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Publications depuis 1998

(Ordre alphabétique. Les membres du laboratoire sont en caractère gras)

Barrouillet, P., & Camos, V. (2001). Developmental increase in working memory span : Resource sharing or temporal decay ? Journal of Memory and Language, 45, 1-20.

Barrouillet, P., & Fayol, M. (1998). From algorithmic computing to direct retrieval: Evidence from number- and alphabetic-arithmetic in children and adults. Memory & Cognition , 26, 355-368.

Barrouillet, P., & Lecas, J.F. (1998). How can mental models theory account for content effects in conditional reasoning? A developmental perspective. Cognition , 67, 209-253.

Barrouillet, P., & Lecas, J.F. (1999). Mental models in conditional reasoning and working memory. Thinking & Reasoning, 5(4), 289-302.

Barrouillet, P., & Lecas, J.F. (2000). Illusory inferences from a disjunction of conditionals : A new mental models account. Cognition, 76 (2), 91-97.

Barrouillet, P., & Lecas, J.F. (in press). Content and context effects in children’s and adult’s conditional reasoning. Quarterly Journal of Experimental Psychology.

Barrouillet, P., Grosset, N., & Lecas, J.F. (2000). Conditional reasoning by mental models : Chronometric and developmental evidence. Cognition, 75(3), 237-266.

Barrouillet, P., Markovits, H, & Quinn, S. (in press). Developmental and content effects in reasoning with causal conditionals. Journal of Experimental Child Psychology.

Bazin, N., Perruchet, P., Hardy-Bayle, M-C., & Féline, A. (2000). Context-dependent information processing in patients with schizophrenia. Schizophrenia Research, 45, 93-101.

Besche-Richard, C., & Perruchet, P. (in press). Psychologie cognitive. In Encyclopédie Médico-Chirurgicale.

Bigand, E. (sous presse), Musiciens et non musiciens perçoivent ils la musique différement ? in Le Cerveau Musicien, B. Lechevalier, H. Platel et F.Eustache. (Eds.), De Boeck.

Bigand, E., & Parncutt, R. (1999). Perception of musical tension in long chord sequences. Psychological Research.62, 237-254.

Bigand, E., Madurell, F., McAdams, S. (1998). Considérations psychologiques sur le commentaire d'écoute, Musurgia: Analyse et Pratique Musicales.

Bigand, E., Madurell, F., Tillmann B., & Pineau, M. (1999). Effect of global structure and temporal organization on chord processing. Journal of Experimental Psychology: Human Perception and Performance. 25, 184-197.

Bigand, E., McAdams, & Forêt, S. (2000). Divided attention in the listening of polyphonic music, International Journal of Psychology, 35, 270-278.

Bigand, E., Perruchet, P., & Boyer, M. (1998). Implicit learning of artificial grammar of musical timbres. Current Psychology of Cognition. 17, 577-600

Bigand, Poulin, Tillmann, Madurell & D’Adamo, (accepté), Sensory versus cognitive components in harmonic priming, Journal of Experimental Psychology: Human Perception and Performance

Bigand. E, Tillmann, B., Poulin, B., D'Adamo, D & Madurell, F. (2001). The effect of harmonic context on phoneme monitoring in vocal music, Cognition, 81, 11-20.

Bonin, P., Fayol, M., & Peereman, R.(1998). Masked form priming in writing isolated words from pictures: Evidence for a direct retrieval of orthographic forms. Acta Psychologica, 99, 311-328.

Bonin, P., Peereman, R., & Fayol, M. (2001). Do phonological codes constrain the selection of orthographic codes in written picture naming. Journal of Memory and Language.

Bonin, P., Peereman, R., Malardier, N., Méot, A., & Chalard, M. (2001). A new set of 299 pictures standarized for French for name agreement, image agreement, conceptual familiarity, visual complexity, image variability and age of acquisition. Behavior Research Methods, Instruments, & Computers.

Camos, V. Fayol, M., & Barrouillet, P., (1999). L'activité de dénombrement chez l'enfant: Double tâche ou procédure? L'Année Psychologique, 99, 623-645.

