References of "Catale, Corinne"
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See detailIs motor sequence learning impaired in Developmental Coordination Disorder?
Lejeune, Caroline ULg; Catale, Corinne ULg; Schmitz, Xavier ULg et al

Poster (2012)

Developmental Coordination Disorder (DCD) is a developmental disorder characterized by marked impairments in motor skills. Despite its negative impact on daily activities and on cognitive and academic ... [more ▼]

Developmental Coordination Disorder (DCD) is a developmental disorder characterized by marked impairments in motor skills. Despite its negative impact on daily activities and on cognitive and academic performance, the mechanisms underlying this disorder remain largely unknown. One hypothesis that has been proposed is that the poor motor coordination abilities may be attributed to impairments in motor learning and, more specifically, in learning of the correct sequencing of movements (Gheysen et al., 2011). To date, only two studies have directly investigated sequence learning in DCD, but their results are contradictory. The aim of this study was to explore learning of motor sequence in DCD children by means of a modified version of the Serial Reaction Time (SRT) task where the standard keyboard was replaced by a touch screen in order to reduce the impact of the DCD group’s motor difficulties. A total of 34 children (17 with DCD and 17 typically developing (TD) children aged between 6 and 12 years old participated in this study. Results show that DCD children were able to learn the sequence as fast and as accurately as TD children. These findings, showing that children with DCD present the same degree of implicit learning as TD children, differ from those obtained by Gheysen et al. (2011) and so, challenge the motor sequence learning deficit hypothesis. We suggest that differences between studies are not related to an implicit sequence learning deficit per se in children with DCD, but rather to methodological aspects like the response mode used in the studies. [less ▲]

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See detailParental educational level influence on memory and executive performance in children
Catale, Corinne ULg; Willems, Sylvie ULg; Lejeune, Caroline ULg et al

in European Review of Applied Psychology = Revue Européenne de Psychologie Appliquée (2012), 62

Introduction. – The influence of Parental Educational Status (PES) on cognitive performance has been confirmed in several studies. Objective. – The aim of this study was to explore the relationship ... [more ▼]

Introduction. – The influence of Parental Educational Status (PES) on cognitive performance has been confirmed in several studies. Objective. – The aim of this study was to explore the relationship between PES and several domains of cognitive functioning and examine, through mediation analyses, the relationship between PES, language,and cognitive tasks. Method. – We first administered tasks measuring memory, executive and attentional abilities to 64 European native French speakers, divided into two groups of children according to parents’ educational status. Results. – The results suggest that, on most tasks, the effect of socio-educational status is mediated by language abilities. However, because the results were less clear for executive functions, we carried out a second experiment in which we administered more specific executive measures (i.e. inhibition, cognitive flexibility, updating and reasoning) to 80 children. Conclusion. – The results confirmed the influence of the parents’ educational status on the executive functioning and also that, contrary to other cognitive functions, this influence on executive tasks is not completely explained by language differences. [less ▲]

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See detailRééducation attentionnelle chez l’enfant avec Trouble Déficitaire de l’Attention (TDA) : Analyse de deux cas.
Turine, Hélène ULg; Lejeune, Caroline ULg; Catale, Corinne ULg

Poster (2012)

L’objectif de cette étude est d’évaluer l’efficacité d’une prise en charge cognitive basée sur des exercices spécifiques d’entraînement de l’attention (informatisés et papier-crayon) sur les performances ... [more ▼]

