Année 2012

Abou-Dest, A, Albinet, C.T., Boucard, G., & Audiffren, M. (2012). Swimming as a positive moderator of cognitive aging: a cross-sectional study with a multi-task approach. Journal of Aging Research, 2012, Article ID 273185, 12 pages.
Aguert M., Marcoccia M. , Atifi H., Gauducheau N. & Laval V. (2012). La communication expressive dans les forums de discussion: émotions et attitude ironique chez l’adolescent, Tranel, 57, 63-82.
Albinet, C.T., Boucard, G., Bouquet, C.A., & Audiffren, M. (2012). Processing speed and executive functions in cognitive aging: How to disentangle their mutual relationship?Brain and Cognition, 79(1), 1-11.
Albinet, C., Boucard, G., Bouquet, C., & Audiffren, M. (2012). Vieillissement, Exercice et Cognition : les connexions entre cœur et cerveau. In M. Audiffren (Ed., pp. 199-215), Créativité, motivation et vieillissement : les sciences cognitives en débat. Rennes : Presses Universitaires de Rennes.
André, N., & Dishman, R. K. (2012). Contribution of self-motivation to adherence process understanding in exercise with elderly. Journal of Aging and Physical Activity, 20, 231-245.
André, N. (2012). La motivation personnelle et l’adhésion à une pratique régulière d’activité physique. Dans M. Audiffren (Ed.), Créativité, Motivation et Vieillissement : les sciences cognitives en débat. Rennes : Presses Universitaire de Rennes.
Audiffren, M. (2012). Créativité, Motivation et Vieillissement: les sciences cognitives en débat. Rennes, Presses Universitaires de Rennes.
Audiffren, M., Collette, F., & Salmon, E. (2012). Les trouvles cognitifs associés au vieillissement normal. In M. Audiffren (Ed.), Créativité, motivation et vieillissement : les sciences cognitives en débat. Rennes : Presses Universitaires de Rennes.
Autin, F., & Croizet, J.-C. (2012). Improving Working Memory Efficiency by Reframing Metacognitive Interpretation of Task Difficulty. Journal of Experimental Psychology: General, 141(4), 610–618. doi:10.1037/a0027478
Badets, A., Albinet, C.T., & Blandin, Y. (2012). Sensory-based mechanism for delayed motor intention. Acta Psychologica, 141, 205-213.
Badets, A., & Blandin, Y. (2012). Feedback and intention during motor-skill learning: A connection with prospective memory. Psychological Research, 76, 601-610
Badets, A., Bouquet, C. A., Ric, F., & Pesenti, M. (2012). Number generation bias after action observation. Experimental Brain Research, 221, 43-49.
Beauvais, L., Favart, M., Passerault, J.-M., & Olive, T. (2012). Acquisition of linearization in writing from grades 5 to 9. In M. Torrance, D. Alamargot, M. Castello, F. Ganier, O. Kruze, A. Manger, L. Tolchinski & L. Van Waes (Eds). Learning to write effectively : Current trends in European research (pp. 27-29). NY: Emerald Group Publishing.
Beauvais, C., Olive, T., & Passerault, J-M. (2012). Relationship between text quality and management of the writing processes. In M. Torrance, D. Alamargot, M. Castello, F. Ganier, O. Kruse, A. Mangen, L. Tolchinsky, & L. van Waes (Eds.), Learning to write effectively: Current trends in European research (pp.187-189). NY: Esmerald Group Publishing.
Bejanin, A., Viard, A., Chételat, G., Clarys, D., Bernard, F., Pélerin, A., de La Sayette, V.,
Eustache, F., Desgranges, B. (2012). When higher activations reflect lower deactivations: aPET study in Alzheimer’s disease during encoding and retrieval in episodic memory. Frontiers in Human Neurosciences, 6, 107. doi:10.3389/fnhum.2012.00107.|
Bernicot, J., Volckaert-Legrier, O., Goumi, A. & Bert-Erboul, A. (2012). Forms and Functions of SMS Messages: A Study of Variations in a Corpus Written by Adolescents. Journal of Pragmatics, 44, 1701-1715.
Bernicot, J., Volckaert-Legrier, O., Goumi, A. & Bert-Erboul, A. (2012). SMS Experience and Textisms in Young Adolescents: Presentation of a Longitudinally Collected Corpus. Lingvisticae Investigationes, 35(2), 181–198.
