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Articles dans des Revues Scientifiques Internationales avec Comité de Lecture

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1. Belletier, C., Davranche, K., Tellier, I. S., Dumas, F., Vidal, F., Hasbroucq, T., & Huguet, P. (2015). Choking under monitoring pressure : being watched by the experimenter reduces executive attention. Psychonomic Bulletin and Review. DOI 10.3758/s13423-015-0804-9


Performing more poorly given one’s skill level ("choking") is likely in situations that offer an incentive if a certain outcome is achieved (outcome pressure) or when one is being watched by others—especially when one’s performance is being evaluated (monitoring pressure). According to the choking literature, outcome pressure is associated with reduced executive control of attention, whereas monitoring pressure is associated with increased, yet counterproductive, attention to skill processes. Here, we show the first evidence that monitoring pressure—being watched by the experimenter—may lead individuals with higher working memory to choke on a classic measure of executive control—just the task effect thought to result from outcome pressure. Not only does this finding help refine our understanding of the processes underlying choking under monitoring pressure, but it also leads to a new look at classic audience effects, with an important implication for experimental psychology.


1. Smeding, A., Dumas, F., Loose, F., & Régner, I. (2013). Order of administration of math and verbal tests : An ecological intervention to reduce stereotype threat on girls’ math performance. Journal of Educational Psychology, 105, 3, 850-860. pdf

 In 2 field experiments, we relied on the very features of real testing situations—where both math and verbal tests are administered—to examine whether order of test administration can, by itself, create vs. alleviate stereotype threat (ST) effects on girls’ math performance. We predicted that taking the math test before the verbal test would be deleterious for girls’ math performance (ST effect), whereas taking the verbal test before the math test would benefit their math performance. We also explored whether ST (if any) may spill over from the math test to the verbal test in a real-world testing situation. The studies were conducted among French middle-school students (Ns - 1,127 and 498) during a regular class hour. In both studies, whereas girls underperformed on the math test relative to boys in the math-verbal order condition (ST effect), they performed as well as boys in the verbal-math order condition. Moreover, girls’math performance was higher in the verbal-math order condition than in the math-verbal order condition. Test order affected neither girls’ verbal performance (no ST spillover) nor boys’ verbal or math performance. In Study 2, additional measures pertaining to students’ self-evaluations in and perceptions of the math and verbal domains provided complementary evidence that only girls who took the math test first experienced ST. Implications of order of test administration for women’s experience in math, for effect and ST spillover research, and for educational practices are discussed.


2. Baret, C., Dumas, F., Mairesse, C., & Randon, S. (2013). Exploiter une enquête de satisfaction pour identifier les principaux facteurs de fidélisation des personnels : Le cas du centre hospitalier de Versailles. Revue Interdisciplinaire Management et Humanisme, 8, 124-134. pdf

 La fidélisation des personnels, et notamment des soignants, est une préoccupation majeure des hôpitaux publics. Il est donc essentiel pour une direction des ressources humaines d’identifier les pratiques qui favorisent la fidélisation. Nous réalisons une revue de la littérature académique internationale pour identifier les nombreuses pratiques qui ont un effet positif sur la fidélisation. Mais vu le nombre de pratiques mentionnées, nous montrons que des études complémentaires au niveau de l’établissement doivent être réalisées afin d’y définir les priorités du projet social. En pratiquant une analyse en composante principale suivie d’analyses de régression linéaire hiérarchique sur les données des enquêtes de satisfaction 2005 et 2010 du Centre hospitalier de Versailles, nous mettons en évidence que l’évolution professionnelle, l’alignement des compétences, les conditions de travail et les relations hiérarchiques sont les principaux prédicteurs de la loyauté des personnels dans cet établissement. Compte tenu de ces résultats, nous recommandons aux établissements de mettre en place une gestion des compétences pour que l’offre de formation et de mobilité suivent les transformations des métiers. Une formation de l’encadrement, notamment des services techniques, au management est aussi souhaitable pour améliorer les relations hiérarchiques.