L’objectif de cette étude est d’évaluer l’efficacité d’une prise en charge cognitive basée sur des exercices spécifiques d’entraînement de l’attention (informatisés et papier-crayon) sur les performances cognitives et le comportement de deux enfants TDA. L’impact d’une prise en charge attentionnelle chez des enfants avec TDA reste, à ce jour, mal connu même si quelques rares travaux suggèrent un bénéfice de ce type d’intervention sur des mesures attentionnelles et comportementales chez ces enfants (e.g., Noël et al., 2007). Deux enfants TDA avec troubles attentionnels objectivés par un examen neuropsychologique ont bénéficié de 40 séances de rééducation, lesquelles proposaient des exercices spécifiques aux difficultés de ces deux enfants (inhibition, attention soutenue et sélective et flexibilité). Chaque enfant était apparié à quatre enfants de contrôle. Les analyses de comparaison pré et post-rééducation montrent une amélioration des performances pour le cas 1 au niveau de différents composants attentionnels (inhibition, attention soutenue, attention sélective et flexibilité) ainsi qu’au niveau comportemental (p<.05) qui se maintient au-delà de 6 mois après la rééducation. En revanche, les analyses réalisées pour le cas 2 ne montrent aucune amélioration mais plaident en faveur d’un changement de stratégie cognitive (amélioration de la performance qualitative au détriment de la vitesse de réalisation). Cette étude confirme l’intérêt d’une prise en charge attentionnelle chez des enfants avec TDA et souligne l’importance de différents paramètres (variabilité interindividuelle, âge, motivation, profil attentionnel,…) dans le succès d’une telle rééducation. [less ▲]

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See detailRelationship between video game practice and attentional performance in children
Catale, Corinne ULg; Lejeune, Caroline; Meulemans, Thierry ULg

in 1st Joint Meeting of the Belgian Association for Psychological Science and Sociedad Espanola de Psicologia Experimental. Book of abstracts (2012)

Recent studies in adults have shown an advantage for video games players compared to non-video game players on several attentional tasks, and particularly those involving visual processing and spatial ... [more ▼]

Recent studies in adults have shown an advantage for video games players compared to non-video game players on several attentional tasks, and particularly those involving visual processing and spatial distribution of attention. However, little is known about the influence of video game practice on children’s attentional and executive abilities. In this study, eighty 8-10 years old children divided into three groups (non-video-game players [NVGP], moderate video game players [MVGP], and Intense video game player [IVGP]) were administered computerized attentional/executive tasks tapping vigilance, visual and auditory selective attention, inhibition, and cognitive flexibility. Parents were also asked to complete behavioral scales. Results indicate limited effects of video game practice on attentional/executive tasks, with an advantage in reaction time only for vigilance and flexibility tasks. On the other hand, results on behavioral measures showed a positive relationship between the importance of video-game practice and hyperactive behaviors. In conclusion, these results support the idea that video game practice has a limited influence on attentional performance in children, while they might have an effect on the behavioral area. [less ▲]

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See detailAcquisition of a new motor skill in preschool- and school-aged children
Lejeune, Caroline ULg; Merbah, Sarah ULg; Catale, Corinne ULg et al

in Books of Abstract: ASecond Meeting of The Federation of European Societies of Neuropsychology (2011, September)

It is generally admitted that procedural learning abilities are efficient early in childhood. However, few studies have been carried out in this area. The aim of this study was to explore, with a ... [more ▼]

It is generally admitted that procedural learning abilities are efficient early in childhood. However, few studies have been carried out in this area. The aim of this study was to explore, with a perceptivo-motor learning task, whether procedural learning abilities are present to the same extent in 4-, 7-, and 10-year-old children. Forty-five children were tested. The task included 4 blocks of 12 trials during which each subject had to “catch”, as quickly as possible, several toys presented successively on the screen with a computerized inverted mouse. Retention tests, composed of 2 blocks of 12 trials, were administered 15 minutes and 1 week later. The analyses showed an important difference between groups in the first block. This difference could be related to the low ability of young children to handle the mouse and to their less developed executive functioning. On the other hand, results showed a similar learning rate between 5- and 7-year-old children, supporting the idea that procedural learning abilities are efficient early in development. However, we observed no procedural learning in10-year-old children; this unexpected result is probably due to the fact that this task was too easy for this age group, which is confirmed by the ceiling effect already observed during the first learning blocks. So, this study confirms the early efficiency of procedural abilities in childhood, but also highlights the difficulty to develop procedural learning tasks adapted to children from a large age range. [less ▲]

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See detailDevelopmental differences in the procedural learning of a perceptual-motor skill
Lejeune, Caroline ULg; Catale, Corinne ULg; Merbah, Sarah ULg et al