Bernicot, J. (2012). Les mots et la grammaire ne suffisent pas… Journal des Professionnels de la petite Enfance de 0 à 6 ans, n°75, 31-34, Mars-Avril 2012.
Bernicot, J. (2012). Rend-on vraiment ses enfants plus intelligents en leur apprenant plusieurs langues ? Interview sur le site “Atlantico”, Read more at bernicot-446887.html#YhAMWaXMmjgFIhiP.99
Bianco, M., Pellenq, C., Lambert, E., Bressoux, P., Lima, L., & Doyen, A-L. (2012). Impact of early code-skill and oral-comprehension training on reading achievement in first grade. Journal of Research in Reading, 35(4), 427-455. DOI : 10.1111/j.1467-9817.2010.01479.x
Bidet-Ildei, C., Kitromilides-Salerio, E. & Orliaguet, J-P. (2012). Unnatural kinematics modified visual preference on handwriting not pointing point-light stimulus. In Thanos Patelis (Ed), Research studies, literature reviews and perspectives in psychological science, (pp
183-193). Athens: ATINER
Boucard, G.K., Albinet, C.T., Bugaïska, A., Bouquet, C.A., Clarys, D., & Audiffren, M. (2012). Impact of physical activity on executive functions in aging: a selective effect on inhibition among old adults. Journal of Sport & Exercise Psychology, 34(6), 808-827
Boutin, A., Badets, A., Salesse, R.N., Fries, U., Panzer, S., & Blandin,Y. (2012). Practice makes transfer of motor skills imperfect. Psychological Research, 76, 611-625.
Boutin, A., Panzer, S., Salesse, R., & Blandin, Y. (2012). Testing promotes effector transfer. Acta Psychologica, 141, 400-407.
Braasch, J., Rouet, J.F., Vibert, N. & Britt, A. (2012). Readers’ use of source information in text comprehension. Memory and Cognition, 40, 450-465.
Brauer, M., Er-rafiy, A., Kawakami, K., & Phills, C. E (2012). Describing a group in positive terms reduces prejudice less effectively than describing it in positive and negative terms. Journal of Experimental Social Psychology, 48, 757-761. doi:10.1016/j.jesp.2011.11.002
Britt, M.A., & Rouet, J.-F. (2012). Learning with multiple documents: Component skills and their acquisition. In M.J. Lawson and J.R. Kirby (Eds.) Enhancing the Quality of Learning: Dispositions, Instruction, and Learning Processes (pp. 276-314). Cambridge, NY: Cambridge University Press.
Capa R., Bouquet C.A., Dreher J-C, & Dufour A. (2012). Long-lasting effects of performance- contingent unconscious and conscious reward incentives during cued task-switching. Cortex. doi: org/10.1016/j.cortex.2012.05.018
Chatard, A., Pyszczynski, T., Arndt, J., Selimbegović, L., Konan, P., & Van Der Linden, M.
(2012). Extent of trauma exposure and PTSD symptom severity as predictors of anxiety-buffer functioning. Psychological Trauma: Theory, Research, Practice, and Policy, 4, 47-55. doi: 10.1037/a0021085
Chuy, M., Alamargot, D. & Passerault, J.M. (2012). Interference with prior knowledge while writing from sources: Effects of working memory capacity. Journal of Cognitive Psychology, 24(7), 815-828.
Clarys, D., Sarritzu, B., Bocquet-Vial, S., Rabelle, C. (2012). Chronopsychologie et mémoire : étude de l’effet de la profondeur de traitement en fonction du moment de la journée. L’Année Psychologique, 112, 3-15. doi:10.4074/S0003503312001017
Coello, Y. & Bidet-Ildei, C. (2012). Motor representation and language in space, object, and movement perception. In Coello, Y. & Bartolo, A. (Eds.), Language and action in cognitive neuroscience, (pp 83-110). London: Psychology Press.
Croizet, J.-C. (2012). The racism of intelligence: How mental testing practices have constituted an institutionalized form of group domination. In H. L. Gates (Ed.), Oxford Handbook of African American Citizenship. New York: Oxford University Press.
Croizet, J.-C., & Millet, M. (2012). Social Class and Test Performance: From Stereotype Threat to Symbolic Violence and Vice Versa. In M. Inzlicht & T. Schmader, (Eds.), Stereotype threat: Theory, Process and Application (pp. 188-20). New York: Oxford University Press.
