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Fossard, Marion

Nom
Fossard, Marion
Affiliation principale
Fonction
Professeure ordinaire
Email
marion.fossard@unine.ch
Identifiants
https://libra.unine.ch/handle/123456789/581
_
0000-0002-4955-2354

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  • Publication
    Accès libre
    Improved comprehension of irony and indirect requests following a severe traumatic brain injury: two case studies
    (2023-11-16)
    Cordonier, Natacha 
    ;
    Maud Champagne-Lavau
    ;
    Fossard, Marion 
    Background: Following a traumatic brain injury (TBI), people frequently have difficulty understanding nonliteral language, including irony and indirect requests. Despite the handicap that these disorders can represent in daily life, they are rarely treated clinically, and remediation studies are scarce. Aims: The present study thus aimed to evaluate the effectiveness of an explicit metapragmatic therapy targeting nonliteral language comprehension and taking into account cognitive processes likely to underlie this comprehension (i.e., contextual processing, theory of mind, and executive functions). Methods & Procedure: This study was registered on the ClinicalTrials.gov system (ID: NCT04708561) before participant recruitment. Two adults with severe TBI took part in the study. An ABA design with multiple baselines was used to assess the evolution of treated and non-treated written literal and nonliteral story comprehension, as well as ecological tasks and tasks assessing the cognitive processes of interest (theory of mind and executive functions). An interview was also conducted at the end of treatment to assess participant satisfaction. Outcomes & results: Therapy resulted in significant improvement in treated items, with one-month maintenance of gains and generalisation to untreated items in both participants. The generalisation to a working memory task was also observed in one participant. Finally, participant satisfaction with the treatment was high. Conclusions & implications: Our study demonstrated for the first time the potential of a therapy targeting irony and indirect request comprehension in TBI individuals. Clinically, it offers concrete therapeutic avenues and fills a critical gap in the TBI population’s evidence for the remediation of nonliteral language comprehension.
  • Publication
    Accès libre
    Mental Time Travel and Time Reference Difficulties in Alzheimer's Disease: Are they related? A systematic review
    (2022-5-9)
    Schaffner, Evodie 
    ;
    Sandoz, Mélanie 
    ;
    Grisot, Cristina
    ;
    Auclair-Ouellet, Noemie
    ;
    Fossard, Marion 
    Mental time travel and language enable us to go back and forth in time and to organizeand express our personal experiences through time reference. People with Alzheimer’sdisease have both mental time travel and time reference impairments, which can greatlyimpact their daily communication. Currently, little is known about the potential relationshipbetween time conceptualization (i.e., mental time travel) and time reference difficulties inthis disease. A systematic review of the literature was performed to determine if this linkhad already been investigated. Only three articles integrated both time conceptualizationand time reference measures. However, the link between the two was not systematicallyanalyzed and interpreted. This review highlights the lack of research addressing thequestion of the influence of time conceptualization impairments in Alzheimer’s disease onother cognitive domains, and especially language
  • Publication
    Accès libre
    Déficits de compréhension de phrases
    (Louvain la neuve: de Boeck supérieur, 2022)
    Fossard, Marion 
    ;
    Cordonier, Natacha 
    ;
    Ericson, Célia 
  • Publication
    Accès libre
    Referential adjustment during discourse production in Alzheimer's disease
    (2020-8-11)
    Sandoz, Mélanie 
    ;
    Iglesias, Katia 
    ;
    Achim, Amélie
    ;
    Démonet, Jean-François
    ;
    Fossard, Marion 
    Several studies have shown that people with Alzheimer’s disease (AD) tend to use more pronouns than healthy aged adults when referring to entities during discourse. This referential behavior has been associated with the decrease of cognitive abilities, such as lexical retrieval difficulties or reduced abilities in working memory. However, the influence of certain important discourse factors on the referential choices made by people with AD has yet to be established. This study examines referential choices made at three discourse stages during narrative discourse (the introduction of a referent, the maintaining of the referent in focus, and the shift from one referent in focus to another). These referential choices are examined in increasingly complex referential contexts. In addition, this study investigates the relationships between referential choices and various cognitive abilities. To do so, the narrative discourses of 21 people with AD and 21 healthy adults were elicited using a newly developed storytelling in sequence task. The analyses focused on the production of three major referential expressions (indefinite expressions, definite expressions and pronouns) which are expected to vary according to discourse stage and the referential complexity of the stories. The results show that AD participants produce significantly fewer of the referential expressions expected at the introduction and shift stages than healthy aged adults produce. Nevertheless, the variation in the categories of referential expressions produced by the AD participants between the discourse stages is similar to that produced by the healthy aged adults, suggesting a preserved sensitivity to the factors manipulated in the task (i.e., discourse stages and referential complexity). This study also highlights the fact that different cognitive competences, especially executive abilities, are greatly involved in referential choices. The results add further evidence that referential choices rely on a variety of cognitive skills, depending on the discourse context in which they are made.
