Year 2014

Aguert, M. & Laval, V. (accepté). Request complexity is no more a problem when the requests are ironic. Pragmatics & Cognition. Doi: 10.1075/pc.21.2
Albarracin, D., & Jouffre, S. (2014). L’annonce de mauvaises nouvelles: émotions et feed- back dans la formation des médecins. Psycho-oncologie. doi:10.1007/s11839-014-0481-3
Albinet, C.T. (accepté). Processing speed. In S.K. Whitbourne (Ed.), The Encyclopedia of Adulthood and Aging. Wiley Blackwell.
Badets, A., & Osiurak, F. (sous presse). A goal-based mechanism for delayed motor intention: Considerations from motor skills, tool use and action memory. Psychological Research. doi: 10.1007/s00426-014-0581-5.
Beauvais, L., Favart, M., Passerault, J.-M. & Beauvais, C. (2014). Temporal management of the writing process: Effects of genre and organizing constraints in grades 5, 7, and 9. Written Communication, 31, 251-279. DOI:10.1177/0741088314536361.
Bernicot, J. (sous presse). Le développement de la pragmatique du langage. Encyclopédia Universalis.
Bernicot, J., Volckaert-Legrier, O., Goumi, A. & Bert-Erboul, A. (2014). SMS Experience and Textisms in Young Adolescents: Presentation of a Longitudinally Collected Corpus. In Cougnon, Louise-Amélie & Cédrick Fairon (Eds). SMS Communication: A Linguistic Approach. (Benjamins Current Topics, 61) (pp. 29-45). Amsterdam & Philadelphia: John Benjamins.
Bernicot, J. & Bert-Erboul, A. (2014). L’acquisition du langage par l’enfant (2nde Edition). Paris: Editions In Press.
Bernicot, J., Goumi, A. & Bert-Erboul. A. Volckaert-Legrier, O. (2014). Les SMS, une menace pour l’orthographe des adolescents ? Communiqué de presse du CNRS, 18 mars.
Bernicot, J., Goumi, A., Bert-Erboul. A., & Volckaert-Legrier, O. (accepté). How do skilled and less-skilled spellers write text messages? A longitudinal study. Journal of Computer Assisted Learning.
Bidet-Ildei, C. & Bouquet, C. (2014). Motor knowledge modulates attentional processing during action judgment. Athens: ATINER’S Conference Paper Series, No: PSY2014-0945.
Bouazzaoui, B., Angel, L., Fay, S., Taconnat, L., Froger, C., Isingrini, M. (2014). Does the greater involvement of executive control in memory with age act as a compensatory mechanism? Canadian Journal of Experimental Psychology, 68, 59–66.
Bouazzaoui, B., Follenfant, A., Ric, F., Fay, S., Croizet, J.C., Atzeni, T., Taconnat, L (sous presse). Ageing-related stereotypes in memory: when the beliefs come true. Memory.
Boutin, A., Blandin, Y., Massen, C., Heuer, H., & Badets, A. (2014). Conscious awareness of action      potentiates     sensorimotor      learning. Cognition, 133, 1-9. doi: 10.1016/j.cognition. 2014.05.012.
Britt, M.A., Richter, T., & Rouet, J.-F. (2014). Scientific Literacy: The role of goal-directed reading and evaluation in understanding scientific information. Educational Psychologist, 49(2), 104-122.
Broc, L., Bernicot, J., Olive, T., Favart, M, Reilly, J., Quémart, P., & Uzé, J. (2014). Narrations écrites et orthographe chez les enfants et les adolescents dysphasiques: Pourquoi les erreurs morphologiques augmentent-elles avec l’âge ? SHS Web of Conferences, 8, 1395-1405. (Neveu, F. et al. (Eds). Actes du 4e Congrès mondial de linguistique française. Berlin, Allemagne : EDP Sciences).
Broc, L., Bernicot, J., Olive, T., Favart, M., Reilly, J., Quémart, P., Catheline, N., Gicquel, L., & Jaafari, N. (accepté). Evaluation de l’orthographe des élèves dysphasiques en situation de narration communicative : variations selon le type d’orthographe, lexicale versus morphologique. European Review of Applied Psychology / Revue Européenne de Psychologie Appliquée.
Bugaiska, A., Ferreri, L., Bouquet, C.A., Kalenzaga, S., & Clarys, D. (sous presse). Self as a moderator of age-related deficit on Recollection. L’Année Psychologique. http://dx.doi.org/10.4074/S0003503314000013
Caroux, L., Le Bigot, L. & Vibert, N. (accepté). Impairment of shooting performance by background complexity and motion. Experimental Psychology.
Chetail, F., & Quémart, P. (sous presse). Orthographic and morphemic effects in the written syllable counting task. Experimental Psychology. DOI:10.1080/17470218.2014.898668.
Dampure, J., Ros, C., Rouet, J.-F., & Vibert, N. (2014).Task-dependent sensitization of perceptual and semantic processing during visual search for words. Journal of Cognitive Psychology, 26, 530-549.
Escorcia, D., Moreno, M., Campo, K., & Palacios, J. (2014). Enseñanza y evaluación de la escritura en la universidad: análisis de prácticas declaradas de docentes franceses y colombianos. Zona Próxima, 0(20). http://rcientificas.uninorte.edu.co/index.php/zona/article/view/6007
Esnard, C., Faury, B, & Zylinski, A. (2014). Burnout en contexte professionnel soignant : la valorisation sociale des explications causales en termes d’effort. Les Cahiers Internationaux de Psychologie Sociale, 102, 233-258.