3. Dumas, F., Gonzalez, M., Girotto, V., Pascal, C., Botton, J.-F., & Crupi, V. (2012). The context of available option affects healthcare decisions : A generalization study. Medical Decision Making, 32, 6, 815-819. pdf

 Background. When a given option is presented along with 2 alternatives, similar to each other, health care professionals choose it more often than when it is presented with just one of the alternatives. This inconsistent decision pattern may depend on the conflict generated from choosing between 2 highly similar options. Objective. To generalize the effect by using realistic scenarios that involve 2 alternatives displaying various degrees of similarity. Methods. One hundred fifty-five psychiatrists, 149 gynecologists, and 89 nurse managers had to indicate the treatment they would recommend in clinical scenarios containing either 3 options or just 2 of them. The similarity between the 2 alternatives varied across scenarios, ranging from a very high (psychiatric scenario) to an only moderately high (nursing management scenario) to a limited level (gynecological scenario). Results. Professionals chose the focal option more often when both alternatives were available. The paradoxical effect occurred for all scenarios—namely, when the alternatives were medication variants (psychiatric scenario), when most of the features they shared produced their effect at a different extent in the 2 cases (nursing management scenario), and some of their consequences were at variance (gynecological problem). Conclusions. The context of available options affects professionals’ choices when the alternatives are similar but also when they present diverging features. Professionals need to be aware of such a source of practice variability and are encouraged to consider each option per se before they compare the available options.


4. Loose, F., Régner, I, Morin, A., & Dumas, F. (2012). Are academic discounting and devaluing double-edged swords ? Their relations to global self-esteem, achievement goals, and performance among stigmatized students. Journal of Educational Psychology, 104, 3, 713-725. pdf

 Often taken for granted, the coexistence of benefits and costs of discounting and devaluing has never been tested. Yet, not only are there inconsistent findings about the relations between these processes and global self-esteem, but little is known about their relations to motivation and performance. Here we simultaneously examined how academic discounting and devaluing relate to global self-esteem, achievement goals, and grades. Conducted among a diverse sample of stigmatized secondary-school students, the present study showed that discounting was positively related to global self-esteem (even more for students with lower academic self-esteem) and unrelated to achievement goals and grades. Devaluing was unrelated to global self-esteem, negatively related to all achievement goals, and associated with lower grades through mastery-approach goals. These findings suggest that discounting is a true self-protective strategy, buffering self-evaluation without decreasing achievement motivation. On the contrary, devaluing appears as a maladaptive strategy, with no benefit at all for self-evaluation and major costs for achievement motivation and grades.


5. Marsh, H., Seaton, M., Kuyper, H., Dumas, F., Huguet, P., Régner, I., Buunk, B.P., Monteil, J-M., & Gibbons, F. X. (2010). Phantom behavioral assimilation effects : Systematic biases in social comparison choice studies. Journal of Personality, 78, 671-710. pdf

 Consistent with social comparison theory (SCT), Blanton, Buunk, Gibbons, and Kuyper (1999) and Huguet, Dumas, Monteil, and Genestoux (2001) found that students tended to choose comparison targets who slightly outperformed them (i.e., upward comparison choices), and this had a beneficial effect on subsequent performance—a behavioral assimilation effect (BAE). We show (Studies 1 and 2) that this apparent BAE is due, in part, to uncontrolled measurement error in pretest achievement. However, using simulated data (Study 3), these phantom BAEs were eliminated with latent-variable models with multiple indicators. In Studies 4 and 5, latent-variable models were applied to the Blanton et al. and Huguet et al. data, resulting in substantially smaller but still significantly positive BAEs. More generally in personality research based on correlational data, failure to control measurement error in pretest/background variables will positively bias the apparent effects of personality variables of interest, but widely applicable approaches demonstrated here can correct for these biases.


6. Huguet, P., Dumas, F., Marsh, H., Régner, I., Wheeler, L., Suls, J., Seaton, M., & Nezlek, J.B.(2009). Clarifying the relationships between the Big-Fish-Little-Pond Effect (BFLPE) and social comparison : An integrative study. Journal of Personality and Social Psycholog, 97, 156-170.pdf

 It has been speculated that the big-fish–little-pond effect (BFLPE ; the negative impact of highly selective academic settings on academic self-concept) is a consequence of invidious social comparisons experienced in higher ability schools. However, the direct role of such comparisons for the BFLPE has not heretofore been documented. The present study comprises the first evidence that the BFLPE (a) is eliminated after controlling for students’ invidious comparisons with their class and (b) coexists with the assimilative and contrastive effects of upward social comparison choices on academic self-concept. These results increase understanding of the BFLPE and offer support for integrative approaches of social comparison (selective accessibility and interpretation comparison models) in a natural setting. They also lend support for the distinction between forced and deliberate social comparisons and the usefulness of distinguishing between absolute and relative comparison-level choice in self-assessment.


