Publications de Anne Theurel

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2022

  • Theurel, A., Witt, A. (2022). Identifying barriers to mental health help-seeking in French university students during the Covid-19 pandemic. Creative Education. Détails ›

2020

  • Barisnikov, K., Theurel, A., & Lejeune, F. (2020). Emotion knowledge in neurotypical children and in those with down syndrome. Applied Neuropsychology: Child. Détails ›
  • Theurel, A., Gimbert, F., & Gentaz, É. (2020). The effectiveness of a school-based mindfulness intervention (ADOMIND) on adolescents’ depressive symptoms: a pilot study. L’Annee psychologique, 3(120), 233-247. Détails ›

2018

  • Colé, P., Cavalli, E., Duncan, L. G., Theurel, A., Gentaz, E., Sprenger-Charolles, L., & El-Ahmadi, A. (2018). What is the influence of morphological knowledge in the early stages of reading acquisition among low SES children? A graphical modeling approach. Frontiers in Psychology. Détails ›
  • Theurel, A., & Gentaz, E. (2018). The regulation of emotions in adolescents: Age differences and emotion-specific patterns. PloS one, 6(13), e0195501. Détails ›
  • Theurel, A., Gimbert, F., & Gentaz, É. (2018). Quels sont les bénéfices académiques, cognitifs, socio-émotionnels et psychologiques des interventions baseées sur la pleine conscience en milieu scolaire? Une synthèse de 39 études quantitatives publiées entre 2005 et 2017. Approche neuropsychologique des apprentissages chez l'enfant, 30(154), 337-352. Détails ›
  • Valente, D., Theurel, A., & Gentaz, E. (2018). The role of visual experience in the production of emotional facial expressions by blind people: A review. Psychonomic bulletin & review, 2(25), 483-497. Détails ›

2016

  • Theurel, A., Witt, A., Malsert, J., Lejeune, F., Fiorentini, C., Barisnikov, K., & Gentaz, E. (2016). The integration of visual context information in facial emotion recognition in 5-to 15-year-olds. Journal of experimental child psychology. Détails ›

2015

  • Gentaz, E., Sprenger-Charolles, L., & Theurel, A. (2015). Differences in the predictors of reading comprehension in first graders from low socio-economic status families with either good or poor decoding skills. PloS one, 3(10), e0119581. Détails ›
  • Theurel, A., & Gentaz, E. (2015). Entraîner les compétences émotionnelles à l’école. Approche neuropsychologique des apprentissages chez l'enfant. Détails ›

2014

  • Witt, A., Theurel, A., Tolsa, C. B., Lejeune, F., Fernandes, L., de Jonge, L. V. H., ... & Hüppi, P. S. (2014). Emotional and effortful control abilities in 42-month-old very preterm and full-term children. Early human development, 10(90), 565-569. Détails ›

2013

  • Gentaz, E., Sprenger-Charolles, L., Theurel, A., & Colé, P. (2013). Reading comprehension in a large cohort of French first graders from low socio-economic status families: A 7-month longitudinal study. PLoS One, 11(8), e78608. Détails ›
  • Theurel, A., Witt, A., Claudet, P., Hatwell, Y., & Gentaz, E. (2013). Tactile picture recognition by early blind children: the effect of illustration technique. Journal of experimental psychology: Applied, 3(19), 233. Détails ›

2012

  • Theurel, A., Frileux, S., Hatwell, Y., & Gentaz, E. (2012). The haptic recognition of geometrical shapes in congenitally blind and blindfolded adolescents: is there a haptic prototype effect?. PloS one, 6(7), e40251. Détails ›
  • Theurel, J., Theurel, A., & Lepers, R. (2012). Physiological and cognitive responses when riding an electrically assisted bicycle versus a classical bicycle. Ergonomics, 7(55), 773-781. Détails ›