Poster (2011, May 27)

It is generally admitted that procedural learning is efficient early in childhood. However, few studies have brought empirical data confirming this assumption, and many questions remain regarding the ... [more ▼]

It is generally admitted that procedural learning is efficient early in childhood. However, few studies have brought empirical data confirming this assumption, and many questions remain regarding the cognitive mechanisms that sustain procedural learning in children. The aim of our study was to investigate whether perceptual-motor procedural learning was present to the same extent in 7-, 10-year-old children and in adults. We also examined the role of executive functions, working memory, general intelligence, and motor ability during the learning process. A total of 76 subjects divided into 3 age-groups were tested. The task included 4 blocks of 3 trials during which each subject had to trace the contour of a triangle with an inverted computer mouse. Analyses show an important difference between groups in the initial phase of the learning process. They also reveal that executive functions intervene during the first learning phase, which might explain the observed age effect. In addition, results show significant but different learning effects for the procedural task: while the improvement was equivalent between 10-year-olds and adults, 7-year-old children showed a greater learning slope than the other groups; despite their slowness during the first blocks, younger children showed an equivalent performance at the end of the learning phase. These results suggest that, if executive processes are important during the first learning steps, they are not a “necessary condition” for motor skill learning to occur. The role of compensatory strategies sustaining learning in younger children is discussed. [less ▲]

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See detailLe trouble déficitaire de l'attention avec/sans hyperactivité: le point de vue cognitif et comportemental
Catale, Corinne ULg

Conference given outside the academic context (2011)

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See detailDevelopment and organization of executive functions in 4-to 11 year-old children: A factor study.
Catale, Corinne ULg; Collette, Fabienne ULg; Lejeune, Caroline ULg et al

in Books of Abstract: Annual Meeting of the Belgian Association for Psychological Science (2011)

Executive functioning (EF) is an umbrella term used to refer to the higher-order cognitive processes whose principal function is to facilitate the adaptation of an individual to new and non-routine ... [more ▼]

Executive functioning (EF) is an umbrella term used to refer to the higher-order cognitive processes whose principal function is to facilitate the adaptation of an individual to new and non-routine situations. In the present study, inhibition, mental flexibility, and working memory were assessed through 6 executive tasks administered to 329 children aged from 4 to 11 years, in order to examine the development and organization of executive functioning in both early and middle childhood. Results reveal specific developmental trends for each component, with a period of rapid general development during the preschool period. Confirmatory factor analyses were used to examine the organization of EF in our sample. First, the poorness of fit of the unitary model was found for both groups, confirming the fractionated nature of EF in preschoolers as well as in older children. Second, the analyses confirmed the adequacy of the fit of the three-dimensional model (i.e., inhibition, flexibility, and working memory), while also indicating that other specific two-dimensional models gave reasonable fits to the data from both age groups. The factor structure obtained supports both the unitary and diversity nature of the executive organisation during early and middle childhood. Furthermore, our data suggest a progressive differentiation of executive processes (in particular flexibility and working memory) in the course of development. [less ▲]

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See detailSensibilité et spécificité du CHildhood EXecutive functioning Inventory (CHEXI) chez des enfants avec troubles attentionnels
Catale, Corinne ULg; Lejeune, Caroline ULg; Merbah, Sarah ULg et al

in ANAE : Approche Neuropsychologique des Apprentissages chez l'Enfant (2011), 115

Thorell and Nyberg (2008) have recently developed the Childhood Executive Functioning Inventory (CHEXI), a new rating inventory of executive functioning for children that can be divided into four a priori ... [more ▼]

Thorell and Nyberg (2008) have recently developed the Childhood Executive Functioning Inventory (CHEXI), a new rating inventory of executive functioning for children that can be divided into four a priori subscales: working memory, planning, inhibition, and regulation The major goals of our study is to present a French adaptation of this questionnaire and to discuss its clinical interests in terms of sensibility and specificity with children with attentional deficits. [less ▲]

