Publications

C. Cortial, J. Prado, S. Caparos (2026). The impact of frowning and doubt on deductive reasoning. Motivation and Emotion.

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M.-L. Gardes, M.-C. Croset, A. Samson, J. Prado (2026). The Early NUmerical DIdactical Test (ENUDIT): A French-language monitoring test to assess early numerical abilities of children from 3 to 6. International Journal of Early Years Education.

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C. Cortial, J. Prado, S. Caparos (2026). Reasoning does hurt: Deliberation is associated with heightened levels of doubt. Thinking & Reasoning.

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C. Thevenot, J. Prado (2026). Patterns of solution times for simple addition problems in 12-year-old children are not compatible with retrieval models: A rebuttal to Andras and Macizo (2025). Journal of Experimental Child Psychology.

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N. Viesel-Nordmeyer, J. C. Ziegler, J. Prado (2026). How are grammatical and arithmetic processing related in the brain? An ALE meta-analysis. Neuroscience & Biobehavioral Reviews.

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J. Epinat-Duclos, A. Rossignon, J. Prado, J.-B. Van Der Henst, Y. Paulignan, M. Beaudoin-Gobert, F. Lecaignard, N. Bedoin (2026). Evaluating portable EEG: a comparison between two wireless systems (EPOC Flex and LiveAmp) and the wired BrainAmp system. PeerJ.

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T. Nakai, J. Prado (2026). Developmental changes in similarity between neural representations of mental arithmetic and artificial neural networks. iScience.

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J. Prado, C. Thevenot (2026). Counting on automatization: The automatized counting theory of mental arithmetic. Developmental Review.

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C. Cortial, J. Prado, S. Caparos (2025). Reconceptualizing Metacognitive Experience in Dual-Process Reasoning: The Role of Emotion in Triggering Deliberation. Cognitive Science.

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E. Lefèvre, J. Law, J. Prado, R. Anders, E. Cavalli (2025). Reading comprehension resiliency in adolescents with and without dyslexia relates to vocabulary, listening comprehension and socioeconomic status. Learning and Instruction.

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S. Le Diagon, M. Jacquel, J.-B. Van Der Henst, J. Prado (2025). Individual differences in executive functions and theory of mind mediate the relation between academic skills from kindergarten to 5th grade. PLOS One.

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N. Petit, V. Bambini, L. Bischetti, J. Prado, I. A. Noveck (2025). How do theory of mind and formal language skills impact metaphoric reference comprehension during children's school-age years. Journal of Experimental Psychology: Learning, Memory, and Cognition.

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L. Tricoche, A. Reynaud, D. Pélisson, J. Prado, M. Meunier (2025). From social inhibition in childhood to social facilitation in adulthood: How social presence systematically enhances the predominant response strategy in cognitive tasks. Journal of Experimental Child Psychology.

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C. Constant-Varlet, T. Nakai, L. Longo, H. Bouchet, J. Prado (2025). Familial transmission of neural representations for mental arithmetic across two generations. Proceedings of the National Academy of Sciences.

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S. Le Diagon, J.-B. Van Der Henst, J. Prado (2025). Early Montessori education shows delayed benefits for mathematical problem-solving in a 5-year longitudinal randomized controlled trial. Scientific Reports.

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J. Prado, A. Knops (2024). Spatial attention in mental arithmetic: A literature review and meta-analysis. Psychonomic Bulletin & Review.

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C. Constant-Varlet, T. Nakai, J. Prado (2024). Intergenerational transmission of brain structure and function in humans: A narrative review of designs, methods, and findings. Brain Structure and Function.

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T. Nakai, C. Tirou, J. Prado (2024). From brain to education through machine learning: Predicting literacy and numeracy skills from neuroimaging data. Imaging Neuroscience.

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P. Bhatia, J. Léone, M.-L. Gardes, J. Prado (2024). Fraction knowledge in adults with persistent mathematics difficulties. Learning Disability Quarterly.

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T. Nakai, C. Constant-Varlet, J. Prado (2024). Encoding models for developmental cognitive computational neuroscience: Promise, challenges, and potential. Developmental Cognitive Neuroscience.

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N. Petit, I. A. Noveck, M. Baltazar, J. Prado (2024). Assessing theory of mind in children: a tablet-based adaptation of a classic picture sequencing task. Child Psychiatry & Human Development.

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C. Girard, L. Longo, H. Chesnokova, J. Epinat-Duclos, J. Prado (2023). To what extent do home numeracy practices and parental number talk relate to children's math skills? A pre-registered study in 5-year-old children. Learning and Individual Differences.

