References of "Meulemans, Thierry"
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See detailAttentional and executive functioning following mild traumatic brain injury in children using the Test for Attentional Performance (TAP) battery
Catale, Corinne ULg; Marique, Patrica; Closset, Annette et al

in Journal of Clinical & Experimental Neuropsychology (2009), 31(3), 331-338

The interpretation of the data regarding cognitive outcome in children who have suffered from mild traumatic brain injury (MTBI) remains currently controversial. The aim of the present study is to explore ... [more ▼]

The interpretation of the data regarding cognitive outcome in children who have suffered from mild traumatic brain injury (MTBI) remains currently controversial. The aim of the present study is to explore attentional and executive functioning in 6–12-year-old children who experienced a MTBI. A total of 15 children with MTBI and 15 matched noninjured children participated in the study. Attentional tasks using the Test for Attentional Performance battery were administered one year after the injury. In comparison to the noninjury children, MTBI children performed less accurately on selective attentional and updating tasks. These preliminary findings support the view that MTBI can have an impact on specific attentional functioning in children one year postinjury. [less ▲]

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See detailDoes cognitive impairment influence burden in caregivers of patients with Alzheimer’s disease?
Germain, Sophie ULg; Adam, Stéphane ULg; Olivier, Catherine ULg et al

in Journal of Alzheimer's Disease [=JAD] (2009), 17(1), 105-114

Alzheimer's disease is characterized by a progressive deterioration of various cognitive and behavioral abilities and it also has a health impact on the patients’ caregiver. Our aim was to determine the ... [more ▼]

Alzheimer's disease is characterized by a progressive deterioration of various cognitive and behavioral abilities and it also has a health impact on the patients’ caregiver. Our aim was to determine the patient (and to a lesser extent the caregiver’s) characteristics that contribute most to the caregiver burden. We used the baseline data from the ICTUS study, a European longitudinal cohort of patients with mild to moderate AD. Data from 1091 patients and their caregivers has been used for analysis. Three principal components analyses were performed on variables from the domains of cognition, neuropsychiatric symptoms and daily function using MMSE plus ADAS-Cog, NPI and IADL subscores respectively. These were followed by a stepwise logistic regression to identify patient characteristics which best predict caregiver burden. The regression model (R2 = 0.35, p < .001) shows that the best explanatory variables are (1) neuropsychiatric symptoms (NPI), (2) difficulties in the IADL, (3) time taken by caregiving, (4) demographic variables such as caregiver’s age and patient sex and (5) severity of cognitive impairment. In conclusion, our results demonstrate that although the strongest determinant of the caregiver burden is behavioral disturbance, the impact of the degree of cognitive impairment on burden is also significant. [less ▲]

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See detailThe Real Animal Size Test (RAST): A new measure of inhibitory control for young children
Catale, Corinne ULg; Meulemans, Thierry ULg

in European Journal of Psychological Assessment (2009), 25(2),

Inhibitory control disturbances are reported in numerous developmental and acquired neuropsychological disorders of young children. In this study, a new assessment tool, the Real Animal Size Test (RAST ... [more ▼]

Inhibitory control disturbances are reported in numerous developmental and acquired neuropsychological disorders of young children. In this study, a new assessment tool, the Real Animal Size Test (RAST) was tested. It includes four conditions: The first two conditions assess speed of processing and require making quick decisions, by pressing a response key, on the real size of animals and the on-screen size of big or small rectangles; the third and fourth condition (combined into one) require the child to decide the real size of animals displayed in congruent or incongruent size on the screen. Participants in the study were 90 children aged 5-9 years old. The results confirmed that the RAST provides a good measure of inhibitory control in children. In a second experiment, 15 children 5–9 years old with attention deficit and hyperactivity disorder symptoms (ADHD) participated; the RAST was also administered. The clinical pertinence of the RAST for ADHD symptoms is discussed. [less ▲]

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See detailAltération des traitements séquentiels chez les enfants dysphasiques
Gabriel, Audrey ULg; Maillart, Christelle ULg; Meulemans, Thierry ULg

Poster (2008, May 15)

Contexte : Peu de travaux ont été consacrés au développement des habiletés non linguistiques des enfants dysphasiques. Ce constat est paradoxal car des études montrent que les enfants porteurs de troubles ... [more ▼]

