Pages 327 to 359| Identifying Procedural Learning Phases with Virtual Reality:
Behavioral Study of the Toronto Tower Task
| Anaïs Raison, Nathalie Le Bigot, Olivier Augereau, Franck Ganier
Pages 361 to 389| Teachers’ Social Judgement: Effects of Type of Disability, Gender,
and Social Class on the Content of Stereotypes
| Zoé Viviand, Christine Morin-Messabel, Ludivine Jamain
Pages 391 to 437| Associative Norms for 243 french Words in a Population of
French-speaking Adults
| Giulia Olyff, Lola Thieffry, Ariane Bazan
Pages 439 to 486| Factors Explaining Individual Differences in Developmental
Trajectories of Children with Visual Impairment: Scoping Review
| Anna Rita Galiano, Dannyelle Valente, Édouard Gentaz
Pages 487 to 531| The Anticipation Processes: Towards a Unified Model
| Marianne Jarry, Colin Blättler, Vincent Ferrari
Pages 533 to 533| Testing Specific Hypotheses: A Tutorial on Contrast Analyses Using
R
| Nicolas Pillaud, Lisa Fourgassie
Pages 575 to 575| Back Matter
]]>tag:cairn.info,2005:numero:E_ANPSY1_253<![CDATA[
Varia
| L’Année psychologique
(2025/3 n° 253)
]]>2025-11-28T00:00:00+01:002025-12-08T00:00:00+01:00
Pages 169 to 169| Front matter
Pages 171 to 190| Perceptions of misalignment and the academic achievement of
underrepresented groups in higher education
| Alessia G. Rimicci, Toon Kuppens, Matthew J. Easterbrook, Russell Spears
Pages 191 to 218| A better understanding of emotion regulation in 5-6-year-old: types
of strategies and their connection with emotion comprehension.
| Isabelle de Reynal, Nathalie Mella, Édouard Gentaz, Sylvie Richard
Pages 219 to 255| The schooling of pupils with dyslexia in French-language children’s
literature
| Vincent Pineau, Lise Lemoine, Nathalie Marec-Breton
Pages 257 to 296| False memories with normal aging: role of paradigms and cognitive
factors
| Léo Lefebvre, Anne-Laure Gilet, Fabienne Colombel
Pages 297 to 324| Children’s mirror writing: 145 years of erring ways and, perhaps,
an explanation.
| Jean-Paul Fischer
Pages 325 to 325| Back matter
]]>tag:cairn.info,2005:numero:E_ANPSY1_252<![CDATA[
Contemporary giftedness research in France and Europe
| L’Année psychologique
(2025/2 Vol. 125)
]]>2025-08-04T00:00:00+02:002025-08-18T00:00:00+02:00
Pages 1 to 2| Front matter
Pages 3 to 15| Editorial. Cultural specificities in giftedness research
| Corentin Gonthier, Jacques-Henri Guignard
Pages 17 to 47| Beyond Intelligence: The Role of Self-Perceptions and
Self-Regulated Learning in the Academic Success of Gifted Students
| Catherine Cuche, Jacques Grégoire
Pages 49 to 79| Students’ Cognitive Ability and Its Relationship with Academic
Achievement and Motivation: Do Gender and Cognitive Ability Level
Make a Difference?
| Franzis Preckel, Vsevolod Scherrer
Pages 81 to 105| Does the Labelling of Intellectual Giftedness Shape Adolescents’
friendship expectations?
| Jacques-Henri Guignard, Alexandre Aubry, Béatrice Bourdin, Cécile Kindelberger
Pages 107 to 146| How do parents perceive the socialization of their gifted children?
