Parties d'ouvrages collectifs (13)
  1. 12. Content, A. (1991). La reconnaissance des mots écrits: approche connexionniste. In R. Kolinsky, J. Morais, & J. Segui (Eds.), La reconnaissance des mots dans les différentes modalités sensorielles: Données et modèles en psycholinguistique cognitive (pp. 237-275). Paris: PUF.
  2. 13. Alegria Iscoa, J., & Content, A. (1985). Explicit analysis of speech and learning to read : some experimental studies. In M. Spoelders, F. Van Besien, F. Loewenthal, & F. Vandamme (Eds.), Language acquisition and learning: essays in educational pragmatics.
    3.   Articles dans des revues avec comité de lecture (82)
  3. 1. Siegelman, N., Elgort, I., Brysbaert, M., Agrawal, N., Amenta, S., Arsenijević Mijalković, J., Chang, C. S., Chernova, D., Chetail, F., Clarke, A. J. B., Content, A., Crepaldi, D., Davaabold, N., Delgersuren, S., Deutsch, A., Dibrova, V., Drieghe, D., Filipović Đurđević, D., Finch, B., Frost, R., Gattei, C., Geva, E., Godfroid, A., Griener, L., Hernández‐Rivera, E., Ivanenko, A., Järvikivi, J., Kawaletz, L., Khare, A., Lee, J. R., Lee, C. E., Manouilidou, C., Marelli, M., Mashanlo, T., Mišić, K., Miwa, K., Palma, P., Plag, I., Rezanova, Z., Riimed, E., Rueckl, J., Schroeder, S., Sekerina, I., Shalom, D., Slioussar, N., Slosar, N. M., Taler, V., Thériault, K., Titone, D., Tumee, O., Wetering, R. V. D., Verma, A., Weiss, A. F., Wu, D. H., & Kuperman, V. (2024). Rethinking First Language–Second Language Similarities and Differences in English Proficiency: Insights From the ENglish Reading Online (ENRO) Project. Language learning, 74(1), 249-294. doi:10.1111/lang.12586
  4. 2. Issele, J., Chetail, F., & Content, A. (2022). Perceptual units in Chinese character recognition: The role of sublexical combinations of components. Quarterly Journal of Experimental Psychology, 8(75), 1514-1527.
  5. 3. Genucchi, M., Content, A., & Chetail, F. (2022). L'importance de la motivation à lire dans la compréhension en lecture chez les adolescents : le roman graphique, un outil prometteur ?: The Importance of Reading Motivation in Adolescent Reading Comprehension: The Graphic Novel as a Promising Tool? L'Année Psychologique, 122(4), 643-685. doi:10.3917/anpsy1.224.0643
  6. 4. Seyll, L., & Content, A. (2022). Letter-Like Shape Recognition in Preschool Children: Does Graphomotor Knowledge Contribute? Frontiers in Psychology, 12, 726454. doi:10.3389/fpsyg.2021.726454
  7. 5. Guillaume, M., Hendryckx, C., Beuel, A., Van Rinsveld, A., & Content, A. (2021). The interaction between numerical and continuous non-numerical magnitudes in a double change detection paradigm. Journal of experimental psychology. Learning, memory, and cognition, 47(11), 1810-1819. doi:10.1037/xlm0001062
  8. 6. Collette, E., Schelstraete, M.-A., Content, A., & Chetail, F. (2021). The extraction of orthographic and phonological structure of printed words in adults with dyslexia. Dyslexia. doi:10.1002/dys.1700
  9. 7. Van Rinsveld, A., Wens, V., Guillaume, M., Beuel, A., Gevers, W., Content, A., & De Tiege, X. (2021). Automatic Processing of Numerosity in Human Neocortex Evidenced by Occipital and Parietal Neuromagnetic Responses. Cerebral cortex communications, 2(2), tgab028. doi:10.1093/texcom/tgab028
  10. 8. Seyll, L., Wyckmans, F., & Content, A. (2020). The impact of graphic motor programs and detailed visual analysis on letter-like shape recognition. Cognition, 205, 104443. doi:10.1016/j.cognition.2020.104443
  11. 9. Hendryckx, C., Guillaume, M., Beuel, A., Van Rinsveld, A., & Content, A. (2020). Mutual influences between numerical and non-numerical quantities in comparison tasks. The quarterly journal of experimental psychology, 1747021820981876. doi:10.1177/1747021820981876
  12. 10. El Akiki, C., Content, A., El Akiki, C., & Content, A. (2020). Early Sensitivity to Morphology in Beginning Readers of Arabic. Frontiers in Psychology, 11, 552315, 2274. doi:10.3389/fpsyg.2020.552315
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