Contexte : Peu de travaux ont été consacrés au développement des habiletés non linguistiques des enfants dysphasiques. Ce constat est paradoxal car des études montrent que les enfants porteurs de troubles dits « spécifiques » présentent d’autres troubles non langagiers associés, notamment des troubles séquentiels (Ellis Weismer et al., 2005). D’un point de vue clinique, le pronostic concernant leur évolution semblerait parfois plus lié aux résultats obtenus aux épreuves non linguistiques (particulièrement celles impliquant un traitement séquentiel) qu’à la sévérité du déficit langagier ou à des caractéristiques langagières précises. Objectifs : Ce projet vise une meilleure compréhension de l’implication des traitements séquentiels dans l’origine de cette pathologie à des fins d’éclaircissement de l’étiologie et d’optimisation de prise en charge de ces patients, parfois très hétérogènes. Méthodologie : Apprentissage d’informations séquentielles et simultanées présentées visuellement et évaluation de son maintien auprès d’enfants dysphasiques âgés entre 6 et 12 ans, appariés à des sujets contrôles au niveau de l’âge chronologique et du QIP. Résultats : les résultats seront discutés ultérieurement. Toutefois, nous émettons l’hypothèse que les enfants dysphasiques obtiendraient des performances en dessous de la moyenne des enfants de même âge chronologique à toutes les épreuves faisant appel à un traitement séquentiel, contrairement aux épreuves faisant appel au traitement simultané. Conclusion : Les tâches qui requerraient un traitement séquentiel seraient altérées chez les enfants dysphasiques. Ceci n’a rien de surprenant étant donné que le langage est lui-même une activité séquentielle dans laquelle le mot constitue un ordre défini de phonèmes (Keele et al., 2003). [less ▲]

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See detailMémoire et attention: Evaluation et Perspective de Prise en charge
Catale, Corinne ULg; Meulemans, Thierry ULg

Conference given outside the academic context (2008)

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See detailDevelopment of Procedural Learning in Children : The “Toy Task”
Lejeune, Caroline ULg; Meulemans, Thierry ULg

Poster (2008)

The authors generally agree that procedural learning abilities play an important role in the child development and that they are present early in childhood. However, few studies have been carried out in ... [more ▼]

The authors generally agree that procedural learning abilities play an important role in the child development and that they are present early in childhood. However, few studies have been carried out in this area because of the difficulty to develop tests specifically designed for the evaluation of these capacities in young children. In this study, we presented a new task aimed to evaluate visuo-motor skill learning in the young child. The purpose of the present study was to explore whether procedural learning abilities are present in the same extent in 4-year as 7- and 10-year-old children. Our sample is composed of 60 children divided into 3 age-groups. The task is composed of 5 blocks of 12 trials during which each subject has to use a reversed mouse of a computer in order to “catch” different toys appearing on the screen; 2 blocks of 12 trials was administered after a 15 minutes delay. Our results show an important difference between the groups for the first block; on the other hand, for the next blocks, the results show an absence of age-related difference between participants in our perceptive-motor skill learning task, confirming the idea according to which procedural learning abilities are efficient early in development (the difference observed during the first block being probably due to the intervention of executive mechanisms). [less ▲]

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See detailL’apprentissage procédural chez le jeune enfant : présentation d’un nouvel outil d’évaluation
Lejeune, Caroline ULg; Delcourt, Isabelle; Meulemans, Thierry ULg

Poster (2008)

The authors generally agree that procedural learning abilities play an important role in the child development and that they are present early in childhood. However, few studies have been carried out in ... [more ▼]

The authors generally agree that procedural learning abilities play an important role in the child development and that they are present early in childhood. However, few studies have been carried out in this area because of the difficulty to develop tests specifically designed for the evaluation of these capacities in young children. In this study, we presented a new task aimed to evaluate visuo-motor skill learning in the young child. The purpose of the present study was to explore whether procedural learning abilities are present in the same extent in 4-year as 7- and 10-year-old children. Our sample is composed of 60 children divided into 3 age-groups. The task is composed of 5 blocks of 12 trials during which each subject has to use a reversed mouse of a computer in order to “catch” different toys appearing on the screen; 2 blocks of 12 trials was administered after a 15 minutes delay. Our results show an important difference between the groups for the first block; on the other hand, for the next blocks, the results show an absence of age-related difference between participants in our perceptive-motor skill learning task, confirming the idea according to which procedural learning abilities are efficient early in development (the difference observed during the first block being probably due to the intervention of executive mechanisms). [less ▲]

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See detailDevelopment of Procedural Learning in Children : The “Toy Task”
Lejeune, Caroline ULg; Meulemans, Thierry ULg

Poster (2008)

The authors generally agree that procedural learning abilities play an important role in the child development and that they are present early in childhood. However, few studies have been carried out in ... [more ▼]

