Articles dans des revues avec comité de lecture (81)
  1. 23. Chetail, F., & Content, A. (2014). What is the difference between OASIS and OPERA? Roughly five pixels. Orthographic structure biases the perceived length of letter strings. Psychological science, 25(1), 243-249.
  2. 24. Chetail, F., Drabs, V., & Content, A. (2014). The role of consonant/vowel organization in perceptual discrimination. Journal of experimental psychology. Learning, memory, and cognition, 40, 938-961. doi:10.1037/a0036166
  3. 25. Mussolin, C., Nys, J., Content, A., & Leybaert, J. (2014). Symbolic Number Abilities Predict Later Approximate Number System Acuity in Preschool Children. PloS one, 9(3), e91839, 1-12. doi:10.1371/journal.pone.0091839
  4. 26. Guillaume, M., Nys, J., Mussolin, C., & Content, A. (2013). Differences in the acuity of the Approximate Number System in adults: The effect of mathematical ability. Acta psychologica, 144(3), 506-512. doi:10.1016/j.actpsy.2013.09.001
  5. 27. Chetail, F., & Content, A. (2013). Segmentation of written words in French. Language and Speech, 56(1), 125-144.
  6. 28. Nys, J., Content, A., & Leybaert, J. (2013). Impact of Language Abilities on Exact and Approximate Number Skills Development: Evidence from Children with Specific Language Impairment. Journal of speech, language, and hearing research, 56(3), 956-970. doi:10.1044/1092-4388(2012/10-0229)
  7. 29. Gabriel, F., Coché, F., Szucs, D., Carette, V., Rey, B., & Content, A. (2013). A componential view of children's difficulties in learning fractions. Frontiers in Psychology, 4(OCT), Article 715. doi:10.3389/fpsyg.2013.00715
  8. 30. Gabriel, F., Szucs, D., & Content, A. (2013). The Development of the Mental Representation of Fraction Magnitude. PloS one, 8(11), E80016. doi:10.1371/journal.pone.0080016.
  9. 31. Gabriel, F., Szucs, D., & Content, A. (2013). The mental representations of fractions: adults’ same–different judgments. Frontiers in Psychology, 4, 385, 1-6.
  10. 32. Nys, J., Ventura, P., Fernandes, T., Querido, L., Leybaert, J., & Content, A. (2013). Does math education modify the approximate number system? A comparison of schooled and unschooled adults. Trends in Neuroscience and Education, 2(1), 13-22.
  11. 33. Mussolin, C., Nys, J., Leybaert, J., & Content, A. (2012). Relationships between approximate number system acuity and early symbolic number abilities. Trends in Neuroscience and Education, 1(1), 21-31. doi:10.1016/j.tine.2012.09.003
  12. 34. Content, A. (2012). Les causes des troubles d'acquisition du langage écrit. ANAE. Approche neuropsychologique des apprentissages chez l'enfant, 24(2116), 21-27.
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