Laboratoire de Psychologie

du Développement et

de l'Éducation de l'Enfant

Olivier Houdé (Pr)

Olivier est professeur de psychologie à l'Université Paris Descartes depuis 1995 et le directeur du LaPsyDÉ, UMR CNRS 8240. Il a été Membre du Conseil d'Administration de l'Université Paris Descartes (2003-2011), Membre du Conseil pour le Développement des Humanités et des Sciences Sociales (CDHSS) au Ministère de l'Enseignement Supérieur et de la Recherche (2010-2011), Membre du Bureau de l'Institut Universitaire de France (IUF) (2010-2013), Chargé de Mission auprès du Président de l'Université Paris Descartes pour les relations entre Sciences Humaines et Sociales (SHS) et Sciences de la Vie et de la Santé (SVS) (2012-2015) et Membre du Conseil d'Administration du Domaine d'Intérêt Majeur (DIM) « Cerveau & Pensée » d'Île-de-France (2013-2015). Actuellement, il est membre du Conseil d'Orientation Scientifique et Pédagogique (COSP) de l'École Supérieure du Professorat et de l'Éducation (ESPE) de l'Académie de Paris (2014-), Membre du nouvel Observatoire des médias et de l'éducation (2014-) ainsi que du Comité d’experts du jeune public (2015-) au Conseil Supérieur de l'Audiovisuel (CSA), Membre du Conseil Scientifique de l’Enseignement Scolaire (CSES) à la Direction Générale de l’Enseignement Scolaire (DGESCO) (2016-), Membre du Conseil Scientifique du Ministère de la justice pour la lutte contre la radicalisation (2016-) et Secrétaire général du Comité Français des Unions Scientifiques Internationales (COFUSI) à l'Académie des sciences (2016-). Depuis 2018, Olivier est également membre de l'Académie des Technologies.

Contact: olivier.houde@parisdescartes.fr

PUBLICATIONS

In press

Cachia, A.*, Roell, M.*, Mangin, J.-F., Sun, J., Jobert, A., Houdé, O., Dehaene, S., & Borst, G. (2017). How interindividual differences in brain anatomy shape reading accuracy. Brain Structure and Function (in press). doi: 10.1007/s00429-017-1516-x.

 

Camarda, A., Borst, B., Agogué, M., Habib, M., Weil, B., Houdé, O., & Cassotti, M. (2017). Do we need inhibitory control to be creative? Evidence from a dual-task paradigm. Psychology of Aesthetics, Creativity and the Arts (in press).

 

Camarda, A., Salvia, E., Vidal, J., Poirel, N., Weil, B., Houdé, O., Borst, G., & Cassotti, M. (2018). Neural basis of functional fixedness during creative idea generation: an EEG study. Neuropsychologia (in press).

Krakowski, C.-S., Borst, G., Vidal, J., Houdé, O., & Poirel, N. (2018). Children have to inhibit global information when the forest is dense and local information when the forest is sparse. Journal of Experimental Child Psychology (in press). 

Lanoë, C., Lubin, A., Houdé, O., Borst, G., & De Neys, W. (2017). Grammatical attraction error detection in children and adolescents. Cognitive Development (in press).   

Tissier, C., Linzarini, A., Allaire-Duquette, G., Mevel, K., Poirel, N., Dollfus, S., Etard, O., Orliac, F., Peyrin, C., Charron, S., Raznahan, A., Houdé, O., Borst, G., & Cachia, A. (2018). Sulcal polymorphisms of the IFC and ACC contribute to inhibitory control variability in children and adults. eNeuro (in press).

 

Viarouge, A., Courtier, P., Hoppe, M, Melnik, J., Houdé, O., & Borst, G. (2017). Spontaneous orientation towards irrelevant dimensions of magnitude and numerical acuity. Learning and Instruction (in press).

2018

Aïte, A., Cassotti, M., Linzarini, A., Osmont, A., Houdé, O., & Borst, G. (2017). Adolescents’ inhibitory control: Keep it cool or lose control. Developmental Science, 21(1), doi: 10.1111/desc.12491.

2017

Ahr, E., Houdé, O., & Borst, G. (2017). Predominance of lateral over vertical mirror errors in reading: A case for neuronal recycling and inhibition. Brain and Cognition, 117, 1-8.