An individual differences approach based on the Social Information
Processing model.
| Emma Tourreix, Maud Besançon, Corentin Gonthier
Pages 147 to 158| What prompts adults to be tested for intellectual giftedness, and
what kinds of psychopathological disorders could they have?
| Adélaïde Sixdenier, Nathalie Fournet, Anne Denis, Martine Bouvard
Pages 161 to 161| Back matter
]]>tag:cairn.info,2005:numero:E_ANPSY1_251<![CDATA[
Social Inequalities in the Education System
| L’Année psychologique
(2025/1 Vol. 125)
]]>2025-03-24T00:00:00+01:002025-04-01T00:00:00+02:00
Pages 1 to 2| Front matter
Pages 3 to 10| Social Inequalities in the education system: How much do teaching
practices matter?
| Nele Claes, Céline Darnon
Pages 11 to 32| Socio-economic status and early schooling in the French context
from 3 to 6 years old: Effects on academic and emotion abilities
| Carole Berger, Laura Alaria, Édouard Gentaz, Anne Lafay
Pages 33 to 51| Improving problem-solving skills through
text comprehension-focused training: Who benefits most?
| Ingrid Claracq, Michel Fayol, Bruno Vilette
Pages 53 to 79| Effect of teaching context on student motivational inequalities in
physical education: The role of student perception of teacher
motivating style
| Pauline Yvard, Jonas Didisse
Pages 81 to 108| Bias in manipulation checks of students’ race
| Mafalda F. Mascarenhas, Rui Costa Lopes
Pages 109 to 132| Perceptions of misalignment and the academic achievement of
underrepresented groups in higher education
| Alessia G. Rimicci, Toon Kuppens, Matthew J. Easterbrook, Russell Spears
Pages 133 to 147| The impact of social inequalities between students on academic
achievement
| Laurent Cambon
Pages 149 to 149| Back matter
]]>tag:cairn.info,2005:numero:E_ANPSY1_244<![CDATA[
Varia
| L’Année psychologique
(2024/4 Vol. 124)
]]>2024-12-06T00:00:00+01:002024-12-23T00:00:00+01:00
Pages 435 to 435| Front matter
Pages 437 to 478| DecidHealth: Psychometric validation of the IUS-12 and IUS-12-H
scales on French healthcare professionals
| Clémence Brun, Alexis Akinyemi, Laurène Houtin, Oulmann Zerhouni, Richard Monvoisin, Nicolas Pinsault
Pages 479 to 523| A database distinguishing concreteness, imageability and emotional
valence values for nouns and verbs in French
| Coline Grégoire, Jérémy Villatte, Laurence Taconnat, Steve Majerus
Pages 525 to 557| Cognitive Profile analysis of the WISC-V: An Evidence-Based
Practice?
| Thierry Lecerf, Salomé Döll, Mathilde Bastien
Pages 559 to 590| Training syntax: Linguistic and cognitive benefits in children
with DLD or ASD
| Stephanie Durrleman, Évelyne Thommen, Hélène Delage
Pages 591 to 634| Fifty years of research on the anchoring effect. What news since
Tversky and Kahneman (1974)?
| Aglaé Navarre, André Didierjean, Cyril Thomas
Pages 635 to 635| Back matter
]]>tag:cairn.info,2005:numero:E_ANPSY1_243<![CDATA[
Language and statistical learning
| L’Année psychologique
(2024/3 Vol. 124)
]]>2024-10-17T00:00:00+02:002024-11-15T00:00:00+01:00
Pages 277 to 282| Chomsky’s error on language and implicit statistical learning:
Introduction to the special issue
| Arnaud Rey
Pages 283 to 316| A meta-analysis of 97 studies reveals that statistical learning and
language ability are only weakly correlated
| Sam Boeve, Haoyu Zhou, Louisa Bogaerts
Pages 317 to 345| Statistical learning and spelling: The case of graphotactic
regularities
| Sébastien Pacton, Eva Commissaire
Pages 347 to 374| Transitional Probabilities, Prediction and Backward Associations in
Language
| Laura Lazartigues, Frederic Lavigne, Fabien Mathy
Pages 375 to 408| Chunking mechanisms in language and other domains
| Leonardo Pinto Arata, Laure Tosatto, Arnaud Rey
Pages 409 to 434| Implicit Statistical Learning of Language and Music
| Bénédicte Poulin-Charronnat, Barbara Tillmann
Pages 165 to 198| Associations are all we need
| Arnaud Rey
Pages 199 to 205| Associations: more than connections and statistics
| Thomas Chartier
Pages 207 to 213| Radical associationism: Back to the future, or fast forward to the
past?
| Krzysztof Dołęga, Arnaud Destrebecqz, Axel Cleeremans
Pages 215 to 222| All You Need is LUV
| Fernand Gobet
Pages 223 to 228| Associations, chunks, hierarchies, attention, and analogy: What do
we need?