The authors generally agree that procedural learning abilities play an important role in the child development and that they are present early in childhood. However, few studies have been carried out in this area because of the difficulty to develop tests specifically designed for the evaluation of these capacities in young children. In this study, we presented a new task aimed to evaluate visuo-motor skill learning in the young child. The purpose of the present study was to explore whether procedural learning abilities are present in the same extent in 4-year as 7- and 10-year-old children. Our sample is composed of 60 children divided into 3 age-groups. The task is composed of 5 blocks of 12 trials during which each subject has to use a reversed mouse of a computer in order to “catch” different toys appearing on the screen; 2 blocks of 12 trials was administered after a 15 minutes delay. Our results show an important difference between the groups for the first block; on the other hand, for the next blocks, the results show an absence of age-related difference between participants in our perceptive-motor skill learning task, confirming the idea according to which procedural learning abilities are efficient early in development (the difference observed during the first block being probably due to the intervention of executive mechanisms). [less ▲]

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See detailSkill Learning and Repetition Priming in Alzheimer’s Disease
Merbah, Sarah ULg; Meulemans, Thierry ULg

Poster (2008)

Several studies have shown with the mirror reading paradigm that procedural learning and repetition priming might be preserved in the early stages of Alzheimer’s disease (Deweer et al., 1994). Repetition ... [more ▼]

Several studies have shown with the mirror reading paradigm that procedural learning and repetition priming might be preserved in the early stages of Alzheimer’s disease (Deweer et al., 1994). Repetition priming is demonstrated by the reading times improvement for repeated words, while procedural learning is demonstrated when this improvement is also observed for new words. Our hypothesis was that this improvement could be due to a repetition priming effect for the letters rather than to the learning of a mirror reading skill. Indeed, because the same letters are presented throughout the task, a repetition priming effect could be sufficient to explain the improvement of performance. In order to test this hypothesis, we have administered to 20 young and elderly subjects and to 20 Alzheimer’s patients a new mirror reading task including two phases: an acquisition phase comprising pseudo-words constructed with one part of the alphabet, and a test phase in which both pseudo-words constructed with the same part of the alphabet and pseudo-words constructed with another part of the alphabet were presented. Reading faster the new pseudo-words composed with the repeated letters would reflect a repetition priming effect, while reading faster pseudo-words composed with “new” letters would reflect a procedural learning effect. Results show comparable repetition priming effects in Alzheimer’s patients and in young and elderly subjects, whereas only young and elderly subjects showed a procedural learning effect. These results suggest, contrary to previous studies, that the learning of a new perceptual skill could be not preserved in Alzheimer’s disease. [less ▲]

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See detailWhat is the impact of the explicit knowledge of sequence regularities on both deterministic and probabilistic serial reaction time task performance?
Stefaniak, Nicolas ULg; Willems, Sylvie ULg; Adam, Stéphane ULg et al

in Memory & Cognition (2008), 36(7), 1283-98

The aim of this study was to explore the role of prior explicit sequence knowledge by comparing its influence on serial reaction time (SRT) performance with either a deterministic or a probabilistic ... [more ▼]

The aim of this study was to explore the role of prior explicit sequence knowledge by comparing its influence on serial reaction time (SRT) performance with either a deterministic or a probabilistic sequence. The results confirm that, with a deterministic sequence, preliminary explicit learning improves SRT performance. On the other hand, with a probabilistic sequence, the results show no advantage for SRT performance in explicit-learning conditions. In addition, by using the process dissociation procedure (Jacoby, 1991), we show that performance on a subsequent generation task was more sustained by controlled processes for participants in the explicit-learning conditions than for those in the incidental condition. On the whole, these results, showing that the influence of explicit knowledge can be suppressed in certain specific conditions, are consistent with the intervention of both implicit and explicit mechanisms in SRT tasks, and the results also show that their relative influence can be modulated by the particular demands of the task. [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 (2007)

La formation suivra un double objectif : d'une part, les conceptions actuelles du fonctionnement mnésique et attentionnel seront présentées, en mettant particulièrement l'accent sur les données obtenues ... [more ▼]

