonverbal behavior when expressing emotions.Having outlined our theoretical and methodological foundation (Part I), we present our results on the expression of three emotions (happiness, sadness, and anger) in children and adults (Part II). Our research suggests that while children’s linguistic development has little impact on the richness of their emotional expression parental input and attitudes both play a crucial role in the acquisition of each modality and in the transmission of communicational patterns
Veysset, Philippe. "Langage, corps chez Ludwig Binswanger". Paris 4, 2008. http://www.theses.fr/2008PA040152.
Texto completo da fonteAs ther is, besides the physical body, a lived body, a « flesh » whose relation character is visible up to the reformulation of the subjectivity concept, there is, besides the language, as mere instrument of the meaning, a language which, inhabited for itself, give access to the silence. According to Ludwig Biswanger, although language and flesh contain each of them an element of the other - trace of their common origin : the We - they should not be fold back on each other. To transform the language into an organism - which would only be alive, so would have renounced to its being-for-the-death - is tout lock ourselves in the endless production of significance, as for example the discourse of schizophrenics. Flesh and Language are the two pieces of the same abyss, the one which opens in the gap of a lost space. This space is uninhabitable, because stretched by opposed meaning’s directions which must be simultaneaously covered while immobility is not less unbearable since it is the very negation of life (catatonia, muteness). Thus, a spring, a speed are needed to continuously cover this space, to abolish it while it subsists. But how to determine this speed, to define the tempo, without going back to the very origin of the dissonance which changed space into distance ? That is the common challenge of the mad, the psychiatrist and the philosopher. Only the recognition of this challenge opens, according to Binswanger, the cure of the human being
VENIAMIN, LASCAR. "Corps calleux : mensurations en irm chez l'enfant". Amiens, 1992. http://www.theses.fr/1992AMIEM034.
Texto completo da fonteBernicot, Josie. "Etude développementale des actes de langage chez l'enfant". Paris 5, 1990. http://www.theses.fr/1990PA05H057.
Texto completo da fonteAs soon as he utters his first words, the child must learn how to communicate with his environment in very different situations. In all these situations, communicative rules vary as a function of interlocutors, of the theme and of the place of the conversation. An utterance which is quite correct and relevant to express an intention in a given situation, becomes totally incorrect or strange in another situation. The objective of the thesis is to contribute to finding out the mechanisms of evolution and functioning of the variation of utterances according to the communicative situation. Relying on the speech acts theory and considering adaptation as a major function of language, we focus on the evolution of requests forms in children. It seems that variations of requests utterances as a function of communicative situations do not occur at random, and can be described by a precise and coherent system of rules
Bouillon, Dorothée Brousset Marie-Laure. "Classification la logique et le langage sont-ils liés? /". Tours : SCD de l'université de Tours, 2007. http://www.applis.univ-tours.fr/scd/Orthophonie/2007ortho_bouillon_brousset.pdf.
Texto completo da fonteDupuis, Catherine. "Langage et parole chez l’enfant dysphasique". Paris 7, 1999. http://www.theses.fr/1999PA070042.
Texto completo da fonteReinhardt, Jean-Claude. "La genèse de la connaissance du corps chez l'enfant". Bordeaux 2, 1990. http://www.theses.fr/1990BOR21008.
Texto completo da fonteFrom a historical point of view, we studied the main concepts concerning the body, the theoretical fields in which they have taken shape, the methods and the instruments used for our approach. On a current level, we compared different theses and scrutinized the processes and factors which contributed to the genesis and structuration of the knowledge of his body by the child. Defined as cognitive appropriation, both on the level of motricity and affectivity in a relationship which is human and social this knowledge builds up the sense of personal identity and self-representation
Guidetti, Michèle. "Gestualité symbolique : langage et adaptation chez l'enfant d'école maternelle". Paris 10, 1987. http://www.theses.fr/1987PA100067.