 

Brault Foisy, L.-M., Ahr, E., Masson, S., Houdé, O., & Borst, G. (2017). Is inhibitory control involved in discriminating pseudowords that contain the reversible letters b and d? Journal of Experimental Child Psychology, 262, 259-267.

 

De Neys, W., Hopfensitz, A., & Bonnefon, J.-F. (2017). Split-second trustworthiness detection from faces in an economic game. Experimental Psychology, 64, 231-239.

 

Ezzat, H., Camarda, A., Cassotti, M., Agogué, M., Houdé, O., Weil, B., & Le Masson, P. (2017). How minimal executive feedback influences creative idea generation. Plos One, 12(6):e0180458. doi: 10.1371/journal.pone.0180458.

 

Linzarini, A., Houdé, O., & Borst, G. (2017). Cognitive control outside of conscious awareness. Consciousness and Cognition, 53, 185-193.

Osmont, A., Moutier, S., Simon, G., Bouhours, L., Houdé, O., & Cassotti, M. (2017). How Does Explicit Versus Implicit Risk Information Influence Adolescent Risk‐Taking Engagement?. Journal of Behavioral Decision Making, 30(5), 1093-1103.

Roell, M., Viarouge, A., Houdé, O., & Borst, G. (2017). Inhibitory control and decimal number comparison in school-aged children. Plos One, 12(11):e0188276. doi: 10.1371/journal.pone.0188276.

2016

Aïte, A., Berthoz, A., Vidal, J., Roell, M., Zaoui, M., Houdé, O., & Borst, G. (2016).Taking a third-person perspective requires inhibitory control: Evidence from a developmental negative priming study. Child Development, 87, 1825-1840. 

Ahr, E., Borst, G., & Houdé, O. (2016). The learning brain: Neuronal recycling and inhibition. Zeitschrift für experimentelle Psychologie, 224(4), 277–285. doi: 10.1027/2151-2604/a000263

Arh, E., Houdé, O., & Borst, G. (2016). Inhibition of the mirror-generalization process in reading in school-aged children. Journal of Experimental Child Psychology, 145, 157-165.

 

Borst, G., Cachia, A., Tissier, C., Ahr, E., Simon, G., & Houdé, O. (2016). Early cerebral constraints on reading skills of school-age children: An MRI study. Mind, Brain & Education, 10, 47-54.

 

Cachia, A., Borst, G., Tissier, C., Fischer, C., Plaze, M., Gay, O., Rivière, D., Gogtay, N., Giedd, J., Mangin, J.-F., Houdé, O., & Raznahan, A. (2016). Longitudinal stability of the folding pattern of the anterior cingulate cortex during development. Developmental Cognitive Neuroscience, 19, 122-127.

 

Cassotti, M., Agogué, M., Camarda, A., Houdé, O., & Borst, G. (2016). Inhibitory control as a core process of creative problem solving and ideas generation from childhood to adulthood. New Directions for Child and Adolescent Development, 151, 61-72.

 

Cassotti, M., Camarda, A., Poirel, N., Houdé, O., & Agogué, M. (2016). Fixation effect in creative ideas generation: Opposite impacts of example in children and adults. Thinking Skills and Creativity, 19, 146-152.

 

Krakowski, C.-S., Poirel, N., Vidal, J., Roell, M., Pineau, A., Borst, G., & Houdé O. (2016). The forest, the trees and the leaves: Differences of processing across development. Developmental Psychology, 52, 1262-1272.

 

Lanoë, C., Vidal, J., Lubin, A., Houdé, O., & Borst, G. (2016). Inhibitory control is needed to overcome written verb inflection errors: Evidence from a developmental negative priming study. Cognitive Development, 37, 18-27.

 

Lubin, A., Rossi, S., Lanoë, C., Vidal, J., Houdé, O., & Borst, G. (2016). Expertise, inhibitory control and arithmetic word problems: A negative priming study in mathematics experts. Learning and Instruction, 45, 40-48.

2015

Agogué, M., Le Masson, P., Dalmasso, C., Houdé, O., & Cassotti, M. (2015). Resisting classical solutions: The creative mind of industrial designers and engineers. Psychology of the Aesthetics, Creativity and the Arts, 9, 313-318.