La formation suivra un double objectif : d'une part, les conceptions actuelles du fonctionnement mnésique et attentionnel seront présentées, en mettant particulièrement l'accent sur les données obtenues auprès de patients cérébro-lésés; d'autre part, la logique générale de l'évaluation neuropsychologique des difficultés mnésiques et attentionnelles sera abordée. Notre objectif sera donc de montrer en quoi la neuropsychologie a contribué à notre compréhension des mécanismes de mémoire et d’attention. Par ailleurs, l’influence qu’ont pu avoir tous ces travaux sur les pratiques cliniques en (neuro)psychologie (et en particulier en neuropsychologie de l’enfant) sera également soulignée. La formation s’appuiera très largement sur des illustrations et sur la présentation de cas concrets. Des questions pratiques intéressant directement les psychologues de PMS seront également abordées (quelles informations sur la mémoire et l’attention peut-on tirer d’un profil de WISC ? quand faut-il envisager d’orienter un enfant vers une consultation spécialisée en neuropédiatrie ou en neuropsychologie ?, etc.). Au terme de cette formation, dont l’objectif n’est en aucun cas de procurer des « recettes » et autres ficelles applicables telles quelles dans la classe ou le milieu scolaire, le participant devrait être à même de poser un regard plus nuancé et plus averti sur les difficultés de mémoire et d’attention que peut présenter un enfant, et de disposer ainsi de meilleures bases pour décider de la nature du suivi ou de l’orientation à proposer. [less ▲]

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See detailA new inhibition task for young children: The “Real Size Animal” task
Catale, Corinne ULg; Meulemans, Thierry ULg

in Books of Conference Abstract: The 9th European Conference on Psychological Assessment (2007)

In neuropsychology, inhibition deficits underlie a variety of cognitive and behavioural dysfunctions and are reported in numerous developmental and acquired disorders (such as Attention Deficit and ... [more ▼]

In neuropsychology, inhibition deficits underlie a variety of cognitive and behavioural dysfunctions and are reported in numerous developmental and acquired disorders (such as Attention Deficit and Hyperactivity Disorders–ADHD). Despite a large body of literature regarding inhibition functioning in adult’s neuropsychology, developmental studies on inhibition remained for a long time scarce. Furthermore, most inhibition tools were originally developed for adults and are of limited interest in children – particularly in pre-school children. In this study, we present a new computerized measure of inhibition suitable to young children. This task includes three conditions. The two first conditions assess speed processing and require children to decide quickly, by pressing a response-key, [1] the real size of animals (bird =small) and [2] the on screen size of black rectangles (big or small). The third condition measures inhibition and requires deciding the real size of animals displayed in congruent (big elephant) or incongruent size (big bird) on the screen. Sixty children without neurological disorders and twelve ADHD children aged from 4 to 10 took part in this study. Our aims were to examine the developmental curve of inhibition abilities and to determine the task’s sensitivity in ADHD children. Results show that this task is particularly suitable to preschooler children and provides a good measure of inhibition development (p<.01). Furthermore, this task appears sensitive to inhibition’s disturbances in ADHD children (p<.05). In conclusion, these preliminary results support the validity of this measure to assess inhibition control in young children and its clinical interest in ADHD children. [less ▲]

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See detailLe trouble de l’attention avec hyperactivité : un trouble spécifique de l’inhibition ?
Catale, Corinne ULg; Meulemans, Thierry ULg

Poster (2007)

Unité de Neuropsychologie, Université de Liège (Belgique) Introduction Le trouble d’attention avec hyperactivité (ou ADHD, Attention Deficit/Hyperactivity Disorder) se caractérise par [1] un trouble ... [more ▼]

Unité de Neuropsychologie, Université de Liège (Belgique) Introduction Le trouble d’attention avec hyperactivité (ou ADHD, Attention Deficit/Hyperactivity Disorder) se caractérise par [1] un trouble d’attention, [2] une importante agitation motrice et [3] une impulsivité motrice. Ce trouble présente une prévalence estimée à 5 à 10% de la population prépubère, avec une nette prédominance masculine. Les conséquences de l’ADHD sont importantes : échec scolaire, difficultés d’apprentissages, mauvaise intégration sociale… En neuropsychologie, l’approche de l’ADHD vise à mieux comprendre les difficultés cognitives – et en particulier exécutives – que présentent ces enfants. Ainsi, s’il apparaît qu’un grand nombre de processus exécutifs sont altérés (voir Willcutt et al., 2005), plusieurs auteurs soulignent qu’un déficit de l’inhibition constituerait l’élément-clé qui rendrait compte des manifestations cognitives et cliniques de ce syndrome (Barkley, 1997). De nombreuses recherches ont toutefois suggéré que l’inhibition ne renvoie pas à un processus unitaire mais implique au contraire plusieurs sous-composants (inhibition verbale, motrice, perceptive ; voir par exemple Nassauer & Halperin, 2003). L’objectif de cette étude consiste à déterminer dans quelle mesure les troubles de l’inhibition présentés par les enfants ADHD sont sous-tendus par un déficit généralisé des processus inhibiteurs ou au contraire par une atteinte spécifique d’un de ces processus. Méthode Nous avons administré à 13 enfants ADHD âgé de 6 à 12 ans et 13 enfants de contrôle (appariés sur base de l’âge et du sexe) des tâches d’inhibition évaluant les capacités d’inhibition verbale (test de Stroop), motrice (épreuves de la Statue et du Go/No Go) et perceptive (Nassauer & Halperin, 2003), et une épreuve de raisonnement (Matrices de Raven Colorées). Résultats Les analyses de comparaison de moyennes indiquent que les enfants ADHD présentent des performances inférieures à celles des enfants de contrôle pour l’ensemble des épreuves d’inhibition : inhibition verbale (p<.05), motrice (p<.001) et perceptive (p<.01). Toutefois, des analyses de covariance montrent que lorsque l’on contrôle le niveau de raisonnement, les différences entre nos deux groupes disparaissent pour toutes les tâches, à l’exception de l’épreuve d’inhibition motrice « Statue ». Discussion Ces résultats préliminaires suggèrent que les enfants ADHD ne présentent pas un déficit généralisé des processus inhibiteurs, et que les troubles de l’inhibition motrice constituent probablement un élément-clé caractérisant le profil cognitif de ces enfants. Ces données confirment par ailleurs l’idée selon laquelle le concept d’inhibition recouvre des processus différents susceptibles d’être affectés de façon spécifique dans l’ADHD. [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 (2006)

