Publications made “with Eye and Pen”

  • Publications made “with Eye and Pen”
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    Papers

    2025

    • Cerni, T., Lonciari, I. & Job, R. (2025). The influence of handwriting and typing on novel word learning in typically developing readers and readers with dyslexia. Learning and Instruction, 98,102119 [https://doi.org/10.1016/j.learninstruc.2025.102119]

    2024

    • Chesnet, D., Solier, C., Bordas, B. & Perret, C. (2024). A quick briefing on the new version of Eye and Pen (version 3.01): news and update. Reading and Writing, 37, 253–264. [https://doi.org/10.1007/s11145-022-10267-5]
    • Jiménez, J. E., & Barrientos, P. (2024). Handwriting skills and their role in text generation: A longitudinal study with graphonomic measures. International Journal of Educational Methodology, 10(1), 903-921. [https://doi.org/10.12973/ijem.10.1.903]
    • Mazur, A., Quignard, M. (2024).  Pauses in the Dynamics of Handwriting Production: Evidence of Persistent Difficulties in French Students with Dyslexia. Dyslexia, 31(1). [https://doi.org/10.1002/dys.1789]
    • Mazur, A., Quignard, M. (2024). Online Indicators of Written Production: ‘Bio-Behavioural’ Markers of Dyslexia–Dysorthographia? Brain Sciences, 14, 1125. [https://doi.org/10.3390/brainsci14111125]

    2023

    • Alamargot, D. & Morin, M.-F. (2023). Décours des traitements de l’accord sujet-verbe lors de la production écrite de phrases sous dictée, chez des élèves de terminale de langue française. A.N.A.E., 185, 001-007 [Summary in English] [https://www.anae-revue.com/]
    • Critten, S., Connelly, V., Dockrell, J.E., Mundy, I.R., O’Rourke, L., Callaghan, L. and Walter, K. (2023). Handwriting processes when spelling morphologically complex words in children with and without Developmental Language Disorder. Frontiers in Psychology, 14:1112462. [https://doi.org/10.3389/fpsyg.2023.1112462]
    • Breadmore, H. L., Côté, E. & Deacon, S. H. (2023). The Timing Tells the Tale: Multiple Morphological Processes in Children’s and Adults’ Spelling, Scientific Studies of Reading. [https://doi.org/10.1080/10888438.2023.2186233]
    • Cerni, T. & Job, R. (2023). Spelling processing during handwriting and typing and the role of reading and visual-motor skills when typing is less practiced than handwriting. Reading and Writing. [https://doi.org/10.1007/s11145-023-10418-2]
    • Johansson, B. & Rijlaarsdam, G. (2023). Writing fluency predicted by reading, linguistic and cognitive skills in L1 and L2 in the writing of bilingual biscriptal Persian-Swedish children. L1-Educational Studies in Language and Literature, 23, 1-28. [https://doi.org/10.21248/l1esll.2023.23.1.374]
    • Mazur, A. & Quignard, M. (2023). French Students with Dyslexia Facing the Punctuation System: Insecurity, Inventory Use, and Error Studies. Brain Sciences, 13, 532. [https://doi.org/10.3390/brainsci13040532]
    • Mazur, A. & Chenu, F. (2023). The revision process during handwritten text production: The case of French higher education students with dyslexia. Dyslexia, 1-20. [https://doi.org/10.1002/dys.1734]
    • Provenzale, C., Bonsignori, C., Sparaci, L., Formica, D. & Taffoni, F. (2023). Using screen-based technologies to assess handwriting in children: a preliminary study choosing human-machine interaction. IEEE Access, volume 11. [https://doi.org/10.1109/ACCESS.2023.3326357]

