References of "Meulemans, Thierry"
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See detailProcedural learning, consolidation, and transfer of a new skill in Developmental Coordination Disorder
Lejeune, Caroline ULg; Wansard, Murielle ULg; Geurten, Marie ULg et al

in Child Neuropsychology : A Journal on Normal & Abnormal Development in Childhood & Adolescence (2014)

The aim of this study was to explore the differences in procedural learning abilities between children with DCD and typically developing children by investigating the steps that lead to skill ... [more ▼]

The aim of this study was to explore the differences in procedural learning abilities between children with DCD and typically developing children by investigating the steps that lead to skill automatization (i.e., the stages of fast learning, consolidation, and slow learning). Transfer of the skill to a new situation was also assessed. We tested 34 children aged 6–12 years with and without DCD on a perceptuomotor adaptation task, a form of procedural learning that is thought to involve the cerebellum and the basal ganglia (regions whose impairment has been associated with DCD) but also other brain areas including frontal regions. The results showed similar rates of learning, consolidation, and transfer in DCD and control children. However, the DCD children's performance remained slower than that of controls throughout the procedural task and they reached a lower asymptotic performance level; the difficulties observed at the outset did not diminish with practice. [less ▲]

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See detailWhen children stop trusting what they have perceived
Geurten, Marie ULg; Willems, Sylvie; Meulemans, Thierry ULg

in Neuropsychological Rehabilitation Special Interest Group of the WFNR - Conference Programme (2014)

Background and aims: A common hypothesis to explain metamemory heuristics learning throughout childhood lies on the assumption that the knowledge underlying these metacognitive rules develop from people’s ... [more ▼]

Background and aims: A common hypothesis to explain metamemory heuristics learning throughout childhood lies on the assumption that the knowledge underlying these metacognitive rules develop from people’s prior day-to-day experiences. However, the specific processes that sustain this learning are still unclear. In this study, we examined the mechanisms implicated in this empirical development by manipulating the learned interpretation of the Easily Learned = Easily Remembered (ELER) heuristic through an implicit process involving the detection of environmental regularities. Method: A sample of sixty normally developing children aged 4-5, 6-7, and 8-9 years old was recruited for this study. Each child participated in three 60-minute sessions separated approximately by one-week interval and was trained to learn implicitly a reverse interpretation of the ELER heuristic. The influence of executive functions on children’s judgment of learning at posttest was also investigated. Results: In addition to an early development of the ELER heuristic, results revealed a reduction of this heuristic’s use after the implicit training in the two youngest groups. Furthermore, executive monitoring was demonstrated to account for the lack of change observed in older children after the training phases. Conclusions: In a developmental perspective, these findings present a coherent picture of children’s learning of metacognitive heuristics. Specifically, automatic and implicit learning was demonstrated to be followed by an effortful control of the heuristics’ use. [less ▲]

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See detailWhen children’s metamemory knowledge and strategic time monitoring predict prospective memory performance
Geurten, Marie ULg; Lejeune, Caroline ULg; Leriche, Charline et al

Poster (2014)

Objective: This study examines the effect of metamemory knowledge, strategic time monitoring, and ongoing task difficulty on children’s prospective memory (PM). Method: Children (aged of 4, 6, and 9) were ... [more ▼]

Objective: This study examines the effect of metamemory knowledge, strategic time monitoring, and ongoing task difficulty on children’s prospective memory (PM). Method: Children (aged of 4, 6, and 9) were given a task inspired by the mirror training paradigm while they performed a time-based memory task. Half of the participants (expert group) were trained to the ongoing activity before the PM test. Results: PM was shown to be predicted by strategic time monitoring. Influence of metamemory knowledge on children’s strategic time monitoring was demonstrated in the expert group. Non-experts’ strategic time monitoring was shown to be predicted only by their ongoing task performance. Conclusion: The implication of metacognitive processes in PM is discussed in the context of the multiprocess framework. [less ▲]

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See detailCan the exploration of left space be induced implicitly in unilateral neglect?
Wansard, Murielle ULg; Bartolomeo, Paolo; Geurten, Marie ULg et al

in Consciousness & Cognition (2014)

The purpose of the present study was to explore the ability of neglect patients to detect and exploit the predictive value of a cue to respond more quickly and accurately to targets on their ... [more ▼]

The purpose of the present study was to explore the ability of neglect patients to detect and exploit the predictive value of a cue to respond more quickly and accurately to targets on their contralesional side in a Posner spatial cueing task. The majority of the cues (i.e. 80%) were invalid, indicating that the target would appear on the opposite side, although patients were not informed of this bias. Our results demonstrate that some neglect patients were able to extract the cue’s predictability and use it to orient faster toward the left. This cueing effect was present even in patients who were subsequently unable to describe the predictive character of the cues, and thus was not modulated by reportable awareness of the cue-target relation. [less ▲]