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See detailExploration of perceptual and motor inhibition in children with traumatic brain injury
Catale, Corinne ULg; Germain, Sophie ULg; Meulemans, Thierry ULg

in Perceptual & Motor Skills (2011), 113(3), 1-13

Perceptual and motor inhibition were examined using conflict resolution tasks for 12 children with traumatic brain injury and 24 matched controls. Direct comparisons of inhibition performances between the ... [more ▼]

Perceptual and motor inhibition were examined using conflict resolution tasks for 12 children with traumatic brain injury and 24 matched controls. Direct comparisons of inhibition performances between the two groups showed a specific and disproportionate impairment of motor inhibition (compared with perceptual inhibition) for the children with traumatic brain injury, which suggests that inhibition processes might be differentially impaired in children after traumatic brain injury. [less ▲]

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See detailOrganisation factorielle et évaluation des fonctions exécutives chez l’enfant en âge préscolaire et scolaire
Catale, Corinne ULg; Meulemans, Thierry ULg

in ANAE : Approche Neuropsychologique des Apprentissages chez l'Enfant (2011), 112-113

This paper aims to [1] review the main studies that have examined the factorial organization of executive functions, and particularly those relative to inhibition, flexibility, and working memory during ... [more ▼]

This paper aims to [1] review the main studies that have examined the factorial organization of executive functions, and particularly those relative to inhibition, flexibility, and working memory during early and middle childhood, and [2] present the executive tools that are mainly used in clinical settings with children. Most of the studies have shown evidence of a fractionation of executive functions in childhood. Moreover, some of these studies suggest a progressive and specific differentiation of these processes during development. Specific and adequate tools are therefore necessary to assess executive processes in clinical settings. [less ▲]

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See detailTraumatisme crânien chez l'enfant: Quelles sont les conséquences sur les plans cognitif, comportemental et scolaire?
Catale, Corinne ULg

Conference given outside the academic context (2010)

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See detailLE FONCTIONNEMENT EXECUTIF CHEZ L’ENFANT APPROCHE DEVELOPPEMENTALE ET NEUROPSYCHOLOGIQUE
Catale, Corinne ULg

Doctoral thesis (2010)

Dans la cadre de ce travail de thèse dont l’objectif principal est de contribuer à une meilleure compréhension du fonctionnement exécutif, nous avons adopté une perspective développementale et ... [more ▼]

Dans la cadre de ce travail de thèse dont l’objectif principal est de contribuer à une meilleure compréhension du fonctionnement exécutif, nous avons adopté une perspective développementale et neuropsychologique. Ce travail s’articule dès lors en deux parties. L’objectif principal de la première partie est de viser à une meilleure compréhension du développement de certaines fonctions exécutives chez des enfants d’âge préscolaire et scolaire (Etudes 1 et 2) et de déterminer la structure factorielle de ces fonctions dans le développement (Etude 2). La troisième étude vise quant à elle à mieux comprendre l’influence de l’environnement socio-culturel, et plus spécifiquement du niveau éducationnel parental, sur le développement de certaines fonctions cognitives (en ce compris les fonctions exécutives). L’objectif principal de la deuxième partie est, quant à lui, de déterminer le profil attentionnel et exécutif d’enfants victimes d’un traumatisme crânien ou qui présentent un trouble de l’attention avec/sans hyperactivité. Dans cette optique, nous évaluerons d’une part différentes fonctions attentionnelles et exécutives, et d’autre part les changements comportementaux chez des enfants victimes d’un traumatisme crânien léger (Etude 4). Enfin, et de façon plus spécifique, nous tenterons de mieux comprendre les difficultés d’inhibition présentées par des enfants qui ont été victimes d’un traumatisme crânien modéré à sévère (Etude 5) ou qui présentent un trouble de l’attention avec/sans hyperactivité (Etude 6). [less ▲]

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See detailExploration of perceptual and motor inhibition in children with traumatic brain injury
Catale, Corinne ULg; Lejeune, Caroline ULg; Meulemans, Thierry ULg

Poster (2010)

