References of "Meulemans, Thierry"
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See detailEvaluer la mémoire épisodique par la réalité virtuelle ?
Willems, Sylvie ULiege; Meulemans, Thierry ULiege

Conference (2017, May 20)

L’évaluation de la mémoire épisodique est traditionnellement menée au moyen de tâches de rappel ou de reconnaissance peu écologiques (rappel ou reconnaissance de listes de mots, d’images). Un des atouts ... [more ▼]

L’évaluation de la mémoire épisodique est traditionnellement menée au moyen de tâches de rappel ou de reconnaissance peu écologiques (rappel ou reconnaissance de listes de mots, d’images). Un des atouts essentiels de la réalité virtuelle (RV) concerne la possibilité de créer des situations proches de la vie quotidienne, tout en permettant de contrôler différentes variables. Plusieurs études illustrent cet avantage dans le domaine de l’évaluation et de la prise en charge de la mémoire spatiale ou de la mémoire prospective. Dans le domaine de la mémoire épisodique, une étude suggère que la RV permettrait de cibler des aspects spécifiques de la mémoire épisodique (p.ex., binding) et que la performance y est davantage corrélée que pour les tâches classiques avec les plaintes cognitives de personnes âgées. Jusqu’à présent, toutefois, la RV a peu été appliquée en neuropsychologie clinique. Notre projet consiste à élaborer un test clinique standardisé proche de la vie quotidienne (p.ex., avec encodage incident d’information non répétée) permettant une évaluation de différents aspects du souvenir épisodique et une évaluation à la première personne. Nous explorerons si la performance à cette tâche est corrélée avec les performances aux tests classiques de mémoire, mais également avec le fonctionnement dans la vie quotidienne. Notre projet vise ainsi à évaluer la réelle valeur ajoutée de la RV dans l’examen clinique. [less ▲]

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See detailStereotype Content of People with Acquired Brain Injury: Warm but Incompetent
Fresson, Megan ULiege; Dardenne, Benoît ULiege; Geurten, Marie ULiege et al

in Journal of Applied Social Psychology (2017)

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See detailDistributed Training Enhances Implicit Sequence Acquisition in Children With Specific Language Impairment
Desmottes, Lise ULiege; Meulemans, Thierry ULiege; Patinec, Marie-Aude et al

in Journal of Speech, Language, and Hearing research (2017)

Purpose This study explored the effects of 2 different training structures on the implicit acquisition of a sequence in a serial reaction time (SRT) task in children with and without specific language ... [more ▼]

Purpose This study explored the effects of 2 different training structures on the implicit acquisition of a sequence in a serial reaction time (SRT) task in children with and without specific language impairment (SLI). Method All of the children underwent 3 training sessions, followed by a retention session 2 weeks after the last session. In the massed-training condition, the 3 training sessions were in immediate succession on 1 day, whereas in the distributed-training condition, the 3 training sessions were spread over a 1-week period in an expanding schedule format. Results Statistical analyses showed that the children with normal language were unaffected by the training conditions, performing the SRT task similarly in both training conditions. The children with SLI, however, were affected by the training structure, performing the SRT task better when the training sessions were spaced over time rather than clustered on 1 day. Conclusion This study demonstrated that although intensive training does not increase learning in children with SLI, distributing training sessions over time does increase learning. The implications of these results on the learning abilities of children with SLI are discussed, as are the mechanisms involved in massed versus distributed learning. [less ▲]

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See detailThe effect of feedback on children’s metacognitive judgments: a heuristic account
Geurten, Marie ULiege; Meulemans, Thierry ULiege

in Journal of Cognitive Psychology (2017), 29(2), 184-201

In three experiments, we investigated whether the feedback effect on the accuracy of children’s metacognitive judgments results from an improvement in monitoring processes or the use of the Anchoring-and ... [more ▼]

