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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 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 10 external professors (1 research director, 2 associate professors), 5 engineers financed by grant funding, and approximately 10 graduate students and post-docs.

Selected publications

  • Brousse, O., Camenen, G., Dutrieux, A., & Paindavoine, M. (In Press). Smart neurocam with high level configuration tool. IEEE NEWCAS Conference. More ›
  • Poulin-Charronnat, B., Perruchet, P., Tillmann, B., & Peereman, R. (In Press). Familiar units prevail over statistical cues in word segmentation. Psychological Research. 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 ›
  • 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 ›
  • Ambard, M., Benezeth, Y., & Pfister, P. (2015). Mobile video-to-audio transducer and motion detection for sensory substitution. Frontiers in ICT, Virtual environements. 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 ›