Texto completo da fonteThis work shows the relationship between symbolic gestuality, preschool adaptation and language in four and a half year old and six year old children. Five major results come out of this work: -the progressive acquisition of symbolic gestuality is of great importance as the age difference between the two studied groups is so little. This progression is shown both on a quantitative and a qualitative scale. -there is no difference between boys and girls in the possession of the non-verbal code studied. -the gestural comprehension rate is higher than the gestural production rate. -there is a significative relationship between gestural performance and adaptive behavior at six years; it is not the case at four year and a half. -there is independence between gestural performance and verbal performance between gestural performance and intellectual development, this result is confirmed with those obtained in several groups of psychotic children. This population was studied to permit a normal-pathological comparison. These results, on a theoretical level, shed a new light on the socialization process of the young child. They show the adult influence, as a model to imitate in an atmosphere of informal learning. On a practical level, symbolic gestuality could be used as a preventative measure for example as an aid in the diagnosis of diverse pathological problems
Guidetti, Michèle. "Gestualité symbolique, langage et adaptation chez l'enfant d'école maternelle". Lille 3 : ANRT, 1987. http://catalogue.bnf.fr/ark:/12148/cb376056514.
Texto completo da fonteBeaupoil-Hourdel, Pauline. "Acquisition et Expression Multimodale de la Négation. Étude d'un Corpus Vidéo et Longitudinal de Dyades Mère-Enfant Francophone et Anglophone". Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA139/document.
Texto completo da fonteThis research focuses on the acquisition and the development of negation in two monolingual French and English children filmed from 10 months to 4 years and 2 months old (66 hours) in natural mother-child dyadic interactions.We use a functionalist and constructivist theoretical approach (Tomasello 2003) but we also bring together French utter-centred approach to language, language socialisation and gesture studies. Our definition of language encompasses all verbal and non-verbal means of expression speakers use to position themselves within interaction. We developed a multimodal coding system relying on the use of several compatible programs to combine qualitative and quantitative analyses. This method offers the opportunity to investigate the expression of negation in verbal and non-verbal modalities in children under 4.After laying the theoretical background (Part 1), we will present our methodology (Part 2). Results show that negation refers to a vast range of pragmatic functions whose expression is fully embodied because it is conveyed through the synchronisation of several modalities of expression (Part 3). Our analysis of the interplay of modalities in the construction of meaning happens to be a great locus to account for the complexity of language. We also observe that negation is a meta-category which can be expressed by a variety of forms.Our research shows that the usage of synchronised modalities in negative contexts can be considered a linguistic and cognitive skill. Moreover, the set of forms for negation develops and specialises after 3 years and helps the child express various communicative intentions linked to negation
Content, Alain. "L'analyse segmentale de la parole chez l'enfant". Doctoral thesis, Universite Libre de Bruxelles, 1985. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/213592.
Texto completo da fonteVillalobos, Bernal Hermelinda. "L'investissement des débuts du langage par la mère et le développement du langage chez l'enfant". Paris 5, 1985. http://www.theses.fr/1985PA05A045.
Texto completo da fonteBoudiaf, Nacera. "La representation du corps chez l'enfant algerois (6 a 10 ans)". Paris 5, 1988. http://www.theses.fr/1988PA05H011.
Texto completo da fonteBoudiaf, Nacera. "La Représentation du corps chez l'enfant algérois (6 à 10 ans)". Lille 3 : ANRT, 1988. http://catalogue.bnf.fr/ark:/12148/cb37612137p.
Texto completo da fonteDARDANNE, MARTINE. "Du jeu au je ? : le jeu, indice de structure chez l'enfant ?" Angers, 1990. http://www.theses.fr/1990ANGE1082.
Texto completo da fonteLiegeois, Loic. "Usage des variables phonologiques dans un corpus d’interactions naturelles parents-enfant : impact du bain linguistique et dispositifs cognitifs d’apprentissage". Thesis, Clermont-Ferrand 2, 2014. http://www.theses.fr/2014CLF20016/document.
