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Research projects

The present proposal seeks predictors of poor speech perception in noise in childhood by focusing on the development of auditory processing. More specifically, this project aims to characterize the role of sensory and non-sensory mechanisms involved in the development of speech perception in noise for normal-hearing and hearing-impaired children.
2015 - 2018
The idea of greatness - in its digital, spatial, and temporal aspects - is the central foundation of mathematics, science, and technology. But it origins, their relations during development, and the format of representation of the abstract concepts of number, space, and time are still debated and misunderstood.
The existence of a numerical mental line where different numbers are represented in the space from left to right, has been demonstrated in adults by numerous studies. The objective of this project is to study if this representation depends on learning or if it is present from an early age.
2011-2016
Our perceptual system permanently encodes numerical and geometric information from the surrounding world. These intuitions, present from an early age, may serve as a basis for the acquisition of mathematical knowledge. However, primitive intuitions remain limited, and therefore do not entirely explain how we learn the simplest mathematical concepts, such as natural integers and Euclidean geometry.
2018-2022
Children have intuitions about numbers from an early age; later, these intuitions guide their learning in classroom settings. However, very little research has sought to characterize children’s intuitive knowledge in another area of mathematics: geometry. In my previous research (Project MathConstruction), I approached this question by focusing on Euclidean geometry, using angles, a central Euclidean concept, as a diagnostic tool.
Our project aims to find out which cognitive and developmental factors contribute to the activation of brain patterns during word learning and recognition in young children using the event-related potential (ERP) technique.
While our work focuses on understanding the mechanisms underlying typical language acquisition, knowledge of these mechanisms then allows us to explore whether such mechanisms are present or not in various populations having atypical language acquisition, and might be implicated in their learning difficulties (with potential impact for designing remediation techniques).