Année 2005

Publications sous presse ou acceptées

Alamargot, D., Lambert, E., & Chanquoy, L. (2005). La production écrite et ses relations avec la mémoire. Approche Neuropsychologique des Acquisitions de l’Enfant. 17, 41-46.
Chesnet, D., & Alamargot, D. (2005). Analyse en temps réel des activités oculaires et grapho-motrices du scripteur. Intérêt du dispositif « Eye and pen ». L’Année Psychologique, 105, 287-304.
Cordier, F., & Le Ny, J.-F. (2005). Evidence of several components for word familiarity. Behavior Research Methods, Instruments & Computers, 37 (3), 528-537.
Doiseau, F., & Isingrini, M. (2005). Relation between uptading in verbal working memory and executive functioning. Psychological Reports, 96, 67-76.
Eme, E., & Golder, C. (2005). Word-reading and word-spelling styles in French beginners: Do all children learn to read and to spell in the same way? Reading and Writing, 18, 157-188.
Fay, S., Isingrini, M., & Clarys, D. (2005). Effects of depth-of-processing and ageing on word-stem and word-fragment implicit memory tasks: test of the lexical-processing hypothesis. European Journal of Cognitive Psychology, 17, 785-802.
Fay, S., Isingrini, M., & Pouthas, V. (2005). Does priming with awareness reflect explicit contamination? An approach with a response-time measure in word-stem completion. Consciousness and Cognition, 14, 459-473.
Fay, S., Isingrini, M., Ragot, R., & Pouthas, V. (2005). The effect of encoding manipulation on word-sten cued recall: an event-related potential study. Cognitive Brain Research, 24, 615-626.
Fay, S., Pouthas, V., Ragot, R., & Isingrini, M. (2005). Neural correlates of word-stem priming. NeuroReport, 16, 1169-1173.
Gaonac’h, D. (2005). Mémoire de travail et apprentissages scolaires. Approche Neuropsychologique des Apprentissages chez l’Enfant, 81, 47-52.
Labrell, F., Pêcheux, M.-G., & LeMétayer, F. (2005). Does Parental Input influence the Memorization of Objects’ Names with 4 and 5 year-olds ?, European Journal of Developmental Psychology, vol.2 (2), 147-162.
Laval, V., & Bert-Erboul, A. (2005). French speaking-children’s understanding of sarcasm : the role of intonation and context. Journal of Speech, Language and Hearing Research, 48 (3), 610-620.
Marcos, H., & Rabain-Jamin, J. (2005). Conversational support for assertives in young children. Discourse Processes, 40(2), 145-169.
Millogo, V.-E. (2005). The use of anaphoric pronouns by French Children’s in narrative: evidence from constrained text production. Journal of Child Language, 32, 439-461.
Piolat, A., Olive, T., & Kellogg, R.-T. (2005). Cognitive effort of note taking. Applied Cognitive Psychology, 18, 1-22. Abstract
Plumet, J., Gil, R., & Gaonac’h, D. (2005). Neuropsychological assessment of executive functions in women : effects of age and education. Neuropsychology, 19, 566-577.
Reilly, J.-S., Zamora, A., & McGivern, R.-F. (2005). Developing Perspective in English: The Acquisition of Stance. Journal of Pragmatics, 37(2), 185-208.
Rouet, J.-F., Potelle, H., & Goumi, A. (2005). The Role of Content Representations in Hypermedia Learning: Effects of Task and Learner Variables, Lecture Notes in Computer Science, 3426, 343 – 354.
Souriau, J. , Gimenes, M., Blouin, C., Benbrik, I., Benbrik, E., Churakowskyi, A., & Churakowskyi, B. (2005). Charge syndrome : developmental and behavioral data. American Journal of Medical Genetics Part A 133(3), 278-281.
Stiles, J., Reilly, J., Paul, B., & Moses, P., (2005). Cognitive Development following Early Focal Brain Injury: Evidence for Adaptive Change in Brain and Cognition, Trends in Cognitive Science, 9(3), 136-143.
Taconnat, L. (2005). Apport du paradigme de production d’informations dans l’étude des dissociations entre les mesures de mémoire. L’Année Psychologique, 105, 521-537.
Thibaut, J.-P., Gelaes, S., Cordier, F. & Meunier, B. (2005). Le développement des connaissances chez l’enfant de 4 à 10 ans. Approche Neuropsychologique des Apprentissages chez l’Enfant, 17, 35-41.

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