Texto completo da fonteThis study deals with the usage of two French linguistic variables liaison and elision, which are traditionally described as phonological variables. They are studied during natural interactions between three children and their parents. More precisely, the aim of this thesis is to describe the specificities of the child directed speech (CDS) concerning the usage of liaison and elision to measure their impact on the emergence of these phonological variables in the speech of the children. After the presentation of the theoretical context of the study (Usage-Based Models and Construction Grammar) and the methodology used to collect, structure, and analyse the data, the research is divided into three analysis sections. The aim of the first corpus based study, a descriptive one, is twofold. The first objective is to describe the variation to which children are exposed at home. A second objective is to compare the results of previous studies on liaison acquisition, obtained mainly from experimental tasks, with data extracted from dense corpora collected during natural interactions between the children and their parents. In particular, this study shows that usage factors, including the frequency of items, influence the production of phonological variables. The second study focuses on the specificities of CDS. The results show that the usage of phonological variables is modulated in CDS, essentially at an early stage of language acquisition. Then, this modulation attenuates during the child’s development. The aim of the third study is to connect parent’s productions and children’s productions. It appears that the results concerning the development of phonological variation are in step with the assumptions provided by the usage-based models: at an early stage, the variation is memorized into specific constructions, particularly salient and frequent in CDS. Then, these constructions are abstracted and enter into competition with each other during the course of language development. The children’s productions show that these two phenomena are especially sensitive to usage factors, including type and token frequency
Sepulchre-Manteau, Elisabeth. "Role d'une interaction langagiere bilingue (langue des signes francaise/francais oral) au cours de l'acquisition du langage par l'enfant sourd". Paris 3, 1998. http://www.theses.fr/1998PA030066.
Texto completo da fonteThis thesis describes the importance for little deaf children to learn, so early as possible, sign language as a first language in their family and educative context, so, oral and written vocal french will be their second language. Even if having access to this vocal language is difficult, it seems important and possible to offer it to the child, using all sensorial ways, but without reeducational relentiessness. In this bilingual education, to make this language learning more natural, it is possible for adults having a good knowledge of sign language to use an adaptable form of signed french. Conversations between speech-therapists, working in that way, and deaf children are recorded and written according to a method especially elaborated for this research. Corpus analysis shows up orignal communicative strategies used by adults and children and confirms that each deaf child has its own linguistic course. This proves that these bilingual exchanges alow to offer the deaf child interactive situations as well as for the hearing child : they make mutual inderstanding easier and allow the deaf child to appropriate lexical constituents and syntactical forms of adult's language, for its own cognitive and linguistic working
Collart, Dutilleul-Guerroudj Élise. "Catégorisation linguistique et surdité de l'enfant. Comment l'enfant sourd construit du sens dans le langage oral". Montpellier 3, 2005. http://www.theses.fr/2005MON30019.
Texto completo da fonteSince prelingual deafness has important impacts on the development of a child's oral language, the potential existence and nature of specific criteria, as regards deaf children's linguistic categorization, is studied. We synthesise various works on categorization, in particular on the acquisition process of categorization. We then discuss the construction of meaning according to the praxematic approach. Perceptive, manipulative, social and linguistic praxis being at the root of the construction of meaning, it is possible that the meaning constructed by deaf children be different, since their praxis are modified. We finally analyse a corpus consisting of a semantic evaluation undertaken with deaf children with a hearing aid, deaf children with a cochlear implant, and hearing children. We show that linguistic categorizations are narrower with deaf children, as prototypical representation plays an important role in their organisation. The semantic structure of linguistic categories also shows specific “deaf points of view” in the oral language of deaf children
Arzur, Emmanuelle Huet Annick. "Le développement du langage chez trois enfants atteints d'autisme". [S.l.] : [s.n.], 2007. http://castore.univ-nantes.fr/castore/GetOAIRef?idDoc=14886.
Texto completo da fonteRivemale, Lucie Préau Marie. "L'expérience d'un groupe "Bain de Langage" un soutien à l'émergence du langage /". [S.l.] : [s.n.], 2009. http://castore.univ-nantes.fr/castore/GetOAIRef?idDoc=59206.
Texto completo da fonteMoussallem, Youmna. "La représentation de l'image du corps chez l'enfant sourd appareillé ou implanté". Paris 5, 2009. http://www.theses.fr/2009PA05H084.
