Année 2013

Albinet, C.T. (2013). Editorial: Exercise sciences in the aging world. Journal of Aging Science, 1(3), e 107.
Angel, L., Bastin, C., Genon, S., Balteau, E., Phillips, C., Luxen, A., Maquet, P., Salmon, E., & Collette, F. (2013). Differential effects of aging on the neural correlates of recollection and familiarity. Cortex, 49, 1585-1597.
Angel, L., Isingrini, M., Bouazzaoui, B., Fay, S. (2013). Neural correlates of encoding processes predicting subsequent cued recall and source memory. Neuroreport, 24, 176-180.
Aguert, M., Laval, V., Lacroix, A., Gil, S. & Le Bigot, L. (2013). Inferring Emotions from Speech Prosody: Not So Easy at Age Five. Plos One, 8(12), e83657. doi:10.1371/journal.pone.0083657
Autin, F., Branscombe, N. R., & Croizet, J. (2013). Creating, Closing, and Reversing the Gender Gap in Test Performance: How Selection Policies Trigger Social Identity Threat or Safety Among Women and Men. Psychology of Women Quarterly. doi:10.1177/0361684313510485
Badets, A. (2013). Semantic sides of three-dimensional space representation. Behavioral and Brain Sciences, 36, 543-543.
Badets, A., Koch, I., & Toussaint, L. (2013). Role of an ideomotor mechanism in number processing. Experimental Psychology, 60, 34-43.
Badets, A., Toussaint, L., Blandin, Y., & Bidet-Ildei, C. (2013). Interference effect of body shadow in action control. Perception, 42, 873-883.
Bernicot, J. (2013). « Ceux qui ne parlent pas » peuvent communiquer : la proposition théorique du modèle interactionniste. Vie Sociale, 3, 73-82.
Bernicot, J. (in press). Bases of linguistic development. In C. Fäcke (Ed.). Manual of language acquisition. Berlin: de Gruyter.
Bernicot, J. (in press). Recasts, clarifications, and other indirect negative evidence. In P. Brooks, V. Kempe & J.G. Golson (Eds.). Encyclopedia of Language Development. London: Sage Publications.
Bidet-Ildei, C., Kitromilides, E., Orliaguet, J.-P., Pavlova, M., & Gentaz, E. (in press). Preference for Point-Light Human Biological Motion in Newborns: Contribution of Translational Displacement. Developmental Psychology, doi:10.1037/a0032956.
Bidet-Ildei, C., Tamamiya, Y., & Hiraki, K. (2013). Observation and action priming in anticipative tasks implying biological movements. Canadian Journal of Experimental Psychology, 67, 253-259.
Bidet-Ildei, C., & Gentaz, E (2013). Comment expliquer la préférence des nouveau-nés pour les mouvements humains ?, La recherche en sciences biologiques, parution CNRS. http://www.cnrs.fr/insb/recherche/parutions/articles2013/e-gentaz.html
Bouazzaoui, B., Angel, L., Fay, S., Taconnat, L., Froger, C., Isingrini, M. (2013). Does the greater involvement of executive control in memory with age act as a compensatory mechanism? Canadian Journal of Experimental Psychology, DOI: 10.1037/cep0000005
Bouazzaoui, B., Fay, S., Taconnat, L., Angel, L., Vanneste, S., Isingrini, M. (2013). Differential Involvement of Knowledge Representation and Executive Control in Episodic Memory Performance in Young and Older Adults. Canadian Journal of Experimental Psychology, 67, 100-107.
Bouquet C.A., Bonnin C., & Gaonac’h D. (2013). Contrôle du set et paradigme de permutation de tâche : Une approche intégrative du contrôle exécutif. L’année psychologique/Topics in Cognitive Psychology, 2013, 113, 125-157.
Boutin, A., Panzer, S., & Blandin, Y. (2013). Retrieval practice in motor learning. Human Movement Science, 32, 1201-1213.
Britt, M. A., Rouet, J.-F., & Braasch, J. L. G. (2013). Documents as entities: Extending the situation model theory of comprehension. In M.A. Britt, S. R. Goldman, & J.-F. Rouet (Eds.), Reading: From Words to Multiple Texts (pp. 160-179). New York: Routledge.
Britt, M.A., Goldman, S.R., & Rouet, J.-F. (Eds., 2013). Reading: From words to multiple documents. New York: Routledge.
Broc, L., Bernicot, J., Olive, T., Favart, M., Reilly, J., Quémart, P., & Uzé, J. (2013) Lexical spelling in children and adolescents with specific language impairment: Variations with the writing situation. Research in Developmental Disabilities, 34, 3253-3266.
