BLAYE Agnès

Responsable de l'équipe "Développement et vieillissement cognitifs"

Co-Responsable du Master "Psychologie Clinique du développement : enfance, adolescence et vieillissement"

Enseignements

Licence

Psychologie du développement : Cours de Licence 2 : Développement cognitif

Supervision des travaux d'étude et de recherche de licence 3

Développement conceptuel : Cours de licence 3

Master

Développement du contrôle cognitif : Cours de Master 1

Supervision Parcours Recherche :

Responsabilité du séminaire de recherche

Méthologie de la recherche

Publications RéCENTeS

La plupart de mes articles sont disponibles en pdf sur ResearchGate

Chevalier, N., & Blaye, A. (2022). Developing cognitive control and flexible adaptation during childhood. In O. Houdé & G. Borst (Eds.), The Cambridge Handbook of Cognitive Development. Cambridge University Press.

Blaye, A. (2021). Développement de la flexibilité cognitive. In E. Clément (Ed.), La flexibilité cognitive, pierre angulaire de l’apprentissage. ISTE Editions.

Blaye, A. (2021). Développement du contrôle cognitif à l’âge au cours de la période préscolaire. In A. Roy (Ed.), Les fonctions exécutives de l’enfant. De Boeck Supérieur.

Fitamen, C., Blaye, A., & Camos, V. (2021). Do goal cue and motor activity impact preschoolers’ working memory? British Journal of Developmental Psychology, 1-15. https://doi.org/10.1111/bjdp.12376

Gonthier, C., & Blaye, A. (2021). Preschoolers are capable of fine-grained implicit cognitive control: Evidence from development of the context-specific proportion congruency effect. Journal of Experimental Child Psychology, 210, 105211. https://doi.org/10.1016/j.jecp.2021.105211

Gonthier, C., Ambrosi, S., & Blaye, A. (2021). Learning-based before intentional cognitive control: Developmental evidence for a dissociation between implicit and explicit control. Journal of Experimental Psychology: Learning, Memory, and Cognition. https://doi.org/10.1037/xlm0001005

Grandjean, A., Suarez, I., Diaz, E., Spieser, L., Burle, B., Blaye, A., & Casini, L. (2021). Stronger impulse capture and impaired inhibition of prepotent action in children with ADHD performing a Simon task: An electromyographic study. Neuropsychology, 35(4), 399–410. https://doi.org/10.1037/neu0000668

Śmigasiewicz, K., Servant, M., Ambrosi, S., Blaye, A., & Burle, B. (2021). Speeding-up while growing-up: Synchronous functional development of motor and nonmotor processes across childhood and adolescence. PLoS ONE, 16(9 September), 1–18. https://doi.org/10.1371/journal.pone.0255892

Waroquier, L., Abadie, M., & Blaye, A. (2021). Age-Related Changes in Controllable and Uncontrollable Processes Underlying Evaluative Conditioning : A Comparison Between Children Ages 7 to 11 and Young Adults. Developmental Psychology. https://doi.org/10.1037/dev0001296

Ambrosi, S., Śmigasiewicz, K., Burle*, B., & Blaye*, A. (2020). The dynamics of interference control across childhood and adolescence: Distribution analyses in three conflict tasks and ten age groups. Developmental Psychology. https://doi.org/10.1037/dev0001122

Śmigasiewicz, K., Ambrosi, S., Blaye, A*., & Burle, B*. (2020). Inhibiting errors while they are produced: Direct evidence for error monitoring and inhibitory control in children. Developmental Cognitive Neuroscience, 41, 100742. https://doi.org/10.1016/j.dcn.2019.100742

Fitamen, C., Blaye, A., & Camos, V. (2019). The role of goal cueing in kindergarteners’ working memory. Journal of Experimental Child Psychology, 187, 104666. https://doi.org/10.1016/j.jecp.2019.104666

Fitamen, C., Blaye, A., & Camos, V. (2019). Five-Year-Old Children’s Working Memory Can Be Improved When Children Act On A Transparent Goal Cue. Scientific Reports, 9, 15342. https://doi.org/10.1038/s41598-019-51869-4

Lucenet, J., & Blaye, A. (2019). What do I do next? The influence of two self-cueing strategies on children’s engagement of proactive control. Cognitive Development, 50, 167–176. https://doi.org/10.1016/j.cogdev.2019.0001

Gonthier, C., Zira, M., Colé, P., & Blaye, A. (2019). Evidencing the developmental shift from reactive to proactive control in early childhood and its relationship to working memory. Journal of Experimental Child Psychology, 177, 1–16. http://doi.org/10.1016/j.jecp.2018.07.001

Ambrosi, S., Servant, M., Blaye, A., & Burle, B. (2019). Conflict processing in kindergarten children: New evidence from distribution analyses reveals the dynamics of incorrect response activation and suppression. Journal of Experimental Child Psychology, 177, 36–52. http://doi.org/10.1016/j.jecp.2018.06.006

Chevalier, N., Dauvier, B., & Blaye, A. (2018). From prioritizing objects to prioritizing cues: A developmental shift for cognitive control. Developmental Science, 21(2), 1-8.  https://doi.org/10.1111/desc.12534

Ambrosi, S., Lemaire, P., & Blaye, A. (2016). Do young children modulate their cognitive control? Sequential congruency effects in three conflict tasks in 5-to-6 year olds. Experimental Psychology, 63, 117-126, http://dx.doi.org/10.1027/1618-3169/a000320

Chevalier, N. and Blaye, A. (2016), Metacognitive Monitoring of Executive Control Engagement During Childhood. Child Development, 87(4), 1264-1276. doi:10.1111/cdev.12537