Texto completo da fonteDeafness is a social handicap. The hearing impaired person (or: the person who has a hearing deficiency) shares this deficiency with her surrounding, she also lives this experience deep within herself. Deafness brings together several disciplines, based on the biological, as well as, social and pedagogical approaches (aspects). This deficiency, which is often resented by others and is initially misunderstood, rubs off on the person who is affected and risks of demoralizing and discouraging her. Strengthening of the ego and personality development of the deaf as a whole autonomous person increases her self confidence and helps her build a solid identity. However, the question often asked: what is the identity of a deaf person? Hearing, deaf or bicultural? What is her future? Before getting any recognition from others, the deaf person needs to know herself. This return to oneself requires her to have knowledge of her own abilities, cultural background and an important feeling of security (a place among his people). The motivation for a better future is a prerequisite for a healthy and balanced development, both from the relational and mental domain. Under what conditions does the deaf person live? Is it framed, loved, recognized? Is it informed, directed, monitored? What image does she have of her own body? What factors from an early age are put into play? What image does she have of herself or what image do we reflect on her? Why? The type of equipment offered, cochlear implants or conventional hearing aid, do they play a role? In this study several factors are being explored; they deal with the problems and issues of the deaf person, the experiences of the person as having a hearing deficiency, the nature and severity of the condition that affects the person and also how this person perceives her own image, consequently her identity and her future
Mottet, Denis. "Escalade, corps et psychose : integration proprioceptive et apprentissage moteurs chez l'enfant psychotique". Aix-Marseille 2, 1990. http://www.theses.fr/1990AIX20185.
Texto completo da fonteDesmarchelier, Dominique. "De l'argumentation chez le jeune enfant : dialogues et argumentation chez des enfants de 3 à 6 ans". Paris 5, 1990. http://www.theses.fr/1990PA05H003.
Texto completo da fonteThe aim of this research is to describe and analyse the argumentative behavior of 3 to 6 years olds. The children were observed either in a big group, around 20 children in an infant school, or in restricted group, with or without the presence of an adulte at the observers home. The hypothesis is that young children are not only capable of dialoquing before the age of 6 but that they are also capable of putting towards their points of view in a discussion. This work has several theoritical babsis. Thirsty, the classical theories about argumentation, from aristite, wich whom we place the origins, to the recent contributions of J. B Grize or Ch. Perelman, secondly, the theory that considers that language itself provides argumentative bearings, cf. The works of O. Ducrot and J. C Aanscombre, and finally, the dialogical conceptions of language developed in particular by F. Francois. This last perspective especially orientated our way of working, leading us by way of dialogue analysis, to show the way in which the arguments, sometimes unexpectedly, come forwards. The thesis is divided into four main chapters which deal with the relationships between argumentation and the main linguistic fields of syntax, semantics, pragmatics and dialogism. The chapters are followed by summaries whose aim is provide an overall image of the different material, by many of the value of the utterances in dialogues
Hazard, Marie-Claire. "Consistance orthographique et construction du lexique chez l'enfant d'age scolaire". Nice, 2009. http://www.theses.fr/2009NICE2018.
Texto completo da fonteQuillet-Balutaud, Florence. "Orthophonie et médecine générale : dépistage précoce des troubles du langage chez l'enfant". Bordeaux 2, 1999. http://www.theses.fr/1999BOR2M167.
Texto completo da fonteVahine, Théodora. "Traitements visuels précoces du langage écrit : études chez l'enfant et l'adulte jeune". Thesis, Bordeaux, 2017. http://www.theses.fr/2017BORD0857/document.
Texto completo da fonteThe main objective was to study the implication of the magnocellular and the parvocellular visual systems in written language processing, specifically in word identification. Four studies were carried out to document the respective roles of these two systems, for different components of the written word structure, the letter (Study 1), the word length (Study 2), the word shape (Study 3) and the orthographic neighborhood (Study 4). The dissociation of the two visual systems was based on their specific functional characteristics: sensitivity to low spatial frequencies and luminance contrast for the magnocellular system; and sensitivity to medium and high spatial frequencies and chromatic contrast for the parvocellular system. The participants were young adult normal readers and 10-11 years-old children, novice readers, in order to consider the involvement of each visual system at two stages of their development: mature in young adults while still maturing in the children. The results confirmed the prominent role of parvocellular processing, which was consistent with the privilege accorded to the processing of letters and letters features in visual word recognition. On the other hand, word length processing has been shown to be a selectively magnocellular dimension. All results are discussed in the framework of the coarse-to-fine approach
Bernardi, Michel. "L'enfant dysphasique : le developpement cognitif et son cadre. etude psychopathologique". Paris 5, 1989. http://www.theses.fr/1989PA05H080.