Caroux, L., Le Bigot, L., & Vibert, N. (2013). Impact of the motion and visual complexity of the background on players’ performance in video game-like displays. Ergonomics, 56, 1863-1876. préprint
Cordier, F., Croizet, J.-C, & Rigalleau, F. (2013). Comparing Nouns and Verbs in a Lexical Task, Journal of Psycholinguistic Research, 42 (1), 21-35. DOI 10.1007/s10936-012-9202-x
Cordier, F., Croizet, J.-C., François, J., & Rigalleau, F. (2013). Au-delà de l’opposition noms/verbes en décision lexicale: Comparer les représentations statiques et dynamiques. Canadian Journal of Experimental Psychology/Revue Canadienne De Psychologie Expérimentale, 67(3), 228–236. doi:10.1037/a0034139
De Pereyra, G., Britt, M.A., Braasch, J.L.G, & Rouet, J.F. (accepted). Reader’s memory for information sources in simple news stories: Effects of text and task features. Journal of Cognitive Psychology. DOI:10.1080/20445911.2013.879152
Dompnier, B., & Jouffre, S. (sous presse). Attributions. In L. Bègue & O. Desrichard (Eds), Traité de psychologie sociale (pp. 197-220). Paris : DeBoeck.
Droit-Volet, S., Fayolle, S., Lamotte, M., & Gil, S. (2013). Time, Emotion and the Embodiment of timing. Timing and time perception, 0, 1-30.
Dupuy, O., Bherer, L., Audiffren, M., & Bosquet, L. (2013). Night and postexercise cardiac autonomic control in functional overreaching. Applied Physiology, Nutrition and Metabolism. doi 10.1139/apnm-2012-0203.
Ecalle, J., Bouchafa, H., Potocki, A., Magnan, A. (2013). Comprehension of written sentences as a core component of children’s reading comprehension. Journal of Research in Reading, 106, 117-131.
Eme, E., Lambert, E., & Alamargot, D. (sous presse). Word-reading and word-spelling in French adult literacy students: The relationship with oral language skills. Journal of Research in Reading. DOI: 10.1111/j.1467-9817.2011.01508.x
Er-rafiy, A., & Brauer, M. (2013). Modifying Perceived Variability: Four Laboratory and Field Experiments Show the Effectiveness of a Ready-To-Be-Used Prejudice Intervention. Journal of Applied Social Psychology, 43 (4), 840-853.
Esnard, C., Dumas, R., & Bordel S. (2013). Effects of the “intimate conviction” instruction on the processing of judicial information. European Review of Applied Psychology, 63(2), 121-128. doi:1016/j.erap.2012.12.002
Esnard, C. & Bordel, S., & Somat, A. (2013). Explications causales et burnout en contexte soignant. Pratiques psychologiques, 19, 147-202.
Esnard, C. (2013). Les rationalités des décisions collectives, une approche psychosociale de la médiation, In D. Royoux (Ed.), La médiation, un enjeu démocratique (66-75). La Librairie des Territoires.
Genon, S., Bahri, M.A., Collette, F., Angel, L., d’Argembeau, A., Clarys, D., Salmon, E., Bastin, C. (sous presse). Cognitive and neuroimaging evidence of impaired interaction between self and memory in Alzheimer’s disease. Cortex, doi: 10.1016/j.cortex.2013.06.009
Gil, S. (2013). « Le temps » pour les enfants ? » L’Ecole aujourd’hui.
Jaafari N., Frasca M., Rigalleau F., Rachid F., Gil R., Olié, J.-P., Guehl D., Burbaud P., Aouizerate B., Rotgé J.-Y., Vibert N. (2013). Forgetting what you have checked: A link between working memory impairment and checking behaviors in obsessive- compulsive disorder. European Psychiatry, 28, 87-93.
Kalenzaga, S., Bugaiska, A., Clarys, D (2013). Self-Reference Effect and Autonoetic Consciousness in Alzheimer Disease: Evidence for a Persistent Affective Self in Dementia Patients. Alzheimer Disease & Associated Disorders, 27, 116-122. doi: 10.1097/WAD.0b013e318257dc31
Kalenzaga, S. & Clarys, D. (2013). Self-referential processing in Alzheimer’s disease: two different ways of processing self-knowledge? Journal of Clinical and Experimental Neuropsychology, 35, 455-471. doi: 10.1080/13803395.2013.789485.
Kalenzaga, S. & Clarys, D. (2013). Etude des relations entre les troubles de mémoire et de conscience de soi dans la maladie d’Alzheimer. Gériatrie et Psychologie Neuropsychiatrie du Vieillissement, 11, 187-196.