Dampuré, J., Ros, C., Rouet, J.-F., & Vibert, N. (2012). How word familiarity facilitates visual search for verbal material. Applied Cognitive Psychology, 26, 271-288.
Dardier, V., Bernicot, J., Goumi. A. & Ornon, C. (2012). Evaluation des capacités langagières pragmatiques et vieillissement. In P. Allain, G. Aubin & D. Le Gall (Eds.) Cognition Sociale et Neuropsychologie, p.283-304. Marseille : Editions Solal.
Dupuy, O., Lussier, M., Fraser, S. Bherer, L., Audiffren, M., & Bosquet, L. (2012). Effect of overreaching on cognitive performance and related cardiac autonomic control. Scandinavian Journal of Medicine and Science in Sports, 38, 200-208.
Dupuy, O., Mekary, S., Berryman, N., Bherer, L., Audiffren, M., & Bosquet, L. (2012).
Reliability of heart rate measures used to assess post-exercise parasympathetic reactivation. Clinical Physiology and Functional Imaging, 32(4), 296-304
Ellenbürger, T., Boutin, A., Blandin, Y., Shea, C.H., & Panzer, S. (2012). Scheduling observational and physical practice: Influence on the coding of simple motor sequences. The Quarterly Journal of Experimental Psychology, 65, 1260-1273.
Ellenbürger, T., Panzer, S., Boutin, A., Blandin, Y., Fischer, L., Schrer, J., & Shea, C.H. (2012). Observational training in visual half-fields and the coding of movement sequences.
Human Movement Science, 31, 1436-1448
Eme, E., & Millogo, V. (2012). Illettrisme et capacités linguistiques à l’écrit et à l’oral : une comparaison entre adultes et enfants de même niveau de lecture. Approche Neuropsychologique des Apprentissages chez l’Enfant, 117, 215-226.
Er-rafiy, A., & Brauer, M. (2012). Increasing perceived variability reduces prejudice and discrimination: Theory and application. Social and Personality Psychology Compass, 6, 920-935.
Escorcia, D. (2012). Conceptions de l’écriture à l’université: analyse des représentations d’enseignants français et colombiens. Recherches en didactiques – Les Cahiers Théodile, 12, 123-141.
Esnard, C., & Dumas, R. (2012). Perceptions of male victim blame in child sexual abuse case: Effects of gender, age and need for closure. Psychology, Crime and Law, 19(9), 817-844 doiI:10.1080/1068316X.2012.700310
Falomir-Pichastor, J. M., Chatard, A., Selimbegović, L., Konan, P. N., & Mugny, G. (2012).
Conformity and counter-conformity to anti-discrimination norms: The moderating effect of attitude towards foreigners and perceived ingroup threat. Journal of Applied Social Psychology, 43, Supplement S2, E206−E215
Faniko, K., Lorenzi-Cioldi, F., Chatard, A., & Buschini, F. (2012). The Influence of education on attitudes toward affirmative action: The role of the policy’s strength. Journal of Applied Social Psychology, 42, 387-413. doi: 10.1111/j.1559-1816.2011.00892.x
François, P-H. (2012). Approche socio-normative des motivations intrinsèque et autodéterminée. In M. Audiffren & P-H. François Eds, Créativité, motivation et vieillissement (pp 129-145), Rennes : Presses Universitaires de Rennes.
Froger, C., Bouazzaoui, B., Isingrini, M., Taconnat, L. (2012). The study-time allocation deficit of older adults: the role of the environmental support at encoding. Psychology and Aging, 27, 577–588
Gil, S., Chambres, P., Hyvert, C., Fanget, M., & Droit-Volet, S. (2012). Children with Autism Spectrum Disorders have “the working raw material” for time perception. PLoS ONE 7(11), e49116. doi:10.1371/journal.pone.0049116
Gil, S., & Droit-Volet, S. (2012). Emotional time distortions: the fundamental role of arousal. Cognition & Emotion, 26, 847-862.
Gil, S., Droit-Volet, S., Laval, V., & Teissèdre, F. (2012). Postnatal Depression and Emotion: The Misfortune of Mother-Infant Interactions, Perinatal Depression, María Graciela Rojas Castillo (Ed.), ISBN: 978-953-307-826-7, InTech, Available from: the-misfortune-of-mother-infant-interactions-
Goumi, A. & Bernicot, J. (2012). Le langage SMS chez les adolescents, faut-il s’en inquiéter? l’Ecole numérique, 12, 34-35.
