Removing the academic framing in student evaluations improves achievement in children with dyslexia: The mediating role of self-judgement of competence.

Self-judgement is known to play a crucial role in academic achievement, and as such, may be expected to have an impact on students with dyslexia. Their self-judgements may reflect the negative stereotype of low competence that targets people with disabilities. Their repeated academic failures may lead to a negative association between "school" and "failure".

Psychological effects of remote-only communication among reference persons of ICU patients during COVID-19 pandemic.

Background: During COVID-19 pandemic, visits have been prohibited in most French ICUs. Psychological effects, for reference persons (RPs), of remote-only communication have been assessed.

Methods: All RPs of patients referred to ICU for COVID-19 were included.

Disentangling cross-language orthographic neighborhood from markedness effects in L2 visual word recognition.

Previous research has reported that lexical access in bilinguals is language non-selective. In the present study, we explored the extent to which cross-language orthographic neighborhood size (N-size) effects, an index of language non-selectivity, should be dissociated from markedness effects, a sub-lexical orthographic variable referring to the degree of language- shared (unmarked) versus specific (marked) orthography. Two proficiency groups of French/English bilinguals performed an English (L2) lexical decision task with three word and non-word conditions: (1) English words with large French N-size/unmarked orthography (price), (2) small French N-size/unmarked orthography (drive), and (3) small French N-size/marked orthography (write).

Working memory in children predicts performance on a gambling task.

The authors investigated whether working memory (WM) plays a significant role in the development of decision making in children, operationalized by the Children's Gambling Task (CGT). A total of 105 children aged 6-7, 8-9, and 10-11 years old carried out the CGT. Children aged 6-7 years old were found to have a lower performance than older children, which shows that the CGT is sensitive to participant's age.