 

Borst, G., Ahr, E., Roell, M., & Houdé, O. (2015). The cost of blocking the mirror-generalization process in reading: Evidence for the role of inhibitory control in discriminating letters with lateral mirror-image counterparts. Psychonomic Bulletin & Review, 22, 228-234.

 

Borst, G., Aïte, A., & Houdé, O. (2015). Inhibition of misleading heuristics as a core mechanism for typical cognitive development: Evidence from behavioral and brain-imaging studies. Developmental Medicine & Child Neurology, 57(s2), 21-25.

 

Brault Foisy, L.-M., Ahr, E., Masson, S., Borst, G., & Houdé, O. (2015). Blocking our brain: When we need to inhibit repetitive mistakes! Frontiers for Young Minds: doi:10.3389/frym.2015.00017.

 

Habib, M., Borst, G., Poirel, N., Houdé, O., Moutier, S., & Cassotti, M. (2015). Socio-emotional context and adolescents’ decision making: The experience of regret and relief after social comparison. Journal of Research on Adolescence, 25, 81-91.

 

Habib, M., Cassotti, M., Moutier, S., Houdé, O., & Borst, G. (2015). Fear and anger have opposite effects on risk seeking in the gain frame. Frontiers in Psychology, 6:253. doi: 10.3389/fpsyg.2015.00253

Houdé, O., & Borst, G. (2015). Evidence for an inhibitory-control theory of the reasoning brain. Frontiers in Human Neuroscience, 9:148. doi: 10.3389/fnhum.2015.00148

 

Krakowski, C.-S., Borst, G., Pineau, A., Houdé, O., & Poirel, N. (2015). You can detect the trees as well as the forest when adding the leaves: Evidence from visual search tasks containing three-level hierarchical stimuli. Acta Psychologica, 157, 131-143.

 

Linzarini, A., Houdé, O., & Borst, G. (2015). When Stroop helps Piaget: An inter-task positive priming paradigm in 9-year-old children. Journal of Experimental Child Psychology, 139, 71–82. doi:10.1016/j.jecp.2015.05.010

 

Lubin, A., Houdé, O., & De Neys, W. (2015). Evidence for children's error sensitivity during arithmetic word problem solving. Learning and Instruction, 40, 1-8.

 

Lubin, A., Rossi, S., Poirel, N., Lanoë, C., Pineau, A., & Houdé, O. (2015). The role of self-action in 2-year-old children: An illustration of the arithmetical inversion principle before formal schooling. Child Development Research, Volume 2015, Article ID 879258, 1-7, doi.org/10.1155/2015/879258.

 

Mevel, K., Poirel, N., Rossi, S., Cassotti, M., Simon, G., Houdé, O., & De Neys, W. (2015). Bias detection: Response confidence evidence for conflict sensitivity in the ratio bias task. Journal of Cognitive Psychology, 27, 227-237.

 

Osmont, A*., Cassotti, M*., Agogué, M., Houdé, O., & Moutier, S. (2014). Does ambiguity aversion influence the framing effect during decision making? Psychonomic Bulletin & Review, 22, 572-577.

 

Rossi, S., Cassotti, M., Moutier, S., Delcroix, N., & Houdé, O. (2015). Helping reasoners succeed in the Wason selection task. PloS ONE, 10(4):e0123024. doi: 10.1371/journal.pone.0123024.

 

Rossi, S., Lanoë, C., Poirel, N., Pineau, A., Houdé, O., & Lubin, A. (2015). When I met my brain: Participating in a neuroimaging study influences children's naïve mind-brain conceptions. Trends in Neuroscience and Education: doi:10.1016/j.tine.2015.07.001.

 

Simon, G., Lubin, A., Houdé, O., & De Neys, W. (2015). Anterior cingulate cortex and intuitive bias detection during number conservation. Cognitive Neuroscience, 6, 158-168.

 

*These authors contributed equally.

 

2014

Agogué, M., Poirel, N., Pineau, A., Houdé, O., & Cassotti, M. (2014). The impact of age and training on creativity: a design-theory approach to study fixation effects. Thinking Skills and Creativity, 11, 33-41.

