Document complet - Thèse de l`Université de Lyon 2

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Au cours des vingt dernières années, un nombre croissant de recherches se sont attachées à
démontrer empiriquement l’existence d’une influence indépendante de l’âge auquel les mots ont
été appris dans l’enfance sur les capacités ultérieures de reconnaissance et de production de ces
mots à l’âge adulte. Le réexamen de ces données dans une perspective connexionniste a toutefois
conduit Zevin et Seidenberg (2002) à mettre sévèrement en cause la robustesse de ces
précédentes démonstrations dans le champ de la lecture experte. Les effets d’Age d’acquisition
(AdA) ont alors été décrits comme la conséquence exclusive des apprentissages par
mémorisation d’associations arbitraires de patterns, très éloignés des processus d’acquisition des
appariements grapho-phonémiques dans les langues alphabétiques. Nos travaux reviennent sur
cette position radicale en proposant une approche empirique et théorique du phénomène de
l’AdA et de ses origines, spécifiquement centrée sur la description de l’impact de l’AdA de la
forme orthographique des mots. Les résultats obtenus auprès d’enfants ou d’adultes, et pour
différentes langues, encouragent la réhabilitation des effets d’AdA sur le traitement visuel des
mots, mais confirment également que l’influence résiduelle de l’AdA dépend des possibilités de
réinvestissement des connaissances antérieures au moment des acquisitions nouvelles. Ces
observations ont été discutées en référence à l’approche classique du développement de la lecture
soutenue par les modèles connexionnistes parallèles et distribués, et quelques perspectives pour
l’entraînement à la lecture ont été dégagées.
Age d’acquisition – Mémoires orthographiques – Apprentissage - Développement
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2!!( 9 9 %%&- Pour sa confiance, son soutien et ses relectures attentives et critiques des recherches présentées
ici, mes sincères remerciements vont à Tatjana Nazir, sans qui ce travail n’aurait pu aboutir.
Je souhaite encore remercier le professeur Ram Frost, pour ses avis scientifiques aussi
précieux qu’indispensables, ainsi que Nadia Benboutayeb, Sonia Michalon, Clara Martin et
Véronique Boulenger pour les moments d’échange constructifs autour du présent travail et pour
leur soutien inconditionnel.
Mes remerciements s’adressent enfin à l’ensemble des personnes mentionnées ci-dessous,
pour leur précieux concours et active participation à ces recherches :
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Il semble peu probable, en conclusion, que les mots soient appris tôt parce qu’ils
sont faciles à prononcer, plutôt que l’inverse. […] Nous privilégions l’hypothèse
plus prometteuse du point de vue psychologique que les mots appris
précocement soient plus facile à prononcer parce qu’ils ont été appris tôt. (Brown
et Watson, 1987, p.214)
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