Agnes Blaye

full Professor

Aix-Marseille University

France

Research Interests

Explore related searches

Professors in France

Contact this professor

Get a free first email built on one of their papers, ready for you to edit and send yourself.

About

Agnes Blaye is a full Professor at Aix-Marseille Université in France. Her research primarily focuses on cognitive development in children, covering areas such as impulse control, memory, and evaluative conditioning. Recent publications highlight her investigations into the mechanisms of cognitive control and error monitoring in children, including studies on ADHD. She is particularly interested in the developmental changes across childhood and adolescence related to cognitive processes.

Articles (8)

Year:

2023

Year:

2022

Year:

2022

Year:

2021

Year:

2021

Year:

2020

Year:

2020

Year:

2020

Collaborators (2)

Laurence Casini

Associate Professor

Aix-Marseille University

FRANCE

View details

Boris Burle

FRANCE

View details

ApplyKite TwinLearns as you apply

Make your next move.

Prepare your application

Review drafts before you send them.

Agnes Blaye

Research Interests

Explore related searches

Contact this professor

About

Articles (8)

Children’s gist-based false memory in working memory tasks.

Developmental changes in impulse control: Trial‐by‐trial EMG dissociates the evolution of impulse strength from its subsequent suppression

Age-related changes in controllable and uncontrollable processes underlying evaluative conditioning: A comparison between children ages 7 to 11 and young adults.

Stronger impulse capture and impaired inhibition of prepotent action in children with ADHD performing a Simon task: An electromyographic study.

Learning-based before intentional cognitive control: Developmental evidence for a dissociation between implicit and explicit control.

The dynamics of interference control across childhood and adolescence: Distribution analyses in three conflict tasks and ten age groups.

The role of midfrontal theta oscillations across the development of cognitive control in preschoolers and school-age children

Inhibiting errors while they are produced: direct evidence for error monitoring and inhibitory control in children

Collaborators (2)

Laurence Casini

Boris Burle

Make your next move.