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2017
Fourneret, P., & Portes V. Des (2017).  Developmental approach of executive functions: From infancy to adolescence. Archives de Pediatrie. 24(1),
Nusbaum, F., Hannoun S., Kocevar G., Stamile C., Fourneret P., Revol O., et al. (2017).  Hemispheric Differences in White Matter Microstructure between Two Profiles of Children with High Intelligence Quotient vs. Controls: A Tract-Based Spatial Statistics Study.. Frontiers in Neuroscience. 11,
Mathieu, R., Epinat-Duclos J., Léone J., Fayol M., Thevenot C., & Prado J. (2017).  Hippocampal spatial mechanisms relate to the development of arithmetic symbol processing in children. Developmental Cognitive Neuroscience.
Fourneret, P., & Desombre H. (2017).  The Severe Chronic Irritability Concept: A clinical dimension to consider in child and adolescent.. Encéphale. 43(2),
Mathieu, R., Epinat-Duclos J., Sigovan M., Breton A., Cheylus A., Fayol M., et al. (2017).  What's Behind a “+” Sign? Perceiving an Arithmetic Operator Recruits Brain Circuits for Spatial Orienting. Cerebral Cortex.
2016
Hochmann, J-R., Langus A., & Mehler J. (2016).  An Advantage for Perceptual Edges in Young Infants’ Memory for Speech. Language Learning.
Papeo, L., Tessari A., & Rumiati R. (2016).  Also patients with dementia need motor examination, but do we need more examination tools?. Journal of Neurology.
Mercier, H. (2016).  The Argumentative Theory: Predictions and Empirical Evidence. Trends in Cognitive Sciences.
Fourneret, P. (2016).  Becoming of very preterm and very low birth weight childrenin adulthood: One more effort. . .. Archives de Pediatrie. 23(3),
Mercier, H., Deguchi M., Van der Henst J-B., Yama H.., Mercier H.., DEGUCHI M.., et al. (2016).  The benefits of argumentation are cross-culturally robust: The case of Japan. Thinking & Reasoning.  (216.16 KB)
Wang, R.., Zhao H.., Ploux S.., Lu B.. L., & Utiyama M.. (2016).  A Bilingual Graph-Based Semantic Model for Statistical Machine Translation. International Joint Conference on Artificial Intelligence.
Bernard, S., Castelain T., Mercier H., Van der Henst J-B., Kaufmann L., & Clément F. (2016).  The boss is always right: Preschooler endorse the testimony of a dominant over that of a subordinate. Journal of Experimental Child Psychology.
H, M., & Mercier H. (2016).  Confirmation bias – Myside bias. In Cognitive Illusions, 2nd ed.
Dupuy, L.., Van der Henst J-B., Cheylus A.., & Reboul A.. (2016).  Context in Generalized Conversational Implicatures: the case of some. Frontiers in Psychology - Language Sciences.  (1.34 MB)
Katsos, N., Cummins C., Ezeizabarrena M-J., Gavarro A., Kraljević J. Kuvač, Hrzica G., et al. (2016).  Cross-linguistic patterns in the acquisition of quantifiers. PNAS.
Papeo, L., Hochmann J-R., & Battelli L. (2016).  The Default Computation of Negated Meanings. Journal of Cognitive Neuroscience.
SEGUIN, C., Roy A., Portes V. Des, & Bussy G. (2016).  Evaluation de la prise en charge rééducative des fonctions exécutives chez l’enfant : l’inhibition dans les troubles neurodéveloppementaux. Remédiation cognitive.
Castelain, T., Girotto V., Jamet F., & Mercier H. (2016).  Evidence for benefits of argumentation in a Mayan indigenous population. Evolution and Human Behavior.
Fourneret, P., & Poissant H. (2016).  Learning disorders in ADHD: How are they related?. Archives de Pédiatrie. 23(12),
Ploux, S. (2016).  Lexical semantics and topological models. History of Quantitative Linguistics in France.
Mercier, H. (2016).  Making Science Education More Natural – Some Ideas From the Argumentative Theory of Reasoning. German Journal of Educational Psychology. Special issue ‘Learning through communication.’.
Estivalet, G. Lopez (2016).  Mental Lexicon Architecture and Morphological Processing of French Verbs. NSCO.
Curie, A., Friocourt G., Bertrand S., Rochefort F., Loaëc N., Reboul A., et al. (2016).  Nouvelles perspectives dans l'atteinte spécifique du langage présentée par les patients ARX et la dysrégulation sous-jacente de FOXP1. 8èmes Assises de Génétique Humaine et Médicale.
Bernard, S., Clément F., & Mercier H. (2016).  Pure wishful thinking and its moderation in preschoolers. Journal of Experimental Child Psychology.
Trouche, E. (2016).  Reasoning as a social competence : an experimental comparison with the intellectualist theories. NSCO.

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