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 13 professors (7 full professors and 6 associate professors), 2 CNRS researchers (1 research director and 1 junior researchers), 2 computer technicians and 2 administrative assistants. In addition, the lab includes 3 visiting professors (1 research director, 1 full professor, 1 associate professor), 8 external professors (including 1 research director, 1 full professor, 2 associate professors), 4 engineers financed by grant funding, and 8 graduate students.

Follow us on Facebook

Selected publications

  • Brousse, O., Camenen, G., Dutrieux, A., & Paindavoine, M. (In Press). Smart neurocam with high level configuration tool. IEEE NEWCAS Conference. More ›
  • Drai-Zerbib, V. (In Press). What if musical skill, talent and besides creativity were just a matter of memory organization and strategies ?. International Journal for Talent Development and Creativity. More ›
  • Liefooghe, B., Hughes, S., Schmidt, J. R., & De Houwer, J. (2020). Stroop-like effects for derived stimulus-stimulus relations. Journal of Experimental Psychology: Learning, Memory, and Cognition, 46, 327-349. More ›
  • Vinter, A., Orlandi, O., & Morgan, P. (2020). Identification of textured tactile pictures in visually impaired and blindfolded sighted children. Frontiers in Developmental Psychology. More ›
  • Michel, C., Bonnet, C., Podor, B., Bard, P., & Poulin-Charronnat, B. (2019). Wearing prisms to hear differently: After-effects of prism adaptation on auditory perception. Cortex. More ›
  • Boucheix, J-M., & Forestier, C. (2017). Reducing the transience effect of animations does not (always) lead to better performance in children learning a complex hand procedure. Computers in Human Behavior, 69, 358-370. More ›
  • Mareschal, D., & French, R. M. (2017). A connectionist autoencoder using graded chunks to model infant visual statistical learning. Philosophical Transactions of the Royal Society B. More ›
  • Poulin-Charronnat, B., Perruchet, P., Tillmann, B., & Peereman, R. (2017). Familiar units prevail over statistical cues in word segmentation. Psychological Research, 5(81), 990-1003. More ›
  • Bonin, P., Laroche, B., & Perret, C. (2016). Locus of word frequency effects in spelling to dictation: Still at the orthographic level!. Journal of Experimental Psychology: Learning, Memory and Cognition. More ›
  • Thibaut, J.-P., & French, R. M. (2016). Analogical reasoning, control and executive functions: A developmental investigation with eye-tracking. Cognitive Development. More ›
  • Bugaiska, A., Mermillod, M., & Bonin, P. (2015). Does the thought of death contribute to the memory benefit of encoding with a survival scenario?. Memory, 23, 213-232. More ›

See all publications ›