| Vsevolod M. Kapatsinski
Pages 229 to 235| … thanks to high-order associations
| Frederic Lavigne
Pages 237 to 243| The pitfall of neurobiological reductionism
| Pierre Perruchet, Annie Vinter
Pages 245 to 251| Free association is all we need?
| Thomas Rabeyron
Pages 253 to 261| Associative Learning, from Conceptualization to Implementation
| Ángel Eugenio Tovar, Gert Westermann
Pages 263 to 273| Author’s response. Better not to yell “URA” too fast
| Arnaud Rey
]]>tag:cairn.info,2005:numero:E_ANPSY1_HS1<![CDATA[
Centenary of the Paris Institute of Psychology
| L’Année psychologique
(2024/HS1 Special issue)
]]>2024-05-06T00:00:00+02:002024-06-03T00:00:00+02:00
Pages 5 to 8| Opening speech for the 100th anniversary of the Institute of
Psychology (september 10, 2021)
| Olivier Houdé
Pages 9 to 12| The Institute of Psychology: 100 years of history and
psychological sciences
| Isabelle Jambaqué
Pages 15 to 38| Foundation and evolution of the Paris Institute of Psychology
| Serge Nicolas
Pages 39 to 46| University policies in the post-1968 period: for a better
understanding of the settling the Institute of Psychology in
Boulogne in 1999.
| Annick Cartron
Pages 47 to 52| New Institute of Psychology and new premises (1993-1998). Interview
with Roger Lécuyer
| Roger Lécuyer, Isabelle Jambaqué
Pages 53 to 55| 1998-2002: from the Latin Quarter in Paris to Boulogne-Billancourt
| Serban Ionescu
Pages 57 to 60| A director at the time of Bachelor’s- Master’s-Doctorate reform
(2002-2007)
| Jean-Didier Bagot
Pages 61 to 65| Psychology and the profession of psychologist (2007-2012)
| François Marty
Pages 67 to 71| A director at the time of the law “Freedoms and Responsibilities of
Universities” and Sorbonne Paris Cité Alliance (2012-2017)
| Ewa Drozda-Senkowska
Pages 73 to 83| The Institute of Psychology at a turning point
| Isabelle Jambaqué
Pages 93 to 109| The Henri-Piéron Library. From its creation to the CollEx-Persée
projects
| Jean Guillemain
Pages 111 to 119| A general introduction: an overview of the training offered and its
diversity
| Sophie Blanchet, Catherine Bungener, Isabelle Jambaqué
Pages 121 to 126| Pedagogical innovation at the Institute of Psychology: general
aspects and in times of the Covid 19 health crisis
| Mathieu Cassotti
Pages 127 to 137| A university Labschool: an innovative institutional and pedagogical
system to support student’s academic and vocational adjustment
| Grégoire Borst, Marion Petipré
Pages 139 to 147| Virtual clinic of the psychology examination: a new
pedagogical tool for simulating clinical consultations in
psychology
| Pascale Piolino, Alexandre Gaston-Bellegarde, Isabelle Jambaqué
Pages 149 to 155| Vision and eye movements
| Karine Doré-Mazars, Dorine Vergilino-Perez
Pages 157 to 168| Projective psychology and the Institute of Psychology: a
double centenary
| Benoît Verdon
Pages 175 to 179| Mental Health: Contributions of the Laboratory of Psychopathology
and Health Processes (LPPS, URP 4057)
| Isabelle Varescon
Pages 181 to 194| Autobiographical memory and amnesia: Past, present and future
| Pascale Piolino
Pages 195 to 205| Homo creativus: differential approach
| Todd Lubart
Pages 207 to 213| Regulation and Social Threats
| Bo Sanitioso
Pages 215 to 217| Concluding words
| Sylvain Moutier
]]>tag:cairn.info,2005:numero:E_ANPSY1_241<![CDATA[
Varia
| L’Année psychologique
(2024/1 Vol. 124)
]]>2024-03-11T00:00:00+01:002024-03-26T00:00:00+01:00
Pages 3 to 15| Adaptation of time to transcribe based on typing performance to
reduce inter-individual variance
| Aurélie Huret, Florian Vié, Julie Brellier, André Tricot
Pages 17 to 46| French validation of the Multidimensional fatalism measure by
Esparza et al. (2015)
| Robert Ngueutsa, Mohamed Boua, Charlay Indoumou Peppe, Gustave Adolphe Messanga, Charles Le Grand Tchagneno, Violaine Kubiszewski, Florent Lheureux
Pages 47 to 77| Reducing inequalities in word-problem solving. Working on
comprehension before processing numbers.