Girotto, V., Fontanari, L., Gonzalez, M., Vallortigara, G., & Blaye, A. (2016). Young children do not succeed in choice tasks that imply evaluating chances. Cognition, 152, 32-39. https://doi.org/10.1016/j.cognition.2016.03.010 (I.F. 3.41)

Kray, J., Schmitt, H., Heintz, S., & Blaye, A. (2015). Does verbal labeling influence age differences in proactive and reactive cognitive control? Developmental Psychology, 51(3), 378–391. http://dx.doi.org/10.1037/a0038795 

Lucenet J and Blaye A (2014) Age-related changes in the temporal dynamics of executive control: a study in 5- and 6-year-old children. Frontiers in  Psychology. 5:831. doi: 10.3389/fpsyg.2014.00831

Blaye, A., & Chevalier, N. (2014). Contrôle exécutif et développement. Introduction du numéro spécial. Psychologie Française, 59, 1, 1-3, doi:http://dx.doi.org/10.1016/j.psfr.2014.02.003

Colé, P., Duncan, L. G., & Blaye, A. (2014). Cognitive flexibility predicts early reading skills. Frontiers in Psychology, 5, 565. doi:10.3389/fpsyg.2014.00565

Lucenet, J. Blaye, A., Chevalier, N., & Kray, J. (2014). Cognitive control and language across the lifespan. Does labeling improve reactive control? Developmental Psychology, 50(5), 1620-1627, doi.org/10.1037/a0035867.

Chevalier, N., Blaye, A., & Maintenant, C. (2014). La représentation du but dans le contrôle exécutif chez l’enfant. Psychologie Française, 59,1,5-20, doi:http://dx.doi.org/10.1016/j.psfr.2013.09.002

Minier, L., Blaye, A., Maugard, A., Fagot, J., Glady, Y., & Thibaut, J.-P. (2014). Rôle du contrôle exécutif dans le raisonnement par analogie chez l’enfant et le primate non humain. Psychologie Française, 59, 1, 71-87. doi:http://dx.doi.org/10.1016/j.psfr.2013.08.001

Kray, J., Gaspard, H., Karbach, J., & Blaye, A. (2013). Developmental changes in using verbal self-cueing in task-switching situations: The impact of task practice and task-sequencing demands. Frontiers in Cognition, 4:940. DOI=10.3389/fpsyg.2013.00940

Maintenant, C., Blaye, A., Pennequin, V., & Paour, J.L. (2013). Predictors of semantic categorical flexibility in older adults. British Journal of Psychology, 104, 265-282.

Poulin-Dubois, D., Bialystok, E., Blaye, A., Polonia, A., & Yott, J. (2013). Lexical access and vocabulary development in very young bilinguals. International Journal of Bilingualism, 17, 57-70. (I.F. 1.056)

Dauvier, B., Chevalier, N., & Blaye, A. (2012). Using finite mixture of GLMs to explore variability in children’s flexibility in a task-switching paradigm. Cognitive Development, 27, 440-454. doi:10.1016/j.cogdev.2012.07.004.

Kray, J., Karbach, J., & Blaye, A. (2012). The influence of stimulus-set size on developmental changes in cognitive control and conflict adaptation. Acta Psychologica, 140, 119-128.

Poulin Dubois, D., Blaye, A., Coutya, J., & Bialystok, E. (2011). The effects of bilingualism on toddlers’ executive functioning. Journal of Experimental Child Psychology, 108, 567-579.

Blaye, A., & Chevalier, N. (2011). The role of goal representation in preschoolers' flexibility and inhibition. Journal of Experimental Child Psychology, 108, 469-483.

Maintenant, C., Blaye, A., & Paour, J.-L. (2011). Semantic categorical flexibility and aging: Effect of semantic relations on maintenance and switching. Psychology and Aging, 26(2), 461-466. doi: 10.1037/a0021686

Ambrosi, S., Kalenine, S., Blaye, A., & Bonthoux, F. (2011). Modality switching cost during property verification by 7 years of age. International Journal of Behavioral Development, 35(1), 78-83.

Chevalier, N., Blaye, A., Dufau, S., & Lucenet, J. (2010). What visual information do children and adults consider while switching between tasks? Eye-tracking investigation of cognitive flexibility. Developmental Psychology, 46(4), 955-972.

Bialystok, E., Barac, R., Blaye, A., & Poulin-Dubois., D. (2010). Word Mapping and Executive Functioning in Young Monolingual and Bilingual Children. Journal of Cognition and Development, 11(4), 485-508.

Kray J, Blaye A, & Lucenet J (2010). Can older adults enhance task-switching performance by using verbal self-instructions? The influence of working-memory load and early learning. Frontiers in  Aging Neuroscience 2:147. doi:10.3389/fnagi.2010.00147.

Chevalier, N., Dauvier, B., & Blaye, A. (2009). Preschoolers’ use of feedback for flexible behavior: Insights from a computational model. Journal of Experimental Child Psychology, 103, 251-257.

Blaye, A., & Jacques, S. (2009). Categorical Flexibility in Preschoolers: Contributions of Conceptual Knowledge and Executive Control. Developmental Science, 12, 6, 863-873.

Chevalier, N., & Blaye., A. (2009). Setting goals to switch between tasks: Effect of cue transparency on children's cognitive flexibility. Developmental Psychology, 45, 3, 782-797.

Chevalier, N., & Blaye, A. (2008). Cognitive flexibility in preschoolers: The role of representation activation and maintenance. Developmental Science, 11, 3, 339-353.