Cancer of the Oral Cavity and Oropharynx: Advances in Assessing Patient Intelligibility

The journal Folia Phoniatrica and Logopaedica has just published the article “Validation of an Intelligibility Test Based on Acoustic-Phonetic Decoding of Pseudo-Words: Overall Results from Patients with Cancer of the Oral Cavity and the Oropharynx” written by Alain Ghio, Muriel Lalain, Marie Rebourg and Anna Marczyk from the LPL, in collaboration with colleagues from Avignon and Toulouse.

Alain Ghio, Muriel Lalain, Marie Rebourg, Anna Marczyk, Corinne Fredouille, Virginie Woisard. Validation of an intelligibility test based on acoustic-phonetic decoding of pseudo-words: overall results from patients with cancer of the oral cavity and the oropharynx. Folia Phoniatrica et Logopaedica, In press, 74 (3), pp.209-222. ⟨10.1159/000519427⟩. ⟨hal-03448354⟩

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Credits: @cowomen on Unsplash

Challenges and new perspectives of developmental cognitive EEG studies

As part of the 80PRIME « LangDev » project and Estelle Hervé's thesis, a fine review of electroencephalography with babies has just been published in the prestigious journal NeuroImage. The article offers an overview of the challenges and technical and methodological solutions necessary to make the best use of EEG in research on early cognitive development. Other colleagues have contributed to the publication, such as Clément François, CNRS researcher at LPL and co-director of Estelle’s thesis.

Reference: Estelle Hervé, Giovanni Mento, Béatrice Desnous, Clément François. Challenges and new perspectives of developmental cognitive EEG studies. NeuroImage, 2022, pp.119508.

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Speech disorders in Parkinson’s disease

Serge Pinto, CNRS research director and deputy director of the LPL, has just published, in collaboration with Adelheid Nebel, Jörn Rau, Robert Espesser, Günther Deuschl and other international researchers, a new article in the journal Movement Disorders, one of the principal journals of the International Parkinson and Movement Disorder Society. Marie-Charlotte Cuartero and Alain Ghio also contributed to it for the LPL.

Open access article:

A guide for writing at school

We are pleased to announce the publication of the book « La grammaire pour écrire » (A grammar for writing), copublished by Marie-Noëlle Roubaud, professor emeritus AMU and researcher at the LPL.

Reference: Mélissa Béchour, Claudine Garcia-Debanc, Marie-Noëlle Roubaud (2022). La grammaire pour écrire – CE2 et Cycle 3. Retz, Coll. Guide pour enseigner.

Editor’s web page: La grammaire pour écrire - CE2 et cycle 3 (+ ressources numériques) - Ouvrage bi-média (

What babies’ laughter tells us about their cognitive development

We are pleased to announce the publication of the latest article by Chiara Mazzocconi (ILCB/LPL) – as first author – and Jonathan Ginzburg (LLF Paris) in the Journal of Nonverbal Behavior:

 Mazzocconi, C., Ginzburg, J. A Longitudinal Characterization of Typical Laughter Development in Mother–Child Interaction from 12 to 36 Months: Formal Features and Reciprocal Responsiveness. J Nonverbal Behav (2022).

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In our study we looked at laughter development in mother-child natural interaction from 12 to 36 months. We showed that babies laugh less than mothers (and adults more generally) and that responsiveness to mothers’ laughter increases over time. On the other hand we observe mothers reinforcing child laughter similarly to other speech-like vocalizations, and adapting their contingent responses to the developmental stage of the child. Our study shows the importance of laughter in early interactions highlighting how its production and responsiveness to others’ laughter can be informative about the neuro-psychological development of babies.

 Good to know: Chiara will give a mini-conference around this research theme during the LPL Open House Day on Saturday, October 15 (information in French)! 😉

Image by micaelafioti of Pixabay

Heterogeneity, differentiation and contextualization in French as a foreign and second language

The journal Le français dans le Monde: Recherches et Applications – edited by the International Association of Teachers of French language – has just released its latest issue 72 coordinated by Catherine David and Amélie Leconte, both lecturers at AMU and members of the LPL.