| Ingrid Claracq, Michel Fayol, Bruno Vilette
Pages 79 to 100| Parkinson’s disease and the need for technological tools to support
communication: qualitative study
| Élise Batselé, Hélène Geurts, Elise Buchet, Marie-Claire Haelewyck, Mathilde Boutiflat
Pages 101 to 136| Reflection on the stakes of the adoption of social robots:
advantages, threats, barriers and drifts
| Dayle David, Isabelle Milhabet
Pages 137 to 160| Surface similarity-based retrieval: in default or by default?
| Lucas Raynal, Emmanuel Sander, Évelyne Clément
]]>tag:cairn.info,2005:numero:E_ANPSY1_234<![CDATA[
Varia
| L’Année psychologique
(2023/4 Vol. 123)
]]>2023-11-17T00:00:00+01:002023-11-30T00:00:00+01:00
Pages 543 to 556| Facial impressions of dominance: Exploring the construct’s factor
structure in young French adults
| Grozdana Erjavec, Geoffrey Ventalon, Charles Tijus
Pages 557 to 587| The relationship between quality of life and family context of
children aged 5 to 11 years with intellectual development
disorder
| Charlotte Coudronnière, Fabien Bacro, Philippe Guimard
Pages 587 to 612| Tactile perception of line and dotted pictograms by sighted and
blind people
| Carolane Mascle, Christophe Jouffrais, Gwenaël Kaminski, Florence Bara
Pages 613 to 640| Intellectual profile of children with attention deficit disorder
with or without hyperactivity.
| Pierre Martin, Mario Speranza, Fabienne Colombel
Pages 641 to 671| Studying memory aging from an embodied point of view: reflections
on the contribution of aging suits
| Ilona Moutoussamy, Laurence Taconnat, Jérémy Villatte, Lucette Toussaint, Kristell Pothier
Pages 439 to 441| Introduction to the Special Issue
| Hanna Chainay, Eddy Cavalli, Gaën Plancher
Pages 443 to 467| Multimodal Semantic Knowledge Assessment –Standard and Preliminary
Data in Semantic Variant Primary Progressive Aphasia and
Alzheimer’s Disease in Comparison with Vascular Aphasia
| Sandrine Basaglia-Pappas, Romane Bourgey, Anne Boulangé, Pauline Amiot, Élise Champeaux, Aurelia Rendón de la Cruz, Laurent Lefebvre, Isabelle Simoes Loureiro
Pages 469 to 489| First Steps Toward the French Validation of the Memory Binding Test
(fMBT): Adaptation, Convergent Validity and Application to Normal
Aging
| Jordan Mille, Valentin Magnon, Marie Izaute, Frédéric Dutheil, Guillaume T. Vallet
Pages 491 to 511| The role of memory traces quality in directed forgetting: A
comparison of young and older participants using the list procedure
| Fabienne Collette, Julien Grandjean, Christine Bastin
Pages 513 to 537| Personality and organizational strategies in episodic memory: The
role of Openness to experience on recall and subjective
organization in young and older adults.
