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Accueil > Développement et vieillissement cognitif > - Agnès Blaye - Professeur


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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.

Chevalier, N., & Blaye, A. (2016), Metacognitive Monitoring of Executive Control Engagement During Childhood. Child Development. doi : 10.1111/cdev.12537

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,

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. doi:10.1037/a0038795

Kray, J., Gaspard, H., Karbach, J., & Blaye, A. (2014). Developmental changes in using verbal self-cueing in task-switching situations : The impact of task practice and task-sequencing demands. Frontiers in Psychology, 4:940. DOI=10.3389/fpsyg.2013.00940

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

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.

Blaye, A., & Chevalier, N. (2014). Contrôle exécutif et développement. Psychologie Française, 59(1), 1–3. Introduction Numero special. doi:10.1016/j.psfr.2014.02.003

Chevalier, N., Blaye, A., & Maintenant, C. (2014). La représentation du but dans le contrôle exécutif chez l’enfant. Psychologie Française. doi :

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. doi :

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.[pdf]

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.[pdf]

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.[pdf]

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.

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.[pdf]

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

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. [pdf]

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, 485-508.[pdf]

Kray J, Blaye A and 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 [pdf]

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. [pdf]

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. [pdf]

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

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.[pdf]

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

Maintenant, C., & Blaye, A. (2008). Développement de la flexibilité catégorielle de 3 à 8 ans : Rôle des aspects conceptuels. L’Année Psychologique, 108, 659-698. [pdf]

Blaye, A., Chevalier, N., & Paour, J.-L. (2007). The development of intentional control of categorization behaviour : A study of children’s relational flexibility. Cognition, Brain, Behavior, 11(4), 791-808. [pdf]

Cannard, C., Bonthoux, F., Blaye, A., Scheuner, N., Schreiber, AC. & Trinquart, J. (2006). BD2I : Normes sur l’identification de 274 images d’objets et leur mise en relation chez l’enfant français de 3 à 8 ans. L’Année Psychologique, 106, 3, 375-396

Chevalier, N., & Blaye, A. (2006). Le développement de la flexibilité cognitive chez l’enfant préscolaire : enjeux théoriques. L’Année Psychologique, 106, 569-608.

Pennequin, V., Fontaine, R., Bonthoux, F., Scheuner, N., &, Blaye, A. (2006). Categorization deficit in old age : reality or artefact ? Journal of Adult Development, 13,1,1-9.

Blaye, A., Paour, J.P., Bernard-Peyron, V., & Bonthoux, F. (2006). Categorical flexibility in children : Distinguishing response flexibility from conceptual flexibility ; the protracted development of taxonomic representations. European Journal of Developmental Psychology, 3, 163-188.

Chevalier, N., & Blaye, A. (2006). False-Belief representation and attribution in preschoolers : Testing a graded-representation hypothesis. Current Psychology Letters, Behaviour, Brain, & Cognition, 18, 1.

Cannard, C., Blaye, A., Scheuner, N., & Bonthoux, F. (2005). Picture naming in 3- to 8-year-old French children : Methodological considerations on name agreement. Behaviour Research Methods,Instruments, & Computers, 37, 3, 417-425.

Bovet, D., Vauclair, J., Blaye, A. (2005). Categorization and abstraction abilities in 3-year-old children : a comparison with monkey data. Animal Cognition, 8, 53-59.

Scheuner, N., Bonthoux, F., Cannard, C., & Blaye, A. (2004). The role of associative strengths and conceptual relations in 4- and 6-year olds children. International Journal of Psychology,39, 4, 290-304.

Perret, P, Blaye, A., & Paour, J.L. (2003). Respective contributions of inhibition and knowledge levels in class inclusion development : A negative priming study. Developmental Science, 6, 3, 283-288.

Blaye, A., & Bonthoux, F. (2001). Thematic and taxonomic relations in preschoolers : The development of flexibility of categorization choices. British Journal of Developmental Psychology, 19, 395-412.

Blaye, A., Bernard-Peyron, V., & Bonthoux, F. (2000). Au delà des conduites de catégorisation : Le développement des représentations catégorielles entre 5 et 9 ans. Archives de Psychologie,68, 59-82.


Blaye, A., & Lemaire, P. (eds) (2007). Psychologie du développement cognitif de l’enfant. Bruxelles : De Boeck.