In three experiments, we investigated whether the feedback effect on the accuracy of children’s metacognitive judgments results from an improvement in monitoring processes or the use of the Anchoring-and-Adjustment heuristic. Experiment 1 revealed that adding feedback increased the accuracy of young children’s (aged 4, 6, and 8 years) memory prediction. In Experiment 2, the influence of an external anchor on children’s metacognitive judgment was established. Finally, in Experiment 3, two memory tasks that differed in terms of difficulty were administered. Participants were randomly assigned to an anchoring (high/low/no anchor) and a feedback (feedback/no feedback) condition. Results demonstrated that children in the feedback condition adjusted their predictions toward the feedback, regardless of the task’s difficulty. These findings are consistent with the hypothesis that external information provided by feedback is used as an anchor for judgment. This interpretation is strengthened by the correlation found between the two scores computed to assess participants’ susceptibility to anchoring and feedback effects, which indicates that children who are more sensitive to the anchoring effect are also more sensitive to the feedback effect. [less ▲]

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See detailMemory consolidation in children with Specific Language Impairment: Delayed gains and susceptibility to interference in implicit sequence learning
Desmottes, Lise ULiege; Maillart, Christelle ULiege; Meulemans, Thierry ULiege

in Journal of Clinical and Experimental Neuropsychology (2017)

Introduction: In this study, the time course of the procedural learning of a visuomotor sequence skill was followed over a 24-hour and a 1-week time period in children with and without specific language ... [more ▼]

Introduction: In this study, the time course of the procedural learning of a visuomotor sequence skill was followed over a 24-hour and a 1-week time period in children with and without specific language impairment (SLI). Two aspects of memory consolidation in implicit sequence learning were examined: the evolution of post-training gains in sequence knowledge (Experiment 1) and the susceptibility to interference (Experiment 2). Method and Results: In the first experiment, 18 children with SLI and 17 control children matched for sex, age, and nonverbal intelligence completed a serial reaction-time (SRT) task and were tested 24 hours and 1 week after practicing. The two groups of children attained an equal level of sequence knowledge in the training session, but the children with SLI lacked the consolidation gains displayed by the control children in the two post-training sessions. Working with a new group of children, 17 with SLI and 17 control peers, Experiment 2 examined resistance to interference by introducing a second sequence 15 minutes after the first training session. Similar results were obtained for the performance of both groups in the training session. However, although the performance of the control group improved in the post-training sessions, the performance of the SLI group deteriorated significantly during the consolidation phase due to the interfering sequence. Conclusion: These findings suggest that the consolidation phase of sequence learning is impaired in children with SLI. [less ▲]

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See detailFeedback effect on children's global metacognitive judgments
Geurten, Marie ULiege; Meulemans, Thierry ULiege

Poster (2017)

In three experiments, we investigated whether the feedback effect on the accuracy of children’s metacognitive judgments results from an improvement in monitoring processes or the use of the Anchoring-and ... [more ▼]

In three experiments, we investigated whether the feedback effect on the accuracy of children’s metacognitive judgments results from an improvement in monitoring processes or the use of the Anchoring-and-Adjustment heuristic. The purpose of Experiment 1 was to investigate whether 4-, 6-, and 8-year-old children are able to use feedback to increase the accuracy of their memory judgments. To do so, children in three age groups were divided into two experimental conditions (feedback or no feedback). After studying a list of associated words, participants were instructed to predict their future memory performance, and then they were asked to recall as many items as possible. Next, half of the participants were given concrete feedback about the accuracy of their global prediction. Once the feedback was provided, all children were presented with another set of associated word pairs and the procedure was repeated. Our results revealed that children’s predictions were more accurate in the feedback than in the no feedback condition, indicating that getting feedback about the accuracy of their judgments had a positive influence on their subsequent memory predictions. In Experiment 2, we sought to determine whether young children are able to use the Anchoring-and-Adjustment heuristic to guide their global memory predictions. For this purpose, 4-, 6-, and 8-year-old children were divided into three experimental conditions depending on the anchor that was provided (high, low, or no anchor). Data indicated that children’s predictions were higher in the high than in the low anchor condition, suggesting that children in all age groups adjusted their prospective judgment depending on the random anchor they were given. Finally, the primary aim of Experiment 3 was to determine whether the feedback effect can serve as an external anchor for children’s global prospective judgments. To do so, children (aged 4, 6, and 8 years) were presented with two memory tasks that differed in terms of difficulty. Participants were randomly assigned to an anchoring (high, low, or no anchor) and a feedback (feedback or no feedback) condition to obtain a balanced experimental design. Results showed that children in the feedback condition adjusted their predictions toward the feedback, regardless of the task’s difficulty. These findings are consistent with the hypothesis that external information provided by feedback is used as an anchor for judgment. This interpretation is strengthened by the correlation found between the two scores computed to assess participants’ susceptibility to anchoring and feedback effects, which indicates that children who are more sensitive to the anchoring effect are also more sensitive to the feedback effect. [less ▲]