Inhibitory control, which is commonly considered as one of the essential components of executive functions (Barkley, 1997; Miyake et al., 2000), is not considered as an unitary construct (for example ... [more ▼]

Inhibitory control, which is commonly considered as one of the essential components of executive functions (Barkley, 1997; Miyake et al., 2000), is not considered as an unitary construct (for example, Friedman & Miyake, 2004; Nassauer & Halperin, 2003). In this study, perceptual and motor inhibition were studied in 12 children who had sustained a moderate to severe traumatic brain injury and in 24 matched control children, with the Conflict Resolution task (Nassauer & Halperin, 2003). The perceptual inhibition task required the children to respond to the direction of an arrow while ignoring the conflicting arrow location. In the motor inhibition task, the subject had to press a key corresponding to the opposite direction of a centrally located arrow. Direct comparisons of inhibition performances between traumatic brain injury children and matched controlled subjects showed a specific and disproportionate impairment for motor inhibition (compared to perceptive inhibition) in the traumatic brain injury children, suggesting that inhibition processes might be differentially impaired after traumatic brain injury in children. Interestingly, impairments in behavioural inhibition in day-to-day activities (as reported by the parents), was found to strongly correlate with both types of inhibition. [less ▲]

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See detailEarly Bifrontal Brain Injury: Disturbances in Cognitive Function Development
Bonnier, Christine; Costet, Aurélie; Hmaimess, Ghassan et al

in Neurology Research International (2010)

We describe six psychomotor, language, and neuropsychological sequential developmental evaluations in a boy who sustained a severe bifrontal traumatic brain injury (TBI) at 19 months of age. Visuospatial ... [more ▼]

We describe six psychomotor, language, and neuropsychological sequential developmental evaluations in a boy who sustained a severe bifrontal traumatic brain injury (TBI) at 19 months of age. Visuospatial, drawing, and writing skills failed to develop normally. Gradually increasing difficulties were noted in language leading to reading and spontaneous speech difficulties. The last two evaluations showed executive deficits in inhibition, flexibility, and working memory. Those executive abnormalities seemed to be involved in the other impairments. In conclusion, early frontal brain injury disorganizes the development of cognitive functions, and interactions exist between executive function and other cognitive functions during development. [less ▲]

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See detailEvaluation des troubles de la mémoire et de l'attention dans le cadre de l'examen neuropsychologiques
Catale, Corinne ULg; Meulemans, Thierry ULg

Conference given outside the academic context (2009)

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See detailFonctions attentionnelles et exécutives dans la dyspraxie développementale
Lejeune, Caroline ULg; Catale, Corinne ULg; Meulemans, Thierry ULg

Conference (2009)

La dyspraxie développementale se manifeste principalement par des difficultés motrices qui interfèrent avec différentes situations de la vie quotidienne (écriture, dessin, habillage, …). Ces troubles du ... [more ▼]