7. Régner, I., Loose, F., & Dumas, F. (2009). Students’ perceptions of parents and teachers academic involvement : Consequences on achievement goals. European Journal of Psychology of Education, 24, 263-277.pdf

 The present study examined whether students’ perceptions of two major facets of parental and teacher academic involvement (i.e., academic support and academic monitoring), contribute to the process of students’ achievement goals adoption. French junior high-school students completed two questionnaires assessing first their perceptions of parental and teacher academic involvement, and then their achievement goals three months later. Factorial analyses showed that students differentiated parental academic monitoring from parental academic support, while predominantly perceiving their teacher academic involvement as reflecting monitoring. Multilevel modeling analyses indicated that, as expected, students’ perceptions of parental academic support were positively related to mastery goals while unrelated to performance goals. Also as expected, perceived academic monitoring was associated with performance goals, although the findings revealed an equal contribution of perceived parental and teacher involvement. This new insight about the antecedents of students’ achievement goals emphasizes how important is the role of parental and teacher academic socialization.


8. Seaton, M., Marsh, H., Dumas, F., Huguet, P., Monteil, J-M., Régner, I., Blanton, H., Buunk, B., Gibbons, F. X., Kuyper, H., Suls, J., & Wheeler, L. (2008). In search of the big fish : Investigating the coexistence of the big-fish-little-pond effect with the positive effects of upward comparisons. British Journal of Social Psychology, 47, 73-103.pdf

 Blanton, Buunk, Gibbons, and Kuyper (1999) and Huguet, Dumas, Monteil, and Genestoux(2001) foundthat childrennominateda social comparisontarget who slightly outperformed them in class with a beneficial effect on course grades –an assimilation effect, but with no effects on self-evaluation. However, big-fish-little-pond effect (BFLPE) research has shown that attending a high-ability school has a negative effect on academic self-concept –a contrast effect. To resolve this apparent conflict, the present investigation(1) tested the BFLPE in the Netherlands and France, using nationally representative samples (Study 1) and (2) further analysed (using more sophisticated analyses) theDutch (Blanton et al.) study (Study 2) and theFrench (Huguet et al.) study including new French data (Study3), to examine whether the BFLPE coexisted with, or was moderated by, the beneficial impact of upward comparisons. In support of the BFLPE, all studies found the negative effects of school-or class-average abilityon self-evaluation, demonstrating that these assimilation and contrast effects can coexist.


9. Dumas, F., Huguet, P., Monteil, J.-M., Rastoul, C., & Nezlek, J.B. (2005). Social comparison in the classroom : Is there a tendency to compare upward in elementary school ? Current Research in Social Psychology, 10(12), 166-187.html

 The central question here is whether elementary school children compare their exam grades with other children in their classroom who perform slightly better than themselves, as typically do middle school children. Children in grade levels five through nine nominated their comparison targets in three academic domains, and a series of standard regression and multilevel analyses examined the relationships between children’s performances and the performances of their targets in these domains. Children in grade levels five and six did not compare upward, whereas children in grade levels seven and eight did in some courses, and children in ninth grade level did in each course. The present results clearly demonstrate that the tendency to compare upward becomes stronger over time in the school system.


10. Dumas, F., Huguet, P., Monteil, J.-M., & Ayme, E. (2005). Context effects in the Stroop task : When knowledge of one’s relative standing makes a difference. Current Psychology Letters : Behaviour, Brain & Cognition, 16html

 This paper expands on prior research demonstrating the power of social comparison in Stroop’s paradigm. In two experiments, it is shown that the Stroop effect is reduced whenever the subject is threatened by social comparison, even in the lack of competitive instructions and comparison others during the Stroop session. These new findings show that self-related information arising from the social world can influence cognitive phenomena which are yet typically examined outside social psychology.


11. Huguet, P., Dumas, F., & Monteil, J.-M. (2004). Competing for a desired reward in the Stroop task : When attentional control is unconscious but effective versus conscious but ineffective. Canadian Journal of Experimental Psychology, 58, 153-167.pdf

 Recent studies using Stroop’s paradigm have shown that word recognition processes can be controlled when the local context of the task is manipulated. In the present study, factors related to the participants’ broader context (i.e., presence vs. absence of a competitor and of a desired reward) were manipulated. The results (1) support the conclusion that control of semantic-level activation can be unconscious but effective versus conscious but ineffective, (2) suggest that unconscious control alone operates on line (i.e., when the participant is responding), and (3) clarify the impact of socio-contextual factors that have been confounded in past research. Taken together, these findings strengthen the view that word recognition processes are controllable and offer new reasons to pay constant attention to the social environment of cognition.


