Université de Strasbourg

COMMISSAIRE Eva

Ph.D., Psychology

Assistant Professor

University of Strasbourg (UdS)
Laboratory of Psychology of Cognitions (LPC)

E-mail : commissaire@unistra.fr
Phone : +33 (0)3 68 85 53 72

(copie 1)



Education & professional positions held

  • 2013- present : Assistant Professor (Department of Psychology) - University of Strasbourg, France
    Research scientist, Laboratory of Psychology of Cognitions (LPC)- University of Strasbourg, France

  • 2012 : Ph.D. (Psychology) – Joint Ph.D between University of Lille 3, France & University of Dundee, Scotland, UK.

  • 2008 : M.A. (Psychology) – University of Lille 3, France

  • 2005 : B.A. (Psychology)- University of Rouen (Erasmus at University of Murcia, Spain)

Topics of interest

Visual word recognition in monolinguals, bilinguals and second language (L2) learners

  • Orthographic (lexical & sub-lexical, e.g., letters & graphemes) & phonological processing (in collaboration with S. Casalis & L. Duncan)

  • Electro-physiological basis of orthographic coding

Second language orthographic processing skills & cross- language transfer

  • Context of late secondary school acquisition

  • Context of early bilingual immersion from Elementary (in collaboration with H. Deacon, A. Pasquarella, X. Chen)

Learning vocabulary in a second language

  • Effects of word type, age, modality of presentation and of languages' specificities (in collaboration with E. Demont & A.-S. Besse)

Learning to read in a second language: specificities of dyslexic adolescents

  • Effects of word type, and languages' specificities (in collaboration with E. Demont)

Publications & other scientific activities

Peer- reviewed papers

14. Commissaire, E., Demont, E., & Besse, A.-S. (in press). Introduction to the special issue on written language learning. European Review of Applied Psychology.

13. Chung, S. C., Chen, X., Commissaire, E., Krenca, K., & Deacon, H. (in press). Testing the self-teaching hypothesis in second language reading

12. Commissaire, E., Duncan, L. G., & Casalis, S. (2019). Investigating pseudohomophone interference effects in young second language (L2) learners. Journal of Experimental Child Psychology, 180, 1-18. [Q1 Experimental and Cognitive Psychology]

11. Commissaire, E., & Besse, A.-S. (2019). Investigating lexical and sub-lexical orthographic processing skills in French 3rd and 5th graders. Journal of Research in Reading, 42(2), 268- 287. [Q2 Developpemental and Educational Psychology]

10. Commissaire, E., Audusseau, J., & Casalis, S. (2019). Disentangling cross- language orthographic neighborhood from markedness effects during L2 visual word recognition. Psychonomic Bulletin & Review, 26(1), 353-359. [Q1 Experimental and Cognitive Psychology]

9. Commissaire, E., Besse, A.-S., Demont, E., & Casalis, S. (2018). Grapheme coding during sub-lexical processing in French 3rd and 5th graders. Journal of Experimental Child Psychology173, 78- 84 [Q1 Experimental and Cognitive Psychology]

8. Battistutta, L., Commissaire, E., & Steffgen, G. (2018). Impact of the time of diagnosis on dyslexic adolescents' self-efficacy beliefs. Learning Disability Quarterly, 41(3), 170- 178. [Q1 Education]

7. Commissaire, E., & Casalis, S. (2018). The use and nature of grapheme coding during sub-lexical processing and lexical access. Quarterly Journal of Experimental Psychology, 71(6), 1324-1339. [Q2 Experimental and Cognitive Psychology]

6. Casalis, S., Commissaire, E., & Duncan, L. G. (2015). Sensitivity to morpheme units in English as L2 word recognition. Writing Systems Research

5. Commissaire, E., Duncan, L. G., & Casalis, S. (2014). Grapheme coding in L2: how do L2 learners process new graphemes? Journal of Cognitive Psychology, 26(7), 725- 739.

4. Pasquarella, A., Deacon, H., Chen, B. X., Commissaire, E., & Au- Yeung, K. (2014). Acquiring orthographic processing through word reading: Evidence from children learning to read French and English. International Journal of Disability, Development & Education, 61(3), 240- 257.

3. Commissaire, E., Pasquarella, A., Chen, X., & Deacon, S. H. (2014). The development of orthographic processing skills in children in early French immersion programs. Written Language & Literacy, 17(1), 16-39. PDF

2. Deacon, S. H., Commissaire, E., Chen, X., & Pasquarella, A. (2013). Learning about print: the development of orthographic processing and its relationship to reading in first grade children in French immersion. Reading & Writing, 26, 1087- 1109. PDF

1. Commissaire, E., Duncan, L. G., & Casalis, S. (2011). Cross-language transfer of orthographic processing skills. A study of French children who are learning English at school. Journal of Research in Reading, 34(1), 59-76.

In preparation:

Commissaire, E. Role of letter- name in learning to read: a study on French adults learning Greek as a novel language.