Texto completo da fonteDysphasic children, considered from a multi-axial approach, set both pratical and transnosographic theoretical problems. One of the pratical problems deals with promotive actions to favour access to leaming supports. The main theoretical problem is the development of thought in children, who, though intelligent show deep difficulties to reach both the containers and contents of knowledge. With ajurriaguerra (1965) dysphasic children were considered as having the same cognitive development as other children. The general hypothesis has taken the opposite view. The general hypothesis about the disorders of the cognitive development of dysphasic children has been widely confirmed. The 26 dysphasic children, ranging from 6 years 6 months to 10 years, compared to 26 non-dysphasic matching children show notable difficulties. The discourse of the dysphasic child's mother is studied as the setting of the linguistic and cognitive development. A dominant constating factitive thought is given prominence : minimum emergence of affect in discourse. Linguistic indicators of the "factitive" thought are spotted out. Activity linked with thought is disturbed with visible consequences on the discursive linking activity as well as on others, on cognitive activity and on the combination into new pattems. Prototypes of activity linked with thought are found in bion, with linking abstraction and in bruner with the modularisation and binding of consitutive acts. The alterations of this activity linked with thought are related to the elaboration of the depressive position and to processes leading to agenesia. This study of severe "noeto-linguistic" disorders sheds light on the conditions of the building up of cognitive thought and language. It also suggests lines of intervention
ENGLES, LEGRAND MARIE-CHRISTINE. "Agenesie du corps calleux chez l'enfant : arguments pronostiques a propos de 36 observations". Lille 2, 1988. http://www.theses.fr/1988LIL2M204.
Texto completo da fonteBocher, Emilie Tan-Bescond Géraldine. "L'essor du vocabulaire suite à l'implantation cochléaire chez l'enfant". [S.l.] : [s.n.], 2007. http://castore.univ-nantes.fr/castore/GetOAIRef?idDoc=15031.
Texto completo da fonteBenyahia, Karima. "Langage et éducation de la pensée chez l’enfant". Paris 8, 2011. http://www.theses.fr/2011PA083482.
Texto completo da fonteSince on the one hand they are the relations between the words which make possible the significance, that on the other hand the children in school failure have of large gaps of comprehension, we suppose that this is related to a problem of language. Indeed, our experiment with the children in school difficulty, enabled us to note that much of them had evil to be expressed, owing to the fact that they were in a report of “word isolated” with the language. A solution with this problem, would be thus, to give them the possibility of recognizing the language in its logical sequence, by the means of texts and accounts. This report challenges us on the importance to allow the young children, as of the first years of the life, to approach the word in its context. The first reports with the language are decisive for their school future. However, much from adults more will encourage the young children to repeat isolated words, (names of the colors and animals for example) what goes against the movement of the thought. This design of the language makes us think of the syndrome psychotraumatic; the traumatized subject is blocked outside the event; incompetent to integrate it, it repeats isolated words. In fact, it is essential not to fix the child at the “isolated word” so that it can rise on the level of “the thought”. This said, the individual does not make use of the word to only think but it also makes use in its relation with the others and thus needs of it the language as well verbal as nonverbal such as the glance, the posture, the tone and the image. We were interested in particular in the images in the books for children. The illustration of the book alone does not make it possible to the child to understand. Without the accompaniment of the adult who speaks and invites the child with the word, the image alone is then a such isolated word
Leybaert, Jacqueline. "Le traitement du mot écrit chez l'enfant sourd". Doctoral thesis, Universite Libre de Bruxelles, 1987. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/213416.
Texto completo da fonteMOUSSET, MINOST MARIE-ROSE. "L'acquisition du langage par l'enfant porteur d'une fente palatine". Paris 3, 1989. http://www.theses.fr/1990PA030008.