    2022

    • Cerni, T. & Job, R. (2022). The interaction of central and peripheral processes in typing and handwriting: A direct comparison. Journal of Experimental Psychology: Human Perception and Performance, 48(6), 563–581. [https://doi.org/10.1037/xhp0001006]
    • Chaussoy, L., Lambert, E. & Quémart, P. (2022). Morphological processing in written word production is based on orthography rather than semantics. Acta Psychologica, 229. [https://doi.org/10.1016/j.actpsy.2022.103670]
    • Figueroa-Leighton, A. & Crespo, N. (2022). Caracterización del proceso de escritura de niños y preadolescentes de DT y TDL: Aplicación de la técnica Eye and Pen. Revista Signos: Estudios de Lengua y Literatura 55(110):976-1000 [https://doi.org/10.4067/S0718-09342022000300976]
      [ Characterization of the Writing Process of Children and Preadolescents with TD and DLD: Application of the Eye and Pen Technique. (Summary in english) ]
    • Frey, A., Lessard, A., Carchon, I., Provasi, J. & Pulido, L. (2022). Rhythmic training, literacy, and graphomotor skills in kindergarteners. Frontiers in Psychology, 13(959534). [https://doi.org/10.3389/fpsyg.2022.959534]
    • No, B. & Choi, N. (2022). Writing Development of Children before Entering Primary School: Focusing on Graphomotor Skills and Written Expression. Korean Journal of Child Studies, 43(1), 47-59. [https://doi.org/10.5723/kjcs.2022.43.1.47]

    2021

    • Chen, S., Kruger, J.-L. & Doherty, S. (2021). Reading patterns and cognitive processing in an eye-tracking study of note-reading in consecutive interpreting. Interpreting, 23(1), 76-102. [https://doi.org/10.1075/intp.00050.che]
    • Johansson, B., & Lindgren, E. (2021). Fluency and its relationship with typology, exposure and lexical retrieval in bilingual Persian-Swedish children’s writing. L1-Educational Studies in Language and Literature, 21, 1-28. [https://doi.org/10.17239/L1ESLL-2021.21.01.12]
    • Mazur-Palandre, A., Quignard, M. & Witko, A. (2021). Confronting Lexical Choice and Error Distribution in Written French: New Insights into the Linguistic Insecurity of Students with Dyslexia. Brain Sciences, 11, 922. [https://doi.org/10.3390/brainsci11070922]
    • No, B. & Choi, N. (2021). Differences in Graphomotor Skills by the Writing Medium and Children’s Gender. Education Sciences, 11, 162. [https://doi.org/10.3390/educsci11040162]

    2020

    • Alamargot, D., Morin, M.-F. & Simard-Dupuis, E. (2020). Handwriting Delay in Dyslexia: Children at the End of Primary School Still Make Numerous Short Pauses When Producing Letters. Journal of Learning Disabilities. [https://doi.org/10.1177/0022219420903705]
    • Chen, S. (2020a). The process of note-taking in consecutive interpreting. A digital pen recording approach. Interpreting, 22(1), 117–139. [https://doi.org/10.1075/intp.00036.che]
    • Chen, S.(2020b). The impact of directionality on the process and product in consecutive interpreting between Chinese and English: Evidence from pen recording and eye tracking. The Journal of Specialised Translation, 34, 100-117. [https://jostrans.org/issue34/art_chen.php]
    • Drijbooms, E., Groen, M., Alamargot, D. & Verhoeven, L. (20120). Online management of text production from pictures: a comparison between fifth graders and undergraduate students. Psychological Research, 84, 2311–2324. [https://doi.org/10.1007/s00426-019-01199-x]
    • Prunty, M., Pratt, A., Raman, E., Simmons, L. & Steele-Bobat, F. (2020). Grip strength and pen pressure are not key contributors to handwriting difficulties in children with developmental coordination disorder. British Journal of Occupational Therapy. [https://doi.org/10.1177/0308022619885046]
    • Sumner, E. & Connelly, V. (2020). Writing and Revision Strategies of Students With and Without Dyslexia. Journal of Learning Disabilities. [https://doi.org/10.1177/0022219419899090]

