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Maladaptive compensation of right fusiform gyrus in developmental dyslexia: A hub-based white matter network analysis
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In: ISSN: 0010-9452 ; Cortex ; https://hal.archives-ouvertes.fr/hal-03485452 ; Cortex, Elsevier, 2021, 145, pp.57-66. ⟨10.1016/j.cortex.2021.07.016⟩ (2021)
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Epidémiologie des troubles de la lecture en France : une comparaison du DSM-5 et de la CIM-11
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In: ISSN: 0999-792X ; EISSN: 0999-792X ; ANAE - Approche Neuropsychologique des Apprentissages Chez L'enfant ; https://hal.archives-ouvertes.fr/hal-03426038 ; ANAE - Approche Neuropsychologique des Apprentissages Chez L'enfant, ANAE/PLEIOMEDIA, A paraître (2021)
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Risk of early neurodevelopmental disorders associated with in utero exposure to valproate and other antiepileptic drugs: a nationwide cohort study in France
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In: ISSN: 2045-2322 ; EISSN: 2045-2322 ; Scientific Reports ; https://hal.archives-ouvertes.fr/hal-02976092 ; Scientific Reports, Nature Publishing Group, 2020, 10, pp.17362. ⟨10.1038/s41598-020-74409-x⟩ (2020)
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Neuroanatomy of dyslexia: An allometric approach
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In: ISSN: 0953-816X ; EISSN: 1460-9568 ; European Journal of Neuroscience ; https://hal.archives-ouvertes.fr/hal-02976086 ; European Journal of Neuroscience, Wiley, 2020, 52 (6), pp.3595-3609. ⟨10.1111/ejn.14690⟩ (2020)
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Genome-wide association study reveals new insights into the heritability and genetic correlates of developmental dyslexia
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In: ISSN: 1359-4184 ; EISSN: 1476-5578 ; Molecular Psychiatry ; https://hal.archives-ouvertes.fr/hal-02976104 ; Molecular Psychiatry, Nature Publishing Group, 2020, ⟨10.1038/s41380-020-00898-x⟩ (2020)
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| 6 |
The epidemiology of cognitive development
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In: https://hal.archives-ouvertes.fr/hal-02927365 ; 2020 (2020)
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Influences of the early family environment and long-term vocabulary development on the structure of white matter pathways: A longitudinal investigation
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In: ISSN: 1878-9293 ; EISSN: 1878-9307 ; Developmental Cognitive Neuroscience ; https://hal.archives-ouvertes.fr/hal-02971250 ; Developmental Cognitive Neuroscience, Elsevier, 2020, 42, pp.100767. ⟨10.1016/j.dcn.2020.100767⟩ (2020)
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| 8 |
Risk of early neurodevelopmental outcomes associated with prenatal exposure to the antiepileptic drugs most commonly used during pregnancy: a French nationwide population-based cohort study
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In: ISSN: 2044-6055 ; BMJ Open ; https://hal.archives-ouvertes.fr/hal-02976080 ; BMJ Open, BMJ Publishing Group, 2020, 10 (6), pp.e034829. ⟨10.1136/bmjopen-2019-034829⟩ (2020)
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Sex differences in academic achievement are modulated by evaluation type
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In: ISSN: 1041-6080 ; Learning and Individual Differences ; https://hal.archives-ouvertes.fr/hal-02976087 ; Learning and Individual Differences, Elsevier, 2020, 83-84, pp.101935. ⟨10.1016/j.lindif.2020.101935⟩ (2020)
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A Meta-Analytic Review of the Benefit of Spacing out Retrieval Practice Episodes on Retention
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In: ISSN: 1040-726X ; EISSN: 1573-336X ; Educational Psychology Review ; https://hal.archives-ouvertes.fr/hal-02976100 ; Educational Psychology Review, Springer Verlag, 2020, ⟨10.1007/s10648-020-09572-8⟩ (2020)
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| 11 |
A universal reading network and its modulation by writing system and reading ability in French and Chinese children
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In: ISSN: 2050-084X ; EISSN: 2050-084X ; eLife ; https://hal.archives-ouvertes.fr/hal-03003551 ; eLife, eLife Sciences Publication, 2020, 9, ⟨10.7554/eLife.54591⟩ (2020)
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| 12 |
Adjusting for allometric scaling in ABIDE I challenges subcortical volume differences in autism spectrum disorder
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In: ISSN: 1065-9471 ; EISSN: 1097-0193 ; Human Brain Mapping ; https://hal.archives-ouvertes.fr/hal-02976094 ; Human Brain Mapping, Wiley, 2020, ⟨10.1002/hbm.25145⟩ (2020)
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Correlates of linguistic rhythm in the speech signal - Dataset ...
