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Dissertations / Theses on the topic 'Orthographie'
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Podelo, Jochen [Verfasser], and Sebastian [Akademischer Betreuer] Kempgen. "Nicht standardisierte Orthographie im russischen Internet : Nicht standardisierte Orthographie in der russischen Internetkommunikation aus Kontextualisierungsperspektive / Jochen Podelo ; Betreuer: Sebastian Kempgen." Bamberg : University of Bamberg Press, 2018. http://d-nb.info/1170158501/34.
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Voeste, Anja. "Orthographie und Innovation die Segmentierung des Wortes im 16. Jahrhundert." Hildesheim Zürich New York, NY Olms, 2007. http://d-nb.info/987728547/04.
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Jurish, Bryan. "Finite-state canonicalization techniques for historical German." Phd thesis, Universität Potsdam, 2011. http://opus.kobv.de/ubp/volltexte/2012/5578/.
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This work addresses issues in the automatic preprocessing of historical German input text for use by conventional natural language processing techniques. Conventional techniques cannot adequately account for historical input text due to conventional tools' reliance on a fixed application-specific lexicon keyed by contemporary orthographic surface form on the one hand, and the lack of consistent orthographic conventions in historical input text on the other. Historical spelling variation is treated here as an error-correction problem or "canonicalization" task: an attempt to automatically assign each (historical) input word a unique extant canonical cognate, thus allowing direct application-specific processing (tagging, parsing, etc.) of the returned canonical forms without need for any additional application-specific modifications. In the course of the work, various methods for automatic canonicalization are investigated and empirically evaluated, including conflation by phonetic identity, conflation by lemma instantiation heuristics, canonicalization by weighted finite-state rewrite cascade, and token-wise disambiguation by a dynamic Hidden Markov Model.Diese Arbeit behandelt Themen der automatischen Vorverarbeitung historischen deutschen Textes für die Weiterverarbeitung durch konventionelle computerlinguistische Techniken. Konventionelle Techniken können historischen Text wegen des hohen Grads an graphematischer Variation in solchem Text ohne eine solche Vorverarbeitung nicht zufriedenstellend behandeln. Variation in der historischen Rechtschreibung wird hier als Fehlerkorrekturproblem oder "Kanonikalisierungsaufgabe" behandelt: ein Versuch, jedem (historischen) Eingabewort eine eindeutige extante Äquivalente zuzuordnen; so können konventionelle Techniken ohne weitere Modifikation direkt auf den gelieferten kanonischen Formen arbeiten. Verschiedene Methoden zur automatischen Kanonikalisierung werden im Rahmen dieser Arbeit untersucht, unter anderem Konflation durch phonetische Identität, Konflation durch Lemma-Instanziierungsheuristiken, Kanonikalisierung durch eine Kaskade gewichteter endlicher Transduktoren, und Disambiguiierung von Konflationskandidaten durch ein dynamisches Hidden Markov Modell.
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Kern, Beate Maria. "Getrennt schreiben oder zusammenschreiben? Eine Untersuchung zu den Regeln der Getrennt- und Zusammenschreibung der zusammengesetzten Verben." Thesis, University of Waterloo, 2005. http://hdl.handle.net/10012/733.
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This thesis explores the usage of the new spelling rules in the complex area of separate and compound spelling. This area was a main topic in the reform of German orthography 1996/98. The old rules can be characterized as a complex and incoherent system. The primary ambition in defining new rules for separate and compound spelling was to simplify the writing process in order to facilitate an easier usage of written language for the German speaking community. The basic concept of the new rules is the declaration of separate spelling as the default, making compound spelling the exception. As a consequence, most words of the German vocabulary, which were spelled as compounds before, are now to be spelled separately. The publication of the new rules for this orthographic area in the year 1996 caused a lot of criticism amongst linguists, the main point of criticism being that words, which grew together on the basis of grammatical processes, had been robbed of their status as words. They are now word-groups in which the two parts do not belong together and have their own individual status and meaning in the sentence. These rules are in opposition to the productive tendency of ?Univerbierung? in the German written language. This means a process whereby words, which stand next to each other in a written text, grow together under special conditions.
This thesis has two main aims: The first aim is to define the system of separate and compound spelling as a combination of grammatical and orthographic aspects. It will be shown how grammatical categories are influencing the orthography of these words. Additionally, it will be shown how the new rules produce spellings which are grammatically incorrect. The second is to verify the prognosis that the new rules were not accepted by the German language community. This thesis presents the results of a corpus analysis drawn from the text corpora of contemporary German language which is available on the website of the Institut für deutsche Sprache. Articles from six different newspapers were analyzed to see if and how the new rules for the groups verb and verb, adjective and verb and noun and verb were used in these texts. The results of this research have been compiled for the period of time from August 1999 to December 2000 (Corpus 1) and August 1999 to June 2003 (Corpus 2). It was uncovered that for more than half of the analyzed verbs the new rules were not used consistently. The divergence from the spelling norms ranged from 10 to 50 percent. In particular the group adjective and verb showed a high deviation from the new rules for compound and separate spelling. These results can be explained both with semantic and syntactic reasoning.
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Noack, Christina. "Regularitäten der deutschen Orthographie und ihre Deregulierung eine computerbasierte diachrone Untersuchung zu ausgewählten Sonderbereichen der deutschen Rechtschreibung /." [S.l.] : [s.n.], 2000. http://deposit.ddb.de/cgi-bin/dokserv?idn=963282298.
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Bezu, Pascale. "Suivre la genèse des compétences précoces en orthographie lexicale et syntaxique : Etude longitudinale d'enfants de fin de GS à l'entrée en CE2." Université Louis Pasteur (Strasbourg) (1971-2008), 2007. http://www.theses.fr/2007STR1PS10.
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Certains enfants manifestent, dès l’entrée en cycle 3, des compétences précoces en orthographe : pendant l’apprentissage de la lecture se construirait-il des compétences particulières, à l’origine de ces performances précoces ?L’évolution de différentes variables considérées comme déterminantes pour favoriser l’entrée dans l’écrit a été testée sur une cohorte et a permis de dégager, de manière rétrospective, d’éventuelles constantes permettant d’expliquer l’expression de compétences orthographiques. Une très forte corrélation entre les compétences en orthographe syntaxique et lexicale suggère que les mécanismes de construction de chacune de ces compétences seraient similaires : la capacité d’analyse du lien entre l’oral et l’écrit serait à l’origine des compétences en orthographe. Elle témoignerait d’une construction cognitive particulière, susceptible de se centrer principalement sur les correspondances significatives relatives à tous les aspects de la langueFrom the age of 8, some children show early competences in spelling: does this mean that some specific competences develop during the early acquisition of literacy?The development of different variables considered as important for the acquisition of literacy was tested on a group of children and made it possible to point, in a retrospective way, to regularities which explain spelling competences. A very strong correlation between competence in syntactic and lexical spelling suggests that the way each of these competences develop is similar: the analytical skill of the link between oral and written forms could be the bases for competence in spelling. This analytical skill is the sign of a particular cognitive activity which could be centered mainly on the meaningful links relative to all aspects of language
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Stenger, Irina [Verfasser], and Roland Marti [Akademischer Betreuer]. "Zur Rolle der Orthographie in der slavischen Interkomprehension mit besonderem Fokus auf die kyrillische Schrift / Irina Stenger ; Betreuer: Roland Marti." Saarbrücken : universaar, Universitätsverlag des Saarlandes, 2019. http://d-nb.info/1194547850/34.
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Pattamadilok, Chotiga. "Orthographic effects on speech processing: studies on the conditions of occurrence." Doctoral thesis, Universite Libre de Bruxelles, 2006. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210766.
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My doctoral research addressed two questions regarding the influence of orthographic knowledge on speech processing. First, I attempted to identify the locus of the orthographic effects observed in spoken word recognition tasks in which the orthographic consistency and the congruency between the phonological and orthographic representations of the stimuli were manipulated. Several studies provided converging results suggesting that only phonological representations activated at lexical or postlexical processing levels are affected by orthographic knowledge, while those activated at prelexical levels are not. However, the lexical processing level is not the only factor that determines the occurrence and/or the size of the orthographic effects. Regardless of the processing level tapped by the task, the characteristics of the material and the way in which participants perform the tasks also play an important role. Second, I examined the generality of the orthographic effects both in the suprasegmental domain and in the operation of working memory. Overall, the results showed orthographic effects in both situations./La question de l’influence des connaissances orthographiques sur le traitement de la parole a été abordée sous différents angles à travers les études menées dans le cadre de ma thèse de doctorat. Plus précisément, le locus des effets orthographiques a été examiné dans des tâches de reconnaissance de la parole grâce à une manipulation de la consistance orthographique et de la congruence entre les représentations phonologique et orthographique des stimuli. Les résultats obtenus convergent pour indiquer que seules les représentations phonologiques activées dans les situations qui exigent un traitement lexical et/ou post-lexical sont affectées par les représentations orthographiques. Cependant, l’occurrence et/ou la magnitude des effets orthographiques obtenus semblent dépendre également des caractéristiques du matériel et de la manière dont les participants effectuent la tâche. La question de la généralité des effets orthographiques a aussi été abordée :les effets orthographiques ont été démontrés d’une part dans le domaine suprasegmental (sur le ton lexical) et, d’autre part, dans le fonctionnement de la mémoire de travail.Doctorat en sciences psychologiques
info:eu-repo/semantics/nonPublished
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Zheltukhin, Alexander. "Orthographic codes and code-switching : a study in 16th century Swedish orthography /." Stockholm : Almqvist & Wiksell, 1996. http://catalogue.bnf.fr/ark:/12148/cb37164838m.