    2019

    • Dockrell, J. E., Connelly, V., & Arfé, B. (2019). Struggling writers in elementary school: capturing drivers of performance. Learning and Instruction, 60, 75–84. [https://doi.org/10.1016/j.learninstruc.2018.11.009]
    • Guilbert, J., Alamargot, D. & Morin, M-F. (2019). Handwriting on a tablet screen: Role of visual and proprioceptive feedback in the control of movement by children and adults. Human Movement Science, 65, 30-41.  [https://doi.org/10.1016/j.humov.2018.09.001]
    • Quémart, P., & Lambert, E. (2019). The influence of the morphological structure of words on the dynamics of handwriting in adults and fourth and sixth grade children. Reading and Writing, 32, 175–195. [https://doi.org/10.1007/s11145-017-9762-0]
    • Mazur Palandre, A. (2019). L’étudiant dyslexique présente-t-il encore des difficultés de production textuelle à l’écrit ? Enfance, 2(2), 241-263. [https://doi.org/10.3917/enf2.192.0241]
    • Witko, A. & Chenu, F. (2019). Corpus et activité rédactionnelle d’adolescents dyslexiques dysorthographiques en contexte de soin courant orthophonique. Corpus, 19. [https://doi.org/10.4000/corpus.4446]

    2018

    2017

    • Alamargot, D., Morin, M.-F. & Drijbooms, E. (2017). Planificateur ou formulateur ? Mise en évidence de deux stratégies de rédaction à partir d’un support imagé chez des élèves de CE1 et de CM2 ». Pratiques, 173-174. [http://pratiques.revues.org/3334]
    • Barrientos, P. (2017). Handwriting Development in Spanish Children With and Without Learning Disabilities: A Graphonomic Approach. Journal of Learning Disabilities, 50(5), 552-563. [ https://dx.doi.org/10.1177/0022219416633866]
    • Beers, S. F., Mickail, T., Abbott, R. & Berninger, V. (2017). Effects of transcription ability and transcription mode on translation: Evidence from written compositions, language bursts and pauses when students in grades 4 to 9, with and without persisting dyslexia or dysgraphia, compose by pen or by keyboard. Journal of Writing Research, 9(1), 1-25. [http://doi.org/10.17239/jowr-2017.09.01.01]
    • Chen, S. (2017a). The construct of cognitive load in interpreting and its measurement. Perspectives, 25(4), 640-657. [https://dx.doi.org/10.1080/0907676X.2016.1278026]
    • Chen, S. (2017b). Note-taking in consecutive interpreting: New data from pen recording. Translation and Interpreting, 9(1), 4–23. [https://dx.doi.org/10.12807/ti.109201.2017.a02]
    • Jiménez, J. E. (2017). Early Grade Writing Assessment: An Instrument Model. Journal of Learning Disabilities, 50(5), 491–503. [https://doi.org/10.1177/0022219416633127]
    • Millogo, V. E. (2017). Comment les jeunes élèves apprennent-ils à jongler avec les occurrences de références en production narrative : une étude en temps réel. Language and Literacy, 18(3), 69-88. [https://doi.org/10.20360/G2H02W]
    • Prunty, M. & Barnett, A. L. (2017). Understanding handwriting difficulties: A comparison of children with and without motor impairment. Cognitive Neuropsychology. [https://doi.org/10.1080/02643294.2017.1376630]
    • Quémart, P. & Lambert, E. (2017). The influence of the morphological structure of words on the dynamics of handwriting in adults and fourth and sixth grade children. Reading and Writing. [http://doi.org/10.1007/s11145-017-9762-0]
    • van der Steen, S., Samuelson, D. & Thomson, J. (2017). The Effect of Keyboard-Based Word Processing on Students With Different Working Memory Capacity During the Process of Academic Writing. Written Communication, 34(3), 280-305. [http://doi.org/10.1177/0741088317714232]

    2016

    • Alamargot, D. & Morin, M-F (2016). New handwriting technologies: how the tablet screen surface affects students’ graphomotor execution. Handwriting Today. 15, 9-15.
    • Prunty, M., Barnett, A. L., Wilmut, K. & Plumb, M. (2016). Visual perceptual and handwriting skills in children with Developmental Coordination Disorder. Human Movement Science, 49, 54–65. [http://dx.doi.org/10.1016/j.humov.2016.06.003]
    • Prunty, M., Barnett, A., Wilmut, K. & Plumb, M. (2016). The impact of handwriting difficulties on compositional quality in children with developmental coordination disorder. British Journal of Occupational Therapy, 79(10), 591 – 597.  [http://dx.doi.org/10.1177/0308022616650903]

