References of "Meulemans, Thierry"
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See detailBeyond the Experience: Detection of Metamemorial Regularities
Geurten, Marie ULg; Willems, Sylvie ULg; Meulemans, Thierry ULg

in Consciousness & Cognition (in press)

We examined the mechanisms involved in the development of the easily learned, easily remembered (ELER) heuristic in three groups of young children (4–5 years, 6–7 years, and 8–9 years). A trial-to ... [more ▼]

We examined the mechanisms involved in the development of the easily learned, easily remembered (ELER) heuristic in three groups of young children (4–5 years, 6–7 years, and 8–9 years). A trial-to-acquisition procedure was used to evaluate how much these children’s judgment of learning depended on the ELER heuristic. Moreover, a new experimental paradigm, composed of six phases—a pretest, four training phases, and a posttest—was employed to implicitly influence the validity of the ELER association that underlies this metacognitive rule. Results revealed that the ELER heuristic develops early (4–5 years), but its use is reduced after implicit training. Furthermore, executive monitoring was found to account for the smaller changes observed in older children (8–9 years) after training. From a developmental perspective, these findings present a coherent picture of children’s learning of metacognitive heuristics, wherein early automatic and implicit learning is later followed by effortful control. [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 ULg; Lejeune, Caroline ULg; Meulemans, Thierry ULg

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

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 detailThe Childhood Executive Function Inventory (CHEXI): Confirmatory Factor Analyses and Cross-Cultural Clinical Validity in a Sample of 8- to 11-Year-Old Children
Catale, Corinne ULg; Meulemans, Thierry ULg; Thorell, Lisa B.

in Journal of Attention Disorders (in press)

The Childhood Executive Functioning Inventory (CHEXI) is a new rating instrument for executive functioning developed by Thorell and Nyberg (2008). Through exploratory factor analyses, this inventory has ... [more ▼]

The Childhood Executive Functioning Inventory (CHEXI) is a new rating instrument for executive functioning developed by Thorell and Nyberg (2008). Through exploratory factor analyses, this inventory has been shown to tap into working memory and inhibition-related behaviors in young children. In this study, we present the psychometric characteristics of the French adaptation of the CHEXI in 8- to 11-year-old children. In addition, we explore the cross-cultural validity of the CHEXI in discriminating between children with ADHD and normally developing children in two culturally different samples (Belgian and Swedish). Confirmatory factor analyses replicated the two-factor solution, referred to as inhibition and working memory, that was identified in the original study with Swedish children. Supplementary analyses indicated that both subscales have good psychometric properties. From a clinical point of view, the CHEXI was found to discriminate, with high sensitivity and specificity, between children with ADHD and normally developing controls in both cultural samples. Cross-cultural clinical implications are discussed. [less ▲]

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See detailInvolvement of the Distinctiveness Heuristic in Children's Decision Making
Geurten, Marie ULg; Willems, Sylvie ULg; Meulemans, Thierry ULg

in International Convention of Psychological Science: ICPS, Amsterdam 2015 (2015)

Over the past decades, researchers studying adult metacognition have placed a heavy emphasis on how expectations and naïve theories about memory functioning can improve memory accuracy through the ... [more ▼]

Over the past decades, researchers studying adult metacognition have placed a heavy emphasis on how expectations and naïve theories about memory functioning can improve memory accuracy through the implementation of some metacognitive rules. By contrasts, however, research on metacognition in children has only recently started to pay attention to the influence of these heuristic-based judgments on decision making. Generally, the results of these studies indicate that memory decisions are already based on some heuristics by the ages of 7-8 years. Thus far, the question of whether younger children can do the same has widely gone unexamined. The present experiment investigates whether young children are able to reduce their false recognitions rate after distinctive encoding through the implementation of a strategic metacognitive rule. Specifically, we examine the use of a retrieval strategy called the distinctiveness heuristic whereby people infer that an event has not occurred when they cannot remember expected memorial information about it. Seventy-two children, aged 4, 6, and 9 years, studied two lists of unrelated items. One of these lists was visually displayed (picture/dictinctive condition) while the other was presented auditorily (word/no-distinctive condition). After each study phase, participants completed recognition tests. Finally, they answered questions about their explicit knowledge of the distinctive-encoding effect. The results revealed that even the youngest children in our sample showed a smaller proportion of intrusions in the picture condition than in the word condition. Furthermore, the findings of the signal detection analyses are consistent with the hypothesis that the lower rate of false recognitions after picture encoding results from the implementation of a conservative response criterion based on the participants’ metacognitive expectations (distinctiveness heuristic). Moreover, the absence of correlation between children’s explicit knowledge of the distinctiveness rule and their effective use of this metacognitive heuristic seems to indicate that its involvement in memory decisions could be mediated by implicit mechanisms. [less ▲]

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See detailEffect of “diagnosis threat” in clinical setting
Fresson, Megan ULg; Dardenne, Benoît ULg; Meulemans, Thierry ULg

Poster (2014, November 14)