12. Huguet, P., Dumas, F., Monteil, J.-M., & Genestoux, N. (2001). Social comparison choices in the classroom : Further evidence for students’ upward comparison tendency and its beneficial impact on performance. European Journal of Social Psychology, 31, 557-578.pdf

 Blanton and colleagues (1999) found that children who nominated a comparison-target in several courses chose same-sex students who slightly outperforming them in class. This had a beneficial effect on students’ course grades, which were also independently predicted by comparative evaluation (i.e., how the children evaluated their relative standing in class). These phenomena were examined here at two time periods with a more detailed record of comparison choices while including several psychological moderators (i.e., closeness to and identification with the comparison targets, perceived academic control, self-relevance of academic domains). The present findings (1) replicate those found earlier by Blanton and colleagues, (2) offer evidence that children compare upward with close friends with whom they identify as a means of self-improvement, (3) show that this identification is more likely to occur when children perceive control over their standing relative to the comparison target, and (4) suggest that the effects of comparison-level choice (i.e., the level typical of the persons with whom one chooses to compare) diminish over time.


13. Huguet, P., Galvaing, M.-P., Monteil, J.-M., & Dumas, F. (1999). Social presence effects in the Stroop task : Further evidence for an attentional view of social facilitation. Journal of Personality and Social Psychology, 77, 1011-1025.pdf

 In contrast with R. B. Zajonc’s (1965) classic view about social facilitation-inhibition (SFI) effects, it was found that the presence of relatively unpredictable audiences and forced social comparison with a slightly superior coactor both facilitated performance in the Stroop task while inhibiting automatic verbal processing. Not only do these findings reveal that social presence can help inhibit the emission of dominant responses, providing further support for an attentional view of SFI effects, but they also demonstrate the power of social situations over what has been thought to be invariant automatic processing. As such, they are inconsistent with the view reiterated in more than 500 articles on Stroop interference over the past 60 years and suggest that more attention should be paid to the situations in which cognition takes place.


Chapitres dans des Ouvrages 

  1. Dumas, F., & Huguet, P. (2011). Le double visage de la comparaison sociale à l’école. Dans Butera, F., Buchs, C., & Darnon, C. (Eds.), L’évaluation, une menace ? (pp. 95-104). Paris : Presses Universitaires de France.
  2. Huguet, P., Monteil, J.-M., & Dumas, F. (2004). The social regulation of cognition : From color-identification in the Stroop task to academic performances. In J. Van der Linden & P. Renshaw (Eds.), Social Learning : A Theoretical Shift in Perspectives to Learning and Instruction (pp. 217-222). Londres : Kluwer.
  3. Huguet, P., Dumas, F., & Monteil, J.-M. (2002) Effets de présence d’autrui, de coaction et de comparaison sociale dans la tâche de Stroop : L’environnement social au secours de la cognition. In Beauvois, J.-L., Joule, R.-V., & J.-M. Monteil (Eds.), Perspectives Cognitives et Conduites Sociales (vol. 8, pp. 22-39). Rennes : Presses Universitaires de Rennes.
  4. Huguet, P., Galvaing, M.-P., Dumas, F., & Monteil, J.-M. (2000). The social influence of automatic responding : controlling the uncontrollable. In J.P. Forgas, K.D. Williams, & L. Wheeler (Eds.), The Social Mind : Cognitive and motivational aspects of interpersonal behavior (vol. 2, 371-388). Cambridge University Press.


Organisation de Symposia dans des Congrès Scientifiques Internationaux avec Actes 


• Dumas, F. (2010). Big-Fish-Little-Pond-Effect : overview, extension, and practical Implications. 27th International Congress of Applied Psychology, Melbourne, Australie, July.