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C. Poletti, A. Díaz-Barriga Yáñez, J. Prado, C. Thevenot (2023). The development of simple addition problem solving in children: Reliance on automatized counting or memory retrieval depends on both expertise and problem size. Journal of Experimental Child Psychology.

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L. Tricoche, D. Pélisson, L. Longo, E. Koun, A. Poisson, J. Prado, M. Meunier (2023). Task-independent neural bases of peer presence effect on cognition in children and adults. NeuroImage.

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A. Díaz-Barriga Yáñez, L. Longo, H. Chesnakova, C. Poletti, C. Thevenot, J. Prado (2023). Neural evidence for procedural automatization during cognitive development: Intraparietal response to changes in very-small addition problem-size increases with age. Developmental Cognitive Neuroscience.

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P. Bhatia, S. Le Diagon, E. Langlois, M. William, J. Prado, M.-L. Gardes (2023). Impact of a game-based intervention on fraction learning for fifth-grade students: A pre-registered randomized controlled study. Journal of Computer Assisted Learning.

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L. Tricoche, M. Meunier, S. Hassen, J. Prado, D. Pélisson (2023). Developmental Trajectory of Anticipation: Insights from Sequential Comparative Judgments. Behavioral Sciences.

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T. Nakai, C. Girard, L. Longo, H. Chesnokova, J. Prado (2023). Cortical representations of numbers and non-symbolic quantities expand and segregate in children from 5 to 8 years of age. PLOS Biology.

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N. Viesel-Nordmeyer, J. Prado (2023). Arithmetic skills are associated with left fronto-temporal grey matter volume in 536 children and adolescents. npj Science of Learning.

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M.-L. Gardes, J. Prado (2022). Relational reasoning in mathematical development: Neuro-cognitive foundations and implications for the classroom. Cambridge Handbook of Cognitive Development.

C. Girard, J. Prado (2022). Quels sont les liens entre les compétences en mathématiques des enfants et leur environnement familial d'apprentissage ? Une revue de la littérature. ANAE.

C. Girard, J. Prado (2022). Prior home learning environment is associated with adaptation to homeschooling during COVID lockdown. Heliyon.

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C. Girard, T. Bastelica, J. Léone, J. Epinat-Duclos, L. Longo, J. Prado (2022). Nurturing the mathematical brain: Home numeracy practices are associated with children's neural responses to Arabic numerals. Psychological Science.

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M. Suárez-Pellicioni, J. Prado, J. R. Booth (2022). Neurocognitive mechanisms underlying multiplication and subtraction performance in adults and skill development in children: a scoping review. Current Opinion in Behavioral Sciences.

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P. Bhatia, L. Longo, H. Chesnokova, J. Prado (2022). Neural representations of absolute and relative magnitudes in symbolic and non-symbolic formats. Cerebral Cortex.

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C. Girard, T. Bastelica, J. Léone, J. Epinat-Duclos, L. Longo, J. Prado (2021). The relation between home numeracy practices and a variety of math skills in elementary school children. PLOS One.

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C. Poletti, J.-F. Perez, J.-C. Houillon, J. Prado, C. Thevenot (2021). Priming effects of arithmetic signs in 10- to 15-year-old children. British Journal of Developmental Psychology.

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L. Tricoche, E. Monfardini, A. J. Reynaud, J. Epinat-Duclos, D. Pélisson, J. Prado, M. Meunier (2021). Peer presence effect on numerosity and phonological comparisons in 4th graders: When working with a schoolmate makes children more adult-like. Biology.

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C. Girard, T. Bastelica, J. Léone, J. Epinat-Duclos, L. Longo, J. Prado (2021). Nurturing the reading brain: Home literacy practices are associated with children's neural response to printed words through vocabulary skills. npj Science of Learning.

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Ö. E. Demir-Lira, J. Prado, J. R. Booth (2021). Neurocognitive basis of deductive reasoning in children varies with parental education. Human Brain Mapping.

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C. Courtier, M.-L. Gardes, J.-B. Van Der Henst, I. A. Noveck, M.-C. Croset, J. Epinat-Duclos, J. Léone, J. Prado (2021). Effects of Montessori education on the academic, cognitive, and social development of disadvantaged preschoolers: A randomized controlled study in the French public-school system. Child Development.

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M.-L. Gardes, M.-C. Croset, P. Courtier, J. Prado (2021). Comment la didactique des mathématiques peut-elle informer l'étude de la cognition numérique ? L'exemple d'une étude collaborative autour de la pédagogie Montessori à l'école maternelle. Raisons éducatives.