Objective. When reminded of their neurological history, mild traumatic brain injured (TBI) students underperform on neuropsychological tests (Suhr & Gunstad, 2002). To date, this “diagnosis threat” (DT ... [more ▼]

Objective. When reminded of their neurological history, mild traumatic brain injured (TBI) students underperform on neuropsychological tests (Suhr & Gunstad, 2002). To date, this “diagnosis threat” (DT) phenomenon has mainly been studied with a non-clinical and high-functioning population (university students). The aim of this study was twofold: to study this phenomenon with neurological patients and to examine the mechanisms responsible for underperformance. Method. Patients (18-55 years-old) who had sustained a TBI or a stroke were recruited from ambulatory and hospitalized cares, and then assigned to one of three conditions : Patients attention was drawn on (1) their neurological disease and the neuropsychological components of the upcoming tasks (DT group) ; (2) their intact sensory capacities and the sensorial components of the tasks (Neutral group); or (3) their better cognitive abilities compared to Alzheimer disease patients (Stereotype boost group). After these instructions, patients carried out cognitive tasks and completed questionnaires. Results. Preliminary analyses (n=18) showed that, on the z-score of executive functioning, the DT group performed worse than both the neutral group (p=.03) and the stereotype boost group (p=.05), but did not differ for the attentional and memory scores. Instructions also had an impact on cognitive self-efficacy, with the neutral group demonstrating greater score than the negative one (p=.08). Furthermore, the self-efficacy score tended to correlate with the score of executive functioning (r=.37). Conclusions. Results show that the DT phenomenon has an impact on cognitive performances in clinical setting, at least on executive functions, which are usually demonstrated to be the most sensitive to stereotype effects. [less ▲]

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See detailIs there a global procedural learning deficit in children with Specific Language Impairment ?
Desmottes, Lise ULg; Maillart, Christelle ULg; Lejoly, Kelly ULg et al

Poster (2014, November 13)

The study of procedural learning abilities in children with Specific Language Impairment (Procedural Deficit Hypothesis, PDH; Ullman & Pierpont, 2005) remains a relatively unexplored field of research ... [more ▼]

The study of procedural learning abilities in children with Specific Language Impairment (Procedural Deficit Hypothesis, PDH; Ullman & Pierpont, 2005) remains a relatively unexplored field of research. Since most evidence comes from studies using tasks which involve learning of sequenced patterns, research using other procedural learning paradigms (like motor adaptation tasks) is needed to further evaluate the PDH in children with Specific Language Impairment (SLI). Therefore, in this study, we examined the ability of children with and without SLI to learn, consolidate and generalize a mirror-tracing task, a paradigm that does not involve sequence learning and had never been used in SLI. Children with SLI and typical developing (TD) matched children participated in the study. Children with SLI were included if they scored below -1.25 SD of the expected normative performance in at least 2 language areas. Both groups had to trace ten 5-pointed stars seen only in mirror-reversed view in two learning sessions separated by a one-week delay. The transfer phase consisted in tracing a new figure. The time required to complete the tracing, and the number of errors committed were recorded. Full results will be presented and discussed during the presentation of the paper. [less ▲]

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See detailAutomatization of mirror - tracing skill in children with Developmental Coordination Disorder
Lejeune, Caroline ULg; Meulemans, Thierry ULg; Desmottes, Lise ULg et al

Poster (2014, September)

Aim: This study investigated the hypothesis of a skill automatization deficit in Developmental Coordination Disorder (DCD). Method: Thirty children (15 with DCD and 15 control children), aged between 7 ... [more ▼]

Aim: This study investigated the hypothesis of a skill automatization deficit in Developmental Coordination Disorder (DCD). Method: Thirty children (15 with DCD and 15 control children), aged between 7 and 12 years old, were administered the mirror-tracing task during two 10-trials sessions separated by one week. An auditory interference task was introduced at the end of the procedural learning phase to test skill automatization. Results: Interestingly, no between-group difference was revealed in learning and automatization measures except for a specific subgroup of DCD children (n=5) who experienced difficulties in skill automatization. Conclusion: The results of our preliminary study highlighted the heterogeneity of the deficit presented in DCD and they emphasized the importance to explore further the lack of automatization in DCD. [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, July)

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 detailConstruction d’un référentiel de compétences pour la formation de psychologues
Peters, Stéphanie ULg; Meulemans, Thierry ULg; Maillart, Christelle ULg et al

Conference (2014, May 19)

L’élaboration de ce référentiel de compétences pour les psychologues répond à trois motivations principales, relevées lors de démarches d’évaluation de la qualité de notre enseignement : accompagner le ... [more ▼]

