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Number of documents

28

Amélie LUBIN - Assistant Professor


Je suis chercheur, membre du laboratoire LPCN.

Thématique de recherche principale

Sciences de l'information

Distinctions

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Contrats de recherche

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Activités d’enseignement et formation

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Responsabilités actuelles

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Journal articles19 documents

  • Céline Lanoë, Amélie Lubin, Olivier Houde, Grégoire Borst, Wim de Neys. Grammatical attraction error detection in children and adolescents. Cognitive Development, Elsevier, 2017, 44, pp.127-138. ⟨10.1016/j.cogdev.2017.09.002⟩. ⟨hal-02905240⟩
  • Céline Lanoë, Amélie Lubin, Julie Vidal, Olivier Houde, Grégoire Borst. Inhibitory control is needed to overcome written verb inflection errors: Evidence from a developmental negative priming study. Cognitive Development, Elsevier, 2016, 37, pp.18-27. ⟨10.1016/j.cogdev.2015.10.005⟩. ⟨hal-02905218⟩
  • Amélie Lubin, Sandrine Rossi, Céline Lanoë, Julie Vidal, Olivier Houdé, et al.. Expertise, inhibitory control and arithmetic word problems: A negative priming study in mathematics experts. Learning and Instruction, Elsevier, 2016, 45, pp.40-48. ⟨10.1016/j.learninstruc.2016.06.004⟩. ⟨hal-02923714⟩
  • Amélie Lubin, Sandrine Rossi, Céline Lanoë, Julie Vidal, Olivier Houdé, et al.. Expertise, inhibitory control and arithmetic word problems: A negative priming study in mathematics experts. Learning and Instruction, Elsevier, 2016, 45, pp.40-48. ⟨10.1016/j.learninstruc.2016.06.004⟩. ⟨hal-03220394⟩
  • Céline Lanoë, Julie Vidal, Amélie Lubin, Olivier Houdé, Grégoire Borst. Inhibitory control is needed to overcome written verb inflection errors: Evidence from a developmental negative priming study. Cognitive Development, Elsevier, 2016, 37, pp.18-27. ⟨10.1016/j.cogdev.2015.10.005⟩. ⟨hal-03220401⟩
  • Amélie Lubin, Laetitia Boulc'H, Sébastien Pacton, Céline Lanoë. Executive functions differentially contribute to fourth-graders' mathematics, reading and spelling skills. Journal of Cognitive Education and Psychology, Journal of Cognitive Education and Psychology, 2016, 15 (3), pp.444-463. ⟨halshs-01346697⟩
  • Amélie Lubin, Olivier Houdé, Wim de Neys. Evidence for children's error sensitivity during arithmetic word problem solving. Learning and Instruction, Elsevier, 2015, 40, pp.1-8. ⟨10.1016/j.learninstruc.2015.07.005⟩. ⟨hal-03220410⟩
  • Amélie Lubin, Julie Vidal, Céline Lanoë, Olivier Houdé, Grégoire Borst. Inhibitory control is needed for the resolution of arithmetic word problems: A developmental negative priming study.. Journal of Educational Psychology, American Psychological Association, 2013, 105 (3), pp.701-708. ⟨10.1037/a0032625⟩. ⟨hal-02924494⟩
  • Amélie Lubin, Sandrine Rossi, Grégory Simon, Céline Lanoë, Gaëlle Leroux, et al.. Numerical Transcoding Proficiency in 10-Year-Old Schoolchildren is Associated with Gray Matter Inter-Individual Differences: A Voxel-Based Morphometry Study. Frontiers in Psychology, Frontiers, 2013, 4, pp.197. ⟨10.3389/fpsyg.2013.00197⟩. ⟨hal-02127384⟩
  • Gaëlle Leroux, Amélie Lubin, Olivier Houdé, Céline Lanoë. How to best train children and adolescents for fMRI? Meta-analysis of the training methods in developmental neuroimaging. Neuroeducation, 2013, 2 (1), pp.44-70. ⟨10.24046/neuroed.20130201.44⟩. ⟨hal-02127313⟩
  • Grégory Simon, Céline Lanoë, Nicolas Poirel, Sandrine Rossi, Amélie Lubin, et al.. Dynamics of the Anatomical Changes That Occur in the Brains of Schoolchildren as They Learn to Read. PLoS ONE, Public Library of Science, 2013, 8 (12), pp.e81789. ⟨10.1371/journal.pone.0081789⟩. ⟨hal-01958840⟩
  • Amélie Lubin, Sandrine Rossi, Grégory Simon, Céline Lanoë, Gaëlle Leroux, et al.. Numerical Transcoding Proficiency in 10-Year-Old Schoolchildren is Associated with Gray Matter Inter-Individual Differences: A Voxel-Based Morphometry Study. Frontiers in Psychology, Frontiers, 2013, 4, ⟨10.3389/fpsyg.2013.00197⟩. ⟨hal-02951756⟩
  • Sandrine Rossi, Amélie Lubin, Grégory Simon, Céline Lanoë, Nicolas Poirel, et al.. Structural brain correlates of executive engagement in working memory: Children's inter-individual differences are reflected in the anterior insular cortex. Neuropsychologia, Elsevier, 2013, 51 (7), pp.1145-1150. ⟨10.1016/j.neuropsychologia.2013.03.011⟩. ⟨hal-02951749⟩
  • Ania Aïte, Mathieu Cassotti, Sandrine Rossi, Nicolas Poirel, Amélie Lubin, et al.. Is human decision making under ambiguity guided by loss frequency regardless of the costs? A developmental study using the Soochow Gambling Task. Journal of Experimental Child Psychology, Elsevier, 2012, 113 (7), pp.286-294. ⟨hal-00839623⟩
  • Olivier Houdé, Arlette Pineau, Gaëlle Leroux, Nicolas Poirel, Guy Perchey, et al.. Functional magnetic resonance imaging study of Piaget’s conservation-of-number task in preschool and school-age children: A neo-Piagetian approach. Journal of Experimental Child Psychology, Elsevier, 2011, 110, pp.332-346. ⟨10.1016/j.jecp.2011.04.008⟩. ⟨hal-01154325⟩
  • Nicolas Poirel, Manuel Vidal, Arlette Pineau, Céline Lanoë, Gaëlle Leroux, et al.. Evidence of different developmental trajectories for length estimation according to egocentric and allocentric viewpoints in children and adults.. Experimental Psychology, Hogrefe, 2011, 58 (2), pp.142-6. ⟨10.1027/1618-3169/a000079⟩. ⟨hal-00599765⟩
  • Nicolas Poirel, Grégory Simon, Mathieu Cassotti, Gaëlle Leroux, Guy Perchey, et al.. The Shift from Local to Global Visual Processing in 6- Year-Old Children Is Associated with Grey Matter Loss. PLoS ONE, Public Library of Science, 2011, 6 (6), pp.e20879. ⟨10.1371/journal.pone.0020879⟩. ⟨hal-02951491⟩
  • Olivier Houdé, Arlette Pineau, Gaëlle Leroux, Nicolas Poirel, Guy Perchey, et al.. Functional magnetic resonance imaging study of Piaget's conservation-of-number task in preschool and school-age children: A neo-Piagetian approach. Journal of Experimental Child Psychology, Elsevier, 2011, 110 (3), pp.332-346. ⟨10.1016/j.jecp.2011.04.008⟩. ⟨hal-02951444⟩
  • Gaëlle Leroux, Jeanne Spiess, Laure Zago, Sandrine Rossi, Amélie Lubin, et al.. Adult brains don't fully overcome biases that lead to incorrect performance during cognitive development: an fMRI study in young adults completing a Piaget-like task. Developmental Science, Wiley, 2009, 12 (2), pp.326-338. ⟨10.1111/j.1467-7687.2008.00785.x⟩. ⟨hal-02127368⟩