P. Bhatia, M. Delem, J. Léone, E. Boisin, A. Cheylus, M.-L. Gardes, J. Prado (2020). The ratio processing system and its role in fraction understanding: Evidence from a match-to-sample task in children and adults with and without dyscalculia. Quarterly Journal of Experimental Psychology.

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J. Prado, J. Léone, J. Epinat-Duclos, E. Trouche, H. Mercier (2020). The neural bases of argumentative reasoning. Brain and Language.

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F. Schwartz, J. Epinat-Duclos, J. Léone, A. Poisson, J. Prado (2020). Neural representations of transitive relations predict current and future math calculation skills in children. Neuropsychologia.

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A. Díaz-Barriga Yáñez, A. Couderc, L. Longo, A. Merchie, H. Chesnokova, E. Langlois, C. Thevenot, J. Prado (2020). Learning to run the number line: The development of attentional shifts during single-digit arithmetic. Annals of the New York Academy of Sciences.

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M. Deruaz, T. Dias, M.-L. Gardes, F. Gregorio, C. Ouvrier-Buffet, F. Peteers, E. Robotti (2020). Exploring MLD in mathematics education: Ten years of research. Journal of Mathematical Behavior.

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M. N. Lytle, J. Prado, J. R. Booth (2020). A neuroimaging dataset of deductive reasoning in school-aged children. Data in Brief.

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F. Schwartz, J. Prado (2019). Si la dyscalculie m'était contée. Cahiers pédagogiques.

R. Mathieu, J. Epinat-Duclos, M. Sigovan, A. Breton, A. Cheylus, M. Fayol, C. Thevenot, J. Prado (2018). What's behind a '+' sign? Perceiving an arithmetic operator recruits brain circuits for spatial orienting. Cerebral Cortex.

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J. Prado (2018). The relationship between deductive reasoning and the syntax of language in Broca's area: A review of the neuroimaging literature. L’année psychologique/Topics in Cognitive Psychology.

F. Schwartz, J. Epinat-Duclos, I. A. Noveck, J. Prado (2018). The neural development of pragmatic inference-making in natural discourse. Developmental Science.

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J. Prado (2018). The Interplay Between Learning Arithmetic and Learning to Read: Insights From Developmental Cognitive Neuroscience. Heterogeneity of Function in Numerical Cognition.

M.-L. Gardes, P. Courtier (2018). Quelle manipulation, représentation et communication dans les ateliers Montessori de première numération ?. Grand N.

M.-L. Gardes, J. Prado (2018). Les recherches en neurosciences cognitives : quels apports pour l'enseignement des mathématiques ?. Enseigner les mathématiques. Didactique et enjeux de l’apprentissage.

M. Suárez-Pellicioni, J. Prado, J. R. Booth (2018). Lack of improvement in multiplication is associated with reverting from verbal retrieval to numerical operations. NeuroImage.

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F. Schwartz, J. Epinat-Duclos, J. Léone, A. Poisson, J. Prado (2018). Impaired neural processing of transitive relations in children with math learning difficulty. NeuroImage: Clinical.

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R. Mathieu, J. Epinat-Duclos, J. Léone, M. Fayol, C. Thevenot, J. Prado (2018). Hippocampal spatial mechanisms relate to the development of arithmetic symbol processing in children. Developmental Cognitive Neuroscience.

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J. Prado (2018). Du sens des quantités au raisonnement mathématique. Le cerveau et les apprentissages - Cycles 1,2,3.

M.-L. Gardes, J. Prado (2018). Aux racines de la cognition mathématique : comment les quantités numériques sont liées à l'espace dans l'esprit humain. La gazette des mathématiciens.

F. Schwartz, J. Epinat-Duclos, J. Léone, J. Prado (2017). The neural development of conditional reasoning in children: Different mechanisms for assessing the logical validity and likelihood of conclusions. NeuroImage.

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E. Monfardini, A. J. Reynaud, J. Prado, M. Meunier (2017). Social modulation of cognition: Lessons from rhesus macaques relevant to education. Neuroscience & Biobehavioral Reviews.

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C. Thevenot, K. Uittenhove, J. Prado (2017). La dyscalculie et l'automatisation des procédures de calcul. Développements.

R. Mathieu, A. Gourjon, A. Couderc, C. Thevenot, J. Prado (2016). Running the Number Line: Rapid Shifts of Attention in Single-Digit Arithmetic. Cognition.

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Ö. E. Demir, J. Prado, J. R. Booth (2016). Neural correlates of math gains vary depending on parental socioeconomic status (SES). Frontiers in Psychology.