| Florent Pinard, Sandrine Vanneste, Badiâa Bouazzaoui, Séverine Fay, Michel Isingrini, Lucie Angel, Erika Borella, Laurence Taconnat
]]>tag:cairn.info,2005:numero:E_ANPSY1_232<![CDATA[
Hundredth Anniversary of the Paris Institute of Psychology
| L’Année psychologique
(2023/2 Vol. 123)
]]>2023-07-25T00:00:00+02:002023-07-28T00:00:00+02:00
Pages 227 to 230| Opening addresse
| Isabelle Jambaqué
Pages 233 to 256| Foundation and evolution of the Paris Institute of Psychology
| Serge Nicolas
Pages 257 to 264| University policies post-1968: An analysis of the project to
establish the Institute of Psychology in Boulogne in 1999
| Annick Cartron
Pages 265 to 270| New Institute of Psychology and plan for new premises(1993-1998)
| Roger Lécuyer, Isabelle Jambaqué
Pages 271 to 273| 1998-2002: from the Latin Quarter to Boulogne-Billancourt
| Serban Ionescu
Pages 275 to 278| Recollections of a Director of the Institute of Psychology at the
period of the LMD reform (2002-2007)
| Jean-Didier Bagot
Pages 279 to 283| Mandate of a Director of the Institute of Psychology at the time of
the LRU law (2007-2012)
| François Marty
Pages 285 to 289| Recollections of my mandate as Director of the Institute of
Psychology at the time of the LRU law and the ComUE of the Sorbonne
Paris Cité University (March 2012-March 2017)
| Ewa Drozda-Senkowska
Pages 291 to 300| The Institute of Psychology at a turning point
| Isabelle Jambaqué
Pages 303 to 309| Psychology, yesterday, today, and tomorrow
| Olivier Houdé
Pages 311 to 327| The Henri Piéron Library. From its creation to the CollEx-Persée
projects
| Jean Guillemain
Pages 329 to 337| General introduction: An overview of the training offered and its
diversity
| Sophie Blanchet, Catherine Bungener, Isabelle Jambaqué
Pages 339 to 344| Pedagogical innovation at the Institute of Psychology: General
features and during the Covid 19 health crisis
| Mathieu Cassotti
Pages 345 to 355| A university Labschool: Support system, research in educational
success and guidance (PAREO)
| Grégoire Borst, Marion Petipré
Pages 357 to 365| Virtual clinic of the psychology examination: A new pedagogical
tool for simulating
| Pascale Piolino, Alexandre Gaston-Bellegarde, Isabelle Jambaqué
Pages 367 to 373| Vision and eye movements
| Karine Doré-Mazars, Dorine Vergilino-Perez
Pages 375 to 386| Projective psychology and the Institute of Psychology: A double
centenary
| Benoît Verdon
Pages 393 to 397| Mental Health: Contributions of the Laboratory of Psychopathology
and Health Processes (LPPS, URP 4057)
| Isabelle Varescon
Pages 399 to 412| Autobiographical memory and amnesia: Past, present and future
| Pascale Piolino
Pages 413 to 423| Homo creativus: A differential approach
| Todd Lubart
Pages 425 to 431| Regulation and social threats
| Bo Sanitioso
Pages 433 to 435| Concluding words
| Sylvain Moutier
]]>tag:cairn.info,2005:numero:E_ANPSY1_231<![CDATA[
Varia
| L’Année psychologique
(2023/1 Vol. 123)
]]>2022-12-13T00:00:00+01:002023-02-10T00:00:00+01:00
Pages 3 to 61| Learning a second language morphologically close to the first
language: impact on morphological awareness and reading among
French-speakers in grades 1, 3 and 5
| Carolina R. L. Moreira, Élisabeth Demont, Fraulein Vidigal de Paula, Anne-Sophie Besse
Pages 63 to 89| Media multitasking: impact on organization and performance in
non-digital tasks
| Vivien Gaujoux, Emanuelle Reynaud, Richard Palluel-Germain, Guillaume T. Vallet, Jordan Navarro, François Osiurak
Pages 91 to 135| Text availability and reading performance in adolescence: Which
implication of executive functions?