 

Aïte, A., Barrault, S., Cassotti, M., Borst, G., Bonnaire, C., Houdé, O., Varescon, I., & Moutier, S. (2014). The impact of alexithymia in pathological gamblers' decision-making skills: A preliminary study on pathological gamblers recruited in an ecological setting. Cognitive and Behavioral Neurology, 27, 59-67.

 

Borst, G.*, Cachia, A.*, Vidal., J., Simon, G., Fischer, C., Pineau, A., Poirel, N., Mangin, J.-F., & Houdé, O. (2014). Folding of the anterior cingulate cortex partially explains inhibitory control during childhood: A longitudinal study. Developmental Cognitive Neuroscience, 9, 126-135.

 

Borst, G., & Houdé, O. (2014). Inhibitory control as a core mechanism for cognitive development and learning at school. Perspectives on Language and Literacy (Special Issue on Executive functions edited by A. Diamond), 41-44.

 

Cachia, A.*, Borst, G.*, Vidal, J., Fischer, C., Pineau, A., Mangin, J.-F., & Houdé, O. (2014). The shape of the ACC contributes to cognitive control efficiency in preschoolers. Journal of Cognitive Neuroscience, 26, 96-106.

 

Cassotti, M., Aïte, A., Osmont, A., Houdé, O., & Borst, G. (2014). What have we learned about the processes involved in the Iowa Gambling Task (IGT) from developmental studies? Frontiers in Psychology, section Decision Neuroscience, 5:915. doi: 10.3389/fpsyg.2014.00915.

De Neys, W., Lubin, A., & Houdé, O. (2014). The smart non-conserver: Preschoolers detect their number conservation errors. Child Development Research: doi:10.1155/2014/768186.

 

Houdé, O., & Borst, G. (2014). Measuring inhibitory control in children and adults: Brain imaging and mental chronometry. Frontiers in Developmental Psychology (Research Topic: Development of executive function during childhood, edited by Y. Moriguchi, P. Zelazo, and N.

Chevalier), 5:616. doi: 10.3389/fpsyg.2014.00616.

 

Lubin, A., Simon, G., Houdé, O., & De Neys, W. (2014). Inhibition, conflict detection and number conservation. ZDM – The International Journal on Mathematics Education: doi:10.1007/s11858-014-0649-0.

 

Poirel, N., Krakowski, C.-S., Sayah, S., Pineau, A., Houdé, O., & Borst, G. (2014). Do you want to see the tree? Ignore the forest. Inhibitory control during local processing: A negative priming study of local-global processing. Experimental Psychology, 61, 205-214.

 

Poirel, N., Leroux, E., Pineau, A., Houdé, O., & Simon, G. (2014). Changes in cortical thickness in 6-year-old children open their mind to a global vision of the world. BioMed Research International, 2014:362349. doi: 10.1155/2014/362349.

 

*These authors contributed equally.

2013

Aïte, A., Borst, G., Moutier, S., Varescon, I., Brown, I., Houdé, O., & Cassotti, M. (2013). Impact of emotional context congruency on decision making under ambiguity. Emotion, 13, 177-182.

 

Beaucousin, V., Simon, G., Cassotti, M., Pineau, A., Houdé, O., & Poirel, N. (2013). Global interference during early visual processing: ERP evidence from a rapid global/local selective task. Frontiers in psychology, 4:539. doi: 10.3389/fpsyg.2013.00539.

Borst, G., Poirel, N., Pineau, A., Cassotti, M., & Houdé, O. (2013). Inhibitory control efficiency in a Piaget-like class-inclusion task in school-age children and adults: A developmental negative priming study. Developmental Psychology, 49, 1366-1374.

 

Borst, G., Simon, G., Vidal, J., & Houdé, O. (2013). Inhibitory control and visuospatial reversibility in Piaget’s seminal number-conservation task: A high-density ERP study. Frontiers in Human Neuroscience, 7:920. doi:10.3389/fnhum.2013.00920.

 

De Neys, W., Rossi, S., & Houdé, O. (2013). Bats, balls, and substitution sensitivity: Cognitive misers are no happy fools. Psychonomic Bulletin & Review, 20, 269-273.

 

Leroux, G., Lubin, A., Houdé, O., Lanoë, C. (2013). How to best train children and adolescents for fMRI? Meta-analysis of the training methods in developmental neuroimaging. Neuroéducation, 2, 44-71.