  • Publication
    Accès libre
    Differential Impairments in Irony comprehension in Brain-Damaged Individuals: Insight from contextual processing, theory of mind, and executive functions
    (2020-8-11)
    Cordonier, Natacha 
    ;
    Fossard, Marion 
    ;
    Champagne-Lavau, Maud
    Objective: The comprehension of irony can be affected after brain injuries. The cognitive mechanisms accounting for such disorders remain yet unclear. The heterogeneity of cognitive profiles of braindamaged individuals and the use of independent tests to measure the links between these mechanisms and the comprehension of irony might contribute to this lack of clarity. The present study aimed to further explore the underlying mechanisms of irony-understanding disorders (i.e., context processing, executive functions [EF], and theory of mind [ToM]) in patients with brain lesions. Method: We used a paradigm manipulating these mechanisms within an irony task to identify different patterns of pragmatic performance associated with cognitive profiles. We administered this task and standard neuropsychological tests assessing EF and ToM to 30 participants with acquired brain injury (ABI) and 30 healthy control (HC) participants. Results: A cluster analysis revealed that two thirds of the participants with ABI (3 subgroups out of 4) presented atypical pragmatic and neuropsychological patterns. The most severe disturbances in understanding irony, characterized by insensitivity to the context, were associated with a joint impairment of ToM and EF in 1 subgroup. In the 2 other context-sensitive subgroups, an isolated deficit in EF co-occurred with difficulties dealing with literal or ironic statements when the EF demand of the irony task was increased. However, the effect of this EF demand could be negated by the presence of markers helping the comprehension of irony. Conclusion: These results have important clinical implications for the evaluation and therapy of pragmatic disorders in individuals with ABI.
  • Publication
    Métadonnées seulement
  • Publication
    Métadonnées seulement
    Referential choices in a collaborative storytelling task: discourse stages and referential complexity matter
    (2018-2-20)
    Fossard, Marion 
    ;
    Achim, Amélie
    ;
    Rousier-Vercruyssen, Lucie 
    ;
    Gonzalez, Sylvia 
    ;
    Bureau, Alexandre
    ;
    Champagne-Lavau, Maud
    During a narrative discourse, accessibility of the referents is rarely fixed once and for all. Rather, each referent varies in accessibility as the discourse unfolds, depending on the presence and prominence of the other referents. This leads the speaker to use various referential expressions to refer to the main protagonists of the story at different moments in the narrative. This study relies on a new, collaborative storytelling in sequence task designed to assess how speakers adjust their referential choices when they refer to different characters at specific discourse stages corresponding to the introduction, maintaining or shift of the character in focus, in increasingly complex referential contexts. Referential complexity of the stories was manipulated through variations in the number of characters (1 vs. 2) and, for stories in which there were two characters, in their ambiguity in gender (different vs. same gender). Data were coded for the type of reference markers as well as the type of reference content (i.e. the extent of the information provided in the referential expression). Results showed that, beyond the expected effects of discourse stages on reference markers (more indefinite markers at the introduction stage, more pronouns at the maintaining stage, and more definite markers at the shift stage), the number of characters and their ambiguity in gender also modulated speakers’ referential choices at specific discourse stages, For the maintaining stage, an effect of the number of characters was observed for the use of pronouns and of definite markers, with more pronouns when there was a single character, sometimes replaced by definite expressions when two characters were present in the story. For the shift stage, an effect of gender ambiguity was specifically noted for the reference content with more specific information provided in the referential expression when there was referential ambiguity. Reference content is an aspect of referential marking that is rarely addressed in a narrative context, yet it revealed a quite flexible referential behavior by the speakers.