    2015

    • Alamargot, D., Flouret, L., Larocque, D., Caporossi, G., Pontart, V., Paduraru, C., Morisset, P. & Fayol, M. (2015). Successful written subject–verb agreement: an online analysis of the procedure used by students in Grades 3, 5 and 12. Reading and Writing, 28(3), 291-312. [http://dx.doi.org/10.1007/s11145-014-9525-0]
    • Alamargot, D. & Morin, M. F. (2015). Does handwriting on a tablet screen affect students’graphomotor execution? A comparison between Grades Two and Nine. Human Movement Science, 44, 32-41. [http://dx.doi.org/10.1016/j.humov.2015.08.011]

    2014

    • Alamargot, D., Morin, M. F., Pontart, V., Maffre, L., Flouret, L., & Simard-Dupuis, E. (2014). Les enfants dyslexiques ont-ils des difficultés graphomotrices? Quoi de neuf dans les Troubles Spécifiques de l’Apprentissage. ANAE – Approche neuropsychologique des apprentissages chez l’enfant, 128, 59-67.
    • Beauvais, L., Favart, M., Passerault, J.-M. & Beauvais, C. (2014). Temporal Management of the Writing Process: Effects of Genre and Organizing Constraints in Grades 5, 7, and 9. Written Communication, 31(3), 1-29. [http://dx.doi.org/10.1177/0741088314536361]
    • Chenu, F., Pellegrino, F., Jisa, H. & Fayol, M. (2014). Interword and intraword pause threshold in writing.  Frontiers in Psychology, 5(182). [http://dx.doi.org/10.3389/fpsyg.2014.00182]
    • Prunty, M. M., Barnett, A. L., Wilmut, K. & Plumb, M. S. (2014). An examination of writing pauses in the handwriting of children with Developmental Coordination Disorder. Research in Developmental Disabilities, 35(11), 2894-2905. [https://doi.org/10.1016/j.ridd.2014.07.033]
    • Sumner, E., Connelly, V. & Barnett, A. L. (2014). The Influence of Spelling Ability on Handwriting Production: Children With and Without Dyslexia. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(5), 1441-1447. [http://dx.doi.org/10.1037/a0035785]

    2013

    • Pontart, V., Bidet-Ildei, C., Lambert, E., Morisset, P., Flouret, L. & Alamargot, D. (2013). Influence of Handwriting Skills during Spelling in Primary and lower Secondary Grades. Frontiers in Psychology, 4(818). [http://dx.doi.org/10.3389/fpsyg.2013.00818]
    • Prunty, M. M., Barnett, A. L., Wilmut, K. & Plumb, M. S. (2013). Handwriting speed in children with Developmental Coordination Disorder: Are they really slower? Research in Developmental Disabilities, 34(9), 2927-2936. [https://doi.org/10.1016/j.ridd.2013.06.005]
    • Sausset, S., Lambert, E. & Olive, T. (2013). Flexibility of orthographic and graphomotor coordination during a handwritten copy task: effect of time pressure. Frontiers in Psychology, 4(866). [http://dx.doi.org/10.3389/fpsyg.2013.00866]
    • Sumner, E., Connelly, V. & Barnett, A. L. (2013). Children with dyslexia are slow writers because they pause more often and not because they are slow at handwriting execution. Reading and Writing, 26(6), 991–1008. [http://dx.doi.org/10.1007/s11145-012-9403-6]

    2012

    • Chuy, M., Alamargot, D. & Passerault, J.M. (2012). Interference with prior knowledge while writing from sources: Effects of working memory capacity. Journal of Cognitive Psychology, 24(7), 815-828. [http://dx.doi.org/10.1080/20445911.2012.699035]
    • Connelly, V., Dockrell, J., Walter, K. & Critten, S. (2012). Predicting the quality of composition and written language bursts from oral language, spelling and handwriting skills in children with and without specific language impairment. Written Communication, 29, 278–302. [http://dx.doi.org/10.1177/0741088312451109]
    • Maggio, S., Lété, B., Chenu, F., Jisa, H., & Fayol, M. (2012). Tracking the mind during writing: immediacy, delayed, and anticipatory effects on pauses and writing rate. Reading and Writing, 25, 2131–2151. [https://doi.org/10.1007/s11145-011-9348-1]
    • Sausset, S., Lambert, E., Olive, T.  & Larocque, D (2012). Processing of Syllables During Handwriting: Effects of Graphomotor Constraints. The Quarterly Journal of Experimental Psychology, 65(10), 1872-1879. [http://dx.doi.org/10.1080/17470218.2012.715654]

