Publications

Peyre, H., Charkaluk, M., Forhan, A., Heude, B. & Ramus, F. (2017). Do developmental milestones at 4, 8, 12 and 24 months predict IQ at 5–6 years old? Results of the EDEN mother–child cohort. European Journal of Paediatric Neurology, 21(2), 272-279. doi:10.1016/j.ejpn.2016.11.001

Couvignou, M., Peyre, H., Ramus, F. & Kolinsky, R. (2024). Do early musical impairments predict later reading difficulties? A longitudinal study of pre-readers with and without familial risk for dyslexia. Developmental science, e13519. doi:10.1111/desc.13519

Ramus, F. (2018). Do gifted people have a qualitatively different brain?,Les surdoués ont-ils un cerveau qualitativement différent ? ANAE - Approche Neuropsychologique des Apprentissages chez l'Enfant, 30(154), 281-287

Christophe, A., Dupoux, E., Bertoncini, J. & Mehler, J. (1994). Do infants perceive word boundaries? An empirical study of the bootstrapping of lexical acquisition. Journal of the Acoustical Society of America, 95(3), 1570-1580. doi:10.1121/1.408544

Peperkamp, S. (2007). Do we have innate knowledge about phonological markedness? Comments on Berent, Steriade, Lennertz, and Vaknin. Cognition, 104(3), 631-7; discussion 638-43. doi:10.1016/j.cognition.2006.12.009

Loukatou, G., Stoll, S., Blasi, D. & Cristia, A. (2022). Does morphological complexity affect word segmentation? Evidence from computational modeling. Cognition, 220, 104960. doi:10.1016/j.cognition.2021.104960

Latimier, A. , Riegert, A. , Ly, S. , Peyre, H., Casati, R. & Ramus, F. (2019). Does pre-testing promote better retention than post-testing? npj Science of Learning, 4(15). doi:10.1038/s41539-019-0053-1

Carbajal, J. & Peperkamp, S. (2020). Dual language input and the impact of language separation on early lexical development. Infancy, 25, 22-45. doi:10.1111/infa.12315

Ramus, F. (2001). Dyslexia: Talk of two theories. Nature, 412(6845), 393-395. doi:10.1038/35086683

Skoruppa, K., Mani, N., Plunkett, K., Cabrol, D. & Peperkamp, S. (2013). Early Word Recognition in Sentence Context: French and English 24-Month-Olds' Sensitivity to Sentence-Medial Mispronunciations and Assimilations. Infancy, 18(6), 1007-1029. doi:10.1111/infa.12020

Balsa, A. , López Boo, F. , Bloomfield, J. , Cristia, A., Cid, A. , de la Paz Ferro, M. , Valdés, R. & del Luján González, M. (2021). Effect of Crianza Positiva e-messaging program on adult–child language interactions. Behavioural Public Policy, 1-37. doi:10.1017/bpp.2021.25

Cristia, A., Mcguire, G., Seidl, A. & Francis, A. (2011). Effects of the distribution of acoustic cues on infants' perception of sibilants. Journal of Phonetics, 39(3), 388-402. doi:10.1016/j.wocn.2011.02.004

Peyre, H., Ramus, F., Melchior, M., Forhan, A., Heude, B. & Gauvrit, N. (2016). Emotional, behavioral and social difficulties among high-IQ children during the preschool period: Results of the EDEN mother-child cohort. Personality and Individual Differences, 94, 366-371. doi:10.1016/j.paid.2016.02.014

Skoruppa, K., Cristia, A., Peperkamp, S. & Seidl, A. (2011). English-learning infants’ perception of word stress patterns. Journal of the Acoustical Society of America, 130(1), EL50-55. doi:10.1121/1.3590169

de Carvalho, A., Lidz, J., Tieu, L., Bleam, T. & Christophe, A. (2016). English-speaking preschoolers can use phrasal prosody for syntactic parsing. The Journal of the Acoustical Society of America, 139(6), EL216. doi:10.1121/1.4954385

