Dr Marie-Josee Bisson

Job: VC2020 Senior Lecturer in Psychology

Faculty: Health and Life Sciences

School/department: School of Applied Social Sciences

Address: De Montfort University, The Gateway, Leicester, LE1 9BH

T: 0116 201 3989

E: marie-josee.bisson@dmu.ac.uk

W: https://dmu.academia.edu/MarieJoseeBisson

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Personal profile

Dr Bisson’s research focuses on facilitating learning. She has worked primarily on facilitating foreign language learning through informal exposures (incidental learning). Her research has used multi-modal situations such as films with subtitles, and more simple situations involving single words and pictures to study the incidental acquisition of foreign language vocabulary. Dr Bisson is also interested in the predictors of learning and she recently investigated the cognitive (e.g. working memory, auditory/phonological abilities, orthographic abilities, executive fundctions) and affective (e.g. motivation and confidence) predictors of both incidental and explicit foreign language word learning.

A second line of research has compared the use or concrete and abstract examples to facilitate the learning of novel mathematical concepts. She has conducted randomised controlled trial studies with children and adolescents using a method known as comparative judgement to measure conceptual understanding.

Her other research interests include first and second language acquisition, implicit and explicit learning, bilingualism, mathematical cognition and psycholinguistics. As well as behavioural research methods, she conducts experiments using eye-tracking and EEG.

If you are interested in pursuing a Master or PhD on any of the above topics please do get in touch.