Camos, V., Barrouillet, P., & Fayol, M. (2001). Does the coordination of verbal and motor information explain the development of counting in children ? Journal of Experimental Child Psychology, 78, 240-262.

Chantome, M., Perruchet, P., Hasboun, D., Dormond, D., Sahel, M., Sourour, N., Zouaoui, A., Marsault, C., & Duyme, M. (1999). Is there a negative correlation between explicit memory and hippocampal volume? NeuroImage, 10, 589-595.

Content, A., & Peereman, R. (1999). La reconnaissance des mots. In J.-A. Rondal & X. Seron (Eds.). Les troubles du langage, diagnostic et rééducation. P.Mardaga Editeur.

Denot-Ledunois, G. Vardon, Perruchet, P., & Gallego, J. (1998). The effect of attentional load on the breathing pattern in children. International Journal of Psychophysiology, 29, 13-21.

Denot-Ledunois, S., Vardon, G., Perruchet, P., & Gallego, J. (1998). Effects of voluntary changes in breathing frequency on respiratory comfort. Biological Psychology, 49, 71-82

Desbiez, D., Vinter, A., Meulenbroek, R. (1998). Production de pauses et de longueurs dans une tâche de dessin: effet de la pratique et apport d'une double tâche. L'Année Psychologique, 98, 440-462.

Desbiez, D., Vinter, A., Meulenbroek, R. (1999). Activations différenciées de processus centraux et de processus périphériques: analyses des pauses et des amplitudes dans le dessin. L’Année Psychologique, 99, 9-43.

Drake, C.; Penel, A.; Bigand, E.(2000) .Taping in time with mechanically and expressively performed music, Music Perception, 18, 1-25.

Ehrlich, M. F., Seigneuric, A., & Gyselinck, V. (2001). Compréhension du langage : y a-t-il mise en jeu de la mémoire de travail ? In F. Viader et. al (Eds.), Le langage et la pensée (pp. in press). Bruxelles: De Boeck.

Ergis, A.M., Meulemans, T., Hanin, D., Vinter, A., Perruchet, P., Boisse, M.F., & Bachoud-Levi, A.C. (2001). Apprentissage de procédures dans la maladie de Huntington: Une étude basée sur le "Start-Rotation Principle". Revue de Neuropsychologie, 11, 121-122.

Favrel, J., & Barrouillet, P. (2000). On the relation between representations constructed from text comprehension and transitive inference production. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26(1), 187-203.

Fayol, M., Barrouillet, P., & Marinthe, C. (1998). Predicting arithmetical achievement from neuropsychological performance: A longitudinal study. Cognition, 68, B63-B70.

Gombert, J.-E., & Peereman, R. (2001). Training children with artificial alphabet. Psychology, 8, 338-357

Gullaud, L., Vinter, A. (1998). Rôle de la vision dans la direction de mouvements graphiques simples. L’Année Psychologique, 98, 401-428.

Habib M., Giraud K., Rey V. & Robichon F. Neurobiologie du Langage. In : Troubles du Langage : Bases Théoriques, Diagnostic et Rééducation, J.-A. Rondal & X. Seron, Ed., Bruxelles : Pierre Mardaga, 2e édition, 1999, pp. 11-55.

Habib M., Robichon F., Chanoine V., Demonet J.F., Frith C., Frith U. (2000). The influence of language learning on brain morphology: The " callosal effect " in dyslexics differs according to native language. Brain and Language, 74, 520-524.

Lecas, J.F., & Barrouillet, P. (1999). Understanding conditional rules in childhood and adolescence: A mental models approach. Current Psychology of Cognition, 18 (3), 363-396.

Marinthe, C., Fayol, M., & Barrouillet, P. (1999). Performances perceptivo-tactiles et performances arithmétiques chez le jeune enfant. Rééducation orthophonique, 199, 69-79.

Marinthe, C., Fayol, M., & Barrouillet, P. (2001). Gnosies digitales et développement des performances arithmétiques. In A. Van Hout et C. Meljac (Eds.), Troubles du calcul et dyscalculies chez l’enfant (pp. 239-254). Paris : Masson.