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M.-L. Gardes, J. Prado (2016). Entre neurosciences et éducation : les chainons manquants. Cahiers pédagogiques.

Ö. E. Demir, J. Prado, J. R. Booth (2015). Parental Socioeconomic Status and the Neural Basis of Arithmetic: Differential Relations to Verbal and Visuo-spatial Representations. Developmental Science.

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J. Prado, N. Spotorno, E. Koun, E. Hewitt, J.-B. Van Der Henst, D. Sperber, I. A. Noveck (2015). Neural interaction between logical reasoning and pragmatic processing in narrative discourse. Journal of Cognitive Neuroscience.

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R. Mathieu, J. R. Booth, J. Prado (2015). Distributed neural representations of logical arguments in school-age children. Human Brain Mapping.

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Ö. E. Demir, J. Prado, J. R. Booth (2014). The Differential Role of Verbal and Spatial Working Memory in the Neural Basis of Arithmetic. Developmental Neuropsychology.

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J. Prado, R. Mutreja, J. R. Booth (2014). Developmental dissociation in the neural responses to simple multiplication and subtraction problems. Developmental Science.

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I. Berteletti, J. Prado, J. R. Booth (2014). Children with mathematical learning disability fail in recruiting verbal and numerical brain regions when solving simple multiplication problems. Cortex.

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J. Prado, J. Lu, L. Liu, Q. Dong, X. Zhou, J. R. Booth (2013). The neural bases of the multiplication problem-size effect across countries. Frontiers in Human Neuroscience.

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J. Prado, R. Mutreja, J. R. Booth (2013). Fractionating the neural substrates of transitive reasoning: Task-dependent contributions of spatial and verbal representations. Cerebral Cortex.

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N. Spotorno, E. Koun, J. Prado, J.-B. Van Der Henst, I. A. Noveck (2012). Neural evidence that utterance-processing entails mentalizing: The case of irony. NeuroImage.

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D. H. Weissman, J. Prado (2012). Heightened activity in a key region of the ventral attention network is linked to reduced activity in a key region of the dorsal attention network during unexpected shifts of covert visual spatial attention. NeuroImage.

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J. Prado, J. Carp, D. H. Weissman (2011). Variations of response time in a selective attention task are linked to variations of functional connectivity in the attentional network. NeuroImage.

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J. Prado, A. Chadha, J. R. Booth (2011). The brain network for deductive reasoning: A quantitative meta-analysis of 28 neuroimaging studies. Journal of Cognitive Neuroscience.

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J. Prado, D. H. Weissman (2011). Spatial attention influences trial-by-trial relationships between response time and functional connectivity in the visual cortex. NeuroImage.

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J. Prado, D. H. Weissman (2011). Heightened interactions between a key default-mode region and a key task-positive region are linked to suboptimal performance but to enhanced future performance. NeuroImage.

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J. Prado, R. Mutreja, H. Zhang, R. Mehta, A. S. Desroches, J. E. Minas, J. R. Booth (2011). Distinct representations of subtraction and multiplication in the neural systems for numerosity and language. Human Brain Mapping.

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J. Prado, J.-B. Van Der Henst, I. A. Noveck (2010). Recomposing a fragmented literature: How conditional and relational arguments engage different neural systems for deductive reasoning. NeuroImage.

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J. Prado, I. A. Noveck, J.-B. Van Der Henst (2010). Overlapping and distinct neural representations of numbers and verbal transitive series. Cerebral Cortex.

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J. Prado, J.-B. Van Der Henst, I. A. Noveck (2008). Spatial associations in relational reasoning: Evidence for a SNARC-like effect. Quarterly Journal of Experimental Psychology.

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J. Prado, M. Kaliuzhna, A. Cheylus, I. A. Noveck (2008). Overcoming perceptual features in logical reasoning: An event-related potentials study. Neuropsychologia.

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J. Prado, I. A. Noveck (2007). Overcoming perceptual features in logical reasoning: A parametric fMRI study. Journal of Cognitive Neuroscience.

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I. A. Noveck, J. Prado (2007). Intelligence and reasoning are not one and the same. Behavioral and Brain Sciences.

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S. Clavagnier, J. Prado, M.-T. Perenin (2007). How humans reach: Distinct cortical systems for central and peripheral vision. The Neuroscientist.

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J. Prado, I. A. Noveck (2006). How reaction times measures elucidate the matching bias and the way negations are processed. Thinking & Reasoning.

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J. Prado, S. Clavagnier, H. Otzenberger, C. Scheiber, H. Kennedy, M.-T. Perenin (2005). Two cortical systems for reaching in central and peripheral vision. Neuron.

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