<?xml version="1.0" encoding="utf-8" standalone="yes"?><rss version="2.0" xmlns:atom="http://www.w3.org/2005/Atom"><channel><title>A. J. Reynaud | Brain, Behavior, and Learning Lab</title><link>https://bbl-lab.fr/author/a.-j.-reynaud/</link><atom:link href="https://bbl-lab.fr/author/a.-j.-reynaud/index.xml" rel="self" type="application/rss+xml"/><description>A. J. Reynaud</description><generator>Hugo Blox Builder (https://hugoblox.com)</generator><language>en-us</language><lastBuildDate>Fri, 01 Jan 2021 00:00:00 +0000</lastBuildDate><image><url>https://bbl-lab.fr/media/icon_hu2773242459398709177.png</url><title>A. J. Reynaud</title><link>https://bbl-lab.fr/author/a.-j.-reynaud/</link></image><item><title>Peer presence effect on numerosity and phonological comparisons in 4th graders: When working with a schoolmate makes children more adult-like</title><link>https://bbl-lab.fr/publication/tricoche-2021-peer/</link><pubDate>Fri, 01 Jan 2021 00:00:00 +0000</pubDate><guid>https://bbl-lab.fr/publication/tricoche-2021-peer/</guid><description/></item><item><title>Social modulation of cognition: Lessons from rhesus macaques relevant to education</title><link>https://bbl-lab.fr/publication/monfardini-2017-social/</link><pubDate>Sun, 01 Jan 2017 00:00:00 +0000</pubDate><guid>https://bbl-lab.fr/publication/monfardini-2017-social/</guid><description/></item></channel></rss>