 5 intervenants : Herbert MARSH (Big-Fish-Little-Pond-Effect : Effects of Ability Grouping on Academic Self-concept) ; Marjorie SEATON (The Big-Fish-Little-Pond Effect : An Australian Story) ; Gregory LIEM (Islands in the Stream and Streams in the Island : Ability Streaming and The Big-Fish-Little-Pond Effect in Singapore) ; Florence DUMAS (titre ci-après) ; Rhonda CRAVEN (Why Self-Concept Matters and Examples from Bullying, Peer Support, Reading, and Mathematics Research). Auditoire : 80 personnes

Communications dans des Congrès Scientifiques Internationaux avec Actes


  1. Dumas, F., Gonzalez, M., Girotto, V., Pascal, C., Botton, J.-F., & Crupi, V. (2012). Healthcare decisions are context-dependant : Violation of regularity principle. 30th International Congress of Psychology, Cape Town, South Africa, July 23-27.
  2. Régner, I., Smeding, A., Dumas, F., Loose, F., & Huguet, P. (2012). Stéréotypes de genre et reproduction des inégalités hommes/femmes en sciences. 9ème Congrès International de Psychologie Sociale en Langue Française, Porto, 1-4 Juillet.
  3. Régner, I., Loose, F., Smeding, A., & Dumas, F. (2011). A social side of academic achievement goals : The influence of ethnic and gender identities. 16th General Meeting of the European Association of Social Psychology, Stokholm, July12-17.
  4. Belletier, C., Davranche, K., Burle, B., Dumas, F., Hasbroucq, T., Vidal, F, & Huguet, P. (2011) When High-Powered People Choke : The Cost of Being Watched by the Experimenter. American Psychological Society, Annual Convention, Washington, DC, May 26-29.
  5. Belletier, C., Davranche, K., Burle, B., Dumas, F., Hasbroucq, T., Vidal, F., & Huguet, P. (2011). When high-powered people choke under pressure : the cost of being watched by the experimenter. Cognitive Neuroscience Society, 18th Annual Meeting, San Francisco, April 2-5.
  6. Dumas, F., Huguet, P., Marsh, H., Régner, I., Wheeler, L., Suls, J., & Nezlek, J. (2010). Upward social comparisons : angel or devil ? On the opposite effects of forced and deliberate comparisons in the context of the BFLPE. 27th International Congress of Applied Psychology (ICAP), Melbourne, Australie, July, 11-16.
  7. Dumas, F., Huguet, P., Marsh, H., Régner, I., Wheeler, L., Suls, J., Seaton, M., & Nezlek, J. B. (2009). Big-fish-little-pond-effect and social comparison : An integrative study. The 11th European Congress of Psychology, Oslo, Norway, 7-10 July.
  8. Baret, C., Vinot, D., & Dumas, F. (2008). La gestion des ressources humaines face à l’amélioration de la qualité des soins à l’hôpital : Une proposition de modèle de recherche. Actes du congrés de l’AGRH, Association Francophone de Gestion des Ressources Humaines, Dakar, Sénégal, 9–12 Novembre.
  9. Huguet, P., Sharma, D., Dumas, F., Booth, R.W., & Brown, R.J. (2007). Socially-induced attentional selectivity in the Stroop task. 15th General Meeting of the European Association of Cognitive Psychology (ESCOP), Marseille, August 29th-September 1st.
  10. Seaton, M., Marsh, H.W., Dumas, F., Huguet, P., Monteil, J-M., Régner, I., Blanton, H., Buunk, B.P., Gibbons, F.X., Kuyper, H., Wheeler, L., & Suls, J. (2005). In search of the big fish : A re-analysis investigating the coexistence of the Big-Fish-Little-Pond Effect with the positive effects of upward comparisons. Paper presented at the Annual Meeting of the Australian Association of Research in Education (cf. aussi
  11. Dumas, F., Huguet, P., & Monteil, J.-M. (2004, Septembre). Les effets respectifs de la compétition et de l’attente d’une récompense dans la Tâche de Stroop. 5ème Congrès International de Psychologie Sociale en Langue Française, Lausanne.
  12. Huguet, P., & Dumas, F. (2003, October). Cognition in its social context : Another look. Annual Meeting of the Society of Experimental Social Psychology (SESP), Boston, USA.
  13. Huguet, P., & Dumas, F. (2003, September). Stroop effect : A socio-contextual view. Annual Meeting of the European Society of Cognitive Psychology (ESCOP), Granada, Spain.
  14. Régner, I., & Dumas, F. (2002, July). Do low SES students prefer self-protective ingroup comparisons and what consequences these comparisons may have for academic performance ? 13th General Meeting of the European Association of Experimental Social Psychology (EAESP), San Sebastian, Espagne.
  15. Dumas, F., & Huguet, P. (2002, July). Are the tendency to compare upward and its beneficial impact on performance present in primary school ? 13th General Meeting of the European Association of Experimental Social Psychology (EAESP). San Sebastian, Espagne.
  16. Dumas, F., Huguet, P, & Monteil, J.-M. (2001, Juin). À propos de l’effet Bénéfique de la comparaison sociale ascendante sur les performances cognitives : Du laboratoire au collège. Colloque Jeunes Chercheurs organisé par l’ADRIPS (Association pour la Diffusion de la Recherche Internationale en Psychologie Sociale), Aix-en-Provence.
  17. Dumas, F., & Huguet, P. (1999, Juillet). Upward social comparison leads to better performance : Empirical evidence in the Stroop task. 12th General Meeting of the European Association of Experimental Social Psychology, Oxford, England.
  18. Dumas, F., & Huguet, P. (1999, Mai). Une réduction de l’effet Stroop liée à la comparaison sociale. Congrès Annuel de la Société Française de Psychologie, Aix-en-Provence.
  19. Huguet, P., Dumas, F., Galvaing, M.-P., & Monteil, J.-M. (1999, Septembre). Effets de présence d’autrui, de coaction et de comparaison sociale dans la tâche de Stroop : L’environnement social au secours de la cognition. 8e Table-Ronde Cognitions et Conduites Sociales, Association pour la Diffusion Internationale de la Recherche en Psychologie Sociale, Nice.
  20. Huguet, P., Dumas, F., & Galvaing, M.-P. (1999, Juillet). Social presence, social comparison, and Stroop interference : Controlling the uncontrollable in social situations. 12th General Meeting of the European Association of Experimental Social Psychology, Symposium on the Social Regulation of Cognitive Functioning : Social Psychological Contributions to Cognitive Issues, Oxford, Engand.
  21. Huguet, P., & Dumas, F. (1999, March). The social influence of automatic responding : Controlling the uncontrollable. Second Annual Sydney Symposium on Social Psychology. The social mind : Cognitive and motivational aspects of interpersonal behavior, Sydney, Australie.
  22. Huguet, P., & Dumas, F. (1998, Septembre) Le contexte social au secours de la cognition. 2ème Congrès International de Psychologie Sociale en Langue Française, Turin.
  23. Dumas, F., Huguet, P., & Despres, G. (1998, Septembre). Comparaison sociale et automatismes cognitifs. 2ème Congrès International de Psychologie Sociale en Langue Française, Turin.
  24. Huguet, P., Dumas, F., & Galvaing, M.-P. (1998, June) The self under threat in upward social comparison : When inferiority optimizes cognitive functioning. Nags Head Conference on the Self, FL., USA.