| Anna Potocki, Marion Chatelier, Yann Dyoniziak, Jean Pylouster, Jean-François Rouet
Pages 137 to 171| Specialized summer camp for children with developmental language
disorders: case study on executive functions, language and
musicality
| Matthieu Paré, Jean-Philippe Després, Alain Savoie
Pages 173 to 214| What is evolutionary psychology? Cognition and behavior in the
light of evolution
| Nassim Elimari, Gilles Lafargue
]]>tag:cairn.info,2005:numero:E_ANPSY1_224<![CDATA[
Varia
| L’Année psychologique
(2022/4 Vol. 122)
]]>2022-10-20T00:00:00+02:002022-11-10T00:00:00+01:00
Pages 567 to 587| Is episodic memory change in aging associated with level of control
processes and rate of control change? A 4-year longitudinal study
| Lina Guerrero, Badiâa Bouazzaoui, Émilie Alibran, Michel Isingrini, Lucie Angel
Pages 589 to 612| Ageism among psychology students: A comparative analysis between
Belgium and Quebec (Canada)
| Manon Marquet, Guillaume T. Vallet, Stéphane Adam, Pierre Missotten
Pages 613 to 638| French validation of Survey of the Scientifically Unaccepted
Beliefs
| Charlotte Blanc, Jacques Py
Pages 643 to 685| The importance of reading motivation in adolescent reading
comprehension: The graphic novel as a promising tool?
| Margaux Genucchi, Alain Content, Fabienne Chetail
Pages 687 to 702| The contribution of virtual reality to reading research
| Jonathan Mirault
]]>tag:cairn.info,2005:numero:E_ANPSY1_223<![CDATA[
Varia
| L’Année psychologique
(2022/3 Vol. 122)
]]>2022-07-21T00:00:00+02:002022-09-13T00:00:00+02:00
Pages 399 to 404| Introduction to the special issue. Designing instruction for
learning technologies
| André Tricot
Pages 405 to 437| Increasing learner interactions with E-learning systems can either
decrease or increase cognitive load depending on the nature of the
interaction
| Ali Darejeh, Nadine Marcus, John Sweller
Pages 439 to 470| Ego or Heterocentric? Effects of The Perspective of Video or
Pictures Instructions on Procedural Learning
| Leslie Jannin, Franck Ganier, Philine de Vries
Pages 471 to 512| Transfer of learning in young children: Magic digital or
similarity-based?
| Wilfried T. Mombo, Jérôme Clerc
Pages 513 to 536| Learning by tablet-based drawing: Effects of verbal support among
secondary-school students
| Julie Rochat, Éric Jamet, Estelle Michinov
Pages 537 to 561| Investigating the impact of gender-differences and spatial ability
on learning from instructional animations
| Ruchi Gupta, Nadine Marcus, Paul Ayres
]]>tag:cairn.info,2005:numero:E_ANPSY1_222<![CDATA[
Varia
| L’Année psychologique
(2022/2 Vol. 122)
]]>2022-05-04T00:00:00+02:002022-06-07T00:00:00+02:00
Pages 231 to 246| Political orientation and support for pedagogical innovation: Who
resist the most?
| Céline Darnon, Nicolas Sommet, Alice Normand, Arnaud Stanczak, Michel Désert
Pages 247 to 267| French validation of a future time perspective scale (FTPS)
| Tifanie Sanfourche-Gaume, Marie de Montalembert, Sandrine Vieillard
Pages 269 to 300| Representations of national and supranational identity and
attitudes towards immigrants in Poland and France: the mediating
role of integration models
| Karolina Rogozinska, Théo Frérot, Joanna Rózycka-Tran, Manuel Tostain
Pages 301 to 337| Towards the implementation of the Response to Intervention model in
French-speaking European education systems?
| Anne-Françoise de Chambrier, Christophe Dierendonck
Pages 339 to 366| Incentive motivation: A historical survey of theoretical issues
| Patrick Anselme
Pages 367 to 392| How implementation intention facilitates behavior change?