Among the authors, many LPL colleagues contributed to this issue dedicated to the theme “Heterogeneity, differentiation and contextualization in French as a foreign and second language”: Marion Tellier, Bingjie Yun, Marco Cappellini, Paul Pouzergues, Emilie Lebreton, Amélie Leconte, Catherine David.

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Listen or watch each other speaking

Marc Sato, CNRS researcher at LPL, has just published an article in the Cortex journal on the distinct influence of motor and visual predictive processes on auditory cortical processing during speech production and perception.

 Reference: Marc Sato. Motor and visual influences on auditory neural processing during speaking and listening. Cortex, 2022, 152, 21-35 (

 You will find the full text of the article under this direct link or via the AMU search interface.


Photos credits: Antoine Doinel

Do you choose your words depending on who you’re talking to (even when your partner is a robot)?

Giusy Cirillo (PhD student LPL/ILCB) has just published - as 1st author and in collaboration with other members of the LPL and Barcelona University - an article in the Cognition journal on inter-individual alignment in spoken communication.


Giusy Cirillo, Elin Runnqvist, Kristof Strijkers, Noël Nguyen, Cristina Baus. Conceptual alignment in a joint picture-naming task performed with a social robot. Cognition, Elsevier, 2022, 227, p. 105213. 10.1016/j.cognition.2022.105213

Fulltext article:


In this study we investigated whether people conceptually align when performing a language task together with a robot. In a joint picture-naming task, 24 French native speakers took turns with a robot in naming images of objects belonging to fifteen different semantic categories. For a subset of those semantic categories, the robot was programmed to produce the superordinate, semantic category name (e.g., fruit) instead of the more typical basic-level name associated with an object (e.g., pear). Importantly, while semantic categories were shared between the participant and the robot (e.g., fruits), different objects were assigned to each of them (e.g., the object of ‘a pear’ for the robot and of ‘an apple’ for the participant). Logistic regression models on participants' responses revealed that they aligned with the conceptual choices of the robot, producing over the course of the experiment more superordinate names (e.g., saying ‘fruit’ to the picture of an ‘apple’) for those objects belonging to the same semantic category as where the robot produced a superordinate name (e.g., saying ‘fruit’ to the picture of a ‘pear’). These results provide evidence for conceptual alignment affecting speakers' word choices as a result of adaptation to the partner, even when the partner is a robot.


Photo credits: Giusy Cirillo

Class, heart, body in the time of Covid or how to maintain social links during lockdown

Catherine David and Marion Tellier (LPL/AMU) have just published an article in the latest issue of the journal Les Langues Modernes which proposes feedback and solutions for language teaching in times of lockdown.

Catherine David, Marion Tellier. Cours, coeur, corps au temps du Covid ou comment maintenir le lien à distance. Les Langues Modernes, Association des professeurs de langues vivantes (APLV), 2021, Confinement et enseignement-apprentissage des langues - 1. Confinement et langues : choc collectif et solutions, 4 (1). ⟨hal-03693203⟩

Full text article (in French):
Journal website:

Because of Covid-19 we were confined behind our screens which resulted in disrupting the dynamics and class atmosphere. Despite or thanks to the distance, we have worked to maintain the previously created link. This article relates an experience with multilingual students in FFL courses at the University of Aix-Marseille during the lockdown period of spring 2020. It questions the use of multimodal resources to maintain interactive contact, enrich exchanges and stimulate the pleasure of learning together. It is structured in three parts : 1) planning online lessons, 2) maintaining group dynamics and 3) the place of the body and sensations in online class.


Credits: Visioconférence photo créé par DCStudio -


Engaged and supportive Glottopolitics: contexts, ideologies, history

Glottopolitics on the margins of official linguistic policies

We are pleased to announce the publication of the special issue "Engaged and supportive Glottopolitics: contexts, ideologies, history" co-coordinated by Emilie Lebreton (LPL), Fabienne Leconte (DYLIS) and Coraline Pradeau (ERALO). It was published in the sociolinguistic journal "Glottpol" available in full text on the Open Edition platform.

Reference: Emilie Lebreton, Fabienne Leconte, Coraline Pradeau. Committed and united glottopolitics: contexts, ideologies, history. Glottopol, 2022. ⟨halshs-03612637⟩.

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