References of "Meulemans, Thierry"
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See detailThe impact of culture on cognitive performance in neuropsychological tests.
Schmitz, Xavier ULg; Mardaga, Julie; Meulemans, Thierry ULg

Poster (2009, September 17)

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See detailChildren with specific language impairment are impaired on implicit higher-order sequence learning, but not on implicit spatial context learning.
Gabriel, Audrey ULg; Schmitz, Xavier; Maillart, Christelle ULg et al

Poster (2009, June 05)

In a recent review of the SLI literature it has been suggested that low language and grammatical abilities would be directly associated with poor learning abilities of nonverbal sequences (Ullman ... [more ▼]

In a recent review of the SLI literature it has been suggested that low language and grammatical abilities would be directly associated with poor learning abilities of nonverbal sequences (Ullman & Pierpont, 2005; Tomblin et al., 2007). Therefore, one could hypothesize that a general purpose sequential pattern tracker could determine some aspects of language and grammar learning. In the present study, 15 children with SLI and 15 matched control children were compared on two implicit learning tasks: an alternating serial response time task in which sequential dependencies exist across non-adjacent elements, and a spatial context learning task in which the global configuration of a display cues the location of a searched target (Chun & Jiang, 1998). We predict that children with SLI will show impaired sequence learning and normal spatial context learning. By confirming the presence of a specific deficit in sequential learning processes, the present study should contribute to better understand the language abilities, and in particular the grammatical difficulties, of individuals with specific language impairment. [less ▲]

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See detailEffects of time of day on age-related differences in cognitive tests.
Schmitz, Xavier ULg; Willems, Sylvie ULg; Meulemans, Thierry ULg

Poster (2009, June 03)

Previous studies have shown a shift in the circadian rhythm – and more particularly in the optimal time of day (OTD) – across the adult life span (May et al., 1993). The aim of this study was to ... [more ▼]

Previous studies have shown a shift in the circadian rhythm – and more particularly in the optimal time of day (OTD) – across the adult life span (May et al., 1993). The aim of this study was to investigate the relationship between cognitive efficiency and OTD in 113 healthy old adults (Age: M = 69, SD = 6.1, Range = 60-80) and 175 younger adults (M = 40.8, SD = 12.9, Range = 20-59). Participants performed a large battery of cognitive tests that assessed episodic memory, working memory, executive and attentional functions. Results on the MEQ (Morningness-Eveningness Questionnaire; Horne & Östberg, 1976) confirmed the age-related shift toward a self-reported morning preference in older adults. Second, the categorization of participants according to their MEQ scores and the time of testing revealed that the OTD has a greater impact upon cognitive performance in older than in younger adults. Third, the age-related OTD impact was more striking in working memory (Brown-Peterson and Pasat) and episodic memory tasks (Buschke) than in other aspects of the cognitive functioning. In conclusion, older participants tested during their peak circadian periods tend to show greater performance on memory tasks that require careful or strategic processing relative to older participants who are tested at off-peak times of day. Taken together, these findings indicate that care must be taken when investigators are considering the effects of age on effortful memory tasks, which are particularly modulated by OTD in older adults. [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 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 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 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 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 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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