Texto completo da fonteChildren with cleft palate have been followed up before and after surgical repair; large samples of speech have been tape-recorded, and syntactic structures analysed. Some children with very poor intellegibility spontanously use sentence complexity; but this occurs only when the adults who interact with them are particularly attentive. Linguistic marks with an unfavourable sound shape are not used in spontanous productions; their acquisition should be systematically stimulated
Guinamard, Isabelle. "Approche des problèmes de langage des enfants mongoliens". Lille 3 : ANRT, 1987. http://catalogue.bnf.fr/ark:/12148/cb37598149m.
Texto completo da fonteWatanabe, Yoshitaka. "La problématique du corps et du langage chez Merleau-Ponty : traduction, altérité, transgression". Paris 1, 1988. http://www.theses.fr/1988PA010534.
Texto completo da fonteWe begin by examining the notion of "corporality of language", which, in the last philosophy of Merleau-Ponty, will end in the "corporality of the world". Did this extrapolation succeed in really exceeding the difficulty which includes "the philosophy of ambiguity"? We cannot help saying that this attempt limits itself to the "turn setting of ambiguity into a dynamique system". In other words, this attempt keeps reminding us of Merleau-Ponty's dream of the "communion" concerning the return to the origin (which is, in fact, only made possible by the re-structuring of space-time). What the prose of the world makes us understand is the inverse possibility : the passage from the "communion" to the "communication". By resisting to the "myth of becoming", the prose can be considered as an attempt to face the relation of the field, literally inter-subjective. It is the "excess of knowledge" to which is attribuable the possibility of the "communication". The "knowledge" refered to here indicates "the possible" as "combination", which refers to the immediate and simultaneous relation between text and translation : constitution of the field, literally inter-mediatory but irreversible
Watanabe, Yoshitaka. "La Problématique du corps et du langage chez Merleau-Ponty traduction, altérité, transgression /". Lille 3 : ANRT, 1989. http://catalogue.bnf.fr/ark:/12148/cb37619207q.
Texto completo da fonteSalman, Christine. "La communication verbale chez les enfants trisomiques 21 et leur prise en charge thérapeutique et éducative". Besançon, 1996. http://www.theses.fr/1995BESA1039.
Texto completo da fonteDubois, Dunilac Nicolas. "Apprentissage et exploitation des caractéristiques distributionnelles du langage parlé chez l'enfant et l'adulte". Doctoral thesis, Universite Libre de Bruxelles, 2003. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211225.
Texto completo da fonteMinor-Corriveau, Michèle. "Étude normative sur le développement de la parole et du langage chez l'enfant franco-ontarien : normalisation et validation du Profil de la langue, du langage et de la parole (PLLP)". Thesis, Laurentian University of Sudbury, 2013. https://zone.biblio.laurentian.ca/dspace/handle/10219/2066.
Texto completo da fonteFourment-Aptekman, Marie-Claude. "La métaphore chez l'enfant : étude des relations entre production et compréhension au cours du développement". Paris 5, 1994. http://www.theses.fr/1994PA05H080.
Texto completo da fonteUntil the mid eighties, some psychologists claimed that children's production of metaphors was culminating about 3-4 years, whil comprehension of metaphors was beginning around 7-8 years. Our work shows that the apparent precosciousness of metaphoric productions is due to the fact that metaphors and pseudometaphors are not well differentiated. The latter being symbolic productions during play and imaginery renamings. When pseudo - metaphors are distinguished from metaphors, it appears that the delay between production and comprehension is less marked, and that comprehension would appear earlier than production. In the other hand, the different types of meteriels used in experiments : pictures or objects, simple or composite, and linguistic context, do not always help the children and to not play the same role in production and comprehension tasks. As a conclusion, it is the evolution f cognitive, linguistic and metalinguistic factors which allows the emergence of a
Guinamard, Isabelle. "Approche des problèmes de langage des enfants mongoliens". Lyon 2, 1986. http://www.theses.fr/1986LYO20028.