 

Lubin, A., Rossi, S., Simon, G., Lanoë, C., Leroux, G., Poirel, N., Pineau, A., & Houdé, O. (2013). Numerical transcoding proficiency in 10-year-old schoolchildren is associated with grey-matter interindividual differences: A voxel-based morphometry study. Frontiers in Educational Psychology: 4:197. doi:10.3389/fpsyg.2013.00197.

 

Lubin A., Vidal J., Lanoë C., Houdé O., Borst G. (2013). Inhibitory control is needed for the resolution of arithmetic word problems: A developmental negative priming study. Journal of Educational Psychology, 105, 701-708.

 

Rossi, S., Lubin, A., Simon, G., Lanoë, C., Poirel, N., Cachia, A., Pineau, A., & Houdé, O. (2013). Structural brain correlates of executive engagement in working memory: Children's inter individual differences are reflected in the anterior insular cortex. Neuropsychologia, 51, 1145-1150.

 

Simon, G., Lanoë, C., Poirel, N., Rossi, S., Lubin, A., Pineau, A., & Houdé, O. (2013). Dynamics of the anatomical changes that occur in the brains of schoolchildren as they learn to read. PLoS ONE, 8(12):e81789. doi:10.1371/journal.pone.0081789.

2012

Aïte, A*., Cassotti, M*., Rossi, S., Poirel, N., Lubin, A., Houdé, O., & Moutier, S. (2012). Is human decision-making under ambiguity guided by loss frequency regardless of the costs? A developmental study using the Soochow Gambling Task. Journal of Experimental Child Psychology, 113, 286-294.

 

Borst, G., Poirel, N., Pineau, A., Cassotti, M., & Houdé, O. (2012). Inhibitory control in number-conservation and class-inclusion tasks: A neo-Piagetian inter-tasks priming study. Cognitive Development, 27, 283-298.

 

Cassotti, M., Habib, M., Poirel, N., Aïte, A., Houdé, O., & Moutier, S. (2012). Positive emotional context eliminates the framing effect in decision-making. Emotion, 12, 926-931.

 

Guibé, M., Poirel, N., Houdé, O., & Dickel, L. (2012). Food imprinting and visual generalization in embryos and newly hatched cuttlefish (Sepia officinalis). Animal Behaviour, 84, 213-217.

 

Habib, M., Cassotti, M., Borst, G., Simon, G., Pineau, A., Houdé, O., & Moutier, S. (2012). Counterfactually mediated emotions: A developmental study of regret and relief in a probabilistic gambling task. Journal of Experimental Child Psychology, 112, 265-274.

 

Poirel, N.*, Borst, G.*, Simon, G., Rossi, S., Cassotti, M., Pineau, A., & Houdé, O. (2012). Number conservation is related to children's prefrontal inhibitory control: An fMRI study of a Piagetian task. PLoS ONE 7(7): e40802. doi:10.1371/journal.pone.0040802

 

Poirel, N., Cassotti, M., Beaucousin, V., Pineau, A., & Houdé, O. (2012). Pleasant emotional induction broadens the visual world of young children. Cognition & Emotion, 26, 186-191.

 

*These authors contributed equally.

2011

Beaucousin, V., Cassotti, M., Simon, G., Pineau, A., Kostova, M., Houdé, O., & Poirel, N. (2011). ERP evidence of a meaningfulness impact on visual global/local processing: When meaning captures attention. Neuropsychologia, 49, 1258-1266.

 

Cassotti, M., Houdé, O., & Moutier, S. (2011). Developmental changes of win-stay and loss-shift strategies in decision making. Child Neuropsychology, 17, 400-411.

 

Houdé, O., Pineau, A., Leroux, G., Poirel, N., Perchey, G., Lanoë, C., Lubin, A., Turbelin, M.-R., Rossi, S., Simon, G., Delcroix, N., Lamberton, F., Vigneau, M., Wisniewski, G., Vicet, J.-R., & Mazoyer, B. (2011). Functional MRI study of Piaget's conservation-of-number task in preschool and school-age children: A neo-Piagetian approach. Journal of Experimental Child Psychology, 110, 332-346.

