Amélie LUBIN

Dernière modification le 10/01/2018

Amélie LUBIN
 amelie.lubin@unicaen.fr
Site web : http://amelielubin.wix.com/amelielubin

Maître de conférences

Membre de l'équipe LPCN

Amélie LUBIN

Maître de Conférences en Psychologie du Développement

Université PARIS DESCARTES

Laboratoire de Psychologie Caen Normandie (LPCN, EA 7452)

Maison de la Recherche en Sciences Humaines (USR 3486, CNRS)

Université Caen Normandie, Normandie Université 

Batiment L, étage 6, porte SE 612 

Esplanade de la Paix 

14032 Caen Cedex 5

E-mail : amelie.lubin@unicaen.fr  

 

Institut de Psychologie

Centre H. Piéron, bureau 4085

Université Paris Descartes

71 avenue Edouard Vaillant

92774 Boulogne-Billancourt Cedex

E-mail : amelie.lubin@parisdescartes.fr

 

Researchgate : https://www.researchgate.net/profile/Amelie_Lubin

Publications

Pour télécharger les articles en pdf, voir ma page sur Researchgate : https://www.researchgate.net/profile/Amelie_Lubin

       Lanoë, C., Lubin, A., Houdé, O., Borst, G., De Neys, W. (2017) Attraction error detection in children and adolescents. Cognitive Development, 44, 127-138

       Rossi, S., Lubin, A., & Lanoë, C. (2017) Découvrir le cerveau à l’école: Les sciences cognitives au service des apprentissages. Paris: Canopé Editions, Ministère de l’Education Nationale.

              Rossi, S. & Lubin, A. (2017). Biais de raisonnement dans la cognition mathématique : Origines et remédiation.  Rééducation Orthophonique, 269, 161-176.

Lubin, A., Regrin, E., Boulc’h, L., Pacton, S., & Lanoë, C. (2016). Executive functions differentially contribute to fourth graders' mathematics, reading and spelling skills. Journal of Cognitive Education and Psychology, 15.

Lanoë, C., Rossi, S. & Lubin, A. (2016). La découverte du cerveau chez les élèves d’école primaire, Revue Canadienne vivre le Primaire, automne, 33-34.

Lubin, A., Rossi, S., Lanoë, C., Vidal, J., Houdé, O. & Borst, G. (2016).  Expertise, inhibitory control and arithmetic word problems: A negative priming study in mathematics experts. Learning and Instruction, 45, 40-48. doi: 10.1016/j.learninstruc.2016.06.004

Lanoë, C., Lubin, A. & Rossi, S. (2016). Découvrir son cerveau pour mieux apprendre. Les cahiers pédagogiques, 527, 39-40.

Lanoë, C., Vidal, J., Lubin, A., Houdé, O., & Borst, G. (2016). Inhibitory control is needed to overcome verb inflection errors: Evidence from a developmental negative priming study. Cognitive Development, 37, 18-27. doi: 10.1016/j.cogdev.2015.10.005.

Lubin, A., Houdé, O., & De Neys, W. (2015). Evidence for children’s error sensitivity during arithmetic word problem solving. Learning and Instruction, 40, 1-8.doi: 10.1016/j.learninstruc.2015.07.005

Rossi, S., Lanoë, C., Poirel, N., Pineau, A., Houdé, O. & Lubin, A. (2015). When I met my brain: Participating in a neuroimaging study influences children's naïve mind-brain conceptions. Trends in Neuroscience and Education. doi:10.1016/j.tine.2015.07.001

Simon, G. Lubin, A., Houdé, O. & De Neys, W. (2015).  Anterior cingulate cortex and intuitive bias detection during number conservation. Cognitive Neuroscience. doi: 10.1080/17588928.2015.1036847

Lanoë, C., Rossi, S., Froment, L., & Lubin, A. (2015). Le programme pédagogique neuroéducatif « À la découverte de mon cerveau »: quels bénéfices pour les élèves de l’école élémentaire? ANAE, 134, 55-62.

Lubin, A., Rossi, S., Poirel, N., Lanoë, C., Pineau, A., & Houdé, O. (2015). The role of self-action in 2-year-old children: An illustration of the arithmetical inversion principle before formal schooling. Child Development Research. doi: 10.1155/2015/879258

Lubin, A., Simon, G., Houdé, O., & De Neys, W. (2015). Inhibition, conflict detection and number conservation. ZDM – The International Journal on Mathematics Education, 47, 793-800. doi: 10.1007/s11858-014-0649-0

De Neys, W., Lubin, A., & Houdé, O. (2014). The smart non-conserver: Preschoolers detect their number conservation errors. Child Development Research: doi:10.1155/2014/768186.

Leroux, G., Lubin, A., Houdé, O., Lanoë, C. (2013). How to best train children and adolescents for fMRI ? Meta-analysis of the training methods in developmental neuroimaging. Neuroéducation, 2, 44-71.