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Sémidor, Pierre. "La genèse orthographique chez l'élève de cours préparatoire : description de la langue et pratiques d'enseignement." Thesis, Bordeaux, 2015. http://www.theses.fr/2015BORD0328/document.
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Notre recherche sur la genèse orthographique est descriptive etpraxéologique. Les phénomènes sémiographiques ayant contribué à opacifierle principe phonographique et à autonomiser l'écrit, nous interrogeons lesapproches de l'orthographe phonocentrées. Nous montrons qu'une seule desdescriptions linguistiques parues entre 1967 et 1988 est exploitéedidactiquement. Phonocentrée, elle s’accorde aux pratiques d’éveil inscritesdans le plan Rouchette et aux approches successivistes de la lecturesyllabiques et de la grammaire traditionnelle. Nous postulons que ledéveloppement de l'orthographe aurait provoqué une rupture épistémologiquequi peut former obstacle pour l'enseignement.Pour interroger l'articulation entre le développement individuel et les conditionsd'apprentissage, nous intégrons le concept d’habitus dans le cadre descommunautés discursives disciplinaires scolaires. Nous pensons que ledéveloppement de schèmes orthographiques est corrélé aux pratiques delecture et d'écriture proposées aux élèves ; la mise en place récurrente etprolongée d'une activité scripturale phonographique pourrait figer des schèmesliés aux conversions phonie-graphie.Nous observons comment des enseignantes de CP, instituent une communautédiscursive cripturale orthographique en focalisant l'activité sur le mot et initientla genèse orthographique par la valorisation de manières d'agir fédérées par leprincipe d'hétérographie distinctive. Les élèves, observés pendant deux ans,s'approprient les scénarios proposés. La secondarisation orthographique deleur habitus scriptural primaire est marquée par l'émergence de dispositionsaccordées aux règles de l'écriture orthographiqueOur research about orthographic genesis is descriptive andpraxeologic. Semiographic phenomena contribute to opacify the phonographicprinciple and to autonomize writing. So we interrogate phonocentric approachesof orthography. We show that among the four linguistic descriptions presentbetween 1967 and 1988, only one is being used in didactics today. Because ofits phonocentrism, it is in accordance with child awareness practices asstipulated in the Rouchette plan and with consecutive approaches of syllabicreading methods and traditionnel grammar teaching. We postulate thatorthography development may have provoked an epistemologistic breach. It isour opinion that this breach could be an obstacle as for teaching.In order to question the articulation between individual development and sociallearning conditions, the concept of habitus is integrated in the framework ofeducational discursive communities. We believe that orthographic schematadevelopment is correlated with the reading and writing practices proposed topupils. The setting up of recurrent and prolonged phonographic scripturalactivity may immobilise schemata linked to the phonic-graphic conversion.We observe how teachers in the first year of primary school institute anorthographic scriptural educational discursive community focalising activity onwords and initiating the orthographic genesis by bringing value to orthographicmanners brought about by the distinctive heterographic principle. The pupils,observed for two years, appropriate the proposed patterns about word's usage.The orthographic secondarisation of their scriptural primary habitus ischaracterised by the emergence of dispositions accorded to the rule oforthographic writing
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Chen, Hsin-Chin. "Mapping orthographic and phonological neighborhood density effects in visual word recognition in two distinct orthographies." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1365.
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Janiot, Marion. "Développement et structuration du lexique orthographique : étude comparative d'enfants de niveaux contrastés en orthographe." Lille 3, 2011. http://www.theses.fr/2011LIL30058.
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Richter, Antje. "Orthographische Kompetenz in Deutsch unter der Bedingung von Zweisprachigkeit : Rechtschreibfertigkeiten italienischer und deutscher Schüler der Klassenstufen 4, 5, 6 und 9." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2008. http://nbn-resolving.de/urn:nbn:de:bsz:14-ds-1222919366705-75442.
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Die Dissertation untersucht die Entwicklung der Rechtschreibfertigkeiten von Schülern mit Deutsch als Zweitsprache im Vergleich zu ihren Mitschülern mit Deutsch als Muttersprache in der Sekundarstufe I. Kern der Untersuchung bildet die Methode der Fehleranalyse. Mittels quer- und längsschnittlicher Analysen werden spezifische Vergleiche zwischen den Rechtschreibleistungen von 236 Schülern italienischer und deutscher Herkunft vorgenommen. Die Ergebnisse der Untersuchung präzisieren die empirisch bislang nur lückenhaft dokumentierten Rechtschreiberwerbsverläufe von ein- und zweisprachigen Schülern der Sekundarstufe I. Die Daten geben Auskunft über bestehende Leistungsrückstände der zweisprachigen Schüler und dokumentieren charakteristische Entwicklungsverläufe und Fehlerschwerpunkte. Für die Unterrichtspraxis geben die gewonnenen Erkenntnisse folglich konkrete Hinweise. Aufgezeigt werden nicht nur die Lerninhalte, für die vertiefende Instruktionen und Übungen im Unterricht der Sekundarstufe I nötig sind, sondern ebenfalls die Zeiträume, in denen sich die Schüler sichere Schreibfertigkeiten in den einzelnen orthographischen Problembereichen aneignen.
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Chambon, Laurence. "Les traités orthographiques latins (IIe-VIIIe siècles) : historique, traduction, commentaire." Lyon 2, 2008. http://theses.univ-lyon2.fr/documents/lyon2/2008/chambon_l.
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Le présent travail consiste en une traduction des traités orthographiques latins de Térentius Scaurus, Vélius Longus, Caper, Agroecius, Cassiodore, Martyrius, Bède et Alcuin, allant du 2ème au 8ème siècles p. -C. , à partir des textes édités par H. Keil, dans le volume 7 des grammatici latini, avec une indication des différences trouvées dans les éditions postérieures de certains de ces traités. Cette traduction s’accompagne de notes de commentaires sur certains points nécessitant un éclaircissement. Elle est précédée d’une introduction historique replaçant ces traités de orthographia dans le temps, de l’apparition du langage à celle de la notion d’orthographe et par extension des traités orthographiques. Puis, après avoir abordé quelques pistes possibles d’études et de commentaires sur la présence du grec et du christianisme, nous avons montré que ces traités sont les témoins de l’évolution d’un genre bien précis, celui des traités orthographiques latins, et par là même de l’évolution du latin et de sa place dans la société, pour finir par une perspective jusqu’à nos jours sur la place du latin et de l’orthographeThe present work consists of a translation of the latin orthographic treaties of Terentius Scaurus, Velius Longus, Caper, Agroecius, Cassiodore, Martyrius, Bede and Alcuin, going of the 2nd in 8th centuries p. C. , from texts edited by H. Keil, in the volume 7 of the grammatici latini, with an indication of the differences found in the later editions of some of these treaties. This translation is accompanied by notes of comments on certain points requiring a clarification. It is preceded by a historic introduction replacing these treaties de orthographia in the time, of the appearance of the language to the one of the notion of orthography and by extension to the one of the orthographic treaties. Then, having approached some possible tracks of studies and comments on the presence of Greek and Christianity, we showed that these treaties are the witnesses of the evolution of a very definite type, the one of the latin orthographic treaties, and there even the evolution of Latin and of his place in the society, to finish by a perspective until our days on the place of the Latin and the orthography
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Solling, Daniel. "Zur Getrennt‑, Zusammen‑ und Bindestrichschreibung von Substantivkomposita im Deutschen (1550–1710)." Doctoral thesis, Uppsala universitet, Tyska, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-179270.
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This thesis investigates the changes in whether compound nouns were closed (written as one word), open (written as separate words) or hyphenated in Early New High German between 1550 and 1710. Due to the fact that there were no orthographic norms in the German of this time, graphematic phenomena in this period of the German language are very fruitful to examine. The study is based on a corpus of 249 sermons in 90 different postils. Since this thesis aims to show a diachronic development, the corpus texts originate from six time windows centred around the years 1550, 1570, 1600, 1620, 1660 and 1710. The results of the study show a general development from 1550, when around 80% of the occurrences of compound nouns were written as one word, to 1620, when this way of writing dominated almost entirely. In the texts from the last two time windows, the hyphenation spreads, and by 1710, nearly two thirds of the instances of compound nouns were written with a hyphen. The present study also shows that the geographical origin of a text is of lesser importance for the writing of compound nouns as one word, separate words or with a hyphen. However, the distinction between genuine compound nouns (a compound noun with the modifier in an unmarked case) and artificial ones (a compound noun with the modifier in an oblique case) seems to be of greater relevance. The artificial compound nouns are closed to a lesser extent in the period between 1550 and 1620 and hyphenated to a higher extent from 1660 onwards than the genuine compound nouns. In a second part of the study, the compound nouns of the different time windows are examined from a lexical point of view, showing that many compound noun lexemes were almost consistently written in the same way (either as one word, as separate words, or with a hyphen) in all occurrences within each time window.