Esnard, C. & Roques, M. (2014). Collective efficacy as resource in stressful occupational contexts. European Review of Applied Psychology / RevueEuropéenne de Psychologie Appliquée, 64, 203-201.
Froger, C., Toczé, C., & Taconnat, L. (sous presse). Comment la modification du comportement stratégique peut contribuer à l’explication du déclin mnésique au cours du vieillissement/ How the strategic behavior modification can explain the age- related deficit in episodic memory. L’Année Psychologique.
Gil, S., & Le Bigot, L. (accepté). Seeing Life Through Positive-tinted glasses: Color-meaning associations. Plos One.
Gil, S., Aguert, M., Le Bigot, L., Lacroix, A., & Laval, V. (sous presse). Children’s Understanding of the Others’ Emotional States: Inferences From Extralinguistic or Paralinguistic Cues? International Journal of Behavioral Development. DOI: 10.1177/0165025414535123
Jouffre, S. (accepté). Power Modulates Overreliance on False Cardiac Arousal When Judging Target Attractiveness: The Powerful are More Centered on Their Own False Arousal than The Powerless. Personality and Social Psychology Bulletin.
Kalenzaga, S., Piolino, P., & Clarys, D. (2014). The emotional memory effect in Alzheimer’s disease: Emotional words enhance recollective experience similarly in patients and control participants. Cognition and Emotion, 15, 1-9.
Knutsen, D., & Le Bigot, L. (sous presse). Capturing egocentric biases in reference reuse during collaborative dialogue. Psychonomic   Bulletin   and   Review.   doi : 10.3758/s13423-014-0620-7
Knutsen, D., & Le Bigot, L. (sous presse). The influence of reference acceptance and reuse on conversational memory   traces. Journal of Experimental Psychology: Learning, Memory, and Cognition.
Meugnot, A., Agbangla, N.F., Almecija, Y., Toussaint, L. (sous presse). Motor imagery practice may compensate for the slowdown of sensorimotor processes induced by short-term upper-limb immobilization. Psychological Research. DOI:10.10007/s00426-014-0577-1.
Normand, A., Autin, F., & Croizet, J.-C. (2014). Evaluative pressure overcomes perceptual load effects. Psychonomic Bulletin & Review. doi:10.3758/s13423-014-0729-8 Q1
Osiurak, F. & Badets, A. (2014). Pliers, not fingers: Tool-action effect in a motor intention paradigm. Cognition, 130, 66-73.
Perret, C., Bonin, P., & Laganaro, M. (in press). Exploring the multiple-level hypothesis of AoA effects in spoken and written object naming using a topographic ERP analysis. Brain and Language, doi: 10.1016/j.bandl.2014.04.006
Perret, C., Laganaro, M., Schneider, L., & Dayer, G. (2014). Convergences and divergences between Neurolinguistic and Psycholinguistic data in the study of phonological and phonetic encoding; a parallel investigation of syllable frequency effects in brain- damaged and healthy speakers. Language, Cognition and Neuroscience, 29, 714-727.
Puustinen, M., Bernicot, J., Volckaert-Legrier, O. & Baker, M. (accepté). Naturally Occurring Help-Seeking Exchanges on a Homework Help Forum. Computers & Education.
Quémart, P., & Casalis, S. (sous presse). Effects of phonological and orthographic shifts on children’s processing of written morphology: A time-course study. Scientific Studies of Reading. DOI:10.1080/10888438.2014.912218
Rouet, J.-F., Vörös, Zs., & von Davier, M. (sous presse). Skilled Problem Solving with Digital Technologies: Levels of Proficiency, Individual Differences and Strategies. In Proceedings of the PIAAC Invitational Research Conference: The Importance of Skills and How to Assess Them. Princeton, NJ: Educational Testing Services.
Saby J.N., Bouquet C.A., & Marshall P.J. (2014). Young Children Co-Represent a Partner’s Task: Evidence for a Joint Simon Effect in Five-Year-Olds. Cognitive Development, 32, 38-45.
Selimbegović, L., & Chatard, A. (accepté). Single exposure to disclaimers on airbrushed body images increases negative thought accessibility over time. Body Image, 12, 1−5.
Sacher, M, Landré, L., & Taconnat, L. (in press). Age-related differences in episodic feeling-of-knowing arise from differences in memory performance, Memory.DOI:10.1080/09658211.2013.870210
Stadtler, M., Bromme, R., & Rouet, J.-F. (2014). Worin bestehen die Kompetenzen des Lesens Multipler Dokumente zu Wissenschaftsthemen und wie fördert man sie? [“Science meets Reading”:   What are the competencies of reading multiple documents on scientific topics and how can they be taught?] Unterrichtswissenschaft, 42, 55-68.
Taconnat, L., Fay, S., Burger, L., & Bouazzaoui, B. (sous presse). Vieillissement et cognition : de la représentation à la performance. De Boeck/Solal.
Toczé, C. & Taconnat, L. (2014). Division de l’attention et organisation en mémoire épisodique : quand l’utilisation d’une stratégie altère les performances de rappe. L’année psychologique/Topics in Cognitive Psychology, 114, 77-95
Uittenhove, K., Burger, L., Taconnat, L., & Lemaire, P. (sous presse). Sequential difficulty effects during execution of memory strategies in young and older adults. Memory.
Volckaert-Legrier, O., Goumi, A., Bert-Erboul, A. & Bernicot, J. (accepté). Focus on Text Messages: A Review of Studies in French. In Z. Yan (Ed.), Encyclopedia of Mobile Phone Behavior (Volumes 1, 2, & 3). Hershey, PA: IGI Global.

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