Lubin, A., Rossi, S., Simon, G., Lanoë, C., Leroux, G., Poirel, N., Pineau, A., & Houdé, O. (2013). Numerical transcoding proficiency in 10-year-old schoolchildren is associated with grey-matter interindividual differences: A voxel-based morphometry study. Frontiers in Psychology:4:197. doi: 10.3389/fpsyg.2013.00197.

Lubin, A., Vidal, J., Lanoë, C., Houdé, O., & Borst, G. (2013). Inhibitory control is needed for the resolution of arithmetic word problems: A developmental negative priming study. Journal of Educational Psychology, 105, 3, 701-708.

Rossi, S., Lubin, A., Simon, G., Lanoë, C., Poirel, N., Cachia, A., Pineau, A., & Houdé, O. (2013). Structural brain correlates of executive engagement in working memory: Children's inter-individual differences are reflected in the anterior insular cortex. Neuropsychologia, 51, 1145-1150.

Simon, G., Lanoë, C., Poirel, N., Rossi, S., Lubin, A., Pineau, A., & Houdé, O. (2013). Dynamics of the anatomical changes that occur in the brains of schoolchildren as they learn to read. PLoS ONE, 8(12):e81789. doi:10.1371/journal.pone.0081789.

Lubin, A.*, Lanoë, C.*, Pineau, A. & Rossi, S. (2012).  Inhibition training: An innovative pedagogy for academic learning (mathematics and spelling) in schoolchildren aged 6 to 11 years (title in French: Apprendre à inhiber : une pédagogie innovante au service des apprentissages scolaires fondamentaux (mathématiques et orthographe) chez des élèves de 6 à 11 ans). Neuroéducation, 1, 55-84.

Rossi, S., Lubin, A., Lanoë, C., & Pineau, A. (2012).  A pedagogical approach of cognitive control to improve attention to instructions in preschool children (title in French: Une pédagogie du contrôle cognitif pour l’amélioration de l’attention à la consigne chez l’enfant de 4-5 ans). Neuroéducation, 1, 29-54.

Aïte, A., Cassotti, M., Rossi, S., Poirel, P., Lubin, A., Houdé, O., & Moutier, S. (2012). Is human decision-making under ambiguity guided by loss frequency regardless of the costs? A developmental study using the Soochow Gambling Task. Journal of Experimental Child Psychology, 113, 286-294.

Houdé, O.*, Pineau, A.*, Leroux, G.*, Poirel, N.*, Perchey, G., Lanoë, C., Lubin, A., Turbelin, M.-R., Rossi, S., Simon, G., Delcroix, N., Lamberton, F., Vigneau, M., Wisniewski, G., Vicet, J.-R., & Mazoyer, B. (2011). Functional MRI study of Piaget's conservation-of-number task in preschool and school-age children: A neo-Piagetian approach. Journal of Experimental Child Psychology, 110, 332-346.

Poirel, N., Simon, G., Cassotti, M., A. Pineau, A., Leroux, G., Perchey, G., Lanoë, C., Lubin, A., Turbelin, M.R., Rossi, S., & Houdé, O. (2011). Gray matter variations in children allowing the emergence of a global adult-like visual preference. PLoS ONE, 6(6): e20879. doi:10.1371/journal.pone.0020879.

Poirel, N., Vidal, M., Pineau, A., Lanoë, C., Leroux, G., Lubin, A., Turbelin, M.-R., Berthoz, A., & Houdé, O. (2011). Evidence of different developmental trajectories for length estimation according to egocentric and allocentric viewpoints in children and adults. Experimental Psychology, 58, 142-146.

Lubin, A.*, Poirel, N.*, Rossi, S., Lanoë, C., Pineau, A., Houdé, O. (2010). Pedagogical effect of action on arithmetic performances in Wynn-like tasks solved by 2-year-olds. Experimental Psychology, 57(6), 405-411.

Houdé, O.*, Rossi, S.*, Lubin, A., Joliot, M. (2010). Mapping numerical processing, reading, and executive functions in the developing brain: An fMRI meta-analysis on 52 studies including 842 children. Developmental Science, 13(6), 876-885.

Lubin, A.*, Poirel, N.*, Rossi, S., Pineau, A., Houdé, O. (2009). Math in actions: Actor mode reveals the true arithmetic abilities of French-speaking two-year-olds in a magic task. Journal of Experimental Child Psychology, 103, 376-385.

Leroux, G.*, Spiess, J.*, Zago, L., Rossi, S., Lubin, A., Turbelin, MR., Mazoyer, B., Tzourio-Mazoyer, N., Houdé, O., Joliot, M. (2009). Adult brains don't fully overcome biases that lead to incorrect performance during cognitive development: An fMRI study in young adults completing a Piaget-like task. Developmental Science, 12, 326-338.

Lubin, A., Pineau, A., Hodent, C., Houdé, O. (2006). Language-specific effects on number computation in toddlers: A European cross-linguistic cartography. Cognitive Development, 21, 11-16.

 *equally contribution


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