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Thies, Felix [Verfasser], Ramón José Luis [Gutachter] García, and Daniel [Gutachter] Petit. "Innere Variation bei Daukša. Untersuchungen zu Orthographie und Syntax des altlitauischen Katechismus (1595) und der Postille (1599) von Mikalojus Daukša / Felix Thies ; Gutachter: José Luis García Ramón, Daniel Petit." Köln : Universitäts- und Stadtbibliothek Köln, 2016. http://d-nb.info/1195705468/34.
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Rodrigues, Sandra. "Escrita espontânea: desenvolvimento das capacidades de composição escrita em crianças do 1º ao 4º ano de escolaridade." Master's thesis, [s.n.], 2008. http://hdl.handle.net/10284/1087.
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Dissertação de Mestrado apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Psicologia, com especialização em Psicologia da Saúde e Intervenção Comunitária.Situado numa perspectiva cognitiva, o presente trabalho pretende contribuir para um conhecimento mais aprofundado do processo de aprendizagem da linguagem escrita em português europeu. Concretamente, pretende-se analisar e caracterizar o desenvolvimento das capacidades de composição escrita, em termos da produtividade, da diversidade lexical e do domínio da ortografia, em crianças do primeiro ciclo de ensino básico. Participaram neste estudo 227 crianças do 1º ao 4º ano de escolaridade, de ambos os sexos, com idades compreendidas entre os 6 e os 11 anos, tendo-lhes sido solicitado a escrita de duas composições, a partir de temas previamente definidos, sem restrição de tempo nem de número de páginas ou palavras. Estas produções de escrita espontânea foram analisadas quanto ao tempo de redacção, total de frases, extensão média das frases, total de palavras, total de palavras diferentes, rácio Type/Token, total de palavras de conteúdo, total de palavras de conteúdo diferentes, densidade lexical, exactidão da ortografia e tipo de erros ortográficos. Para todas as medidas linguísticas consideradas foi observado um efeito significativo da Escolaridade: em termos gerais, o tempo de redacção, a extensão média da frase, o rácio Type/Token e a densidade lexical diminuíram com o aumento da escolaridade, observando-se um pico de desempenho nas crianças do 2º ano; já para as restantes variáveis de produtividade e diversidade lexical, o desempenho aumentou progressivamente do 1º para o 3º ano, mantendo-se idêntico nos dois grupos de crianças mais velhas; por fim, quanto à exactidão da escrita, os erros ortográficos diminuíram significativamente ao longo de todos os anos de escolaridade, tendo sido os erros de substituição de um grafema por outro, de acentuação e os erros globais, com várias alterações na mesma palavra, os mais frequentes. O efeito do Sexo foi observado apenas para o total de frases, de palavras, de palavras diferentes e de palavras de conteúdo, tendo as meninas escrito mais do que os meninos. Positioned in a cognitive perspective, the present dissertation intends to contribute to a deeper understanding of the learning process of written language in European Portuguese. Specifically, it aims to analyse and characterise the development of the written composition abilities, in terms of the productivity, the lexical diversity and the mastering of orthography, in children of the first cycle of basic education. 227 children, from the first to the fourth year of schooling, of both sexes and with ages between 6 and 11 participated in this study. They were requested to write two essays, based on previously defined themes, with no restriction of time nor pages or words. These productions of spontaneous writing were analysed in regard to the writing time, the total of sentences, the average size of the sentences, the total of words, the total of different words, Type-Token racio, the total of content words, the total of different content words, lexical density, spelling accuracy and type of spelling errors. In all the considered linguistic measures, a significant effect of schooling was registered: in general terms, the writing time, the average size of the sentences, the ratio of different words in the total of words and lexical density diminished with the increase of schooling, having remarked a peak of performance in the 2nd year children; while for the remaining variables of productivity and lexical diversity, productivity progressively increased from the 1st to the 3rd year, maintaining identical in the two groups of older children; finally, in regard to spelling accuracy, the spelling errors diminished significantly throughout the schooling years, having been the mistakes of replacing one grapheme for another, of accentuation and global errors, with various alterations in the same sentence, the most frequent. The effect of gender was observed only for the total of sentences, of words, of different and content words, having the girls written more than the boys. Situé dans une perspective cognitive, ce travail prétend contribuer à la connaissance plus approfondie du processus d’apprentissage du langage écrit en portugais européen. Concrètement, nous prétendons analyser et caractériser le développement des capacités de composition écrite, par rapport à la productivité, à la diversité lexicale et au domaine de l’orthographe, des élèves du premier cycle de l’enseignement basique. 277 élèves de la première à la quatrième années de scolarité, des deux sexes, entre l’âge de 6 ans et l’âge de 11 ans ont participé à cette étude. On leur a demandé d’écrire deux textes portant sur des thèmes définis, sans limite de temps, de nombre de pages ou de mots. Ces exercices d’écriture spontanée ont été analysées quant à la durée de la rédaction, nombre total de phrases, longueur moyenne des phrases, nombre total de mots, nombre total de mots différents, ratio des mots différents dans le nombre total de mots, nombre total de mots selon leur contenu, nombre total de mots différents selon leur contenu, densité lexicale, orthographie et types de fautes d’orthographe. Pour toutes les mesures linguistiques considérées, on a remarqué un effet significatif sur la scolarité : en général, la durée de la rédaction, la longueur moyenne de la phrase, le ratio des mots différents dans le nombre total de mots et la densité lexicale ont diminué avec l’accroissement de la scolarité. On a constaté l’application des élèves de la 2ème année. Pour les autres variables de la productivité et de la diversité lexicale, le développement des élèves augmente progressivement de la 1ère à la 3ème année, se tenant identique dans les deux groupes d’élèves plus âgés. Finalement, quant à la correction de l’écriture, les fautes d’orthographe ont diminué significativement au long de toutes les années de scolarité. Les erreurs les plus fréquentes sont celles de substitution d’un graphème par un autre, fautes d’accent et erreurs générales, avec quelques fautes différentes dans le même mot. L’effet du sexe a été observé que pour le nombre total de phrases, de mots, de mots différents et de mots selon le contenu. On a vérifié que les filles écrivent plus que les garçons.
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Lecharpentier, Coralie. "Variation dialectale et orthographique en romani : étude à partir d'une page du réseaux social Facebook." Thesis, Normandie, 2018. http://www.theses.fr/2018NORMR115.
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Le romani, ou romanes, est une langue parlée historiquement par des communautés qui s’autodénomment « Roms », « Sintos » et « Calos ». Dans cette thèse, on se propose d'analyser une page du réseau social Facebook, comportant de nombreux messages en langue romani. Dans un premier temps, nous identifierons les dialectes présents sur la page et étudierons la diversité des pratiques orthographiques. Puis, on analysera comment la variation est prise en compte par les locuteurs, en évoquant les problématiques d'intercompréhension, d'identité et de revitalisation. Le but de notre recherche est de faire un état des lieux des besoins, réussites et représentations des locuteurs du romani afin d’accompagner ce qui pourrait être un processus d’autogestion langagièreRomani, also known as Romanes, is a language historically spoken by communities who call themselves “Roma”, “Sinti” and “Kalo”. The purpose of this thesis is to study a page of the social network Facebook which includes many messages written in Romani language. First of all, we will identify the dialects used on the page and we will describe the diversity of spelling practices. Then, we wil analyze the way variation is taken into account by the speakers, discussing the issues of mutual understanding, identity and revitalization. Our research focuses on determining the needs, successes and representations of the Romani speakers in order to support a possible linguistic self-management
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Beltz, Brandon C. "Revisiting orthographic similarity." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4545.
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Thesis (Ph.D.)--George Mason University, 2009.Vita: p. 119. Thesis director: Christopher T. Kello. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology. Title from PDF t.p. (viewed June 10, 2009). Includes bibliographical references (p. 114-118). Also issued in print.
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Gobin, Paméla. "Propagation de l’activation entre le lexique orthographique et le système affectif." Thesis, Bordeaux 2, 2011. http://www.theses.fr/2011BOR21821/document.
