Iris Menu
2019/10-2022/11
Ph.D student
Paris Cité University
CNRS
After obtaining Bachelor's degrees in both Psychology and Mathematics (Paris Descartes, 2016) and a Master's degree in Psychology of the cognitive and social development of children and adolescents (Paris Descartes, 2019), Iris began her PhD at LaPsyDÉ in October 2019 under the supervision of Arnaud Cachia. With a CNRS 80 PRIME grant for interdisciplinary projects, Iris is working on the APEX project funded by ANR and studies the impact of executive learning on children and adolescents using a multi-level environment-gene-brain-behaviour approach. To do this, she uses methods from mathematics and data science such as structural equation models, network analysis and machine learning.
PUBLICATIONS
Omont-Lescieux, S., Menu, I., Salvia, E., Poirel, N., Oppenheim, C., Houdé, O., Cachia, A., & Borst, G. (2023). Lateralization of the cerebral network of inhibition in children before and after cognitive training. Developmental Cognitive Neuroscience https://doi.org/10.1016/j.dcn.2023.101293 | More |
Rezende, G., Le Stanc, L., Menu, I., Cassotti, M., Aïte, A., Salvia, E., Houdé, O., Borst, G.*, & Cachia, A.* (2023). Differential effects of mindfulness meditation and cognitive training on cool and hot inhibitory control in children and adolescents. Journal of Experimental Child Psychology, 235. https://doi.org/10.1016/j.jecp.2023.105741. | More |
Menu, I., Rezende, G., Le Stanc, L., Borst, G., & Cachia, A. (2022) A network analysis of executive functions before and after computerized cognitive training in children and adolescents. Scientific Reports, 12, 14660. https://doi.org/10.1038/s41598-022-17695-x | More |
Menu, I. (2022) Gene-brain-behavior characterization of executive function development and training: an integrative approach. [Doctoral dissertation, Université Paris Cité & CNRS] | More |
Menu, I., Rezende, G., Le Stanc, L., Borst, G., & Cachia, A., (2022). Inhibitory control training on executive functions of children and adolescents: A latent change score model approach. Cognitive Development, 64, 101231. https://doi.org/10.1016/j.cogdev.2022.101231 |