Commissaire, E., Lozano Alonso, L., & Demont, E. Second language reading skills in both typical and atypical secondary school readers: A cross-linguistic approach

Commissaire, E., & Besse, A.-S. Investigating the bilingual advantage on metalinguistic skills

Book chapters

Casalis, S., & Commissaire, E. (in press). The role of morphology in second language reading. In R. Berthiaume, D. Daigle & A. Desrochers (Eds). Morphological processing and literacy development: current issues and research. Routledge.

Commissaire, E., (2018). Psychologie de l'enfance et de l'adolescence. L'héritage de Piaget. In J. Cottin & H. Derroitte (Eds.). Nouvelles avancées en psychologie et pédagogie de la religion. Lumen Vitae: Bruxelles.

Conference/workshop: oral communications

Commissaire, E. (2019). Effects of neighborhood and markedness in bilingual visual word recognition. Invited Symposium at the international Workshop on Reading and Developmental Dyslexia (IWORDD), 2-4 October, San Sebastian, Spain. 

Salomé, F., Casalis, S., & Commissaire, E. (2019). Linguistic immersion to foreign language (L2) facilitates vocabulary learning in a third language (L3). Psycholinguistics in Flanders. Antwerp, May 23-25.

Commissaire, E. & Casalis, S. (2019). Disentangling cross-language orthographic markedness and neighborhood effects during L2 visual word recognition. XIV international symposium of pycholinguistics, 10- 13 April, Tarragona, Spain.

Commissaire, E. (2013). Sublexical mechanisms during L2 visual word recognition: orthographic and phonological influences. Invited talk at the workshop "Learning new words in L2: orthographic forms, phonological forms and pictures", 29 November, Lille, France.

Commissaire, E., Duncan, L.G., & Casalis, S. (2012). Phonological activation in L2 learners. Presented at the Experimental Psycholinguistics Conference, 28-30 November, Madrid, Spain.

Commissaire, E., Duncan, L. G., & Casalis, S. (2011). Language nonselective lexical access in young L2 learners: Evidence from cross-language orthographic masked priming. Presented at the 8th congress of the International Symposium on Bilingualism, 15-18 June, Oslo, Norway.

Commissaire, E., Duncan, L. G., & Casalis, S. (2010). Acquistion des représentations orthographiques dans une langue seconde: Etude d'amorçage chez des élèves francophones apprenant l'anglais au collège. Présented at the 52nd Conference of the French Society of Psychology (SFP), 7-9 September, Lille, France.

Conference/workshop: posters

Salomé, F., Casalis, S., & Commissaire, E. (2019). Impact of an L2 immersion linguistic program on L3 vocabulary learning: specific or general effects ? Poster presented at the 21th meeting of the European Society for COgnitive Psychology (ESCOP), 25 - 28 September, Tenerife, Spain.

Salomé, F., Commissaire, E., & Casalis, S. (2019). Orthographic information facilitates L2 vocabulary memorization: evidence of early accurate L2 orthographic representations among third grade monolingual children. Poster presented at the XIV international symposium of pycholinguistics, 10- 13 April, Tarragona, Spain.

Lecerf, M.-A., Commissaire, E., Comesaña, M., & Casalis, S. (2019). Does orthographic cue help children to learn vocabulary in L2 ? A spoken word recognition on French fifth graders. Poster presented at the XIV international symposium of pycholinguistics, 10- 13 April, Tarragona, Spain.

Battistutta, L., Commissaire, E., & Steffgen, G. (2017). Impact of the time of diagnosis on dyslexic adolescents' self-efficacy beliefs. Poster presened at the 17th European Conference of Developmental Psychology, August 29th - September 1st, Utrecht, the Netherlands.

Chung, S. C., Deacon, S. H., Chen, X., Commissaire, E., D'Angelo, N., Laroche, A., & Krenca, K. (2016). Testing the self-teaching hypothesis in children learning to read French as a second language. Poster presented at the American Educational Research Association, Washington, D.C., USA, April. 

Commissaire, E., & Casalis, S. (2015). On the locus of grapheme cohesion effect during visual word recognition. 12th International Symposium of Psycholinguistics, July 1-4, Valencia, Spain.

Commissaire, E., Duncan, L.G., & Casalis, S. (2011). Grapheme coding in L2 learners. Workshop on Bilingualism, September 12-14, Aix-en-Provence, France.

Commissaire, E., Duncan, L.G., & Casalis, S. (2011). Orthographic representations in a second language: Evidence from French learners of English. AMLAP, September 1-3, Paris, France.

Commissaire, E., Duncan, L. G., & Casalis, S. (2010). Lexical and sublexical orthographic interactions during L2 word recognition in young L2 learners. 17th Annual Meeting of the Society for the Scientific Study of Reading, July 7-10, Berlin, Germany.

Commissaire, E., & Casalis, S. (2009). Is there a connection between cross-language orthographic representations in beginning bilinguals? Effect of neighbourhood frequency in a masked priming study. Sixteenth European Society for Cognitive Psychology Conference, September 2-5, Krakow, Poland.

Commissaire, E., & Casalis, S. (2009). Second language orthographic representations in children learners. Masked priming paradigm: a good tool for investigating L1-L2 lexicon? Sixteenth Annual Meeting Society for the Scientific Study of Reading, June 25-27, Boston, Massachusetts, USA.