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See detailAge difference in dual-task interference effects on procedural learning in children
Lejeune, Caroline ULg; Desmottes, Lise ULg; Catale, Corinne ULg et al

in Journal of Experimental Child Psychology (2014)

The present study aimed to investigate the role played by explicit mechanisms during procedural learning in two age groups of children (7 and 10 years old), using a dual-task paradigm. To do this, we ... [more ▼]

The present study aimed to investigate the role played by explicit mechanisms during procedural learning in two age groups of children (7 and 10 years old), using a dual-task paradigm. To do this, we explored the effect of an interference task during the early and late phases of a mirror tracing learning task. The results showed a differential impact of the secondary task on the two age groups, but only during the first learning phase: the performance of 10-year-olds was affected by the second task, whereas in 7-year-olds no performance difference was found between the single- and dual-task conditions. Overall, our study suggests that there are differences in the amount of effortful processing that 7- and 10-year-olds engage at the beginning of the learning process: Procedural learning in young children is mainly implicit, as attested by its lesser sensitivity to an interference task, whereas high-level explicit mechanisms seem to contribute to the procedural performance of 10-year-old children. However, these explicit mechanisms, even if they have an effect on performance, may not have an impact on the learning curve because no difference in rate of acquisition was found between age groups. These findings are discussed in the light of classical conceptions of procedural learning. [less ▲]

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See detailThe Benefits of Errorless Learning for Serial Reaction Time Performance in Alzheimer's Disease.
Schmitz, Xavier ULg; Bier, Nathalie; Joubert, Sven et al

in Journal of Alzheimer's Disease [=JAD] (2014), 39(2), 287-300

Identifying the conditions favoring new procedural skill learning in Alzheimer’s disease (AD) could be important for patients’ autonomy. It has been suggested that error elimination is beneficial during ... [more ▼]

Identifying the conditions favoring new procedural skill learning in Alzheimer’s disease (AD) could be important for patients’ autonomy. It has been suggested that error elimination is beneficial during skill learning, but no study has explored the advantage of this method in sequential learning situations. In this study, we examined the acquisition of a 6-element perceptual-motor sequence by AD patients and healthy older adults (control group). We compared the impact of two preliminary sequence learning conditions (Errorless vs. Errorful) on Serial Reaction Time performance at two different points in the learning process. A significant difference in reaction times for the learned sequence and a new sequence was observed in both conditions in healthy older participants; in AD patients, the difference was significant only in the errorless condition. The learning effect was greater in the errorless than the errorful condition in both groups. However, while the errorless advantage was found at two different times in the learning process in the AD group, in the control group this advantage was observed only at the halfway point. These results support the hypothesis that errorless learning allows for faster automation of a procedure than errorful learning in both AD and healthy older subjects. [less ▲]

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See detailProcedural learning across modalities in French-speaking children with specific language impairment
Gabriel, Audrey ULg; Meulemans, Thierry ULg; Parisse, Christophe et al

in Applied Psycholinguistics (2014)

It has been suggested that the language problems encountered in specific language impairment (SLI) arise from basal ganglia abnormalities that lead to impaired procedural memory. However, recent serial ... [more ▼]

It has been suggested that the language problems encountered in specific language impairment (SLI) arise from basal ganglia abnormalities that lead to impaired procedural memory. However, recent serial reaction time (SRT) studies did not reveal any differences between the SLI and typically developing (TD) groups on the measures of procedural memory linked to visual sequence learning. In this paper, 16 children with and without SLI were compared on two versions of SRT tasks: a visual task and an auditory one. The results showed that children with SLI were as fast as their TD peers in both modalities. All of the children obtained similar specific sequence learning indices, indicating that they were able to detect regularities in both modalities. Although children with SLI were as accurate as their TD peers for the visual SRT task, they made more errors than their TD peers in auditory SRT conditions. The results indicate that, in relation to procedural memory, the core of the impairment in SLI is not linked to difficulties in the detection of regularities. We argue that when children with SLI present some difficulties, the children’s weaknesses might depend on the type of processing involved (e.g., tasks involving auditory sequences). [less ▲]

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See detailValidation d’un test d’inhibition auprès d’enfants présentant un trouble déficitaire de l’attention avec/sans hyperactivité
Catale, Corinne ULg; Lejeune, Caroline ULg; Schmitz, Xavier ULg et al

in Canadian Journal of Behavioural Science = Revue Canadienne des Sciences du Comportement (2014), 46(1), 66-72

