L'objectif de cette étude est de tester d'une part l'influence de l'apprentissage de la lecture sur la précision et la perception catégorielle du voisement et d'autre part de comparer les résultats obtenus en identification et discrimination pour trois continua différents afin de tester l'hypothèse plus générale selon laquelle la maturation de la perception catégorielle résulte d'une maturation cognitive plus générale. [The aim of this research is to compare categorical precision (i.e. the steepness of the identification slope) and categorical perception (i.e. the correspondence between identification and discrimination tasks) scores for three different continua (/d-t/ ; yellow-green ; happy-sad). Specifically, this research is designed to test the reading hypothesis (Burnham, Earnshaw & Clark, 1991; Burnham, 2003) according to which the onset of reading is responsible for the development of categorical perception of voicing and the general cognitive hypothesis (Karmiloff Smith, 1991; Lalonde & Werker, 1995) according to which categorical perception evolves in synchronicity with other abilities through the influence of cognitive maturation. ]