Knutsen, D., & Le Bigot, L. (2013). La production et la compréhension de références dans les théories psychologiques actuelles du dialogue [Trans. Producing and understanding references in current psychological approaches to dialogue]. Psychologie Française, 58, 277-296.
Laval, V., Laval, C. & Eme, E. (sous presse). Expressions idiomatiques et compréhension : la question de l’évaluation de la familiarité des idiomes dans une perspective développementale, In S. Le Sourn-Bissaoui, G. Le Maner-Idrrissi, V. Dardier, E. Bonjour, & A. Lacroix (Eds. Développement et variabilités (pp. 197-212). Rennes : Presses Universitaires de Rennes.
Le Bigot, L., Caroux, L., Ros, C., Lacroix, A., & Botherel, V. (2013). Investigating memory constraints on recall of options in interactive voice response system messages. Behaviour and Information Technology, 32, 106-116.
Le Sourn-Bissaoui, S., Aguert, M., Girard, P., Chevreuil, C. & Laval, V. (2013). Emotional Speech Comprehension in Children and Adolescents with Autism Spectrum Disorders. Journal of Communication Disorders, 46(4), 309-320.
Macedo-Rouet, M., Braasch, J.G.L., Britt, M.A. & Rouet, J.-F. (2013). Teaching fourth and fifth graders to evaluate information sources during text comprehension. Cognition and Instruction, 31, 204-226.
Martinie, M.-A., Olive, T., Milland, L., Joule, R-V., & Kapa, R. (2013). Evidence that dissonance arousal is initially undifferentiated and only later labeled negative. Journal of Experimental Social Psychology, 49, 767-770. DOI : 10.1016/j.jesp.2013.03.003.
Martinie, M.-A., Milland, L., & Olive, T. (2013). Some theoretical considerations on attitude, arousal and affects during cognitive dissonance. Social Psychology and Personality Compass, 7(9), 680-688.
Meugnot, A., Almecija, Y., & Toussaint, L. (in press). The embodied nature of motor imagery processes highlighted by short-term limb immobilization. Experimental Psychology. DOI:10.1027/1618-3169/a000237.
Nicolas, S., Andrieu, B., Croizet, J.-C., Sanitioso, R. B., & Burman, J. T. (2013). Sick? Or slow? On the origins of intelligence as a psychological object. Intelligence, 41(5), 699–711. doi:10.1016/j.intell.2013.08.006
Normand, A., & Croizet, J. (2013). Upward social comparison generates attentional focusing when the dimension of comparison is self-threatening. Social Cognition, 31(3), 336–348.
Normand, A., Bouquet, C. A., & Croizet, J.-C. (2013). Does Evaluative Pressure Make You Less or More Distractible? Role of Top-Down Attentional Control Over Response Selection. Journal of Experimental Psychology: General. doi:10.1037/a0034985
Osiurak, F. & Badets, A. (in press). Pliers, not fingers: Tool-action effect in a motor intention paradigm. Cognition. DOI:10.1016/j.cognition.2013.09.005.
Perret, C., & Laganaro, M. (2013). Why are written naming latencies (not) longer than spoken naming? Reading and Writing, 26, 225-239.
Perret, C., & Laganaro, M. (2013). Dynamique de préparation de la réponse verbale et Electroencéphalographie : une revue. L’Année Psychologique/Topics in Cognitive Psychology, 113, 667-698.
Pontart, V., Bidet-Ildei, C., Lambert, E., Morisset P., Flouret L., & Alamargot, D. (2013). Influence of handwriting skills during spelling in primary and lower secondary grades. Frontiers in Psychology, 4: 818. Doi: 10.3389/fpsyg.2013.00818.
Potocki, A., Bouchafa, H., Magnan, A., & Ecalle, J. (accepté). Évaluation de la compréhension écrite de récits chez l’enfant de 7 à 10 ans : vers des profils de compreneurs. Revue Européenne de Psychologie Appliquée/ European Review of Applied Psychology.
Potocki, A., Ecalle, J., & Magnan, A. (2013). Effects of computer-assisted comprehension training in less skilled comprehenders in second grade: A one-year follow-up study. Computers & Education, 63, 131-140.
Potocki, A., Ecalle, J., & Magnan, A. (2013). Literal and inferential skills for narrative comprehension in five-year-old children: Correlational analysis and comprehender profiles. Journal of Educational Research, 106, 14-26.
Potocki (accepté). Des logiciels pour remédier aux difficultés de compréhension de textes chez les enfants. Module « Que dit la recherche ? » Site internet du CNDP, Agence de l’usage des TICE.