The objective of this study was to assess the development of inhibition in 5-11 years old children with the “Stroop fruit” task (see Archibald & Kerns, 1999; Catale & Meulemans, 2005) and to examine the ... [more ▼]

The objective of this study was to assess the development of inhibition in 5-11 years old children with the “Stroop fruit” task (see Archibald & Kerns, 1999; Catale & Meulemans, 2005) and to examine the clinical value of this tool. 346 French-speaking children without any developmental disorders or learning disabilities were included in this study. A clinical group of 25 children with attention deficit and hyperactivity disorder was also assessed with this task. Developmental analyses on age groups show an enhancement of performance in the interference condition between 5 and 8 years old. Furthermore, results also show that the clinical group performed significantly less accurately that the control group for the interference condition, which confirms the clinical interest of this tool. [less ▲]

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See detailDevelopment and validation of the working memory self-assessment scale
Fresson, Megan ULg; DEMOULIN, Valentine ULg; HIERNAUX, Anne ULg et al

Poster (2013, July)

Aim. Because working memory is involved in many daily life activities, its ecological evaluation is a key dimension of the neuropsychological assessment of people with cognitive impairments. The aim of ... [more ▼]

Aim. Because working memory is involved in many daily life activities, its ecological evaluation is a key dimension of the neuropsychological assessment of people with cognitive impairments. The aim of this study was to develop and validate a 30-items self-assessment scale of working memory, the WMSS (Working Memory Self-Assessment Scale). Method. The WMSS and a comprehensive assessment battery of working memory and executive functions were administered to sixty French-speaking individuals (20 young, 20 old, 20 old-old). Results. The internal validity of the scale was strong as estimated by the Cronbach’s alpha coefficient (α = .93). Concerning the external validity, several correlations were obtained between the WMSS and the cognitive composite scores. Unlike old subjects, the lower cognitive results young and old-old subjects had, the more working memory complaints they expressed. Discussion. The WMSS shows a satisfactory internal as well as external validity since young and old-old subjects who reported more difficulties (WMSS) are those who obtained lower cognitive results. The somewhat surprising relationship between the WMSS and the cognitive tasks in the old group can be explained by an increased perception of cognitive changes and a more complex life style in old subjects with better cognitive abilities. [less ▲]

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See detailIntact procedural motor sequence learning in developmental coordination disorder
Lejeune, Caroline ULg; Catale, Corinne ULg; Willems, Sylvie ULg et al

in Research in Developmental Disabilities (2013), 34(6), 1974-1981

The purpose of the present study was to explore the possibility of a procedural learning deficit among children with developmental coordination disorder (DCD). We tested 34 children aged 6–12 years with ... [more ▼]

The purpose of the present study was to explore the possibility of a procedural learning deficit among children with developmental coordination disorder (DCD). We tested 34 children aged 6–12 years with and without DCD using the serial reaction time task, in which the standard keyboard was replaced by a touch screen in order to minimize the impact of perceptuomotor coordination difficulties that characterize this disorder. The results showed that children with DCD succeed as well as control children at the procedural sequence learning task. These findings challenge the hypothesis that a procedural learning impairment underlies the difficulties of DCD children in acquiring and automatizing daily activities. We suggest that the previously reported impairment of children with DCD on the serial reaction time task is not due to a sequence learning deficit per se, but rather due to methodological factors such as the response mode used in these studies. [less ▲]

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See detailDiagnostic, assessment and remediation of the attention deficit and hyperactivity disorder (ADHD): The neuropsychologist’s point of view
Catale, Corinne ULg; Meulemans, Thierry ULg

in Neuropsychiatrie de l'Enfance et de l'Adolescence (2013), 3

Despite the advances made regarding both the characterization and classification of the disorder (e.g., DSM-IV), the diagnosis of the Attention Deficit and Hyperactivity Disorder (ADHD) in children ... [more ▼]

Despite the advances made regarding both the characterization and classification of the disorder (e.g., DSM-IV), the diagnosis of the Attention Deficit and Hyperactivity Disorder (ADHD) in children remains very difficult. The principal aim of this paper is to present the interest of a integrative approach in the understanding, diagnosis and identification of difficulties in ADHD children. More particularly, it aims to underline the interest of the cognitive approach in the understanding of this disorder in the day-to-day life functioning, as well as the benefits of this approach when a specific remediation is planned. [less ▲]