Jaafari, N., Rachid, F., Rotgé, J.-Y., Polosan, M., El-Hage, W., Belin, D., Vibert, N., & Pelissolo, A. (2012). Safety and efficacy of repetitive transcranial magnetic stimulation in the treatment of obsessive compulsive disorder: A review. World Journal of Biological Psychiatry, 13, 164-177.
Jouffre, S., Esnard, C., & Taillandier, A. (2012). When declaring respect for school rules leads pupils to be perceived more positively: Consequences of academic organizational citizenship behaviors on teachers’ judgments. RIPS – International Review of Social
Psychology, 25
, 235-267
Kamiejski, R., Guimond, S., De Oliveira, P., Er-rafiy, A., & Brauer, M. (2012). Le modèle républicain d’intégration : Implications pour la psychologie des relations entre groupes. L’Année Psychologique, 112, 51-85.
Kesebir, P., Pyszczynski, T., Chatard, A. & Hirschberger, G. (2013). Reliving history: Using
priming to assess the effects of world events on public opinion. Peace and Conflict: The Journal of Peace Psychology, 19, 51-68. Doi 10.1037/a0031563
Knutsen, D., & Le Bigot, L. (2012). Managing dialogue: How information availability affects collaborative reference production. Journal of Memory and Language, 67, 326-341.
Laganaro, M., Vallente, A., & Perret, C. (2012). Time-course of word production in fast and slow speakers. NeuroImage, 59, 3881-3888.
Landré, L., Destrieux, C., Andersson, F., Barantin, L., Quidé, Y., Tapia, G., Jaafari, N., Clarys, D., Gaillard, P., Isingrini, M., El Hage, W. (2012). Working memory processing of traumatic material in post-traumatic stress disorder. Journal of Psychiatry & Neuroscience, 37, 87-94
Laval, V., Le Sourn-Bissaoui, S., Girard,P. Chevreuil, C., et Aguert, M. (2012). Prosodie émotionnelle et compréhension des actes de langage expressifs chez des enfants et adolescents avec un Trouble du Spectre Autistique, Revue Française de Linguistique Appliquée, 17(2), 77-88.
Laval, V., Aguert, M., & Gil S. (2012). Pragmatique et compréhension du langage chez l’enfant : la question de l’évaluation. In P. Allain, G. Aubin & D. Le Gall (Eds). Cognition sociale et Neuropsychologie (pp.265-282). Paris : SOLAL.
Lambert, E., Alamargot, D. & Fayol, M. (2012). Why use a copy task to study spelling in handwriting? In M. Fayol, D. Alamargot, & V. Berninger (Eds), Written Translation of Thought to Written Text While Composing: Advancing Theory, Knowledge, Research Methods and Tools, and Applications (pp. xx-xx). NY: Psychology Press.
Le Bigot, N., Passerault, J-M., & Olive, T. (2012). Visuospatial processing in memory for word location in writing. Experimental Psychology, 59, 138-146.
Le Bigot, N., Passerault, J-M., & Olive, T. (2012). Memory for word location : studies in writing. In M. Torrance, D. Alamargot, M. Castello, F. Ganier, O. Kruse, A. Mangen, L. Tolchinsky, & L. van Waes (Eds.), Learning to write effectively: Current trends in European research (pp. 387-390). NY: Esmerald Group Publishing.
Léger, L, Rouet, J-F., Ros, C. & Vibert, N. (2012). Orthographic versus semantic matching in visual search for words within lists. Canadian Journal of Experimental Psychology, 66, 32-43.
Macedo-Rouet, M., Rouet, J.-F., Ros, C., & Vibert, N. (2012). How do scientists select articles in the PubMed database? An empirical study of criteria and strategies. European Review of Applied Psychology, 62, 63-72.
Maillart, C., Leclercq, A. L., & Quémart, P. (2012). La répétition de phrases comme aide au
diagnostic des enfants dysphasiques. In Entretiens d’orthophonie 2012, les entretiens de Bichat (pp 22-30). Toulouse : Europa Digital & Publishing.