 

Poirel, N., Simon, G., Cassotti, M., Leroux, G., Perchey, G., Lanoë, C., Lubin, A., Turbelin, M.-R., Rossi, S., Pineau, A., & Houdé, O. (2011). The shift from local to global visual processing in 6-year-old children is associated with grey matter loss. PLoS ONE, 6(6): e20879. doi:10.1371/journal.pone.0020879

 

Poirel, N., Vidal, M., Pineau, A., Lanoë, C., Leroux, G., Lubin, A., Turbelin, M.-R., Berthoz, A., & Houdé, O. (2011). Evidence of different developmental trajectories for length estimation according to egocentric and allocentric viewpoints in children and adults. Experimental Psychology, 58, 142-146.

2010

Houdé, O. (2010). Beyond IQ comparisons: Intra-individual training differences. Nature Reviews Neuroscience, 11, 370.

 

Houdé, O., Rossi, S., Lubin, A., & Joliot, M. (2010). Mapping numerical processing, reading, and executive functions in the developing brain: An fMRI meta-analysis on 52 studies including 842 children. Developmental Science, 13, 876-885.

 

Lubin, A., Poirel, N., Rossi, S., Lanoë, C., Pineau, A., & Houdé, O. (2010). Pedagogical effect of action on arithmetic performances in Wynn-like tasks solved by 2-year-olds. Experimental Psychology, 57, 405-411.

 

Poirel, N., Brazo, P., Turbelin, M.-R., Lecardeur, L., Simon, G., Houdé, O., Pineau, A., & Dollfus, S. (2010). Meaningfulness and global-local processing in schizophrenia. Neuropsychologia, 48, 3062-3068.

2009

Houdé, O. (2009). Abstract after all? Abstraction through inhibition in children and adults. Behavioral and Brain Sciences, 32, 339-340.

 

Joliot, M., Leroux, G., Dubal, S., Tzourio-Mazoyer, N., Houdé, O., Mazoyer, B., & Petit, L. (2009). Cognitive inhibition of number/length interference in a Piaget-like task: Evidence by combining ERP and MEG. Clinical Neurophysiology, 120, 1501-1513.

 

Leroux, G., Spiess, J., Zago, L., Rossi, S., Lubin, A., Turbelin, M.-R., Mazoyer, B., Tzourio-Mazoyer, N., Houdé, O., & Joliot, M. (2009). Adult brains don't fully overcome biases that lead to incorrect performance during cognitive development: An fMRI study in young adults completing a Piaget-like task. Developmental Science, 12, 326-338.

 

Lubin, A., Poirel, N., Rossi, S., Pineau, A., & Houdé, O. (2009). Math in actions: Actor mode reveals the true arithmetic abilities of French-speaking two-year-olds in a magic task. Journal of Experimental Child Psychology, 103, 376-385.

 

Mazoyer, B., Houdé, O., Joliot, M., Mellet, E., & Tzourio-Mazoyer, N. (2009). Regional cerebral blood flow increases during wakeful rest following cognitive training. Brain Research Bulletin, 80, 133-138.

2008

Houdé, O. (2008). Pedagogy, not (only) anatomy of reasoning. Trends in Cognitive Sciences, 12, 173-174.

 

Poirel, N., Mellet, E., Houdé, O., & Pineau, A. (2008). First came the trees, then the forest: Developmental changes during childhood in the processing of visual local-global patterns according to the meaningfulness of the stimuli. Developmental Psychology, 44, 245-253.

2007

Houdé, O. (2007). First insights on neuropedagogy of reasoning. Thinking & Reasoning, 13, 81-89.

 

Schirlin, O., & Houdé, O. (2007). Negative priming effect after inhibition of weight/number interference in a Piaget-like task. Cognitive Development, 22, 124-129.

2006

Daurignac, E., Houdé, O., & Jouvent, R. (2006). Negative priming in a numerical Piaget-like task as evidenced by ERP. Journal of Cognitive Neuroscience, 18, 730-736.

 

Leroux, G., Joliot, M., Dubal, S., Mazoyer, B., Tzourio-Mazoyer, N., & Houdé, O. (2006). Cognitive inhibition of number/length interference in a Piaget-like task: Evidence from ERP and fMRI. Human Brain Mapping, 27, 498-509.

 

Lubin, A., Pineau, A., Hodent, C., & Houdé, O. (2006). Language-specific effects on number computation in toddlers: A European cross-linguistic cartography. Cognitive Development, 21, 11-16.