Markovits, H., & Barrouillet, P. (in press). The development of conditional reasoning : A mental model account. Developmental Review.

Mathey, S., & Zagar, D. (2000). The neighborhood distribution effect in visual word recognition : Words with single and twin neighbors. Journal of Experimental Psychology: Human Perception and Performance,. 26, 184-205.

Mathey, S., Rativeau, S., Jourdain, C. & Zagar, D. (2000). L’évaluation des compétences en lecture des enfants : utilisation de mesures chronométriques. Revue de Psychologie de l’Education, 1, 1-17.

Meulemans, T, Van Der Linden, M, & Perruchet, P. (1998). Implicit Sequence Learning in Children. Journal of Experimental Child Psychology, 69, 199-221.

Meulenbroek, R., Vinter, A, Desbiez, D. (1998). Exploitation of elasticity in copying geometrical patterns: The role of age, movement amplitude, and limb-segment involvement. Acta Psychologica, 99, 239-345.

Moleux, M., Seigneuric, A., & Ehrlich, M.-F. (1998). Mémoire phonologique, mémoire de travail et compréhension de l'écrit chez des adolescents déficients intellectuels. In F.P. Büchel, J.-L. Paour, Y. Courbois & U. Scharnhorst (Eds.), Déficience mentale : Attention, mémoire apprentissage. Lucerne, CH/Lausanne: SPC.

Monnery S., Seigneuric, A., Zagar, D. & Robichon F. (sous presse). A linguistic dissociation in Williams syndrome: Good at gender agreement but poor at lexical retrieval. Reading and Writing.

Nicolas, S., & Perruchet, P. (1998). La mémoire implicite: Une vue d'ensemble. Psychologie Française, 43, 3-12

Pacton, S., Fayol & Perruchet, P. (in press). Acquérir l’orthographe du Français : apprentissages implicite et explicite. in Florin A., Morais J. (Eds). La maîtrise du langage. Rennes, Presses Universitaires de Rennes.

Pacton, S., Fayol, M., & Perruchet, P. (1999). Learning to spell French: Regular orthographic patterns. Langue Française, 124, 23-39.

Pacton, S., Fayol, M., Perruchet, P. (in press) The acquisition of untaught orthographic regularities in French. In : L. Verhoeven, C. Erlbro & P. Reitsma (Eds.), Precursors of functional literacy. Dordrecht: Kluwer.

Pacton, S., Perruchet, P., Fayol, M., Cleeremans, A. (2001). Implicit learning in real world context: The case of orthographic regularities. Journal of Experimental Psychology: General, 130, 401-426

Papaxanthis, C., Pozzo, Th., Vinter, A., Grishine, A. (1998). The representation of gravitational force during three-dimensional arm movements: a drawing study. Experimental Brain Research, 120, 232-242.

Peereman, R., & Content, A. (1999). Lexop. A Lexical database with Orthography-Phonology statistics for French monosyllabic words. Behavior Research Methods, Instruments, & Computers, 31, 376-379.

Peereman, R., & Dufour, S. (in press). Un correctif aux notations phonétiques de la base de données LEXIQUE. L’année Psychologique.

Peereman, R., Content, A., & Bonin, P. (1998). Is perception a two-way street? The case of feedback consistency in visual word recognition. Journal of Memory and Language, 39, 151-174.

Perruchet, P, & Vinter, A. (1998). PARSER: A model for word segmentation. Journal of Memory and Language, 39, 246-263

Perruchet, P. & Vinter, A. (2002). The Self-Organizing Consciousness: A Framework for Implicit Learning. In R. French & A. Cleeremans (Eds.). Implicit Learning and Consciousness: An Empirical, Computational and Philosophical Consensus in the Making. Psychology Press

Perruchet, P. & Vinter, A., Pacteau, C., Gallego, J. (in press). The formation of structurally relevant units in artificial grammar learning . Quarterly Journal of Experimental Psychology

Perruchet, P. , & Nicolas, S. (1998). L'apprentissage implicite: Un débat théorique. Psychologie Française, 43, 13-25.

