Étude des liens entre structures logiques (d’inclusion et de classification) et compétences lexicales : auprès d’enfants suivis en orthophonie pour un trouble du raisonnement et d’enfants tout-venant, scolarisés du CE1 au CM1

Abstract : Our study consists in objectifying the links maintained between lexical skills and success in the logico-mathematical operations of classification and inclusion. To estimate the lexical level, the degree of active lexicon has been measured with the denomination test of ELO and the fluences of Exalang and that of the passive lexicon with the designation test of ELO. We have postulated that the school level affects lexical and logico-mathematical skills. We have also formulated the hypothesis that the logico-mathematical level conditions the level in oral language. Our analysis has been conducted on two samples: 42 control subjects and 27 patients. The tests were identical for each sample. The results don’t show a significant effect of school level on classification, inclusion and lexical skills. We did not find a significant effect of classification and inclusion on lexical skills. We cannot conclude thus really that these two logical structures exercise an influence on lexicon. However, we cannot either conclude that they do not exercise it, given the low statistical precision. However, we find a slight influence of other structures, in particular the seriation, thereby opening other perspectives of research.
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Master Thesis
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Romane Genty, Pauline Lefèvre. Étude des liens entre structures logiques (d’inclusion et de classification) et compétences lexicales : auprès d’enfants suivis en orthophonie pour un trouble du raisonnement et d’enfants tout-venant, scolarisés du CE1 au CM1. Sciences cognitives. 2018. ⟨dumas-02115230⟩

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