Annie Colas

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Linguistic studies of the intonation of Yes-No questions in French show that, in questions containing more than two stress groups, interrogative intonation is characterized by a sequence of lowered pitches or downstepped tones which precede the final rise. The gating paradigm was used here to determine whether subjects listening to French NP utterances(More)
This study deals with the determinants of prosodic phrasing in French schoolchildren's narratives. Children (aged 7 to 11) told picture stories to a silent same-age peer. The establishment of temporal and/or causal relations between the events was more or less guided by the drawings (ordered vs. arbitrary sequences). The comprehension of the referential(More)
The study deals with children's use of the connective and to end a story. One hundred and ninety-one children (aged 7.0 to 11.0) who were native speakers of French told two-character comic strip stories with no text to a same-age peer. In the consecutive-display condition, the comic strip was in booklet format with one frame per page, whereas in the(More)
This study deals with the use of connectives in oral French narration. Sevento eleven-year-old native speakers of French told ‘silent’ comic strip stories involving two characters to a same-age peer. The comic strips differed from each other in the display mode (consecutive vs. simultaneous), the type of event sequence (arbitrary vs. ordered) and the(More)
Eye movements were examined to determine how readers with Down syndrome process sentences online. Participants were 9 individuals with Down syndrome ranging in reading level from Grades 1 to 3 and a reading-level-matched control group. For syntactically simple sentences, the pattern of reading times was similar for the two groups, with longer reading times(More)
  • A Colas
  • Journal of child language
  • 1999
It is well known that mothers give then infants lessons in conversational competence from an early age. This study considered how maternal gestures and prosody contribute to this developing competence. It examines how mothers use ostensive marking to point out common references at different stages of development. The corpus consisted of longitudinal(More)
As part of a broader research project on the construction of the self, six infants were observed longitudinally in day-care centers between the ages of five months and three years. Interviews were conducted with the six mothers in order to evaluate the intersubjective characteristics of the mother-infant relationship. For three of the six children, the(More)
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