Järvinen-Pasley, A., Wallace, G., Ramus, F., Happé, F. & Heaton, P. (2008). Enhanced perceptual processing of speech in autism. Developmental science, 11(1), 109-21. doi:10.1111/j.1467-7687.2007.00644.x

Ko, E., Seidl, A., Cristia, A., Reimchen, M. & Soderstrom, M. (2016). Entrainment of prosody in the interaction of mothers with their young children - ERRATUM. Journal of Child Language, 43(4), 284-309. doi:10.1017/S0305000915000410

Ramus, F., Di Folco , C. , Guez, A. & Peyre, H. (2021). Epidémiologie des troubles de la lecture en France : une comparaison du DSM-5 et de la CIM-11. Approche neuropsychologique des apprentissages chez l'enfant, 175, 639-649

Di Folco , C. , Guez, A., Peyre, H. & Ramus, F. (2021). Epidemiology of reading disability: A comparison of DSM-5 and ICD-11 criteria. Scientific Studies of Reading, NA. doi:10.1080/10888438.2021.1998067

O'Madagain, C. (2019). Epistemic Injustice at the Conceptual Level: Are We Entitled to Our Own Concepts? Studia Philosophica Estonica, 12, 64-80

Brusini, P., Dehaene-Lambertz, G., Dutat, M., Goffinet, F. & Christophe, A. (2016). ERP evidence for on-line syntactic computations in 2-year-olds. Developmental cognitive neuroscience, 19, 164-73. doi:10.1016/j.dcn.2016.02.009

Roux, P., Vistoli, D., Christophe, A., Passerieux, C. & Brunet-Gouet, E. (2014). ERP Evidence of a Stroop-Like Effect in Emotional Speech Related to Social Anhedonia. Journal of Psychophysiology, 28(1), 11-21. doi:10.1027/0269-8803/a000106

Tsuji, S., Mazuka, R., Cristia, A. & Fikkert, P. (2015). Even at 4 months, a labial is a good enough coronal, but not vice versa. Cognition, 134(1), 252-256. doi:10.1016/j.cognition.2014.10.009

Strickland, B., Geraci, C., Chemla, E., Schlenker, P., Kelepir, M. & Pfau, R. (2015). Event representations constrain the structure of language: Sign language as a window into universally accessible linguistic biases. Proceedings of the National Academy of Sciences of the United States of America, 112(19), 5968-73. doi:10.1073/pnas.1423080112

Ramus, F. (2002). Evidence for a domain-specific deficit in developmental dyslexia. Behavioral and Brain Sciences, 25(6), 767-768. doi:10.1017/S0140525X02390137

Dautriche, I., Buccola, B., Berthet, M., Fagot, J. & Chemla, E. (2022). Evidence for compositionality in baboons (Papio papio) through the test case of negation. Scientific reports, 12(1), 19181. doi:10.1038/s41598-022-21143-1

Chemla, E. & Spector, B. (2010 ). Experimental Detection of Embedded Implicatures. In Aloni, Maria and Bastiaanse, Harald and de Jager, Tikitu and Schulz, Katrin (Eds.), In Logic, Language and Meaning: 17th Amsterdam Colloquium, Amsterdam, The Netherlands, Springer Berlin Heidelberg, 53–62. doi:10.1007/978-3-642-14287-1_6

Chemla, E. & Spector, B. (2011). Experimental Evidence for Embedded Scalar Implicatures. Journal of Semantics, 28(3), 359-400. doi:10.1093/jos/ffq023

Cremers, A. & Chemla, E. (2017). Experiments on the acceptability and possible readings of questions embedded under emotive-factives. Natural Language Semantics, 25, 223-261. doi:10.1007/s11050-017-9135-x

Cremers, A. & Chemla, E. (2017). Experiments on the Acceptability and Possible Readings of Questions Embedded Under Emotive-Factives . Natural Language Semantics, 25(3), 223–261. doi:10.1007/s11050-017-9135-x