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| 14 |
A universal reading network and its modulation by writing system and reading ability in French and Chinese children
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In: eLife (2020)
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| 15 |
White matter network connectivity deficits in developmental dyslexia
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In: ISSN: 1065-9471 ; EISSN: 1097-0193 ; Human Brain Mapping ; https://hal.archives-ouvertes.fr/hal-02158487 ; Human Brain Mapping, Wiley, 2019, 40 (2), pp.505-516. ⟨10.1002/hbm.24390⟩ (2019)
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| 16 |
Developmental trajectories of motor skills during the preschool period
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In: ISSN: 1018-8827 ; European Child and Adolescent Psychiatry ; https://hal.archives-ouvertes.fr/hal-02324795 ; European Child and Adolescent Psychiatry, Springer Verlag (Germany), 2019, 28 (11), pp.1461-1474. ⟨10.1007/s00787-019-01311-x⟩ (2019)
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The Effect of Older Siblings on Language Development as a Function of Age Difference and Sex
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In: ISSN: 0956-7976 ; Psychological Science ; https://hal.archives-ouvertes.fr/hal-02324780 ; Psychological Science, Association for Psychological Science, 2019, 30 (9), pp.1333-1343. ⟨10.1177/0956797619861436⟩ (2019)
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| 18 |
Genome-wide association scan identifies new variants associated with a cognitive predictor of dyslexia
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In: ISSN: 2158-3188 ; EISSN: 2158-3188 ; Translational Psychiatry ; https://hal.archives-ouvertes.fr/hal-02158502 ; Translational Psychiatry, Nature Pub. Group, 2019, 9, pp.77. ⟨10.1038/s41398-019-0402-0⟩ (2019)
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| 19 |
Sex differences in psychomotor development during the preschool period: A longitudinal study of the effects of environmental factors and of emotional, behavioral, and social functioning
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In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://hal.archives-ouvertes.fr/hal-02158494 ; Journal of Experimental Child Psychology, Elsevier, 2019, 178, pp.369-384. ⟨10.1016/j.jecp.2018.09.002⟩ (2019)
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| 20 |
Does pre-testing promote better retention than post-testing?
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In: ISSN: 2056-7936 ; EISSN: 2056-7936 ; npj Science of Learning ; https://hal.archives-ouvertes.fr/hal-02324042 ; npj Science of Learning, Nature Publishing Group, 2019, 4 (1), ⟨10.1038/s41539-019-0053-1⟩ (2019)
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Abstract:
International audience ; Compared with other learning strategies, retrieval practice seems to promote superior long-term retention. This has been found mostly in conditions where learners take tests after being exposed to learning content. However, a pre-testing effect has also been demonstrated, with promising results. This raises the question, for a given amount of time dedicated to retrieval practice, whether learners should be tested before or after an initial exposure to learning content. Our experiment directly compares the benefits of post-testing and pre-testing relative to an extended reading condition, on a retention test 7 days later. We replicated both post-testing (d = 0.74) and pre-testing effects (d = 0.35), with significantly better retention in the former condition. Post-testing also promoted knowledge transfer to previously untested questions, whereas pre-testing did not. Our results thus suggest that it may be more fruitful to test students after than before exposure to learning content. npj Science of Learning (2019) 4:15 ; https://doi. INTRODUCTION The testing effect is a strong and well demonstrated effect. 1-5 As opposed to common learning practices such as reading, taking tests, and more generally retrieval practice during the learning phase contribute to better long term retention 6 by reducing the forgetting rate of information across time. 7 The benefits of retrieval practice have been demonstrated in both laboratory and classroom settings 8,9 and for both simple (e.g. word lists) and complex (e.g. prose passages) material. 10 In a meta-analysis, Rowland 11 reported a mean effect size of g = 0.50 [IC-95%: 0.42, 0.58] from 61 studies comparing the effects of testing vs. restudying on the ability to learn new information after a first exposure to learning contents. In another meta-analysis, Adesope et al. 12 found a mean effect size of g = 0.61 [IC-95%: 0.58 and 0.65] by comparing retrieval practice to other practices. The testing effect may also lead to better retention of previously untested information and to greater knowledge transfer than restudying. 13-15 A recent meta-analysis 16 on the transfer of retrieval practice effects found that retrieval practice yielded transferrable learning relative to a restudying control condition (d = 0.40, 95%CI [0.31 and 0.50]). However, transfer does not necessarily occur in all circumstances and with all types of content. 14 Pan and Rickard 16 made a distinction between untested application and inference questions and untested information seen during the first exposure to material. Interestingly, they found a transfer effect of retrieval practice on application and inference questions, but not on untested information seen during initial study. The testing effect has mainly been shown in the context of tests given after exposure to learning contents. However, a pre-testing effect has also been shown in laboratory settings with promising results. Indeed, taking a test before being exposed to learning content enhances retention compared with no retrieval practice. 17-23 Although the pre-testing effect was demonstrated on written materials (prose passages as well as paired words), a
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Keyword:
[SDV.NEU.SC]Life Sciences [q-bio]/Neurons and Cognition [q-bio.NC]/Cognitive Sciences
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URL: https://hal.archives-ouvertes.fr/hal-02324042/file/npgSciLearn19.pdf
https://doi.org/10.1038/s41539-019-0053-1
https://hal.archives-ouvertes.fr/hal-02324042/document
https://hal.archives-ouvertes.fr/hal-02324042
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