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See detailFrench Adaptation of the Childhood ExecutivFe Function Inventory (CHEXI): Confirmatory Factor Analysis in a Sample of Young French-Speaking Belgian Children
Catale, Corinne ULg; Lejeune, Caroline ULg; Merbah, Sarah ULg et al

in European Journal of Psychological Assessment (2013), 29(2), 149-155

Thorell and Nyberg (2008) recently developed the Childhood Executive Functioning Inventory (CHEXI), a new rating instrument for executive functioning in day-to-day life that can be divided into four ... [more ▼]

Thorell and Nyberg (2008) recently developed the Childhood Executive Functioning Inventory (CHEXI), a new rating instrument for executive functioning in day-to-day life that can be divided into four subscales: working memory, planning, inhibition, and regulation. By using an exploratory factor analysis on data from young Swedish children attending kindergarten, Thorell and Nyberg (2008) found a two-factor solution tapping working memory and inhibition. In the present study, we explored the psychometric characteristics of the French adaptation of the CHEXI. Ninety-five parents of 5- and 6-year-old children completed the CHEXI. Eighty-seven children from this sample were given clinical inhibition and working memory tasks. Confirmatory factor analyses confirmed the two-factor solution based on inhibition and working memory that was identified in the original study of Swedish children. Supplementary results indicated good internal and test-retest reliability for the entire scale, as well as for the two subscales identified. Correlation analyses showed no relationship between cognitive measures and the CHEXI subscales. Possible clinical applications for the CHEXI scales are discussed. [less ▲]

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See detailThe way we learn this knowledge that dominates all other knowledge
Geurten, Marie ULg; Catale, Corinne ULg; Meulemans, Thierry ULg

Conference (2013)

Although much is known about how children use memory strategies, far fewer studies have examined how knowledge of those strategies improves during childhood or which variables are involved in this ... [more ▼]

Although much is known about how children use memory strategies, far fewer studies have examined how knowledge of those strategies improves during childhood or which variables are involved in this development. In this experiment, a scale designed to assess three main aspects of metamemory knowledge (internal strategy knowledge, external strategy knowledge, general knowledge) and a battery of executive tasks was administered to a group of 80 children aged 4, 6, and 11. At the same time, variables such as intelligence, vocabulary and parental education level were also taken into account. Stepwise analyses carried out on each of the three metamemory subscales showed that executive functions of inhibition and response monitoring, as well as verbal fluency, were single predictors of internal strategy knowledge for children aged 6 and 11. Only verbal fluency predicted external strategy knowledge. None of the variables included in the analyses could explain the children’s general knowledge of memory functioning or the 4-year-old group’s performance on any of the three subscales. Results are discussed in terms of ease of monitoring, access to explicit knowledge and influence of implicit learning. [less ▲]

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See detailChildren’s Knowledge About Memory: Adaptation and French Validation of a Scale to Assess it.
Geurten, Marie ULg; Catale, Corinne ULg; Meulemans, Thierry ULg

in INS Abstract Book (2013)

The present study aimed at adapting and testing a French version of Kreutzer et al.’s metamemory interview (1975) in a group of 128 children aged of 4, 6, 9, and 12. Following Fritz et al. (2010 ... [more ▼]

The present study aimed at adapting and testing a French version of Kreutzer et al.’s metamemory interview (1975) in a group of 128 children aged of 4, 6, 9, and 12. Following Fritz et al. (2010), adjustments have been made to reduce language skill contamination as well as to increase the developmental appropriateness and sensibility of the scale. Results show the emergence of two sub-scales (“strategy knowledge” and “general memory knowledge”) on the factor analysis and reveal an excellent interrater reliability as well as a good internal consistency for the global scale and two sub-scales (respectively, Cronbach α = .79; .81 and .71). As expected with regard to the literature, a significant correlation has appeared between the metamemory scale and short-term memory capacities (convergent validity). Similarly, the metamemory score has shown its ability to predict children memory performance (predictive validity). Finally, the lack of correlation between most of the scale’s items and vocabulary measurement (Peabody Picture Vocabulary Test) and the very good ability of the scale to distinguish between age groups demonstrate that the adaptations made to improve the Kreutzer et al.’s scale in terms of language’s contamination and developmental sensibility have reached their goal. Regarding its psychometric properties, these results suggest that this interview can be considered as a useful and reliable tool for developmental research. Furthermore, they confirm the importance of metamemory knowledge in memory performance. Future studies will have to be carried out to show the utility of this scale in a clinical population. [less ▲]

