Article-Journal

From social inhibition in childhood to social facilitation in adulthood: How social presence systematically enhances the predominant response strategy in cognitive tasks

L. Tricoche, A. Reynaud, D. Pélisson, J. Prado, M. Meunier

How do theory of mind and formal language skills impact metaphoric reference comprehension during children's school-age years

N. Petit, V. Bambini, L. Bischetti, J. Prado, I. A. Noveck

Individual differences in executive functions and theory of mind mediate the relation between academic skills from kindergarten to 5th grade

S. Le Diagon, M. Jacquel, J.-B. Van Der Henst, J. Prado

Reading comprehension resiliency in adolescents with and without dyslexia relates to vocabulary, listening comprehension and socioeconomic status

E. Lefèvre, J. Law, J. Prado, R. Anders, E. Cavalli

Reconceptualizing Metacognitive Experience in Dual-Process Reasoning: The Role of Emotion in Triggering Deliberation

C. Cortial, J. Prado, S. Caparos

Assessing theory of mind in children: a tablet-based adaptation of a classic picture sequencing task

N. Petit, I. A. Noveck, M. Baltazar, J. Prado

Encoding models for developmental cognitive computational neuroscience: Promise, challenges, and potential

T. Nakai, C. Constant-Varlet, J. Prado

Fraction knowledge in adults with persistent mathematics difficulties

P. Bhatia, J. Léone, M.-L. Gardes, J. Prado

From brain to education through machine learning: Predicting literacy and numeracy skills from neuroimaging data

T. Nakai, C. Tirou, J. Prado

Intergenerational transmission of brain structure and function in humans: A narrative review of designs, methods, and findings

C. Constant-Varlet, T. Nakai, J. Prado