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See detailStereotype contrast effect on neuropsychological assessment of contact-sport players: The moderating role of locus of control
Fresson, Megan ULiege; Dardenne, Benoît ULiege; Geurten, Marie ULiege et al

in Journal of Clinical and Experimental Neuropsychology (2017)

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See detailMetamemory Following Childhood Brain Injury: A Consequence of Executive Impairment
Geurten, Marie ULiege; Chevignard, Mathilde; Kerrouche, Bernadette et al

in Child Neuropsychology : A Journal on Normal & Abnormal Development in Childhood & Adolescence (2017), 23(1), 67-82

In this study, we investigated the influence of children’s level of executive functioning on two types of metamemory knowledge following a traumatic brain injury (TBI). For this purpose, 22 children (aged ... [more ▼]

In this study, we investigated the influence of children’s level of executive functioning on two types of metamemory knowledge following a traumatic brain injury (TBI). For this purpose, 22 children (aged 7 to 14 years) who had sustained a moderate to severe TBI and 44 typically developing children were recruited. Children with TBI were divided into two groups according to the severity of their executive impairment. Injury severity was determined by the Glasgow Coma Scale (GCS) score on admission or by the duration of unconsciousness. All children were then tested on both their knowledge of general memory functioning and their level of memory self-awareness, respectively assessed using total number of correct responses on an adapted version of Kreutzer et al.’s metamemory interview and a self-other discrepancy score on a questionnaire evaluating everyday memory abilities. Data analyses revealed that participants with TBI who suffered impaired executive functions demonstrated less general metamemory knowledge, and underestimated the frequency of their memory problems, compared with children with TBI who had preserved executive functions and with control participants. Considering the well-established effect of metamemory knowledge on people’s spontaneous implementation of strategies, the interest and the importance of these findings on both theoretical and clinical grounds are discussed. [less ▲]

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See detailVisual artificial grammar learning in children with SLI : Is variability the key ?
Desmottes, Lise ULiege; Maillart, Christelle ULiege; Demelenne, Pauline et al

Poster (2016, June 18)

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See detailMirror-drawing skill in children with Specific Language Impairment: Improving generalization by incorporating variability in the practice session
Desmottes, Lise ULiege; Maillart, Christelle ULiege; Meulemans, Thierry ULiege

in Child Neuropsychology : A Journal on Normal & Abnormal Development in Childhood & Adolescence (2016)

This study aimed to investigate the procedural deficit hypothesis (PDH) in children with Specific Language Impairment (SLI) by using a mirror-drawing task, a sensorimotor adaptation paradigm that does not ... [more ▼]

This study aimed to investigate the procedural deficit hypothesis (PDH) in children with Specific Language Impairment (SLI) by using a mirror-drawing task, a sensorimotor adaptation paradigm that does not involve sequence learning and has never before been used in SLI. Thirty school-aged children with SLI matched to 30 control children had to trace several figures seen only in mirror-reversed view in two learning sessions separated by a one-week delay. Two practice conditions were compared: a constant condition in which children had to trace the same figure throughout the learning trials, and a variable one in which they had to trace different figures in each trial. Results revealed a similar learning pattern between SLI and TD children in both practice conditions, suggesting that initial learning for a nonsequential procedural task is preserved in SLI. However, children with SLI generalized the mirror-drawing skill in the same way as control children only if there was variability in the way the material was trained (variable practice). No significant schedule effects were observed in the control group. [less ▲]

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See detailLater learning stages in procedural memory are impaired in children with Specific Language Impairment
Desmottes, Lise ULiege; Meulemans, Thierry ULiege; Maillart, Christelle ULiege

in Research in Developmental Disabilities (2016)

Background According to the Procedural Deficit Hypothesis (PDH), difficulties in the procedural memory system may contribute to the language difficulties encountered by children with Specific Language ... [more ▼]