    2011

    • Alamargot, D., Caporossi, G., Chesnet, D. & Ros, C. (2011). What Makes a Skilled Writer? Working Memory and Audience Awareness during Text Composition. Learning and Individual Differences, 21(5), 505-516. [http://dx.doi.org/10.1016/j.lindif.2011.06.001]
    • Lambert, E., Alamargot, D., Laroque, D. & Caporossi, G. (2011). Dynamics of spelling process during a copy task. Effect of frequency and regularity. Canadian Journal of Experimental Psychology, 65(3), 141-150. [http://dx.doi.org/10.1037/a0022538]

    2010

    • Alamargot, D., Plane, S., Lambert, E. & Chesnet, D. (2010). Using Eye and Pen Movements to Trace the Development of Writing Expertise: Case Studies of a Seventh, Ninth and Twelfth Grader, Graduate Student, and Professional Writer. Reading and Writing, 23, 853-888. [http://dx.doi.org/10.1007/s11145-009-9191-9]
    • Bonin, P & Delattre, M. (2010). La procédure de conversion phonie-graphie en production sous dictée. L’année psychologique, 110, 495-516.

    2006

    • Alamargot, D., Chesnet, D., Dansac, C. & Ros, C. (2006). Eye and Pen: a new device to study reading during writing. Behaviour Research Methods, Instruments and Computers, 38(2), 287-299. [https://doi.org/10.3758/BF03192780]

    2005

    • Alamargot, D. (2005). Le rôle de la lecture au cours de l’écriture : ce que nous indiquent les mouvements oculaires du rédacteur. Rééducation Orthophonique, 223, 189-201.
    • Alamargot, D., Chanquoy, L. & Chuy, M. (2005). L’élaboration du contenu du texte : de la mémoire à long terme à l’environnement de la tâche [Text content elaboration: from long-term memory to task environment]. Psychologie Française, 50 (3), 287-304. [ abstract ]
    • Chesnet, D. & Alamargot, D. (2005). Analyses en temps réel des activités oculaires et graphomotrices du scripteur: intérêt du dispositif ‘Eye and Pen’. L’Année Psychologique, 105(3), 477-520. [https://doi.org/10.3406/psy.2005.29706]

    2004

    • Caporossi, G., Alamargot, D. & Chesnet, D. (2004). Using the computer to study the dynamics of handwriting processes. Lecture Notes in Computer Science, 3245, 242-253. [ abstract ]

    Book chapters, PhD

    2022

    2021

    • Bhardwaj, D., & Thakral, P. (2021). Improving the Accuracy of Writer Detection of Handwritten Text Using Image Hashing. In B. Singh et al. (eds.), Intelligent Computing and Communication Systems, Algorithms for Intelligent Systems, ch. 32, 313-320. Springer Nature, Singapore. [https://doi.org/10.1007/978-981-16-1295-4_32]
    • Millogo, V. (2021). Traitement de la cohésion en production de texte chez les élèves de 7 à 12 ans : approche de psychologie cognitive développementale. In Nita,  R.,  Caron,  P., Vergez-Couret, M., Brunet, A. & Kleiber, G. (Eds).,  Cohérence et cohésion textuelles (pp.215). Limoges:  Éditions Lambert-Lucas. ISBN 978-2-35935-343-3. ⟨hal-03120778⟩

    2020

    2019

    2018

    2016

    • Ailhaud, E. (2016). Etude des processus rédactionnels d’un texte : les données temporelles comme indices de la gestion des unités de production. PhD, Université de Lyon, France. [https://theses.hal.science/tel-01485691]
    • Millogo, V. E. (2016). Impact du traitement des occurrences successives d’un personnage sur la mise en œuvre des processus rédactionnels chez les élèves de 8 à 12 ans : étude en temps réel. In B. Marin & D. Berger (dir.), Recherches en éducation, recherches sur la professionnalisation : consensus et dissensus. Le Printemps de la recherche en ESPE 2015 (pp. 309-325). Paris : Réseau national des ESPE.