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L’objectif de cette thèse est d’étudier l’activation du système affectif médiée par le lexique orthographique au cours de la reconnaissance visuelle des mots. Plus précisément, nous avons étudié l’influence du voisinage orthographique émotionnel négatif et la sensibilité de l’amorçage orthographique à la valence négative de voisins plus fréquents dans une tâche de décision lexicale (TDL) combinée à un paradigme d’amorçage. Le recueil de mesures comportementales et électrophysiologiques (potentiels évoqués) nous a également permis d’évaluer la précocité de l’activation des composantes émotionnelles des voisins. Des mots neutres (e.g., FUSEAU, TOISON) ayant un seul voisin orthographique plus fréquent neutre (e.g., museau) ou négatif (e.g., poison) ont ainsi été présentés dans la TDL. Ils étaient précédés de leur voisin ou d’une amorce contrôle non alphabétique présenté pendant 66 ou 166 ms. Dans un premier temps, l’état émotionnel des participants a été contrôlé (Expériences 1-4). Dans un second temps, il a été manipulé a priori par une induction d’humeur triste (Expériences 5 et 7) ou déterminé a posteriori en considérant le niveau d’épuisement professionnel des participants (Expériences 7-8). Le traitement des mots fréquents neutres ou négatifs a été examiné en complément (Expérience 6). Les résultats montrent un effet inhibiteur du voisinage orthographique émotionnel négatif sur les temps de reconnaissance des mots cibles ainsi qu’un effet inhibiteur d’amorçage orthographique, accru par la durée de présentation des amorces. Trois composantes (P150, N200 et N400) constituent les corrélats électrophysiologiques de l’effet d’amorçage orthographique, sensibles à la valence négative des voisins et à la durée de présentation des amorces. Enfin, l’état émotionnel des individus modifie l’effet d’amorçage orthographique. Les résultats sont interprétés dans un modèle de type Activation Interactive de reconnaissance visuelle des mots adapté aux traitements affectifsThe aim of this thesis was to study the activation of the affective system mediated by the orthographic lexicon during visual word recognition. More precisely, we have investigated the influence of the negative emotional orthographic neighbourhood and the sensitivity of orthographic priming to the negative valence of higher-frequency neighbours in the lexical decision task (LDT) combined with a priming paradigm. The recording of behavioural and electrophysiological (event-related brain potentials) measures provides also evidences on the early activation of affective components of the neighbours. Neutral words (e.g., FUSEAU [spindle], TOISON [fleece]) with one higher-frequency neighbour, that was either neutral (e.g., museau [muzzle]) or negative (e.g., poison), were presented in the LDT. They were preceded either by their neighbour or by a nonalphabetic control prime, presented 66 or 166 ms. Firstly, the emotional state of participants was controlled (Experiments 1-4). Secondly, it was manipulated a priori by a sad mood induction (Experiments 5 and 7) or determined a posteriori by considering the burnout level of participants (Experiments 7-8). The processing of negative or neutral frequent words have been also examined (Experiment 6). The results showed an inhibitory effect of negative emotional orthographic neighbourhood on target recognition time and an inhibitory effect of orthographic priming, increased by prime duration. Three components (P150, N200, and N400) were the electrophysiological correlates of orthographic priming effect, also depending on the negative valence of higher-frequency neighbours and prime duration. Finally, the emotional state of individuals modified the orthographic priming effect. The results are interpreted in an Interactive Activation model extended to affective processing
21
Costerg, Agnès. "Développement de la compétence orthographique : étude des connaissances des frontières lexicales d'élèves sans difficulté à l'écrit et d'élèves dyslexiques du primaire." Thesis, Strasbourg, 2018. http://www.theses.fr/2018STRAG055/document.
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La lecture et l’écriture sont deux activités complexes qui contribuent à la réussite dans toutes les disciplines scolaires. Pour l’apprenti scripteur, et plus particulièrement pour l’élève qui éprouve des difficultés d’apprentissage (notamment l’élève dyslexique), l’apprentissage de l’orthographe représente un réel défi et nécessite souvent des années d’effort. Or, la connaissance du code orthographique constitue le socle sur lequel se construit la compétence orthographique. La reconnaissance et la production de mots écrits impliquent la mise en place d’un noyau de connaissances communes se rapportant aux connaissances orthographiques, c’est-à-dire aux connaissances rattachées aux propriétés phonologiques, morphologiques et visuelles du code orthographique. Ainsi, tout au long du développement de la compétence orthographique, le lecteur-scripteur doit notamment construire des représentations orthographiques de plus en plus stables et mieux définies qui tiennent compte de l’ensemble des propriétés du code orthographique. Des données empiriques récentes indiquent toutefois que les élèves dyslexiques, qui commettent davantage d’erreurs orthographiques de fusion et de segmentation de mots que les élèves sans difficulté à l’écrit, ne semblent pas disposer de représentations orthographiques précises des mots à orthographier, et plus spécifiquement de bonnes représentations du début et de la fin des mots. L’objectif général de cette étude est donc d’expliquer les erreurs orthographiques de frontières lexicales chez les élèves dyslexiques. Comme à notre connaissance, il n’existe pas de norme quant au développement des connaissances des frontières lexicales chez les élèves normo-lecteurs/scripteurs, le premier objectif spécifique est de décrire, de façon transversale et longitudinale, les performances d’élèves normo-lecteurs/scripteurs de la maternelle à la 4e année du primaire à des épreuves évaluant les connaissances des frontières lexicales (étude 1). La mise en place de cette référence développementale a permis de répondre au deuxième objectif spécifique qui est d’évaluer les connaissances des frontières lexicales d’élèves dyslexiques du primaire (étude 2). Pour évaluer les compétences en lecture et en production de mots, une épreuve de lecture de la batterie de tests du K-ABC et une dictée de mots insérés en contexte phrastique ont été proposées. Trois épreuves (décision lexicale, identification lexicale et permutation lexicale), variant en termes de degré de contraintes cognitives, ont été effectuées par tous les participants à l’oral et à l’écrit afin d’évaluer leurs connaissances des frontières lexicalesReading and writing are two complex activities that contribute to success in all school subjects. For apprentice writers, and particularly for students with learning difficulties (notably students with dyslexia), learning to spell represents a real challenge and often requires years of effort. To be successful, students require knowledge of the orthographic code, which is the foundation upon which spelling ability it built. To recognize and produce written words, students must develop a set of core skills that are linked to orthographic knowledge, including knowledge of the phonological, morphological and visual properties of the orthographic code. As their spelling skills develop, readers and writers must construct increasingly stable and better defined orthographic representations that reflect the properties of the orthographic code. However, recent empirical research has found that students with dyslexia, who tend to make more errors related to word merging and segmentation than students without writing difficulties, do not seem to have accurate orthographic representations of the words they are trying to spell, particularly of the beginnings and endings of words. Therefore, the general aim of this study is to explain spelling errors occurring at word boundaries in dyslexic children. To our knowledge, no typical trajectory of development has been established for normally-developing readers/writers with regards to knowledge of lexical boundaries. Therefore, using both cross-sectional and longitudinal analyses, this study’s first objective is to describe the performances of normally-developing reader and writers from kindergarten to grade 4 on tasks related to lexical boundary knowledge (Study 1). With this developmental reference having been established, the second study will evaluate lexical boundary knowledge in primary school students with dyslexia (study 2). To evaluate ability in reading and word production, a reading test from the K-ABC battery and a dictation task requiring students to insert words in the context of a sentence were administered. To evaluate knowledge of lexical boundaries, three tasks (a lexical decision task, a lexical identification task, and a lexical permutation task) were completed by all participants in oral and written form, each of which varied according to the level of cognitive constraint involved in completing the task
22
Trajano, Marlete Sousa Milhome CarrÃ. "Aprendizagem de ortografia: uso de atividade sistemÃtica e atividades reflexivas voltadas para alunos dos anos finais do Ensino Fundamental." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16032.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorEste trabalho apresenta o resultado de uma pesquisa sobre a eficÃcia do uso de uma estratÃgia tradicional e uma estratÃgia reflexiva no processo de aprendizagem de ortografia desenvolvidas em oitavo ano do Ensino Fundamental II, de escola pÃblica estadual localizada, no municÃpio de Fortaleza. Quando convidados a usarem a lÃngua materna escrita na variaÃÃo padrÃo, os alunos apresentam dificuldades de compreensÃo das normas ortogrÃficas. Em consequÃncia disto foram propostas duas intervenÃÃes: uma que privilegia a estratÃgia sistemÃtica tradicional, o treino ortogrÃfico, e outra que privilegia a reflexÃo e explicitaÃÃo do pensamento, intitulada de sequÃncia didÃtica. Sendo assim, a proposta deste trabalho à investigar, por comparaÃÃo, os processos de apropriaÃÃo das convenÃÃes escritas. As atividades propostas tiveram como foco as inadequaÃÃes ortogrÃficas motivadas pela correspondÃncia irregular dos grafemas âsâ, âxâ e âzâ na representaÃÃo do fonema /z/. Essas inadequaÃÃes, para este estudo, sÃo consideradas construtivas e importantes para o processo de aprendizagem, pois a partir delas o presente estudo, seguindo procedimentos qualitativos e quantitativos, toma como objetivos centrais da pesquisa: a) descrever e analisar as inadequaÃÃes motivadas pela correspondÃncia irregular que se verificam entre as letras e os sons do sistema ortogrÃfico; b) avaliar os efeitos de uma atividade sistemÃtica e de atividades reflexivas sobre a performance ortogrÃficas dos alunos. Com carÃter descritivo e base interpretativa, esta pesquisa delineia-se no modelo experimental justificado pela utilizaÃÃo de dois grupos: um grupo controle e um grupo experimental. Inicialmente foi aplicado um ditado diagnÃstico inicial para a observaÃÃo da quantidade de ocorrÃncia da inadequaÃÃo referida, em seguida foram aplicados um treino ortogrÃfico com o gruo controle e atividades reflexivas para o grupo experimental, finalmente foi aplicado outro ditado diagnÃstico, com as mesmas palavras, em que se verificou o desenvolvimento da escrita apÃs as estratÃgias referidas. Os resultados das duas estratÃgias revelam uma influÃncia positiva das duas abordagens para a ampliaÃÃo dos conhecimentos ortogrÃficos dos alunos, embora as atividades reflexivas tenham se mostrado mais eficazes.
