Child-Hayling test for French school-aged children: psychometric properties and normative data.

The Hayling Completion Sentence Test (HSCT) is dedicated to assess inhibition of the dominant response and includes two conditions, an automatic condition in which the participants are asked to complete sentences properly and an inhibition condition in which the participants were asked to produce a word completely unrelated to the sentence. The aim of our study was 1) to adapt, 2) to evaluate the psychometric properties and 3) to standardize the HSCT into a French-school-aged pediatric population. We developed the Child-Hayling Test, a child adaptation of the adult French version of the HSCT.

Evidence of a positive effect of verbal cumulative rehearsal on serial order working memory, as early as 4 years old.

The use of a verbal rehearsal strategy (repeating the items to be remembered to oneself in serial order) has been identified as a key factor in explaining working memory (WM) development. However, the debate remains open with regard to the age at which children are able to use it, and the actual benefits of using such a strategy. Numerous methodological constraints to identify WM strategies limit the interpretation of current findings reported in the literature.

Prosocial lying in children between 4 and 11 years of age: The role of emotional understanding and empathy.

This study examined whether emotional understanding and empathy were predictors of prosocial lying in children aged 4 to 11 years. A total of 144 children participated in the study. To assess children's prosocial lying, we used the Helping Scenario, a classical experimental paradigm that allows children to lie to help others at their own expense.

FANCat: French affective norms for ten emotional categories.

The present study develops key research for French word norms that combines the predominant theories of dimensional and discrete (or categorical) emotions. As a result, we provide the database FANCat, affective norms for a set of 1031 French words on ten discrete emotion categories: fear, anger, disgust, sadness, anxiety, awe, excitement, contentment, amusement, and serenity. FANCat complements a previous word set, FAN, which provides only the dimensional norms, valence, and arousal (Monnier & Syssau, 2014).

Affective norms for 720 French words rated by children and adolescents (FANchild).

FANchild (French Affective Norms for Children) provides norms of valence and arousal for a large corpus of French words (N = 720) rated by 908 French children and adolescents (ages 7, 9, 11, and 13). The ratings were made using the Self-Assessment Manikin (Lang, 1980). Because it combines evaluations of arousal and valence and includes ratings provided by 7-, 9-, 11-, and 13-year-olds, this database complements and extends existing French-language databases.

Multigroup confirmatory factor analysis and structural invariance with age of the Behavior Rating Inventory of Executive Function (BRIEF)--French version.

The parent and teacher forms of the French version of the Behavioral Rating Inventory of Executive Function (BRIEF) were used to evaluate executive function in everyday life in a large sample of healthy children (N = 951) aged between 5 and 18. Several psychometric methods were applied, with a view to providing clinicians with tools for score interpretation. The parent and teacher forms of the BRIEF were acceptably reliable.

Affective norms for French words (FAN).

The present study provides affective norms for a large corpus of French words (N = 1,031) that were rated on emotional valence and emotional arousal by 469 French young adults. Ratings were made using the Self-Assessment Manikin (Lang, 1980). By combining evaluations of valence and arousal, and including ratings provided by male and female young adults, this database complements and extends existing French-language databases.

The semantic-similarity effect in children: influence of long-term knowledge on verbal short-term memory.

The present research was designed to highlight the relation between children's categorical knowledge and their verbal short-term memory (STM) performance. To do this, we manipulated the categorical organization of the words composing lists to be memorized by 5- and 9-year-old children. Three types of word list were drawn up: semantically similar context-dependent (CD) lists, semantically similar context-independent (CI) lists, and semantically dissimilar lists.

Haptic recognition of two-dimensional raised-line patterns by early-blind, late-blind, and blindfolded sighted adults.

We investigated the role of visual experience and visual imagery in the processing of two-dimensional (2-D) tactile patterns. The performance of early-blind (EB), late-blind (LB), and blindfolded sighted (S) adults in the recognition of 2-D raised-line patterns was compared. We also examined whether recognition of 2-D tactile patterns depends on the type of memory strategy (eg spatial, visuo-spatial, verbal, and kinesthetic) used by EB, LB, and S participants to perform the task.

Short-term memory for spatial configurations in the tactile modality: a comparison with vision.

This study investigates the role of acquisition constraints on the short-term retention of spatial configurations in the tactile modality in comparison with vision. It tests whether the sequential processing of information inherent to the tactile modality could account for limitation in short-term memory span for tactual-spatial information. In addition, this study investigates developmental aspects of short-term memory for tactual- and visual-spatial configurations.

Children's emotional norms for 600 French words.

The present study provides a French child database containing a large corpus of words (N = 600) that were rated on emotional valence (positive, neutral, and negative) by French children differing in both age (5, 7, and 9 years old) and sex (girls and boys). Good response reliability was observed in each of the three age groups. The results showed some age differences in the children's ratings.

Semantic contribution to verbal short-term memory: are pleasant words easier to remember than neutral words in serial recall and serial recognition?

In the four experiments reported here, we examined the role of word pleasantness on immediate serial recall and immediate serial recognition. In Experiment 1, we compared verbal serial recall of pleasant and neutral words, using a limited set of items. In Experiment 2, we replicated Experiment 1 with an open set of words (i.