Publications and outputs

Teaching using contextualised and decontextualised representations: examining the case of differential calculus through a comparative judgement technique
Teaching using contextualised and decontextualised representations: examining the case of differential calculus through a comparative judgement technique Gilmore, Camilla; Inglis, Matthew; Jones, Ian; Bisson, M. J. An ongoing debate concerns whether novel mathematical concepts are better learned using contextualised or decontextualised representations. A barrier to resolving this debate, and therefore to progress in the discipline, has been the paucity of validated methods of measuring students’ understanding of mathematical concepts. We developed an innovative and efficient method for measuring, in experimental settings, students’ understanding of any mathematical concept using comparative judgement. We demonstrate the method by applying it to the comparison of learning outcomes from two teaching conditions. Participants (260 15–16 year olds across six schools) were introduced to differential calculus using contextualised or decontextualised representations. We then assessed participants’ comparative conceptual understanding of derivatives. We found evidence that contextualised and decontextualised representations were equally effective at promoting student learning in this context. The assessment method yielded valid and reliable results, suggesting that it offers a robust and efficient approach for the problem of assessing conceptual understanding in experimental or other comparative settings. The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.
Measuring conceptual understanding in randomised controlled trials: Can comparative judgement help?
Measuring conceptual understanding in randomised controlled trials: Can comparative judgement help? Jones, Ian; Bisson, M. J.; Gilmore, Camilla; Inglis, Matthew An impediment to conducting high-quality quantitative research studies in education is the paucity of valid measures of learning gains. Studies often seek to investigate students’ deep, conceptual understanding yet many measures assess only surface, procedural understanding. One reason is that the development of validated measures of conceptual understanding is resource intensive, time consuming, and success is not guaranteed. We evaluated a novel and efficient technique, based on comparative judgement, for assessing conceptual understanding. We applied the technique to a randomised controlled trial in which students were taught simple algebra based on either the Grid Algebra or the MiGen software package. The participants were Year 5 students (N = 188) drawn from four primary schools who had not encountered algebra previously. An instrument from the literature (Concepts in Secondary Mathematics and Science: Algebra Scale), and a novel comparative judgement assessment were administered following the intervention. Students in the Grid Algebra condition outperformed those in the MiGen condition on both post-test measures. The comparative judgement technique performed similarly to the standard instrument but was far more efficient to design and implement. The technique can, in principle, be quickly applied to any target concept of interest. We conclude that comparative judgement is a valid, reliable and practical tool that could help to increase both the quantity and quality of quantitative research in education. The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.
Measuring Conceptual Understanding Using Comparative Judgement.
Measuring Conceptual Understanding Using Comparative Judgement. Bisson, M. J.; Gilmore, C.; Inglis, M.; Jones, I. The importance of improving students’ understanding of core concepts in mathematics is well established. However, assessing the impact of different teaching interventions designed to improve students’ conceptual understanding requires the validation of adequate measures. Here we propose a novel method of measuring conceptual understanding based on comparative judgement (CJ). Contrary to traditional instruments, the CJ approach allows test questions for any topic to be developed rapidly. In addition, CJ does not require a detailed rubric to represent conceptual understanding of a topic, as it is instead based on the collective knowledge of experts. In the current studies, we compared CJ to already established instruments to measure three topics in mathematics: understanding the use of p-values in statistics, understanding derivatives in calculus, and understanding the use of letters in algebra. The results showed that CJ was valid as compared to established instruments, and achieved high reliability. We conclude that CJ is a quick and efficient alternative method of measuring conceptual understanding in mathematics and could therefore be particularly useful in intervention studies. The file attached to this record is the author's final peer reviewed version. The publisher's final version of record can be found by following the DOI link.
Challenges in mathematical cognition: A collaboratively-derived research agenda.
Challenges in mathematical cognition: A collaboratively-derived research agenda. Alcock, L.; Ansari, D.; Batchelor, S.; Bisson, M. J.; De Smedt, B.; Gilmore, C.; Goebel, S. M.; Hannula-Sormunen, Minna; Hodgen, J.; Inglis, M.; Jones, I.; Mazzocco, Michele; McNeil, Nicole; Schneider, Michael; Simms, Victoria; Weber, Keith This paper reports on a collaborative exercise designed to generate a coherent agenda for research on mathematical cognition. Following an established method, the exercise brought together 16 mathematical cognition researchers from across the fields of mathematics education, psychology and neuroscience. These participants engaged in a process in which they generated an initial list of research questions with the potential to significantly advance understanding of mathematical cognition, winnowed this list to a smaller set of priority questions, and refined the eventual questions to meet criteria related to clarity, specificity and practicability. The resulting list comprises 26 questions divided into six broad topic areas: elucidating the nature of mathematical thinking, mapping predictors and processes of competence development, charting developmental trajectories and their interactions, fostering conceptual understanding and procedural skill, designing effective interventions, and developing valid and reliable measures. In presenting these questions in this paper, we intend to support greater coherence in both investigation and reporting, to build a stronger base of information for consideration by policymakers, and to encourage researchers to take a consilient approach to addressing important challenges in mathematical cognition. Open Access Journal
The role of verbal and pictorial information in multi-modal incidental acquisition of foreign language vocabulary.
The role of verbal and pictorial information in multi-modal incidental acquisition of foreign language vocabulary. Bisson, M. J.; van Heuven, W. J. B.; Conklin, K.; Tunney, R. J. This study used eye tracking to investigate the allocation of attention to multimodal stimuli during an incidental learning situation, as well as its impact on subsequent explicit learning. Participants were exposed to foreign language (FL) auditory words on their own, in conjunction with written native language (NL) translations, or with both written NL translations and pictures. Incidental acquisition of FL words was assessed the following day through an explicit learning task where participants learned to recognize translation equivalents, as well as one week later through recall and translation recognition tests. Results showed higher accuracy scores in the explicit learning task for FL words presented with meaning during incidental learning, whether written meaning or both written meaning and picture, than for FL words presented auditorily only. However, participants recalled significantly more FL words after a week delay if they had been presented with a picture during incidental learning. In addition, the time spent looking at the pictures during incidental learning significantly predicted recognition and recall scores one week later. Overall, results demonstrated the impact of exposure to multimodal stimuli on subsequent explicit learning, as well as the important role that pictorial information can play in incidental vocabulary acquisition.
Reading Dickens’s characters: Employing psycholinguistics methods to investigate the cognitive reality of patterns in texts.
Reading Dickens’s characters: Employing psycholinguistics methods to investigate the cognitive reality of patterns in texts. Mahlberg, M.; Conklin, K.; Bisson, M. J. This article reports the findings of an empirical study that uses eye-tracking and follow-up interviews as methods to investigate how participants read body language clusters in novels by Charles Dickens. The study builds on previous corpus stylistic work that has identified patterns of body language presentation as techniques of characterisation in Dickens (Mahlberg, 2013). The article focuses on the reading of ‘clusters’, that is, repeated sequences of words. It is set in a research context that brings together observations from both corpus linguistics and psycholinguistics on the processing of repeated patterns. The results show that the body language clusters are read significantly faster than the overall sample extracts which suggests that the clusters are stored as units in the brain. This finding is complemented by the results of the follow- up questions which indicate that readers do not seem to refer to the clusters when talking about character information, although they are able to refer to clusters when biased prompts are used to elicit information. Beyond the specific results of the study, this article makes a contribution to the development of complementary methods in literary stylistics and it points to directions for further subclassifications of clusters that could not be achieved on the basis of corpus data alone.
The role of repeated exposure to multi-modal input in incidental acquisition of foreign language vocabulary.
The role of repeated exposure to multi-modal input in incidental acquisition of foreign language vocabulary. Bisson, M. J.; van Heuven, W. J. B.; Conklin, K.; Tunney, R. J. Prior research has reported incidental vocabulary acquisition with complete beginnersin a foreign language (FL), within 8 exposures to auditory and written FL word forms presented with a picture depicting their meaning. However, important questions remainabout whether acquisition occurs with fewer exposures to FL words in a multimodalsituation and whether there is a repeated exposure effect. Here we report a study wherethe number of exposures to FL words in an incidental learning phase varied between 2,4, 6, and 8 exposures. Following the incidental learning phase, participants completed an explicit learning task where they learned to recognize written translation equivalentsof auditory FL word forms, half of which had occurred in the incidental learning phase.The results showed that participants performed better on the words they had previously been exposed to, and that this incidental learning effect occurred from as little as 2exposures to the multimodal stimuli. In addition, repeated exposure to the stimuli wasfound to have a larger impact on learning during the ﬁrst few exposures and decreasethereafter, suggesting that the effects of repeated exposure on vocabulary acquisitionare not necessarily constant.
Incidental acquisition of foreign language vocabulary through brief multi-modal exposure.
Incidental acquisition of foreign language vocabulary through brief multi-modal exposure. Bisson, M. J.; van Heuven, W. J. B.; Conklin, K.; Tunney, R. J. First language acquisition requires relatively little effort compared to foreign language acquisition and happens more naturally through informal learning. Informal exposure can also benefit foreign language learning, although evidence for this has been limited to speech perception and production. An important question is whether informal exposure to spoken foreign language also leads to vocabulary learning through the creation of form-meaning links. Here we tested the impact of exposure to foreign language words presented with pictures in an incidental learning phase on subsequent explicit foreign language learning. In the explicit learning phase, we asked adults to learn translation equivalents of foreign language words, some of which had appeared in the incidental learning phase. Results revealed rapid learning of the foreign language words in the incidental learning phase showing that informal exposure to multi-modal foreign language leads to foreign language vocabulary acquisition. The creation of form-meaning links during the incidental learning phase is discussed.
Processing of native and foreign language subtitles in films: An eye tracking study.
Processing of native and foreign language subtitles in films: An eye tracking study. Bisson, M. J.; van Heuven, W. J. B.; Conklin, K.; Tunney, R. J. Foreign language (FL) films with subtitles are becoming increasingly popular, and many European countries use subtitling as a cheaper alternative to dubbing. However, the extent to which people process subtitles under different subtitling conditions remains unclear. In this study, participants watched part of a film under standard (FL soundtrack and native language subtitles), reversed (native language soundtrack and FL subtitles), or intralingual (FL soundtrack and FL subtitles) subtitling conditions while their eye movements were recorded. The results revealed that participants read the subtitles irrespective of the subtitling condition. However, participants exhibited more regular reading of the subtitles when the film soundtrack was in an unknown FL. To investigate the incidental acquisition of FL vocabulary, participants also completed an unexpected auditory vocabulary test. Because the results showed no vocabulary acquisition, the need for more sensitive measures of vocabulary acquisition are discussed. Finally, the reading of the subtitles is discussed in relation to the saliency of subtitles and automatic reading behavior.