This work shows the results of a research on the efficacy of the use of a traditional strategy and a reflective strategy concerning the orthographic learning process. The research was conducted in a public school in Fortaleza with eighth grade students, specifically, who were invited to write using their native language in a formal register but showed difficulty in understanding the ortographic rules. Because of this result, two intervention acts were proposed: orthographic training, which is a traditional systematic strategy; and didact sequence, which draws attention to reflection and clarification of thought. By means of comparison, we aim to examine the processes of appropriation of writing conventions. The proposed activities focused on inadequate spellings motivated by irregularities on the correspondence between graphemes âsâ, âxâ, âzâ and the phoneme /z/. In our research, these inadequacies are constructive and important to the learning process once they helped us establish our main goals, following qualitative and quantitative procedures. In this sense, our work aims to: a) describe and analyse inadequacies motivated by irregularities on the correspondence between letters and sounds from the orthographic system; b) evaluate the effects of systematic activities and reflective ones concerning the spelling performance of those eighth grade students. Our investigation is descriptive, has an interpretative basis and is delineated by the experimental model, which justifies the division of two groups: a control group and an experimental group. Initially, a dictation activity was done as an initial diagnosis allowing us to observe the quantity of those inadequacies previously mentioned. Then, the control group did an orthographic training activity while the experimental group did reflective activities. Finally, another diagnostic dictation activity with the same words was applied, enabling us to verify the writing development after the referred strategies have been applied. The results of both strategies have shown a positive influence of both approaches, meaning that studentsâ knowledge about spelling has been increased, although reflective activities have been shown to be more effective.
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Khohayting, Jerome S. (Jerome Suntay). "Automatic orthographic alignment of speech." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/36447.
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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1994.Includes bibliographical references (leaves 86-87).
by Jerome S. Khohayting.
M.Eng.
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Suddarth, Rachael. "Orthographic Influences on Sublexical Processing." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/201497.
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Adults with language impairment have poor language skills, but may or may not have reading deficits. For those identified with literacy difficulties as children, deficits in the skills related to sublexical level decoding skills can persist into adulthood. Decoding deficits, current or remediated, would implicate the sublexical interaction of orthography and phonology. In addition, the heterogeneous reading profiles of adults with language impairment provide an opportunity to examine whether the deficits in this bidirectional link between orthography and phonology are related to reading deficit specifically or language impairment globally. Sixty adults, 30 with language impairment and 30 with typical language, participated in this study. Nonword stimuli, orthogonally varied based on orthographic and phonological neighborhood density, were presented in two sublexical tasks, nonword repetition and nonword spelling. The experiment revealed a pattern of similar responses for adults with and without language impairment. However, adults with impaired language had significantly poorer performance on both the nonword repetition task and the nonword spelling task. Additional analyses indicated that both language and literacy measures predicted the overall performance on the orthogonally varied nonword repetition and nonword spelling tasks. This study highlights the existence of a bidirectional influence between phonological and orthographic processing. For adults with language impairment it appears that this bidirectional link is intact at the sublexical level.
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Keller, Monika. "La réforme de l'orthographe, un siècle de débats et de querelles /." Paris : Conseil international de la langue française, 1998. http://catalogue.bnf.fr/ark:/12148/cb37003237z.
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Texte remanié de: Diss.--Philosophische Fakultät--Tübingen--Universität, 1989. Titre de soutenance : Ein Jahrhundert Reformen der französischen Ortographie : Geschichte eines Scheiterns (1886-1991).Index.
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Turkay, Seray. "The Orthographic Set: Making Architecture Visible." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613652/index.pdf.
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The meaning of term &ldquorepresentation&rdquo
has shifted in both relevancy and definition in the discipline of architecture with the introduction of computational design technologies. The assumption of this study is that the selected mode of representation has the power to affect the process of design and even the production of architecture. At the present time, while the discipline is witnessing a change in its tendencies and terminologies, such as from drawing to 3D modeling, from construction to fabrication, and from geometry to topology, it is crucial to look at the &ldquo
conventions&rdquo
of architectural representation that are identified through &ldquo
projections,&rdquo
and particularly the &ldquo
orthographic set&rdquo
. This study aims to challenge the prejudices against the &ldquo
orthographic set&rdquo
that consider it to be an ineffective or inadequate tool for representation in the contemporary practice of architecture following the emergence of &ldquo
digitization&rdquo
. It is the claim of this thesis that the &ldquo
orthographic set&rdquo
is actually a methodology that is still powerful in the visualization of the &ldquo
rational&rdquo
thinking processes of design, and is still a highly pertinent technique in the representation and production of architecture. With the arrival of computational design technologies to the practice of architecture, the &ldquo
visibility&rdquo
of its representations have started to blur
and considering the dialectics between architectural representation and the architectural object, while Modern Architecture can be assessed as the transformation of the orthographic set into a declaration of a stylistic manifesto, in the digital age the question arises of what makes architecture visible, and whether it is possible to come up with a &ldquo
new&rdquo
definition of style.
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Lam, Ho-cheong. "Orthographic awareness in learning Chinese characters." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3762734X.
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Lam, Ho-cheong, and 林浩昌. "Orthographic awareness in learning Chinese characters." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3762734X.
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Li, Yilun. "L’apprentissage de l’orthographe chez les apprenants chinois du français L2 : une analyse portant sur un corpus écrit." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCA071/document.
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Dans l’apprentissage du français écrit, la norme orthographique représente un lieu de difficulté majeure. Confronté à des complexités multiples, tout scripteur aura un long trajet à parcourir avant d’arriver à la maîtrise complète des traitements orthographiques, et ceci est sans doute d’autant plus vrai lorsqu’il s’agit de s’approprier le système orthographique du français dans une langue étrangère. Cette étude vise donc à analyser la réalisation orthographique, chez les apprenants chinois du français L2. Pour ce faire, nous examinons les données issues d’une tâche écrite semi-spontanée, en nous attachant plus particulièrement au profil développemental des apprenants chinois, et leur tendances interlangagières face aux problèmes de l’orthographe lexicale, de l’accord en nombre et genre et de la morphologie verbale. En outre, une analyse des erreurs commises par les apprenants, ainsi que les explications possibles pour interpréter ces erreurs sont également présentées, en faisant référence aux caractéristiques spécifiques de l’apprentissage de la langue étrangèreIn the area of written French, the orthographic learning represents a major difficulty. Faced with multiple complexities, any writer will have a long way to go before arriving at the complete control of spelling, and this is probably more true when it comes to appropriating this French system in a foreign language which is typologically distinct from the French language. This study aims to analyze the orthographic realization in French L2, for Chinese learners. To do this, we examine data from a semi-spontaneous writing task, focusing in particular on the developmental profile of learners, and their interlanguage tendencies in relation to the problems of lexical orthography, number/gender agreement, and verbal morphology. In addition, an errors analysis as well as possible explanations for interpreting these errors are also presented, with reference to the specific characteristics of L2 learning
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Dujardin, Emilie. "Rôle des différences interindividuelles dans la reconnaissance visuelle des mots : effets de voisinage orthographique par suppression d’une lettre et de confusabilité d’une lettre substituée." Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0065.
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L’objectif de cette thèse était d’étudier les variations possibles des processus impliqués dans la reconnaissance visuelle des mots selon les différences d’habiletés lexicales de lecteurs adultes (niveaux de lecture, orthographe et vocabulaire). Ainsi, nous avons testé l’effet de fréquence du voisinage orthographique par suppression et par substitution d’une lettre dans des tâches de décision lexicale (Exp. 1, 4), démasquage progressif (Exp. 2, 5), dénomination (Exp. 3, 6), et catégorisation de couleur (Exp. 7). Un effet inhibiteur de fréquence du voisinage orthographique par suppression (Exp. 1-3) et par substitution (Exp. 6) d’une lettre a été obtenu. Les temps de réponse étaient plus longs et les taux d’erreurs plus élevés pour les mots avec au moins un voisin orthographique plus fréquent que pour ceux sans un tel voisin, ce qui peut être expliqué en termes de compétition lexicale. De plus, la compétition lexicale du voisin par suppression d’une lettre était plus importante pour les individus ayant des habiletés lexicales hautes plutôt que basses (Exp. 1, 3), ces derniers individus témoignant de difficultés d’inhibition du compétiteur. Par ailleurs, les individus ayant des habiletés lexicales basses étaient moins rapides et moins précis que ceux ayant des habiletés lexicales hautes (Exp. 1-7). Les données de la tâche de catégorisation (Exp. 7) suggèrent des difficultés dans la mise en place de l’inhibition pour ces individus. Enfin, nous avons montré que l’effet de fréquence du voisinage orthographique était influencé par la confusabilité de la lettre substituée, ce qui différait selon les habiletés lexicales des individus (Exp. 4-6). Dans le cadre théorique de l’activation interactive et de codage spatial des lettres, les données soulignent l’importance des différences d’habiletés lexicales des lecteurs pour rendre compte des différences dans la diffusion de l’activation et de l’inhibition lexicales dans la reconnaissance visuelle des motsWord recognition, according to the adult readers’ lexical skill differences (reading, spelling and vocabulary levels). To do so, we tested the orthographic neighborhood frequency effect by deletion and substitution of a letter in lexical decision (Exp.1, 4), progressive demasking (Exp 2, 5), denomination (Exp. 3, 6), and color categorization tasks (Exp.7). Response times were longer and the error rates were higher for words with at least one higher frequency neighbor than for words without such a neighbor, which can be explained in terms of lexical competition. In addition, the lexical competition of the higher-frequency deletion neighbor seems more important for individuals with high lexical skills than for those with low lexical skills (Exp 1, 3), the latter showing difficulties in inhibiting the competitor. Furthermore, individuals with low lexical skills were slower and less accurate than those with high lexical skills (Exp 1-7). Data from the categorization task (Exp. 7) suggest difficulties in setting up inhibition for these individuals. Finally, we have shown that the orthographic neighborhood frequency effect was influenced by the confusability of the substituted letter, differing according to the lexical skills of the individuals (Exp 4-6). In the theoretical framework of activation-interactive and spatial coding, the data highlight the importance of readers’ differences in lexical skills for the diffusion of lexical activation and inhibition in visual word recognition
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Herring, Jon Russell. "Orthography and the lexicon." Thesis, University of Brighton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439207.