Perruchet, P., & Vinter, A. (1998). Feature creation as a by-product of attentional processing. Behavioral and Brain Sciences, 21, 33-34

Perruchet, P., & Vinter, A. (1998). Learning and development: The implicit knowledge assumption reconsidered. In M. A. Stadler & P. Frensch (Eds.), Handbook of Implicit Learning. Thousand Oaks, CA: Sage publications.

Perruchet, P., & Vinter, A. (in press). Linking learning and consciousness: The self-Organizing Consciousness (SOC) model. In A. Cleeremans (Ed.). The unity of consciousness: Binding, integration, and dissociation. Oxford: Oxford University Press.

Picard, D., Vinter, A. (1999). Representational flexibility in children’s drawings: effects of age and verbal instructions. British Journal of Developmental Psychology, 17, 605-622.

Reber, R., & Perruchet, P. (in press). The use of control groups in artificial grammar learning. Quarterly Journal of Experimental Psychology

Regnault, P., Bigand, E. & Besson, M. (2001). Different brain mechanisms mediate sensitivity to sensory consonance and harmonic context : Evidence from auditory Event Related brain Potentials, Journal of Cognitive Neurosciences, 13, 1-17

Robichon F. (2000). Dyslexie de développement : Des indices dans le cerveau. In : Dyslexie, dyslexies : dépistage, remédiation et intégration, V. Rey & M. Habib, Ed., pp. 59-89, P.U.P., Aix-en-Provence.

Robichon F. & Baev D. (2000). Williams-Beuren syndrome: A link between behavior genetics and cognitive neuropsychology? Archives for Clinical and Experimental Medicine, 9, 413-418.

Robichon F. & Habib M. (1998). Abnormal callosal morphology in male adult dyslexics: Relationships to handedness and phonological abilities. Brain and Language, 62, 127-146.

Robichon F. & Habib M. (1999). La Dominance Cérébrale. Encyclopédie Médico-Chirurgicale, 17-022-C-8 pages.

Robichon F., Besson M. & Habib M. (2002) An electrophysiological study of dyslexic and control adults in a sentence reading task. Biological Psychology, 59, 29-53

Robichon F., Bouchard P., Demonet J.F. & Habib M. (2000). Developmental dyslexia: Re-evaluation of the corpus callosum in male adults. European Neurology, 43, 233-237.

Robichon F., Giraud K., Berbon M. & Habib M. (1999). Sexual dimorphism in anterior speech region: An MRI study of cortical asymmetry and callosal size. Brain and Cognition, 40, 241-246.

Robichon F., Levrier O., Farnarier P. & Habib M. (2000). Developmental dyslexia: Atypical cortical asymmetries and functional significance. European Journal of Neurology, 7, 35-46.

Robichon, F. & Seigneuric, A. (1999). Syndrome de Williams et Beuren : caractérisation biologique et psychologique. Revue de Neuropsychologie, 9, 183-199.

Roussel, J.L., Fayol, M., & Barrouillet, P. (in press). Procedural vs. direct retrieval strategies in arithmetic : A comparison between aaditive and multiplicative problem solving. European Journal of Cognitive Psychology.

Seigneuric, A. & Ehrlich, M.-F. (2001). Historique et évolution du concept de mémoire de travail. Rééducation Orthophonique. Le langage : un carrefour d’interactions cognitives (n° de décembre, sous presse).

Seigneuric, A. (1999). Relation entre mémoire de travail et compréhension de l’écrit chez l’enfant : Etude du processus d’inhibition. In M. Huteau & J. Lautrey (Eds.), Approches différentielles en Psychologie. PUR : Rennes.

Seigneuric, A., Ehrlich, M.-F., Oakhill, J., & Yuill, N. (2000). Working memory resources and children's reading comprehension, Reading and Writing, 13, 81-103.

Seigneuric, A., Gyselink, V. & Ehrlich, M.-F. (2001). La mémoire de travail dans la compréhension du langage : quel système pour quelles fonctions ? In S. Majerus, M. Van der Linden, & C. Belin (Eds.), Les relations entre perception, mémoire de travail, et mémoire à long terme. Marseille: Solal.