L’élaboration de ce référentiel de compétences pour les psychologues répond à trois motivations principales, relevées lors de démarches d’évaluation de la qualité de notre enseignement : accompagner le parcours identitaire et pédagogique des étudiants, faciliter le travail partenarial entre enseignants, et répondre aux obligations institutionnelles. Le modèle théorique qui a guidé la construction du référentiel est celui proposé par J. Tardif (2006). Il présente notamment comme avantages de préciser les situations professionnelles dans lesquelles sont mobilisées les compétences et leurs composantes, de définir des trajectoires de développement qui témoignent ainsi de la progression de l’étudiant dans son parcours de formation, et de lier les apprentissages à des domaines de ressources permettant donc de faire le lien avec les cours du programme. Pour construire ce référentiel, trois sources ont été mobilisées : (1) les pratiques des psychologues professionnels (Hansez, Côte & Mormont, 2008), (2) la littérature existante concernant les compétences des psychologues (Batram & Roe, 2005 ; Europsy, 2005 ; Tuning, s.d.) et les critères de qualité d’une formation universitaire en psychologie (APA, 2008, 2013 ; Mayo, 2008), et (3) l’expertise des enseignants du cursus. Cette communication présentera le référentiel, composé de cinq compétences. Elle s’arrêtera également sur deux points de discussion qui ont émergé lors de la construction de ce référentiel, et qui le colorent largement : (1) la maîtrise de savoirs théoriques et méthodologiques, et (2) l’importance de développer chez les étudiants des réflexes et outils d’analyse des enjeux et effets sociétaux des pratiques et des savoirs du psychologue. Les implications de ce référentiel dans la conception du parcours de formation seront annoncées. [less ▲]

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See detailDevelopmental Invariance in Implicit Sequence Learning
Lejeune, Caroline ULg; Wansard, Murielle ULg; Meulemans, Thierry ULg

Poster (2014, April 05)

This study was intended to test the age invariance hypothesis on implicit learning abilities using the serial reaction time paradigm and focusing on the comparison of second-order conditional (SOC ... [more ▼]

This study was intended to test the age invariance hypothesis on implicit learning abilities using the serial reaction time paradigm and focusing on the comparison of second-order conditional (SOC) sequences of two different lengths (8 and 12 elements). A total of 128 participants from 4 age groups (4 years, 7 years, 10 years, and adults) were tested. The results showed significant and similar learning effects in 4-, 7-, and 10-year-old children, as well as adults. The learning effect was more pronounced for the 8-element sequence than for the 12-element sequence for all age groups, suggesting that the shorter sequence was better learned than the longer one. In addition, the degree of explicit sequence awareness was comparable between age groups and sequence lengths. These results, showing that 4-year-old children are able to learn 8- and 12-element-long SOC sequences as well as adults, provide further support for the hypothesis that implicit learning abilities are developmentally invariant. [less ▲]

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See detailThe Neural Correlates of Re-cancellation Behaviors in Unilateral Neglect: A Neuropsychological Approach
Wansard, Murielle ULg; Bastin, Christine ULg; Meulemans, Thierry ULg

Poster (2014, April)

The present study focused on re-cancellation behaviors in unilateral neglect (i.e., the tendency to search repeatedly items located on the right side in visual search tasks), and used a neuropsychological ... [more ▼]

The present study focused on re-cancellation behaviors in unilateral neglect (i.e., the tendency to search repeatedly items located on the right side in visual search tasks), and used a neuropsychological approach to identify the cerebral correlates of this deficit. Fourteen patients suffering from left neglect and 14 elderly age-matched controls performed a cancellation task without visual feedback. Neglect patients cancelled fewer targets than controls, and re-cancelled an abnormally high number of targets. Lesion maps were used to compare the location of brain damage in neglect patients with the highest versus the lowest percentage of re-cancellations. Anatomical data revealed that the right insula is commonly damaged in 5 out of 6 patients with the highest re-cancellation percentage, but is spared in the subgroup of patients with the lowest re-cancellation percentage. These results suggest that damage to the right insula may contribute to pathological visual search in spatial neglect, possibly by reducing interaction between the ventral and dorsal attention network (the latter being more directly involved in spatial processes). [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 detailVisual neglect: Is there a relationship between impaired spatial working memory and re-cancellation?
Wansard, Murielle ULg; Meulemans, Thierry ULg; Gillet, Sophie ULg et al

in Experimental Brain Research (2014)

In visual search tasks, neglect patients tend to explore and repeatedly re-cancel stimuli on the ipsilesional side, as if they did not realize that they had previously examined the rightward locations ... [more ▼]

In visual search tasks, neglect patients tend to explore and repeatedly re-cancel stimuli on the ipsilesional side, as if they did not realize that they had previously examined the rightward locations favoured by their lateral bias. The aim of this study was to explore the hypothesis that a spatial working memory deficit explains these ipsilesional re-cancellation errors in neglect patients. For the first time, we evaluated spatial working memory and re-cancellation through separate and independent tasks in a group of patients with right hemisphere damage and a diagnosis of left neglect. Results showed impaired spatial working memory in neglect patients. Compared to the control group, neglect patients cancelled fewer targets and made more re-cancellations both on the left side and on the right side. The spatial working memory deficit appears to be related to re-cancellations, but only for some neglect patients. Alternative interpretations of re-exploration of space are discussed. [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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