Laboratory for Research on Learning and Developement

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.

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Selected publications

  • Thiebaut, G, Méot, A, Witt, A, Prokop, P, & Bonin, P (In Press). “Touch me if you can!”: Individual differences in disease avoidance and social touch. Evolutionary Psychology. More ›
  • Ambard, M. (2021). Sunny Pointer: Designing a mouse pointer for people with peripheral vision loss (please contact the author to get the pdf). Assistive Technology. More ›
  • Bonnet, C., Poulin-Charronnat, B., Bard, P., Michel, C., & (2021). Modifying Auditory Perception with Prisms? Aftereffects of prism adaptation on a wide auditory spectrum in musicians and nonmusicians. Acta Psychologica. More ›
  • Jacquet, T., Poulin-Charronnat, B., Bard, P., Perra, J., & Lepers, R. (2021). Physical activity and music to counteract mental fatigue. Neuroscience. More ›
  • Perruchet, P., & Vinter, A. (2021). The self-organizing consciousness: Implications for deep learning. Trends in Artificial Intelligence. More ›
  • Šaban, I.; Schmidt, J. R. (2021). Stimulus and response conflict from a second language: Stroop interference in weakly-bilingual and recently-trained languages. Acta Psychologica, 218, Article 103360. More ›
  • Vanwalleghem, S., Miljkovitch, R., & Vinter, A. (2021). Intellectual disabilities, down syndrome and attachment representation among school-age children. Research in Developmental Disabilities, 118, DOI:10.1016/j.ridd.2. 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., Gauthier, P., Fontaine, J.B., & Jaffeux, S. (2018). Mixed camera viewpoints improve learning medical hand procedure from video in nurse training?. Computers in Human Behavior. More ›
  • Thibaut, J.P., Gelaes, S., & Murphy, G.L. (2018). Does practice in category learning increase rule use or exemplar use—or both?. Memory & Cognition, 46, 530-543. 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 ›

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