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Dysexecutive syndrome: Diagnostic criteria and validation study

Annals of neurology, 2010-12, Vol.68 (6), p.855-864

2010

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Learning a Motor Skill: Effects of Blocked Versus Random Practice a Review

Psychologica Belgica, 2011-01, Vol.51 (1), p.15-48

2011

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Age difference in dual-task interference effects on procedural learning in children

Journal of experimental child psychology, 2015-01, Vol.129, p.165-172

2015

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Support for distinct subcomponents of spatial working memory: A double dissociation between spatial-simultaneous and spatial-sequential performance in unilateral neglect

Cognitive neuropsychology, 2015-01, Vol.32 (1), p.14-28

2015

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From domain-specific to domain-general? The developmental path of metacognition for strategy selection

Cognitive development, 2018-10, Vol.48, p.62-81

2018

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The effect of feedback on children's metacognitive judgments: a heuristic account

Journal of cognitive psychology (Hove, England), 2017-02, Vol.29 (2), p.184-201

2017

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Memory consolidation in children with specific language impairment: Delayed gains and susceptibility to interference in implicit sequence learning

Journal of clinical and experimental neuropsychology, 2017-03, Vol.39 (3), p.265-285

2017

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A closer look at children’s metacognitive skills: The case of the distinctiveness heuristic

Journal of experimental child psychology, 2018-08, Vol.172, p.130-148

2018

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The effects of age on objective and subjective recollection after visiting a virtual apartment

Aging, Neuropsychology, and Cognition, 2024-03, Vol.31 (2), p.340-361

2024

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Later learning stages in procedural memory are impaired in children with Specific Language Impairment

Research in developmental disabilities, 2016-01, Vol.48, p.53-68

2016

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The effect of stereotype threat on older people's clinical cognitive outcomes: investigating the moderating role of dementia worry

Clinical neuropsychologist, 2017-11, Vol.31 (8), p.1306-1328

2017

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Detecting over-reporting of symptoms: the French version of the self-report symptom inventory

Clinical neuropsychologist, 2018-11, Vol.32 (sup1), p.164-181

2018

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Implicit Spoken Words and Motor Sequences Learning Are Impaired in Children with Specific Language Impairment

Journal of the International Neuropsychological Society, 2016-05, Vol.22 (5), p.520-529

2016

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Time's up! Involvement of metamemory knowledge, executive functions, and time monitoring in children's prospective memory performance

Child neuropsychology, 2016-05, Vol.22 (4), p.443-457

2016

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Involvement of Executive Functions in Children's Metamemory

Applied cognitive psychology, 2016-01, Vol.30 (1), p.70-80

2016

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Shedding new light on representational neglect: The importance of dissociating visual and spatial components

Neuropsychologia, 2016-04, Vol.84, p.150-157

2016

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Beyond the experience: Detection of metamemorial regularities

Consciousness and cognition, 2015-05, Vol.33, p.16-23

2015

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Mirror-drawing skill in children with specific language impairment: Improving generalization by incorporating variability into the practice session

Child neuropsychology, 2017-05, Vol.23 (4), p.463-482

2017

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Interference of a secondary task on procedural learning in children

Frontiers in human neuroscience, 2012, Vol.6

Thierry, Meulemans

2012

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Relationship between perseverations and spatial short-term memory deficits in unilateral neglect

Frontiers in human neuroscience, 2012, Vol.6

Thierry, Meulemans

2012

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From domain-specific to domain-general? The developmental path of metacognition for strategy selection

Cognitive development, 2018-10, Vol.48, p.62-81

2018

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When Children's Knowledge of Memory Improves Children's Performance in Memory

Applied cognitive psychology, 2015-03, Vol.29 (2), p.244-252

2015

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Diagnosis threat and underperformance: The threat must be relevant and implicit

Journal of clinical and experimental neuropsychology, 2018-09, Vol.40 (7), p.682-697

2018

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Procedural learning across modalities in French-speaking children with specific language impairment

Applied psycholinguistics, 2015-05, Vol.36 (3), p.747-769

2015

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Impact of Diagnosis Threat on Neuropsychological Assessment of People with Acquired Brain Injury: Evidence of Mediation by Negative Emotions

Archives of clinical neuropsychology, 2019-03, Vol.34 (2), p.222-235

2019

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Dysexecutive syndrome: Diagnostic criteria and validation study

Learning a Motor Skill: Effects of Blocked Versus Random Practice a Review

Age difference in dual-task interference effects on procedural learning in children

Support for distinct subcomponents of spatial working memory: A double dissociation between spatial-simultaneous and spatial-sequential performance in unilateral neglect

From domain-specific to domain-general? The developmental path of metacognition for strategy selection

The effect of feedback on children's metacognitive judgments: a heuristic account

Memory consolidation in children with specific language impairment: Delayed gains and susceptibility to interference in implicit sequence learning

A closer look at children’s metacognitive skills: The case of the distinctiveness heuristic

The effects of age on objective and subjective recollection after visiting a virtual apartment

Later learning stages in procedural memory are impaired in children with Specific Language Impairment

The effect of stereotype threat on older people's clinical cognitive outcomes: investigating the moderating role of dementia worry

Detecting over-reporting of symptoms: the French version of the self-report symptom inventory

Implicit Spoken Words and Motor Sequences Learning Are Impaired in Children with Specific Language Impairment

Time's up! Involvement of metamemory knowledge, executive functions, and time monitoring in children's prospective memory performance

Involvement of Executive Functions in Children's Metamemory

Shedding new light on representational neglect: The importance of dissociating visual and spatial components

Beyond the experience: Detection of metamemorial regularities

Mirror-drawing skill in children with specific language impairment: Improving generalization by incorporating variability into the practice session

Interference of a secondary task on procedural learning in children

Relationship between perseverations and spatial short-term memory deficits in unilateral neglect

From domain-specific to domain-general? The developmental path of metacognition for strategy selection

When Children's Knowledge of Memory Improves Children's Performance in Memory

Diagnosis threat and underperformance: The threat must be relevant and implicit

Procedural learning across modalities in French-speaking children with specific language impairment

Impact of Diagnosis Threat on Neuropsychological Assessment of People with Acquired Brain Injury: Evidence of Mediation by Negative Emotions

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