From instant habits to embodied cognition
| Eve Legrand, Astrid Mignon
]]>tag:cairn.info,2005:numero:E_ANPSY1_221<![CDATA[
Varia
| L’Année psychologique
(2022/1 Vol. 122)
]]>2022-02-02T00:00:00+01:002022-02-22T00:00:00+01:00
Pages 3 to 28| A French C-test for language assessment
| Oona Cromheecke, Marc Brysbaert
Pages 29 to 54| Emotional recognition in children aged 3 to 5: Effects of the
nature of the support (image/photograph) and the type of visual
cues processed (global, directed, focused)
| Magali Noyer-Martin
Pages 55 to 84| Intelligence evaluation of children in Morocco: State of knowledge
and practices
| Hayat Sabri, Marie-Line Bosse, Jean-Luc Roulin
Pages 85 to 125| Mirror neurons, handymen of neuroscience: critical analysis of the
methodological and theoretical limits
| Jeremy Decroix, Yves Rossetti, François Quesque
Pages 127 to 148| Self-Affirmation and Intergroup Relations: The Role of
Inter-Individual Differences and the Normative Context
| Constantina Badea
Pages 149 to 183| New horizons on cognitive dissonance: Recent developments,
integrative models and research opportunities
| Alexandre Bran, David C. Vaidis
Pages 185 to 222| Latent class and latent profile analyses in psychology: Basic
principles and applications
| Kamel Gana, Benjamin Caumeil, Guillaume Broc
]]>tag:cairn.info,2005:numero:E_ANPSY1_214<![CDATA[
Learning with information technologies: New opportunities
| L’Année psychologique
(2021/4 Vol. 121)
]]>2021-10-29T00:00:00+02:002021-11-18T00:00:00+01:00
Pages 355 to 359| Introduction to the special issue. Learning with information
technologies: New opportunities
| André Tricot
Pages 361 to 392| What do digital tools add to classical tools
for sociocommunicative and adaptive skills in children
with autism spectrum disorder?
| Maëla Trémaud, Yuska Paola Aguiar, Jean-Baptiste Pavani, Bruno Gepner, Carole Tardif
Pages 393 to 416| Learning from text and animations: A study into the need for
cross-representational signaling
| Juliette C. Désiron, Mireille Bétrancourt, Erica de Vries
Pages 417 to 442| Reducing the split-attention effect of subtitles during video
learning: Might the use of occasional keywords be an effective
solution?
| Salomé Cojean, Nicolas Martin
Pages 443 to 487| I know what you mean: Investigating the sense of agency in learning
abstract mathematical knowledge using a constructivist method
in virtual reality
| Jean-Christophe Hurault, Adrien Tedesco, Lionel Brunel
Pages 489 to 518| Digital touchscreens as a media for creativity during adolescence
| Fabien Bitu, Béatrice Galinon-Mélénec, Michèle Molina
]]>tag:cairn.info,2005:numero:E_ANPSY1_213<![CDATA[
Varia
| L’Année psychologique
(2021/3 Vol. 121)
]]>2021-09-15T00:00:00+02:002021-09-20T00:00:00+02:00
Pages 177 to 215| Access to semantic representations in reading and cognitive
inhibition in students with dyslexia: The contribution of the
semantic Stroop task
| Emilie Collette, Marie-Anne Schelstraete
Pages 217 to 237| An investigation of the possible causes of arithmetic
difficulties in children with dyscalculia
| Jeanne Bagnoud, Romain Mathieu, Jasinta Dewi, Sandrine Masson, Sibylle Gonzalez-Monge, Zumrut Kasikci, Catherine Thevenot
Pages 239 to 273| The development of empathy in infancy
| Jean Decety, Claire Holvoet
Pages 275 to 309| Dissociative amnesia: Methodological limits, conceptual limits, and
alternative explanations
| Olivier Dodier
Pages 311 to 351| A historical review of olfactometry
| Serge Nicolas, Moustafa Bensafi
]]>tag:cairn.info,2005:numero:E_ANPSY1_212<![CDATA[
Varia
| L’Année psychologique
(2021/2 Vol. 121)
]]>2021-04-23T00:00:00+02:002021-05-11T00:00:00+02:00
Pages 3 to 18| Impact of lip-reading on speech perception in French-speaking
children at risk for reading failure assessed from age 5 to 7
| Agnès Piquard-Kipffer, Thalia Cavadini, Liliane Sprenger-Charolles, Édouard Gentaz
Pages 19 to 43| Échelle Multi-Dimensionnelle de Fluence: A new tool to assess
reading fluency including prosody in French, calibrated for grades
2 to 7
| Erika Godde, Marie-Line Bosse, Gérard Bailly
Pages 45 to 75| The quality of school life of children in residential care: The
role of attachment and externalized problems
| Emmanuelle Toussaint, Fabien Bacro, Benoît Schneider
Pages 77 to 127| Incidental learning of simple stimulus-response associations: A
review of color-word contingency learning research
| James R. Schmidt
Pages 129 to 173| No trace beyond their name? Affective memories, a forgotten concept
| Marina Trakas