Shanks, D.A., & Perruchet, P. (in press), Dissociation between priming and recognition in the expression of sequential knowledge. Psychonomic Bulletin and Review.

Thevenot, C., Barrouillet, P., & Fayol, M. (2001). Algorithmic solution of arithmetic problems and operand-answer associations in long term memory. Quarterly Journal of Experimental Psychology, 54(2), 599-611.

Tillmann, B & Bigand, E. (2001). Global context effects in normal and scrambled musical sequences, Journal of Experimental Psychology: Human Perception and Performance, 27, 1185-1196.

Tillmann, B. & Bigand , E., (in press), A comparative review of priming effects in language and music, in Language, Vision, and Music, McKevitt, Nualláin & Mulcihill (Eds.), John Benjamin, Amsterdam.

Tillmann, B., Bigand, E., & Pineau, M. (1998). Effect of local and global contexts on harmonic expectancy, Music Perception, 16,99-118.

Tillmann, B., & Bigand, E. (1998). Influence of global structure on musical target detection and recognition. International Journal of Psychology. 33, 107-122.

Tillmann, B., Bharucha, J. J., & Bigand, E. (2001). Implicit Learning of Regularities in Western Tonal Music by Self-Organization, in, R. French & J. Sougné (Eds.) Perspectives in Neural Computing series. London: Springer Verlag. (pp. 175-184).

Tillmann, B., Bharucha, J., & Bigand, E. (2000). Implicit learning of tonality : A self-organizing approach. Psychological Review. 107, 885-913.

Tillmann, B., Bigand, E., & Madurell, F. (1998). Influence of Global and Local Structures on Solution of Musical Puzzles. Psychological Research. 61, 157-174

Totereau, C., Barrouillet, P., & Fayol, M. (1998). Overgeneralizations of number inflections in the learning of written french: The case of noun and verb. British Journal of Developmental Psychology , 16, 447-464.

Vinter, A. & Perruchet, P. (1999). What about consciousness during learning? Behavioral and Brain Sciences, 22, 176

Vinter, A. (1998). Comment le bébé construit le monde? Science et Vie, Numéro Spécial, 204, 6-15.

Vinter, A. (1998). L’écriture. In O. Houdé, D. Kayser, O. Koenig, J. Proust, & F. Rastier (Eds.). Vocabulaire de Sciences Cognitives. Paris: PUF.

Vinter, A. (1999). How meaning modifies drawing behavior in children. Child Development, 70, 33-49.

Vinter, A., & Gras, P. (1998). Analysis of spatial features in angular drawing movements in Parkinsonians. Acta Psychologica, 100, 177-193.

Vinter, A., & Perruchet, P. (1999). Isolating unconscious influences: the neutral parameter procedure. The Quarterly Journal of Experimental Psychology, 52A, 857-875.

Vinter, A., & Perruchet, P. (2000). Implicit learning in children is not related to age: Evidence from drawing behavior. Child Development, 71, 1223-1240.

Vinter, A., & Perruchet, P. (in press). Implicit motor learning through observational training in adults and children. Memory and Cognition.

Vinter, A., Detable, C. (sous presse, 2002). L'apprentissage implicite chez l'enfant avec retard mental et chez l'enfant psychotique. In S. Vinter (Ed.), L'apprentissage chez le jeune enfant: aspects normaux et pathologiques. Besançon: PUFC.

Vinter, A., Marot, V. (sous presse, 2002). Les activités de dessin chez l'enfant: un accès à l'étude de ses représentations mentales. Approche Neuropsychologique de l'Apprentissage et de l'Enfant.

Zagar, D., & Mathey, S. (2000). When WORDS with higher-frequency neighbours become words with no higher-frequency neighbour (or how to undress the neighbourhood frequency effect) (pp.23-46). In A. Kennedy, R. Radach, D. Heller & J. Pynte (Eds.) Reading as a perceptual process. Elsevier : North Holland.