Bonthoux, F., Berger, C., & Blaye, A. (2004). Naissance et développement des concepts chez l’enfant. Catégoriser pour comprendre. Paris, Dunod.


Blaye, A., Ambrosi, S., & Lucenet, J. (2015) Development of cognitive control : Can children modulate their control as a function of context ? International Convention of Psychological Science, Amsterdam : 12-14 March
Chevalier, N., Dauvier, B., &, Blaye, A. (2015). Executive control development is driven by a shift in the type of environmental information that children prioritize. SRCD Biennial Meeting, Philadelphia, Pennsylvania, USA:19-21 March.
Zira, M., Groppi, F., Cavali, E., Colé, P., & Blaye, A. (2015) Contexte phrastique et processus inhibiteurs chez l’étudiant dyslexique francophone. 56eme congrès national de la Societé Française de psychologie, Strasbourg : 2-4 septembre
Chevalier, N., & Blaye, A. (2014). Awareness of action readiness in executive function development. Annual conference of the BPS Developmental and Cognitive Sections, Amsterdam, 3-5 September.
Lucenet, J., & Blaye, A. (2014). Cognitive flexibility and context monitoring in 7- and 9-year-olds. Annual conference of the BPS Developmental and Cognitive Sections, Amsterdam, 3-5 September.
Tison, C., Blaye, A., & Guillaume, F. (2014). Delay-execute prospective memory and retrospective memory : overlaps and specificities. 4th International Conference on Prospective Memory, Naples, Italy (26-30 May).
Blaye, A., Glady, Y., & Thibaut, J.-P. (2013). Goal maintenance in the A:B::C : ? analogical reasoning task : Sequentializing information display can help. 3rd International Conference on Analogy. Dijon : 6-8 August.
Lucenet, J., & Blaye, A. (2013). The Development of Cognitive Control in 5- and 6-Year-Olds : Qualitative Changes in the Temporal Dynamics of Goal Setting. SRCD Biennial Meeting, Seattle, Washington, USA (18-20 April).
Lucenet, J., Kray, J., Chevalier, N., & Blaye, A. (2013). The role of verbal labeling on reactive control : A lifespan study. Annual Conference of the British Psychological Society (BPS) Developmental and Cognitive Sections, Reading, England (4th-6th September
Blaye, A., Guillaume, F., Lecacheur, M., & Lemaire, P. (2012). The development of prospective memory ; The effects of cue focality and difficulty of the ongoing task. An executive account. 42nd annual Meeting of the Jean Piaget Society, Toronto.
Lucenet, J., Blaye, A., & Kray, J. (2012). Contrôle cognitif et gestion des buts : de la Grande Section au CP. Société Française de Psychologie (SFP). Montpellier, France.
Minier, L., & Blaye, A. (2012). Interaction entre représentations des relations et contrôle exécutif dans le développement du raisonnement par analogie chez les enfants d’âge préscolaire. Société Française de Psychologie (SFP). Montpellier, France.
Lucenet, J., Kray, J., Chevalier, N., & Blaye, A. (2012). Asking preschoolers to label in task-switching : a benefit beyond the reorientation of attention. The Development of Executive Functions. Workshop, Utrecht, the Netherlands (19th-20th April).
Minier, L., & Blaye, A. (2012a). Analogical reasoning in preschoolers : Can an explicit representation enhance executive control ? The Development of Executive Functions Workshop, Utrecht, the Netherlands (19th-20th April).
Minier, L. & Blaye, A. (2012b). Representation and executive control : How do they interact in 4- and 5-years-old analogical reasoning. 24th annual convention of the Association for Psychological Science, Chicago, Etats-Unis (24-27 Mai)
Minier, L., & Blaye, A. (2012c). Analogical reasoning in preschoolers : A matter of both relational knowledge and executive control. 7th International Conference on Thinking, Londres, Angleterre (4-6 Juillet)
Lucenet, J., Blaye, A., Kray, J. & Chevalier, N. (2011) The Role of Goal Setting in the Development of Cognitive Flexibility in 6- and 7-Year-olds : Does Verbalization Help ? SRCD Biennial Meeting, Montreal, Canada (March 31- April 2).
Lucenet, J., Blaye, A., Chevalier, N., Karbach, J., & Kray, J. (2010, septembre). Flexibilité cognitive et vieillissement : Rôle modulateur des verbalisations ? XIème Colloque International sur le Vieillissement Cognitif (JEV’10), Liège, Belgique.