La dyspraxie développementale se manifeste principalement par des difficultés motrices qui interfèrent avec différentes situations de la vie quotidienne (écriture, dessin, habillage, …). Ces troubles du geste, qui touchent environ 6 % des enfants de 5 à 11 ans, entraînent de lourdes conséquences sur les plans familial, scolaire et social. Plusieurs études ont montré qu’un déficit des capacités d’inhibition, de planification et de mémoire de travail était fréquemment observé chez les enfants souffrant de dyspraxie. Toutefois, en raison des nombreux problèmes méthodologiques rencontrés dans ces recherches (et plus particulièrement liés à l’absence de contrôle de la présence ou non du trouble de l’attention avec/sans hyperactivité – TDA/H - chez la population d’enfants dyspraxiques), les relations entre les troubles attentionnels et les troubles moteurs restent encore à l’heure actuelle mal comprises. L’objectif de cette étude vise à dégager, au travers d’une évaluation du fonctionnement attentionnel et exécutif, le profil neuropsychologique d’enfants diagnostiqués dyspraxiques, et ce en contrôlant la présence d’un TDA/H. Nous avons administré à 23 enfants dyspraxiques âgés de 6 à 12 ans et 23 enfants de contrôle (appariés sur base de l’âge, du sexe et du niveau d’études des parents) des tâches attentionnelles (alerte, attention sélective et divisée) de la batterie TEA et des épreuves exécutives (inhibition [Stroop et Go/No Go], flexibilité cognitive [TEA], mémoire de travail [BTT et mise à jour de TEA] et planification [Tour de Londres]). Les analyses de comparaison de moyennes indiquent que les enfants dyspraxiques présentent des performances inférieures à celles des enfants de contrôle pour l’essentiel des tests neuropsychologiques administrés. Toutefois, deux tiers des enfants dyspraxiques de notre échantillon présentent un trouble de l’attention (critères du DSM-IV). L’analyse des résultats au sein du groupe « dyspraxique sans TDA », permet de montrer que les difficultés de planification, d’attention sélective visuelle, d’inhibition motrice, de mémoire à court terme (BTT et mise à jour) sont spécifiques à la dyspraxie et donc indépendant de la présence d’un trouble de l’attention. En conclusion, cette étude préliminaire montre qu’une grande proportion d’enfants qui présentent une dyspraxie souffre également d’un trouble de l’attention. L’analyse du profil des enfants dyspraxiques montre des difficultés qui touchent l’ensemble des fonctions attentionnelles et exécutives. Toutefois, les difficultés d’analyse visuelle, de planification et de mémoire de travail semblent, quant à elles, spécifiques à la dyspraxie développementale. Des études futures réalisées sur un plus grand nombre de participants permettraient de confirmer cette hypothèse. [less ▲]

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See detailParental socio-educational influence on executive measures and socio-adaptative behaviours in preschooler
Catale, Corinne ULg; Schmitz, Xavier ULg; Lejeune, Caroline ULg et al

in Books of Conference Abstract: The10th European Conference on Psychological Assessment, (2009)

The influence of educational variables on cognitive development, and particularly on the development of executive functions, remains poorly understood. In this study, we examined the parental socio ... [more ▼]

The influence of educational variables on cognitive development, and particularly on the development of executive functions, remains poorly understood. In this study, we examined the parental socio-educational influence on both executive functioning and social/emotional behaviours in preschoolers. We administered to 77 children (2 age groups: 4 and 5-year-old) divided into two educational levels (HL vs. LL, i.e. High Level vs. Low Level of parental socio-educational status) several tasks measuring different aspects of the executive functioning (cognitive flexibility, inhibition, logico-deductive reasoning, and working memory). Questionnaires were also completed by the teaching staff in order to assess the children’s social (e.g., loneliness), emotional (e.g., anxiety), and adaptative (e.g., tolerance) behaviours at school. Results reveal that children from high socio-educational status performed significantly better on some specific verbal (fluency, verbal reasoning) and non-verbal executive tasks (deductive reasoning, inhibition) than children from lower socio-educational status (ps<.05). On the other hand, no significant socio-educational effect was found for working memory and cognitive flexibility. Regarding their social, emotional, and adaptative behaviours, LL children did not significantly differ from HL children, except for the anxiety scale, in which LL children were described as less confident than their HL peers. So, our results confirm that educational variables can significantly influence the development of specific executive functions, and that this can already be observed in preschool children. On the contrary, regarding the socio-adaptative behaviours, our results indicate that the parental socio-educational status does not seem to have a significant influence on the preschoolers’ behaviour at school. [less ▲]

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See detailNeuropsychologie des traumatismes crâniens chez l'enfant
Closset, Annette; Catale, Corinne ULg; Patricia, Marique

in Poncelet, Martine; Majerus, Steve; Van der Linden, Martial (Eds.) Traité de Neuropsychologie de l'enfant (2009)

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See detailTroubles des émotions et de la cognition sociale. Traité de Neuropsychologie de l’enfant.
Catale, Corinne ULg; Willems, Sylvie ULg

in Poncelet, Martine; Majerus, Steve; Van der Linden, Martial (Eds.) Traité de Neuropsychologie de l’enfant (2009)

Detailed reference viewed: 81 (8 ULg)