Laboratory for the Psychology of Child Development and Education


Research center

46 rue Saint-Jacques
75005 Paris


Université Paris Descartes
Sorbonne Paris Cité
Université de Caen
Université Paris Descartes


IDEX Sorbonne Paris Cité


Brain imaging
neurocognitive developpment
executive functions
inhibitory control


Krakowski CS, Poirel N, Vidal J, Roëll M, Pineau A, Borst G, Houdé O. The forest, the trees, and the leaves: Differences of processing across development. Dev Psychol. 2016 Aug;52(8):1262-72. doi: 10.1037/dev0000138.

Cachia A, Borst G, Vidal J, Fischer C, Pineau A, Mangin JF, Houdé O. The shape of the ACC contributes to cognitive control efficiency in preschoolers. J Cogn Neurosci. 2014 Jan;26(1):96-106. doi: 10.1162/jocn_a_00459. Epub 2013 Aug 5.

Borst G., Pineau A., Poirel N., 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.

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.

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.

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.

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.

Fields of research

Cognitive neurosciences / neuropsychology /neuroeconomy

Research Theme

The LaPsyDÉ is one of the few lab in France conducting basic researches from childhood to adulthood that combine (1) integrated behavioral approaches of cognitive development in different domains (object perception, numerical cognition, categorization, reasoning, decision making and creativity) and (2) multimodal brain imaging (anatomical and functional MRI, high density EEG) of brain development, especially in normal preschoolers and school-age children. Our fundamental researches have also direct applications, in particular in education. Indeed, parts of the paradigms we develop (e.g., cognitive training, including executive functions, priming of cognitive and/or emotional strategies, error detection,..., with well-characterized effects on the developing brain) are adapted in pedagogical materials. In a long-time partnership with the Ministry of National Education (Academic Inspections of Paris and Basse Normandie), volunteered teachers in preschools and primary schools use our materials in their classes to help children overcome recurrent learning errors. The translational aspect of our approach, from the lab to the classroom and back, allows us to propose original ways to improve teaching and education policies on the bases of strong neuroscientific evidence. The researches conducted in our lab on the cerebral, cognitive and socio-emotional development of children and adolescents and their applications to education are part of an emerging field, neuroeducation, in which education informs cognitive neuroscience and cognitive neuroscience contributes to education. The LaPsyDÉ is one of the founding labs of the new research network of the Parisian Ecole Supérieure du Professorat et de l'Éducation (ESPE) created in September 2013.