 

Mellet, E., Houdé, O., Brazo, P., Mazoyer, B., Tzourio-Mazoyer, N., & Dollfus, S. (2006). When a schizophrenic deficit becomes a reasoning advantage. Schizophrenia Research, 84, 359-364.

 

Moutier, S., Plagne, S., Melot, A.-M., & Houdé, O. (2006). Syllogistic reasoning and belief-bias inhibition in school children. Developmental Science, 9, 166-172.

 

Vigneau, M., Beaucousin, V., Hervé, P-Y., Duffau, H., Crivello, F., Houdé, O., Mazoyer, B., & Tzourio-Mazoyer, N. (2006). Meta-analysing left hemisphere language areas. NeuroImage, 30, 1414-1432.

2005

Hodent, C., Bryant, P., & Houdé, O. (2005). Language-specific effects on number computation in toddlers. Developmental Science, 8, 420-423.

2004

Zalla, T., Joyce, C., Szoke, A., Schurhoff, F., Pillon, B., Komano, O., Perez-Diaz, F., Bellivier, F., Alter, C., Dubois, B., Rouillon, F., Houdé, O., & Leboyer, M. (2004). Executive dysfunctions as potential markers of familial vulnerability to bipolar disorder and schizophrenia. Psychiatry Research, 121, 207-217.

2003

Houdé, O. (2003). Consciousness and unconsciousness of logical reasoning errors in the human brain. Behavioral and Brain Sciences, 25, 341.

 

Houdé, O., & Mazoyer, B. (2003). The roots of cognitive science: American, yes, but European too. Trends in Cognitive Sciences, 7, 283-284.

 

Houdé, O., & Tzourio-Mazoyer, N. (2003). Neural foundations of logical and mathematical cognition. Nature Reviews Neuroscience, 4, 507-514.

 

Houdé, O., Zago, L., Moutier, S., Crivello, F., Mellet, E., Pineau, A., Mazoyer, B., & Tzourio-Mazoyer, N. (2003). Can emotions help us reason? Two positron emission tomography (PET) studies using a training paradigm. Brain and Cognition, 51, 233-234.

 

Moutier, S., & Houdé, O. (2003). Judgment under uncertainty and conjunction-fallacy inhibition training. Thinking & Reasoning, 9, 185-201.

2002

Moutier, S., Angeard, N., & Houdé, O. (2002). Deductive reasoning and matching-bias inhibition: Evidence from a debiasing paradigm. Thinking & Reasoning, 8, 205-224.

2001

Houdé, O., & Guichart, E. (2001). Negative priming effect after inhibition of number/length interference in a Piaget-like task. Developmental Science, 4, 71-74.

 

Houdé, O., Zago, L., Crivello, F., Moutier, S., Pineau, A., Mazoyer, B., & Tzourio-Mazoyer, N. (2001). Access to deductive logic depends on a right ventromedial prefrontal area devoted to emotion and feeling: Evidence from a training paradigm. NeuroImage, 14, 1486-1492.

 

Mazoyer, B., Zago, L., Mellet, E., Bricogne, S., Etard, O., Houdé, O., Crivello, F., Joliot, M., Petit, L., & Tzourio-Mazoyer, N. (2001). Cortical networks for working memory and executive functions sustain the conscious resting state. Brain Research Bulletin, 54, 287-298.

2000

Etard, O., Mellet, E., Papathanassiou, D., Benali, K., Houdé, O., Mazoyer, B., & Tzourio-Mazoyer, N. (2000). Picture naming without Broca’s and Wernickes’s area. NeuroReport, 11, 617-622.

 

Houdé, O. (2000). Inhibition and cognitive development: Object, number, categorization, and reasoning. Cognitive Development, 15, 63-73

 

Houdé, O., Zago, L., Mellet, E., Moutier, S., Pineau, A., Mazoyer, B., & Tzourio-Mazoyer, N. (2000). Shifting from the perceptual brain to the logical brain: The neural impact of cognitive inhibition training. Journal of Cognitive Neuroscience, 12, 721-728.

 

Vauclair, J., & Houdé, O. (2000). Coordination of actions, visual perception, and inhibition in non-human and human development. Developmental Science, 3, 382-384.