Puustinen, M. & Bernicot, J. (2013). Seeking and Obtaining Online Homework Help: The Contribution of the Analysis of Natural Data. In S.A. Karabenick, & M. Puustinen, M. (Eds.). Advances in help-seeking research and applications: The role of emerging technologies (pp. 147-177). Charlotte, NC: Information Age Publishing.
Quandt, L. C., Marshall, P. J., Bouquet, C. A., & Shipley, T. F. (2013). Somatosensory experiences modulate alpha and beta power during subsequent action observation. Brain Research, 1534, 55-65. doi: 10.1016/j.brainres.2013.08.043
Reilly, J., Bernicot, J., Olive, T., Uzé, J., Wulfeck, B., Favart, M., & Appelbaum, M. (2013). Written Narratives from French and English Speaking Children with Language Impairment. In B. Arfé, J. Dockrell, & V. W. Berninger, (Eds.). Writing development and instruction in children with hearing, speech and oral language difficulties (pp. xx-xx). NY: Oxford University Press.
Rigalleau, F., Guerry, M., & Granjon, L. (2013). The effect of connectives on the selection of arguments: Implicit consequentiality bias for the connective « but ». Journal of Psycholinguistic Research. DOI: 10.1007/s10936-013-9265-3
Roger, M., Knutsen, D., Bonnardel, N., & Le Bigot, L. (2013). Landmark Frames of Reference in Interactive Route Description Tasks. Applied Cognitive Psychology, 27, 497-504.
Rouet, J.-F., & Britt, M.A. (2013). Multimedia Learning from Multiple Documents. in Mayer, R.E. (Ed.) Cambridge Handbook of Multimedia Learning, 2nd Edition. Cambridge, MA, Cambridge University Press.
Rouet, J.-F. (sous presse). La compréhension de l’écrit : Un ensemble complexe d’habiletés spécifiques. In J. David & Carine Royer (Dir.) L’apprentissage de la lecture : convergences, innovations, perspectives ». Berne : Peter Lang.
Rouet, J.-F. (2013). La lecture sur support numérique: Enjeux cognitifs et pédagogiques. Actes du colloque Cultures numériques, éducation aux médias et à l’information. Chasseneuil-du-Poitou: CNDP.
Rulleau, T., Toussaint, L. (in press). L’imagerie motrice en rééducation. Kinésithérapie, la revue.
Sacher, M., Isingrini, I., Taconnat, L. (2013). Effects of aging and divided attention on episodic feeling-of-knowing accuracy. Acta Psychologica, 144, 258-263.
Sausset, S., Lambert, E., & Olive T. (2013). Flexibility of orthographic and graphomotor coordination during a handwritten copy task: effect of time pressure. Frontiers in Psychology, 4:866. DOI: 10.3389/fpsyg.2013.00866
Selimbegović, L., & Chatard, A. (2013). The mirror effect: self-awareness alone increases suicide thought accessibility. Consciousness and Cognition, 22, 756−764.
Selimbegović, L., Friedman, M., & Chatard, A. (2013). Effects of mortality salience on musical preferences differ by level of authoritarianism. Revue Internationale de Psychologie Sociale, 26, 101−126.
Selimbegović, L. (2013). Echec et accessibilité cognitive des pensées liées au suicide : désir d’échapper à soi-même. In L. Bègue & O. Desrichard (Eds.) Traité de psychologie sociale (pp. 126−127). Bruxelles : De Boeck.
Taconnat, L., & Lemaire, P. (2013). Fonctions exécutives, vieillissement cognitif et variations stratégiques. Psychologie Française, DOI: 10.1016/j.psfr.2013.03.007
Tomporowski, P.D., & Audiffren, M. (in press). Dual-task performance in young and older adults: speed-accuracy tradeoffs in choice responding while treadmill walking. Journal of Aging and Physical Activity.
Toussaint, L., & Meugnot, A. (2013). Short-term limb immobilization affects cognitive motor processes. Journal of Experimental Psychology: Learning, Memory & Cognition, 39, 623-632.
Toussaint, L., Tahej, P.K., Thibaut, J.P., Possamai, C.A., & Badets, A. (2013). On the link between action planning and motor imagery: a developmental study. Experimental Brain Research, 231, 331-339.
Toussaint, L., & Blandin, Y. (2013). Behavioral evidence for motor imagery ability on position sense improvement following motor imagery practice. Movement & Sport Science, 82, 67-78.
Volckaert-Legrier, O., Bernicot, J. & Bert-Erboul, A. (2013). Le courriel chez les adolescents. in F. Liénard, (Ed.) Culture, identity and digital writing, Epistémè, 9, Revue internationale de sciences humaines et sociales appliquées, Séoul : Université Korea – Center for Applied Cultural Studies (pp. 15-49).

 

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