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Laboratoire d'Etude de l'Apprentissage et du Développement

Laboratory for Research on Learning and Developement

AERES Assessment Report

LEAD is a cognitive psychology lab whose research activity focuses on changes in information processing mechanisms during development and subsequent to implicit, didactic, or professional learning.

In contrast to the dominant models of cognition, the theoretical approach of the lab is to attempt to develop parsimonious cognitive models. The lab’s fundamental research agenda is complemented by research that is directly applicable to the health sciences and, to a lesser extent, to education and industry. Interdisciplinary research has an ever growing place at LEAD.

LEAD is currently part of the Biological Sciences Institute (INSB) of the French National Scientific Research Center (CNRS, section 26), to the DS6 section of the French Ministry of Education and Research, and to the Health & Engineering (Santé-STIC) division of the University of Burgundy.

The lab is made up of 12 professors (7 full professors and 5 associate professors), 2 CNRS researchers (1 research director and 1 junior researchers), 2 computer technicians and 2 administrative assistants. In addition, the lab includes 16 external professors (3 associate professors, 1 research director), 6 engineers financed by grant funding, and approximately 10 graduate students and post-docs.

Selected publications

  • Augier, L. & Thibaut, J.P. (2013). The benefits and costs of comparisons in a novel object categorization task: interactions with development. Psychonomic Bulletin & Review, 20(6), 1126-1132. More ›
  • Boucheix, J.M., Lowe, R.K., Kemala-Putri, D., & Groff, J. (2013). Cueing animations: Dynamic signaling aids information extraction and comprehension. Learning and Instruction, 25, 71-84. More ›
  • Mercadié, L., Caballe, J., Aucouturier, J.-J., & Bigand, E. (2013). Effect of synchronized or desynchronized music listening during osteopathic treatment: An EEG study. Psychophysiology. More ›
  • Bonin, P., Roux, S., Barry, C., & Canell, L. (2012). Evidence for a limited-cascading account of written word naming. Journal of Experimental Psychology: Learning, Memory and Cognition, 6(38), 1741-1758. More ›
  • Perruchet, P., & Poulin-Charronnat, B. (2012). Beyond transitional probability computations: Extracting word-like units when only statistical information is available. Journal of Memory and Language, 66, 807-818. More ›
  • Vinter, A., Fernandes, V., Orlandi, O., & Morgan, P. (2012). Exploratory procedures of tactile images in visually impaired and blindfolded sighted children: How they relate to their consequent performance in drawing. Research in Developmental Disabilities. More ›
  • French, R. M., Addyman, C., & Mareschal, D. (2011). TRACX: A Recognition-Based Connectionist Framework for Sequence Segmentation and Chunk Extraction. Psychological Review, 118(4), 614-636. More ›

See all publications ›