Background According to the Procedural Deficit Hypothesis (PDH), difficulties in the procedural memory system may contribute to the language difficulties encountered by children with Specific Language Impairment (SLI). Most studies investigating the PDH have used the sequence learning paradigm; however these studies have principally focused on initial sequence learning in a single practice session. Aims The present study sought to extend these investigations by assessing the consolidation stage and longer-term retention of implicit sequence-specific knowledge in 42 children with or without SLI. Methods and procedures Both groups of children completed a serial reaction time task and were tested 24 h and one week after practice. Outcomes and results Results showed that children with SLI succeeded as well as children with typical development (TD) in the early acquisition stage of the sequence learning task. However, as training blocks progressed, only TD children improved their sequence knowledge while children with SLI did not appear to evolve any more. Moreover, children with SLI showed a lack of the consolidation gains in sequence knowledge displayed by the TD children. Conclusions and implications Overall, these results were in line with the predictions of the PDH and suggest that later learning stages in procedural memory are impaired in SLI. [less ▲]

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See detailStudying Self-Awareness in Children: Validation of the Questionnaire of Executive Functioning (QEF)
Geurten, Marie ULiege; Catale, Corinne ULiege; Geurten, Claire ULiege et al

in Clinical Neuropsychologist (2016), 30(4), 558-578

Objective: People with accurate representations of their own cognitive functioning (i.e., cognitive self-awareness) tend to use appropriate strategies to regulate their behavior. Due to the lack of ... [more ▼]

Objective: People with accurate representations of their own cognitive functioning (i.e., cognitive self-awareness) tend to use appropriate strategies to regulate their behavior. Due to the lack of appropriate instruments, few studies have examined the development of this ability among children. Method: This study tested the measurement properties of the self-rating and other-rating forms of the Questionnaire of Executive Functioning (QEF), designed to tap children’s knowledge of their executive functioning. Specifically, the construct, convergent, and discriminant validities were investigated and a self-other discrepancy score was computed to assess children’s executive self-awareness. Participants were 317 children aged 7 to 14 years old. Results: Confirmatory factor analyses carried out on the QEF confirmed the eight-factor structure of both versions. There were significant correlations between the QEF and the parent versions of the Behavior Rating Inventory of Executive Function, the Dysexecutive Questionnaire for Children, and the Childhood Executive Functioning Inventory. Both forms of the QEF were able to distinguish between children who had sustained a traumatic brain injury (TBI) and control participants. A statistical difference was observed between the TBI and control groups on this score, suggesting that TBI may trigger self-awareness impairments in children. Conclusion: The good psychometric properties of the two forms of the QEF were established. Furthermore, results of the analyses carried out on the different discrepancy scores seem to indicate that the QEF could help clinicians to detect patients with self-awareness deficits. [less ▲]

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See detailImplicit spoken words and motor sequences learning are impaired in children with Specific Language Impairment
Desmottes, Lise ULiege; Meulemans, Thierry ULiege; Maillart, Christelle ULiege

in Journal of the International Neuropsychological Society (2016)

Objective. This study aims to compare verbal and motor implicit sequence learning abilities in children with and without Specific Language Impairment (SLI). Methods. Forty-eight children (24 control and ... [more ▼]

Objective. This study aims to compare verbal and motor implicit sequence learning abilities in children with and without Specific Language Impairment (SLI). Methods. Forty-eight children (24 control and 24 SLI) were administered the Serial Search Task (SST), which enables the simultaneous assessment of implicit spoken words and visuomotor sequences learning. Results. Results showed that control children implicitly learned both the spoken words as well as the motor sequences. In contrast, children with SLI showed deficits in both types of learning. Moreover, correlational analyses revealed that SST performance was linked with grammatical abilities in control children but with lexical abilities in children with SLI. Conclusion. Overall, this pattern of results supports the procedural deficit hypothesis and suggests that domain general implicit sequence learning is impaired in SLI. [less ▲]

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See detailWorking Memory Assessment: Construct Validity of the Brown-Peterson Test
Geurten, Marie ULiege; Vincent, Eric ULiege; Van der Linden, Martial ULiege et al

in Canadian Journal of Behavioural Science = Revue Canadienne des Sciences du Comportement (2016), 48(4), 328-336

The classical Brown-Peterson task is generally supposed to assess working memory capacities. To date, however, the construct validity of the task remains mostly unexamined. In this context, the aim of the ... [more ▼]