Texto completo da fonteLanguage problems of down's syndrome children are viewed in relation to the distinction introduced by Jacques Lacan between speech and word. The approach used underlines the necessity to go behind the framework of a developmental theory for language. After a report of the psychology research dedicated to the language problems of mongoloid children relatively to normal children, the author, basing her research on a group of dialogues drawn from her professional experience, distinguishes as a syntactic characteristic of the children's speech a tendency for a minimal syntactic articulation. A conversational analysis of the dialogues permits to demonstrate that immaturity of speech increases the dependency of the other person's speech. The immaturity of the children's speech risks to hide the recognition of the language's symbolic dimension, the word's dimension. The question of the advent of the word's subject is specified by the analysis of a mongoloid child's abusive dialogue : for a child whose body is the sign of handicap, there is a risk of the deny of the symbolic law of language. The evident physical traits of mongolism submits the retarded child, more than the normal child, to the risk of an exclusively imaginary relation with the other. Down's syndrome thus causes the image of monstrosity excluding the child from the symbolic human universe. If the child's handicap is imaginarily assimilated to the symbolic lack of the speaking being, and withdraws him from the recognition of the other, the child doesn't acceed to word. His speech fails to represent him as a desiring subject. Besides the recognition of the word's symbolic mediation, the mongoloid child cannot become a language's subject
Daudemaine, Bréheret Colette Beaud Laurence. "Autisme une pensée sans langage ? /". [S.l.] : [s.n.], 2007. http://castore.univ-nantes.fr/castore/GetOAIRef?idDoc=19316.
Texto completo da fonteBellecave, Isabelle. "Vers un modele d'acquisition -semantique et ou syntaxique- des prepositions chez l'enfant de 2 a 10 ans". Toulouse 2, 1993. http://www.theses.fr/1993TOU20072.
Texto completo da fonteThe aim of this thesis is to study different components in the acquisition of prepositions among french-speaking children aged from 2 to 10. 11 : a, de, dans, pres de, sur, entre. First, it assesses the redevance of a dichotomy between prepositions : spatial or casual. Second, it tries to define wich model (sementically-perceptive and or cognitive) is the best to explain this acquisition. After a synthetic presentation of theories on preposition acquisition, it offers an investigation with 4 tasks (2 production and 2 comprehension). Results show that the dichotomy is not pertinent ot explain acquisition although young children seem to have a certain "conscience" of it. Acquisition begins by comprehension ; but the results of this part don't permit to determine wich model is the more adapted. On the other hand, in production, we can assume that a model based on cognitive development is pertinent. Children begin to produce prepositions ("pres de", "dans") involving topologic space (encirclement, proximity. . . ). With projective right's apparition, at 6, they produce prepositions involving pronective space. To conclude, it's likely that the "thruth" is a mixed model including semanticallyperceptive facts, cognitive notions togother with strategies used by choldren
Choi, Jiyoung. "Etats inchoatifs (de degré) en coréen dans le langage enfantin". Nantes, 2015. http://www.theses.fr/2015NANT3019.
Texto completo da fonteThis dissertation investigates the meaning of so-called inchoative states (INSs) in Korean (e. G. Nulk'old') that do not fit into Vendler (1967)'s aspectual classification, in that they show properties of both atelic (states) and telic (change-of-state) predicates. Building on Bar-el (2005), this dissertation proposes that INSs in Korean are semantically complex predicates describing a sequence of two events, one that is a change of state of the kind an achievement would describe, immediately followed by a second that is an eventuality of the kind a typical state would describe. Crucially, the change-of-state event constitutes the prior change bringing the state about. Moreover, INSs in Korean break down into two classes : INSs vs. Degree INSs. Drawing a parallel with degree achievements (DA) in English, the following claim is put forth : the property described by a degree INS becomes instantiated to at least the minimal value that counts as having the property in question. On its telic construal, a degree INS in Korean is thus interpreted as 'become S' (Kearns2007), but not as a 'become maximally S' (Hay et al. 1999), unlike a DA. Three experiments are designed and carried out to investigate Korean children's knowledge of the meaning of (degree) INSs : (i) a preference task ; (ii) a truth value judgment task and (iii) a grammaticality judgment task. The results show that, by about 4 years of age, children can generally distinguish (degree) INS from stative predicates as well as from achievements. The experimental studies thus provides novel experimental evidence from Korean child language for the claim that (degree) INS constitute a distinct class of predicates with rspect to Vendler's four-way classification
Chalumeau, Pierre. "L'intonation de phrase dans la rééducation du langage de l'enfant : le cas des enfants dysphasiques". Besançon, 1994. http://www.theses.fr/1994BESA1003.