Conference papers4 documents

  • Amélie Lubin, Emmanuelle Regrin, Laetitia Boulc'H, Sébastien Pacton, Céline Lanoë. Executive functions differentially contribute to scholastic skills in fourth graders. . 17th European Conference on Developmental Psychology, Sep 2015, Braga, Portugal. ⟨halshs-01346783⟩
  • Céline Lanoë, Gaëlle Leroux, A Lubin, S Rossi, A Pineau, et al.. Méta-analyse des méthodes de préparation à l'Imagerie par Résonance Magnétique fonctionnelle (IRMf) chez l'enfant et l'adolescent Quelles préconisations pour la neuroéducation ?. XVII CONFERENCE OF AMSE-AMCE-WAER, Jun 2012, Reims, France. ⟨hal-02164842⟩
  • Amélie Lubin, Sandrine Rossi, Grégory Simon, Céline Lanoë, Gaëlle Leroux, et al.. Variations neuro-anatomiques chez des élèves présentant des performances numériques différentes : une étude en VBM. Colloque Méthodologie de recherche en neuroéducation et retombées éducatives, Neuroéducation Québec et l'EREST, Jun 2012, Reims, France. ⟨hal-02164896⟩
  • S Rossi, Gaëlle Leroux, A Lubin, N Poirel, C Lanoe, et al.. Imagerie du développement des enfants d'âge scolaire. Apports de la neuroimagerie à la compréhension du développement cognitif de l'enfant en lien avec les apprentissages scolaires Application en psychopédagogie. Les Entretiens Francophones de la Psychologie, Apr 2010, Boulogne-Billancourt, France. ⟨hal-02164926⟩

Poster communications5 documents

  • Pauline Allix, Amélie Lubin, Céline Lanoë, Sandrine Rossi. Cognitive sciences for academic success of middle school students. International Conference on Education and New Developments 2019, Jun 2019, Porto, Portugal. 1, pp.341, 2019, Education and New Developments 2019. ⟨hal-03266133⟩
  • Pauline Allix, Amélie Lubin, Céline Lanoë, Sandrine Rossi. Cognitive sciences for school learnings : What are the benefits on numerical skills of high school students?. International Convention of Psychological Science 2019, Mar 2019, Paris, France. 2019. ⟨hal-03266086⟩
  • Pauline Allix, Céline Lanoë, Amélie Lubin, Sandrine Rossi. Les sciences cognitives au service des apprentissages scolaires. 11eme Colloque Psychologie du Développement : Environnements, Innovations, May 2018, Lille, France. RIPSYDEVE, 2018. ⟨hal-03265769⟩
  • Emmanuelle Regrin, Amélie Lubin, Laetitia Boulc'H, Sébastien Pacton, Stéphanie Iannuzzi, et al.. Fonctions exécutives et apprentissages scolaires fondamentaux : étude comparative entre le développement normal et troublé.. Quatrième colloque scientifique de l’association pour la recherche en neuroéducation, May 2014, Caen, France. ⟨halshs-01346777⟩
  • Emmanuelle Regrin, Céline Lanoë, Laetitia Boulc'H, Sébastien Pacton, Amélie Lubin. Implication des fonctions exécutives dans les apprentissages scolaires fondamentaux chez des enfants de 9-10 ans.. 4ème Congrès International de l’Association pour la recherche en Neuroéducation, May 2014, Caen, France. 2014. ⟨halshs-01076830⟩