    2014

    • Caporossi, G. & Alamargot, D. (2014). L’écriture manuscrite : analyse comparative et méthodes d’études en temps réel. L’exemple du logiciel Eye and Pen. In C.Leblay & G. Caporossi (Eds), Le temps de l’écriture : enregistrements et représentations. Coll. “Sciences du langage : carrefours et points de vue” Louvain-la-neuve : Academia-Bruylant.

    2013

    2012

    • Alamargot, D., Chesnet, D. & Caporossi, G. (2012). Using Eye and Pen Movements to Study the Writing Process. In Fayol, M., Alamargot, D. & Berninger, V. W. (Eds.), Translation of Thought to Written Text While Composing. New York: Psychology Press. [http://doi.org/10.4324/9780203141434]

    2011

    • Alamargot, D., Leuwers, C., Caporossi, G., Pontart, V., O’Brien Ramirez, K.,Pagan, A., Chesnet, D., & Fayol, M. (2011). Eye Tracking Data during Written Recall: Clues to Subject-Verb Agreement Processing during Translation. In V.W. Berninger (Ed.), Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology. New York: Taylor & Francis/Routledge, Psychology Press.

    2010

    • Beauvais, L. (2010). La linéarisation en production écrite dans les textes procédural, narratif et argumentatif : Acquisition des composantes conceptuelle et linguistique en CM2, 5ème et 3ème. PhD, Université de Poitiers, France. [https://www.sudoc.fr/22906602X]

    2007

    • Alamargot, D., Dansac, C., Chesnet, D., & Fayol, M. (2007). Parallel processing before and after pauses: A combined analysis of graphomotor and eye movements during procedural text production. In M. Torrance, D. Galbraith & L. v. Waes (Eds.), Cognitive Factors in Writing. Dordrecht-Boston-London: Elsevier Sciences Publishers.

    2005

    • Alamargot, D., Dansac, C., Ros, C. & Chuy, M. (2005). Rédiger un texte procédural à partir de sources : relations entre l’empan de mémoire de travail et l’activité oculaire du scripteur. In D. Alamargot, P. Terrier, & J.M. Cellier, J.M. Production, compréhension et usages des écrits techniques au travail. Toulouse. Octarès. [ abstract ].

    Communications

    2024

    • Mazur, A. & Quignard, M. (2024). On-line and off-line analyze of the punctuation of students with dyslexia: a way to underline persistent difficulties. 13th conference of The British Dyslexia Association, Dimensions of Dyslexia: Evidence and Practice. Surrey, United Kingdom. ⟨hal-04462667⟩
    • Mazur, A., Quignard, M., Chesnet, D., Moiroud, L. & Rouillard, M. (2024). Online processes and eye movements indicators during reading and writing: methodological considerations. Conference Sig Writing 2024, Paris, France. ⟨hal-04462656⟩

    2022

    • Alamargot, D. & Morin, M.-F. (2022). Décours des traitements de l’accord sujet-verbe lors de la production écrite de phrases sous dictée chez des élèves de terminale de langue française. Colloque international « Enseigner et apprendre l’orthographe à l’heure du numérique » (ONEA), SHS Web of Conferences, 143, 01001.
      [https://doi.org/10.1051/shsconf/202214301001]
    • Alamargot, D., Louis, J., Morin, M.F. & Aparicio , X. (2022). Effets d’un entraînement à la production de Twoutils sur la réussite de l’accord sujet-verbe chez des élèves de 3e année du primaire. Colloque international « Enseigner et apprendre l’orthographe à l’heure du numérique » (ONEA) , SHS Web of Conferences 143, 02006.[https://doi.org/10.1051/shsconf/202214302006]
    • Benchekri, A., Fradet, L., Tisserand, R., Lemonnier, E., Amestoy, A. & Bidet-Ildei, C. (2022). Discrete movements in ASD children: are isochrony principle and Fitts’ law affected? 22nd conference of the European Society for Cogntive Psychology (ESCOP), Aug. 2022, Lille, France. [Poster]
    • Gimenes, M. & Bidet-Ildei, C. (2022). The influence of linguistic context on mental simulation. 22nd conference of the European Society for Cogntive Psychology (ESCOP), Aug. 2022, Lille, France. [Poster]
    • Provenzale, C., Sparaci, L., Fantasia, V., Bonsignori, C., Formica, D. & F. Taffoni, F. (2022). Evaluating Handwriting Skills through Human-Machine Interaction: A New Digitalized System for Parameters Extraction. 44th Annual International Conference of the IEEE Engineering in Medicine & Biology Society (EMBC), Glasgow, Scotland, United Kingdom, July 11-15. pp.5213-5216. [https://doi.org/10.1109/EMBC48229.2022.9871538]