Communications Inter-Laboratoires, dans des Workshop, ou Sans Actes


Dumas, F. (2013, Juin). Comparaisons avec meilleurs que soi en contexte scolaire : Effet bénéfiques ou délétères ? Cycle de Conférences, Chaire des Sciences du Comportement et Applications. Conservatoire National des Arts et Métiers (CNAM), Paris.

Randon, S., Dumas, F., Pourin C., Baret, C., & Michel P. (2012, Novembre). L’autonomie au travail est-elle réellement un facteur de satisfaction au travail des infirmières ? Congrès de l’Association de Recherche Appliquée au Management des Organisations de Santé (ARAMOS), Paris.

Belletier, C., Davranche, K., Burle, B., Dumas, F., Hasbroucq, T., Vidal, F, Huguet, P. (2011, november) When High-Powered People Choke : The Cost of Being Watched by the Experimenter. Workshop : social determinants of cognitive control. Marseille.

Belletier, C., Davranche, K., Burle, B., Dumas, F., Hasbroucq, T., Vidal, F, & Huguet, P. (2011). Social presence and cognitive control : Using the Simon task. Delta Plots Workshop, Marseille.

Dumas, F., Huguet, P, & Monteil, J.-M. (2005, Juin). Contrôle inconscient mais efficace versus conscient mais inefficace : Une illustration avec la tâche de Stroop. Rencontres Interlaboratoire de Psychologie Génève-Lausanne, Genève.

Dumas, F., Huguet, P, & Monteil, J.-M. (2002, Février). Dans quelles stratégies de comparaison s’engagent les élèves ?, avec quelles conséquences sur leurs performances. Rencontres Interlaboratoire de Psychologie Génève-Lausanne, Genève.