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Stich, Dominique. "Francoprovençal : proposition d'une orthographe supra-dialectale standardisée." Paris 5, 2001. http://www.theses.fr/2001PA05H036.
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Le francoprovençal, langue méconnue et sans représentation historico-culturelle, souffre de nombreux handicaps : une dénomination ambigue͏̈, sa localisation sur trois pays (France, Suisse, Italie), sa non-reconnaissance parmi les langues régionales, et surtout sa forte dialectlisation avec plusieurs transcriptions, dont les plus récentes, phonétiques, accentuent encore sa caractéristique de "patois" éclatés. Ici est donc proposée une orthographe supra-dialectale standardisée, dénommée ORB (orthographe de référence B, amélioration de l'ORA proposée dans un ouvrage précédent "Parlons francoprovençal", l'Harmattan, 1998). A travers une présentation de la langue, de son diasystème phonologique dynamique, de sa place au sein des langues romanes, des graphies utilisées à ce jour, mais aussi de sa toponymie, sa grammaire, son lexique et sa littérature, un survol général est facilité par le recours permanent au standardgraphémique. Une nomenclature des mots de base d'environ 10 000 vocables, complétée par une grammaire et un recueil commenté d'une cinquantaine de textes littéraires choisis dans l'ensemble du domaine, devraient permettre de connaître plus facilement et plus largement cette langue, dont la spécificité n'a été dégagée qu'en 1873, et dont l'existence même a été longtemps contestée. Non seulement les chercheurs pourront, à travers cette introduction à la langue, passer à des recherches plus poussées sur tel ou tel point dans tel ou tel parler, mais le grand public également pourra accéder de plain-pied à une langue méconnue et une littérature presque oubliée, et qui jusqu'ici nécessitait systématiquement une traduction françaiseFrancoprovençal is an unrecognised and historically and culturally undocumented language variety which has been handicapped in various ways : its name is ambiguous ; it is spoken in three different countries (France, Switzerland and Italy) ; it is not recognised as one of the regional languages and, above all, it breaks down into a number of dialects. These often have different spelling systems and, the most recent, being phonetics-based, serves further to accentuate how this variety fragments into patois. Here, then, we are to propose a standard supra-dialectal spelling system which we will call ORB (reference B orthography, an improved version of ORA which I proposed in my book "Parlons francoprovençal", l'Harmattan 1998). In giving a general overview of this language variety, it dynamic phonematic diasystem, its place among the Romance languages and writing systems used to date, as well as its toponymy, grammar, vocabulary and literature, it has been useful to have systematic recourse to the graphemic standard. (. . . )
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Denis-Noël, Ambre. "Interactions entre langage oral et langage écrit lors du traitement de mots isolés et de phrases : comparaison d'adultes dyslexiques et normo-lecteurs." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0397.
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L’objectif de ce travail est d’examiner les interactions entre représentations orthographiques et phonologiques chez les individus dyslexiques et normo-lecteurs de niveau universitaire. Ces interactions ont été examinées en modalité orale et en modalité écrite, en traitement de mots isolés et de phrases. L’influence des représentations orthographiques sur le traitement de la parole a été examinée via la manipulation de la consistance orthographique et l’enregistrement de l’activité EEG, celle des représentations phonologiques lors de la lecture via la manipulation de la consistance phonologique et l’enregistrement des mouvements oculaires. Les résultats obtenus suggèrent l’existence de connexions bidirectionnelles entre orthographe et phonologie qui influenceraient le traitement du langage à l’oral comme à l’écrit, chez les deux populations. En traitement de mots isolés, ces influences sont plus tardives chez les adultes dyslexiques que chez les normo-lecteurs, dans les deux modalités. En lecture de phrases, les deux populations montrent une influence précoce des représentations phonologiques suggérant l’usage de mécanismes de compensation chez les individus dyslexiques. En compréhension de phrases auditives, les représentations orthographiques semblent influencer différents stades de traitement selon la population : les normo-lecteurs semblent s’appuyer sur ces représentations lors de la désambigüisation des représentations phonologiques ; les individus dyslexiques uniquement lorsque le contexte phrastique permet la pré-activation des diverses représentations associées aux mots. Ces résultats sont notamment discutés dans le cadre du modèle connexionniste en triangleThe aim of the present thesis is to examine the interactions between the orthographic and phonological representations in university students with and without dyslexia. These interactions were examined in the spoken and written modalities, both in isolated word and sentence processing. The influence of the orthographic representations on speech processing was examined through the manipulation of the orthographic consistency and by recording the EEG activity, those of the phonological representations during reading was examined through the manipulation of the phonological consistency and by recording eye-movements. The obtained results suggest the existence of bidirectional connections between orthography and phonology influencing language processing in both modalities and in both populations. During isolated word processing, these influences are delayed in adults with dyslexia compared to skilled readers in both modalities. During sentence reading, both populations showed an early influence of phonological representations suggesting the use of compensatory mechanisms in adults with dyslexia. During spoken sentence comprehension, the orthographic representations seem to influence different processing stages in each population: skilled readers seem to rely on these representations when they need to disambiguate the phonological representations; individuals with dyslexia seem to rely on it only when the different representations associated to the target word could be pre-activated by the sentence context. These results are discussed in light of the triangle connectionist model (Harm & Seidenberg, 2004)
34
Baranes, Marion. "Normalisation orthographique de corpus bruités." Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCC304.
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Les messages publiés par les internautes comportent un intérêt stratégique pour les entreprises. Néanmoins, peu d'outils ont été conçus pour faciliter l'analyse de ces messages souvent bruités. Cette thèse, réalisée au sein de l'entreprise viavoo, veut améliorer les résultats d'un outil d'extraction d'information qui fait abstraction de la variabilité flexionnelle. Nous avons ainsi développé une chaîne de traitements pour la normalisation orthographique de textes bruités. Notre approche consiste tout d'abord à déterminer automatiquement, parmi les tokens du corpus traité qui sont inconnus d'un lexique, ceux qui résultent d'altérations et qu'il conviendrait de normaliser, par opposition aux autres (néologismes, emprunts. . . ). Des candidats de normalisation sont alors proposés pour ces tokens à l'aide de règles pondérées obtenues par des techniques d'apprentissage par analogie. Nous identifions ensuite des tokens connus du lexique qui résultent néanmoins d'une altération (fautes grammaticales), et proposons des candidats de normalisation pour ces tokens. Enfin, des modèles de langue permettent de prendre en compte le contexte dans lequel apparaissent les différents types d'altérations pour lesquels des candidats de normalisation ont été proposés afin de choisir les plus probables. Différentes expériences et évaluations sont réalisées sur le français à chaque étape et sur la chaîne complète. Une attention particulière a été portée au caractère faiblement dépendant de la langue des modules développés, ce qui permet d'envisager son adaptation à d'autres langues européennesThe information contained in messages posted on the Internet (forums, social networks, review sites. . . ) is of strategic importance for many companies. However, few tools have been designed for analysing such messages, the spelling, typography and syntax of which are often noisy. This industrial PhD thesis has been carried out within the viavoo company with the aim of improving the results of a lemma-based information retrieval Cool. We have developed a processing pipeline for the normalisation of noisy texts. Its aim is to ensure that each word is assigned the standard spelling corresponding to one of its lemma's inflected forms. First, among all tokens of the corpus that are unknown to a reference lexicon, we automatically determine which ones result from alterations — and therefore should be normalised — as opposed to those that do not (neologisms, loanwords. . . ). Normalisation candidates are then generated for these tokens using weighted rules obtained by analogy¬based machine learning techniques. Next we identify tokens that are known to the reference lexicon but are nevertheless the result of an alteration (grammatical errors), and generate normalisation candidates for each of them. Finally, language models allow us to perform a context-sensitive disambiguation of the normalisation candidates generated for all types of alterations. Numerous experiments and evaluations are carried out on French data for each module and for the overall pipeline. Special attention has been paid to keep all modules as language-independent as possible, which paves the way for future adaptations of our pipeline to other European languages
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Massol, Stéphanie. "Études électrophysiologiques du codage orthographique." Aix-Marseille 1, 2010. http://www.theses.fr/2010AIX10063.