View all of Marie-Josee Bisson research outputs here

Key research outputs

Bisson, M.-J, Gilmore, C., Inglis, M. & Jones, I. (2019). Teaching using contextualised and decontextualised representations: examining the case of differential calculus through a comparative judgement technique. Research in Mathematics Education, DOI: 10.1080/14794802.2019.1692060
Jones, I., Bisson, M.-J, Gilmore, C. & Inglis, M. (2019). Measuring conceptual understanding in randomised controlled trials: Can comparative judgement help? British Educational Research Journal, 45 (3), 662-680.
Alcock, L., Ansari, D., Batchelor, S., Bisson, M.-J., De Smedt, B., Gilmore, C., ... Weber, K. (2016). Challenges in mathematical cognition: A collaboratively-derived research agenda. Journal of Numerical Cognition, 2 (1), 20-41. doi: http://dx.doi.org/10.5964/jnc.v2i1.10
Bisson, M.-J., Gilmore, C., Inglis, M., &. Jones, I. (2016). Measuring conceptual understanding of mathematics using comparative judgement. International Journal of Research in Undergraduate Mathematics Education. doi:10.1007/s40753-016-0024-3
Bisson, M.-J., van Heuven, W.J.B., Conklin, K. & Tunney, R.J. (2015). The role of verbal and pictorial information in multi-modal incidental acquisition of foreign language vocabulary. The Quarterly Journal of Experimental Psychology, 68(7), 1306-1326. doi:10.1080/17470218.2014.979211
Bisson, M.-J., van Heuven, W.J.B., Conklin, K. & Tunney, R.J. (2014). The role of repeated exposure to multi-modal input in incidental acquisition of foreign language vocabulary. Language Learning, 64(4), 855-877. doi: 10.1111/lang.12085
Bisson, M.-J., van Heuven, W. J. B., Conklin, K., & Tunney, R. J. (2014). Processing of native and foreign language subtitles in films: An eye tracking study. Applied Psycholinguistics, 35(2), 399–418. doi:10.1017/S0142716412000434
Bisson, M.-J., van Heuven, W.J.B., Conklin, K. & Tunney, R.J. (2013). Incidental acquisition of foreign language vocabulary through brief multi-modal exposure. PLoS ONE. 8(4): e60912. doi:10.1371/journal.pone.0060912