Publications

de Carvalho, A., He, A., Lidz, J. & Christophe, A. (2021). Prosody and Function Words Cue the Acquisition of Word Meanings in 18-Month-Old Infants. Psychological science, 30, 319-332. doi:10.1177/0956797618814131

Christophe, A. & Morton, J. (1994). Psychology - Comprehending Baby-Think. Nature, 370(6487), 250-251. doi:10.1038/370250a0

Gelskov, S. & Kouider, S. (2010). Psychophysical thresholds of face visibility during infancy. Cognition, 114(2), 285-92. doi:10.1016/j.cognition.2009.09.012

Schlenker, P., Chemla, E., Arnold, K. & Zuberbühler, K. (2016). Pyow-hack revisited: Two analyses of putty-nosed monkey alarm calls. Lingua, 171, 1-23. doi:10.1016/j.lingua.2015.10.002

Denic, M. & Chemla, E. (2020). Quantifier Spreading in Child Language as Distributive Inferences. Linguistic Inquiry, 51(1), 1-21. doi:10.1162/ling_a_00340

The ManyBabies Consortium, .., Havron, N., Cristia, A. & Carbajal, J. (2020). Quantifying sources of variability in infancy research using the infant-directed speech preference. Advances in Methods and Practices in Psychological Science, .

White, K., Peperkamp, S., Kirk, C. & Morgan, J. (2008). Rapid acquisition of phonological alternations by infants. Cognition, 107(1), 238-65. doi:10.1016/j.cognition.2007.11.012

Barbir, M., Babineau, M., Fiévet, A. & Christophe, A. (2023). Rapid infant learning of syntactic-semantic links. Proceedings of the National Academy of Sciences of the United States of America, 120(1), e2209153119. doi:10.1073/pnas.2209153119

de Seyssel, M., Lavechin, M. & Dupoux, E. (2023). Realistic and broad-scope learning simulations: first results and challenges. Journal of child language, ., 1-24. doi:10.1017/S0305000923000272

Steinert-Threlkeld, S., Schlenker, P. & Chemla, E. (2021). Referential and general calls in primate semantics. Linguistics and Philosophy , 44, 1317-1342. doi:10.1007/s10988-021-09322-1

Christophe, A., Guasti, T., Nespor, M., Dupoux, E. & van Ooyen, B. (1997 ). Reflections on phonological bootstrapping: Its role for lexical and syntactic acquisition. Language and Cognitive Processes, 12(5-6), 585-612

Shevchenko, V. , Labouret, G., Guez, A., Côté, S., Barbara, H., Peyre, H. & Ramus, F. (2023). Relations between intelligence index score discrepancies and psychopathology symptoms in the EDEN mother-child birth cohort. Intelligence, 98, 101753. doi:10.1016/j.intell.2023.101753

Peyre, H., Galera, C., Van Der Waerden, J., Hoertel, N., Bernard, J., Melchior, M., Ramus, F. & Eden Mother-Child Cohort Study, G. (2016). Relationship between early language skills and the development of inattention/hyperactivity symptoms during the preschool period: Results of the EDEN mother-child cohort. BMC psychiatry, 16(1), 380. doi:10.1186/s12888-016-1091-3

Lev-Ari, S., Van Heugten, M. & Peperkamp, S. (2017). Relative difficulty of understanding foreign accents as a marker of proficiency. Cognitive science, 41(4), 1106-1118. doi:10.1111/cogs.12394

Konishi, M., Clémence, C., Bruno, B., Sackur, J. & de Gardelle, V. (2020). Resilience of Perceptual Metacognition in a Dual-Task Paradigm. Psychonomic Bulletin & Review, 27(6), 1259-1268. doi:10.3758/s13423-020-01779-8

Tang, J. , Sun, Y., Yao, Y. , Guez, A., Peyre, H. & Zhao, J. (2021). Respiratory Sinus Arrhythmia Mediates the Relation Between “Specific Math Anxiety” and Arithmetic Speed. Front. Psychol. doi:10.3389/fpsyg.2021.615601

Kop, J. & Kouider, S. (2011). Response interference in compatibility tasks. Experimental psychology, 58(4), 257-70. doi:10.1027/1618-3169/a000092

Ramus, F., White, S. & Frith, U. (2006). Response: Weighing the evidence between competing theories of dyslexia. Developmental Science, 9(3), 265-269. doi:10.1111/j.1467-7687.2006.00488.x

Cristia, A., Minagawa-Kawai, Y., Vendelin, I., Cabrol, D. & Dupoux, E. (2014). Responses to vocalizations and auditory controls in the human newborn brain. Plos One, 9(12), e115162. doi:10.1371/journal.pone.0115162

Daphné, R., Viola, S., Sackur, J. & Claire, S. (2019). Retrospective auditory cues can improve detection of near-threshold visual targets. Scientific Reports, 9, 18966. doi:10.1038/s41598-019-55261-0

Coste, J., Blotière, P., Miranda, S., Mikaeloff, Y., Peyre, H., Ramus, F., Zureik, M., Weill, A. & Dray-Spira, R. (2020). Risk of early neurodevelopmental disorders associated with in utero exposure to valproate and other antiepileptic drugs: a nationwide cohort study in France. Scientific Reports, 10(1), 17362. doi:10.1038/s41598-020-74409-x

Blotière, P., Miranda, S., Weill, A., Mikaeloff, Y., Peyre, H., Ramus, F., Mahmoud, Z., Coste, J. & Dray-Spira, R. (2020). 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. BMJ Open, 10(6), e034829. doi:10.1136/bmjopen-2019-034829

Tsuji, S., Cristia, A. & Dupoux, E. (2021). SCALa: A blueprint for computational models of language acquisition in social context. Cognition, 104779. doi:10.1016/j.cognition.2021.104779

de Carvalho, A., Reboul, A., Van Der Henst, J., Cheylus, A. & Nazir, T. (2016). Scalar Implicatures: The Psychological Reality of Scales. Frontiers in psychology, 7, 1500. doi:10.3389/fpsyg.2016.01500

Marty, P. & Chemla, E. (2013). Scalar implicatures: working memory and a comparison with only. Frontiers in psychology, 4, 403. doi:10.3389/fpsyg.2013.00403

Cristia, A., Dupoux, E., Ratner, N. & Soderstrom, M. (2019). Segmentability Differences Between Child-Directed and Adult-Directed Speech: A Systematic Test With an Ecologically Valid Corpus. Open mind : discoveries in cognitive science, 3, 13-22. doi:10.1162/opmi_a_00022

Reyes, G., Silva, J., Jaramillo, K., Rehbein, L. & Sackur, J. (2015). Self-Knowledge Dim-Out: Stress Impairs Metacognitive Accuracy. PloS one, 10(8), e0132320. doi:10.1371/journal.pone.0132320

Sackur, J., Naccache, L., Pradat-Diehl, P., Azouvi, P., Mazevet, D., Katz, R., Cohen, L. & Dehaene, S. (2008). Semantic processing of neglected numbers. Cortex; a journal devoted to the study of the nervous system and behavior, 44(6), 673-82. doi:10.1016/j.cortex.2007.02.003

Guez, A., Peyre, H. & Ramus, F. (2020). Sex differences in academic achievement are modulated by evaluation type. Learning and Individual Differences , 83–84, 101935. doi:10.1016/j.lindif.2020.101935

Peyre, H., Hoertel, N., Bernard, J., Rouffignac, C., Forhan, A., Taine, M., Heude, B. & Ramus, F. (2019). 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. Journal of experimental child psychology, 178, 369-384. doi:10.1016/j.jecp.2018.09.002