Commissaire, E., & Casalis, S. (2008). Orthographic skills in French 8th grade children learning English as a second language: Exploring orthographic transfer. Sixth International Conference on the Mental Lexicon, October 7-10, Banff, Alberta, Canada.

Invited talk

Commissaire, E. (2019). Influence des propriétés formelles des mots dans l'apprentissage de mots anglais chez des élèves de primaire. Journées d'étude ReAL2 (recherche en acquisition des langues secondes), 21-22 novembre 2019, Université Lyon Lumière 2.

Commissaire, E. (2017). Influences des propriétés orthographiques sur la lecture en langue seconde. Presented for the Scientific day in tribute to Philippe Mousty, 13 october 2017, ULB: Bruxelles.

Commissaire, E. (2017). Psychologie du développement de l'enfant et de l'adolescent: Théorie de Piaget et perspectives contemporaines. Presented during the European conference entitled "Nouvelles avancées en psychologie et pédagogie de la religion", 26-27 January, Strasbourg, France.

Commissaire, E. (2015). Codage orthographique en reconnaissance visuelle de mots chez le lecteur expert et l’apprenti-lecteur, en langue maternelle et seconde. Invited talk presented during the CNFPS - CNFN meeting during the annual French Society of Psychology workshop, 2-4 September, Strasbourg, France.

Reviewer

Psychologie Française; British Journal of Educational Psychology; Scientific Studies of Reading; European Review of Applied Psychology; Journal of Research in Reading; Psychonomic Bulletin & Review; Frontiers in Communication; Frontiers in Psychology; Annals of Dyslexia; Research in Developmental Disabilities; Journal of Experimental Child Psychology

Funding

  • 2019- 2021: PI of the project "Predictors of orthographic learning: a longitudinal study from grade 2 to 4". Funded by the GIS "Education" of the University of Strasbourg.

  • 2016- 2020: Partner of the ANR APPREL2 Apprentissage de mots et développement du lexique en langue seconde en contexte scolaire (Word learning and development of the lexicon in a second language learned at school). Funded by the National Research Agency (ANR) Appel Générique 2015. (Scientific responsible: Séverine Casalis, collaborators: Elisabeth Demont, Ronald Peereman, Heather Hilton, Lynne Duncan, Montserrat Comesaña).
  • 2015-2016: Partner of the project "Rêve aux lettres Dys", in collaboration with 'Créalettres' company, the dyslexic association APEDA, and the team "Cognitive Development and learning" from the LPC lab. Funding from the Alsace Region on a "social innovation" project.
  • 2014-2015 : PI of the project "Second language vocabulary acquisition and impact of words' formal features: behavioral and electro-physiological studies". Funding IDEX 2014 from the University of Strasbourg. Partners: E. Demont (LPC, UdS); A.-S. Besse (LPC, UdS); DDL team from LILPA lab (UdS)

Organization of conferences

  • 2015- Conference of the French Society of Psychology (SFP; 2-4 September 2015)- Member of the Organization Committee & Scientific Committee, Strasbourg, France
  • 2014 – International Conference “learning written language: diversity of languages, uniqueness of disorders” (December 2014) – Funding: Unistra, RégionAlsace – Organization committee : E. Demont, AS Besse, E. Commissaire

Journal referee

  • Scientific studies of reading- British Journal of Educational Psychology- Psychologie française

Valorisation de la recherche

  • "L'apprentissage (précoce) d'une deuxième langue" (réalisé avec E. Demont et A.-S. Besse, dans le cadre d'un projet porté par le GDRI Neurosciences cognitives et écoles animé par J.-P. Thibaut, LEAD, Dijon. Site web: http://www.fondation-lamap.org/node/51332

Teaching & professional service

Years

Activities

Since 2013


(Department of Psychology)

University of Strasbourg

  • Infant cognition (master degree, 1st level)
  • Development of attentional & executive functions (master degree, 1st level)
  • Cognitive ageing (bachelor degree, 2nd/3rd levels)
  • Psychology of adolescence (bachelor degree, 2nd/3rd levels- since 2014)
  • Educational Psychology (bachelor degree, 2nd/3rd levels- since 2014)
  • Research methodology: observation method (bachelor degreen 2nd level)
  • Cognitive psychology of language (bachelor degree 3rd level- since 2016)
  • Statistics (master degree, since 2016)

  • Supervisor of Test Library (since November 2014)
  • Responsible of Semester 5 bachelor degree 3rd level (2016-2019)
  • Lab website administration (since 2014)

2008- 2013

(Department of Psychology)

University of Lille 3

  • Cognitive Psychology (bachelor degree, 2nd/3rd levels)
  • Neural bases of language (bachelor degree, 3rd level)
  • Methods in research: E Prime- writing papers (master degree, 1st/2nd levels)
  • Descriptive statistics (bachelor degree, 1st level)
  • Expérimental method & psychometry (bachelor degree, 2nd level)

Horaires testothèque 2018/19

Les horaires sont disponibles ICI.

Audios cours confinement 2020