The classical Brown-Peterson task is generally supposed to assess working memory capacities. To date, however, the construct validity of the task remains mostly unexamined. In this context, the aim of the present study was to demonstrate the convergent and the divergent validity as well as the clinical and the developmental sensitivity of a computerized version of the Brown-Peterson test. A group of 726 French-speaking participants aged from 18 to 86 years and 47 patients who had sustained a traumatic brain injury (TBI) were administered the Brown-Peterson task and various other cognitive tasks assessing executive functioning, verbal and visual memory, or processing speed. The correlation analyses revealed the good convergent of the task, which was shown to be able to distinguish between participants with TBI and control participants. We found an effect of age and education level on the different scores recorded for the Brown-Peterson test. Normative data taking into account the influence of the latter variables were thus provided. On the whole, these findings seem to confirm the validity of the Brown-Peterson task as a tool to assess working memory abilities. [less ▲]

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See detailTime’s Up! Involvement of Metamemory Knowledge, Executive Functions, and Time Monitoring in Children’s Prospective Memory Performance
Geurten, Marie ULiege; Lejeune, Caroline ULiege; Meulemans, Thierry ULiege

in Child Neuropsychology : A Journal on Normal & Abnormal Development in Childhood & Adolescence (2016), 22(4), 443-457

This study examined time-based prospective memory (PM) in children and explored the possible involvement of metamemory knowledge and executive functions in the use of an appropriate time monitoring ... [more ▼]

This study examined time-based prospective memory (PM) in children and explored the possible involvement of metamemory knowledge and executive functions in the use of an appropriate time monitoring strategy depending on the ongoing task’s difficulty. Specifically, a sample of 72 typically developing children aged 4, 6, and 9 years old were given an original PM paradigm composed of both an ongoing procedural activity and a PM task. Half of the participants (expert group) were trained in the ongoing activity before the prospective test. As expected, results show that time monitoring had a positive effect on children’s PM performance. Furthermore, mediation analyses reveal that strategic time monitoring was predicted by metamemory knowledge in the expert group but only by executive functions in the novice group. Overall, these findings provide interesting avenues to explain how metamemory knowledge, strategy use, and executive functions interact to improve PM performance during childhood. [less ▲]

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See detailShedding new light on representational neglect: The importance of dissociating visual and spatial components
Wansard, Murielle ULiege; Meulemans, Thierry ULiege; Geurten, Marie ULiege

in Neuropsychologia (2016), 84

Over the last decade, many studies have demonstrated that visuospatial working memory (VSWM) can be divided into two subsystems, dealing respectively with spatial and visual information. A similar ... [more ▼]

Over the last decade, many studies have demonstrated that visuospatial working memory (VSWM) can be divided into two subsystems, dealing respectively with spatial and visual information. A similar dissociation has been observed in brain-damaged patients without neglect for mental imagery skills. The first aim of the present study was to examine whether performance dissociations between spatial and visual mental imagery can be observed in unilateral neglect. The second objective was to further investigate the role of spatial and visual working memory subsystems in the mental representation abilities of neglect patients and healthy controls, and their dependence on the nature of the mental imagery tasks performed. The results showed that spatial and visual imagery processes can be selectively impaired in unilateral neglect. Spatial working memory skills were also found to strongly predict spatial imagery score in the two experimental groups. However, contrary to what was observed in healthy controls, visual working memory did not appear to predict performance on visual imagery tasks in neglect patients. Overall, these findings highlight the importance of investigating both visual and spatial components of working memory and mental imagery in neglect patients. [less ▲]

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See detailImplicit learning: A way to improve visual search in spatial neglect?
Wansard, Murielle ULiege; Geurten, Marie ULiege; Colson, Catherine et al

in Consciousness & Cognition (2016), 43

Studies have shown that neglect patients are able to use stimulus regularities to orient faster toward the neglected side, without necessarily being aware of that information, or at the very least without ... [more ▼]

Studies have shown that neglect patients are able to use stimulus regularities to orient faster toward the neglected side, without necessarily being aware of that information, or at the very least without being able to verbalize their knowledge. In order to better control for the involvement of explicit processes, the present study sought to test neglect patients’ ability to detect more complex associations between stimuli using tasks similar to those used in implicit learning studies. Our results demonstrate that neglect patients had difficulties implicitly learning complex associations, contrary to what we found with controls. The possible influence of attentional and working memory impairments are discussed. [less ▲]

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