La formation suivra un double objectif : d'une part, les conceptions actuelles du fonctionnement mnésique et attentionnel seront présentées, en mettant particulièrement l'accent sur les données obtenues ... [more ▼]

La formation suivra un double objectif : d'une part, les conceptions actuelles du fonctionnement mnésique et attentionnel seront présentées, en mettant particulièrement l'accent sur les données obtenues auprès de patients cérébro-lésés; d'autre part, la logique générale de l'évaluation neuropsychologique des difficultés mnésiques et attentionnelles sera abordée. Notre objectif sera donc de montrer en quoi la neuropsychologie a contribué à notre compréhension des mécanismes de mémoire et d’attention. Par ailleurs, l’influence qu’ont pu avoir tous ces travaux sur les pratiques cliniques en (neuro)psychologie (et en particulier en neuropsychologie de l’enfant) sera également soulignée. La formation s’appuiera très largement sur des illustrations et sur la présentation de cas concrets. Des questions pratiques intéressant directement les psychologues de PMS seront également abordées (quelles informations sur la mémoire et l’attention peut-on tirer d’un profil de WISC ? quand faut-il envisager d’orienter un enfant vers une consultation spécialisée en neuropédiatrie ou en neuropsychologie ?, etc.). Au terme de cette formation, dont l’objectif n’est en aucun cas de procurer des « recettes » et autres ficelles applicables telles quelles dans la classe ou le milieu scolaire, le participant devrait être à même de poser un regard plus nuancé et plus averti sur les difficultés de mémoire et d’attention que peut présenter un enfant, et de disposer ainsi de meilleures bases pour décider de la nature du suivi ou de l’orientation à proposer. [less ▲]

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See detailEffect of parental socio-educational level on memory and attentional measures in children
Catale, Corinne ULg; Hogge, Michaël; Meulemans, Thierry ULg

in Book of Abstracts: Annual Meeting of the Belgian Association for Psychological Science (2006)

In developmental neuropsychology, information about the influence of educational variables on executive and memory development is limited. This is particularly surprising when considering the adult ... [more ▼]

In developmental neuropsychology, information about the influence of educational variables on executive and memory development is limited. This is particularly surprising when considering the adult literature regarding the social and cultural effects on cognitive performances, which provide evidence that groups with higher levels of education achieve better on most neuropsychological tests (Ostrosky, Ardila, & Rosselli, 1999). The aim of this study was to analyze the relation between parents’ educational level and executive, attentional, memory and intellectual measures. Memory tasks (working and episodic memory), executive (inhibition and switching), attentional (alertness and selective attentional task) and intellectual tasks (verbal and non verbal subtests of WISC-III) were individually administered to 96 children divided according to 2 variables: age (6 and 10 years old) and parent’s educational level (University, High School and Elementary Education). Results showed an expected significant association between age and performance on all cognitive tasks. There was also a significant effect of parents’ educational level on most verbal tasks performed by children (including memory and verbal intellectual subtests) but also on various executive and attentional tasks (alertness, switching and inhibition tasks). Results confirmed that educational variables significantly influence children cognitive performances and not for only intelligence and verbal tasks, and emphasizes the need of further studies to specify the influence of education on the development of cognition. [less ▲]

Detailed reference viewed: 10 (0 ULg)