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See detailAge-Related Differences in Perceptuomotor Procedural Learning in Children
Lejeune, Caroline ULg; Catale, Corinne ULg; Schmitz, Xavier ULg et al

in Journal of Experimental Child Psychology (2013), 116

Procedural learning is generally considered to proceed in a series of phases, with cognitive resources playing an important role during the initial step. From a developmental perspective, little is known ... [more ▼]

Procedural learning is generally considered to proceed in a series of phases, with cognitive resources playing an important role during the initial step. From a developmental perspective, little is known about the development of procedural learning or the role played by explicit cognitive processes during learning. The main objectives of this study were: (1) to determine whether procedural learning performance improves with age by comparing groups of 7-yearold children, 10-year-old children, and adults, and (2) to investigate the role played by executive functions during the acquisition in these three age groups. Seventy-six subjects were assessed on a computerized adaptation of the mirror tracing paradigm. Results revealed that the youngest children had more difficulty adapting to the task (they were slower and committed more errors at the beginning of the learning process) than 10-year-olds, but despite this age effect observed at the outset, all children improved performance across trials and transferred their skill to a different figure as well as adults. Correlational analyses showed that inhibition abilities play a key role in the performance of 10-year-olds and adults at the beginning of the learning, but not in 7-year-olds. Overall, our results suggest that the age-related differences observed in our procedural learning task are at least partly due to the differential involvement of inhibition abilities, which may facilitate (so long as they are sufficiently developed) learning in the initial steps of learning process; however, they would not be a necessary condition for skill learning to occur. [less ▲]

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See detailValidation of a French Version of a New Anxiety Trait Scale for Children
Geurten, Marie ULg; Meulemans, Thierry ULg; Fresson, Megan ULg et al

Poster (2013)

Anxiety diagnosis is relatively complex in children because intensity as well as symptoms of anxiety change during childhood (Bouden, Halayem, & Fakhfakh, 2002). The principal aim of this study was to ... [more ▼]

Anxiety diagnosis is relatively complex in children because intensity as well as symptoms of anxiety change during childhood (Bouden, Halayem, & Fakhfakh, 2002). The principal aim of this study was to validate through Confirmatory Factor Analyses (CFA) the a priori three-factor structure of the French version of the anxiety trait scale for children which includes psychological (“tend to be worried about everything”), behavioral (“tend to be upset, nervous or grumbling”), and somatic symptoms (“headache complaints”) of anxiety. This scale was previously found to discriminate, with high sensitivity and specificity, children with anxiety from control group. A first CFA performed on 288 6-12 year-old children showed an acceptable fit (2/df =2.66; RMSEA=.07 and CFI=.94). A second three-factor model was constructed and showed a better fit with a new sample of 287 children (2/df =2.18; RMSEA=.06 and CFI=.96), with a lower ECVI value for the model 2. For this model, the Cronbach’s alpha for each of the subscales ranged from .71 to .86, which confirmed the good internal reliability of the scale. This study provides a new three-factor structure for this anxiety scale and proposes normative data for French-speaking children. [less ▲]

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See detailPerceptual andMotor Inhibition in ADHD:Evidence for a specific impairment?
Catale, Corinne ULg; Geurten, Marie ULg; Lejeune et al

in Abstracts book (2013)

Objective: Inhibition, one of the core executive processes in executive functioning (Miyake et al., 2000) is generally not considered as an unitary construct (see for example, Friedman & Miyake, 2004 ... [more ▼]

Objective: Inhibition, one of the core executive processes in executive functioning (Miyake et al., 2000) is generally not considered as an unitary construct (see for example, Friedman & Miyake, 2004; Nassauer & Halperin, 2003). Following the perceptual versus motor dissociation proposed by Nassauer and Halperin (2003), we studied perceptual and motor inhibition in children with AttentionDeficit andHyperactivity Disorder (ADHD). Participants and Methods: Sixteen 7-12 years old children with ADHD and 30 matched control children were administered a version of the Conflict Resolution task (Nassauer & Halperin, 2003) adapted for children. In this task, the perceptual inhibition task required the children to respond to the direction of a dog (running towards the left or the right) while ignoring its location (left or right) on a computer screen. In the motor inhibition task, the children had to press a key corresponding to the opposite direction of a centrally running dog. Results: Comparisons analyses of inhibition performances between ADHD children and matched controlled subjects showed that ADHD children performed significantly less accurately for stimulus-stimulus characteristic conflicts (i.e., perceptual inhibition) than for stimulus- response conflicts (i.e., motor inhibition), which suggests a specific impairment in perceptual inhibition in our group of ADHD children. Conclusions: In conclusion, this study supports the presence of two forms of inhibition which can be differentiated and specifically impaired in 7- to 12-year-old ADHD children. [less ▲]

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