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Le mot représente l'unité de base du langage écrit, qui se trouve être à la charnière des processus perceptifs de bas niveau et des processus cognitifs de haut niveau. L'ensemble des données actuelles, issues de la recherche en sciences cognitives, a mis en évidence que la reconnaissance d'un mot prend quelques centaines de millisecondes. Les travaux menés dans le cadre de ma thèse étudiaient le rôle des informations orthographiques pré-lexicales et lexicales dans la reconnaissance des mots écrits. Sept expériences ont été réalisées à l'aide de la technique des potentiels évoqués (ERPs), combinée au paradigme d'amorçage masqué, pour explorer des composantes impliquées dans différentes étapes de la lecture de mots. Les résultats ERPs ont permis de mettre en évidence l'existence de robustes effets orthographiques à trois niveaux de traitement distincts. Un premier effet apparaissait autour de 200ms reflétant le traitement orthographique pré-lexical. Cet effet est relié à la composante N250, qui semble être sensible au degré de recouvrement orthographique entre l'amorce et la cible. Le second effet apparaissait dès 300ms, reflété par la composante P325, mettant en évidence le processus de la sélection d'une représentation lexicale correcte. Enfin, la composante N400 semble refléter l'interface entre les représentations lexicales et leurs significations. Ces résultats suggèrent que les informations orthographiques exercent une contrainte sur le processus d'accès lexical et sur les traitements lexicaux au cours de la reconnaissance des mots écrits.
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Tadich, Matthew A. "The orthography of mstislavovo evangelie /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487940308433493.
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GHNEIM, NADA. "Relations entre les codes de l'oral et de l'écrit : Contraintes et ambiguïtés." Grenoble 3, 1997. http://www.theses.fr/1997GRE39023.
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Cette etude a pour objet l'etude des relations bidrectionnelles entre le code de l'ecrit et celui de l'oral. Le support de ce travail est une grammaire de transcription orthographique-phonetique toph (phonetisation), et sa grammaire inverse de transcription phonetique-orthographique phot (orthographisation). Le formalisme de la grammaire de phonetisation de toph a ete etendu pour permettre d'elargir son champ de couverture de la langue. Differents outils d'analyse logique des grammaires de phonetisation ont ete developpes pour tracer et modifier la grammaire afin d'assurer la coherence entre les regles. Des primitives d'analyse quantitative ont ete construites afin de valider l'adequation des grammaires aux corpus a partir desquels elles ont ete induites. Les problemes de l'inversion d'une grammaire toph en une grammaire d'orthographisation phot ont ete poses formellement dans le but d'une interpretation linguisitque de l'inversion des regles de phonetisation. Il est montre que des contextuelles, de nature similaire aux contraintes linguistiques qui ont ete introduites a la grammaire toph du francais, peuvent etre transcrites dans les processus d'orthographisation et qu'il est donc possible de limiter les solutions multiples homophoniques de l'orthographisation en empechant la production de solutions linguistiquement aberrantes. Enfin, ont ete mis au point une methode et des outils pour l'etude d'un corpus de mots deviants orthographiquement, le corpus orthotel. Les resultats de ce traitement, qui corroborent les typologies sociolinguistiques proposees dans la litterature permettent d'envisager plusieurs methodes de correction de l'orthographe basee sur des performances reelles de scripteurs humainsThe aim of this thesis is to study the bidrectionnal relations between the writing and the oral codes. The material is an orthographic-phonetic transcription grammar toph (letter-to-sound), and its inverse grammar of phonetic-orthographic transcription phot (sound-to-letter). The formalism of the grammar toph was extended in order to enlarge its field of coverage of the language. Different tools of toph grammars logical analysis were developed in order to trace and modify the grammar to insure the consistency between the rules. A quantitative analysis primitive was constructed in order to validate the grammars' adequacy to the corpora from which they were induced. The inversion of a toph grammar in a phot grammar arose problematics which were formally defined to give a linguistic interpretation of the inversion of the letter-to-sound rules. It is shown that contextual constraints similar in nature to the linguistic constraints and introduced to the french toph grammar, could be transliterated in phot grammar, and that it is therefore possible to limit the multiple homophonic solutions issued from this process, which prevent the production of linguistically aberrant solutions. Finally, was built a method and tools to study a corpus of orthographically deviant words, the orthotel corpus. The results of this treatment, which corroborate the socio-linguistical typology proposed in literature, allow to consider several spelling correction methods based on real human productions
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Hazard, Marie-Claire. "Consistance orthographique et construction du lexique chez l'enfant d'age scolaire." Nice, 2009. http://www.theses.fr/2009NICE2018.
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Eisen, Miriam. "The development of orthographic awareness in young children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28706.pdf.
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Steffler, Dorothy J. "Implicit learning of orthographic patterns and children's spelling." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ59675.pdf.
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Wang, Zhe. "Reconstruction of 3D Solid Models from Orthographic Projections." Thesis, Manchester Metropolitan University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517478.
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Wagstaffe, Joanna Katherine. "The encoding of letter position in orthographic processing." Thesis, University of Nottingham, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438427.
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Tunjić, Christian Vjekoslav [Verfasser]. "A Deep Orthographic Modelling Environment / Christian Vjekoslav Tunjić." München : Verlag Dr. Hut, 2021. http://d-nb.info/1238422861/34.
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Wears, Sarah K. "Nonstandard orthographic representation direct quotation in the news /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0004061.
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Gorbunova, Anastasia A. "A Metric for Orthographic Similarity: Theory and Implications." Thesis, The University of Arizona, 2007. http://hdl.handle.net/10150/193269.
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Letter position plays an important role in lexical access. But are some positions more important than the others? Findings from numerous studies support the notion that in lexical access, initial letters produce strongest activation, which weakens towards the end of the word. In order to create a metric for computing the activation produced by each letter position in a correctly spelled word versus a word in which some or all letters are transposed, the formula for calculating a word's orthographic match coefficient (OMC) was developed and tested. Utilizing the masked priming paradigm and a lexical decision task, Experiments 1-5 test the accuracy and reliability of the OMC predictions, and look at neighborhood density in conjunction with different types of letter movement. Results from these experiments provide empirical support for the OMC as a reliable predictor of priming that involves transposed letters, and offer insight into possible mechanisms of word recognition.
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Brewer, Jordan. "Phonetic Reflexes of Orthographic Characteristics in Lexical Representation." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195213.
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A large domain of linguistic inquiry concerns the nature of words. It is widely thought that words are stored and represented in our minds in a structure termed the lexicon, in which every word has a 'lexical representation'. Researchers conduct experiments and examine intuitions about words to determine the content and structure of the lexicon. One interesting component in lexical representation, for literate speakers, is an orthographic representation for words. It has been traditionally assumed that while this orthographic information is available and useful in such tasks as visual word recognition (i.e. reading) or in writing, orthographic information about words is not necessarily involved in non-visual linguistic tasks, like auditory word perception, or speech production.There has been some research however, which has challenged this notion of the isolation of orthographic information to visual processes. In a seminal study Seidenberg and Tanenhaus (1979) found an influence of orthography in an auditory rhyming judgment task. Subjects were faster to judge as rhyming those pairs which shared an orthographic representation of the rhyme than those who shared only phonology (i.e. pie-tie vs. rye-tie). Additional recent research has confirmed these effects of orthography in auditory perception tasks (Taft & Hambly, 1985; Halle, Chereau, & Sequi, 2000; Ziegler & Ferrand, 1998). Even more surprisingly, some experiments have suggested effects of orthography in speech production (Tanenhaus, Finigan & Seidenberg, 1980; Lupker, 1982; Wheeldon & Monsell, 1992; Damion & Bowers, 2003). These experiments all show facilitated naming latencies for words which share orthographic characteristics with some prime environment. As such, these results can all be explained as effects of orthography on lexical access of words rather than affecting the production process per se.In contrast, the experiments and analyses described in this dissertation show an un-ambiguous effect of orthography on speech production. Orthographic characteristics of word-final sounds, and words themselves are shown to influence the durations of spoken productions of those sounds, and whole words. These effects are robust to the mode of lexical access, whether through experimentally elicited reading aloud of words, or through the spontaneous generation of words in a modified sociolinguistic interview format.
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Kwok, Rosa Kit Wan. "Orthographic and phonological processing in English word learning." Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/7403/.