    2021

    • Benchekri, A., Fradet, L., Tisserand, R. & Bidet-Ildei, C. (2021). Fine morphocinetic motions in ASD children: effect of writing amplitude on the isochrony principle. 19ème congrès de l’association des chercheurs en activités physiques et sportives (ACAPS), Oct. 2021, Montpellier, France. [https://hal.science/hal-03410750]
    • Benchekri, A., Fradet, L., Tisserand, R. & Bidet-Ildei, C. (2021). Mieux comprendre les déficits moteurs associés aux troubles du spectre autistique : approche biomécanique et cognitive. 61 ème congrès de la Société Française de Psychologie, Dec. 2021, Tours, France. [https://hal.science/hal-03566711]

    2020

    • Mazur-Palandre, A. & Chenu, F. (2020). Le processus de révision en production écrite de textes par des étudiants francophones dyslexiques. SHS Web of Conferences 78, 10002. [https://doi.org/10.1051/shsconf /20207810002]

    2018

    2015

    • Lambert, E. & Quémart, P. (2015). Ortho-syllables and syllables affect the dynamics of adjective handwriting in French. in Rémi, C. , Prevost, L., Anquetil, E.. Drawing, Handwriting Processing Analysis: New Advances and Challenges. 17th Biennial Conference of the International Graphonomics Society, pp. 37-40. Pointe-à-Pitre, Guadeloupe, June. [https://hal.univ-antilles.fr/hal-01166509/file/IGS2015proceedingsvHal-1.pdf]

    2009

    • Caissie, A. F. (2009). Mental rotations and spatial cognition : comparing vision and touch.  “zum gastvortrag des kognitions- und sozialpsychologischen kolloquiums”, may. Institut für Psychologie, Dortmund, Germany.

    2008

    • Alamargot, D., Fayol, M. & Chesnet, D. (2008). Assessing the time course of subject-verb agreement during French sentence production. The contribution of the “Eye and Pen” paradigm. SIG Writing conference: 11-13 june. University of Lund, Sweden.
    • Caissie, A. F., Toussaint, L., et Blandin, Y. (2008). Mental rotations and spatial cognition : comparisons between vision and touch. 30th Annual Meeting of the Cognitive Science Society, 23-26 July. Washington, DC, USA.

    Research contracts, networks, reports, ...

    • DYSAPP supported by la Maison des Sciences de l’Homme et de la Société (University of Poitiers & C.N.R.S.), from 2017 to 2021.
    • TAO supported by the University of Paris-Est Créteil, from 2017 to 2020.
    • ANR DyTo, Dynamique des Traitements Orthographiques from 2011 to 2014.
    • Caporossi, G. & Alamargot, D. (2013). L’écriture manuscrite : analyse comparative et méthodes d’études de leur dynamique. L’exemple du logiciel Eye and Pen. Les cahiers du GERAD, HEC Montréal, G–2013–72 . [https://www.gerad.ca/fr/papers/G-2013-72]
    • Jiménez, J. E. (2013). Early Grade Writing Assessment (EGWA): A report and a model instrument. Document prepared for UNESCO. University of La Laguna, Autonomous Community of the Canary Islands (Spain). [https://unesdoc.unesco.org/ark:/48223/pf0000266277]
    •   Eye and Pen was involved in an european COST program (Action IS0703): European Research Network on Learning to Write Effectively (ERN-LWE; web site) from 2009 to 2012.
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