Martiny, S., Roth, J., Jelenec, P., Steffens, M., & Croizet, J. (2012). When a new group identity does harm on the spot: Stereotype threat in newly created groups. European Journal of Social Psychology, 1–7. doi:10.1002/ejsp.840.
Mazerolle, M., Régner, I., Morisset, P., Rigalleau, R., & Huguet, P. (2012). Stereotype Threat Strengthens Automatic Recall and Undermines Controlled Processes in Older Adults. Psychological Science, 23, 723-727. DOI: 10.1177/0956797612437607.
Nugier, A., Gil, S., & Chekroun, P. (2012). Validation of the French Version of the Test of Self- Conscious Affect-3 (TOSCA-3): A measure for the tendencies to feel ashamed and guilty. European Review of Applied Psychology, 62, 19-27.
Olive, T., & Passerault, J-M. (2012). The visuospatial dimension of writing. Written Communication, 29, 326-343.
Olive, T. (2012). Writing and working memory: A summary of theories and findings. In E. Grigorenko, E. Mambrino, & D. Preiss (Eds.), Writing: A mosaic of new perspectives (pp. 125-140). New York: Psychology Press.
Perret, C., & Laganaro, M. (2012). Comparison of electrophysiological correlates of writing and speaking: A Topographic ERP analysis. Brain Topography, 25, 64-72.
Poletti, M., Le Bigot, L., & Rigalleau, F. (2012). Les intérêts théoriques de l’amorçage syntaxique. L’Année Psychologique, 112, 247-275.
Potocki, A., Jabouley, D., Magnan, A., & Ecalle, J. (2012). Effets d’un entraînement informatisé à la compréhension chez des enfants faibles compreneurs de CE1. Glossa, 111, 1-14.
Quémart, P., Casalis, S. & Duncan, L. (2012). Exploring the role of base words and suffixes in word and pseudoword processing: Evidence from young French readers. Scientific Studies of Reading, 16(5), 424-442.
Rosell-Clari, V. & Bernicot, J (2012). Protocolo franco-español de exploración de habilidades metalingüísticas en niños de 6 a 9 años: un estudio preliminar. Boletín de Asociación Española de Logopedia, Foniatría y Audiología, AELFA,12(2), 61-66.
Rouet, J.-F., Vörös, Zs., & Pléh, C. (2012). Incidental learning of links during navigation: The role of visuo-spatial capacity. Behavior and Information Technology, 31, 71-81.
Rouet, J.-F. (2012). Ce que l’usage d’Internet nous apprend sur la lecture et son apprentissage. Le Français Aujourd’hui, 178 « L’enseignement des lettres et le numérique ».
Sausset, S., Lambert, E., Olive, T., & Larocque, D. (2012). Processing of syllables during handwriting: Effects of graphomotor constraints. Quarterly Journal of Experimental Psychology. 65, 1872-1879.
Selimbegović, L., & Chatard, A. (2012). When the thought of yourself nags you: How failure to attain cultural standards brings suicide on the fringe of consciousness. Inquisitive Mind, 14.
Souchay, C., Isingrini, M. (2012). Are Feeling-of-knowing and Judgment-of-learning different? Evidence from Healthy Aging. Acta Psychologica, 139, 458-464.
Taconnat, L. (2012). Fonctionnement et dysfonctionnement de la mémoire humaine in La mémoire : du temps perdu à la conscience de soi. Le Journal des Psychologues, numéro 4, 18-23.
Taillandier-Schmitt, A., Esnard, C., & Mokounkolo R. (2012). Self-Affirmation in Occupational Training: Effects on The Math Performance of Women under Stereotype Threat. Sex Roles, 67, 1-2, 43-57. DOI: 10.1007/s11199-012-0157-z
Tapia, G., Clarys, D., Bugaiska, A., & El-Hage, W. (2012). Recollection of negative information in Posttraumatic Stress Disorder. Journal of Traumatic Stress, 25, 120-123. DOI:10.1002/jts.21659
Toussaint, L., Caissie, A.F., & Blandin, Y. (2012). Does spatial ability depend on sensory- specific experience? Journal of Cognitive Psychology, 24, 387-394.
Volckaert-Legrier, O. & Bernicot, J. (2012). Traduction de SMS en français standard : une étude chez des adolescents de 11 et 14 ans. Approche Neuropsychologique des Apprentissages chez l’Enfant (ANAE), 118, 313-321.



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