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This thesis investigates the process of orthographic and phonological word learning in adults. Speed of reading aloud is used as the main measure, specifically the reduction in naming reaction times (RTs) to short and long novel words through repetition and the convergence of RTs to short and long items. The first study (Chapter 2) fully described this fundamental learning paradigm and it is then used to compare various types of training in different groups of readers in the following chapters. Second, the role of phonology in visual word learning was investigated in Chapter 3. Novel words that received the training of both orthography and phonology (reading aloud condition) was found to be more efficient and effective compared to solely training the phonology of the novel words (hear-and-repeat with and without distractors). Yet, all three experiments in Chapter 3 also showed that the establishment of a phonological representation of a novel word can be sufficient of result in representations in the mental lexicon even without any encounter with the orthographic form of the novel word. Linear mixed effect modelling also found that literacy and phonological awareness made a significant contribution to nonwords naming speed when vocabulary and rapid digit naming were taken into account. Expressive vocabulary was found to be a significant predictor of the change in naming speed across the learning session when the effects of literacy, phonological awareness were controlled. Third, Chapter 4 then involved the repeated presentation of interleaved high-frequency words, low-frequency words and nonwords to native speakers of English in two testing sessions 28 days apart. Theoretical interest lies in the relative effects of length on naming latencies for high-frequency words, low-frequency words and nonwords, the extent to which those latencies (RTs) converge for shorter and longer words and nonwords, and the persistence of training/repetition effects over a 28-day retention interval. Finally, Chapters 5 and 6 try to bring these theories in a more applied context to understand orthographic word learning in adults with dyslexia and in bilingual speakers.
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Araújo, Carla Jamille Cerqueira de. "Contribuições dos estudos em orthographia para a pedagogia." Faculdade de Educação, 2014. http://repositorio.ufba.br/ri/handle/ri/24030.
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CAPES
A sensação de impotência diante dos erros ortográficos dos alunos atrelada à indefinição no ensino da ortografia, vivida e também presenciada na fala do outro, motivaram a pesquisa com que se projetou responder sobre as contribuições dos estudos em ortografia para a Pedagogia, de modo a contribuir com o trabalho didático dprofessores em relação a esse aspecto da língua escrita. Para tanto, desenvolveu-se uma pesquisa de caráter exploratório, em que se procedeu a um levantamento deestudosteóricos e metodológicosrelacionados ao objeto em estudo, no Brasil, sem desconsiderar a perspectiva histórica sob o objeto, buscando reunir informações, em literatura específica,quanto ao ensino da ortografia, elucidar questões teóricas relevantes e repensar o tratamento dado ao ensino, com vistas a devolver a escrita ortográfica à escola com um tom mais humano, dado que ela é constituída socialmente. As análises das opiniões do que historicamente vêm sendo registradas e as compreensões efetivadas mostraram que o ensino da ortografia assume novo formato, reflexivo, que nega um ensino pautado na repetição e memorização, e que cabe ao professor, sujeito responsável por lhe darsentido, difundiresse novo tratamento pedagógico do ensino da escrita ortográfica.
Resumen La sensación de impotencia frente a los errores ortográficos de los alumnos concomitante a la indefinición en la enseñanza de la ortografía, vivida y también presenciada en el habla del otro, motivaron la investigación con que se proyectó responder sobre las contribuciones de los estudios en ortografía para la pedagogía, de modo a contribuir con el trabajo didáctico de profesores en relación a ese aspecto de la lengua escrita. Para esto, se desarrolló una investigación de carácter exploratorio, en la que se procedió a un análisis bibliográfico deestudios teóricos y metodológico relacionado al objeto de estudio, en Brasil, sin desconsiderar la perspectiva histórica sobre el objeto, buscando reunir informaciones cuanto a la enseñanza de la ortografía, elucidar cuestiones teóricas relevantes y repensar el tratamiento dado a la enseñanza, con vistas a devolver a la escritura ortográficaa la escuela con un color más humano, dado que ella es socialmente constituida. Los análisis de las opiniones que históricamente se han registrado y los entendimientos realizados mostraron que la enseñanza de la ortografía asume nuevo formato, reflexivo, que niegauna enseñanza basada en la repetición y memorización, y que cabe al profesor, sujeto responsable por darles sentido, dar voz y vez a ese nuevo tratamiento pedagógico en la enseñanza de la ortografía.
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Travis, Hannah. "THE RELATIONSHIP BETWEEN FUSIFORM VOLUME AND ORTHOGRAPHIC PROCESSING." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/theses/2594.
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The current project investigated the brain-behavior relationships between fusiform volume and orthographic processing in children with Reading Disability (RD) and Attention-Deficit/Hyperactivity Disorder (ADHD). It was hypothesized that there would be differences in fusiform volume between those with and without RD. Individuals with and without ADHD were not expected to differ in fusiform volume and an interaction in the RD/ADHD group was not expected. Children with RD/ADHD were expected to have similar volumes to children who have RD. It also was hypothesized that size of the left fusiform segments would be correlated with three orthographic processing tasks and tests of reading achievement (i.e., Orthographic Choice, Homophone/Pseudohomophone Choice and the Colorado Perceptual Speed Task; Letter Word Identification, Word Attack, and Reading Fluency). Results indicated that there were no group differences in fusiform volume between children with and without RD as well as with and without ADHD. There were also no relationships between the left fusiform and any of the orthographic or reading achievement measures. However, all three measures of orthographic processing were significantly related to the right posterior fusiform. Additionally, Homophone/Pseudohomophone Choice and Reading Fluency demonstrated a trend with the right anterior fusiform. The findings reported in this study were largely unexpected and suggest that further research examining the relationship between right fusiform volume and orthographic processing is warranted.
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Soulier, Lucille. "Emotion et orthographe : étude chez l'enfant d'école primaire." Thesis, Toulouse 2, 2019. http://dante.univ-tlse2.fr/9067/.
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La question de l’impact de l’émotion sur la cognition constitue aujourd’hui un champ de recherche abondant, tant en neuro-sciences qu’en Sciences Humaines. Alors qu’il existe de nombreuses études traitant de cette question chez l’adulte, peu d’études ont été conduites chez l’enfant et encore moins dans le cadre plus écologique des apprentissages scolaires. Ce travail de thèse a pour objectif d’étudier l’influence des émotions sur la mise en œuvre des processus orthographiques chez l’enfant d’école primaire. En utilisant les spécificités de l’orthographe et la diversité des processus qu’elle mobilise, nous entendons tester l’hypothèse formulée par le modèle RAM (Ellis & Ashbrook, 1988 ; Ellis & Moore, 1999) selon laquelle l’émotion mobiliserait une partie des ressources attentionnelles de l’individu aux dépens du traitement de la tâche en cours. Pour ce faire, cinq études expérimentales ont été réalisées. L’effet d’une induction d’un état émotionnel, positif ou négatif, par la musique, a été testé sur les performances orthographiques dans différentes tâches (i.e., production écrite libre et contrôlée, tâche de copie et tâche de détection d’erreurs). Les résultats de nos études montrent que, de façon générale, l’induction d’un état émotionnel négatif provoque une altération des performances orthographiques chez le scripteur novice. En accord avec l’hypothèse de la privation attentionnelle générée par l’émotion, l’effet de cette dernière est différencié en fonction de la nature et du coût de la tâche, de la nature de l’item à traiter et du niveau d’expertise du scripteur. L’émotion négative est associée à des performances déficitaires principalement lorsque la situation est coûteuse et mobilise un contrôle attentionnel élevé. Cet effet s’observe sur différents indicateurs tels que la réussite à la tâche et son temps d’exécution. En montrant un effet différencié de l’émotion selon le coût attentionnel de la tâche, les résultats de ces études valident l’hypothèse selon laquelle l’émotion constitue une charge cognitive supplémentaire. Cependant, de nouvelles études doivent être conduites pour identifier la nature des mécanismes à l’origine de cette privation attentionnelle. De plus, contrairement aux prédictions formulées par le modèle RAM, ces études ne rendent pas compte d’un effet, positif ou négatif, de l’induction émotionnelle positive sur les performances. Ce résultat est discuté au regard des difficultés méthodologiques à induire et mesurer une émotionThe impact of emotion on cognition has taken an important part in Neuroscience as well as in Human Science researches. Up until now, numerous studies focused on elaborating this subject with adults only. On the contrary, few studies have been conducted in children and even less in the more ecological approach of learning. This thesis aimed at studying the influence of emotions on the orthographic process in primary school students. This study relies on orthographic specificities and its diverse cognitive processes and it is grounded on the RAM model (Ellis & Ashbrook, 1988; Ellis & Moore, 1999) suggesting that emotions engage a part of the attentional resources at the expense of the achievement of the ongoing task. To that end, five experimental tasks were accomplished to test the effect of the induction of an emotional state (positive or negative) by means of music, on the orthographic performances in different writing tasks (free and controlled writing tasks, copying and an error spotting task). Generally, results indicate that a negative emotional state alters the orthographic performances of primary school students. In line with the hypothesis of attentional deprivation triggered by emotion, multiple variables contribute to this effect, such as the type and cognitive cost of the task, the item’s type and the level of expertise of the subject. Accordingly, the negative emotion is associated with low performances especially when the task is costly cognitively and requires a high attention level. These results can be observed on the success rate of the task and the time of its execution.The fact that the effect of emotion varies according to the attentional cost of the task validates the hypothesis suggesting emotion as a supplementary cognitive charge. However, it could be interesting to investigate the nature of the mechanisms leading to this emotional deprivation. Moreover, and in opposite to what was predicted by the RAM model, the experiments of this study do not account for a positive or negative effect of the induction of a positive emotion on performances. This result is discussed in terms of methodological constraints for inducing and measuring an emotion