Texto completo da fonteThis study starts from techniques used by a speech therapist with dysphasic children. Its aim is to analyse the organization of the children's speech against a background of the grammatical pattern of the sentence. The first part shows the relative importance given to intonational and syntactic factors in the definition of the sentence. These questions have been tackled from the viewpoint of the therapist's technique, of the ontogenesis of speech, and of the grammar. An exploration of the semantic field covered by the word "dysphasia" has been attempted. The second part is a description of dysphasic children's speech, as observed during the therapy sessions. We have characterized the therapists' speech according to the children's speech. The study of the latter has taken into account verbal elements, pitch curves and pauses, as well as their combination. The aim of the chosen examples is to illustrate the ontogenesis of speech in dysphasic children. We have tackled the problem of intonation through the prosodic description of wordless utterances. Finally, we have widened the possibility of studying the intonation and the sentence in the narrative. We have compared our observations to the clinical practice
ALBERTINI, CHRISTOPHE. "Contribution a l'etude de l'organisation spatio-temporelle et langagiere chez l'enfant presentant un deficit intellectuel". Aix-Marseille 2, 1989. http://www.theses.fr/1989AIX20210.
Texto completo da fonteNicolas, Sophie. "L'anthropologie du langage chez Condillac : un regard médical". Paris 10, 2012. http://www.theses.fr/2012PA100022.
Texto completo da fonteThis study consists of a medical interpretation of the work of the philosopher Condillac. It is as such an interpretation which confronts Condillac's thoughts regarding medicine as well as modern anthropology – both disciplines which Condillac's work embraces. The first part of the work is based on the philosophy of Condillac. Through examination of the unusual story of a young man from the French city of Chartres and that of the bear child (examples cited by Condillac himself), the perception of understanding, as well as the questions of language and the evolution of understanding, as developed by this author, are discussed. Via the controversies to be found between Buffon and Condillac, animalism is also studied – and with it the questions of the animal soul and that of animal language. The second part of this work concentrates on the various polemics from Condillac's time, as raised in the first chapter. These include the question of the savage child but equally the question of the animal soul and thoughts on evolution. Condillac does indeed evoke the notion of evolution, although not in the same way as Diderot or Maupertuis whose interpretations focussed on evolution in a physical sense. Rather, Condillac leans towards the development over time of the intellectual capacities of the human race. The third part of this work is more medically orientated. It consists of a clinical study of the deaf and dumb child of Chartres, his development and the medical arguments put forward to convince of the impossibility of this story. Another medical subject discussed here is the clinical study of a famous savage child, Victor, from the French department of Aveyron. The case of this child was taken on by a certain Dr Itard, who in turn inspired the philosophy of Condillac. The work conducted with this child – based on the stimulation of perception – proved to be very positive. However, the inability to establish language acquisition (all important to Condillac) resulted in masking the remarkable results achieved by Dr Itard. This success, if only partial, can be explained by the modern theory of perceptive hyperfunction found in the autistic person. The fourth part of the work focusses more on physical anthropology. On the one hand, the historical approach of Condillac towards language is analysed and in particular, the strong link he accords between the cognitive development of man and that of language. This historical approach to language is to be contrasted with recent anthropological data regarding the evolution of language in the human race. On the other hand, by re-analysing the concepts of interiority and of physicality evoked by Descola, we are able to revisit the idea of the human/animal couple and thus demonstrate that at the centre of a common civilisation, the four main groups depicted by Descola – animism, totemism, analogism and naturalism – can indeed be present. Finally, the conclusion of this study questions why the thoughts of this author remain so modern to this day
Thobie, Céline Constant-Viaud Stéphanie Leloup Jean-Pierre. "La comptine en orthophonie étude de son utilisation dans la prise en charge groupale des troubles de la relation et du langage /". [S.l.] : [s.n.], 2007. http://castore.univ-nantes.fr/castore/GetOAIRef?idDoc=15271.
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